ERIC Number: ED380447
Record Type: Non-Journal
Publication Date: 1995-Feb
Reference Count: N/A
A Descriptive and Comparative Study of the Student Teaching Programs in the North Central Region.
Leslie, Carl E.
This study examined and compared undergraduate student teaching programs in the North Central Association of Colleges and Schools' accreditation region of state-approved institutions of higher education. A survey of 162 (72%) directors of student teaching programs addressed four areas: general background of the institutions, administration of the student teaching programs, student teachers themselves, and cooperating school districts and cooperating teachers. Findings within these four areas are presented, and data are compared between private and public institutions and between National Council for Accreditation of Teacher Education (NCATE) and non-NCATE institutions. The study concluded that institutional size contributed to many of the differences among institutions in the region. There was diversity in the number of student teacher visits made by the college supervisor. There were some institutions that did not allow students who were unsuccessful at student teaching to be given a second chance to be successful. Recommendations from survey respondents are presented, such as developing more effective ways of selecting cooperating teachers, developing more training in clinical supervision for cooperating teachers, making student teaching a full semester in length, and recognizing cooperating teachers and principals for service performed. (Contains 20 references.) (JDD)
Descriptors: Accreditation (Institutions), Change Strategies, Comparative Analysis, Cooperating Teachers, Elementary Secondary Education, Higher Education, Institutional Characteristics, Preservice Teacher Education, Private Colleges, Program Implementation, Public Colleges, Schools of Education, Student Teacher Supervisors, Student Teachers, Student Teaching, Teacher Education Programs, Undergraduate Study
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A