Search results for: Floyd Kim
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From “Big Ideas” to Deliberate Action: Curriculum Revision and Alignment in An American Special Education Teacher Preparation Program
This paper presents an overview of how one American special education program used the model described by Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002) to articulate and organize key dimensions of the program. Specifically, the authors deliberately used the following six design principles to frame the curriculum revision and alignment process: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Although the model has been often emphasized for K-12 environments, this manuscript describes how it is also useful for the university setting.
Updated: Jan. 07, 2009