Project 30 Colleges Offer Models For Redesigning Teacher Training

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Monterey, Calif--Many of the colleges and universities involved in Project 30 have begun their own efforts to redesign teacher training; most grew out of collaboration between education schools and colleges of arts and sciences. Following are some of the program descriptions provided at the group's meeting here last week:

Millersville University in Millersville, Pa., has developed a set of seminars designed to provide students with "pedagogical content knowledge." The subject of the seminars, led by a liberal-arts faculty member and one from the college of education, is the teaching style used by the liberal-arts instructor.

A mathematics professor at the University of New Mexico in Albuquerque is providing graphing calculators to local high-school teachers and instructing them in their use.

The University of Georgia in Athens has developed a program to train students to serve as science resource teachers in elementary schools.

"Science and the Young Child," a course being piloted at Vassar College in Poughkeepsie, N.Y., attempts to intertwine professional studies with liberal arts by teaching how children acquire scientific knowledge. It is taught by a biologist and an elementary-science specialist.

The University of Wisconsin at Milwaukee has developed 13 one-credit mini-courses in the basic-science content of elementary school.

The University of Delaware is piloting an honors mathematics course and an astronomy course that provide prospective teachers with an overview of those disciplines through readings of seminal texts or "great books."

A sweeping redesign of the teacher-training program at Brooklyn College in New York provides students with a whole sequence of integrated studies. Students take interdisciplinary courses in comprehensive core areas--the social sciences, the arts and humanities, and the natural sciences. Instruction in educational theory and practice comes in a series of "studio courses" that relate directly to the interdisciplinary curricula.

Weber State College in Ogden, Utah, has created a teacher academy for outstanding precollegiate teachers. Focusing on a single discipline each year, the academies offer teachers and college professors an opportunity to exchange information.--dv

Vol. 09, Issue 15

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >