Abstract
Middle school teachers developed objectives and suggested activities for a pilot early field experience to introduce freshman teacher candidates to urban education at the middle school level. This paper presents these objectives and activities plus data about the effects of their use by 15 teachers and 22 freshmen; an additional 30 freshmen placed in a traditional (tutoring) early field experience formed a comparison group. Project freshmen demonstrated higher sense of personal teaching efficacy and flexibility among people in a multicultural setting. In their journals, project freshmen reported more awareness of the urban environment; however, comparison group freshmen were more likely to report a sense of accomplishment. The project experience seems to have provided a “big picture” introduction to urban education, while the traditional experience gave students a taste of success at one small teaching task.
Recommended Citation
Brookhart, Susan M.
(1997)
"A Field-Based Introduction to Urban Education at the Middle School,"
Mid-Western Educational Researcher: Vol. 10:
Iss.
2, Article 2.
Available at:
https://scholarworks.bgsu.edu/mwer/vol10/iss2/2
