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ERIC Number: ED451183
Record Type: Non-Journal
Publication Date: 2001-Mar-3
Pages: 35
Abstractor: N/A
Reference Count: N/A
Educators as Caring Intellectuals: Rediscovering the Conceptual Framework as Catalyst for Change.
Ford, Michael P.; Coballes-Vega, Carmen
This paper demonstrates how a well-conceived conceptual framework developed and supported by the University of Wisconsin Oshkosh College of Education and Human Services became a catalyst for significant change in teacher education. It begins by examining catalysts for change, then describes the university's conceptual framework, which works to prepare educators who are caring, intellectual visionaries. The university discovered that its conceptual framework became a catalyst for change in the teacher education program. The change can be seen in efforts toward politically and publicly driven external standards alignment, internal curricular alignment, coordination of supervision of field experiences, and development of performance-based assessment systems. The conceptual framework has also been a central force in other college-wide efforts, including visioning and priority setting; reworking the tenure, promotion, and merit processes; and grounding the rationale for external grant and research proposals. The appendixes include a model for preparation of educators; a conceptual model; the college's course proposal addendum; the college's student teacher supervisor report form; a student teacher/intern evaluation form; mid-term ratings for fall 2000; eligibility standards; a portfolio ratings sheet; and an admissions summary sheet. (Contains 17 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A