A model to assess the impact of programs of educational field experiences upon cooperating schools

Typescript (photocopy).This study developed and validated a model for assessing the impact of programs of field experiences upon cooperating schools in the areas of: learner cognitive attainment; attitudes of supervising teachers, cooperating teachers, administrators, learners, parents, and student teachers, and pre-student teachers toward programs of field experiences; and resources in terms of time devoted to teacher education students, instructional supplies consumed by teacher education students, and budgetary considerations as a result of having teacher education students in the school district. Six Likert-type opinionaires and an information sheet were developed by the investigator to obtain information from each group of subjects regarding the impact of programs of field experiences. Written comments from each of the groups provided additional evaluative information about the program's effectiveness. The learner cognitive attainment component of the model relied on procedures already developed and validated at Texas A&M University. Data were obtained from 1,233 participants including 101 supervising teachers, 79 cooperating teachers, 11 principals, 1 central office administrator, 377 parents, 456 learners, 46 student teachers, and 162 pre-student teachers. Data were analyzed through the use of distribution statistics, analysis of variance, and the Scheffe Test. Written comments were recorded and categorized by the researcher. Utilization of the model showed that teacher education students may enhance programs of the cooperating school. Data revealed no evidence to support the idea that programs of field experiences produced detrimental effects upon the cooperating school or its learners. It was demonstrated through use of the model that attitudes of various school populations revealed specific areas in which programs of field experiences produced impact. Application of the impact model showed that having a teacher education student in the classroom: caused teachers to try to consistently present themselves as good role models, examine their teaching styles, and engage more frequently in self-evaluations; lengthened the school day and increased the work load of teachers but allowed more time for teacher preparation, enrichment activities, and working with individual learners; provided more help for slow learners, individuals, and groups; brought up-to-data ideas to the classroom with no need for additional instructional supplies; and enriched the quality of instruction