Tag: Education

Early Childhood Education – Definition, Description #college #for #early #childhood #education


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Early childhood education

Description

Early childhood education (ECE) programs include any type of educational program that serves children in the preschool years and is designed to improve later school performance. In the second half of the twentieth century, the early education system in the United States grew substantially. This trend allowed the majority of American children to have access to some form of early childhood education.

There are several types of programs that represent early childhood education. They are also known by a variety of names, including preschool and pre-kindergarten (pre-K). One of the first early childhood education initiatives in the United States was the Head Start program, started in 1965. Head Start is a federal government education initiative that has provided children from low-income families free access to early education. It targets children of low socioeconomic status or those who qualify in some at-risk category. Head Start programs are funded by the federal Department of Health and Human Services.

Many early childhood education programs operate under the auspices of Title I of the Elementary and Secondary Education Act. Under Title I, local educational agencies apply to state agencies for approval of their program, and when approved, the programs are then funded with federal money. The No Child Left Behind Act (NCLB) of 2001 encourages the use of Title I, Part A funds for preschool programs, recognizing the importance of preparing children for entering school with the language, cognitive, and early reading skills that help them meet later academic challenges. In the school year of 2001 2002 approximately 300,000 children benefiting from Title I services were enrolled in preschool.

Other early childhood education programs may be run by private for-profit companies, churches, or as part of a private school curriculum. These programs are normally tuition-based.

Since the early 1990s, many states have developed options for children from middle- and upper-income families for receiving free preschool education. Georgia introduced the first statewide universal pre-K program, offering free early childhood education to all four-year-old children. New York and Oklahoma have also developed universal pre-K programs, and Florida voters have approved a constitutional amendment for a free pre-school program to be available for all four-year-olds by 2005.

Nearly three-fourths of young children in the United States are involved in some sort of early childhood education. Some groups of children have higher rates of participation in early childhood education programs than others. Children living in low-income households are less likely to be enrolled in ECE than those children in families living above the poverty line. Black and white children enroll in these programs in higher numbers than Hispanic American children. Children with better-educated mothers are more likely than other children to participate.

Benefits of early childhood education

Early childhood education can produce significant gains in children s learning and development. High quality early childhood education assists many at-risk children in avoiding poor outcomes, such as dropping out of school. Although the benefits seem to cross all economic and social lines, the most significant gains are almost always noted among children from families with the lowest income levels and the least amount of formal education. However, whether these benefits are long lasting is disputed. Some studies focused on the IQ score gains of disadvantaged children in Head Start programs, but these gains seemed to be short-term. However, studies also indicate that ECE produces persistent gains on achievement test scores, along with fewer occurrences of being held back a grade and being placed in special education programs. Other long-term benefits include decreased crime and delinquency rates and increased high school graduation. One extensive study found that people who participated in ECE were less likely to be on welfare as adults compared to those who had not received any early childhood education.

All programs in early childhood education are not equally effective in promoting the learning and development of young children. Long-term benefits are usually seen only in high-quality early childhood education programs. A significant problem with early childhood education is that most programs available cannot be considered high quality. In addition, the most effective ones are unaffordable for most American families. The overall effectiveness of an early childhood program is dependent upon several factors: quality staff, an appropriate environment, proper grouping practices, consistent scheduling, and parental involvement. According to the U.S. Department of Education, some additional characteristics of a high-quality early education program are as follows:

  • Children have a safe, nurturing and stimulating environment, with the supervision and guidance of competent, caring adults.
  • Teachers plan a balanced schedule in which the children do not feel rushed or fatigued.
  • The school provides nutritious meals and snacks.
  • The program includes a strong foundation in language development . early literacy, and early math.
  • The program contains a clear statement of goals and philosophy that is comprehensive and addresses all areas of child development.
  • The program engages children in purposeful learning activities and play . instructed by teachers who work from lesson and activity plans.
  • Balance exists between individual, small-group, and large-group activities.
  • Teachers frequently check children s progress.
  • The staff regularly communicate with parents and caregivers so that caregivers are active participants in their children s education.
  • Preschools that operate for a full day on a year-round basis, thus providing children with two years of pre-school, achieve better results than those that offer less intense services.

