Field Placement Research Articles

Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage

There is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators.

Preparing Teacher Candidates for Inclusive Practice: A Program Overview

This paper provides a programmatic overview of an early childhood education (ECE), dual-licensure personnel preparation program in the Midwest. The foundation of the ECE program includes blended faculty from general and special education, a cohort model, field placements every semester, and continual review and innovative practices. The ECE Program is offered in both campus-based and online delivery models to meet the needs of prospective students across the state and region. Faculty have recently expanded the program array to include two additional online programs to meet the changing needs of the workforce: a non-license credential-based bachelor’s degree and a master’s degree in public policy. The ECE program’s unique components and multiple offerings position it well to prepare teacher candidates to educate all children within inclusive settings. Future directions include developing a master’s degree in early childhood special education. Key words: early childhood, personnel preparation, dual-licensure

Effect of Magnetorheological Fluid Pockets Energization on Dynamic Response of MR-Laminated Beams under Impulse Loading

Laminated composite beams are being used for many applications due to their high strength to weight ratio. To enhance the performance of laminated composites under dynamic loading, Magnetorheological (MR) and Electrorheological (ER) fluids have been considered to be added as embedded layers/segments to the conventional laminated structures. The present work focuses on the dynamic behavior of laminated composite beams incorporating MR fluid pockets (referred to as MR-laminated beams) under impulse loadings. A modified layerwise displacement theory is employed to account for the varying fluidity of MR pockets along the thickness direction. Four configurations of MR-laminated beams featuring multiple MR pockets distributed through the thickness and along the length have been examined. A parametric analysis explores the impact of magnetic field strength, number and placement of MR pockets, and boundary conditions on the dynamic response of the MR-laminated beams. The changes in natural frequencies concerning the size and location of activated MR pockets have been explored. Time-response analysis is conducted for MR-laminated beams subjected to impulse loading, considering various sizes and locations of activated MR pockets. The investigation highlights the significant influence of the MR pocket's location and size on the vibration response of MR-laminated beams. It is realized that the total stiffness, mass, and activation energy can be optimized according to the desired dynamic response of the beams. The proposed configuration for MR-laminated beam, results in a beam with 7% reduction in total mass while exhibiting fivefold increase in the corresponding natural frequencies, 40% increase in damping and 40% reduction in maximum amplitude.

Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks

ABSTRACT Implementing challenging mathematics tasks in elementary classrooms is a foundational teaching practice that is known to be difficult for teachers. Yet, little is known about the challenges pre-service teachers (PSTs) experience as they work to develop this practice. Additionally, the importance of trusting relationships in schools is well established, though research has not examined how issues of trust might influence PSTs’ development of specific pedagogical practices. This cross-institutional study examined written reflections highlighting challenges experienced by 77 PSTs from seven teacher preparation programs. Findings elucidate six distinct challenges, three of which align with necessary features of trusting relationships (teacher control with vulnerability, perceptions of student ability with competence, and concerns about student feelings/experiences with benevolence). Based on these findings, we offer recommendations for mathematics teacher educators to consider as they prepare PSTs to implement challenging tasks, including ways to support PSTs’ vulnerability, perceptions of students’ competence, and benevolence during methods courses and field placements.

THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS TO WORK IN PRESCHOOL EDUCATION INSTITUTIONS IN THE UNITED STATES

This paper provides a comprehensive examination of the content of professional training for future educators preparing to work in preschool education institutions in the United States. It delves into various aspects of the curriculum, highlighting essential components such as child development theories, instructional strategies, assessment techniques, and classroom management practices that are crucial for fostering a conducive learning environment for young children. The study emphasizes the significance of integrating theory with practical experiences. It discusses how hands-on training, including internships and field placements, equips future educators with the skills needed to effectively engage with preschool children and adapt to diverse learning needs. Furthermore, the research underscores the importance of culturally responsive teaching, advocating for a curriculum that reflects the varied backgrounds of children and their families. Additionally, the paper explores the role of collaboration with families and communities, recognizing that strong partnerships are vital for supporting children’s holistic development. It discusses strategies for effective communication with parents and caregivers, as well as the importance of involving them in the educational process. By analyzing current trends and standards in early childhood education, including accreditation requirements and professional competencies, the paper aims to identify best practices for developing skilled educators. It also addresses challenges faced by teacher preparation programs and suggests ways to enhance the quality and relevance of training. Ultimately, this study seeks to contribute valuable insights into the ongoing discourse about teacher preparation in early childhood education, advocating for a well-rounded approach that equips future educators to meet the diverse and dynamic needs of young learners in the United States.

