Talk:Common learning/schools of education

From Studyplace

Contents 1 Study 1.1 Generative questions originating the article 1.2 Key points to make 1.3 Key resources to draw on 1.3.1 Links 1.3.2 Literature 1.4 Scope and tone of coverage 2 Talk

Study

Generative questions originating the article

• What commitment of time and effort does a professional school need to make in order to engender an effective base of common learning and experience in its practitioners?
• What are the pedagogical strengths and weaknesses of having a substantial prescribed component of student work to be taken by all members of a student cohort at the same time?
• What effects on long-term professional practice for the individual practitioner and for the profession as a whole does a well-defined body of common professional knowledge have?
• To what degree do the different programmatic curricula in schools of education impart to all students a lowest common denominator of common learning through a spontaneous accumulation of overlapping concerns — methodological, institutional, intellectual, cultural, ideological, and professional? Does such a lowest common denominator optimally serve the profession, its practitioners, and its clients?
• How could schools of education determine the scope and substance of the common learning that they might require their students to master? Should they attempt to do so? Why?

Key points to make

Key resources to draw on

• The Carnegie Project on the Education Doctorate
  • Lee Schulman, et al. "Reclaiming Education's Doctorates: A Critique and a Proposal." Educational Researcher Volume 35, Number 3 April 2006, pp. 25-32.
  • Chris M. Golde and Goerge E. Walker, eds. Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline - Carnegie Essays on the Doctorate. New York: John Wiley & Sons, 2006.

• "Each has a specialty. What's our commonality?" — Can you find the commonality at any of the the top 10 graduate schools of education?
  • Teachers College offers 119 distinct Academic Programs and Specializations.
  • The Stanford University School of Education sorts its program options under 24 keywords.
  • The Harvard Graduate School of Education offers 23 areas of concentration.
  • Vanderbilt's Peabody School offers 19 full-time MA programs, 3 weekend EdD programs, and 21 PhD programs.
  • The UCLA Graduate School of Education and Information Studies offers 12 Degree Programs.
  • The University of Michigan School of Education offers MA and PhD degrees in 19 programs.
  • The Northwestern University School of Education and Social Policy offers 7 masters options, 2 doctoral, and 5 special.
  • The UC Berkeley Graduate School of Education offers 19 program areas, many with multiple degree options.
  • The University of Washington College of Education seems to offer approximately 27 distinct graduate programs through seven broad groupings.
  • The School of Education, University of Wisconsin-Madison, offers approximately 43 different programs (and it should offer a 44th for figuring that factoid out from its website).

Links

The following links provide some background that we can consider when contemplating a common curriculum at Teachers College.

• Comparison to the core components of Columbia College of Physicians and Surgeons. Electives come in the fourth year.

• Comparison to the "foundation year" in the Columbia Law School. 28 points required of all, one elective, during the first year. Curriculum (Open "curriculum guide," select "Foundation Curriculum," and click the Search button at the bottom of the page.)

Literature

• There is an extensive literature on schools of education and the study of education as a field of academic inquiry and as a professional field of practice. See, among others:
  • Donald N. Bigelow, ed. The Liberal Arts and Teacher Education; a Confrontation. Lincoln: University of Nebraska Press, 1971.
  • Merle L. Borrowman. The Liberal and Technical in Teacher Education: A Historical Survey of American Thought. Westport, CT: Greenwood Press, 1956, 1977.
  • Merle L. Borrowman, ed. Teacher Education in America: A Documentary History. New York: Teachers College Press, 1965.
  • Geraldine Jonich Clifford & James W. Gutherie. Ed School: A Brief for Professional Education. Chicago:The University of Chicago Press, 1988.
  • Lawrence A. Cremin, David A. Shannon, and Mary Evelyn Townsend. A History of Teachers College, Columbia University. New York: Columbia University Press, 1954. On-line.
  • James W. Fraser. Preparing America's Teachers: A History. New York: Teachers College Press, 2006.
  • Jurgen Herbst. And Sadly Teach: Teacher Education and Professionalization in American Culture Madison: University of Wisconsin Press, 1989.
  • David F. Labaree. The Trouble with Ed Schools. New Haven: Yale University Press, 2004. For a review.
  • Ellen Condliffe Lagemann. An Elusive Science: The Troubling History of Education Research. Chicago:The University of Chicago Press, 2000.
  • Robbie McClintock. Homeless in the House of Intellect: Formative Justice and Education as an Academic Study. New York: Laboratory for Liberal Learning, 2005.
  • R. S. Peters. Education and the Education of Teachers. London: Routledge & Kegan Paul, 1977.
  • Arthur G Powell. The Uncertain Profession: Harvard and the Search for Educational Authority. Cambridge, Mass: Harvard University Press, 1980.
  • Jianping Shen. The School of Education: Its Mission, Faculty, and Reward Structure. New York: P. Lang, 1999.
  • John Walton and James L. Kuethe. The Discipline of Education. Madison: University of Wisconsin Press, 1963.

• See Commonality_Sprint
• Try term papers

Scope and tone of coverage

Talk