No description available.

The purpose of this study was to examine the use of audio computer conferences on the process of guiding reflection among student teachers during an eight-week student teaching experience. After specific lessons that took place during the final eight weeks of their student teaching placement, each of the two student teachers conferenced with their university supervisor via the audio computer conferencing tool. The student teacher's comments were digitally recorded and analyzed. The Reflective Framework for Teaching in Physical Education (Tsangaridou & O'Sullivan, 1994) was used to describe the focus of the student teachers reflection. Both student teachers and the university supervisor then completed a follow-up interview with the researcher. Data collected through the follow-up interviews were analyzed using inductive thematic content analysis techniques. Content analysis provided insights into student teachers' and the university supervisor's views regarding the value of audio computer conferences in guiding reflection during an eight-week student teaching experience. / Ph. D.

Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience. / Master of Science

The problem of this study was to determine the relationships that exist between elementary student teachers' personality factors and success in student teaching.

The problem of this study is to analyze the effectiveness of the cooperative agreement section of Senate Bill 8 and its impact on the student teaching program in Texas. The purposes of the study are (1) to analyze the data available from the Texas Education Agency concerning the cooperatively developed in-service improvement program for supervising teachers, (2) to survey the public school personnel charged with the responsibility of developing and implementing section three of Senate Bill 8 in order to determine the effectiveness of this bill, and (3) to interview college personnel who are involved in developing and implementing section three of Senate Bill 8.

The problem of this study was to determine how capable college students are in making choices relevant to each other's success as student teachers when compared with (a) college faculty ratings, (b) the judgments of cooperating teachers, and (c) scores from two objective self-rating scales.

This study investigates the effect of the student teaching experience on attitudes toward the use of punishment in the classroom. Student teachers in large innercity and suburban secondary schools furnished data, which were analyzed with a semantic differential technique and the Purdue Attitude Scale Toward Any Practice. The study seeks to determine the effect of student teaching on attitudes of prospective teachers toward punishment in the classroom for discipline purposes, as measured by a semantic differential; to determine differences in attitude changes when student teachers were grouped according to sex in pretests and posttests; to determine differences in attitude changes between those in inner-city schools and suburban schools; to determine the effect of student teaching on the attitudes of prospective teachers toward corporal punishment in the classroom as measured by the Purdue Attitude Scale Toward Any Practice. This study concludes that a beginning student teacher's attitudes toward punishment in the classroom changes significantly with experience. Attitudes of student teachers in inner-city schools do not change significantly more than those in suburban schools. Attitudes of female student teachers toward corporal punishment change more than those of males. The rules of the particular school in which the student teacher does his teaching influence the student teacher appreciably.

published_or_final_version / Education / Master / Master of Education

Thesis (Ph. D.)--University of Hong Kong, 1995. / Includes bibliographical references (p. 403-421).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 121-128).