Problem Solving Supervised Experience in the Schools A directed-teaching program at California State University, Los Angeles, is described. This supervised experience in the public schools uses a systematic approach of reassessment and reevaluation combined with a well-balanced, academically sound background of courses and clinical work. Whatever else we may be, I view us, in our professional field ... Research Article
Research Article  |   April 01, 1977
Problem Solving Supervised Experience in the Schools
 
Author Notes
  • Lorraine M. Monnin is an associate professor and Kathleen M. Peters is an assistant professor in the Department of Speech Communication and Drama, California State University, Los Angeles, 5151 State University Drive, Los Angeles, California 90032. Requests for reprints should be directed to the authors at the above address.
    Lorraine M. Monnin is an associate professor and Kathleen M. Peters is an assistant professor in the Department of Speech Communication and Drama, California State University, Los Angeles, 5151 State University Drive, Los Angeles, California 90032. Requests for reprints should be directed to the authors at the above address.×
Article Information
Research Articles
Research Article   |   April 01, 1977
Problem Solving Supervised Experience in the Schools
Language, Speech, and Hearing Services in Schools, April 1977, Vol. 8, 99-106. doi:10.1044/0161-1461.0802.99
History: Received October 15, 1975 , Accepted May 3, 1976
 
Language, Speech, and Hearing Services in Schools, April 1977, Vol. 8, 99-106. doi:10.1044/0161-1461.0802.99
History: Received October 15, 1975; Accepted May 3, 1976

A directed-teaching program at California State University, Los Angeles, is described. This supervised experience in the public schools uses a systematic approach of reassessment and reevaluation combined with a well-balanced, academically sound background of courses and clinical work.

Whatever else we may be, I view us, in our professional field as basically problem solvers. There is, or should be, an orderly process about problem solving, beginning first with the ability to define what the problem is (Douglass, 1969, p. 13).

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