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ERIC Number: ED347575
Record Type: RIE
Publication Date: 1989
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A University-Public School Experimental Practicum.
White, Richard; Tucker-Ladd, Patty
To develop an intensive preclinical experience for college juniors giving them "real" school contact and encouraging cooperative goal setting and planning among the public school and university staff, a study examined two revisions to the "junior block" program at Eastern Illinois University. This program provides students with 12 weeks of education classes followed by 4 weeks of actual classroom experience, and the revisions were as follows: (1) the teacher education students began their semester knowing the actual public school classroom to which they were assigned rather than waiting 12 weeks to receive that assignment; and (2) the public school staff were given major input into the students' college class instruction and experiences. The attitudinal change of the teachers during this experience was measured with the Semantic Differential. Results of this investigation indicated that: (1) the subjects terminated the experience with a positive attitude toward the new approach in the junior block program and towards their role in the preparation of teachers; (2) scheduling and placement changes improved the quality of the experience for the students; (3) the public school staff appreciated a heightened level of participation in the teacher education process; (4) communication among the important actors was increased; (5) the public school educators have become more willing to accept junior block students because they can be reassured of the quality of the experience for their classrooms; and (6) the university coordinator has gained entry into a practicum setting which will continue to provide much-needed placement opportunities for future teacher education students. (Four tables of data are included.) (MS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Eastern Illinois University; Semantic Differential Test of Teacher Attitudes