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Using the middle school environment to develop leadership skills in preservice teacher education
The purpose of this inquiry was to explore how the middle
school environment can be used by university schools of
education to develop leadership skills for students enrolled
in preservice education. This intent was accomplished by
using a case study approach to study a new preservice teacher
education course that used a single middle school to develop
leadership skills for 36 preservice teachers who were
preparing to teach in either elementary or middle school.
This course was taken prior to enrolling in student teaching.
The design of this inquiry included four phases. The first
phase documented the history of this new preservice course
which was designed and implemented in the Fall 1994 semester.
The second phase described the personal history of five
students enrolled in this course. The third phase elaborated
patterns and trends that emerged from a content analysis of
the five personal accounts. The final phase provided an
inventory of recommendations for replicating this new
preservice course in future semesters. The content analysis
identified a set of 33 themes that dealt with all aspects of
the course. Each theme was placed into one of the following
seven general categories: enrollment decisions, single-visit
field experiences, School Families Program experiences,
leadership, career explorations, course design, and
suggestions for course improvement. The inventory of
recommendations addressed eleven concerns. Six
recommendations suggested that these ideas be emphasized
throughout the course: collaboration, school as a community
of leaders, teacher leadership, role of the school nurse,
the helping professions, and the relationship between student
health and student achievement. Three additional
recommendations elaborated instructional improvement
strategies. The last two recommendations addressed logistics
problems involving the integration of university-based and
"Major Subject: Educational Administration".
Issued also on microfiche from University Microfilms Inc.
Includes bibliographical references: pages 265-271.