Student Teacher Supervision, Practices And Policies

Bowman, Novy

doi:10.1080/01626620.1978.10518944

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…This raises another question of who should be considered to be a university supervisor. According to Bowman (1978) the debate over who should be the supervisor, a faculty member or a graduate student, brought another set of personal conflicts. When graduate students are used as supervisors, they have their own studies and time commitments.…”

Section: Changing the Environmentmentioning

confidence: 99%

Clinical Experiences For Agricultural Teacher Education Programs In North Carolina, South Carolina, & Virginia

Dobbins¹,

Camp²

2003

JAE

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The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus. The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if To Dr. William G. Camp, my advisor, you truly were my mentor. Your guidance through this entire process was unbelievable, but much appreciated. You were always there to guide me in the correct direction. You have taught me so much more than how to obtain a doctorate. You have given me the knowledge to succeed in the tenure and promotion area of our profession. Thanks for teaching me the importance of research. Dr. John White, thanks for giving me the support, encouragement and the opportunity to serve as coordinator for the VTAAO. This was one of the greatest experiences of my life. The Ag Alumnus gave me support and reenergized me to do my best. Dr. Bill Wehrenberg, your willingness to serve on my committee from Clemson was beyond the call of duty. Your dedication to the Agricultural Education program at Clemson University has laid the groundwork for the opportunity to build a great program at Clemson.

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Section: Changing the Environmentmentioning

confidence: 99%

Clinical Experiences For Agricultural Teacher Education Programs In North Carolina, South Carolina, & Virginia

Dobbins¹,

Camp²

2003

JAE

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“…Few SCDEs make any serious attempt to determine the competence of this group (Bowman, 1978), a group that reportedly has a fairly close relationship to the prospective teacher during his/her finishing out process. The more perceptive faculty members in SCDEs (especially those who are tenured) gently resist having anything to do with the enterprise of supervision.…”

Section: But Often It Wastes Faculty Members' Careers Supervisionmentioning

confidence: 98%

College Supervision of Student Teaching: A Time to Reconsider

Bowman

1979

Journal of Teacher Education

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“…First, training cooperating teachers to be effective supervisors is practical since university supervision in the form of frequent visits is economically not possible (Siedentop, 1981) and pedagogically ineffective (Bowman, 1978;Koehler, 1984). Consistent onsite supervision by a cooperating teacher who accepts the goals of the teacher preparation program and has the supervisory skills to reinforce those goals will make student teaching a more fruitful experience.…”

Section: Communication Network Significancementioning

confidence: 99%