Abstract
Compares the impact of two types of early field experiences on prospective teachers' attitudes, beliefs, and dialect-speaking elementary school children. Assesses student teachers' perceived helpfulness of field-based experiences, theoretical orientation for reading instruction, and attitudes toward dialect speakers. Advocates an immersion-type experience which provides diverse experiences for prospective teachers. (MM)
Original language | American English |
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Journal | Reading Improvement |
Volume | 26 |
State | Published - Oct 1 1989 |
Externally published | Yes |
Disciplines
- Education