Statement of Philosophy

AU Home > College of Education > Academic Departments > Curriculum & Teaching > About CURR >

About the Department

Mission and Vision Statement

Statement of Philosophy

Statement of Purpose

Knowledge Bases

References

Commitment to Diversity

Commitment to Technology

Statement of Philosophy

An important element in the philosophical foundation of the Department of Curriculum and Teaching is based upon the concept of the teacher as a reflective practitioner (Schön, 1983). This concept is grounded in key research on knowledge construction and reflection (Dewey, 1933; Schön, 1987). Teacher effectiveness research identifies common characteristics and behaviors of effective teachers (Brophy, 1982; Cohen, l994; Danielson, 1996; Darling-Hammond, 2000; Dewey, 1904; Goodlad, 1990, 1994; Holmes Group, 1995; National Commission on Teaching and America's Future, 1996; Shulman, 1987; Villegas, & Lucas, 2002). The faculty of the Department of Curriculum and Teaching support the concept that characteristics and behaviors of effective teachers include the following:

They are competent in subject matter.
They use the students' everyday experiences to link new concepts to prior knowledge and culture.
They accept and build on students' ideas and language.
They communicate clearly when giving directions, specifying tasks and providing new information.
They pace instruction appropriately.
They provide all students with access to high-status knowledge.
They specify task outcomes and what students must do to accomplish the tasks.
They regularly monitor student progress.
They stress problem solving and critical thinking.
They have appropriately high standards and expectations for their students.
They promote active student involvement.
They provide immediate feedback on students' success, whenever required.