In high-quality preschool programs, observers should see children working on the following:

  • learning the letters of the alphabet
  • learning to hear the individual sounds in words
  • learning new words and how to use them
  • learning early writing skills
  • learning about written language by looking at books and by listening to stories
  • becoming familiar with math and science

Because of the potential benefits to children, some people support the idea of government-sponsored universal early childhood education programs. Those who support this movement do so for the following reasons:

  • The private and social costs of failing children early in their lives can be high. The lifetime social costs associated with one high school dropout may be as high as $350,000. Even modest improvements may justify the costs of ECE.
  • Some studies show that for every dollar invested in quality ECE citizens save about $7 or more on investment later on.
  • There is a potential for less reliance on welfare and other social services. Government receives more tax revenue because there are more taxpaying adults.
  • People should rethink the value of early childhood education because of increasing needs for a more highly educated workforce in the twenty-first century.
  • Early intervention may prevent intergenerational poverty.

Opponents of universal government early childhood education give the following reasons for objecting to it:

  • Evidence indicates that the positive effects from the fairly expensive and intensive pre-K programs tend to be short-term.
  • The public schools are already fraught with problems, and providing a downward extension to three- and four-year-olds is ill conceived.
  • Some studies show that premature schooling may potentially slow or reduce a child s overall development by reducing valuable play time.
  • Additional studies show that quality early education could as of 2004 cost more than $5,800 per year. The government would be taxing many people who may not wish to pay for preschool for another family s children.

In spite of the controversies, demographic trends in the early 2000s indicate that early childhood education has become, and will continue to be, an important aspect of the U.S. educational system.

Parental concerns

Parents are often understandably concerned about the quality of the early childhood education programs available to them. By taking the time to investigate several schools, most parents find a program with which they and their child are comfortable.

Resources


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MA in Educational Technology #masters #degree #education #technology


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MA in Learning Technologies

Campus Locations

Malibu (Summer Term – Cadre Camp), West Los Angeles, Online Hybrid Program

The program prepares students to lead others, develop a network of colleagues, manage resources, make technological decisions, support organizational knowledge sharing, and secure product funding. Offering an online hybrid format, the program allows you to complete your degree while working full time from anywhere in the world, with only three face-to-face meetings. Course work is customized to integrate with your workplace practice, so you can put your learning into action. Curriculum is organized around three strands: Conceptual Tools, Design Learning, and Action Research. A cohort model offers students a supportive learning environment.

Program Benefits

  • Flexible online format/learning means you have more control over when and where you learn, and your place of work becomes your place of learning.
  • Most learning activities are customized to fit your practice so project work is integrated with everyday activities in the workplace.
  • You will attend CadreCamp©, a prerequisite, five-day, face-to-face session where you earn program credit for leadership and technology course work, as well as meet your cohort and faculty.
  • Since learning is socially constructed, we encourage ongoing interaction with peers and faculty. You work in online learning circles, which creates a remarkably supportive online community, providing feedback from diverse perspectives.
  • You’ll design an Action Research Project, planning, executing, and reflecting on improvements to your professional environment.
  • At a technology conference, you’ll meet innovators of learning technologies and learn to evaluate learning theories in practice, as well as perfect your presentation and networking skills.
  • You’ll present your work at a public conference and virtual venue, sharing your new knowledge and voice with colleagues and the world.
  • Courses are designed to progress toward benchmarked outcomes, which help you periodically evaluate your growth.
  • Students develop lasting friendships and professional networks that continue beyond graduation.
  • Graduates go on to successful careers as technology coordinators, training educators, consultants, and collegiate staff, becoming the innovative leaders who shape 21st-century learning skills in a range of settings.

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PhD in Clinical Psychology #fordham #university, #rams, #undergraduate, #graduate, #college, #school, #higher #education, #bachelor,

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PhD in Clinical Psychology

Accreditation

The program is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program s accreditation status should be directed to the Commission on Accreditation:

Recent Achievements

Dr. Keith Cruise is co-principal investigator for a new grant to improve practices and outcomes for youth in the juvenile justice system at risk of negative after-effects from trauma. The Office of Juvenile Justice and Delinquency Prevention funded this collaborative effort under the direction of staff at the National Center for Mental Health and Juvenile Justice. Center for Trauma Recovery and Juvenile Justice. as well as various state and county level justice departments.

