Bridging theory and practice : student teachers use the project approach

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dc.contributor.advisor Clark, Patricia A. en_US Owen, Pamela M. en_US 2011-06-03T19:29:41Z 2011-06-03T19:29:41Z 2002 en_US 2002
dc.identifier LD2489.Z64 2002 .O94 en_US
dc.description.abstract The purpose of this study was to see if student teachers could bridge the gap between what is taught in higher education courses and what they observe practiced in primary school classrooms by implementing developmentally appropriate practices through the use of the Project Approach promoted by Lilian Katz and Sylvia Chard. Issues and attitudes that developed were also reviewed.Two student teachers provided the data for this qualitative study. The case studies consisted of interviews, observations, and documentation examination. Positive attitudes toward research and theory emerged. Issues that were identified included time, writing lesson plans, lack of a model, and the student teaching triad. Despite the issues it was determined that providing a framework to implement theory assists student teachers when they attempt to implement theory. In this particular study, providing the framework of the Project Approach aided the student teachers in implementing developmentally appropriate practices. en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent iii, 192 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Student teaching. en_US
dc.subject.lcsh Student teachers -- Attitudes. en_US
dc.subject.lcsh Teachers -- Training of. en_US
dc.title Bridging theory and practice : student teachers use the project approach en_US
dc.title.alternative Student teachers bridge the gap en_US Thesis (D. Ed.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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