Conceptual Framework: Programmatic Overview

State University of New York - College at Oneonta

Division of Education

Conceptual Framework: Programmatic Overview

The Division of Education has adopted the conceptual framework “Educational Professionals Committed to Excellence.” The faculty use this framework to design education and school personnel programs at both the initial and advanced level, taking into consideration:

current research on learning and teaching in a dynamic, changing world,
the multitude of national and New York State reform efforts, and
the College’s mission statement and commitment to the public of New York State.

During program design, the education division faculty and staff explored scholarly and professional source materials, conducted research related to teaching and learning, and considered effective practices observed in pre-K through 12 school settings. These experiences and ongoing professional development activities are enhancing the quality of our faculty’s teaching and also providing them with the necessary knowledge to better prepare prospective teachers and other school personnel to embrace and implement only the highest professional standards. The faculty and staff have determined the knowledge, skills, and attitudes essential for the preparation of pre-K through 12 teachers and school counselors, expanded their own knowledge about teaching and learning, and focused on a constructivist philosophy. After four years, the faculty reviewed the conceptual framework and determined that three themes were central to the model of Educational Professionals Committed to Excellence and these are used to guide program development:
 

• Academic Excellence
• Best Professional (Teaching/Counseling) Practices
• Empowerment, Respecting Diversity and Social Justice
  
  
  Mission, Assumptions, and Principle Characteristics:
  
  The College at Oneonta is committed to excellence and states in the opening paragraph of its mission statement:
  
  The mission of the College at Oneonta is to foster the individual student’s intellectual, personal, and civic development. The College is dedicated to excellence in teaching, advisement, and scholarly activities; and the cultivation of a campus environment rich in opportunities for participation, personal challenge, and service.
  (College Catalog p 171)
  
  The Division of Education faculty and staff reaffirm but go beyond the College’s mission statement, embracing the following two fundamental assumptions/beliefs that serve as a guide for creating 21st century education programs that are aimed at individuals’ optimal development and overall excellence. They are:
   
• a quality education is the fundamental right of every child.
• teachers and school personnel are essential in creating an optimal learning environment which ensures that each student learns.
  
  Committed to the College’s mission and holding these fundamental beliefs, the Division of Education faculty and staff unanimously affirmed a division mission statement. That mission statement affirms a commitment to the development of knowledgeable, ethical, and reflective practitioners who are “Educational Professionals Committed to Excellence.” The faculty and staff are dedicated to inspiring all learners so they can reach their greatest potential. This is done by creating a positive environment that enables candidates (future teachers and school personnel) to develop into reflective Educational Professionals and leaders committed to academic and professional excellence, best teaching practices, empowerment, respect for diversity and social justice.
  
  Reflecting on the mission statements, assumptions, and current research, the Division of Education faculty and staff established the following principle characteristics and attributes for “Educational Professionals Committed to Excellence.”
  
  “Educational Professionals Committed to Excellence” are global citizens of the 21st century who are:
   
• life long learners who have a solid depth and breadth of their content knowledge, as well as a liberal arts background providing evidence of excellent reading, writing, and communicating skills
   
• knowledgeable of the unique and exceptional qualities of individuals, and attentive to their developmental, physiological, and psychological qualities
   
• skilled at making connections to current “best practice” by being able to understand, apply, synthesize, create, and evaluate content information and learning theories as they develop instructional plans that address each student’s unique needs, abilities, and learning style preferences
   
• able to use and integrate technology and media effectively to enhance their own learning as well as design and use technology and media in the classroom to enhance each student’s learning
   
• reflective, critical problem solvers who use appropriate evaluation skills and assessments to enhance individual as well as group learning
   
• able to understand change and be an effective change agent by collaborating effectively with colleagues, caregivers, and members of the community
   
• able to foster a positive learning community where the hallmark is respect for the individual’s characteristics and learning needs while aware of the stresses of contemporary family life and society
   
• aware of diversity* issues that touch the individual learner as well as
  educational institutions and use that understanding to improve learning
   
•  meet professional responsibilities such as attendance, promptness, notification of emergencies, hands in materials on time, reliable when making commitments
   
• able to build self-esteem, positive self-concept, and sense of self-worth for themselves and their students which are based on authentic accomplishments in learning
   
• committed to high learning expectations for themselves and able to communicate those same high expectations to other learners as they foster creativity and risk taking
   
• confident, personable, and has a keen sense of humor
   
• passionate about teaching and caring about individual students/caring and warm
   
• adhere to professional ethics
   
• committed to educating self and students, adhere to professional ethics, and value continued growth as a person
   
• take initiative, take on leadership roles, and model emotional maturity

• believe individuals are capable of solving problems, and that all children can learn
  
  *”Diversity” refers to ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, age, regional/geographic background, and exceptionalities (physical, mental, emotional).
  
  In order to develop the knowledge, skills, and dispositions stated in these characteristics and attributes, the model of “Educational Professionals Committed to Excellence” outlines a professional perspective that is student-oriented, knowledge-based, and sequentially designed to include campus- and field-based experiences. As certification programs and the New York State Department of Education regulations change, dialogues occur among faculty and staff in higher education and practitioners in pre-K through 12 schools. Thus, the model continues to evolve.
  
  Knowledge base for the model “Educational Professionals Committed to Excellence”:
  
  Educational reform has had a tremendous impact on the knowledge base of the professional educator. In April of 1983, the National Commission on Excellence in Education published A Nation at Risk. In this document, the researchers found that students’ educational performance was declining. The commission recommended that students should spend more time learning basic subjects and that teacher preparation programs should be improved.
  
  Furthermore in 1986, the National Governor’s Association Conference noted that there was a need for national standards on teaching and learning. In 1990, the Holmes Group published Tomorrow’s Schools and outlined principles to improve teaching and learning. These principles state that student learning should focus on learning for understanding. Moreover, teacher learning should be continuous and include thoughtful reflection about teaching practices. Clearly, the education reform movement was advocating higher standards for students and changes for teachers and teacher education programs.
  
  John Goodlad stated in his 1990 book, Teachers for our Nation’s Schools, that the teaching profession had been undervalued by society, and that teaching theory must inform those who use pedagogical practice. In the early 1990's, Ernest Boyer (1990) studied the nature of education faculty research and noted that faculty scholarship must focus on what is happening in schools. This redirected research would help clarify pedagogical issues and begin to make changes in educational practice.
  
  In 1996, The National Commission on Teaching and America’s Future wrote What Matters Most: Teaching for America’s Future. This document reasserted the need to honor teaching as a profession. It proposed the goal that by the year 2006, “America will provide all students in the country with what should be educational birthright: access to competent, caring and qualified teachers.” The Commission’s plan is aimed at ensuring that all schools have teachers “with knowledge and skills they need to teach so that all children can learn.” While addressing issues of recruitment and school structure, it also recommends interlocking changes, stating that standards are important for students and teachers. It further states there is a need to reinvent teacher education preparation and professional development. These changes must push teaching into the realm of a true profession that speaks to accountability and high standards. This profession must have preparation programs that are systematic, integrated, concept-based, and tied to solid research and best practices.
  