Supervising social work students in field placements during COVID-19: Recommendations for future delivery during a pandemic

The COVID-19 pandemic induced a marked transformation in higher education worldwide in the wake of social distancing. From course delivery to pedagogical style and student assessment, the educational landscape has altered, necessitating more creative and compatible approaches to support student learning. Intertwined with this phenomenon are the systemic, pedagogical, and technological challenges for the faculty supervising field students in the digital environment. Social work education is no exception. This article offers a brief overview of pandemic and post-pandemic related literature of online social work field education, shares faculty field educators’ reflections on challenges and opportunities associated with remote field supervision, and offers recommendations for future delivery during a pandemic or natural disaster, such as using a trauma-informed lens and Spiritually Informed Pedagogy for teaching and field supervision.

Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction

Although existing research describes how teacher candidates (TCs) have incorporated translanguaging pedagogies through practice-based assignments, little research closely examines how TCs engage in discursive shifts, or moment-to-moment linguistic decisions, in translanguaging pedagogies during literacy instruction in their field placement internships. Drawing on a larger study that utilized practitioner inquiry with an ethnographic approach, we analyzed TCs’ literacy instruction for their discursive shifts in which TCs and elementary students 1) engaged in translanguaging 2) spoke about named languages 3) attempted to draw upon multilingual students’ cultural and linguistic knowledges. Our analyses of TCs’ discursive shifts during translanguaging read-alouds showed that TCs employed more or less effective and affirming discursive shifts to position multilingual students as linguistic experts. TCs also employed certain discursive shifts that gave multilingual students more opportunities to share cultural and linguistic knowledge unknown to the TCs and peers than others. Lastly, TCs engaged in discursive shifts that provided multilingual students space to advocate for their linguistic, cultural and textual rights. We conclude by discussing the findings and sharing implications on developing effective and affirming uses of translanguaging pedagogies in literacy instruction.

Social Work Field Practicum in the Time of Social Distancing: A Case of Bangladesh

Field practicum is an integral part of social work education. Social work students are typically placed with social service organisations to put into practice what they have learned in the classroom and to acquire new skills in the practice setting. However, the COVID-19 pandemic limited face-to-face communications, which affected on-site internships. The purpose of this article is to examine the difficulties in conducting social work field practicum during the COVID-19 pandemic in Bangladesh. Based on the in-depth interviews with purposively selected three social work academics, five field practicum students, and three field placement agency supervisors, this article identified the challenges of conducting field practicum during the pandemic. The implications of analysis include creation of a regulatory body and the development and adoption of innovative strategies by social work educators and schools.

A Descriptive Summary of Field Placements in Undergraduate Art Therapy Education

To learn about the current practices of undergraduate art therapy field placement courses being offered in the United States, we surveyed 32 undergraduate educators about their program’s courses. The results indicated a range in course structure, yet commonalities in instructional content emerged: (a) development and application of professional skills, (b) fostering student reflection, (c) encouraging student research pertinent to the setting, and (d) facilitating professional and career development. Common challenges in fieldwork included the difficulty with maintaining sites, finding qualified supervisors, and supporting the diverse needs of students. These survey results were consistent with national practices yet can inform future research and guidelines pertaining to undergraduate field placement courses while also highlighting the unique aspects specific to the field of art therapy.

Number Talks as Access to Teaching Practices: Pre-Service teachers’ Attention to Mathematical Teaching Practices While Reflecting on Number Talks Enacted in a Field Placement

ABSTRACT Number Talks are increasingly used in classrooms to support student’s number sense. While Matney et al. (2020) documented little empirical evidence about the effectiveness of Number Talks in improving student outcomes, we considered the potential benefits of Number Talks for teachers and their practices. We ask to which of NCTM’s Mathematical Teaching Practices do pre-service teachers attend while reflecting on Number Talks implemented in a field placement and what was the nature of their attention? Using a constructivist lens, we analyzed the reflections of ten pre-service elementary teachers on three Number Talks in a field placement. As they implemented Number Talks, the participants in this study constructed their own understanding of both the process and purpose of a Number Talk. By doing so, we found that not only was it possible for pre-service teachers to attend to each of the Mathematical Teaching Practices, but three practices were regularly attended to by participants: posing purposeful questions, facilitating mathematical discourse, and supporting productive struggle. Thus, Number Talks may serve pre-service teachers as important vehicles for developing these practices.

Specialized Knowledge, Text-Based Discussion, and Preparing Elementary Teachers for Disciplinary Literacy in English Language Arts Classrooms

ABSTRACT Text-based discussion is a form of disciplinary literacy that engages students in collaboratively building understanding of texts. It is a form of instruction that benefits students’ reading comprehension, but is rarely used in classrooms, despite its potential. This rarity may be because facilitating discussion requires teachers to have specialized knowledge of text. Specifically, teachers must understand how authors use discipline-specific text features and language patterns to convey meaning and how readers notice and evaluate these aspects of texts as they build textual understandings. This mixed methods study adopts a convergent-parallel design to investigate the effects of a 14-week intervention on pre-service teachers’ (PSTs) acquisition of specialized knowledge and its application to text-based discussions conducted with students in field placements. Findings suggest that the intervention improved PSTs’ specialized knowledge and that teachers felt more prepared for their discussions after applying their knowledge when planning discussions. However, even at the end of the intervention, PSTs continued to demonstrate gaps in their specialized knowledge, which influenced their ability to lead text-based discussions. The findings have implications for teacher educators attempting to prepare novice teachers for text-based discussions.

