This study attempted to determine whether the administrative location of school psychology programs shaped the curriculum patterns in practicum and internship experience. No significant difference in programs in the surveyed institutions could be ascertained. (Author)

Claiming that there's an aura of dissatisfaction with the present pre- and inservice programs for principals, the writer reports his findings about existing programs and suggested improvements. (Editor)

Describes a two part technical teacher internship program which provides teacher preparation with live laboratories. Technical Education is abimonthly supplement to IAVE. (GR)

The committee on Professional Development of NAWDC concluded that student personnel curricula should make provisions for internships and academic work to be taken concurrently to enable future graduates to increase their professional skill and understanding of the total program of student personnel services. (Author/BY)

Presents a formal program, based on a theory of "full immersion, as an alternative to teacher internships. The program, designed to develop competent teachers, includes orientation, involvement in faculty committees and counseling, class visitations, cooperative learning relationships between new and senior faculty members, feedback, evaluation,…

Paper Presented at the Council of Academic Societies Conference, Washington, D. C., October 2-5, 1968.

Presents an overview of a 16-step internship model. The steps range from the initial contact between the company and university to final evaluation of the internship, in which the company and university representatives, project coordinator, and student intern examine to what extent their objectives and expectations have been met. (EAO)

Describes 22 internship centers that accept school psychology students and examines the nature of the experiences students receive. Primary roles and activities include counseling and psychoeducational assessment, intervention, and consultation. Suggests implications for the broader development of internships. (Author/JAC)

Describes the Indiana internship program which provided experiential education in vocational special needs to 40 interns in a 10-week summer program. Presents the findings regarding perceived increased competency levels resulting from this experience. (CT)

Compares cooperative education (paid, on-the-job experience) in college-level geography programs with internships for credit. The authors conclude that cooperative education programs are more flexible, provide students with more specialized training, enhance student career opportunities, and are more financially viable for both students and…