ERIC Number: ED550409
Record Type: Non-Journal
Publication Date: 2010-Oct
Reference Count: 13
Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation. [Brief]
Watson, Bernardine H.; Leibbrand, Jane A.
National Council for Accreditation of Teacher Education
Recently, in an effort to improve the education and subsequent life opportunities of our nation's children, 48 states have committed to use newly developed, common national academic standards and possibly institute some common measures for assessing student learning related to these standards. This is an impressive undertaking. However, research over the past decade indicates that this effort is more likely to be successful if it is grounded more deeply in the science and principles of the developmental sciences. A recent report by the National Institute for Child Health and Human Development (NICHD) says "current research points to the fact that aspects of development--neural, cognitive, social, psychological, physical and ethical--have far-reaching effects on children's ability to learn." In other words, educators need access to scientifically based knowledge about how students develop and learn in order to improve students' ability to engage with and learn from the curriculum. But many educators--teachers and administrators--have not been prepared to understand and apply developmental sciences knowledge in their classrooms and schools. This brief focuses on how professional education programs can help educators acquire and apply knowledge about child and adolescent development to support all the students in their care. Following a vignette that illustrates effective application of child developmental principles, the authors (1) identify some of the general areas of child and adolescent development and learning that will assist educators in helping students achieve their goals and become productive citizens; (2) discuss how educator preparation programs can be designed to help PreK-12 educators use this knowledge to create successful classroom and school environments; and (3) provide examples of how child and adolescent development science and principles are being integrated into actual educator preparation programs. They conclude with policy recommendations for how educator preparation programs and accrediting bodies can advance teacher knowledge and application of child and adolescent development. This brief is a summary of "Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation" (ED550392). It includes highlights and policy recommendations contained in that paper.
Descriptors: Child Development, Adolescent Development, Developmental Psychology, Academic Standards, Vignettes, Teacher Education Programs, Elementary School Teachers, Secondary School Teachers, English Language Learners, Student Diversity, Curriculum Development
National Council for Accreditation of Teacher Education. 2010 Massachusetts Avenue NW Suite 500, Washington, DC 20036. Tel: 202-466-7496; Fax: 202-296-6620; Web site: http://www.ncate.org
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Sponsor: Strategic Knowledge Fund
Authoring Institution: National Council for Accreditation of Teacher Education