  On July 16, 1998, the New York State Regents passed a far-reaching policy statement entitled “Teaching to Higher Standards: New York Commitment.” They had already passed new standards for pre-K through 12 schools, including new curriculum learning standards and higher learning outcomes for students. This July 16 policy statement restated the need for highly qualified teachers and high standards. The policy also indicates that “high standards must drive this reform .... We must create an educational system in which caring and competent professionals enable all of our students to master the knowledge and skills they need to be successful in the next century.” This policy is a passionate commitment to the students and New York State, affirming that the very future of both rests on highly qualified Educational Professionals Committed to Excellence.
  
  Statewide, pre-K through 12 students must reach new standards. Assessments have been created, and the Regents and public will review the results. These standards and performance-based assessments are setting the agenda for teaching and learning in New York. This initiative parallels efforts in other states and the nation.
  
  The agenda defined by the education reform movement in New York and in the nation emphasized that teacher education is not static, nor does it end upon completion of a program; it continues for a lifetime. The teacher education process is developmental. The abilities of novice teachers are different from those of expert teachers (Berliner, 1985; Brophy & Good, 1994; Brown, Schulman, 1986; Cooney & Jones, 1990; Feiman-Nemser & Remillard, 1996; Reynolds, 1995). Novice teachers are prepared with an entry-level knowledge base and pedagogical skills for the classroom. While needing to reach high standards of excellence in academics for entry, they are also developing an understanding of what it means to be professional.
  
  Compared to novice teachers, expert teachers have refined teaching abilities, including those of empowerment and collaboration in delivering effective education programs, and personalized senses of professionalism. Moreover, expert teachers remain continuously involved in the learning process as they masterfully apply newly learned knowledge in their disciplines. They adopt effective curriculum frameworks. They reflect on their teaching practice and teach for student understanding. In addition, expert teachers value standards because standards define what students should know and be able to do (Harris & Carr, 1996). Expert teachers are accountable for what students learn in their classrooms.
  
  Furthermore, expert teachers collaborate with colleagues, families, and other agencies in meeting the needs of all students in their classroom. Teachers and school personnel at all stages of development must continue to learn in the diverse and changing school context in which they find themselves (Levine, 1996; The National Commission on Teaching & America’s Future, 1996). They must fully understand the importance of difference and use that understanding to enhance learning.
  
  Educational professionals are life-long learners who are able to shape the school context. Throughout their careers, they seek knowledge and expertise that lead to excellence in academics for themselves and their students, and to excellence in professionalism for themselves and their colleagues; to best practices in learning and teaching; to full respect for diversity; and to empowerment and collaboration. Academic and professional excellence, best teaching practices, empowerment, respect for diversity, and social justice form a synergistic relationship; although each is important to a successful practitioner, the four lead to expertise as an Educational Professional Committed to Excellence.
  
  Graduates of SUNY-Oneonta are well grounded in content knowledge and skills, and these are more fully developed by using effective best teaching and counseling practices. These Educational Professionals Committed to Excellence possess a passion for teaching and learning and are empathetic to the needs of students. They teach using skills, knowledge, and values that allow for critical action in a diverse, changing world; and they are ready to function in concert with students, parents, communities, and other social and educational institutions, as change agents and leaders, to ensure that quality education and education services are provided.
  
  The model of “Educational Professionals Committed to Excellence” is based on cognitive psychology and constructivist theories of learning. Learners are characterized as active, constructive problem solvers ( Bruner, 1966; Case, 1985; Flavell, 1995; Piaget,1963). Learning occurs when the learner assimilates incoming information, relates it to prior knowledge, and accommodates mental structures, thus organizing and making of experiences (Anderson, 1989; Flavell, 1995; Piaget, 1969).
  
  The constructivist paradigm has evolved from the work of many twentieth century research psychologists who have contributed significantly to the development of the professional educator. Historically, Gesell (1925) provided insights into the role of maturation in learning. Piaget (1969) introduced the concept of adaptation as central to the learning process. Dewey (1938) explored the concept of active, self-expressive learning; and Erikson (1950) established the importance of social/emotional relationships. Kohlberg (1971) and Gilligan (1983) outlined the stages of moral development, and Vygotsky (1978) focused on language and thought development. Vygotsky additionally discussed the influence of culture on learning and understanding. Gardner (1983; 1993) added the notion that there are multiple intelligences, with each student having his or her own repertoire of strengths. Furthermore, research on how the human brain learns (D’Arcangelo, 1998; Jensen, 1998; Wolfe & Brandt, 1998) supported the constructivist theory, as did Daniel Goleman (1995) with his theory of emotional intelligence. Constructivism is a theory of knowledge and learning (Fosnot, 1996) that provides the basic framework for professional education programs at SUNY Oneonta.
  
  Learning to teach involves the integration of appropriate developmental theories and research, teaching methodologies, and field applications of theory and research. To assist the learner in the construction of meaning, active learning strategies must be incorporated into the planning and delivery of instruction. An underlying principle is that instruction should center upon an integrated curriculum. Students must be given opportunities to take responsibility for their own learning, to be viewed as thinkers, and to make instructional decisions (Brooks & Brooks, 1993)If new innovations and positive changes in education are to occur, teachers must be empowered and be granted the flexibility to make decisions about incorporating the changes into their own settings. They must have time to assess and reflect on the innovations and their uses.
  
  The constructivist approach to learning guides educators to develop environments which provide opportunities for action and interaction and where attention is paid to the progress of individual students. In such classrooms, the teacher is not primarily someone who tells and corrects, but someone who watches and asks: “What happened? What did you notice?” (Wasserman, 1990; Zahorik, 1995). They know how to support students, identify problems in learning, and use strengths of students. They are able to make instructional decisions (Berliner, 1986; Darling-Hammond, 1993, Shulman, 1987).
  
  In this constructivist model, technology is an important instructional tool. It is a tool for active learning; for student-centered, rather than teacher-dominated lessons; for collaborative and interdisciplinary projects and research. When effectively integrated into the curriculum, it facilitates small group instruction and engages students in learning material directly relevant to their lives. Educators can use technology to become more student-centered; to develop lessons and assessment; to consult worldwide sources for information; and to work cooperatively with others (Betts, 1994; Guzdial, 1998; Kozma & Shank, 1998; Means & Olson, 1994; Solomon, 1992).
  
  In constructivist classrooms, the faculty utilize strategies that cause students to experience inquiry-based learning. Students are provided with opportunities to interact with partners and engage cooperatively in small group discussions. Through experiencing and reflecting upon cooperative approaches, professional education students begin to understand the impact of such strategies on academic achievement as well as learner self-esteem, positive regard for each other, and greater acceptance of racial and ethnic differences (Johnson & Johnson, 1994; Kagan, 1989; Slavin, Madden, Karweit, Livermon & Dolan, 1990).
  