Congratulations to four of our CPDP faculty who have have been awarded six new research grants (5 of which are federally-funded, and 5 multi-year) that total almost $1-million in total direct costs. All of these grants focus on cross-cultural and/or vulnerable, underrepresented minority (URM) populations.

School settings URM youth

Our new research projects add to our CPDP faculty s multi-million dollar research portfolio across numerous faculty. These new projects also bolster our existing strengths in each of our core training areas. As detailed in the last column of the table above, each of the new projects contributes to our training in:

  • Biomedical, Psychosocial, Sociocultural aspects of Clinical Psychology
  • Our rigorous cross-cutting Training Priorities (i.e. Research Methodology, Research Ethics Forensic Issues, Assessment Techniques, and Advanced Analytics)
  • Our four core training settings and the vulnerable populations in these settings (i.e. School, Healthcare, Forensic Mental Health, and Community Engaged Ethics Research; children, adolescents, older adults; and vulnerable and understudied populations such as HIV, refugees, low SES, etc.)

Overview of newly funded research projects

  • Dr. Cruise has two new projects. The first is funded by the National Center for Mental Health and Juvenile Justice. This project will implement a new screening tool for juvenile justice community diversion centers. The second project is funded by SAMHSA and provides trauma support for youths who are at risk of, or already involved with the juvenile justice system. Both projects focus on Forensic Mental Health Settings vulnerable, low-income URM youth.
  • Dr. Rivera Mindt has a new project funded by the Alzheimer s Association that examines how genetic (APOE 4) and nongenetic (cerebrovascular, sociocultural) risk factors contribute to cognitive neural abnormalities in aging HIV+ Latinas/os. Trainees will collect and analyze data using novel Research Methodologies (i.e. genetics, neuroimaging, sociocultural), and this project incorporates Biomedical and Sociocultural training within a Healthcare setting with vulnerable, low-income URM older adults.
  • Dr. Rosenfeld received support from a Health Disparities/Equities Research Supplement to his NCI-funded R21 grant and contributes to our Research Ethics Forensic Issues training. This project focuses on health disparities by adding a sample of Latina/o cancer patients to an on-going study to validate a new measure of prognostic understanding. This project occurs in a Healthcare setting and involves research with Latina/o cancer patients.
  • Dr. Yip has a new project funded by the National Institute of Minority Health and Health Disparities and contributes to our Sociocultural training. This project adds a sample of Chinese adolescents to a study of ethnic/racial discrimination, sleep disturbance and health to an on-going study exploring the same associations among Black and Hispanic youth funded by the NSF. This project takes place in public School settings and involves ethnically diverse youth.

Associated Faculty


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Cardiovascular Perfusion – The Michener Institute #cardiovascular #technologist #education #requirements


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Cardiovascular Perfusion

Cardiovascular Perfusion

You will be assigned to clinical placement site(s) through Michener’s Office for Clinical Education. This process begins with an information session in the first semester of your program.

As clinical education is a major component of all Michener programs, our affiliated clinical sites are integral to your education. They include regional cardiac surgical hospitals across Canada. Working closely under the supervision of Certified Perfusionists you will have the opportunity to integrate knowledge and skills into practice during the clinical phase of your program. Clinical placements give you hands-on experience in work environments and the opportunity to network with potential employers.

You will be placed in more than one clinical site during your clinical placement period, based on the required clinical competencies for your program and the range of services at the clinical sites.

Clinical partner sites are subject to change, therefore, specific geographic regions may not be available at the time of your placement; other regions may be added. Please note that when you accept a seat in the program, you also accept to go to any of the program’s affiliated clinical sites at the time of your placement. In addition, you agree to comply with the following mandatory requirements which must be completed prior to the start of your clinical placement:

  • First Aid and CPR Certification for Health Care Providers
  • N95 Mask Fit Testing
  • Updated Vulnerable Persons Check (also required upon admission)
  • Updated TB Test (also required upon admission)

Michener highly recommends all students be vaccinated with influenza vaccine. This vaccine may be mandatory at some clinical sites. Students must follow clinical site protocol.

