ABSTRACT
This article presents the results of an investigation of the impact of modes of field instruction on students' practice orientation. Students completing three models of field instruction were administered the Practice Orientation Scale (POS) composed of cognitive activities—conceptual, operational, and affective. The dependent variable, operationalized through this scale, measures the two types of practice orientations: (1) classroom/theoretical and (2) agency/practice. The independent variable, models of field instruction, consists of: (1) summer block, (2) two-semester concurrent, and (3) concurrent semester block. The results showed: model one— more operational orientation (agency/practice), model two—more conceptual (classroom/theoretical), and model three—blending of the two orientations.
