Joining Undergraduate Liberal Arts Colleges with a Graduate M.A.T. Program To Implement the Holmes and Carnegie Recommendations.

Autor/in	Winter, Stephen S.
Institution	Tufts Univ., Medford, MA.
Titel	Joining Undergraduate Liberal Arts Colleges with a Graduate M.A.T. Program To Implement the Holmes and Carnegie Recommendations.
Quelle	(1990), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bachelors Degrees; Extended Teacher Education Programs; Higher Education; Intermediate Grades; Internship Programs; Liberal Arts; Majors (Students); Masters Degrees; Mentors; Middle Schools; Program Design; Program Implementation; Secondary Education; Summer Programs; Teacher Certification; Teacher Interns; Teaching (Occupation); Undergraduate Study; Massachusetts + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittelstufe; Berufspraktische Ausbildung; Middle school; Mittelschule; Mittelstufenschule; Programme design; Programmaufbau; Programmplanung; Sekundarbereich; Sommerkurs; Teaching; Lehrberuf; Grundstudium; Master-Studiengang
Abstract	This paper describes a combined B.A.-M.A.T. program, a project planned jointly by Kenyon College and Tufts University for the recruitment of outstanding liberal arts students who are interested in teaching careers. The program fulfills the requirements for teacher certification at the middle or secondary level in Massachusetts. The program offered an intensive in-school prepracticum experience joined with a seminar and a course in educational psychology in the summer between the junior and senior years. Students followed this with an independent study of the curriculum in their subject in two high schools during the senior year. They earned graduate credit for these courses. In the summer following graduation, the students did 150 hours of mentor-supervised student teaching and took another graduate course. They completed the requirements for the M.A.T. and certification through graduate courses in their academic subjects, additional courses in education, and a part-time paid internship. Part-tuition scholarships granted by Tufts University and internship earnings made the project financially attractive. The project produced an 18-page "Handbook for Mentors" to guide intern students and their mentors (copy attached). An executive summary is included and an appendix provides the 1989 and 1990 programs of study. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC