ERIC Number: ED396270
Record Type: RIE
Publication Date: 1995-Nov
Reference Count: N/A
Field-Based Research: When Preservice Practicum Teachers Make a Difference for Themselves and Their Students.
Rogers, Sue F.
A study examined preservice practicum teachers' use of field-based research to assess their teaching so that they might learn the positive aspects and successful instructional strategies utilized with at-risk students during the practicum field placement experience. Subjects were eight preservice teachers enrolled in a reading practicum undergraduate course to tutor four third-grade and four fourth-grade students with reading and language arts problems. For 7 weeks, the teachers used formal and informal assessment procedures with a theme balanced language approach. Responses on literacy development and instructional strategies were compiled separately. Results indicated that, in 5 of the 18 statements, teachers identified all of the positive characteristics exhibited by tutees at least occasionally or frequently in their classrooms: improved attitudes, confidence, accomplishments in their reading and academic work, and improved social skills. The instructional strategies rated as more successful by 57% of the teachers were in production, making and using word walls, and drawing and producing story maps. Findings suggest that the tutors had made a difference in the lives of the children who were tutored. (Contains five references; a form for the survey of tutored children is appended.) (Author/CR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers; Teaching Research; Tutor Role
Note: Paper presented at the Annual Meeting of the College Reading Association (39th, Clearwater, FL, November 4-6, 1995).