The Cardiovascular Perfusion program is a CMA (Canadian Medical Association) accredited program. The goal of accreditation is to ensure that programs enable their students to acquire the knowledge, skills and attitudes to function as competent health practitioners for the benefit of all Canadians. Accreditation, an external validation of program quality, is the public recognition that an educational program has met national standards (CMA) Graduating from an accredited program means that:

  • your education has met national standards
  • your program has patient care and student welfare at the forefront
  • your education is relevant to current medical practice
  • you have access to professional certification
  • you are eligibile to write the National Certification Exam set by The Canadian Society of Clinical Perfusion
  • you have attained the competencies required for entry to practice
  • your education is recognized by employers and the public
  • you have greater mobility as a health science practitioner

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Online Master’s of Science Education #online #masters #in #science #education


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Master of Arts

Science Education (5-9)

Degree Overview

Master of Arts Science Education (5-9)

Our online master s in science education will help you reach the next level of your profession. The M.A. in Science Education (5-9) prepares you to teach middle school general science. You will become a highly qualified middle school science teacher with the science knowledge and teaching skills to mold the minds of the next generation.

Who the Program is For:

  • Licensed teachers with a bachelor s degree who wish to earn middle-level certification in general science as well as a master s degree.
  • Individuals who can typically spend 15 or more hours per week on their studies.

This program will be flexible and adaptable to your schedule. Click here to learn how this program works .

What You ll Learn

Essential Knowledge and Skills

We developed our science education program with significant input from experts and educational leaders who serve on our Education Program Council. This online master s degree program in science education requires the completion of coursework to ensure you have the essential skills and knowledge to teach middle school general science. as well as completion of a teacher work sample. The M.A. in Science is nationally recognized by the National Science Teachers Association (NSTA).

Key Subject Areas

These Courses Add to Your Credentials

How a Course Works

Prove What You Know and Move Forward

You set your own pace by demonstrating your skills. In the online degree programs at WGU, you ll advance through each course by first mastering the course content, then completing and passing challenging assessments that measure your knowledge and skills in each subject area.

These rigorous assessments (tests, papers, assignments, and projects) let you demonstrate your competence in each subject area in order to pass the course and earn competency units (CUs), our equivalent to the traditional credit hour.

WGU sets a high standard, and we want our students to succeed. You ll be given ample opportunity to master the subject matter and re-take assessments as needed in order to graduate.

Get Started

Enrollment is easy. View our Enrollment Checklist for the easy steps to getting started.

To be admitted into this Teachers College program, you need to submit an official transcript verifying receipt of a baccalaureate degree (B.A. or B.S.) from a regionally accredited institution. You are also required to possess a current, valid teaching license.

You ll be on your way to a successful career. A world of opportunity awaits.

Question and Answer

Select a question from the left, see the answer to the right.

How does WGU keep its tuition so low?

As a nonprofit university, WGU doesn t need to benefit shareholders. Our students are our main concern. We also try to keep our operating costs low. And since we re an exclusively online university, we don t need to maintain expensive classroom buildings, a campus, and other non-academic programs.

Should I consider financial aid?

Using financial aid is a personal decision. When making this decision, you should know that a degree is a great investment in yourself that will pay for itself many times over. Individuals with a bachelor s degree earn on average almost a million dollars more over the course their careers compared to those without one. A master s degree typically has a similar impact on your wallet. You should definitely consider federal financial aid if it means the difference between getting your degree or not. Speak to an Enrollment Counselor to learn more.

Other WGU Teachers College Degrees


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Online courses and career resources #online #courses, #distance #education, #resume #writing, #cover #letters, #career

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Structural engineer courses

Here’s how others rate Career FAQs:

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Looking for Engineering opportunities in Australia ?

There are currently 24,382 Engineering job openings in Australia*. The average salary for an Engineering job in Australia is $111,493.

The Australian Government Department of Employment estimates a projected employment growth to 2018 of 88,700 jobs for the Engineering industry in Australia .

Gaining an Engineering qualification will significantly increase your career prospects for Engineering jobs in Australia. Studying an online course with an accredited Australian provider gives you the flexibility you need to study at your own pace.

