Department of Teaching, Learning, & Curriculum
EDCI756 Advanced Studies: Area
Fall Semester 2004/Spring Semester 2005
Professor: Select from:
Class Time: Arranged
Class Location: Arranged
Advanced studies of the knowledge base of a given area of study, which includes a comprehensive search of the literature
Undergraduate major or minor in the discipline, graduate work in a specific discipline, or permission of the instructor
School of Education Conceptual Framework
The School of Education’s conceptual framework, “To Educate is to Redeem,” identifies six elements that describe the important learning outcomes for all programs in the unit. We believe that the following shared learning outcomes, organized by our conceptual framework elements, are essential in preparing educators and other school personnel who can fulfill the redemptive mission expressed in our conceptual framework. In addition to these 6 shared elements, the Curriculum & Instruction faculty has identified outcomes unique to that program. For your convenience, the entire Curriculum & Instruction Conceptual Framework is listed below (SED Shared Elements in parentheses).
This element addresses appreciation of the perspectives of others and development of a personal philosophy from which action and service arise. Graduates will be able to . . .
I.A Explain worldviews and trace their historical development
I.B Critique worldviews from a Christian perspective
I.C Integrate principles of a Christian worldview into their chosen fields of study
Element II: Learning Theorist (Human Growth and Change)
This element addresses principles of growth, development, and learning and the use of these principles to effect positive change. Graduates will be able to . . .
II.A Describe human development
II.B Apply current theories of learning
This element addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations. Graduates will be able to . . .
III.A Facilitate change in groups and organizations
III.B Relate effectively with various cultural, racial, and special interest groups
III.C Identify political and legal issues
III.D Manage human, financial, and material resources
III.E Demonstrate servant leadership
This element addresses oral, written, intrapersonal, and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning. Graduates will be able to . . .
IV.A Communicate effectively in written, verbal, and non-verbal forms
IV.B Use electronic tools effectively for professional communication, teaching, and research
This element addresses valuing and conducting disciplined inquiry for decision-making. Graduates will be able to . . .
V.A Read and evaluate research
V.B Conduct research
V.C Report research findings
This element addresses commitment to holistic, personal, and professional growth. Graduates will be able to . . .
VI.A Demonstrate continuing professional development
VI.B Demonstrate ethical behavior in all professional activities
VI.C Demonstrate balanced physical, mental, spiritual, and social development
Element VII: Subject Area Knowledge (Initial Teacher Preparation Program Only)
Element VIII: Program Designer
This element addresses professional knowledge and skills in the area of curriculum and educational program development. Graduates will be able to . . .
VIII.A Understand and discuss curriculum literature appropriate to the candidate’s degree level
VIII.B Understand and apply curriculum development processes within a systems perspective
Element IX: Teacher/Mentor
This element addresses professional knowledge and skills in the area of instruction and instructional leadership. Graduates will be able to . . .
IX.A Understand and use frameworks for organizing instruction
IX.B Demonstrate a repertoire of effective teaching strategies for teaching ALL students
IX.C Use effective staff development models to help effect change in learning organizations
Element X: Assessor/Evaluator
This element addresses professional knowledge and skills in the area of assessment and evaluation. Graduates will be able to . . .
X.A Understand and create curriculum-based assessments that are closely aligned to curriculum documents, including standards and curriculum guides
X.B Use assessment and/or program evaluation to provide formative assessment and create plans for improvement in a continuous quality improvement model
These nine areas contain the knowledge, practices, skills, attitudes, and dispositions we consider vital to the development of caring, committed, competent educators. This course addresses the elements of the conceptual framework within the context of your focus area. References to these knowledge bases are found in the statement of course goals. The references will help you see where this course fits into your personal growth in these nine areas.
The student will
1. Develop an in-depth understanding of the literature in the focus area
2. Identify needed acquisitions for the Andrews University James White Library in the focus area
3. Synthesize the research literature in the focus area
4. Clearly communicate personal understanding of the focus area
1. Conduct electronic and paper-based searches for literature relevant to the focus area
2. Read extensive literature in the focus area
3. Generate a list of essential works in the focus area that are not currently part of the James White Library collection
4. Write a paper synthesizing your findings in the literature
5. Present this paper at a TLC Mini-conference
How Advanced Studies “Fits” with other C&I doctoral studies:
Initial. One of the first broad approaches to study in your area(s) of interest was the one-credit course Current trends and Issues (EDCI689). The purpose of this course was a basic familiarization with the process of library search and presentation of your incipient ideas on a topic of interest.
Focused. EDCI756, goes much deeper as you assemble a sizable body of literature in your sub-areas of interest, discuss this literature with colleagues, and determine from your study which possible topics warrant your attention in terms of dissertation research.
Topic. Having done extensive reading in your sub-areas, you should identify a possible topic upon which to focus for the dissertation. You may not know your exact title but you should have a definable topic in mind and be able to justify it on the basis of your readings in EDCI756.
Theoretic framework. A theoretic framework goes far beyond a collection of literature or research studies on a topic. After you have read widely, it is time for synthesis and making connections in novel ways. In EDCI730 you examine the inductive process of theory development that relates your literature review and your philosophical underpinnings to a framework that shows your distinctive contribution to the world of scholarship. Incidentally, the idea of original contribution to the knowledge base is one defining characteristic of PhD study.
Research. Courses in research methodology and doctoral seminar provide tools for investigating your areas of interest. Your research methodologies should relate to your topic of interest both for the dissertation and for later research as a professional scholar. This advanced methodology (EDCI885) asks you to actually carry out a research study (possibly in collaboration with a faculty member) in a way that gives you actual research experience prior to the dissertation. This study may be a pilot for your dissertation.
Dissertation. The dissertation (EDCI899) is the culmination of your academic work, but hopefully only the beginning of a life of search and (re) search for truth. The dissertation process is described in the doctoral students’ handbook.
S = Target or Competent rating on evaluation rubric
U =Needs improvement rating on evaluation rubric
Special Needs Accommodations
If because of a disability, you require assistance or reasonable accommodations to complete assigned work, speak with me after class or during my office hours. I will work with you on making this course, class activities, and exercises accessible for your full involvement. Support services for students with disabilities are available through Student Services or Karen Tilstra, (471-6205) Student Success Advisor.
Cheating: Using or attempting to use unauthorized materials, information, or study aids to gain an unfair grade advantage over other students in any academic exercise.
Plagiarism: Representing another's words or ideas as one's own in any academic exercise.
Multiple Submissions: Submitting the same assignment in two or more courses without obtaining the prior permission of the respective instructors.
Fabrication: Falsifying or inventing information or citations in an academic exercise.
All students in this course are expected to read and be familiar with this syllabus. The syllabus has been prepared to assist you in understanding the scope of this course along with the type of instruction. Care has been taken in preparing this syllabus and it has been purposefully worded openly. However there may be times when the syllabus will need to be changed as necessary and appropriate. Any changes will be announced in class as far in advance as practicable.
Organized by Conceptual Framework Element
Element 1: Reflective Thinker
Element 2: Learning Theorist
Outcome #1: Describing human development
Bandura, A. (1977). Social learning theory.
Bee, H. L. and Bjorkland, B.
R. ( ). The
journey of adulthood. 4th
Bee & Boyd. (2003). Lifespan and Development. 3rd ed. Allyn & Bacon.
Berger, K. S. (1998). Developing
person (Life Span).
Briggs, L. Ed. (1977). Instructional design: principles and applications.
Broderick,P. C. (2003). Life
span-human development for helping professions.
Cavanaugh, J. C.
(2002). Adult development and aging. 4th ed.
Crane, W. (2000). Theories of Development. 4th ed.
Hetherington, E.M., and Parke, R. D. (2003).
Papalia, D. E. and Olds,
S. (2001). Human
Piaget, J. (1951). The
child’s conception of the world.
Gilligan, C. (1982). In a different voice.
Fowler, J. W. (1981). Stages of faith: The psychology of human development and the
quest for meaning.
Habenicht, D. (2003). A Christian perspective of character development.
Habenicht, D. (2000).
10 Christian values every kid
Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea
Ryan, K. & Bohlin, K.E.
(1999). Building character in schools.
White, E. G. (1954). Child
Berger, K. S. (2001). The
developing person through the life span.
Maslow. A. H. (1968). Toward a psychology of being. 2nd ed.
Mittelman, W. (1991). Maslow’s study of self-actualization: A reinterpretation. Journal of Humanistic Psychology, 31(1), 114-135.
Papalia, D., Olds. S, and Feldman, R. (2001). Human development. 8th
Schultz, D., & Schultz, S. E. (2001). Theories
of personality. 7th
Woolfolk, A. (2001). Educational psychology. 8th ed.
Berger, K. S. (2001). The developing person through the life
span. 5th ed.
Erikson, E. H. (1950). Childhood
Papalia, D., Olds, S., and
Feldman, R. (2001). Human development. 8th ed.
Schultz, D., and Schultz, S.
E. (2001). Theories of personality. 7th
Westen, D. (1998). “The scientific legacy of Sigmund Freud: Toward a psychodynamically informed psychological science,” Psychological Bulletin, 124, 333-371.
A. (2001). Educational psychology. 8th
Danielson, C. (1996).
Enhancing professional practice: A
framework for teaching.
Savickas, M. L., and Gottfredson, G. D. (1999). “Forty years of research and application,” Journal of Vocational Behavior, 55, 1-4.
Zunker, V. (2002).
Career counseling: Applied concepts of life planning. 6th ed.
Outcome #2: Apply current theories of learning
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Ausubel, D.P., (1968). Educational
psychology: A cognitive view.
__________. (1960). “The use of advance organizers in the learning and retention of meaningful verbal material,” Journal of Education Psychology, 51, 267-272.
__________. ((1980). “Schemata, cognitive structure, and advance organizers: a reply to Anderson, Spiro, and Anderson,” American Educational Research Journal, 17(3), 400-404.
The psychology of meaningful
Bellon, J. J., Bellon, E. C., and Blank, M. A.
(1992). Teaching from a research
G. (1992). Effective teaching methods.
Bredderman, T. (1981). Elementary school process curricula: A meta-analysis. ERIC Ed. 170-333.
Briggs, L. , Ed., (1977). Instructional
design: principles and applications.
Briggs, L. and Wagner, W. (1992).
Principles of instructional design. 4th ed.
Brophy, J. (1981). “Teacher praise: a functional analysis,” Review of Educational Research, 51, 5-32.
J. (1961). The process of education.
J., Goodnow, J.J., Austin, S.A. (1967). A study of thinking.
Buckalew, M. (1992).
Twenty principles for teaching excellence: the teachers’ workbook.
C. M. (1991). Building
classroom discipline. 4th ed.
Cooper, J., (Ed.). (1990). Classroom
teaching skills. 4th
Eggen, P. and Kauchak. (2001). Educational
psychology: windows on classrooms.
Emmer, E. T. ,
Evertson, C. M., Worsham, M. E. (2002). Classroom management for elementary
Esler, W. and
Sciortino, P. (1991). Methods for
teaching: An overview of current practices.
Evertson, C. M., Emmer, E. T., Clements, B. S.,
Standford, J. P., and Worsham, M. E. (1984).
Classroom management for elementary teachers.
M. (1982). The meaning of educational
Fullan, M. and Steiegelbauer, S. (1991). The new
meaning of educational change.
Gagne, R. M. (1971). “The learning of concepts.” In
M. David Merrill, ed., Instructional
Gentry, C. (1994).
Introduction to instructional development.
W. (1986). Control
theory in the classroom.
Good, T. and Brophy, J. (1991). Looking
in classrooms. 5th ed.
J. (1983). A place called school.
Gredler, M. E.
(2001). Learning and instruction: Theory
into practice. 4th
Gronlund, N. (1991).
How to write and use instructional
objectives. 4th ed.
(1993). Methods and strategies for teaching in secondary and middle schools. 2nd ed.
Jarolimek, J. and Foster, C., Sr. (1993). Teaching and learning in the elementary school. 5th ed. NewYork: Macmillan Publishing Company.
F. (1987). Positive classroom instruction.
F. (2000). Tools of teaching.
Johnson, D. W., and Johnson, R. T. (1974). “Instructional goal structures: Cooperative, competitive, or individualistic,” Review of Educational Research, 44, 213-240.
__________. (1981). “Effects of cooperative and individualistic learning experiences on inter-ethnic interaction,” Journal of Educational Psychology, 73(3), 444-449.
Johnson, D. W., Johnson, R. T., and Halubec, E. J. (1993).
Circles of learning:
cooperation in the classroom.
Joyce, B., Hersh, R., and McKibben, M. (1983). The
structure of school improvement.
B., Peck, L., and Brown, C. Flexibility
Joyce, B., and Showers, B. (1983). Power in staff development through research
Student achievement through staff
__________. (1981). “Transfer of training: The contribution of coaching,” Journal of Education, 163, 163-172. Association for Supervision and Curriculum Development.
__________. (1982). “The coaching of teaching,” Educational Leadership, 40(1), 4-10.
B., Weils, M. (2000). Models of teaching. 6th ed.
S. (1997). Cooperative learning.
Kagan, S. (1989).
Cooperative learning resources for
Kauffman, J., Mostert,
M., Nuttycombe, D.,
Kauchak, D., and Eggen, P.
(1993). Learning and teaching: research-based
instructional design process.
Kim, E., and Kellough, R.
(1991). A resource guide for secondary
teaching: planning for competence. 5th ed.
Kohn, A. (1986).
Kounin. J. S. (1970). Discipline
and group management in classrooms.
Kubiszyn, T. and Borich,
G. (1987). Educational testing and
measurement: Classroom application and
practice. 2nd ed.
Larson, R. and Larson, D. with Gillespie, V. B.
(1992). Project affirmation: Teaching
Lefrancois, G. R.
(2000). Psychology for teaching. 4th ed.
Levin, J. R. (1990). “Scientific mnemonics: Methods for maximizing more than memory,” American Educational Research Journal, 22, 302-321.
Levin, J. R., McCormick, C., Miller, Hl,
Lorayne, H., and Lucas, J. (1974). The memory book. NY: Briercliff Manor.
MacDonald, R. (1991).
A handbook of basic skills and
strategies for beginning teachers.
Kellaghan, T., and Schwab, R.
(1989). Teach them well.
Arredondo, D.E., Brandt, R.S.,
Murphy, C. (1992). “Study groups foster school wide learning,” Educational Leadership, 71-74.
Orlich, D., Harder, R., Callahan, R., Kauchack, D.,
Rendergrass, R., Keogh, A. and Gibson, H. (1990). Teaching
strategies: A guide to better
instruction. 3rd ed.
Ormrod, J. E. (1999).
Human learning. 3rd ed.
Pressley, M., (1977). “Children’s use of the keyword method to learn simple Spanish vocabulary words,” Journal of Educational Psychology, 69 (5) 465-472.
Pressley, M., Levin, J. R., & Delaney, H. D. (1982). “The mnemonic keyword method,” Review of Educational Research, 52(1), 61-91.
Pressley, M., Dennis-Rounds, J. (1980). “Transfer of a mnemonic keyword strategy at two age levels,” Journal of Educational Psychology, 72(4), 575-582.
Reigeluth, C. M. (1999). Instructional-design: Theories and models.
Riegle, R. P. (1976). “Classifying classroom questions,” Journal of Teacher Education, 27, 156-161.
Rosenshine, B. (1976). “Direct instruction.” In M.
J. Duncan, ed., The international encyclopedia of teaching and teacher
(1982). The reflective
Schunk, D. H.
(2000). Learning theories: An
educational perspective. 3rd
Sharan, S. (1990). Cooperative learning: Theory
Sharan, S. (1980). “Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations,” Review of Educational Research, 50(2), 241-271.
Showers, B. (1985). “Teachers coaching teachers,” Educational Leadership, 42(7), 43-49.
Slavin, R. E. (1983).
Smith, K., and Smith, M. (1966). Cybernetic
principles of learning and educational design.
Smith, P. and Ragan, T. (1993). Instructional design.
Stipek, D. (1993).
Motivation to learn: from theory
to practice. 2nd ed.
Taba, H. (1966). Teaching
strategies and cognitive functioning in elementary school children. (Cooperative Research Project 2404).
Taba, H. (1967).
Teacher’s handbook for elementary
school social studies.
Vermette, P. J.
(1998). Making cooperative learning work: Student teams in K-12 classrooms.
Wang, M. and Lindvall, C. (1984). “Individual differences and school learning environments,” Review of Research in Education, 11, 161-225.
West, C., Farmer, J. and Wolff, P. (1991). Instructional
design: Implications from cognitive science.
White, E. G. (1968).
Counsels on education.
__________. (1943). Counsels to parents, teachers,
Fundamentals of Christian education.
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A. (1997). Self-efficacy: The exercise of control.
Bandura, A., Pastorelli, C., Barbaranelli, C., and Caprara, G. V. (1999). “Self-efficacy pathways to childhood depression,” Journal of Personality and Social Psychology, 76, 258-269.
K. S. (2001). The developing person through the life span. 5th ed.
D., Olds, S., and Feldman, R. (2001). Human development. 8th ed.
Schlutz, D., and Schlutz, S. E. (2001). Theories
of personality. 7th
A. (2001). Educational psychology. 8th ed.
K. S. (2001). The developing person
throughout the life span. 5th
D., Olds, S., and Feldman, R. (2001). Human development. 8th ed.
Schultz, D., and Schultz, S. E. (2001). “B. F.
Skinner,” In Theories of
personality. 7th ed.
B. F. (1971). Beyond freedom and dignity.
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A. (2001). Educational psychology. 8th ed.
Armstrong, T. (1994). Multiple intelligences in the
(1995). Emotional intelligence.
(1985). Inside styles: Beyond the basics: Questions and answers.
W. (2001). Child
Element 3: Servant Leader
Outcome #1: Facilitate change in groups and organizations
Ackerman, Richard F.,
Donaldson, Gordon A, van der Bogert, Rebecca (1996). Making sense as a school leader.
Action Learning for Individual and Organizational Development. www.ericacve.org/docs/pab00009.htm
Allington, R. L. (2001). What really matters for struggling readers.
Anthony, R. J., Johnson, T.D., Mickelson, N.I., &
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Applebee, A. (1986). The writing report card: Writing achievement in American schools.
Applebee, A. N. (1984). Contexts for learning to write:
Studies of secondary school instruction.
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in the intermediate grades.
(2001). Quality with soul: how six
premier colleges and universities keep faith with their religious traditions.
Bernd Runde: Personnel Management, Organizational Development. www.enabling.org/ia/gestalt/gerhards/runde.html
Landon E., and Apple, Michael W., eds. (1998).
The curriculum: problems,
politics, and possibilities. 2nd
Blau, Peter M.
(1994). The organization of academic work.
Bloland, P., Stamatakos, L., and Rogers, R.
(1994). Reform in student affairs: a
critique of student development.
Brint, Steven, ed.
(2002). The future of the city of intellect:
the changing American university.
Caine, R. N., & Caine, G. (1997). Education
on the edge of possibility.
Center for Leadership and Change Management. www.leadership.wharton.upenn.edu/Corey,
G., Corey, M. S., and Haynes, R.
(2000). Evolution of a group: student
video and workbook.
Cooper, L. (1989). “Redefining the principalship: The principal as instructional leader,” Principal, 68(3), 13-16.
Corey, M. S. & Corey, G. (2002).
Groups: process and practice. 6th ed.
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De Jong, Arthur J.
(1990). Reclaiming a mission: new
direction for the church-related college.
Dunkerly, David, ed.
(2001). Global perspectives on quality in higher education.
Educational Associations and Organizations. www.ed.gov/about/associations.jsp
Educational Initiatives Strategic Planning Task Force. www.cmu.edu/splan/CurrentPlan/EduInit397.html
Educational Opportunity 2001-2005 Strategic Planning. www.doe.mtu.edu/strategic/action/edop.pdf
Ernest, R. C. (1994). Corporate cultures and effective planning. Personnel Administrator, 30(3), 49-60.
Fullan, M. (1995).
Change forces: Probing the depths of educational reform.
Fullan, M. (1997a). What's worth fighting for in
the principalship? Strategies for taking charge in the school principalship.
Hesselbein, F., Goldsmith, M., & Beckhard,
R. (1996). The
leader of the future: new visions,
strategies, and practices for the next era.
Jacobson, S. L., &
Katzenbach, J. R. & Smith, D. K. (1993). The
wisdom of teams: Creating the
Kaufman, R. A.
(1991). Strategic planning in education.
Rethinking, restructuring, revitalizing.
Kouzes, James and Posner, Barry (1995). Credibility.
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Leithwood, K. (1992). The move toward transformational leadership. Educational Leadership, 49(5), 8-12.
Leslie, David W., & Fretwell, E. K. (1996).
Wise moves in hard times: creating and managing resilient colleges and
Miles, K. M. (1995). “Freeing resources for improving
schools: a case study of teacher
Milone, M. (Aug. 1998). Technology Integration Master Class. Technology and Learning. 19.1, pp. 6-16.
Minnesota Organization Development Network (Study of the theories and structures of organizations). www.mnodn.org/about_OD/od_defn.htm
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Naisbitt, J., and
On-Line Organization Development Program Module. www.managementhelp.org/fp_progs/mng_mod/mng_ldr.htm
Organizational Development—Root Learning, Inc. www.rootlearning.com/organizational-development.htm
Organizational Learning and Development. www.engineering.uow.edu.au/Resources/Murat/olref.html
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Tellefsen, Thomas E.
(1990). Improving college management: an
integrated systems approach.
Theall, Michael, and Franklin, Jennifer, eds. (1990).
Student ratings of
instruction: issues for improving
practice. In the series, New directions for teaching and learning,
Trowler, Paul R., ed.
(2002). Higher education policy and institutional change.
Wheatley, M. (1994).
Leadership and the new science: Learning about organization from an
Wheatley, M. & Kellner-Rogers, M. (1996). A Simpler Way.
(1994). Navigating through change.
Yale Organizational Development and
Outcome #2: Relate effectively with various cultural, racial, and special interest groups
American Psychiatric Association (2000). Diagnostic
and statistical manual of mental disorders (4th ed., Text
Aponte, J., Rivers, R. Y., and Wohl, J., eds. (1995).
Psychological interventions and
Arthur, N. and Achenbach, K. (2002). “Developing multicultural counseling competencies through experiential learning.” Counselor Education & Supervision, 42, 2-13.
Atkinson, D. R., Morten, G., and Sue, D. W. (1993).
minorities: a cross-cultural perspective.
Axelson, J. A. (1999). Counseling
and development in a multicultural society (3rd ed.)
Baruth, L. D.
(1991). Multicultural counseling and psychotherapy: a lifespan perspective.
Bellanca, J., Cahpman, C., and Swartz, E.
(1994). Multiple assessments for multiple intelligences. (2nd
Bloom, B. S., ed.
(1956). Taxonomy of educational objectives, handbook 1: The cognitive domain.
Bloom, B. S., Madaus, G. J., and Hastings, J. T.
(1981). Evaluation to improve learning.
Buehl, D. (2001). Classroom
strategies for interactive learning.
Canglosi, J. S. (1990). Designing
tests for evaluating student achievement.
Cárdenas, J. A.
(1995). Multicultural education: a
generation of advocacy.
Cronbach, L. J. (1984). Essentials of psychological testing.
Daw, J. (2001). “Culture counts in mental health services.” Monitor on Psychology, 32, (11). http://www.apa.org/monitor/dec01/culture.html
Dunn, R. S.
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and learning style: teaching and
Educational Testing Service. (1990).
Creative classroom testing: 10 designs for assessment and instruction.
Gollick, D. M., and Chinn, P. C. (2003).
Multicultural education in a
Gronlund, N. E. (2003). Assessment
of student achievement. (7th
How to write and use instructional
objectives. (4th ed.).
Hammeken, P. A.
(1997). 450 strategies for success: a
practical guide for all educators who teach students with disabilities.
Hardman, M., Drew, C., & Egan, W. (1999).
Human exceptionality (6th
HCG—Organizational Culture Assessment. www.hcgnet.com/culture-transform.asp?3.4
Helgeson, Sally (1990). The female advantage: Women's way of leadership.
Herman, J., Aschbacher, P., and Winters,
Hernandez, T. & Morales, N. (1999). “Career, culture and compromise: career development experiences of Latinos working in higher education.” The Career Development Quarterly, 48, 45-57.
Hill, M. S., & Ragland, J. C. (1995).
Women as educational leaders.
The International Handbook of Organizational Culture and Climate. www.josseybass.com/Corporate/Website/Objects/Products/0,9049,92930,00.html
Ivey, A. E.
(1994). International interviewing and counseling: facilitating development in a multicultural
society. 3rd ed.
__________, Ivey, M. G., and Simek-Morgan, L. (1993).
Counseling and psychotherapy: a multicultural perspective.
Lane, K. L., Gresham, F. M., and O’Shaughnessy, T.
E. (2002). Interventions
for children with or at risk for emotional and behavioral disorders.
Lee, C., and Richardson, B. L., eds. (1991).
Multicultural issues in
counseling: new approaches to diversity.
Lorber, M. A. and Pierce, W. D. (1990). Objectives,
methods and evaluation for secondary teaching.
Manning, M. L. and Baruth, L. G. (2000).
Multicultural education of
children and adolescents.
Mastropieri, M. A., and Scruggs, T. E. (2000).
The inclusive classroom: strategies for effective instruction.
Meyen, E. L., Vergason, G. A., and Whelan, R. J. (1996).
Strategies for teaching
exceptional children in inclusive settings.
Miller, P.W. and Erickson, H. E. (1990). How to write tests for students.
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Element 5: Scholar/Researcher
Element 6: Lifelong Learner
Element 8: Program Designer
Element 9: Teacher/Mentor
Element 10: Assessor/Evaluator