In this course, students will carry out their classroom-based action research project that was developed in GED 627 using what they have learned about educational change; qualitative, quantitative, and technological methodologies in school- or classroom-based action research; and various school improvement and change models. Students will learn how to evaluate school programs for continuous improvement, including curricular and instructional practices, professional development, athletics, co-curricular activities, technology, support services, and community involvement. Students will extend and reinforce their knowledge, skills, and competencies related to professional and educational practice through identification and action research of an authentic classroom-based problem.
This course is designed to introduce the concepts of student assessment and evaluation, and their importance in the field of education. The course provides a theoretical and practical foundation for teachers with emphasis on the relationship among assessment, teaching, and learning, and the implications for standards-based classroom instruction. Students will become knowledgeable as to current trends in assessment, types of assessments and their characteristics and uses, the testing program in New Jersey, analyzing and using assessment data, developing performance objectives outcomes and assessment plans to evaluate lessons and student learning, and developing a classroom-based assessment program and grading/record-keeping system. The course takes an in-depth look at authentic assessment in the context of learning theory, effective educational practices, and the constructivist classroom. In addition, students will be able to better understand and apply their knowledge of ISTE, NCTM, NCTE, Common Core State Standards (CCSS) and other important standards of learning.
This course supports the constructivist philosophy of student-centered instruction and relevant, meaningful learning. Students will further develop and apply their understanding of teaching strategies that will serve to maximize the potential of each child through learning models that are specifically organized around specific content, competencies, communication, collaboration, and connectivity. This course will require students to work, both individually and collaboratively to research, examine, articulate, debate, and ultimately identify the essential criteria for exemplary contemporary teaching practices. The learning experience will be organized around an authentic performance task that will allow students to analyze the impact of families, cultures, and communities on schools and learning. This overarching task will require students to work both individually and collaboratively in the development of a foundation grant application that, in the end, will serve to promote collaboration with family and community members to expand opportunities for authentic student learning.