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This paper describes and evaluates a 2-year collaborative project between two rural high schools and a teacher education college in Montana. An introduction covers rural teaching issues, rural school advantages and disadvantages, the demographics of the participating schools, rural collaborative efforts, and the microteaching experience. High school students came to the college once a week for 6 weeks to be taught lessons prepared by preservice teachers in conjunction with their methods course. Over a 2-year period, 170 participating high school students, 10 high school teachers, 3 administrators and 160 preservice teachers were surveyed to ascertain the effectiveness of the program. Evaluation methods included questionnaires, oral and videotaped interviews, debriefing sessions, observational and anecdotal evidence, and journals kept by the preservice teachers. Responses from teachers, administrators, high school students, and preservice teachers are summarized. Analysis highlights collaborative resonance (program enrichment through school-college collaboration), consensus building, collaborative planning of lessons and units, the value of reflection and critique for preservice teachers, positive student attitudes toward social studies and history, and increased college aspirations among students. (Contains 42 references.) (SAS)

Descriptors: College School Cooperation, Cooperative Programs, Educational Planning, High School Students, High Schools, Higher Education, Microteaching, Preservice Teacher Education, Preservice Teachers, Program Evaluation, Rural Schools, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Teaching Methods











Autor: Oldendorf, Sandra; Riney, M. Reisz

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9847&id=ED422147



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