使命宣言

The Department of 教育研究’ content core and pedagogy build upon the knowledge base and core abilities gained from studies in the liberal arts and sciences. 教育 Studies majors and minors are prepared to enter careers in education and/or to continue on to graduate studies. The department is centered on developing pedagogical knowledge, teaching students to integrate and apply content knowledge from their liberal arts experience, and enhancing professional dispositions.

The department’s mission is to develop competent, knowledgeable, and reflective educators, who are capable of meeting the diverse learning and developmental needs of students within varied learning contexts. The department strives to expose students to the foundations and social context of education in the hope that as future educators they will work to create social justice. 教育研究 graduates will be able to teach the relevant learning standards, to think through complex educational situations, to make effective teaching decisions, and to communicate ideas to students, colleagues, parents, and concerned citizens.

Premised on a constructivist approach to teaching and learning, 教师 in the Department of 教育研究 prepare students for initial childhood certification (grades 1-6) in New York State. Constructivism is based upon cognitive learning theories that emphasize the importance of intrinsic motivation and individual learning styles in the construction of knowledge in a classroom culture that is driven by student interests or curiosities and focused on social collaboration and cooperative learning. 学生 are challenged to construct, to participate in, and to take responsibility for their own learning and continued professional development. 学生 integrate theory into practice at increasing levels of responsibility and sophistication during field placement 经历.

The 教育研究 curriculum is designed to foster the following core knowledge, abilities, and commitments: delivering the content knowledge of childhood education programs; utilizing a constructivist model in instruction; applying critical thinking and problem solving skills; practicing communication and social interaction skills; integrating assessment and evaluation into reflective teaching practice; promoting cross cultural perspectives; facilitating social justice and equity for all students; and contributing as professional leaders. To foster these essential elements, the department seeks to develop the following dispositions in students: self-directed learning, a tolerance of ambiguity, patience, collaboration, acceptance and equity, and reflective practice.