Employment in the Engineering industry in Australia

Australia has a population of 23,625,031, with a total of 11,645,500 people currently employed. The average job seeker age for Australia is 37 years and the current unemployment rate sits at 5.7%. Part-time workers make up 46% of the workforce in Australia .

Education in Australia

  • The percentage of people employed in Australia with a bachelor’s degree or higher qualification: 29%
  • The percentage of people employed in Australia with a cert III or higher VET qualification: 31%
  • The percentage of people employed in Australia without a post-school qualification: 36%

Disclaimer: Career FAQs Pty Ltd ABN 39 299 617 067 (Career FAQs) markets the education and training services of a range of Australian tertiary course providers, and receives a commission from them for each prospective student. Career FAQs is not an education provider. All material and information regarding our education providers and their courses – on our site, via email, or over the phone – is delivered through our capacity as their agent. The material shared with you on the website is provided as general information only. It is not intended as professional advice, and should not be taken as such. All information is provided in good faith, and is believed to be accurate and current as at the date of publication. However, Career FAQs provides no guarantee that any information or material on the website, or linked websites, will be accurate or complete. Please see our privacy policy for more information.

Career FAQs 2017

Career FAQs markets a range of courses from leading Australian tertiary education providers and receives a commission from them for each prospective student.


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Online courses and career resources #online #courses, #distance #education, #resume #writing, #cover #letters, #career

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Construction project management courses

Here’s how others rate Career FAQs:

Popular Searches

  • What qualifications do i need to be a project manager
  • Advanced diploma project management
  • Bachelor project management
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  • project management courses wollongong
  • project management courses melbourne short courses
  • Software project management courses

Looking for Project Management opportunities in Australia ?

There are currently 32,663 Project Management job openings in Australia*. The average salary for a Project Management job in Australia is $82,056.

The Australian Government Department of Employment estimates a projected employment growth to 2018 of 88,700 jobs for the Project Management industry in Australia .

Gaining a Project Management qualification will significantly increase your career prospects for Project Management jobs in Australia. Studying an online course with an accredited Australian provider gives you the flexibility you need to study at your own pace.

Employment in the Project Management industry in Australia

Australia has a population of 23,625,031, with a total of 11,645,500 people currently employed. The average job seeker age for Australia is 37 years and the current unemployment rate sits at 5.7%. Part-time workers make up 46% of the workforce in Australia .

Education in Australia

  • The percentage of people employed in Australia with a bachelor’s degree or higher qualification: 29%
  • The percentage of people employed in Australia with a cert III or higher VET qualification: 31%
  • The percentage of people employed in Australia without a post-school qualification: 36%

Disclaimer: Career FAQs Pty Ltd ABN 39 299 617 067 (Career FAQs) markets the education and training services of a range of Australian tertiary course providers, and receives a commission from them for each prospective student. Career FAQs is not an education provider. All material and information regarding our education providers and their courses – on our site, via email, or over the phone – is delivered through our capacity as their agent. The material shared with you on the website is provided as general information only. It is not intended as professional advice, and should not be taken as such. All information is provided in good faith, and is believed to be accurate and current as at the date of publication. However, Career FAQs provides no guarantee that any information or material on the website, or linked websites, will be accurate or complete. Please see our privacy policy for more information.

Career FAQs 2017

Career FAQs markets a range of courses from leading Australian tertiary education providers and receives a commission from them for each prospective student.


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Curriculum, Supervision, Educational Leadership #central, #washington, #university, #main, #home, #homepage, #ellensburg, #eburg, #primary, #cwu,

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Program Overview

The Master of Education, Higher Education program is designed for candidates with an interest in working in administrative positions in institutions of higher education, civic organizations, non-profit organizations, national government organizations, or the social sector. Program coursework provides students with a strong grounding in leadership / management / organizational development with particular attention to the higher education context.

Addressing the growing demand for higher education professionals, the curriculum emphasizes theory, research methods and data analysis, as well as substantive knowledge and skills development in organizational leadership, particularly as it pertains to higher education. Delivered in a convenient online format the M.Ed. Higher Education provides students with a well- rounded foundation in higher education administration, and the ability to personalize the curriculum to meet their needs through elective courses and project / internship experiences.

