The main purpose of this study was to examine the roles that college supervisors perform in the Field Experience programme with particular reference to the Field Experience programme in a Catholic College of Education. Through clarification of the roles it was expected that the effectiveness of college supervisors would be improved resulting in a more efficient and productive Field Experience programme at the institution concerned. The overall aims of the study were: (1) to clarify the roles of college supervisors (2) to improve the quality of the Field Experience programme (3) to give the programme more meaning in the teacher education course at the College concerned and (4) to make it clear to participants in such a programme that there is an important role for college supervisors to play. The study involved the co-operation of 62 student teachers, 45 classroom teachers (country and city) and 10 college lecturers (totalling 117). A questionnaire was designed on the basis of discussions with Field Experience participants, on a survey conducted the previous year, and on an open-ended survey conducted immediately after the mid-year Block Practicum. The final questionnaire was then distributed to 82 student teachers (75.5% return), 76 classroom teachers (58.5% return) and 11 college lecturers (90% return). The study made use of earlier work by Waters (1973) and also by Duck and Cunningham (1985). In the study, student teachers, classroom teachers and college lecturers were surveyed by means of a questionnaire to rate the frequency with which specific supervisory tasks (already identified in a pilot study) were performed. This involved rating each of the supervisory tasks twice; firstly rating , the 'actual' occurrence of the task and secondly by rating the 'ideal' occurrence of the task. Results of the study showed that there are differences of perception surrounding role expectations for college supervisors and that these roles require clarification. What were perceived to be the roles for and the behaviour of college supervisors contrasted with what was actually exhibited. Students and teachers (country and city) perceived college supervisors to be actually performing an Evaluator role; while lecturers perceived a Manager role. The 'ideal' role for college supervisors was perceived by all respondent groups to involve the functions and tasks of Manager. The degree of role conflict present indicates that follow-up measures deserve consideration and clarification and that orientation and learning programmes need to be conducted for all Field Experience participants in order to give the Field Experience programme more significance and to improve its overall effectiveness. A result of the study and one which could be emphasised in order to improve the quality of the programme was the indication of 'desirable' and 'undesirable' characteristics of college supervisors who were involved in the Field Experience programme at the College concerned. These results were similar to the earlier work of Beer et al. (1983) and were indicated by' the use of openended comments being included at the conclusion of the questionnaire. These comments concerned the personal and professional characteristics of college supervisors and together with this author's work could form the basis of further study as a step towards increasing the efficiency of Field Experience programmes.

This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.

The purpose of this investigation was to gain insights into the process of guiding reflection during an early field experience. Four preservice teachers' (PTs') reflection on teaching was guided by the Reflective Framework for Teaching in Physical Education (RFTPE) (Tsangaridou & O'Sullivan, 1994). Other reflective assignments included a reflective journal, video analysis, and peer observation/reflection. Data collection techniques included open-ended interviewing, reflective journals, videotape analysis, and field notes. In contrast to previous Physical Education Teacher Education (PETE) research, the findings indicated PTs were able to focus on multiple aspects of teaching: technical, situational, and sensitizing. All four PTs demonstrated the ability to consistently describe, justify, and critique meaningful events that occurred in the teaching/learning environment. Furthermore, the PTs' views on the value of guided reflection by the RFTPE (Tsangaridou & O'Sullivan, 1994) and the reflective assignments suggest that they perceived the early field experience as meaningful for their professional growth and development as prospective physical education teachers. / Ph. D.

The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified through the College Music Society. A total of 100 (after adjustments) responses were collected and analyzed employing descriptive and inferential statistics. The result displayed a high consensus among participants on the value and future implementation of EFE practice in choral methods. Participants declared that educational philosophy, personal experience, and requirements influenced their reason for implementing EFE, with personal experience receiving the highest positive response. The survey listed four categories of EFE activities--teaching, observation, evaluation methods, and other EFE activities. Highest rated activities from each categories were as follows: micro teaching at an elementary, middle, or high school; individual observation at an elementary, middle, or high school; reflection/self-evaluation and instructor feedback; and university choral ensemble participation. The result of Two-Way MANOVA to determine significant relationship between EFE activities and participants' teaching experience or primary responsibility reported no correlation in general with the exception of one activity. A significant difference was observed between attending choral seminars and conferences and participants' primary responsibility (p = .01, p<.05). Expected student outcome was measured through five skill types: personal, content, pedagogical, administrative, and communication skills. Of these, all participants agreed on personal skill (100%) followed by communication (95%), content (94%), and pedagogical skills (94%) as their highest expected EFE student outcome. Early field experience has gained notable recognition among music teacher educators in the past three decades. Numerous studies have verified the benefits of EFE and national organizations have actively supported the practice. The results of this study echoed the results of previous research with an overwhelming percentage of participants displaying a high enthusiasm for EFE practice in choral methods courses.

