Incidental Becomes Visible: A Comparison of School- and Community-Based Field Experience NarrativesReportar como inadecuado




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Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, Mar 2008)

The purpose of this study was to describe and compare student learning documented using written field experience summary narratives and occurring in community-based or school-based locations. Utilizing a hybrid portraiture--instrumental case study design, two researchers selected participants from undergraduate educational psychology courses using simple random selection. Overall, twenty narratives were collected and analyzed representing ten from each locale. Results indicate that both community and school placement narratives capture multiple types of learning (Jarvis, 2006); however, the similarities and differences of types of learning by locale are being further explored. The paper concludes with implications for teaching educational psychology and applications of Jarvis's learning theory to becoming a teacher. Appended are: (1) Field Summary # 1 Directions & Rubric; and (2) Community-Based Field Experience Assignment Guidelines. (Contains 3 figures, 1 table, and 1 chart.)

Descriptors: Learning Theories, Educational Psychology, Incidental Learning, Field Experience Programs, Service Learning, Case Studies, Undergraduate Students, Teaching Methods, Guidelines, Personal Narratives, Teacher Education, Role, Comparative Analysis





Autor: Holder, K. C.; Downey, Jayne A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3846&id=ED500805



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