A study of factors relating to success of second year elementary teacher graduates Page: 57
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57
experience was limited to eight weeks and consisted only of
student teaching in an elementary classroom. The methods
courses and seminar sessions were scheduled on campus as
regular classes. Major resources available for these courses
were those characteristic of other courses taught in the
university setting. Children were not utilized for demon-
stration and micro-teaching activities. The interaction
with public school personnel exposure to public school pro-
grams, and involvement in school and community activities
were minimal.
A major characteristic of the field-based program was
that the entire professional semester was conducted on-site
in a large urban school district. This program was designed
so that the students spent a school semester in the public
school setting as a member of a school faculty. Students
were offered the opportunity to become integrally involved
in the community and community services as well as the schools
and resources of the school district. In addition to ob-
serving and practicing methods in the classroom for a full
semester, specific activities were designed to develop a
more realistic understanding of the teacher's role in an
urban setting generally and in inner-city schools speci-
fically. In addition to day-to-day experiences in multi-
cultural school settings, activities included spending time
with school social workers in the field, touring and surveying
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Babb, Joy Ellen. A study of factors relating to success of second year elementary teacher graduates, dissertation, August 1976; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332816/m1/67/: accessed July 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .