Conceptual Framework: A Summary

As soon as application for academic autonomy from Purdue West Lafayette was submitted in December, 2002 the conceptual framework was under development.  (Exhibit CF.1:  Autonomy Documents)  A collaborative effort was made to ensure that it reflected our core beliefs and values surrounding education.  (Exhibit CF.2: Meeting Minutes)   It is meant to be a living document and will be continually assessed and revised as we assess our candidates and program.  The unit and its stakeholders will continually reflect and review it in an ongoing way as the conceptual framework sets the standards for what educators should know and be able to do. (Exhibit CF.3:  Conceptual Framework)

Institutional Mission

Purdue University North Central is dedicated to providing access to exceptional educational opportunities and is committed to providing, assessing, and enhancing three elements fundamental to a great land grant university: Learning, Discovery, and Engagement. (Exhibit CF.4:  Purdue University North Central Catalog) 

Mission of the Education Department

The mission of the unit is to serve area residents and schools with an exceptional teacher education program.  To fulfill this mission, we provide candidates with strong pedagogy and optimal field experiences.  Our courses have small teacher-student ratios to ensure that candidates receive ample individual attention and feedback.  Furthermore, most of the courses are primarily taught by full-time faculty who are experts in their areas.  As the University has a close relationship with the local schools, members of the unit are able to work together with the local schools to provide varied opportunities for candidates to learn to be effective educators, to discover the fulfillment of becoming a life-long learner, and to engage in the educational process as catalysts for school reform.  The unit is committed to providing, assessing, and enhancing candidates’ knowledge as well as helping candidates develop skills and dispositions that are necessary for becoming effective educators who are able to foster students’ positive development through learning, discovery, and engagement.

The unit’s conceptual framework is represented in the model found in Figure 1. The triangle was chosen as a symbol, to represent the candidate’s continuous growth. At the center of the model is the unit’s theme. Surrounding the theme are Purdue University North Central’s three institutional core beliefs of learning, discovery, and engagement, which we believe are the fundamental elements of the educational process.

Figure 1. Conceptual Framework Model

The beliefs and values concerning education, the learning process and the teaching profession have guided the formulation and development of the conceptual framework.  It is grounded in the following beliefs and values:

• The Purpose of School and Education: We concur with Dewey’s philosophy of school and society in that we believe that school plays a vital role in social reform and change, an education in public schools enables individuals to become productive citizens who are able to make informed and reasoned decisions for the public good in a global society.  To accomplish the goal of “creating good citizens” public education must provide students with equal opportunities to develop intellectually, physically, socially, and morally.  Our program focuses on the development of the whole person so that each candidate can serve as a social agent who is able to engage in the process as a catalyst for school reform and change.   

• Learning, Discovery, and Engagement: These are the core beliefs of the Purdue University North Central campus.  The unit believes that these core beliefs are the three fundamental elements of the educational process.  This is supported by Dewey’s philosophy of experience that emphasized learning by doing.  We interpret doing within the educational process as engaging in a series of instructional activities.  Learning and discovery occur when individuals are actively engaged in meaningful instructional activities through which they process knowledge in order to construct understandings and meanings rather than simply receive knowledge.  We believe only through this kind of total engagement, meaningful discoveries occur, learning is internalized, and knowledge and skills are applied.

• The Characteristics of an Effective Teacher:  The unit developed dispositions which characterize an effective teacher.  Dispositions are defined as patterns of behavior that are developed and influenced by one’s values and beliefs. (Table 1)  These dispositions, which are aligned to the unit’s outcomes, are the framework for developing effective teacher education candidates as they move through the levels of our program.  We also believe that effective teachers should have solid content knowledge, possess a mastery of professional and pedagogical knowledge, and be able to demonstrate particular performance skills regarding teaching and learning, in particular, supporting the learning of all students, and the utilization of educational technology.  Our beliefs of these qualities of effective teachers have served as guiding principles in the development of the unit’s outcomes and their associated knowledge and performance indicators.

Expected Outcomes

Ten unit outcomes represent the proficiencies that all candidates must be able to demonstrate upon completion of their initial education program.  The outcomes were developed by the unit and stakeholders (Exhibit CF.5:  Meeting Minutes) and are drawn from a professional knowledge base that is aligned with INTASC and the Indiana Content and Developmental Standards for Early and Middle Childhood and include:

Outcome 1: Educational Foundations

The candidate understands the historical, philosophical and socio-political perspectives as they relate to classroom, school, and community cultures.  The candidate is able to examine varied roles of a teacher in a multidimensional environment.

Outcome 2: Technology

The candidate has knowledge of major issues related to educational technology.  The candidate is able to use technology to enhance teaching and learning.

Outcome 3:  Educational Theory and Research

The candidate has knowledge of educational implications and application of research.  The candidate is able to ground classroom practice in educational theories.

Outcome 4: Reflective Practitioner

The candidate understands the interrelationship among instruction, learning, reflection, and assessment.  The candidate is able to continuously use a variety of strategies for reflection to inform instruction as well as encourage students to become reflective learners.

Outcome 5: Critical Thinking/Problem Solving

The candidate has knowledge of inquiry.  The candidate is able to model critical thinking and problem solving that fosters students’ higher level thinking skills.

Outcome 6: Diversity

The candidate understands that the diversity among student populations is manifested in many dimensions.  The candidate is able to create equal learning opportunities by adapting instruction to meet the needs of students from diverse socio-cultural backgrounds and with exceptionalities.

Outcome 7:  Collaboration

The candidate understands how collaboration benefits teaching and learning.  The candidate is able to work collaboratively with various members within the educational community.

Outcome 8: Curriculum

The candidate has knowledge of short-and long-term planning that includes the instruction of central concepts, information, skills, and dispositions associated with the content areas.  The candidate is able to develop a sequence of developmentally appropriate lessons that support diverse students’ continuous learning and growth.

Outcome 9:  Instruction

The candidate has knowledge of effective instruction.  The candidate is able to select and use a variety of instructional strategies that meet students’ needs and interests as well as support their continuous growth and learning.

Outcome 10: Assessment

The candidate has knowledge of formal and informal assessment procedures and methods.  The candidate is able to implement a variety of assessment strategies for evaluating and modifying instruction to ensure continuous student growth.

Table 1:  Dispositions for PNC Candidates

Knowledge Base

Our conceptual framework is informed by a number of critical philosophies, theories, research studies, and scholarly works involving teaching and learning.  This section includes a description of the knowledge bases for the following: philosophies of constructivism and John Dewey; theories of child development and inquiry-based teaching; current research involving collaboration, integration, technology, diversity and reflectivity which are reflected in our outcomes and theme.

The Philosophy of Constructivism

Influenced by constructivist theories (Piaget, 1954; Richardson, 1997; Vygotsky, 1978 & 1987), we believe that knowledge is developmental, internally constructed, and socially and culturally mediated.  Learning from this perspective is viewed as both a self-regulatory process and a social process.  As a self-regulatory process, learning occurs within an individual in the process of integration between existing conceptual structures and the new incoming information (Piaget, 1954).  In this aspect, teaching is less a matter of knowledge transmission, but more a matter of facilitating this self-regulatory process of knowledge construction and conceptual integration. 

On the other hand, as a social process, learning occurs within an individual in the process of his or her interaction with people and the environment (Vygotsky, 1978 & 1987).  We believe students can learn at any time and in any place.  Students do not learn in isolation, but through mass media, at home, and in their communities.  As Blumer (1969) claims, meaning and knowledge are negotiated in the course of social interaction.  Learning from this perspective is a product of an individual’s experiences which are embedded in social interaction.  As learning takes place in a context of meanings in which other participants (e.g., students, parents, administrators, and community members) have different interpretations and understandings, teachers should adapt teaching in local school and community settings in order to help learning occur.  In addition to possessing extensive knowledge of the content to be taught and pedagogical methods to be chosen in classroom practice, competent teachers should have a deep understanding of the characteristics of individual students, as well as the situational constraints in the classroom, school and society in which they work.

In preparing students to be productive citizens, we believe public schools should provide a positive learning environment where students are encouraged to make connections between new ideas and the existing knowledge they bring with them. Students should be provided with opportunities to engage in various kinds of contextually meaningful experiences through which they can develop, construct, and mediate their own knowledge.  Teachers should also foster nurturing and caring relationships in which students are encouraged to actively engage in social interaction and learn about how an individual’s perspectives and contributions are appreciated and respected within the community. 

Dewey’s Philosophy of Education

As we stated previously in the Philosophy section, we believe there is a close relationship between school and society, and the purpose of education is to prepare children for becoming responsible citizens in a global and diverse democratic society. We believe that an effective teacher is committed to social reform, and that students should be aware of the world in which they live and know how to interact with the world in meaningful ways that have a real sense of purpose. These beliefs are well supported by Dewey’s philosophy of education.

According to Dewey (1964 & 1973), education is not an isolated enterprise but one closely connected with, affected by, and achieved with and for social change. Education is largely shaped and determined by social needs, consciousness, and circumstances, and in turn plays an important role in social formation. In My Pedagogic Creed, Dewey (1964) indicates clearly the close relationship between school and society, and declares explicitly, “education is the fundamental method of social progress” (p. 437). In one of his Peking University lectures, Dewey (1973) discusses the point in a more elaborate manner, saying:

The reconstruction of society depends, to a very great extent, upon the school. The school is the instrument by which a new society can be built, and through which the unworthy features of the existing society can be modified. In the school, new elements of thought and new strength of purpose, the basic instruments of social reconstruction, continue to come into being. Other institutions such as agencies of law enforcement, the courts, political parties, and     so on, do contribute to social reconstruction, but none of them is as effective as the school, because they are constantly confronted with obstacles which can be overcome only by education. (p. 213)

Education, therefore, is social. It is socially formed, affected, achieved, and oriented. School and society become organically connected, and education paves the major avenue for social development and construction. Given the increasing diversity in the public schools and our pluralistic society, our program focuses on candidates’ development of reflective and critical thinking skills, and their development of cultural and socio-political sensitivity. Ten outcomes were developed to ensure that our candidates are prepared to make professional decisions about how to best meet the educational needs of all students and serve the school community.

Child Development Theories

We believe that the purpose of school is to promote the development of the whole child. This belief incorporates a variety of child development theories and holistic approaches to human growth that describe a variety of knowledge types and the areas in which a child can grow. The works of Piaget (1960) help guide our thinking about the different ways a child thinks and learns at different stages in his or her life. Piaget’s four cognitive development stages include sensorimotor, preoperations, concrete operations, and formal operations. We believe it is important for our candidates to understand these developmentally appropriate stages. Erikson’s (1963) Psychological Theory places more emphasis on social and environmental factors as the primary determinants of personality and describes eight psychosocial crises, or turning points, which may result in either positive or negative characteristics. Maslow’s (1970) theory of hierarchy of needs and Gardner’s (1983) theory of multiple intelligences also suggest that there are different levels of human needs and different types of knowledge of which a teacher must be aware in order to help children develop.

We believe the understanding of these theories will prepare candidates to better serve their students’ needs. We believe an effective teacher should not merely consider children’s intellectual development, but also be concerned about children’s social, psychological, and moral development.

Theories of Inquiry-Based Teaching

We believe candidates should be critical thinkers and problem solvers who are able to analyze, synthesize, evaluate and apply what they know to new and diverse situations in order to solve problems (Bloom, et.al., 1956).  We believe that candidates need to have critical thinking skills, so that they may be confident and flexible in their problem solving abilities (Smylie, et.al, 1999).  A recent article by Gore (2001) confirms this point.  The author highlights that a teacher’s intellectual quality is one of the four dimensions of classroom practice that is essential for a student teacher’s learning and for their subsequent success in bringing about high quality learning outcomes for their students.

Candidates will encounter a variety of diverse situations in their classrooms and critical thinking will enable them to be more effective in the teaching and learning process (Bruner, et.al., 1956).  They will be able to recognize teachable moments and make immediate decisions to facilitate the learning process for all students.

