Eastern Michigan University
Ypsilanti, Michigan 48197

 

CONCEPTUAL FRAMEWORK

INITIAL PREPARATION PROGRAMS AT EASTERN MICHIGAN UNIVERSITY

The conceptual framework that follows reflects the scope and sequence, scholarship, values, assessment formats and other elements that undergird the structure of the initial elementary, secondary, and K-12 programs for the preparation of teachers at Eastern Michigan University. It is organized under the following headings:

A. Introduction
B. The Conceptual Framework and Its Knowledge Base

  1. The Teacher Preparation Theme
  2. The Knowledge Base Authorities
  3. The Knowledge Base Guiding Resources
  4. The Knowledge Base Organizing Principles (including the Outcomes, Exhibitions, and their coordination with the phases of the elementary, secondary, and K-12 preparation programs, and the courses within the phases)
  5. Outcomes and exhibitions as related to the Interstate New Teachers Assessment And Support Consortium Standards (INTASC)

The frameworks presented in the Appendices were developed by program areas to reflect the scope and sequence, scholarship, values, assessment formats and other elements that undergird the structure of the content and methodology that are unique to the particular program area. The program area faculty used the format of the general framework to construct the program area framework. What follows are full frameworks for the preparation of teachers of:

Appendix A. Art
Appendix B. English
Appendix C. Mathematics

In addition, certain programs have constructed a set of notes that constitute an Addendum to the overall conceptual framework. These are:

Appendix D. Earth Science
Appendix E. Geography
Appendix F. History
Appendix G. Political Science
Appendix H. Music Education

INTRODUCTION

The 1992 NCATE review of the professional education programs at Eastern Michigan University concluded that the various programs leading to the licensure of elementary teachers were out of compliance with the guidelines of the Association for Childhood Education International (ACEI) and, therefore, these programs fell short of NCATE expectations. In 1993, The Dean of the College of Education, Jerry H. Robbins, charged the Reconfiguration of the Elementary Programs Committee, comprising faculty, administrators, students and community persons and led by Professor Georgea Langer of the Department of Teacher Education, to develop a revised program that would not only bring the programs into full compliance with ACEI but also be "in harmony with 'best practice' as seen by the profession and research findings as indicated in the literature." He encouraged the developers to design "what was needed to produce extremely high quality elementary teachers for the schools of the twenty-first century."

The Reconfiguration Committee completed its work in the Spring of 1996 and during 1996-97 the revised program was distributed to the University community for its input and approval. At the same time the essential elements of the program were distilled and organized into a plan for revising the various secondary and K-12 education initial preparation programs. What follows is the Conceptual Framework supporting the essential elements of the revised elementary, secondary, and K-12 initial preparation programs at Eastern Michigan University.

 

For additional information, please contact Jerry H. Robbins, Dean, at (313)487-1414 or by e-mail at Jerry.Robbins@emich.edu.


EMU


COE


NCATE


Next

Office of the Dean
College of Education
(313) 487-1414
FAX (313) 484-6471

If you have any questions, comments or problems with these web pages or this web server, please contact: Web.NCATE@emich.edu.