ERIC Number: ED394759
Record Type: Non-Journal
Publication Date: 1996-Mar
Preparing Classroom Teachers To Teach Diverse Learners in Rural Schools.
Harriman, Nancy; Renew, Frank C., Jr.
To better prepare preservice teachers for meeting the challenges of student diversity, many universities have strengthened their partnerships with schools to provide sustained, mentored experiences in classroom settings along with concurrent coursework. For the past 5 years, elementary and secondary special education teacher candidates at the University of Southern Maine (USM) have participated in an intensive postbaccalaureate internship at one of five professional development school sites. Students participate in a full range of teaching and professional activities with mentor teachers while taking 10 graduate courses. Program evaluation consisted of interviews with two site-based instructors, and student and teacher feedback from site-based courses in exceptionality at USM's rural partner sites. Three aspects of course delivery were examined: content, pedagogy, and assignments. Eight common factors emerged as critical to successful site-delivered courses in exceptionality: rich content, concentrated use of exemplars, a schoolwide or systemwide perspective, the educational philosophy of instructor, emphasis on reflection, and integrative assignments with classroom-based applications. Based on evidence of desired teacher outcomes in the USM teacher education program, the instructional elements described appear to be effective in teaching site-based courses in exceptionality. (LP)
Descriptors: College School Cooperation, Diversity (Student), Elementary Secondary Education, Graduate Students, Graduate Study, Higher Education, Inclusive Schools, Instructional Effectiveness, Internship Programs, Mentors, Preservice Teacher Education, Professional Development Schools, Program Evaluation, Rural Schools, Special Education Teachers, Teacher Education Programs, Teacher Educators
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A