Michaelis curriculum development

Zeichner and Miller summarized years of studies of traditional school-based training programs. Through multilayered interactions such as this, mentoring of preservice teachers also can serve as a merging point for implementation of standards and other reform initiatives underway in schools.

Viewed as an important innovation, Levine continued that PDSs had proliferated rapidly, with little attention to definition and quality.

In addition to defining the components of a PDS, and describing the establishment of PDSs, this study will attempt to bring together relevant research findings of areas related to educational change and endeavor to draw connections between them. Given this gap between asserted purpose and common practice, how else can we define a PDS?

Reform depends on the strength of intense, shared commitments to students and their teachers, to learn about learning, and to the ongoing assessment of these efforts. Although there is a growing clarity and consensus on the definition of as PDS Teitel,there is still a great need to identify a systematic definition.

Examples are another means of doing so p. Levine b proposes that while support for PDSs has grown over the last several years, it had become clear by that the PDS "movement" was in some danger.

To establish a consensus about quality and good practice in PDSs. So, what type of plane is being flown? What does the establishment of a PDS look like? As they engage in a common enterprise, to support the learning of their students and the transformation of teacher education, each institution has its own agenda, history, and way of operating.

Restructure teacher education to include yearlong internships in professional development schools.

Clark asked and then answered the following question regarding PDS and terminology: Such a study insures that the PDS is well described in operational terms and the definition becomes comprehensive enough for studies of effectiveness and systematic evaluation. As researchers and teacher educators, we are often at a loss to define when a school is actually a professional development school.

It is important to describe the process of the development of a partnership between two institutions where there is such a clash in orientation. What are the outcomes? This point may seem obvious, Sykes continues, but the institutional arrangements to prepare teachers have never reflected it.

Is it when the university and school district label it a PDS or make a commitment to create one? What administrative personnel participate? This will facilitate an "evaluability assessment," a term used by Pattonp.

A second broad issue Teitel identifies concerns the "all or none" debate.

In his book, Change ForcesMichael Fullan proposes that longstanding concerns about the inadequacy of teacher education from initial preparation to the end of the careerand the isolationist culture of schools have led to various attempts to improve both components, but rarely in conjunction.

Such recognition of this innovation makes it worth studying. Viewed as an important innovation PDSs had proliferated rapidly, with little attention to definition and quality. Fullan suggests that students are more often thought of as beneficiaries of change rather than active participants in the change process.

A Professional Development School PDS is a school in which university faculty work collaboratively with practitioners over time with the goal of improving teaching and learning through 1 upgrading the education of pre-service teachers, 2 providing professional development for experienced teachers, and 3 field-based research.

Are we sure we are flying a plane? Without an agreed upon set of characteristics, or blueprints, we may be building something that is not a plane at all. What are the implications of a PDS on school change, school--university relationships, and national standards?

To date, the university, unlike partner schools, shows the least overt institutional change. The process of renewal, restructuring, and creating partnerships for teacher education is a long-term undertaking--some would argue a 10 year process at least.

More recently, Osguthorpe and his colleagues report that in the National Network for Educational Renewal, no partner school can claim to excel in all four basic areas.

Brainard constructed a list of fourteen criteria and after reviewing the extant PDSs both Holmes Group and others concluded that "none of the projects included in this study appears to meet all or even most of the fourteen criteria" p.

First, because of the lack of a standardized definition, those writing about their own PDSs try to use other published definitions of PDSs to justify that their partnership is indeed a PDS.Curriculum is the stuff teachers teach, and it is formatted into a curriculum guide that helps to insure all students are taught the same content at.

Curriculum designs are generally selected for their powers in bolstering political causes and conferring political status, and since the early s, disciplinary designs have been politically valued over the others. Curriculum design has mi-centre.comulum design is a systematic way of going about planning instruction, even though it does not consist of some inflexible set of steps to be followed in strict order.

The Michaelis model includes the components generally recognized as essential to curriculum development.

It is designed for use in two ways. First, it may serve as a guide to the development or revision of the curriculum. Michaelis lists 21 national pro grams in the elementary social studies presently in the process of development and experimentation.4 Hill describes the same number of projects in the social sciences.

AUTHOR Michaelis, John U. TITLE Inquiry Processes in the Social Sciences. INSTITUTION California Univ., Berkeley. School of Education. PUB DATE 73 subsumed was brought home to the investigator during two recent curriculum development experiences.

The first was the Asian Studies Curriculum Project () in .

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Michaelis curriculum development
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