MAKING THE CONNECTION THROUGH STAFFING: MECHANISMS TO INCREASE CONSISTENCY BETWEEN UNIVERSITY EARLY CHILDHOOD EDUCATION COURSES AND CHILD DEVELOPMENT LAB SCHOOL PRACTICES |
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| Authors: | Diane M Horm‐Wingerd Susan D G Warford Phyllis Carella Penhallow |
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| Institution: | Department of Human Development and Family Studies , University of Rhode Island Child Development Centers , 2 Lower College Road, Kingston , Rl 02881 E-mail: diane@uri.edu |
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| Abstract: | Abstract A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources into a program rooted in principles of social constructivism. Using the 3‐D model, the faculty team identified their task as taking students of teaching through the phases of discovery, discipline, and divergence. Assessments that we developed needed to correspond to this conceptual framework, moving us away from traditional types of student assessment. In this article we offer a synopsis of the talent development model; review five of the approaches to student assessment we use, including alternative assessment activities, “Employmee” feedback forms, electronic portfolios, state teacher evaluation frameworks, and action research projects; and articulate the linkages between our approach to assessment and the talent development model of teacher education. |
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| Keywords: | Early childhood teacher education Teacher development Alternative assessment |
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