The M.Ed. Higher Education program is 45 credit hour program that consists of 10 core courses, two electives courses, an Internship or Capstone Project, and Master’s examination. The M.Ed. Higher Education program is offered fully online.

The M.Ed. Higher Education faculty is comprised of professors from multiple fields; several professors currently work in higher education administration and can provide first-hand experience education.

The M.Ed Higher Education Program welcomes graduate candidates interested in working in higher education and similar fields.

In the pursuit of the M.Ed. Higher Education degree, students complete coursework, work on their internship/project, and prepare for graduation.

Take the Next Step to Becoming a Wildcat.


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Teaching Distance Education in English Department at Chaffey College #distance #education #english


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College Main Page

I. Teaching Distance Education Classes in the English Department at Chaffey College A. The English faculty at Chaffey College promotes educationally-appropriate distance education that provides equal access to quality courses for all qualified students.
B. Article 19.4 of the 2007-2010 CCFA-District Labor Agreement states that first time DE faculty “shall complete any District and departmental training programs for such courses as prerequisite or demonstrate proficiency in DE instructional methods.”
C. DE shall be included in regular instructor evaluation as per Articles 19.6 and 20 of the 2007-2010 CCFA-District Labor Agreement. II. Process A. Assignment and Paperwork i. Article 19.1 of the 2007-2010 CCFA-District Labor Agreement provides that DE assignments are voluntary and are subject to approval by the first-level manager (the dean)
ii. Instructors should obtain a copy of the official COR and DE Addendum from the z-drive, CurricUNET, or coordinator.
iii. Note: For courses not previously approved for the proposed DE delivery mode, the instructor must complete curriculum modifications as prescribed by the Curriculum Committee. B. Pay i. Article 19.3 of the 2007-2010 CCFA-District Labor Agreement provides $225 per unit after census day the first time an instructor teaches a course via DE. C. Departmental Training Requirements
The English Department establishes these requirements to comply with Article 19.4 of the 2007-2010 CCFA-District Labor Agreement and to ensure the educational quality and integrity of English offerings at Chaffey. i. Previous to Chaffey DE assignment in English

  • the instructor shall have successfully completed as a student at least one course delivered via DE, shall have audited a colleague’s course, or shall have equivalent experience.
  • the instructor shall study the content of the Resources list below.

ii. In the semester before an instructor teaches the course via DE,

  • the instructor shall be encouraged to participate in a colleague’s DE course at the same level.
  • the instructor shall contact the Office of Distance Education to create a coursesite or to make other technological arrangements.

iii. If an instructor has not taught a similar course via DE or does not have equivalent experience, in the semester before an instructor teaches the course via DE

  • the instructor shall be scheduled to teach the course in a computer classroom.
  • the instructor shall confer with appropriate personnel to ensure that any Success Center requirements can be accommodated.
  • the instructor shall submit to the English Department (or coordinator) a statement explaining how the course will maintain regular effective student-instructor contact throughout the semester.

iv. The District may conduct additional evaluations of adjunct instructors in accordance with section 20.10.3 of the 2007-2010 CCFA-District Labor Agreement.

v. All DE instructors shall be encouraged to attend DE Committee meetings and to participate in the DE Committee mentoring program regardless of evaluations.

vi. The District retains right of assignment. Fulfillment of these departmental guidelines does not guarantee a DE teaching assignment. D. District Training Requirements i. In accordance with Articles 19.3 of the 2007-2010 CCFA-District Labor Agreement, each instructor shall complete the required District training program (forthcoming).

III. Regular effective contact A. To maintain regular effective instructor-student contact, instructors should

  • present a clear explanation for students of the course modes of and time frames for communication
  • create a single calendar of important due dates
  • ensure the flow of one-way “lecture” material
  • monitor discussion boards and respond to students as indicated.
  • review and offer feedback on drafts
  • return graded work promptly
  • keep students informed of their progress
  • maintain multiple avenues of communication with students (chat, anonymous discussion boards, e-mail, etc.)
  • hold up to two regular office hours via an appropriate DE mode (full-time instructors only).