  This commitment to the student found in a constructivist model demands that professional education students understand individual students. All classrooms have many diverse learners; understanding that they bring strengths and weaknesses to the classroom is important in effectively developing their learning. Furthermore, this requires a developed understanding of the influence of gender, family and culture (Banks, 1994; Gilligan, 1983). Educational professionals at all levels must recognize and value differences as they are manifested globally, regionally, and locally. The increasing ethnic and racial diversity within our nation’s classrooms presents an important opportunity for the future. These future professionals must develop their ability to understand the unique strengths and characteristics of each student, using that knowledge to design optimal learning experiences.
  
  The faculty of the Division of Education have further extended the commitment to field experiences as an integral part of this model. Tied to the constructivist approach, this connection to the field affords professional education students the opportunity to engage in hands-on learning themselves as they develop the necessary skills and knowledge of professionals. This is enhanced by the faculty’s commitment to social justice, embracing service learning as an important part of this model. Service learning is a constructivist teaching methodology designed to provide students with a means to contribute to the community through service experiences; reflect on their work; and learn more about themselves, the community, the knowledge base of an educational professional, and the relationship among them (Coles, 1993).
  
  To be consistent with the philosophical understanding of the model of “Educational Professional Committed to Excellence,” emerging professionals must themselves be engaged in the construction of understanding and apply the knowledge and skills essential to evaluate the needs of societal systems affecting the school population. Not only do they need to shape their own being, they need to participate in the shaping of their profession. They are aware of changes in the profession and its surrounding cultural context, and, as decision makers, problem solvers, change agents and leaders, take responsibility for reflecting upon and improving personal practice through applied research (Feiman-Nesmer, 1990; Schon, 1987; Tertell, Kline & Jewett, 1998).
  
  Professional educators also engage in self-reflection and self-analysis while carefully thinking and making decisions about classroom curriculum and instruction. Effective teachers have a clear sense of self and a high level of self-esteem. They are able to articulate implicit theories and beliefs about learning, curriculum, and subject matter (Clark & Petersen, 1986). Professional programs must provide practitioners with opportunities for reflection, self-assessment, and instructional improvement (Darling-Hammond, 1990; National Commission on Teaching & America’s Future, 1996).
  
  The programs preparing teachers and other school personnel at SUNY Oneonta model and develop the constructivist philosophy. Staff and faculty members help emerging professionals construct meaning from a body of specialized knowledge that they can then effectively translate into validated best practices. Faculty and staff provide emerging professionals with direction for the design and changing of instructional programs. As emerging professionals become knowledgeable about human development, they change their thinking to effectively utilize appropriate methodologies with diverse student populations. Information gained from student observations and reflections upon assessments of student learning is utilized to make decisions about instructional strategies. Throughout their courses, professional educators expand their ability to define and refine student outcomes and instructional practices.
  
  The model of “Educational Professionals Committed to Excellence” is an ongoing emerging model. It is constantly under review. Originally this model was built upon four themes, but in Division-wide review during the 2001-2002 academic year, the model was modified to merge empowerment with respect for diversity. At this time the addition of social justice was a reflection of the faculty members’ concern that focus was on both empowerment and change for students as well as candidates. This change was a result of attempting to define empowerment and to consider dispositional aspects of effective teachers. Currently, this model is built upon three themes that, taken together, are essential to future teachers and school personnel as they become excellent Educational Professionals Committed to Excellence. These themes describe an educational professional who is committed to academic and professional excellence; best teaching practices; and empowerment, respect for diversity, and social justice.
  
  These themes are supported by the Interstate New Teacher Assessment and Support Consortium Standards (INTASC) and the call for higher standards in the teaching profession at both the state and national level. Each certificate area (elementary education, early childhood education, secondary education, reading, counselor education) has a well-defined program of pedagogical knowledge, as well as discipline-based content and skills, that is based on this model and these themes.
  
  There are two purposes for explicitly stating these themes. First, they form a public statement of intention, subject to ongoing scrutiny and debate. Second, they guide the faculty in designing courses, field experiences, and programs. The themes do not delineate a minimum set of expectations but demand exceptional performance by both faculty and candidates. The aim in stating these goals is to establish a common base of values and expectations permeating all college professional education activities.
  
  The goals and outcomes that follow each theme of the model “Educational Professionals Committed to Excellence” primarily are stated in relationship to initial (P-12) teacher preparation programs at SUNY-Oneonta, but apply to all programs for school personnel at the college. The outcomes expressed are goals intended to convey the beliefs, values, knowledge, and skills that we want all our graduates to have. Taken together, they represent a "composite picture" of the skilled beginning professional, the type of teachers and school counselors we want to prepare and which we describe in our mission, philosophy, and principles. These themes serve as the basis for the planning and delivery of our graduate programs as well.
  
  
  Theme 1: Educational Professionals Committed to Academic Excellence
  
  Educational professionals are committed to excellence for themselves and their students. Based on a strong liberal arts background acquired through their academic concentration and/or major, they understand and apply specific discipline structures, concepts, and tools of inquiry (Barnes, 1989; Carter, 1990; Dill & Associates, 1990; Murray, 1996; National Commission on Teaching and America’s Future, 1996). Educational professionals are critical thinkers who are effective communicators in a wide variety of media (Ross, Cornett, & McCutcheon, 1992). They demonstrate excellence in reading, writing, speaking, and listening in both traditional and electronic forms (Applebee, 1996; Danielson, 1998). They inspire their students to attain high learning standards and assist them in achieving these standards (Bruner, 1966; Vygotsky, 1978). As professionals, they demonstrate knowledge and application of current research, theory, and practice in education, their content discipline and counseling psychology. Their knowledge base also includes a clear understanding of the social, historical, ethical, and philosophical foundations of education (McClaren, 1994). They develop and document their progress as learners throughout their collegiate and professional careers. They begin the process of induction into the educational profession through participation in local, state, and national professional organizations (Kagan, 1992). Educational professionals who are committed to academic excellence demonstrate liberal arts content knowledge, professional education knowledge, effective communication skills, and can synthesize these abilities to create effective learning experiences.
  
  1.1 Objective: Candidates demonstrate liberal arts content knowledge.
  
  A. Candidates understand and synthesize content areas of a liberal arts education by successfully completing the college's general education requirements, work in a major, and/or one or more concentrations.
  
  1. The General Education requirements at Oneonta have been carefully devised to “give students opportunities to enrich their own personal intellectual development and contribute to the quality of life of our larger community. The 36 credits in General Education include a full range of courses necessary for a quality liberal arts education.
  
  2. Candidates achieve high standards in overall GPA and content area GPA for admission and retention. They must achieve and maintain high academic standards in their coursework and, in keeping with NCATE Standards, maintain overall acceptable G.P.A.’s in the discipline major/concentration and professional education courses.
  
