GRADUATE PROGRAMS ALIGNED WITH CONSTRUCTIVIST THEORY OF HOW PEOPLE LEARN
| Antioch New England Graduate School, NH
Website: http://www.antiochne.edu/
Sample Courses: Integrated Learning: Theory into Practice Opportunities to acquire a historical perspective on the integrated classroom. Students learn to appreciate the value of an integrated approach to learning and gain experience in determining children's characteristics, levels of development, and needs through observation. Students learn how to plan and implement an interdisciplinary thematic study that can satisfy demands of the curriculum. They learn techniques of management, grouping, documentation, record keeping, display, and evolution while learning to establish community for learning and sharing. Assessment: A Focus on Learning Assessment should focus more on improving learning than merely auditing it. To support the learning process, assessment needs to be seen as a rich process of feedback, based on evidence related to clearly identified standards and criteria. This course focuses on assessment embedded in the learning process that is intended to promote student learning growth towards a wide range of outcomes. Together we look at principles of authentic assessment, explore best assessment practices, and develop assessment tools and strategies to best support students learning. Problem-Solving Science Science in elementary schools is more than reading the chapter and answering the questions. Observations, hands on investigations, nature experiences, and children's literature can all provide accessible starting points for developmentally appropriate science curriculum. Topics may include pendulums, mushrooms, clay boats design technology, and oobleck. We examine diverse science curriculum materials such as ESS, TOPS, GEMS, and MacDonald 5/13 and reflect on current issues and theoretical debates in science education. Table of Contents |
Contacts:
Antioch New England Graduate School 40 Avon Street Keene, NH 03431 (603) 357-3122 Arthur Auer, M.Ed. Core Faculty: Waldorf Phone: ext. 326 aauer@antiochne.edu Judy Coven, M.S. Core Faculty Phone: ext. 315 judy_coven@antiochne.edu David Sobel Director Teacher Certification Programs Phone: ext. 358 dsobel@antiochne.edu |
| Benedictine University, IL
Website: http://www.ben.edu/programs/education_health/index_education.asp
The school emphasizes a student centered approach and reaches out to all students to ensure that everyone learns what they need in order to be an effective teacher. Table of Contents |
Contacts:
College of Education and Health Services Benedictine University Kindlon 258 5700 College Road Lisle, IL 60532 Jim Pelech, Ed.D Assistant Professor Phone: (630) 829-6283 jpelech@ben.edu |
| Castleton State College, VT
Website: www.csc.vsc.edu/
Sample Courses: Edu 5270- Models of Secondary Teaching This course introduces the student to an array of approaches to secondary school teaching that could be used to help transform the public schools for the 21st Century. The course will provide the teacher, curriculum engineer, and administrators with approaches to teaching that create innovative environments for learning. Edu 5320- Technology in Education Students will study and use different applications of computers that enhance a student's ability to learn and express ideas. Topics will include integrated software packages, subject specific applications, multidisciplinary integration and an introduction to multimedia. Edu 6770- Cooperative Learning Workshop This course will provide participants with skills in the utilization of cooperative learning framework in addressing the learning needs of students. The workshop will provide students with the knowledge and skills to conduct assessments and design cooperative learning strategies to facilitate the integration of students. Table of Contents |
| Columbia College, MO
Website: www.ccis.edu/graduate
Sample Courses: EDUC 505- Instructional Theory and Techniques Professional planning of instruction including goals and objectives, techniques and activities, and evaluation. Students produce and present lessons containing defensible techniques, strategies, and methods of evaluation. EDUC 560- Theories of Learning The study of major learning using theories including those proposed by Skinner, Pavlov, Bandura, Piaget, Bruner, Sternberg, and others. Application of theoretical knowledge in educational systems is addressed. EDUC 580- Methods of Effective Academic Evaluation A study of formative, diagnostic and summative evaluation. Emphasis is on the development, administration, interpretation and utilization of informal teacher-made evaluation courses. Table of Contents |
Contacts:
Columbia College 1001 Rogers St. Columbia, MO 65216 800-231-2391 Becky Widener Chair, Education Department Phone: ext. 7679 bjwidener@ccis.edu |
| Dominican University of California, CA
Website: http://www.dominican.edu/academics/education.html