The role of the faculty is to demonstrate an appreciation for higher level thinking skills and provide opportunities for candidates to develop their higher level thinking skills.  It is intentionally taught for this reason and articulated to the candidates as a clear rationale for faculty to teach in this way, so that candidates in turn will engage their students in critical thinking/problem solving processes.  A goal of our program is to encourage candidates to continuously engage in critical thinking/problem solving skills throughout their education and during their professional career. A particular program outcome has been developed to ensure candidates’ development and performance of critical thinking skills.

Research on Collaboration

Learning is a social process (Vygotsky, 1962; Bandura, 1977). We believe effective collaboration is an essential skill for the learning process in schools and communities.  According to Maslow’s Hierarchy of Needs (1970), a sense of belongingness is a component of a positive learning environment.  This environment can be created through the use of collaborative learning.  The work of Slavin (1995) confirms that students working together can produce significant effects on achievement and inter-racial relations. More recently, it has been found that when students collaborate with others, they are able to solve problems together and learn new information from each other (Utay, 1997). 

The faculty’s role is to model different collaborative strategies (Johnson & Johnson, 1999; Slavin, 1995).  Our candidates will utilize these collaboration strategies to help all students learn and to guide their own professional growth.  These collegial interactions are important and powerful motivators that support teacher learning and change (Ponticell, 1995).  Zeichner & Liston (1996) promoted the idea of having teachers involved “collaboratively and collegially seeking better to understand and thus improve every aspect of the schooling experience” (p. 43).

Research on Integration

We believe that integration of curriculum is an integral component of effective teaching. Constructivists have long argued that we learn by actively constructing meaning from situationally embedded experiences.  This theory suggests that the construction of knowledge is dynamic and depends on making links and perceiving patterns, relationships, and applications among ideas and experiences.  Perkins (1991) suggests that constructivist theory requires teaching for understanding and must entail three principles: (a) The curriculum must be constructed out of generative topics that are deeply engaging and encourage making links among ideas, (b) teaching for understanding must occur in ways that lead students into building performances that demonstrate understanding, and (c) assessment must occur in authentic contexts using complex authentic tasks.

Integrated curriculum is also implicit in Gardner’s “Multiple Intelligence” (MI) theories (1993), which are widely applied in curriculum at all levels.  As Armstrong (1994) explains, MI theory is perhaps more accurately described as a philosophy of education, an attitude toward learning, or even a meta-model of education in the spirit of John Dewey’s ideas on progressive education rather than a set program of fixed techniques and strategies.

While constructivist theories have informed us about the developmental and integrative nature of the process of knowledge construction; the design and development of our program curriculum and outcomes are theoretically grounded in a promising body of research and scholarly work which view learning experiences as integrative and inseparable (Gaff, 1994; Jacob, 1989 & 1997; Klein, 1996; Lonning & DeFranco, 1994; Newell, 1998; Rubenow & Pauls, 1993; Seely, 1995).  These educators, teachers, scholars, and practitioners who represent a wide array of perspectives, disciplines and positions have informed our integrated approach to teacher preparation and assessment.

 

In our program, faculty is encouraged to engage in collaboration with one another on the integration of coursework and assignments.  We model curriculum integration so candidates will be able to combine or coordinate separate curricular elements to make learning meaningful for students.

Research on Technology

We believe that our candidates should be able to understand and utilize current technologies for a wide range of situations and purposes.  As our world becomes more technologically advanced, candidates must be able to prepare students to function in a technological society (Thornburg, 2002).  Many researchers believe that computer technology has the potential to be used as a resource to promote higher levels of thinking (Doherty, 1998; Hopson et. al., 2002).  The World Wide Web is a resource that has been used by many professors throughout the program to support inquiry-based learning activities (Love & McVey, 2000). 

A technology course is offered to candidates which reviews basic computer skills and how those can best be used in teaching.  This course also exposes candidates to various legal, social and ethical issues regarding appropriate use with students.  We believe all faculty members need to model effective uses of current technologies in their own teaching, and to demonstrate how technological resources can support a variety of teaching topics. 

