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Action in Teacher Education Volume 5, 1983 - Issue 1-2: Community Impact on Education
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Research Summaries

The Effect of Increased Exploratory Field Experiences upon the Perceptions and Performance of Student Teachers

Marvin Henry Department of Secondary Education, Indiana State University
Pages 66-70 | Published online: 18 Jul 2012

Citations (10)

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Read on this site (6)

Ryann Shelton, Keith Kerschen & Sandi Cooper. (2020) The Impact of a Varied Field Experience on Preservice Teachers’ Perceptions of their Personal Growth: A Summer Mathematics Academy for Early Learners. The Teacher Educator 55:1, pages 28-46.
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Linda Darling-Hammond. (2014) Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education 89:4, pages 547-561.
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Sandi Cooper & Suzanne Nesmith. (2013) Exploring the Role of Field Experience Context in Preservice Teachers' Development as Mathematics Educators. Action in Teacher Education 35:3, pages 165-185.
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AnnQ. Staton & SandraL. Hunt. (1992) Teacher socialization: Review and conceptualization. Communication Education 41:2, pages 109-137.
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Nancy A. Anderson & Leon C. Graebell. (1990) Usefulness of an early field experience. The Teacher Educator 26:2, pages 13-20.
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Judith Bischoff, Pamela Farris & Michael Henniger. (1988) Student Perceptions of Early Clinical Field Experiences. Action in Teacher Education 10:3, pages 22-25.
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Articles from other publishers (4)

Pam Grossman, Karen M. Hammerness, Morva McDonald & Matt Ronfeldt. (2008) Constructing Coherence. Journal of Teacher Education 59:4, pages 273-287.
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Deborah L. Hanuscin & Kusalin Musikul. (2007) School’s in for summer: An alternative field experience for elementary science methods students. Journal of Elementary Science Education 19:1, pages 57-68.
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Linda Darling-Hammond. (2016) Constructing 21st-Century Teacher Education. Journal of Teacher Education 57:3, pages 300-314.
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Christine Moseley, Sarah J. Ramsey & Kristin Ruff. (2004) Science buddies: An authentic context for developing preservice teachers’ understandings of learning, teaching, and scientific inquiry. Journal of Elementary Science Education 16:2, pages 1-17.
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