Sample Courses: Learning Theories, Motivation, and Technology In this course candidates examine various theories of learning and motivation and apply their understandings in the design of learning opportunities for students. Candidates explore the use of concepts underpinning the use of learning technologies and the use of computers in a constructivist classroom. They study productivity and on-line tools and acquire skills for using technology in instruction. They develop competence in the methodologies and strategies for integrating technology into classroom activities. Additionally, candidates examine research related to human, legal, and equity issues concerning the use of computers and related technologies in educational settings. Comprehensive Seminar The seminar provides a survey of the theories and practices of contemporary educational leadership and administration. Although the instructor presents some material and introduces candidates to practical situations experienced by contemporary educational leaders, the core of the course rests with those enrolled in the course who are responsible for investigating various topics and presenting their findings to their peers. Each candidate is required to create a comprehensive research paper and to make a major oral presentation. Introduction to Teaching Seminar This seminar introduces candidates to the field of teaching through classroom and field experiences. In the course, candidates get an overview of topics designed to help them examine, test, and clarify their commitment to pursuing teaching as a profession. The course includes the study of current trends and issues in American education, the demands of teaching in a diverse society, the role of schools within society, and the challenges of teaching students with different needs and abilities at the elementary, middle, and secondary levels. Through instruction and assignments, candidates will gain basic understandings of lesson planning and principles for establishing a positive classroom climate. They will examine techniques for questioning, for writing learner objectives, and for meeting diverse student needs. They will become familiar with multiple intelligences, learning domains, cooperative learning groups, cognitive organizers, and how reflective practice increases professional competence and student achievement. Candidates will also learn about school boards, the Illinois School Code, classroom management and discipline, assessment, technology, school law, and school finance. Candidates are introduced to the Illinois Professional Teaching Standards, Core Language Arts Standards for All Teachers, Core Technology Standards for All Teachers, Illinois Content-Area Standards, and Illinois Learner Outcomes Standards. Table of Contents |
Contacts:
School of Education 50 Acacia Avenue San Rafael, CA 94901 Edward Kujawa, Ph.D. Dean, School of Education Phone:415-485-3245 ekujawa@dominican.edu |
| Evergreen State College, WA
Website: http://www.evergreen.edu/med/home.htm
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Contacts:
The Evergreen State College 2700 Evergreen Parkway NW Olympia, Washington 98505 Magda Costantino, Ph.D Director, Master of Education Program Phone: (360) 867-6388 |
| George Mason University, VA
Website: http://gse.gmu.edu/
Karen Weller Swanson, an associate professor in the graduate school, notes that George Mason allows students a tremendous amount of choice in everything from reading to writing papers. According to Swanson, the definition of Constructivism at George Mason focuses on helping teachers come to an understanding of how they learn so that they better understand the mechanisms that allow their students to learn. The goal in all of their efforts is to minimize the role of the teacher and maximize the role of the students. This theory is reflected in the courses offered by the Graduate School of Education, especially in the second year when teachers are encouraged to use their insights into the learning process to help develop the curriculum for the eight hour class day. Swanson notes that "this way, each person gets the opportunity to show their expertise in their own field." The one thing that prospective students should know is that they are the generators not only of interest, but of knowledge. The Graduate School of Education at George Mason University is a place of renewal, helping students to understand why they love to learn, rather than why they love to teach. Table of Contents |
Contacts:
George Mason University Prince William Campus Bull Run Hall PW, 228A 10900 University Blvd. MS 4E4 Manassa, VA 20110 Karen Weller Swanson, Ed.D. Associate Professor, College of Education and Human Development Phone: (703) 993-8351 kweller@gmu.edu |
| Manhattanville College, NY
Website: http://www.manhattanville.edu/AcademicsandResearch/SchoolofEducation/Default.aspx
