ERIC Number: ED419881
Record Type: RIE
Publication Date: 1998-Apr
Developing a Psychology of Learning in the Field: Pre-service Mentoring of At-Risk Middle School Students.
This narrative recounts the process of developing and implementing a field component in a preservice course on the psychology of teaching and learning at a large urban school of education. The professional development model of integrated school reform was used as a theoretical base. The field component of the course had two strands: reflective observations and mentoring students identified by teachers as at-risk. Data include survey feedback from: (1) a team of 5 middle school teachers; (2) 14 mentored seventh graders; and (3) the 25 university students in the course. Other sources of information and interpretation are the preservice teachers' final papers in the course that analyzed the field experience in terms of a psychological principle of teaching and learning, and notes from initial meetings as well as a followup meeting with the middle school teachers and several university students after the semester ended. Looking at the data from a cost/benefit ratio perspective, this small Professional Development School (PDS) initiative reveals both intended and unintended benefits and also reveals specific contextual barriers to implementation in a nonresident, noncohort school of education. Challenges to implementing this field program in a subsequent semester highlight the dynamic nature of working in PDS settings. Appendixes contain notes on fieldwork experiences, the student survey, and the assignment from the university class syllabus. (Contains 2 tables and 31 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).