The main criteria acknowledged by institutions responding to this survey on selecting exploratory field experience sites for prospective teachers are concerns of availability of key site personnel and proximity of the site to the campus. Student needs and interests and the quality of the program available are secondary. (JD)

The university supervisor performs three basic activities: (1) phasing the student teacher into the classroom's on-going activities; (2) defining and communicating the purposes and expectations to be fulfilled; and (3) observing and evaluating the performance of the student teacher. (JN)

Instruction in teaching models given to cooperating teachers influences the behaviors of student teachers. (LH)

An experienced student teacher supervisor offers some beneficial information for those in and entering the field of education, including the advice to let student teachers do as much as they are able to do and as much as the cooperating teacher is willing to give up. (KC)

Five types of teaching models intended to facilitate a mutually beneficial relationship between teacher preparation institutions and public schools are presented. (LH)

One way of more effectively dealing with the problems of student teacher supervision would be to clarify the placement, counselor, and evaluator roles of the supervisor and fill them from a team administration approach. (MB)

Examples of several teacher induction programs are examined, delineating the frequently conflicting role expectations for mentor teachers. It is proposed that joining the concept of mentor teachers with that of preservice-level supervising teachers could bridge the preservice-inservice continuum. (CB)

A secondary science teacher education program at University of Iowa is outlined. The three required methods courses and the student teaching component are described, as well as supervision of preservice teachers by cooperating teachers and university faculty. (IAH)

Guidelines for selection and professional training of the university supervisor of student teachers are presented. Also included is a summary of responses by 136 cooperating teachers to a questionnaire on effective supervision. (IAH)

Studied (n=87) elementary cooperating teachers' self-reported familiarity with, availability of, and use of 11 common manipulative devices and their perceptions about factors to consider when using manipulatives to teach mathematics. Found limited use of manipulatives and a pattern of diminishing use through the grades. (20 references) (Author/MKR)

Discusses the student teaching experience for future music teachers. Suggests that the quality of the experience is influenced by the school site, the cooperating teacher, the process found at different points of the school year, and the relationship formed between the student and the cooperating teacher. Suggests a partnership between public…

Suggests loaning older computers, including Macintoshes, to student teachers so they would have e-mail available for feedback from college supervisors. Other possible computer uses include dialogs with other student teachers via the Internet, and dialogs between student teachers, cooperating teacher, and college supervisor. (LRW)

Discusses types of training and support that preservice teachers receive as part of a technology infusion initiative at Louisiana State University and presents four case studies of student teachers during their field placements to determine barriers, kinds of support, and their impact on students, cooperating teachers, and schools in general.…

Drawing on personal anecdotes and findings from a comparative, cross-cultural study of mentored learning to teach, the paper examines why teachers in mentor-type roles do not see themselves as school-based teacher educators. Also examines what educative mentoring looks like and discusses how to help teachers become thoughtful, serious mentors for…

Developed a strategy to assess two facets of cooperating teachers' (CTs') supervisory responsibilities: what they observed during lessons when preparing comments for student teachers and what they subsequently mentioned to students. Physical education CTs watched videotaped lessons, wrote critiques, and completed interviews. The strategy was a…