
Working With Student Teachers
Getting and Giving the Best
Rowman & Littlefield Education (Publisher)
Published on 11. March 2003
Book
Paperback/Softback
120 pages
978-0-8108-4606-7 (ISBN)
Description
Supervising student teachers effectively assures that vital professional experience will be of maximum benefit to the pre-service teacher. Mentor teachers and university faculty who work with student teachers need specific training to make the experience rewarding, while the student teacher requires specific information for professional success. The primary focus of this text is based on conferences, strategies, and specific techniques that mentors can use while working with pre-service interns. Several appendices provide resources for mentors to use with the student teachers they work with and bibliographic resources are included with each chapter for additional reference. Written for mentor teachers, principals, university faculty, and anyone working with student teachers.
More details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Dimensions
Height: 226 mm
Width: 163 mm
Thickness: 9 mm
Weight
186 gr
ISBN-13
978-0-8108-4606-7 (9780810846067)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

Michael A. Morehead | Lawrence Lyman | Harvey C. Foyle
Working with Student Teachers
Getting and Giving the Best
E-Book
12/2008
2nd Edition
Rowman & Littlefield Education
€50.29
Available for download
Persons
Michael Morehead is a professor and associate dean of the College of Education at New Mexico State University. He is a former secondary school teacher and administrator. Dr. Morehead coordinated student teaching programs for over 14 years at Northern Arizona University and Emporia State University. During this time he coordinated the assignment of over 4,000 student teachers. Lawrence Lyman is a professor and the chair of the Department of Early Childhood/Elementary Teacher Education at Emporia State University. He is a former elementary school teacher and principal. In 1998, he returned to the classroom in a third/fourth grade classroom in the Emporia Public schools where he served as a mentor to three student teachers. Harvey C. Foyle is a professor in the Department of Design and Technology at Emporia State University. He is a former high school social studies teacher and departmental chairperson. His university experiences include curriculum and instruction, social studies education, computers and technology, as well as student teacher supervision. Special thanks to Candace J. Sitzer who assisted in editing, researching and guiding the development of the manuscript. Ms. Sitzer has a Master's degree from New Mexico State University and is employed by the College of education.
Content
Chapter 1 1 Introduction Chapter 2 2 Building Positive Relationships Chapter 3 3 Planning and Sequencing Chapter 4 4 Supervising the Student Teacher Chapter 5 5 Helping Student Teachers Succeed in Diverse Classrooms Chapter 6 6 The Incompetent Student Teacher Chapter 7 7 The Excellent Student Teacher Chapter 8 8 The Principal's Role Chapter 9 Appendix: Observable Instructional Behaviors to Reinforce Chapter 10 Bibliography Chapter 11 Index Chapter 12 About the Authors