Field-based Training Research Articles

Competencies and Aspirations: Determining Internship Needs-An Eight-Year Study

This study analyzed administrative content areas prioritized according to competence and aspiration by midmanagement (principal) interns over an eight-year period of time as they completed administrative certification programs. As part of the internship program, separate prioritizations on entry-level competencies and future professional aspirations were correlated to determine needed areas of emphasis for students’ field experiences. The long-term study of these prioritizations provided an analysis that held important implications for those involved with the design and implementation of field-based training components for future campus level administrators.

Effects of Field-Based Training on Teachers' Knowledge and Attitudes and the Motor Proficiency of Their Handicapped Students

The purpose of this study was to evaluate the effects of field-based training on the knowledge and attitudes of regular physical education teachers and the motor proficiency of their handicapped students. Twenty-four physical education teachers from a large, city school district completed a program in two phases, one on appropriate motor development for special populations followed by an implementation phase involving 46 handicapped students. An inventory was designed to measure teachers' knowledge, the Measurement of Attitudes Toward Disabled Persons scale measured teachers' attitudes, and the Bruininks-Oseretsky Test of Motor Proficiency measured handicapped students' motor ability. Analysis showed that teachers' knowledge increased significantly from pre- to midproject. Nonsignificant changes were noted for teachers' attitudes although positive increases occurred throughout the project. There was a significant increase in the motor ability of the handicapped students as a result of appropriate programming. Some change among teachers and students was encouraging.

EFFECTS OF FIELD-BASED TRAINING ON TEACHERS'KNOWLEDGE AND ATTITUDES AND THE MOTOR PROFICIENCY OF THEIR HANDICAPPED STUDENTS

The purpose of this study was to evaluate the effects of field-based training on the knowledge and attitudes of regular physical education teachers and the motor proficiency of their handicapped students. Twenty-four physical education teachers from a large, city school district completed a program in two phases, one on appropriate motor development for special populations followed by an implementation phase involving 46 handicapped students. An inventory was designed to measure teachers' knowledge, the Measurement of Attitudes Toward Disabled Persons scale measured teachers' attitudes, and the Bruininks-Oseretsky Test of Motor Proficiency measured handicapped students' motor ability. Analysis showed that teachers' knowledge increased significantly from pre- to midproject. Nonsignificant changes were noted for teachers' attitudes although positive increases occurred throughout the project. There was a significant increase in the motor ability of the handicapped students as a result of appropriate programming. Some change among teachers and students was encouraging.

Building reflection into administrative training programs

Building reflection into administrative training programs

When fieid-based training is not an option: Teaching methods for preservice teachers of students with behavior disorders

Preservice training programs in rural areas are frequently limited in the use of field-based training options for training teachers to work with students with behavior disorders. Some of the limitations students encounter as a result are discussed, followed by specific college teaching techniques designed to assist students in developing the competencies needed to begin student teaching. The article describes the use of case studies, role playing, computer simulations, videotapes, and learning packets rather than “hands-on” experience.

Field-based counselor training: A program built around distance education

After a decade of operating a traditional campus-based model for training counselors, recent changes have been made modifying it to a field-based offering. A feature of the resulting model is the utilization of distance education (correspondence study) for teaching the conceptual material. This mode of education has enabled trainees located throughout the country to be trained largely in their home-based contexts. While the distance education provisions are important, the crucial aspect of training is professional development work. This comprises fieldwork practice and supervision in home locations and brief and intensive skills workshops on campus. The field-based model has a number of distinct advantages and the disadvantages seem surmountable, provided attention is given to fundamental training principles.

Raising standards of practice in school psychology through the use of field-based training

A model is presented for upgrading school psychology practice in an entire state by raising the level of entry for school psychology certification. A central feature of the plan is that it permits those who currently do not meet the revised standards to participate in a field-based program. This allows them to increase their knowledge and skills so that they may continue to hold positions, but at a higher level of competence. The development of the program, its implementation, and an evaluation of its efforts over a five-year period are presented.

Concerns of teachers about implementing individualized instruction in the physical education setting.

Abstract Teacher concerns about individualized physical education were measured by the Stages of Concern (SoC) questionnaire developed at The University of Texas Research and Development Center. Data were collected immediately before and just following a replicable, seven-week, client-centered, field-based inservice training program involving 15 physical education teachers. A case study approach was used to report group and selected individual concerns profiles. The results of this study indicated that while change is a difficult and time-consuming process, it can be facilitated by trainers focusing on individual teacher's needs and concerns.

A systematic supervisory procedure for child care training

In recent years there has been a substantial increase in the child care services. This growth has been particularly noticeable in the rapid expansion of child development programs such as day care, Head Start, and group homes. A high percentage of direct child care services are being provided by personnel with little or no formal training in child development knowledge and methods. To upgrade staff performance and the quality of child care, staff training programs have been developed. These programs generally emphasize field-based training. For instance, Head Start (A Guide for Training, 1973) has proposed that "approximately 50% or more of the trainee's total training time must be spent in supervised field work" (p. 41). Similarly, residential child care is also developing on-the-job training methods and materials (Sebring, 1974). The field-based approach relies heavily on the competence of the trainers or supervisors to ensure adequate training. Generally, the criteria employed to select supervisors are a substantative knowledge of normal and abnormal child development and extensive experience in the application of child care methods. Supervisors frequently rely on their own interpersonal skills and theoretical orientation as well as on the behaviors they have observed in their supervisors and colleagues to formulate a "s ty le" of supervision. Programs have been designed to improve supervisors' skills (Young & Young, 1971; Dussault, 1970). However, according to Goldstein and Sorcher (1974) the majority of these programs "are not based