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ERIC Number: ED425157
Record Type: Non-Journal
Publication Date: 1998-Oct-15
Pages: 20
Abstractor: N/A
Reference Count: N/A
A Comparison of Two Dichotomous Field Experience Sites: Perspectives of a Pre-Service Teacher.
Nichols, Joe D.; Sorg, Shelley
Early field experiences for preservice teachers can serve as a catalyst for the development of new insights and instructional techniques, particularly if they are in diverse settings. This study provided one preservice teacher with two 30-hour field experience components at two diverse sites. The project involved a comparative analysis of two site-based teacher evaluation field experiences within a large school corporation in the midwest. The student observer conducted 30 hours of required field observation at each site over the course of two semesters. One site was in a large, traditional public high school, and the other site was in an alternative school-based program for habitual behavioral offenders. The student observer conducted interviews with students, teachers, and administrators throughout the observational period and compiled a subsequent field experience journal to reflect the activities. She observed behavioral issues, instructional methods, educational environments, and teacher effectiveness. Analysis of the observations indicated that each site's instructional intent inculcated students' self-responsibility. Each site effectively achieved its goals using dichotomous approaches in classroom management. The variability of student background made each site unique and responsive to its students' academic, behavioral, cognitive, and emotional needs. (Contains 21 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A