Impact Analysis: The Effect of the APS-UNM Graduate Intern Progam on Teacher Performance.

Autor/in	Bluestein, Jane
Titel	Impact Analysis: The Effect of the APS-UNM Graduate Intern Progam on Teacher Performance.
Quelle	(1982), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; College School Cooperation; Elementary Education; Elementary School Teachers; Exchange Programs; Experiential Learning; Graduate Study; Higher Education; Inservice Teacher Education; Internship Programs; Program Improvement; Student Attitudes; Teacher Effectiveness; Teacher Interns; Teaching Experience + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Berufspraktische Ausbildung; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	An exchange program between the Albuquerque Public Schools (APS) and the University of New Mexico (UNM) provided 12 interns to the APS in exchange for 7 outstanding classroom teachers to serve as clinical supervisors in the undergraduate program at UNM for a period of one academic year. The interns worked with the joint support and supervision of the school principal and the university program coordinator and took two university courses each semester. A survey on the strengths and weaknesses of the program was conducted. Principals rated the performance of interns in the categories of instruction, management, and interpersonal skills, and compared their performances with those of other first year teachers with whom they had worked. Descriptive data and weekly reflection sheets from the interns provided further information. Findings indicated that the principals felt the interns' performances compared favorably with those of other first year teachers without experience as interns. Need for greater emphasis was suggested in developing environments and authority relationships with students. Principals and interns felt the presence of an intern in the school had a significant impact on the school community and that their participation benefited the school. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC