Impact Of Field Experience Research Articles

The impact of field experiences in paleontology on high school learners

Field experiences are an important element of paleontological knowledge building. However, there is little information about the effects field experiences have on science stewardship and personal growth in high school learners. This pilot study analyzed the reflections of a group of female and male 9th grade U.S. high school students (N = 72) on their first field paleontology experience at Rainbow Basin Natural Area, California. We investigate the attitudinal impact of this experience within a human dimensions research framework using mixed methods. Likert-style surveys indicate relative consistency in pre- and post-treatment total group responses student-to-student. Qualitative responses highlight themes such as the power of science stewardship and a personal sense of connection to public lands. An increase in reflections of stewardship across coded segments occurred, from 18.4% to 29.4% pretreatment versus post-treatment. Qualitative responses and the human dimensions research framework are highly recommended as tools for paleontology education researchers to more effectively document attitudinal changes during field experiences and to better understand field paleontology narratives. In combination, these methods can highlight the intersection of science stewardship, personal growth through experiential education, and the importance of field paleontology. Future studies can make use of human dimensions research to illuminate the impact of field paleontology on pre-college students, and document the influence of field science on future generations of policy-makers, educators, and scientists.

Impact of Field Experience on Pedagogical Competence of Economic Education Students

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The Impact of Field Experiences on Pre-service Teachers’ Decisions Regarding Special Education Certification

The Impact of Field Experiences on Pre-service Teachers’ Decisions Regarding Special Education Certification Kathleen M. Everling, Julie A. Delello, Frank Dykes, Joanna L. Neel, Bernadine Hansen Abstract Across the United States, there is a continuing shortage of special education teachers. As a result, institutions of higher education must prepare a sufficient number of highly qualified special educators to meet the needs of students with disabilities. One necessary component of teacher preparation programs is the field-based experience which allows prospective teachers to practice what they have learned in their academic coursework. This qualitative case study examined the relationship between field-based experiences and preservice teachers’ decisions related to obtaining a special education certification. Using an open-ended survey, 55 pre-service teachersfrom one regional four-year university reported that economics and employability were major factors impacting their decision to become certified in special education. In addition, the context of the field experience including time, setting, and teachers, impacted the pre-service teachers’ decisions related to field experiences, both positively and negatively. Recommendations include increasing the amount of time spent in special education classrooms, providing students with improved classroom strategies for working with diverse learners, increasing training in positive behavior intervention techniques, and providing additional opportunities to participate in Individual Education Placement (IEP) writing activities. Full Text: PDF DOI: 10.15640/jehd.v4n1a8

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring.

The impact of field experience on student teachers' perceptions of good and poor teaching

The impact of field experience on student teachers' perceptions of good and poor teaching

Limits of Perception: What Teacher Trainees See and Don't See in Classrooms

Previous articleNext article No AccessLimits of Perception: What Teacher Trainees See and Don't See in ClassroomsPaul F. Kleine and Peter PereiraPaul F. Kleine Search for more articles by this author and Peter Pereira Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 78, Number 4Aug., 1970 Article DOIhttps://doi.org/10.1086/442928 Views: 1Total views on this site Citations: 3Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1970 The University of ChicagoPDF download Crossref reports the following articles citing this article:DEAN TJOSVOLD Control, Conflict, and Collaboration in the Classroom, The Educational Forum 44, no.22 (Jan 2008): 195–203.https://doi.org/10.1080/00131728009336146Barbara Tymitz, Donald R. Omark A naturalistic observation of verbal discipline modeling in a first grade classroom, Instructional Science 7, no.11 (Jan 1978): 81–94.https://doi.org/10.1007/BF00121276Marvin A. Henry, Farouk F. Sa'ad The impact of field experience on student teachers' perceptions of good and poor teaching, The Teacher Educator 13, no.22 (Jan 2010): 18–22.https://doi.org/10.1080/08878737709554665