This set of documents includes the original proposal (December 1968) for the 2-year Toledo Teacher Corps program and a summary description of the program half way through its first year (November 1969). The program summary describes it as an undergraduate training program designed to improve the educational process in urban poverty areas and to…

Project 120, 1965 winner of one of the Distinguished Achievement Awards of the American Association of Colleges for Teacher Education, was begun in 1960 to prepare prospective teachers for teaching in inner-city junior high schools. Field trips (planned by a college director of field experiences) into the inner city are provided to acquaint…

This brief overview of the current stage of research at the Research and Development Center for Teacher Education at the University of Texas at Austin focuses on the effectiveness of individualizing teacher education programs to prepare teachers who will be able to teach their students how to deal with change. Three successive methods of…

The problems of relevance and integration of professional and liberal arts studies in inner-city teacher education were the bases of a 1969 pilot project which replaced formal education courses with field experiences and weekly seminars (emphasizing behavioral objectives) and which altered admission and course requirements so that 50 percent of…

Two of teacher education's most acute problems seem largely beyond its control. The biggest lies in the so-called liberal arts sector, in the preparation the prospective teacher gets in his own teaching fields and in general education. Professional education and the subject matter preparation of a teacher simply cannot be acceptably done in near…

The income tax status of various assistantships, internships, fellowships, and scholarships has been the subject of much confusion. This paper examines the various rulings and policies of the Internal Revenue Service for the use of members of the university community. Emphasis is placed on scholarship or fellowship grants; tax exempt revenue…

The Resource Development Project of the Southern Regional Education Board, in conjunction with federal, state and local agencies and southern colleges and universities has organized a service-learning internship program for college students. This handbook is designed as a guide for student interns and project committee members as they work…

This report details the results of a completed 4-year program developing performance-based field-oriented teacher education (TEPFO) at the University of Washington. It gives baseline designs for the establishment of TEPFO programs, and it discusses scheduling implications for students and faculty. The information in the appendixes (two-thirds of…

The results of a survey of student interns measuring their positive and negative attitudes towards their internship experience are discussed. (JD)

Results of a study to determine the number of library schools offering various types of field experience programs for their students. (JPF)

This study examined the influence of supervisory training on the cooperating teacher's role as an instructional supervisor. Eleven cooperating teachers who had completed a 3-hour graduate course on the supervision of preservice teachers and 25 untrained teachers who had no supervisory training participated. A discussion regarding implications of…

Cruickshank's Reflective Teaching approach to practice teaching is reviewed, critiqued, and compared to Zeichner's (1981-82) critical perspective. A modified version of Reflective Teaching is proposed. (Author/MT)

Ensuring a quality early field experience depends upon adequate supervision and training of preservice teachers in the schools where they are placed. Structured activities emphasizing important concepts and skills can serve as the basis for a viable early field experience program. Six guidelines for implementing structured activities are…

A program at West Virginia University to help cooperating teachers monitor early field experiences is described. Four phases of the plan are discussed, and guidelines are summarized. (MT)

This article reviews dilemmas faced by teacher educators in the conduct of early field experiences. Three types of dilemmas are identified: programmatic, institutional, and personal. (Author/CB)