B. To maintain regular effective student-student contact, instructors should

  • establish classroom etiquette appropriate to the media in use
  • respond to student-student communications only when appropriate
  • promote peer editing and other student-student feedback activities
  • employ group activity

IV. Resources A. Chancellor’s Office and Statewide Senate documents California Community Colleges Distance Education Guidelines (March 2004)
–Available here

ASCCC Guidelines for Good Practice: Technology Mediated Instruction (Fall 1997)
–Available here

Digital Millennium Copyright Act
http://www.ala.org/ala/washoff/WOissues/copyrightb/dmca/dmcadigitalmillenium.htm E. Other resources CCC Chancellor’s Office Distance Education Division
http://www.cccco.edu/divisions/esed/aa_ir/disted.htm The mission of the Distance Education Sub-Unit is to promote student access and success by integrating programs and services of the Community Colleges using technology mediated instruction and to develop and promote effective distance learning paradigms. Distance Education Technology Advisory Committee (DETAC)
http://www.cccco.edu/divisions/esed/aa%5Fir/disted/dtac.htm DETAC advises the Chancellor�s Office on the vision, policy, and planning in support of distance education. California Virtual Campus Catalog
http://www.cvc.edu/catalog/course_browses.asp?h=sub subject=15 The California Virtual Campus Course Catalog provides a listing of 430 courses in composition and literature


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Department of Early Childhood and Elementary Education #elementary #education #degrees


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Department of Early Childhood and Elementary Education

Degree programs in Early Childhood and Elementary Education (ECEE) could be your start to an exciting and fulfilling career in teaching! Our initial and advanced programs are designed for prospective teachers who hope to teach children ages Birth through age 5 and/or Kindergarten through Grade 5 or practicing teachers who want to become even more effective.

Using a clinical model of preparation in four developmental phases, we engage our teacher candidates in multiple and varied field experiences with children representing the diversity of our urban and regional communities and populations. We combine these classroom-based experiences with courses focused on learning effective instructional strategies across all content areas and for all learners. We prepare and support teachers who are critical thinkers, problem solvers, and professional leaders making a positive and sustained impact on children’s learning.

I am halfway through my first year of teaching and things are going really well. I credit the CEHD’s MAT program for my success. I feel like I was extremely prepared and confident when I started the year, and KTIP has been a breeze (so far). Thank you for all that you do! I am lucky to have had the opportunity to learn from such fabulous professors.

Anna Conley, 2011 Early Elementary MAT graduate, Layne Elementary School

Our Programs and Degrees

ECEE offers a wide variety of programs and degrees for those interested in becoming a teacher (initial certification) and for certified teachers wanting to further their education (advanced degrees). Click the button below to learn more.

Faculty Strengths

The Early Childhood and Elementary Education faculty includes nationally and internationally recognized experts in their content fields. The faculty is committed to pursuing studies and issues that affect education, both locally and nationally, including the nature of pedagogy and learning, and cultural diversity. ECEE faculty members are not only great teachers who demonstrate the kinds of practices they advocate for work with Birth-Grade 5 students, they are also researchers who study topics currently important in the field of education; writers of highly valued books, chapters, and articles; presenters at international, national, and state conferences; leaders in professional organization; award winners for their teaching and research; and service providers locally and beyond.

I want to say how well the UofL MAT program prepared me for the KTIP process. I feel so comfortable being observed in the classroom and feel confident in the lessons that I prepare. I have had wonderful reviews from my mentors.

ECEE Mission

The mission of the ECEE Department is to cultivate highly effective educators of Birth through Grade 5 children in diverse educational settings. ECEE provides extensive coursework and corresponding field experiences throughout the community to prepare candidates with the knowledge and competencies of research-based best practices. Further, ECEE strives to develop educators who embrace reflective practices and promote, design and implement positive educational experiences that build on the strength and resiliency of all students and families. As part of a research-extensive university, department faculty members advance knowledge through theoretical and applied research.

I appreciate the skills you worked so hard to give us to use in our classrooms as well as the emphasis on inquiry based (and social) learning. I’ve been in education for 8 years now and know I absolutely made the right career choice.


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