  3. Secondary education candidates will have a Major, or its equivalent, in their teaching area, related work or an additional expertise, and appropriate certificate coursework. Each certification option has its own credit and course requirements based on accepted guidelines from professional societies. Mandated content-specific courses vary among the disciplines. Prospective teachers obtain from this core of courses knowledge of their chosen discipline.
  
  4. Candidates in Elementary education programs will have a knowledge base consistent with cutting edge research and accepted guidelines for national professional societies. Candidates will have completed the Liberal Arts General Education requirements and will have a major in elementary education, appropriate certificate coursework and a 30s.h. concentration in a content area that is tied to the NYS Learning Standards.
  
  5. Candidates in all graduate programs have met rigorous admission standards that represent strong undergraduate performance.
  
  1.2. Objective: Candidates demonstrate professional education knowledge.
  
  A. Candidates understand and apply a constructivist approach together with knowledge of child/adolescent development; learning and motivation principles; exceptionality; and learning abilities.
  
  1. Planning for and implementation of all class activities, projects, and lesson plans are based on assessments of the students' learning abilities and needs.
  
  2. Learning strategies and techniques used to design activities and learning outcomes reflect solid researched motivational theory. This is evident in learning activities, journals and portfolios.
  
  3. Class activities, projects, lesson plans, and actual teaching demonstrate the application of developmentally appropriate principles in attending to the intellectual, social, emotional, and physical abilities of the students. The interactive influences of these abilities on student learning are also documented.
  
  4. Sensitivity and respect for all facets of diversity and exceptionality are evident in lesson plans and are a part of all teacher/student interactions.
  
  B. Candidates use a thorough knowledge of current research-based education theory and child/adolescent development to construct and demonstrate mastery of multiple teaching strategies and appropriate methods.
  
  1. The learning strategies outlined in lesson plans and used in classes predominantly reflect learner-centered, constructivist orientation emphasizing student engagement in activities that focus on learning outcomes. Knowledge of multiple learning strategies and their appropriate use to increase learning is evident in teaching activities and portfolio.
  
  2. Candidates cite and provide the related research documentation for strategies and methods used in classes, activities, lesson plans, portfolios, and field experiences.
  
  3. They provide documentation that activities, planning, and instruction reflect developmentally-appropriate practice with specific attention to the needs of identified students.
  
  4. They know classroom management strategies with positive student conduct, cooperation, and interest flowing naturally from the well designed implementation of the instructional plans. This is documented in class projects, portfolios, and student teaching activities.
  
  5. They reflectively evaluate their use of constructivist teaching in class activities, field experiences, and lesson plans. This is documented throughout their college career in logs, journals, activities, and portfolios.
  
  6. Lesson plans will show (a) clear alignment with school curriculum, as well as (b)state and national frameworks and standards; (c)the integrated use of technology and (d)other necessary adaptations required for teaching a diverse student population.
  
  C. Candidates document and demonstrate mastery of multiple techniques of quantitative and qualitative assessment in their content discipline.
  
  1. Lesson plans and class activities contain authentic assessments (formative and summative) which are directly aligned to the objectives of the lesson and unit. These lesson objectives address content, knowledge, skills, and attitudes.
  
  2. Lesson plans, teaching log, portfolio, and student teaching activities document the use of these assessment results in increasing student learning.
  
  3. Candidates use the results of assessment to provide corrective assistance to each student. These results also are used to develop plans and activities to maximize learning for all the students in the class. The knowledge of the students is evident in re-teaching activities and reflective journals.
  
  1.3. Objective: Candidates demonstrate effective communication skills: reading, writing, speaking, listening.
  
  A. Candidates demonstrate competence in reading, writing, speaking, and listening both in and out of the classroom. This will be demonstrated in class activities and assignments; in activities and interactions with faculty, peers and students; and by meeting the college writing requirements.
  
  B. Candidates use electronic technology to enhance their communication. Candidates will provide evidence of this in their class activities, field experiences, reflective logs, portfolios, lesson and unit plans, and student teaching activities.
  
  1.4. Objective: Candidates demonstrate ability to synthesize and apply liberal arts content knowledge, professional education knowledge, and effective communication skills.
  
  A. Candidates demonstrate a working knowledge of current education context and expectations and actively remain current as professionals.
  
  1. Candidates will demonstrate knowledge of the social and historical foundations of education.
  
  2. Journals and interviews document the understanding of legal and policy-making issues; the role of faculty, school, community, unions, PTO, and Board of Education; and New York State and national standards and assessments.
  
  3. Candidates create and maintain a current resume, college placement folder, and job opportunity networks. They also work on the development of interviewing skills that would include effective use of their exiting portfolio.
  
  B. Candidates maintain an ever-expanding, dynamic grasp of current research, learning theory, and teaching practice.
  
  1. Candidates are required to join and encouraged to maintain membership(s) in appropriate educational and/or content area professional organizations. In journals and planning, they provide evidence of their use of the information and research found in professional publications.
  
  2. Reflective journals, lesson plans, and portfolios contain citations of professional conferences and workshops attended together with descriptions and applications of useful information.
  
  Theme 2: Educational Professionals Committed to Best Professional Practices
  
  It is our goal that all SUNY Oneonta teacher & counselor candidates become education professionals who are committed to demonstrating and documenting best professional practices. As candidates develop into education professionals, they will apply their knowledge and understanding of content and thought processes to research-based theory, pedagogy, assessment, and human development. This will prepare them to be able to create positive learning experiences within and across disciplines (Crocker & Wolfe, 2001). Creation of these learning experiences requires continuous observation, assessment, decision making, and reflection. To make informed decisions, future reflective educators must recognize and consider characteristics of individual students/national, state, and local standards; appropriate used of technology; and situated variables that make their learning communities unique. Education professionals continually evaluate their beliefs and assumptions and the effects of their resultant choices and actions upon the learner.
  
  For SUNY Oneonta teacher & counselor candidates to become education professionals who are committed to best professional practices, they will learn to synthesize theory and practice as they personally commit to becoming self-directed, lifelong learners. This task involves several objectives. First, candidates must demonstrate the ability to design and implement effective lessons and group sessions. Second, candidates must be able to use a variety of formal and informal assessment strategies and to apply the resulting data to inform professional practice. Third, candidates must know how to use appropriate management techniques in a variety of school settings. Fourth, candidates must demonstrate the ability to collaborate with staff, families, and non-school based organizations. Fifth, candidates must be reflective learners applying the results to inform their professional practice. Sixth, candidates must be knowledgeable about current educational research to implement appropriate changes based on that research. And finally, candidates must be able to articulate a personal educational philosophy and personal opinions on relevant educational and social issues. The following goals and indicators “indicate” how the preceding objectives are met through SUNY Oneonta coursework and education requirements.
  
  2.1. Objective: Candidates demonstrate the ability to design and implement effective lessons.
  
  A. Candidates create a portfolio throughout their college career which contains evidence of a solid understanding and use of a variety of constructivist teaching and learning techniques, including those that address diversity and exceptionality. Candidates document the use of a wide variety of materials, teaching and counseling methods, and strategies in lesson and unit plans, student teaching activities and practicums.
  