While Manhattanville does not have a permanent definition of Constructivism, Rick Heckendorn, a professor in the department of Curriculum and Instruction suggests that it is the basis for how the school of education proceeds. This stems from an attitude that each person has the potential to make sense of what they learn through their established schemas of knowledge. The classes offered are student centered and focus on continually checking understanding to ascertain how everyone makes sense of the concepts being discussed. While classes differ according to professor, most of them are very hands on, with students presenting demonstration lessons, writing reflective journals on their observations, and becoming involved in class discussion anywhere from 60-85% of the time. The curriculum is largely student centered, presenting general theories and ideas necessary to understanding the fundamentals of grades five through twelve. The School of Education is currently working on expanding their efforts to have their students become more involved in public schools. This allows them the opportunity to observe classrooms, meet other teachers, and teach their own lessons before they begin student teaching and have greater responsibility. Students at Manhattanville have found it very rewarding to teach a lesson in this setting and then discuss what just transpired with students and observing teachers. Efforts are also being made to maintain contact with alumni of the School of Education in order to use their experiences during school and in their own classrooms to further enhance each program. Table of Contents |
Contacts:
Manhattanville College School of Education 2900 Purchase Street Purchase, NY 10577 Rick Heckendorn, III, Ed.D Chairperson, Social Studies Education Phone: 914-323-3207 heckendornf@mville.edu |
| Montclair State University, NJ
Website: http://cehs.montclair.edu/
Sample Courses: EDFD 520- Development of Educational Thought Intensive study of philosophical perspectives of selected classical to modern thinkers as they relate to educational theory and practice. A range of points of view will be considered including such seminal thinkers as Plato, Aristotle, Aquinas, and Rousseau etc. The application of philosophical perspectives to contemporary educational issues will be explored. ECEL 517- Integrating Science and Technology in Early Childhood and Elementary Classrooms Students will experience hands-on, minds-on science activities supported by technology and will examine successful management techniques. Students will gain confidence and skills in the scientific concepts and principles that unite the science disciplines. ECEL 522- Curriculum Development and Assessment in Diverse Elementary Classrooms Provides students with the opportunities to explore and experience research-based learning theories, teaching practices, curriculum, classroom management models, instructional strategies and assessment used in upper elementary/middle level classrooms. Table of Contents |
| Niagara University, NY
Website: http://www.niagara.edu/graded/index.htm
The programs at Niagara University are considered Cohort-based. Cohort-based programs are programs in which candidates attend courses and field experiences as a specific group earning their degrees together in a professional learning community. A cohort approach takes a diverse group of students and attempts to build them into a community of teacher-learners by structuring their class schedules together and by teaching them in a way that emphasizes collegiality. It is extraordinarily non-competitive, and thus non-traditional. The learning of each individual will assist the learning of others; the accomplishments of one should help all. This adds to the peer support that candidates experience within their group while at Niagara University, in field experiences, student teaching and later as alumni. The model is based on a set of principles known as constructivism in which the program is built on the sound research base of cooperative learning and is consistent with recent findings on successful professional growth projects. It provides a laboratory of meaningful interaction and offers the opportunity to develop professional dispositions and leadership skills on a daily basis. Further, the program utilizes team strategies drawn from the business and athletic worlds and fuses them into a collaborative school faculty. Candidates and professors alike find cohort-based programs to be a positive and dynamic learning experience. To get ready to become a teacher in the collaborative, constructivist and reflective schools of tomorrow, the students work as a cohort in their pre-service studies today. Table of Contents |
Contacts:
Niagara University School of Education Niagara University, NY 14109 Evan Pierce Director of Graduate Education Phone: (716) 286-8336 epierce@niagara.edu Chandra Foote Chairperson, Department of Teacher Education Phone: (716) 286-8549 cjf@niagara.edu Paul Vermette Professor of Education Phone: (716) 286-8554 pjv@niagara.edu |
| Purdue University, IN
Website: http://www.edst.purdue.edu/
Sample Courses: EDCI 607- Implications of Research and Theory for Problems in Elementary Schools Identification and research of problems in elementary schools. Emphasizes development and utilization of research skills in the solution of problems identified by individual students. EDCI 608- Individualizing Instruction in the Elementary and Secondary Schools This course explores the foundations underlying individualized instruction, the preparation of individualized instruction materials for the classroom, the role of research in individualized instruction, and the future trends and issues of individualized instruction. EDCI 682- Contemporary Curriculum Theory Critical examination of contemporary concept of curriculum theory. Rational/technical curriculum, social needs/child centered curriculum. Socio-political curriculum theory; curriculum as existential aesthetic, and phenomenological. Implications for current practice, school reform, and educational research. Table of Contents |
| St. Lawrence University, NY
Website: http://education.stlawu.edu/page.php?s=8
Sample Courses: Conflict Resolution A study of, and an involvement of class members in, the resolution of conflict on at least four levels: (1) intrapersonal (within oneself), (2) one-to-one (as in marriage), (3) small-group to small-group (as in negotiations), and (4) large-group to large-group (as with national conflicts, revolutions, riots, etc.). Research Applications in Decision-Making This course is organized primarily around case studies that illustrate the need for reliance upon a research base in order to resolve the issue at hand. Both potential and practicing administrators review and discuss current research relative to issues such as class size, length and sequence of instructional periods, effectiveness of particular teaching approaches, arrangement and size of physical space, etc. A strategic planning model for using the research findings in making educational decisions is explored, with an emphasis on "shared decision-making." Each participant will be asked to become a mini-expert on a particular topic or question and to share his or her expertise with the class in the form of a presentation and related readings. Table of Contents |
Contacts:
Education Department 23 Romoda Dr. Canton, NY 13617 Jim Shuman, Ed.D Chair, Education Department Phone: (315) 229-5847 jshuman@stlawu.edu Peter Ladd, Ph.D Assistant Professor, Education Department Phone: (315)229-5869 Pladd@stlawu.edu |
| SUNY Plattsburg, NY
Website: http://web.plattsburgh.edu/academics/education/advisement/gradadvisement.php
Courses at SUNY Plattsburgh encourage reflection through written work, which goes through the revision process multiple times. Courses are discussion based with a portfolio assessment model demonstrating student learning and how that learning affects teaching practices. The education programs provide multiple options for expression, thinking, and creativity. The faculty believes that good teachers have insatiable curiosity about their students, teaching, and how things work. They pursue this curiosity while exceeding state standards. Table of Contents |
Contacts:
Plattsburgh State 101 Broad Street Plattsburgh, NY 12901 Bethanne DelGaudio Senior Graduate Advisor Phone: (518) 564-2122 delgaubg@plattsburgh.edu David Hill Dean, Education, Health and Human Services Phone: (518) 564-3066 hillds@plattsburgh.edu |
| Trinity University- San Antonio, TX
Website: http://www.trinity.edu/departments/Education/Degree_Programs/mat.htm
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| University of Arizona, AZ
Website: http://grad.arizona.edu/
Sample Courses: 608- The College Student History and characteristics of the college student; interactions with campus environmental influences; developmental and normative trends; major research findings. 622- Teaching in Higher Education Planning, organizing, presenting and evaluating learning experiences for mature students. 647- Techniques in Dimensionality Analysis: Principal Components and Factor Analysis Construction, use, and interpretation of principal component and factor analytical methods in data analysis. Table of Contents |
| University of Missouri - Columbia, MO
Website: http://education.missouri.edu/academics/grad_program_table.php
Sample Courses: EL401- Educational Leadership Critical examination of key leadership theories and their application to various educational contexts. Includes consideration of research methods and designs appropriate for the study of leadership and the spectrum of lenses through which educational leadership is studied. EL402- Educational Policy Analysis Course centers on developing multiple understandings of the education policy making process. Theoretical constructs used to advance those understandings are eclectic in nature, drawing from the fields of political science, history, sociology and economics. EL422- Advanced Problems of Leadership Practice This pre-internship course is a study of team building, program assessment, and site-based management. Addressing problems through a comprehensive school improvement approach with practicing principal will serve to prepare the students for internship experiences. Table of Contents |
| University of Texas - San Antonio, TX
Website: http://www.utsa.edu/graduate/FutureStudentsAcademicPrograms/grad_cert.cfm