Expanding the Behavioral Health Workforce: Pediatric Psychologists Training Master’s Level Students in Integrated Healthcare

ABSTRACT As mental and behavioral health needs continue to rise, additional providers are needed to expand the behavioral health workforce. Integrated behavioral health services result in increased access, reduced stigma, and improved quality of patient care. Psychologists are in a unique position to provide training to future mental health professionals in integrated settings, across multiple levels of training, and particularly to future master’s level providers, which make up the majority of the mental health workforce. The U.S. Department of Health and Human Services Health Resources and Services Administration (HRSA) Behavioral Health Workplace Education and Training (BHWET) Program aims to increase the behavioral health workforce in order to improve access to services. A priority is placed on care for children, adolescents, and transitional aged youth who are at risk for behavioral health disorders and highlights team-based approaches to care in integrated settings. An overview is provided of a HRSA BHWET funded training program implemented with master’s level students. Students completed clinical field placements in one of several integrated care settings and were provided specialized training in the areas of evidence-based treatments, integrated healthcare, and quality improvement. The overarching purpose of the Integrated Behavioral Services Training and Education Program (I-STEP) was to improve access to behavioral health services for underserved children and their families by expanding the behavioral health workforce. This was achieved through training master’s level counseling students to provide evidence-based services in integrated healthcare settings. I-STEP program goals, challenges, outcomes, and lessons learned are presented.

Innovative fieldwork education in Africa

My remarks focus essentially on the theme of social work education in Africa. I observe that social work education per se has two prongs – classroom instruction and field practicum. I then indicate that the paper is interested in the practicum component of social work education. It notes that in the context of Africa, there has been a clarion call for relevance in social work on the continent. To this end, terms like Ubuntu and indigenisation, have emerged in the context of the discourse on the quest for relevance of social work on the continent - concepts which are consistent with a developmental social work model. My argument is in order to successfully promote the development approach in social work, change has to begin in the education component. The challenge though is that some institutions of education and training in social work, have purported to be promoting the developmental social work education approach, when in fact, the practicum component of their education and training programmes is not consistent with the developmental approach. Apparently, some social work educators are not very clear in terms of what the developmental approach entails, while others are curtailed by institution culture and policies. I then argue that in order to produce a cadre who is well versed in the developmental social work approach, the fieldwork practicum component has to be consistent with the key tenets of the developmental approach. Six models of the developmental social work approach to fieldwork placements are presented as examples of the kind of field placements that would go with the developmental approach. Advantages of the developmental type of placements are briefly explored. HOW TO REFERENCE USING ASWDNET STYLE Mupedziswa R. (2024). Africa Day Indaba 2022 – Innovative Fieldwork Education in Africa. presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 126-132. https://dx.doi.org/10.4314/ajsw.v14i3.3 Visit journal website: https://ajsw.africasocialwork.net

Investigating the difficulty level of aspects of teaching during field placement: from coursework to practice

ABSTRACT The purpose of this study was to explore whether particular aspects of quality of teaching belong to a single scale and identify those aspects which are more difficult to master for student teachers (STs) in the context of early field placement. It also examines whether these aspects could be grouped in stages according to their difficulty. The participants of the study were 154 STs enrolled in an early field placement program at the University of Cyprus. Real-time classroom observations were conducted in different subject areas, corresponding to the STs’ teaching efforts. Analysis of data using the Rasch and the Saltus models revealed that the eleven aspects of teaching are structured in four stages with a diverse transition, in terms of difficulty, from one stage to the other. Such findings stress the importance of a research-based coursework design during practice, based on the challenges STs face during early field placement.

Preservice Teachers’ Experiences for Engaging Diverse Families for Student Learning During Fieldwork

The study focused on examining how preservice teachers reflect and understand family engagement practices during fieldwork. The pre-service teachers submitted survey responses to further understand developing teachers’ experiences within a culturally, ethnically, linguistically and economically diverse setting. The study found that programs should carefully consider the field placements of students to ensure schools provide examples of appropriate interaction for family engagement. Placement within a diverse district does not ensure exposure to appropriate interaction with diverse families. Additionally, teacher education programs should determine and set an acceptable rate of understanding for all concepts and frequently check student learning at a program level to ensure students meet this standard.

