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ERIC Number: ED040937
Record Type: RIE
Publication Date: 1970
Pages: 20
Abstractor: N/A
Reference Count: 0
Flexibility and Sequence: Educational Psychology and the Training of Teachers.
Grinder, Robert E.
To increase the relevance of educational psychology the School of Education at the University of Wisconsin now offers one-credit, 5-week modules in its entire foundational area. The modules offer students a wide range of options and provide instructors greater flexibility and manageability and subject matter presentations. Before the new program was initiated students took three semester-long foundations courses: school and society, learning, and human development. Three years ago a staff and student committee began inventory of subject matter and development of the new program in which students may choose from among one-credit modular units in the same three foundations areas. Although a total of six to nine credits is still required, only one unit or credit must be completed in each of the three areas. Two attitude surveys were administered by the committee (to 122 teachers completing their internship and to 266 students during their module orientation) to obtain an overview on what modular content might be and when modules might be offered relative to student teaching methods courses. Administrative concerns which are still being explored in the formative stage of the program include the danger of over fractionation, the need for continuity across modules, and the problem of disseminating information to prospective teachers about what to expect from modules, which to choose, and when to enroll. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at annual meeting, AERA, Minneapolis, March 1970