Master's Theses

Document Type

Thesis - campus only access

Date of Award

Summer 1967

Degree Name

Education Specialist (Ed.S)

Department

Advanced Education Programs

Advisor

Jeanne M. Kuhn

Abstract

The purpose of this field study is to develop guidelines for the supervising teacher of the Fort Hays Kansas State College Summer Laboratory School. The need for this study is established by a survey of former supervising teachers and the staff of the 1967 Summer Laboratory School. The procedures of the study utilize: (1) a survey of historical information related to the Fort Hays Kansas State College Summer Laboratory School (2) interviews with the coordinator and principal of the Summer Laboratory School, twenty-one children, twenty-one parents, and two former members of the Fort Hays Kansas State College Faculty, and (3) a daily diary of procedures and activities of the Exploring SRA group. On the basis of the findings of the study, the following guidelines for the use of the supervising teachers of the Fort Hays Kansas State College Summer Laboratory School are suggested. (1) That guidance be given by the coordinator in selecting appropriate areas of interest. (2) That conferences be carefully pre-planned with provision for adequate, private facilities. (3) That conferences be conducted with the student teacher prior to and immediately following the teaching act. (4) That the student teachers be made aware of their successes as well as their limitations. (5) That student teachers be given a written record of conferences held by both the supervising teacher and the coordinator. (6) That student teachers be permitted to make suggestions on how they think their teaching could have been improved before the suggestions and/or criticisms of the supervising teacher are given. (7) That student teachers should be helped to know and understand children's needs and interests by the use of information from interest inventories and anecdotal records. (8) So that that opportunities to teach should be spaced the student teacher can note improvement. (9) That student teachers be allowed some freedom to plan activities that are not merely the culmination of the supervising teacher's ideas. (10) That student teachers be involved in the ongoing program by having them do something each day. (11) That observation be limited as more active participation is necessary for the experienced teachers. (12) That participation experiences take many forms, such as art workshops, seminars, lectures, demonstrations, field trips, and assisting the supervising teacher. (13) That the supervising teacher have an opportunity to study and review the student teacher records, including the autobiography, so that special needs may be met. (14) That student teachers be made aware of the areas that will be under observation and of the evaluation of both the supervising teacher and coordinator that is submitted as a part of the final grade.

Comments

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Rights

© 1967 Doris Kapelle Mays

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