University Faculty Perspectives on the First Year of a Professional Development School Program.
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| Title: | University Faculty Perspectives on the First Year of a Professional Development School Program. |
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| Language: | English |
| Authors: | Bland, Sandra J., Hecht, Jeffrey B. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 1996 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | College Faculty, College School Cooperation, Cooperating Teachers, Elementary Education, Higher Education, Mentors, Preservice Teacher Education, Professional Development Schools, Public Schools, Student Teachers |
| Abstract: | During the 1995-96 academic year, faculty and administrators in the College of Education at Illinois State University, (Normal, IL) and teachers and administrators from a local school district established a Professional Development School (PDS). A group of 32 of the university's elementary education majors were placed at school sites in the local district to spend their entire last year of education and practice. Students taught on-site within the schools and participated in the day-to-day activities of the classroom under the direction of selected mentor teachers. Researchers studied a number of different aspects of this PDS during the year. Data from interviews with participating university faculty indicated that they were satisfied with the students and the program, and they regarded the program highly, though several critical issues needed to be addressed if the program was to continue and prosper. These issues included the distance and traveling time between the university and the participating district; ways to improve and increase the amount of communication between university faculty, students, and district mentors; the student and faculty workload and ways this workload might be more equitably distributed and scheduled; and ways of providing similar experiences to other on-campus students. An appendix contains the faculty interview questions. Contains 37 references. (SM) |
| Entry Date: | 1999 |
| Accession Number: | ED430953 |
| Database: | ERIC |
| Abstract: | During the 1995-96 academic year, faculty and administrators in the College of Education at Illinois State University, (Normal, IL) and teachers and administrators from a local school district established a Professional Development School (PDS). A group of 32 of the university's elementary education majors were placed at school sites in the local district to spend their entire last year of education and practice. Students taught on-site within the schools and participated in the day-to-day activities of the classroom under the direction of selected mentor teachers. Researchers studied a number of different aspects of this PDS during the year. Data from interviews with participating university faculty indicated that they were satisfied with the students and the program, and they regarded the program highly, though several critical issues needed to be addressed if the program was to continue and prosper. These issues included the distance and traveling time between the university and the participating district; ways to improve and increase the amount of communication between university faculty, students, and district mentors; the student and faculty workload and ways this workload might be more equitably distributed and scheduled; and ways of providing similar experiences to other on-campus students. An appendix contains the faculty interview questions. Contains 37 references. (SM) |
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