D. John McIntyre

The Influence of Supervisory Training for Cooperating Teachers on Preservice Teachers' Development During Early Field Experiences.

ABSTRACTThe purpose of this study was to examine the influence of supervisory training on the cooperating teacher’s role as an instructional supervisor. Trained teachers were the II cooperating teachers who had completed a 3-hour graduate course on the supervision of preservice teachers; untrained teachers were the 25 who had no previous supervisory training. Data indicated that preservice teachers assigned to trained cooperating teachers were significantly more involved with students and received more feedback from their cooperating teachers than did their counterparts.

Quality in the Early Field Experiences: A Product of Grade Level and Cooperating Teachers' Training.

Abstract Data collected for the study indicate that grade level and the supervisory training status of the cooperating teacher affect the quality of the early field experiences. Field experience students likely to have the most active, sequential, systematically evaluated experience were those placed in elementary settings with trained cooperating teachers. The authors discuss planning considerations for teacher educators suggested by this differentiation of quality by grade level and supervisory training.

A Study of Engaged Student Behavior within Classroom Activities during Mathematics Class.

AbstractThe purpose of this study was to examine student engaged and non-engaged behaviors in mathematics class within various instructional activities. Students in the third, fifth and seventh grades were observed by trained observers once each minute throughout the course of a mathematics class on five different occasions. Data indicated that third and fifth grade teachers utilized seat work a majority of the time whereas the seventh grade employed a majority of teacher-led activities. In addition, as grade level increased, student engagement decreased.

Grade Level as a Factor in Participation during Early Field Experiences

Killian and Mclntyre detail the differ ences in the participation of elementary and secondary undergraduates as they progressed through a two semester early field sequence. Both groups re corded their activities and their interac tions with students and cooperating teachers on a weekly basis. These re cords indicated that differences oc curred early and persisted throughout the early field components. In general, the elementary majors were more ac tively involved in a variety of teaching activities and were more likelyto engage in discussion of specific teaching and management techniques with their cooperating teachers than were their secondary counterparts. These differ ences are translated into recommenda tions for promoting consistency in the practicum, especially through the im provement of the secondary early field experience.

Involving Students in School Decision Making.

tant principal in two schools. During that period he had some problems related to dependability, such as tardiness and absences. After a leave of absence without pay, he returned to the classroom in 1980. Periodic evaluations of his subsequent work as a language arts teacher revealed that the same problems continued. For example, he received more than one warning for leaving his classes unattended and neglecting scheduled meetings. Yet, his evaluations also documented his good rapport with students and his innovative teaching techniques, including the use of audiovisual materials.

Teacher Evaluation and the Observer Effect

Does the principals presence in the classroom for evaluation purposes have any effect on student and teacher behavior? The author reports what research has learned on this subject and cautions school administrators to at least be alert to the observer effect.

Time Management and Instructional Supervision

role as instructional leaders. If principals are to improve instruction, they not only must be able to devote time to supervision but also must use that time effectively. Thus, the purpose of this article is to review existing data concerning time management and instructional supervision and to suggest more effective means for managing the time devoted to instructional supervision. Both school superintendents and building principals view principals as instructional leaders. Teachers, on the other hand, view principals not as instructional leaders but rather as school man-

Attitude Change Models— Meaning for Principals

Change, a subject that enters most discussions of education, is a highly complex process dependent, of course, on the change agent. The author describes models that will help principals to become more effective agents of change.

Cooperative Research: Answering Questions for Teachers of the Gifted.

Cooperative research is recommended as a process for teachers to use when attempting to answer questions about instructing their gifted students. After defining cooperative research and identifying possible obstacles, the authors describe how they and a school district coped with those obstacles when conducting a cooperative time‐on‐task study. Also described are two studies conducted by teachers of the gifted who worked with university researchers.