Search results for: Program revision
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Curriculum Development in Teacher Education: Process and Politics of the Redesign of an Undergraduate Middle-Grades Program
The goal of this article is to describe the process that was used to redesign the middle-grades program in a state university. The article describes the guiding framework that led the process, the data collected, how that data was used to make decisions about learning experiences, the politics of the curriculum change, and the process that will be used to evaluate the program changes. The author concludes that the evaluation of the new program reveals that middle-grades program meets all of the standards mandated by the governing organizations while also responding to the needs of current middle schools.
Updated: Sep. 08, 2014
The article examines an assessment initiative for reviewing and developing student dispositions to address faculty concerns about the issue, as well as attend to programmatic needs. The authors created a conceptual framework which was the foundation for the development of the categories included within the dispositions model. This model is part of a collegewide initiative for gathering, reviewing, and analyzing data in a central assessment system that is used for examining measures of students' dispositions connected to an institutional conceptual framework, program goals, and external accreditation performance data.
Updated: Nov. 23, 2009
This paper describes a university-school collaboration that resulted in the creation and implementation of a field-based teacher education program. Key features of this program included immersion in the field, integrated curriculum, supported reflection, and technology integration.
Updated: Jan. 26, 2008