Landscape structure affects temporal dynamics in the bumble bee virome: Landscape heterogeneity supports colony resilience

Virus spillovers from managed honey bees, Apis mellifera, are thought to contribute to the decline of wild pollinators, including bumble bees. However, data on the impact of such viruses on wild pollinators remain scarce, and the influence of landscape structure on virus dynamics is poorly understood. In this study, we deployed bumble bee colonies in an agricultural landscape and studied changes in the bumble bee virome during field placement under varying habitat composition and configuration using a multiscale analytical framework. We estimated prevalence of viruses and viral loads (i.e. number of viral genomic equivalent copies) in bumble bees before and after placing them in the field using next generation sequencing and quantitative PCR. The results show that viral loads and number of different viruses present increased during placement in the field and that the virus composition of the colonies shifted from an initial dominance of honey bee associated viruses to a higher number (in both viral loads and number of viruses present) of bumble bee associated viruses. Especially DWV-B, typical for honey bees, drastically decreased after the time in the field. Viral loads prior to placing colonies in the field showed no effect on colony development, suggesting low impacts of these viruses in field settings. Notably, we further demonstrate that increased habitat diversity results in a lower number of different viruses present in Bombus colonies, while colonies in areas with well-connected farmland patches decreased in their total viral load after field placement. Our results emphasize the importance of landscape heterogeneity and connectivity for wild pollinator health and that these influences predominate at fine spatial scales.

Preservice secondary science and mathematics teachers' readiness to teach multilingual learners: An investigation across four teacher education programs

AbstractIn this mixed methods study, we analyzed survey and interview data from 100 preservice secondary science and mathematics teachers enrolled in four teacher education programs (TEPs) to investigate their readiness to teach multilingual learners. We defined readiness as preservice teachers' sense of preparedness to teach multilingual learners and their understanding of effective multilingual learner instruction. We examined participants' self‐reported levels of preparedness, their understanding of effective multilingual learner instruction, and sources contributing to and/or limiting their readiness. We found that participants' readiness to teach multilingual learners significantly increased between the beginning and end of their TEPs. We also found that participants' understanding of effective multilingual learner instruction was significantly associated with a higher sense of preparedness. Furthermore, we found that participants enrolled in graduate TEPs reported higher levels of preparedness than participants enrolled in an undergraduate TEP. Likewise, participants whose first language was other than or in addition to English reported higher levels of preparedness. Finally, participants identified field placement experiences, personal and professional background, and coursework as factors contributing to their readiness to teach multilingual learners. We close with recommendations for teacher educators intent on helping preservice teachers better understand and implement effective instruction for multilingual learners.

Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey

This exploratory study describes the post pandemic integration of classroom-based self-care pedagogy with students engaged in field placements in human services organizations. Forty-nine undergraduate faculty members at a large public university system in New York City completed an online survey about how they teach self-care (i.e., integrate self-care pedagogy) in their courses, their needs for resources, and barriers to integrating self-care. The survey is grounded in the National Organization of Human Services (NOHS) Ethical Standard 35, which requires human services workers to prioritize their own wellness and self-care. Burgeoning research demonstrates the deleterious effects of the Covid19 pandemic on undergraduate students’ well-being. Students’ difficulties are further exacerbated for those undertaking human services work in community-based organizations as student interns. Faculty recognized the mental health challenges faced by students in field placements, both because of the demands of agency-based human services work, as well as the exposure to sensitive classroom discussions about clients’ psychosocial needs and traumas. However, most faculty have not meaningfully integrated self-care into the curriculum. This study highlights the need to develop strategies to promote student well-being and mitigate the effects of exposure to potential sources of vicarious trauma. Recommendations for best practices for undergraduate departments are offered.

Impacts of COVID‐19 on social work teaching and learning in Bangladesh

AbstractThe COVID‐19 pandemic had a significant impact on both classroom instruction and practical learning within Social Work Departments in Bangladesh. This research took two state universities in Bangladesh as case studies, using a qualitative methodology. Researchers conducted 10 Key Informant Interviews, with professors and field supervisors, 20 in‐depth interviews with Master of Social Sciences (MSS) students and two Focus Group Discussions with MSS students. During the pandemic, University faculty experimented with virtual classrooms, pre‐recorded lectures, and online chat forums to interact with postgraduate students. However, these approaches were not completely successful due to the limitations of digital infrastructure at the Universities and at students' residences. Shortcomings in virtual education included technological barriers, insufficient access to educational resources, and an unusual mental health situation for many students. Student practica were difficult to organize, due to technological barriers, restricted field placement opportunities, disruption in client interaction, and community outreach, interruptions in fieldwork and data collection, as well as insufficient faculty supervision and support. Universities ought to take proactive measures to integrate technology into teaching and learning in normal times so that both can continue during public health emergencies without adding educational crisis to the general state of emergency.

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.