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This dissertation investigates Korean pre-service kindergarten teachers’ practical knowledge regarding teaching circle time developed through both teaching practices and contextual factors during their field experience. To investigate this, a qualitative case study examining four pre-service kindergarten teachers working their field experience was conducted. Data collected through observation, stimulated recall interviews and semi-structured interviews of four participants during field experience was analyzed in order to answer the research questions. Data analysis revealed two major types of practical knowledge for teaching circle time: 1) practical knowledge about classroom management strategies; 2) practical knowledge about the teacher’s role in teacher-children interaction. The findings of the study were organized for presentation in Chapter 4 by combining the types of practical knowledge with separation of pre-existing and developed practical knowledge: the first section covers both pre-existing and developed classroom management strategies; the second section covers both pre-existing and developed practical knowledge regarding the teacher’s role in teacher-children interaction. The third section covers contextual factors which influence that development. While the pre-service teachers may have had sudden moments of inspiration where things coalesced for them, in general practical knowledge was not an instant acquisition. Indeed, this study witnessed what developed though successive teaching practices during their field experience. The use of (stimulated recall) interviews allowed for candid and timely revelations from the pre-service teachers, giving important insight into some specifics on the acquisition of practical knowledge, such as facing challenges as a vehicle for change, and the need for critical reflection. In this study, the primary contextual factor recognized as influencing pre-service teachers’ practical knowledge is the classroom teacher, through modeling and post-lesson conferences. Chapter 5 addresses the significance of the findings of this research and compares it to other research in the field, focusing on three aspects: 1) the specific types of practical knowledge developed through circle time teaching practice; 2) the process of the development of practical knowledge; and; 3) the influence of classroom teachers on that development. This dissertation concludes with a discussion of implications for: 1) pre-service kindergarten teachers at the same stage of their education, 2) teacher educators who are responsible for designing and reforming teacher education programs for pre-service kindergarten teachers, and 3) administrators of teacher education programs who can establish systemized regulations for field experience and recommendations for future research. / text

Travelling wave fault locators (TWFL) have the possibility to get rid of the limitation of typical locators based on the 50Hz impedance. Their principles were invented in the early 1900's, but only recently became economically viable. Some TWFL devices are now commercialized.Despite the recent commercialization of TW fault locators, actual field experience of TWFL is hard to acquire and rarely presented in the literature. Due to this, most studies are based on simplified simulation models.Practical experience in the form of TW records are important. It is the basis to understand the practical difficulties of applying TWFL algorithms. It is also necessary to illustrate the simulations limitations, and to test algorithms on real records.The work performed in this thesis was supported by Siemens with the hope to develop TWFL devices based on the results. The aim of the work was first to acquire experience in the practical side of TWs and their recording in substations. Based on this practical experience, the second objective was to study a TWFL that includes a new method for wave detection: the pattern recognition algorithm (PRA). The practical experience was acquired with a measurement campaign performed in the Belgian transmission network, and with laboratory tests that reproduce the measurements of currents inside a substation.Fault records suitable to TW studies were acquired during the measurement campaign, and are analysed in this report. The fault records and the laboratory tests highlighted and characterized the impact of the substation measurements on the waves recorded. Modelling those measurement systems is shown to improve the accuracy of the simulation tools.This report also presents a theoretical development of the PRA. The algorithm is adapted to take into account the practical difficulties previously analysed. An applicable version of the algorithm is proposed and tested. The algorithm proposal provides a precision better than 300m when applied to the simulation models. This precision varies with the set of parameters used, with the line topology, and with the fault location. On the field record acquired, the algorithm provides the fault location with a precision of 110m.A prototype has been developed by Siemens, and some devices have been installed at the end of this thesis. The TW records that will be acquired by those prototypes will provide a significant help in continuing the work presented in this report. / Doctorat en Sciences de l'ingénieur et technologie / info:eu-repo/semantics/nonPublished

In the national endeavor to reform education, there is no question of the importance of preparing quality principals. A preparatory internship provides opportunity to learn and practice school-based leadership. This research provided evidence leading to a better understanding of how engagement during an internship relates to the readiness for school leadership. In addition, evidence was gathered on how the conditions of the internship affect the level of engagement. The population in this study was all participants in the National Association of Secondary School Principals’ Assessment Centers between 2001 and 2006. Assessment center scores in 10 areas of performance were used as a measure of the readiness for school leadership for of the participants. Summated Likert scales were used to measure engagement and two of the four conditions of a quality internship: quality of the field supervision and relevance of the internship to the job of principal. Summated scales were used to measure the remaining two conditions of a quality internship: previous work-related experience and institutional support for the internship. A path model of the relationships among the variables was hypothesized. The direct effects of the variables believed to explain a quality internship were calculated with a series of multiple regressions for each path to the engagement variable. The direct effect of engagement on readiness for school leadership was calculated with a multiple regression. Indirect effects were calculated for the paths between the conditions of a quality internship, engagement, and readiness for school leadership. None of the hypothesized indirect path effects were large enough to be considered important. The relevance of the internship had a strong effect on engagement. The quality of the field supervision had a moderate effect on engagement. No other direct effects were found between the conditions of the internship and engagement in the internship. / Ph. D.

This year long qualitative study unravels the student teacher's journey through student teaching as she gains entry into the classroom of her supervising teacher and begins to understand her own concept of teaching. The study describes how each student teacher gains entry and begins to think about her own understanding of the student teaching experience. Four case studies are constructed from the perspective of each student teacher's personal history and captures her experience of moving from the induction period of student teaching to full participation in teaching. As an observer in the classroom, the student teacher begins to understand her supervising teachers' classroom instruction. As a participant-observer, the student teacher begins to plan the classroom instruction and works with students in small groups. The student teacher, who is successful in developing a relationship with her supervising teacher during this period of induction, gains entry to full participation, and is given an opportunity to explore her own concept of teaching. The student teacher who experiences difficulty in developing a relationship with her supervising teacher is relegated to a participant-observer role and is unable to engage in the full range of teaching opportunities in the classroom. During the student teaching experience, the student teacher operates in a remarkably uncertain environment as she engages in the two-sided challenge of learning to student teach and teach at the same time. To make sense of the experience, the student teacher acquires strategies such as observing, initiating instruction, engaging in conversation with others, learning to teach through trial and error, and being responsive to the needs of the students in the classroom. A successful student teaching experience is achieved when the student teacher negotiates entry into the supervising teacher's classroom and spends time exploring her own concept of teaching. This negotiation depends on a complex interaction of factors that are often not adequately addressed by the structure inherent in the field placement. / Ph. D.

Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.