  B. Candidates develop the ability to critically reflect on self, learning, classes, planning, and teaching activities. They provide evidence of that activity through changes to their professional personal plan, course work, lesson and unit plans, student teaching and practicums. Their reflection and changes should be tied to new understandings and theories; characteristics of students, especially exceptionality; assessments of the students' learning; or integration of new technology.
  
  C. Candidates understand and use national and state standards for various content areas (New York Standards). They also use various instructional designs, strategies to integrate higher order thinking skills into the curriculum, methods that integrate the curriculum areas, and active constructivist approaches. Class projects, journals, lesson and unit plans, case analysis, student teaching activities and practica provide evidence of their understanding and ability.
  
  D. Candidates demonstrate knowledge of content and general core knowledge as stated in Theme 1 and have plans, portfolios, and G.P.A. that provide evidence of high standards and movement to mastery.
  
  E. They demonstrate knowledge and ability to use technologies in their own learning and in the learning designed for students. Course work, lesson and unit plans, student teaching activities, and portfolios provide evidence of that knowledge.
  
  F. Based on knowledge of the theory and research; class activities, projects, lesson plans, and field experiences consistently contain activities and reflection on diversity which promote respect for individual differences. This attention to diversity issues is used to enhance student learning.
  
  2.2. Objective: Candidates demonstrate the ability to use various formal and informal assessment strategies and apply the resulting data to inform their professional practice.
  
  A. Candidates will be reflective practitioners who use assessment techniques to analyze their own individual characteristics and needs as a learner.
  
  B. Candidates understand and use formal and informal assessment techniques in work with their students as demonstrated in class projects, assignments, lesson and unit plans, teaching and counseling activities as well as portfolios.
  
  C. Candidates use the data from students' assessments to improve practice.
  
  2.3. Objective: Candidates demonstrate ability to use appropriate management techniques in a variety of school settings.
  
  A. Undergraduate candidates complete 100 hours of early field experiences in classrooms and complete a variety of observational assignments where they reflect on the culture of the classroom and the style of the teacher’s organizational and management system. Graduate candidates complete clinical and practica experiences where they engage in the practice of managing their respective programs.
  
  B. Candidates complete courses in child/adolescent development and learning
  and cognition, where emphasis is placed on the relationships between the
  individual and environment.
  
  C. Candidates will demonstrate the ability to use appropriate organizational and
  management systems in student teaching and methods practica.
  
  2.4. Objective: Candidates demonstrate the ability to collaborate with staff, families, and non-school based organizations.
  
  A. Candidates complete a variety of projects throughout their programs by cooperating with peers and collaborating with host teachers and counselors.
  
  B. Candidates interview families, teachers, school counselors, principals and other school employees in the context of individual course work, student teaching, and practicum. Schools are placed in the context of community by having candidates attend school board meetings and participate in school-based functions.
  
  2.5. Objective: Candidates demonstrate that reflection informs their professional practice.
  
  A. Throughout early field experiences candidates are asked to reflect on the meanings of their observations in relation to theory and concepts explored in the courses through which the field experiences are developed and assigned. Records of these reflections are seen in portfolios and in the candidacy applications.
  
  B. Candidates develop an articulated and documented philosophy of education that demonstrates an understanding of philosophies and the history of American education as well as state-of-the art, research based teaching techniques. Their beliefs, found in this philosophy statement, will be supported by personal and professional activities and a summative document of this philosophy is in the exiting portfolio.
  
  C. During student teaching and practica experiences, candidates reflect on daily
  practice and demonstrate change in journals and subsequent lessons and activities.
  
  2.6. Objective: Candidates demonstrate knowledge about current educational research to implement appropriate changes based on that research.
  
  A. Units, lesson plans, journals, projects, and teaching and counseling activities document application of knowledge of current educational and psychological theory, research, and practice.
  
  B. Candidates demonstrate familiarity with cutting edge, sometimes controversial, education issues and practices. They provide evidence of knowledge of current issues through activities in and outside courses. They also provide evidence of the developing ability to deal with these kinds of issues in their coursework, journals, and portfolios.
  
  C. Through early field experiences (at least 100 hours), candidates link content knowledge and various constructivist teaching strategies and techniques with the world of practice; these field experiences are described and documented in class projects, logs, journals, and portfolios.
  
  D. Candidates participate in planned sequential field experiences, culminating in student teaching. There is evidence in course work, journals, reflective activities, lesson and unit plans, and student teaching activities that these field experiences were used to integrate content knowledge and pedagogy into the world of practice.
  
  E. Candidates in the counselor education clinical courses keep personal insight logs.
  
  F. Candidates in graduate level Education programs complete action research projects which demonstrate candidates growth and development in professional practice based on reviews of current research and reflections on current practice.
  
  2.7. Objective: Candidates demonstrate a personal educational philosophy and are able to develop and express personal opinions on relevant educational and social issues.
  
  A. Candidates write and revise their philosophy of education beginning in the first course in the program and finalized for the exit portfolio.
  
  B. Candidates are challenged to take a stand on controversial issues in education in a variety of courses throughout the program.
  
  Theme 3: Educational Professionals Committed to Empowerment, Respecting Diversity and Social Justice
  
  Empowerment. Educational professionals assume leadership and create an environment of shared responsibility within their community of learners (Chalker, 1998; Larsen, 1998; Sergiovanni, 1996). The community of learners consists of students, parents, teachers, administrators, and the larger community. The whole community is committed to ensuring that all students learn and reach their fullest potential. Educational professionals who are committed to such empowerment believe in, value, and actively participate in service to the educational and larger community (Eisner, 1998; Schlechty, 1997).
  
  Educational professionals are also transformative leaders who function as agents of fundamental change. They work to help initiate and sustain progressive decision making that facilitates necessary organizational changes. For a school to become a center of inquiry, it needs to be a place where teachers are continuously learning through their individual and collaborative reflective practices. Teachers need to believe that they can influence, as well as be influenced by, the school’s professional culture (Henderson, 1996. Teachers who are transformative leaders promote empowerment by establishing a social environment that fosters principled levels of judgment (Burns, 1978). Such transformative leaders guide others to higher levels of judgment and self-governance rather than using coercion or control (Snauwert, 1993).
  
  Educational professionals work to empower each student to become a responsible, self-regulated learner committed to high standards and excellence in learning (Boekaerts, Pintrich & Zeidner, 2000; Pintrich, 2000; Shor, 1996; Zimmerman, 1998). Empowerment in this context is the process by which students become aware of the power dynamics at work in their lives, develop the skills and capacity for gaining some reasonable control over their lives, exercise this control without infringing upon the rights of others, and support the empowerment of others in their community (McWhirter, 1994). Within the school setting, empowerment occurs when teachers & counselors assume the role of facilitators. Assuming such a role requires that educational professionals understand the methods of being effective agents of change and work to create a common vision for excellence in learning (Irwin, 1996).
  
