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Curriculum reform
A CETP-Endorsed Course
is a course that has received a 4 or a 5 on the CETP-PA Protocol
for Classroom Observation on at least two separate occasions.
Courses at SRU that are in the process of being endorsed or have
already been endorsed are listed under the following link for
classroom observations. A CETP Graduate is a student who has taken
at least two CETP-endorsed courses.
CETP-PA Definitions and Terms
CETP-PA Protocol for Classroom Observation
CETP-PA endorsed, NCISE evaluated, and other observed
courses at SRU
Courses Influenced by CETP-PA
Faculty
Collaborative Pairs
A CETP-influenced course is any course in which the faculty member
has participated in a
CETP activity and has reported a subsequent change in that course.
(CETP-PA Steering Committee, September 22, 2001, Shippensburg,
PA)
A CETP-endorsed course is designated by the local campus and, as a
minimum, has received a 4 or 5 on the CETP-PA Protocol for
Classroom Observation on two separate observations. (CETP-PA
Steering Committee, September 22, 2001, Shippensburg, PA)
Each year of the CETP-PA project, a collaborative pair of faculty
is compensated to attend a course taught by each other, discuss the
teaching methods used, and reflect on their experiences. The first
goal is to increase the amount of constructivist teaching that
students experience in their content and pedagogy courses at SRU.
Students should not be told to teach in a constructivist manner
without seeing those techniques modeled in their university
courses. The second goal is to increase student's understanding of
the connections between teaching methods and what is learned about
science/mathematics/technology. One member of each pair is from the
College of Education, and the other member is from the College of
Health, Environment, and Science.
2000-2001 report by Drs. Carmine DeCarlo and Ben
Shaevitz for PHYS 101 (Concepts of Science I) and ELEC 362 (The
Teaching of Elementary Science)
2000-2001 report by Drs. Elise Grabner and Edwin
Buchert for MATH 210 (Elementary Mathematics) and ELEC 342 (The
Teaching of Elementary Mathematics)
Course
Revisions
- Implementing Reform in Teacher Preparation: The
Concerns-Based Adoption Model presented by Patsy Ann Johnson at
the American Association of Physics Teachers Summer Meeting held
August 4-6, 2003, in Madison, Wisconsin.
- Implementing Reform in Teacher Preparation: The
Concerns-Based Adoption Model written by Patsy Ann Johnson for
the VIII Inter-American Conference on Physics Education held July
7-11, 2003, in Havana, Cuba.
- Using Constructivist Research-Based Science Curricula
for Pre-Service Elementary Education Teachers written by Patsy
Ann Johnson for the Pathways to Change: An International Conference
on Transforming Math & Science Education in the K16 Continuum
held April 18-21, 2002, in Arlington, VA, and organized by the
Science, Technology, Engineering, and Mathematics Teacher Education
Collaborative (STEMTEC) at the University of Massachusetts,
Amherst.
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Funded by the National Science Foundation, Division of
Undergraduate Education
Collaborative for Excellence in Teacher Preparation Project.
NSF Cooperative Agreement #9986753
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