Research on Diversity

We believe effective educators should understand that the diversity among student populations is manifested in many dimensions.  Our candidates are expected to create equal learning opportunities by adapting instruction to meet the needs of students from diverse socio-cultural backgrounds and with exceptionalities. As Goodlad (1990) suggests in Teachers for Our Nation’s Schools, given the increasing diversity in the public schools and pluralistic society, teacher education programs should prepare teachers to make professional decisions about how to best meet the educational needs of all students. 

In response to the call for preparing teachers to work effectively with an increasingly diverse student population, our program follows Goodwin’s (1997) suggestion that it “integrates attention to diversity throughout the program’s various courses and field experiences” (p. 27).  Our candidates are not only expected to develop a deep understanding of multicultural education and master culturally responsive pedagogies (Villegas, 1991) throughout their course experiences; they are also provided various opportunities to work with culturally diverse students in different settings.

This integrated approach to teacher preparation for diversity is well supported by recent studies on multicultural teacher education (Gay, 1997; Grant, 1999; Zeichner, 1996).  As many teacher educators argue, candidates’ multicultural experiences should be infused throughout the entire teacher education curriculum and not remain on the margins of teacher preparation (Goodwin, 1997; Maher, 1991: Noordhoff & Kleinfeld, 1991 & 1993). 

In order for our candidates to appreciate, respect, and accept diverse students, they must see that the faculty appreciates, respects, and accepts diversity.  We therefore, believe that our candidates should be given many opportunities to work in diverse settings to meet the needs of all learners.  Although diversity issues are interwoven throughout all coursework and field experiences, there are specific courses that introduce theories and research regarding special education and multicultural education.

Research on Reflective Practice

We believe reflection is a key component of effective teaching and is a means for a teacher’s growth throughout the teaching profession. The significance of reflection in the teaching profession is well documented in John Dewey’s (1933 & 1965) works and recent studies in teacher education (Clift, Houston, & Pugach, 1990; Collier, 1999; Schon, 1983 & 1987; Taylor & Valli, 1992). According to Dewey (1965), reflective thinking is a powerful tool for professional growth. He argues that educators should learn strategies to think about their teaching so that they can more effectively engage learners in the learning process.  He believes that this kind of thinking about one’s own teaching will lead to continuous improvement in both teaching and learning. As Dewey (1933) stresses the importance of reflective thinking skills, he suggests that teacher educators should include the development of reflective thinking in educational objectives.

According to Irwin (1987), a reflective educator is one who makes teaching decisions on the basis of a conscious awareness and careful consideration of the assumptions on which the decisions are made and the technical, educational, and ethical consequences of those decisions. These decisions are made before, during and after teaching actions. Schon (1983) further proposes “reflection in action.” This kind of reflection is grounded in Dewey’s philosophy of learning by doing. Schon believes that teachers will develop the ability for continued learning throughout the professional’s career if they engage in reflection in action.

To help candidates understand the interrelationship between reflection and professional growth and to encourage reflective practice, our program provides a supportive environment where candidates are given developmentally appropriate opportunities to reflect on their field observation experience, and their professional and pedagogical growth. They are encouraged to continuously use a variety of strategies for reflection to inform instruction as well as to promote teaching and learning. A program assessment task is also created for the evaluation of the performance of candidates’ reflective practice throughout their program experience.

Candidate Proficiencies Aligned with Professional and State Standards

The alignment of our PNC Outcomes, which are a reflection of our conceptual framework with the INTASC Principles, and the Indiana Early Childhood, Middle Childhood and Generalist Content Standards, may be found in the table included in the complete conceptual framework document.  (Exhibit CF.6: Alignment with Standards) 

Conclusion

Candidates who complete the PNC education program are prepared to become effective educators who are committed to continuous growth and school reform as is evidenced by the meeting of the PNC outcomes.  They develop the appropriate knowledge, performance and disposition reflected in our outcomes through coursework, field experiences, and student teaching. They are actively engaged in authentic tasks that require active participation, critical thinking, collaboration and reflective practice. This prepares them to be leaders in education and child advocates so that all students have the opportunity to reach their full potential.

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