  3.1. Objective: Candidates create empowering educational environments for all learners.
  
  A. Candidates effectively communicate with various groups of people in the community as reflected in learned and improved skills documented through reflective activities and in reports from service projects. These experiences will develop active listening skills, negotiation abilities, and conflict resolution skills.
  
  B. Candidates demonstrate a disposition of trust and commitment and the ability to be part of a team that creates and upholds a vision of learning that honors each person and enables each to reach high standards.
  
  C. Candidates articulate and design appropriate classroom management systems, classroom atmosphere, and activities that enable students to feel safe, take risks, express opposing ideas, and have those systems and activities enhance learning for all. This is documented in class activities, projects, field experiences, and student teaching.
  
  D. Candidates demonstrate the ability to take risks in their own learning, as well as in trying new styles and methods of teaching that have a solid research base but are different than their preference or experience and document this in reflective activities, logs, and portfolio.
  
  E. Candidates demonstrate knowledge of needs assessment evident in their own personal plans and activities in service and classes. It will be clear that the activities are the result of applying new learning to the needs articulated in the self assessment and the plan.
  
  F. In courses and program, candidates design and enhance their own learning through dialogue with the instructors and base learning activities on self assessment and high standards as goals.
  
  G. Candidates design and teach in various ways that engage students in activities that enhance learning and promote accountability for the student's own learning.
  
  3.2. Objective: Candidates know and adhere to the New York State Code of Ethics for Educators to guide their practice and interactions with students, staff, community, families and peers.
  
  A. Candidates understand how to be a facilitator for learning by addressing students' needs through appropriate contacts with private and public social and school agencies (e.g. guidance, library, health, welfare, home, nutrition, etc.) demonstrating this ability in various ways, possibly through the analysis of case studies.
  
  B. Candidates demonstrate the ability to listen to students which is evident in projects, lesson plans, teaching activities, and instruction.
  
  C. Candidates’ reports on student and teacher interactions are completed within methods and student teaching experiences. Candidates attend IEP meetings and parent/teacher meetings as are possible and relevant to their experiences.
  
  D. Candidates work with families and community members, establishing trust while respecting confidentiality in oral and written reports of their activities.
  
  E. Candidates demonstrate understanding ways to enlist community support to enhance engaging learning activities (e.g. grant writing, donation of technology, support, gifts for projects, sharing of expertise, etc.).
  
  F. In courses, projects, student teaching, & practica candidates demonstrate respect for parents/guardians that facilitates full engagement of the parent/guardian in the student's development. This could be done through dialogues and interaction through various activities, projects, conferences, and might be included in integrated class activities.
  
  G. Candidates reflect on the Code of Ethics and its relationship to the role of teacher and to lesson planning.
  
  3.3. Objective: Candidates demonstrate the understanding that knowledge and skills are empowering for themselves and their students.
  
  A. Candidates demonstrate disposition and skills for dealing with change as an ongoing educational phenomenon as articulated by critical theory in relationship to teaching and schools and through specific, documented activities in projects and classes that resulted in personal change.
  
  B. Candidates demonstrate experience in being advocates for children or adolescents through projects and activities in service hours, student organizations, and classes.
  
  C. Candidates model strong self concept, confidence, and integrity rooted in self knowledge, authentic accomplishments, and actions. This is documented in their personal professional plans, interviews, and portfolios.
  
  D. Candidates identify a learning deficiency and develop an action plan strategy for addressing the deficiency.
  
  E. Based on self knowledge, candidates develop ways to deal with change and reaching high standards that promote self well-being and health as reflected in their personal professional plans.
  
  F. Candidates understand and communicate effectively with professional agencies to support the child/adolescent development, learning, and well being. Teacher candidates attend school board, PTO, and other professional meetings. School counseling candidates shadow practicing school counselors and during practicum work closely with other agencies to make appropriate referrals for additional supports for students and families.
  
  Respect for diversity. Diversity in an educational context goes beyond regional/geographic, ethnic, and racial distinctions. It also includes language, religion, socioeconomic status, gender, sexual orientation, and age, as well as physical, mental, and emotional exceptionalities (Fu & Stremmel, 1998). Educators of the 21st century must be global citizens who understand the strengths and values that bind us together as Americans (King, Hollins, & Hayman, 1997; Vogt, 1997). They have knowledge, understanding, and respect not only for their own history, culture, and background, but also for the history, culture, and background of their immediate classroom, school, and community. Educational professionals communicate with and teach each of their students (Dunn, 1995; Fu & Stremmel, 1998). They create learning environments that respect and reflect the variety of cultures that comprise the world community (Delpit, 1995; Gerston & Jimenez, 1998; Hong, Morris, Chiu & Benet-Martinez, 2000). At the same time, they integrate the resources of the community into the daily life of their classrooms (Banks, 1997; Martin, 1995). They understand and use their students' strengths, including the widest definition of diversity, as a valuable, positive learning tool to enrich and expand students' lives (Lipsky & Gartner, 1997; Sleeter & McLaren, 1995).
  
  3.4. Objective: Candidates demonstrate knowledge of and respect for diversity.
  
  A. Candidates are grounded in the understanding of their own history, culture, and background.
  
  1. They demonstrate an understanding of the values and strengths of the American culture that bind us together. This is demonstrated in course work, activities, and portfolios.
  
  2. They demonstrate a respect for their own family, history, and/or culture in an autobiographical essay contained in their portfolio.
  
  3. They demonstrate in personal insight logs their reflection on relevant personal histories to counseling practice.
  
  B. Candidates have knowledge of diversity.
  
  1. They document understanding and respect for the variety of cultures in the global society acquired through research, class activities, and found in their portfolios.
  
  2. They demonstrate proficiency in a language other than English.
  
  3. They document an understanding of diversity including ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, age, regional/geographical background, and exceptionalities. This is evident in course work, class activities, journals, and in their portfolios.
  
  4. They document understanding cultures, including comparing and contrasting various cultures. They further document an experience of cultures/environments that are different from their own. The evidence is in course work, projects and their portfolios.
  
  C. Their projects and journals note the anticipated impact of cultural attitudes, characteristics and beliefs on learning.
  
  D. They can identify and assess the impact of issues of poverty, including rural poverty, on learning in a knowledgeable and empathetic manner documented in classwork and projects.
  
  E. By classroom activities, possibly including video, candidates document mastery of cross cultural and interpersonal communication skills.
  
  F. Candidates know that not understanding diversity may lead to conflict. By using their knowledge of diversity, they demonstrate effective conflict resolution and listening skills by various activities, possibly including simulation and classroom video.
  
  3.5. Objective: Candidates demonstrate ability to adapt instructional opportunities to diverse populations of learners.
  
  A. Class activities, lesson plans, and student teaching document the ability to present multiple interpretations of historical and current events that specifically address inclusion of least represented groups.
  
  B. Candidates document rapport and the ability to communicate with the parents and families of the students as a result of possible home visits, conferences, and formal and informal dialogues. This knowledge of diversity and its influence on families will be demonstrated in class activities and in their portfolios.
  
  C. Class activities, projects, and portfolios demonstrate understanding ESL and language acquisition strategies for non-English speaking students in the class.
  
  D. Class activities, lesson plans, and observations of teaching document effective classroom management practices, including the use of cooperative learning and peer tutoring, which are based on understanding the strengths and diversity of the students.
  
  Social Justice. The inclusion of the term social justice mandates that teacher candidates will be prepared to provide a foundation from which their students “will see themselves as actors in the world, not just things acted upon” (Peters, 1999). To reach this goal, we are committed to providing teacher & counselor candidates with a curriculum that provides them the knowledge, skills, and dispositions to have their students become critical observers of the world and to take action in a manner that provides real opportunities to address issues of equity and justice.
  
  The editors of Rethinking Our Classrooms, Teaching for Equity and Justice (Bigelow 1999) outlined a curriculum and classroom practices that provide the framework for a social justice perspective. This framework includes having students “probe the ways their lives connect to the broader society, and are often limited by that society,” and “pose essential critical questions such as: Who makes decisions and who is left out? Who benefits and who suffers?” (p. 2). Students “will understand why some differences translate into access to wealth and power, while others become a source of discrimination and injustice.” Further emphasis includes participating in making real world decisions and changes, and developing a vision of a “just society.”
  
  The strengths of a social action approach include “enabling students to improve their thinking, value analysis, decision-making, and social action skills, enabling students to improve their data-gathering skills, helping students develop a sense of political efficacy, and helping students improve their skills to work in groups” (Banks, 2003, p. 241).
  
  3.6. Objective: Candidates demonstrate knowledge of social justice issues to become active citizens.
  
  A. Candidates develop an awareness of self as both professional educator and citizen. Candidates provide evidence of their understanding of social justice in teaching activities, journals, and portfolios.
  
  B. Candidates develop the awareness that treating children fairly requires treating them on a basis of individual need.
  
  C. Candidates develop the commitment to defend the rights of their students to an appropriate education.
  
  D. Candidates demonstrate a caring attitude toward individuals, particularly recognizing social injustice and its influence on student learning.
  
  E. Candidates understand and evaluate the varied approaches to multicultural reform,
  and identify social action as the most advanced level.
  
  F. Candidates recognize that taking on the role of teacher or school counselor requires them to become an advocate for children and their families both in the school and in the community.
  
  Summary
  
  We at SUNY-Oneonta strive to integrate knowledge, skills, and dispositions acquired through general courses, content specialization, and professional programs that articulate and support high expectations for our candidates. The beliefs, principles, and characteristics, with three central themes, and the goals of this conceptual framework provide a foundation for the development of essential competencies for prospective and practicing educators. This foundation is based on a composite of courses and experiences that are clearly articulated, systematically delivered, and consistently assessed. These courses and experiences can be viewed as a tapestry embracing elementary and secondary levels, content and pedagogy, research and practice, as well as undergraduate and graduate preparation. The tapestry is designed to produce “Educational Professionals Committed to Excellence” who will relish their academic and professional excellence, reflect best teaching and counseling practices, celebrate their respect for the diversity of students, accept the challenge of empowering their communities, and commit to social justice within the institution of education. From pre-school through post-graduate, this vision is predicated on the reality that excellent service from school professionals will prepare citizens of the future to serve the community and themselves most effectively, most honestly, and with the greatest chance for sustained growth and prosperity.
  
  Approved by College Provost 3/6/98
  Updated 6/26/99
  Updated and approved by College Provost 5/03
  
  
  REFERENCES
  
  Anderson, L. (1989). Learners and learning. In M.C. Reynolds (Ed., Knowledge base for the beginning teacher. New York: Pergamon Press.
  
  Applebee, A. (1996). Curriculum as conversation: Transforming the traditions of teaching and learning. Chicago, IL: University of Chicago Press.
  
  Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervisors and Curriculum Development.
  
  Banks, J. A. (1994). Introduction to multicultural education. Boston: Allyn and Bacon.
  
  Barnes, H. (1989). Structuring knowledge for beginning teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher. New York: Pergamon.
  
  Belensky, M. F., et al. (1986) Women’s ways of knowing. NY: Basic Books.
  
  Berliner, D. (1985). Laboratory settings and the study of teacher education. Journal of Teacher Education, 36(6), 2-8.
  
  Berliner, D. (1986). In pursuit of the expert pedagog. Educational Researcher, 15(7), 5-13.
  
  Betts, F. (1994). On the birth of the communication age: A conversation with David Thornburg. Educational Leadership, 51(7), 20-23.
  
  Bigelow, B., Christensen, L., Karp, S., Miner, B., Peterson, B. (1999). Rethinking our classrooms: Teaching for equity and social justice (4th ed). Milwaukee, WI: Rethinking Schools.
  
  Boekaerts, M., Pintrich, P.R. & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
  
  Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
  
  Brophy, J. & Good, T. (1994). Looking in classrooms. (6th ed.). NY: Harper Collins.
  
  Brooks, J., & Brooks, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.
  
  Brown, S. I., Cooney, T. J., & Jones, E. (1990). Math teacher education. In R. W. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan.
  
  Bruner, J. S. (1960). The process of education. NY: Vintage Books.
  
  Bruner, J. S. (1966). Toward a theory of instruction. NY: Norton.
  
  Bruner, J. S. (1971). The relevance of education. NY: Norton.
  
  Burns, J. M. (1978). Leadership. New York: Harper and Row.
  
  Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education. A project of the Association of Teacher Educators (pp. 291-310). New York: Macmillan.
  
  Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
  
  Case, R. (1985). A developmentally-based approach to the problem of instructional design. In R. Glaser, S. Chipman, & J. Segal (Eds.), Teaching thinking skills (Vol. 2, pp. 545-562). Hillsdale, NJ: Erlbaum.
  
  Chalker, D. M. (1998). Leadership for rural schools: Lessons for all educators. Lancaster, PA: Technomic Publications.
  
  Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching, third edition. New York: Macmillan.
  
  Coles, R. (1993). The call to service: A witness to idealism. NY: Houghton-Mifflin
  
  Crocker, J. & Wolfe, C. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
  
  D’Arcangelo, M. (1998). The brains behind the brain. Educational Leadership, 56, 20-25.
  
  Darling-Hammond L. (1993). Progress toward professionalism in teaching. In G. Cawelti (Ed.), Challenges and achievements of American education. Alexandria, VA: Association for Supervision and Curriculum Development.
  
  Darling-Hammond L. (1990). Teacher professionalism: Why and how? In A. Lieberman (ed.), Schools as collaborative cultures: Creating the future now. New York: The Falmer Press.
  
  Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. NY: New Press.
  
  Dewey, J. (1938). Experiences and education. New York: Mcmillan.
  
  Dill, D. D., & Associates. (1990). What teachers need to know: The knowledge, skills, and values essential to good teaching. San Francisco: Jossey-Bass.
  
  Duffy, T. M., & Jonassen, D. H. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  
  Dunn, R. (1995). A meta analytical validation of the Dunn and Dunn model of learning style preferences. Journal of Educational Research, 88(6), 353-362.
  
  Eisner, E. W. (1998). The kinds of schools we need: Personal essays. Portsmouth, NH: Heineman.
  
  Erikson, E. (1950). Childhood and society. New York: W. W. Norton.
  
  Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan.
  
  Feiman-Nemser, S. & Remillard, J. (1996). Perspectives on learning to teach. In F. Murray (Ed.) The teacher educator’s handbook (pp. 63-91). San Francisco: Jossey-Bass.
  
  Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, JN: Prentice-Hall.
  
  Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324-340.
  
  Flavell, J. H., Green, F. L., & Flavell, E. R. (1995). Young children’s knowledge about thinking. Monographs of the Society for Research in Child Development, 60 (1), (Serial No. 243).
  
  Fosnot, C. (1996). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
  
  Fu, V. R. & Stremmel, A. J. (1998). Affirming diversity through democratic conversations. Columbus, OH: Merrill.
  
  Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
  
  Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. NY: Basic Books.
  
  Gerston, R. & Jimenez, R. (Eds.). (1998). Promoting learning for culturally and linguistically diverse students: Classroom applications for contemporary research. Beaumont, CA: Wadsworth.
  
  Gesell, A. (1925). The mental growth of the preschool child. New York: Macmillan.
  
  Gilligan, C. (1983). In a different voice. Cambridge, MA: Harvard University Press.
  
  Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
  
  Guzdial, M. (1998). Technological support for project based learning. In C. Dede (Ed.). Learning with technology. (1998 ASCD Yearbook, pp. 47-72). Alexandria, VA: Association for Supervision and Curriculum Development.
  
  Harris, D. & Carr, J. (1996). How to use standards in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
  
  Henderson, J. G. (1996). Reflective teaching: The study of your constructivist practices. Englewood Cliffs, NJ: Prentice-Hall.
  
  Holmes Group. (1990). Tomorrow’s schools: Principles for the design of professional Development Schools. East Lansing, MI: Author.
  
  Hong, Y., Morris, M., Chiu, C. & Benet-Martinez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55, 709-720.
  
  Irwin, J. W. (1996). Empowering ourselves and transforming schools: Educators making a difference. Albany, NY: SUNY.
  
  Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
  
  Johnson, D., & Johnson, R. (1994). Learning together and alone: Cooperation, competition and individualization. (4th ed.). Boston: Allyn and Bacon.
  
  Joyce, B. R. & Weil, M. (1996). Models of teaching. (5th ed.). Boston: Allyn and Bacon.
  
  Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
  
  Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 470, 12-15.
  
  King, J. E., Hollins, E. R. & Hayman, W. C. (1997). Preparing teachers for cultural diversity. Teachers College Press.
  
  Kohlberg, L. A. (1971). From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. In T. Mischel (Ed.), Cognitive development and epistemology. New York: Academic Press.
  
  Kozma, R. & Shank, P. (1998). Connecting with the 21st century: Technology in support of educational reform. In Learning with technology. C. Dede (Ed.). pp. 3-31. Alexandria, VA: Association for Supervision and Curriculum Development.
  
  Larsen, R. L. (1998). Changing schools from the inside out (2nd ed.). Lancaster, PA: Technomic Publ.
  
  Levine, M. (1996). Educating teachers for restructured schools. In F. Murray (Ed.), The teacher educator’s handbook. San Francisco: Jossey Bass.
  
  Lipsky, D. K. & Gartner, A. (1997). Inclusion and school reform: Transforming America’s classrooms. P. H. Brookes.
  
  Martin, R. J. (Ed.). (1995). Practicing what we teach: Confronting diversity in teacher education. Albany, NY: SUNY.
  
  McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
  
  Means, B. & Olson, K. (1994). The link between technology and authentic learning. Educational Leadership, 51 (7), 15-18.
  
  Murray, F. B. (Ed.). (1996). The teacher educator’s handbook: Building a knowledge base for the preparation of teachers. San Francisco: Jossey-Bass.
  
  National Commission on Teaching and America’s Future. (1996). What matters most: Teaching for America’s future. New York: Author.
  
  O’Reilly, M. R. (1998). Radical presence: Teaching as contemplative practice. Portsmouth, NH: Heinemann.
  
  Peterson, B. (1999). Teaching for social justice: One teacher's journey. In B. Bigelow, L. Christensen, S. Karp, B. Miner (Eds.), Rethinking Our Classrooms: Teaching for Equity and Social Justice (4th ed.) (p.38). Milwaukee, WI: Rethinking Schools.
  
  Piaget, J. & & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.
  
  Piaget, J. (1963). Origin of intelligence in children. NY: Norton.
  
  Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner, (Eds.) Handbook of Self-Regulation (pp. 451-502). San Diego, CA: Academic Press.
  
  Reynolds, A. (1995). The knowledge base for beginning teachers: Education professionals’ expectations versus research findings on learning to teach. The Elementary School Journal, 95 (3), 199-221.
  
  Ross, E., Cornett, J., & McCutcheon, G. (Eds.). (1992). Teacher personal theorizing. Albany, NY: SUNY.
  
  Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. NY Teachers College Press.
  
  Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass.
  
  Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  
  Sergiovanni, T. J. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.
  
  Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: Univ. of Chicago.
  
  Shulman, L. (1986). Paradigms and research programs in the study of teaching. In M. C. Wittrock (Ed.). Handbook of research on teaching. New York: Macmillan.
  
  Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  
  Slavin, R. E., Madden, N. A., Karweit, Livermon, B. J. & Dolan, L. (1990). Success for all: First year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal 27(2), 255-278.
  
  Sleeter, C. E. & McLaren, P. L. (1995). Multicultural education; critical pedagogy, and the politics of difference. Albany, NY: SUNY.
  
  Snauwert, D. (1993). Democracy, education, and governance: A developmental conception. Albany, NY: SUNY.
  
  Solomon, G. (1992). The computer as electronic doorway: Technology and the promise of empowerment. Phi Delta Kappa, 74(4), 327-329.
  
  Tertell, E., Klein, S. & Jewett, J. (1998). When teachers reflect: Journeys toward inclusive reflective practice. Washington, D.C.: National Association for the Education of Young Children.
  
  Vogt, W. P. (1997). Tolerance and education: Learning to live with diversity and difference. CA: Sage Publications.
  
  Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  
  Wasserman, S. (1990). Serious players in the primary classroom. New York: Teachers College Press.
  
  Wolfe, P. & Brandt, R. (1998). What do we know about brain research? Educational Leadership, 56, pp. 8-13.
  
  Zahorik, J. A. (1995). Constructivist teaching. Phi Delta Kappan Educational Foundation: Fastback Series No. 390.
  
  Back to top