Student Teaching Supervisors Research Articles

PREPARING A DIRECTORY OF COMMUNITY HEALTH SERVICES

Journal of School HealthVolume 47, Issue 8 p. 484-486 PREPARING A DIRECTORY OF COMMUNITY HEALTH SERVICES Stephen R. Sroka MEd, Stephen R. Sroka MEdSearch for more papers by this author Stephen R. Sroka MEd, Stephen R. Sroka MEdSearch for more papers by this author First published: October 1977 https://doi.org/10.1111/j.1746-1561.1977.tb03117.x Stephen R. Sroka, II, MEd, is Supervisor of Student Teachers, Office of Teacher Education, Case Western Reserve University, Cleveland, Ohio 44106. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume47, Issue8October 1977Pages 484-486 RelatedInformation

Evaluation of the Clinical Professorship within a University TEC Model

Three years ago Kent State began making the transition from a traditional student teaching program to the Teacher Education Center approach. The major purpose was to bring together school and university people in a parity relationship to jointly plan, implement and evaluate the field-based components of professional training programs. As Kent State moved into the center approach, the responsibilities of student teaching supervisors began to change significantly. This prompted a redefinition of the role and title change to clinical professor. Last year the analysis of the data received from a comprehensive formative evaluation effort of our TEC program was completed. A major component of the assessment was the in-depth examination of the clinical professorship as perceived by TEC administrators, cooperating teachers, associate teachers and clinical professors. The data, analyses, and implications are reported in this manuscript. A major overall implication of the findings is that the clinical professor is the critical linkage between school and university in teacher preparation.

Supervising Student Teachers in Individualized Foreign Language Classes

F THE PROSPECTIVE foreign language teacher has had to develop some new techniques for working with programs of individualization, so has the supervisor of student-teachers. No longer can he merely take a seat in the back of a classroom and take copious notes on such matters as teaching techniques and class rapport. The shift of emphasis from the teacher in a traditional classroom to the learner in an individualized

The College Supervisor of Student Teachers

The College Supervisor of Student Teachers

Current Practices in the Evaluation of Student Teachers in Music

nTUDENT TEACH1NG iS one of the most important parts of the curriculum leading toward certification in music education. A questionnaire survey was conducted to determine to what extent the college supervisor, the cooperating teacher, and the student teacher himself participate in student teacher evaluation. In the fall of 1967, questionnaires were mailed to 504 universities and four-year colleges sponsoring student chapters of the Music Educators National Conference and offering degrees in music education. The 375 questionnaires returned and utilized in the study represented 74 percent of the sample population.l To aid in analyzing the data, a FORTRAN program was developed that made use of the IBM 1620 data processing computer. Cards were punched with the necessary information from each questionnaire and processed through the computer, which gave a tally of checked responses. Table 1 shows the classification of the responding institutions in terms of financial support, type, and undergraduate enrollment. The highest number of responses (49 percent) came from public supported institutions. Liberal arts colleges received the highest representation (45 percent), followed by universities (42 percent). The undergraduate enrollment in the majority of institutions was over one thousand. Music educators recognize the importance of the active participation of music staff members in the evaluation of student music teachers. Table 2 shows that the music school or department has complete responsibility for supervision in almost half of the institutions canvassed. In an additionaI one-fifth of the colleges and universities, music staff either share or assist in the supervision of student music teachers. In 78 percent of the reporting institutions, at least one full-time college music faculty member is assigned duties as a supervisor of student teachers. The authority of this individual may vary ffom complete responsibility to that of an advisor to another department. Table 3 shows the number of music faculty with supervision duties, the average number

The University Supervisor of Student Teachers

The University Supervisor of Student Teachers

A program to train skilled supervisors of student teachers

A program to train skilled supervisors of student teachers

A Proper Function for Art Education in the Seventies

This paper has been developed to provide a theoretical framework for curriculum design in art education. The impetus for the paper grows out of the author's classroom experiences both as a teacher and as a supervisor of student teachers. These experiences have led to the conclusion that many prospective and beginning teachers of art do not have either an adequate conception of curriculum or the training needed for designing curriculum. The realities of such inadequacies may not be apparent during the first weeks of student teaching or teaching. A few favorite lessons remembered and borrowed from a former teacher or some projects from art education books or magazines may see the novice through the first trying days. There comes a time, however, when such a hitor-miss approach, the lack of guidelines for selecting instructional materials, and the rapid vanishing of that ideal vision of art education lead to the conclusion that some logical means for structuring educational experiences, that is, a curriculum for art education, is needed. Curricula for art education are not nearly so abundant as might at first seem apparent. Most of the guides published by various city, county, and state school systems are not curriculum guides as their titles would imply. Instead, they are either instructional materials or teachers' "how-to-do-it" manuals.

Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

A Proper Function for Art Education in the Seventies

This paper has been developed to provide a theoretical framework for curriculum design in art education. The impetus for the paper grows out of the author's classroom experiences both as a teacher and as a supervisor of student teachers. These experiences have led to the conclusion that many prospective and beginning teachers of art do not have either an adequate conception of curriculum or the training needed for designing curriculum. The realities of such inadequacies may not be apparent during the first weeks of student teaching or teaching. A few favorite lessons remembered and borrowed from a former teacher or some projects from art education books or magazines may see the novice through the first trying days. There comes a time, however, when such a hitor-miss approach, the lack of guidelines for selecting instructional materials, and the rapid vanishing of that ideal vision of art education lead to the conclusion that some logical means for structuring educational experiences, that is, a curriculum for art education, is needed. Curricula for art education are not nearly so abundant as might at first seem apparent. Most of the guides published by various city, county, and state school systems are not curriculum guides as their titles would imply. Instead, they are either instructional materials or teachers' how-to-do-it manuals.

Some implications of perceptual psychology for supervisors of student teachers

Dr. Ahnell examines several tenets of perceptual psychology and makes specific suggestions for their application by supervising teachers. All supervising teachers could benefit from reading this article.

The Relationship of University Supervisors and Supervising Teachers’ Ratings to Observed Student Teachers’ Behavior

the relations of supervisor ratings of student teachers to independent objective observations of the behaviors reported in the rating responses. The major purpose of this study was to explore certain relationships of independent ratings of teaching behaviors observed in the classrooms of women elementary student teachers to supervisors' perceptions of student teachers' interpersonal behavior. Supervisor perceptions of student teachers' interpersonal behavior were studied in relationship to both the kind of influence (direct or indirect) exercised in the classroom and classroom emotional climate. SUBJECTS The subjects had a common background of professional preparation and were student teaching for two successive quarters. The median age of the student teachers was 21, and the range was from 20 to 23. The student teaching assignments for the 36 subjects over two quarters involved 38 classrooms and supervising teachers in 30 different schools. The schools were within four geographic areas in a midwest urban area that were equated for their socio-economic characteristics. Each subject was assigned a lower elementary grade (one through three) during one quarter and an upper elementary grade (four through six) during the other quarter. The subjects were stratified according to their grade level (lower or upper) preference. The subjects on each stratum were then assigned an experience order (lower-upper or upper-lower). The subjects were randomly assigned to classrooms within one of the four geographic blocks (Wilk, 1963). Student teachers were in their classrooms two weeks prior to the first observation each quarter. This allowed the student teacher to become acquainted with her students and adjusted to the particular classroom. Thirty-eight supervising teachers and seven university student teaching supervisors participated in this program. Each of these supervisors had experience in the supervision of student teaching. The uni279

Elementary School Student Teaching in City Colleges

IN THE CARRYING on of a program of educating future teachers in colleges located in large popula tion centers, certain questions f r e quently arise, some which are peculiar to city schools and some which apply to teachers' colleges. Should student teaching be arranged in concentrated form, pre empting the student's day for ashort time, or should this experience be drawn out over along period? Where should student teaching be done, in campus laboratory schools or in off-campus public schools? Should classroom supervisors of student teachers be paid for that assistance? in this pre liminary investigation, the writer tried to gather some information bearing on these and related problems, and the information received serves as a basis for this report. An attempt was made to survey practices in metropolitan colleges particularly and to determine the reactions of those who work with student teach ers as to the following matters: (1) The workability and desirability of the long block type of student teaching program; (2) Appropriate related profes sional courses to compose such a block; and (3) The distribution of time to be allotted within the block and to actual student teaching, by day, term, and year. A questionnaire was sent out in the spring of 1957, in preparation for possible change in the student teaching program at the University of Tulsa. The instrument consisted of twenty-two questions, which are shown below with summaries of respons es, and was mailed to directors of elementary stu dent teaching in thirty-one colleges located in cities of between 100,000 and one million people. Twenty nine copies were returned in usable condition.

Opinions and Practices of Supervisors of Student Teachers in Selected Music Schools

Opinions and Practices of Supervisors of Student Teachers in Selected Music Schools

How To Become a Better Supervisor of Student Teachers

How To Become a Better Supervisor of Student Teachers

Supervisors of Student Teachers in Business Education

Supervisors of Student Teachers in Business Education