Making Field-Based Programs Work
A Three-Level Approach to Reading Education
Bibliographic Data
| ID | 4308478 |
|---|---|
| Authors | Sandra Hollingsworth (University of California, Berkeley, corresponding author) |
| Year | 1988 |
| Volume | 39 |
| Issue | 4 |
| Pages | 28-36 |
| Publication date | 1988-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718803900407 |
| OpenAlex | W2085054172 |
| Language | EN |
| Citations received | 10 |
| References cited | 13 |
Hollingsworth reports the design, im plementation, and outcomes of a combi nation methods course and field experi ence for preservice reading teachers. The program was created to involve cooperating teachers in a collaborative manner, to assist elementary children with reading problems, and to increase both cooperating and student teachers' knowledge of reading instruction. Re sults indicated that the design facilitated knowledge growth for all three groups. Implications for teacher education are discussed
Field (mathematics) · Mathematics education · Pedagogy · Primary education · Reading (process) · Teacher education · Work (physics) · Computer Science · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Professional Growth Among Preservice and Beginning Teachers
Pre-service teacher learning through one-on-one tutoring
Becoming a teacher
The role of Practicum supervisors in behaviour management education
Mentor pedagogy and student teacher professional development
Developing Active Citizens
Primary Student Teachers’ Understanding of Mathematics and its Teaching
Prior Beliefs and Cognitive Change in Learning to Teach
Preservice Teachers' Interpretations of a Field-Based Reading Block
Learning to Teach Aaron
Those Who Understand
Staff Development and the Process of Teacher Change
The Instructional Decisions of Preservice Teachers during a Reading Practicum
Professional Laboratory Experiences
Field Experiences in Teacher Education
Expectations for the Cooperating Teacher Role
Myths and Realities
Laboratory Settings and the Study of Teacher Education
Reflections on Preservice Preparation
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 1989 - 2016 (28) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |