Grappling With Big Ideas: The Process of Program Improvement

The process for change undertaken by one early childhood teacher preparation program is described. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in t...

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Published inJournal of early childhood teacher education Vol. 31; no. 1; pp. 71 - 85
Main Authors Mueller, Jennifer J., Wisneski, Debora B., File, Nancy
Format Journal Article
LanguageEnglish
Published Cincinnati Taylor & Francis Group 01.01.2010
Routledge
Taylor & Francis Ltd
Subjects
Alignment (Education)
Early Childhood Education
Educational Philosophy
Educational Theories
Instructional Effectiveness
Learning
Portfolios (Background Materials)
Program Effectiveness
Program Improvement
School faculty
Student Attitudes
Teacher education
Teacher Education Programs
Teacher Educators
Theory Practice Relationship
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Abstract The process for change undertaken by one early childhood teacher preparation program is described. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system. After describing these concerns, the approach to change, utilizing the concept of big ideas, is discussed.
AbstractList The process for change undertaken by one early childhood teacher preparation program is described. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system. After describing these concerns, the approach to change, utilizing the concept of big ideas, is discussed. (Contains 1 table.)
The process for change undertaken by one early childhood teacher preparation program is described. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system. After describing these concerns, the approach to change, utilizing the concept of big ideas, is discussed. [PUBLICATION ABSTRACT]
The process for change undertaken by one early childhood teacher preparation program is described. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system. After describing these concerns, the approach to change, utilizing the concept of big ideas, is discussed.
Audience Higher Education
Early Childhood Education
Author File, Nancy
Wisneski, Debora B.
Mueller, Jennifer J.
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  organization: Department of Curriculum & Instruction , University of Wisconsin-Milwaukee
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SubjectTerms Alignment (Education)
Early Childhood Education
Educational Philosophy
Educational Theories
Instructional Effectiveness
Learning
Portfolios (Background Materials)
Program Effectiveness
Program Improvement
School faculty
Student Attitudes
Teacher education
Teacher Education Programs
Teacher Educators
Theory Practice Relationship
Title Grappling With Big Ideas: The Process of Program Improvement
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