from diverse groups and to overcome their tendency to make pre-mature judgments. This
work describes successful practices in developing appropriate field experiences for
candidates prior to their student teaching experiences.
E. Implication for Action: This work supports the use of community agencies as sites for early
field experiences that directly support working with diverse populations. The research
demonstrates that candidate attitudes are more positive following field experiences with
people with disabilities and with people from cultures different than their own. Changes in
policy, i.e. requirements for early field experiences, would be a logical consequence.
OUTCOMES AND METHODS
A. Learner/participant outcomes:
Participants will define the concerns about developing early field experiences with diverse
populations. These concerns include how to avoid stereotyping while sharing information
about groups, how to reframe a discussion on diversity away from defining diversity as a
problem, how to support candidates in participating in situations that are initially
uncomfortable, how to guide reflections on long-term field experiences.
Participants will describe particular methods for developing alliances with local agencies.
These methods include defining shared goals, determining responsibilities for training,
supervision, and assessment.
Participants will describe other potential alliances that can be formed, e.g. with museums.
Participants will relate results of research on specific field experiences to gain support for
their own developing alliances.
B. Methods:
The session will include a short presentation on the programs established and the research
completed as well as a discussion on the issues raised.
Convention