Continuity Between Course Content and Lab School Practice: Outcomes of a Self‐study of the Lab School at Syracuse University

Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students

“…During field-based experiences, students may feel they are expected to translate the theory and content knowledge to their practice on their own or with the help of a cooperating teacher who is not part of the university faculty (Borko & Mayfield, 1995;Clawson, 1999;Gilbert, 1999). Recent research suggests that preservice teachers benefit from opportunities to observe and reflect on their teaching in practicum settings with support from university instructors (Isenberg, 2000).…”

Using a Logic Model to Evaluate Undergraduate Instruction in a Laboratory Preschool

“…A search for evaluations of lab schools yielded only one published study. This lab school evaluation (Clawson, 1999) chronicled the self-study and transformation of a nursery school into a lab school and documented its quest to align undergraduate course content with lab practice. It is unfortunate that more laboratory schools have not participated in systematic evaluations (self-studies) and made public their processes and findings.…”

Teaching Strategies: Strategies for Helping Early Childhood Students Learn Appropriate Teaching Practices

“…As stated in the Association for Childhood Education International (ACEI) position paper on the preparation of early childhood teachers (ACEI, 1997), Early childhood teachers should have well-planned laboratory experiences under the supervision ofexperienced and qualified teachers of young children ... experiences should include observation, participation, studentteaching, and seminar discussion. (p. 165) The proliferation of field-based experiences (Erdman, 1983;Zeichner, 1978) and the discontinuity between early childhood course content and students' practicum experiences have been described by many educators (Clawson, 1999;Gilbert, 1999;Horm-Wingerd, Warford, & Penhollow, 1999;Katz, 1992). Pre-student teaching experiences are not always designed to complement academic preparation for the early childhood student, nor do they always add an important dimension to the educational process.…”