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Abstract

Killian and Mclntyre detail the differ ences in the participation of elementary and secondary undergraduates as they progressed through a two semester early field sequence. Both groups re corded their activities and their interac tions with students and cooperating teachers on a weekly basis. These re cords indicated that differences oc curred early and persisted throughout the early field components. In general, the elementary majors were more ac tively involved in a variety of teaching activities and were more likelyto engage in discussion of specific teaching and management techniques with their cooperating teachers than were their secondary counterparts. These differ ences are translated into recommenda tions for promoting consistency in the practicum, especially through the im provement of the secondary early field experience.

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Grade Level as a Factor in Participation during Early Field Experiences

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