The College of Education and Human Development (COEHD) at the University of Texas at San Antonio will be an international model for developing inclusive, transformative leaders guided by principles of community, equity, and respect for diversity, integrity, service, and scholarship. The College of Education and Human Development will create a democratic, collaborative learning organization. The Teaching and Learning Center was established by the Office of the Provost to support faculty in their efforts to create an inviting, nurturing, and stimulating intellectual community for their students. By creating that kind of community, faculty can make a critical contribution to the University's efforts to attract, retain, educate, and graduate students in South Texas. Table of Contents |
Contacts:
501 W. Durango Street San Antonio, TX 78207 Dr. Larry B. Golden Chair, Department of Counseling, Educational Psychology, Adult Higher Education Phone: (210) 458-2600 lgolden@utsa.edu |
| University of West Florida, FL
Website: http://uwf.edu/education/groupsummary.cfm?pagetitle=Graduate%20Programs
Sample Courses: Curriculum, Instruction and Methods: Secondary Education Designed to prepare the secondary teacher with the teaching/learning skills for instructional planning, facilitation, and evaluation required in the 21st century classroom. Designed to develop empowered professionals for the classroom who are masters in the areas of direct instruction, cooperative learning, applied strategies, academic and technical skill integration, and contextual learning projects and activities. Applied Technology Practicum Uses the community, workplace partners, and schools for integrated teaching and learning applications. Includes seminar, field based, and classroom practicum applications for teaching the discipline through contextual content projects and activities. Integrated Curriculum An advanced curriculum course for graduate secondary education students. Course format combines classroom instruction and student engagement focusing on integration of the content areas with a field based component in which the student applies learnings and conducts research. The emphasis of instruction are integration of content, best practices in the content areas, accomplished practices in teaching, contextual learning, constructivism, cooperative learning, interdisciplinary instruction, mental habits, multiple intelligences, SCANS competencies, and authentic assessment. Table of Contents |
Contacts:
Division of Teacher Education 11000 University Parkway Pensacola, FL 32514 Sue Dow Office Administrator, Teacher Education Division Phone: (850) 474-2893 sdow@uwf.edu |
| University of Wisconsin - Madison, WI
Website: http://www.education.wisc.edu/departments/
Sample Courses: 845 The School Principalship 3 cr. Dimensions of the school principal's responsibilities including instructional leadership; emphasis on goals and theories under girding present practices and operational tasks reflecting changes in learning theory and school purposes. P: Ed Admin 702 or consist for Ed Admin majors. 885 Educational Administration and Future Research 2-3 cr. Methodologies of educational futures research: social technology transfer, normative and exploratory forecasting, and the investigation of alternative educational futures. 846 The School Superintendency 3 cr. Investigation of leadership and political theories, professional competencies, and the personal commitment involved in the role of the school superintendent. This course covers historical, theoretical, and practical perspectives of the school superintendency, including internship experiences. Table of Contents |
| Virginia Tech, VA
Website: http://www.grads.vt.edu/graduate_course_listing/by_discipline.jsp
Constructivism and Education 1. The student will be able to delineate the major philosophical strands within the constructivist movement. 2. The student will be able to explain the major philosophical tenets that underlie the constructivist movement. 3. The student will be able to evaluate various philosophical perspectives on constructivism, resulting in a personal philosophy of constructivism. 4. The student will be able to delineate the major theoretical strands within the constructivist movement, specifically cognitive, social, and radical constructivism. 5. The student will be able to explain the relationship between the various philosophical positions and the theoretical strands. 6. The student will be able to interpret everyday situations using the various theoretical strands as theoretical foundations. 7. The student will be able to explain constructivist pedagogy and how it arises from the philosophical and theoretical strands. 8. The student will be able to analyze constructivist pedagogy and explain a rationale for its acceptance or rejection. 9. The student will be able to synthesize constructivist philosophy, theory, and pedagogy into a coherent personal understanding. 10. The student will be able apply constructivist pedagogy to a variety of specific content areas. Table of Contents |
Contacts:
Learning Sciences & Technology 305 War Memorial Hall Blacksburg, VA 24061 Peter E. Doolittle Assistant Professor, Teaching and Learning Phone: (540) 231-3954 pdoo@vt.edu |