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Broadening of Graduate Practicums (An overview of how Jacksonville State University increased the practical experiences available to employed Master's level students) [microform] / Greg Frith
Bib ID 5301905
Format MicroformMicroform, BookBook
Author
Frith, Greg
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975 
7 p. 
Summary

Educators agree that the interaction of teachers in training with exceptional children through the medium of practicums or internships is an essential component of every teacher education program. At the undergraduate level, where the student is usually pursuing a degree on a full time basis, ample opportunities exist for interaction with children, both in conjunction with classroom assignments and through student teaching. At the Master's level, where most students pursue a degree on a part time basis (and are employed as a teacher during the day), practical work is logistically more difficult to arrange. Student feedback at Jacksonville State University indicated that additional types of exposure would be meaningful. Thus, an agreement was reached with the nearby Calhoun County School System whereby special education teachers enrolled for an intership in special education were permitted to receive exposure to classroom situations other than their own. Implementation of the program necessitated (1) the approval and cooperation of the Superintendent of Education for the county, the Coordinator of Special Education, and various teachers; (2) pre-planning by program administrators and caution in the participant selection; (3) the encouragement of participants; and (4) follow-up asking teachers and administrators involved to exchange experiences formally and informally. This exchange program, in which some teachers were given total responsibility for a classroom and others were allowed to observe, was perceived as being quite meaningful by everyone involved. (A list of observations of participating teachers and recommendations for university supervisors are included.) (DMT)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Graduate Study.  |  Internship Programs.  |  Masters Degrees.  |  Practicums.  |  Special Education Teachers.  |  Teacher Interns.  |  Teaching Experience.
Form/genre Reports, Descriptive.
Other authors/contributors Jacksonville State Univ., AL
Available From ERIC 
000 02955cam a22003252u 4500
001 5301905
005 20181019100658.0
007 he u||024||||
008 080220s1975    xxu ||| bt    ||| | eng d
035 |9(ericd)ED121728
037 |aED121728|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aFrith, Greg.
245 1 0 |aBroadening of Graduate Practicums (An overview of how Jacksonville State University increased the practical experiences available to employed Master's level students)|h[microform] /|cGreg Frith.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1975.
300 |a7 p.
520 |aEducators agree that the interaction of teachers in training with exceptional children through the medium of practicums or internships is an essential component of every teacher education program. At the undergraduate level, where the student is usually pursuing a degree on a full time basis, ample opportunities exist for interaction with children, both in conjunction with classroom assignments and through student teaching. At the Master's level, where most students pursue a degree on a part time basis (and are employed as a teacher during the day), practical work is logistically more difficult to arrange. Student feedback at Jacksonville State University indicated that additional types of exposure would be meaningful. Thus, an agreement was reached with the nearby Calhoun County School System whereby special education teachers enrolled for an intership in special education were permitted to receive exposure to classroom situations other than their own. Implementation of the program necessitated (1) the approval and cooperation of the Superintendent of Education for the county, the Coordinator of Special Education, and various teachers; (2) pre-planning by program administrators and caution in the participant selection; (3) the encouragement of participants; and (4) follow-up asking teachers and administrators involved to exchange experiences formally and informally. This exchange program, in which some teachers were given total responsibility for a classroom and others were allowed to observe, was perceived as being quite meaningful by everyone involved. (A list of observations of participating teachers and recommendations for university supervisors are included.) (DMT)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aGraduate Study.|2ericd
650 0 7 |aInternship Programs.|2ericd
650 0 7 |aMasters Degrees.|2ericd
650 1 7 |aPracticums.|2ericd
650 1 7 |aSpecial Education Teachers.|2ericd
650 0 7 |aTeacher Interns.|2ericd
650 1 7 |aTeaching Experience.|2ericd
655 7 |aReports, Descriptive.|2ericd
710 2 |aJacksonville State Univ., AL.
984 |aANL|cmc 2253 ED121728|d77000000133843
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