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Menkel-Meadow, Carrie – Cleveland State Law Review, 1980
Contributions of various clinical schools of thought to the theories about lawyering are examined, categorized by their emphasis on the individual attorney's role or the profession's in general. Although clinical legal education has matured, it is lacking in legal scholarship. Available from Dennis & Co., 251 Main St., Buffalo, NY 14203. (MSE)
Descriptors: Field Experience Programs, Higher Education, Lawyers, Legal Education
Resource Development Internship Project, Bloomington, IN. – 1972
This handbook describes the history, objectives and operations of the Resource Development Internship Project (RDIP), a project designed to simultaneously strengthen the educational process and increase the number of skilled personnel working on development problems by placing upper division and graduate students--students who already have the…
Descriptors: Administrator Education, Field Experience Programs, Higher Education, Inservice Education

Benavides, Eustolio, III; And Others – Journal of Education for Social Work, 1980
The Community Learning Center Project, a multicultural training program, is presented as a successful model for the acquisition of culturally relevant social work practice competencies. Cultural pluralism is presented as the underlying framework for the project. The design and model of an evaluation study of the project are described. (Author/MLW)
Descriptors: Competence, Competency Based Education, Cultural Awareness, Cultural Pluralism
Schindler, Paul T. – 1978
The field of education has recognized that intensive clinical experience constitutes an ideal learning model. Fellowships in education were accompanied by large amounts of money in demonstration projects. Two costly national programs designed to move highly qualified persons into top administrative positions fell short of their goal.…
Descriptors: Educational Opportunities, Experiential Learning, Fellowships, Field Experience Programs

McAlpine, Lynn – Journal on Excellence in College Teaching, 1993
Professionals in training may use the tension between classroom-based learning and practica or field experiences if journal narratives are used to: (1) provide a basis for professional conversations between learner and instructor; (2) conceptualize that relationship as between a mentor and advisee; (3) articulate the relationship between theory…
Descriptors: Classroom Techniques, College Instruction, Dialog Journals, Education Work Relationship