Program Standard 11:  Preparation to Use Educational Ideas and  Research

Through planned prerequisite and/or professional preparation, candidates learn major concepts, principles, theories and research related to child and adolescent development; human learning; and the social cultural and historical foundations of education.  Each candidate examines how selected concepts and principles are represented in contemporary educational polices and practices in California schools.  Candidates define and develop their professional practice by drawing on their understanding of educational foundations and their contemporary applications.

 During the courses that are prerequisite to the program, the candidates learn the major principles and concepts required in this standard.  The credential candidates then use their understanding of these concepts, theories, and principles to accomplish the required competencies throughout the program.

Program Elements for Standard 11

11 (a)   Child and Adolescent Development. 

Through planned prerequisite and/or professional preparation, each candidate learns major concepts, principles, theories and research related to the cognitive, linguistic, social emotional and physical development of children and adolescents.  In the program, each candidate begins to use this knowledge to create learning opportunities that support student development, motivation and learning.  The program provides opportunities for candidates to learn and apply developmentally appropriate teaching strategies during the supervised fieldwork sequence.

Candidates are required to take one human development course as a prerequisite to the Multiple Subject Credential    Program (CAS 101, 312, 315, 325 A & B, or PSY 361. See chart below). In the prerequisite course candidates study      the growth and development of children and pre-adolescents and theories related to development and learning, such as    those of Piaget, Erikson, Kohlberg, and Vygotsky. As a part of the credential program requirements these major concepts  are heavily reinforced within the Foundations course (EDEL 430) as candidates begin to apply this knowledge and learn to plan developmentally appropriate lessons.

Human development concepts and theories are also reviewed in all of the content methods courses as candidates plan    subject matter lessons that support student development, motivation and learning (EDEL 429, 433, 434, 435, 436, 437). Candidates have the opportunity to observe their cooperating teacher’s use of developmentally appropriate teaching   strategies during supervised fieldwork (EDEL 438) and practice their own teaching skills as they implement lessons in    student teaching (EDEL 439).

The following table lists the courses and sample activities related to this element.

11 (b)   Theories of Learning.  Through planned prerequisite and/or professional preparation, each candidate      learns major concepts, principles and research associated with theories of human learning and    achievement.  In the program, candidates begin to rely on knowledge of human learning in designing, planning and delivering instruction.

In addition to the pre-requisite courses identified in 11 (a), Foundations (EDEL 430) reviews major theories of learning as the underpinning for understanding how children learn and what circumstances contribute to quality learning experiences.  With this knowledge base, candidates then develop their skills in planning and implementing appropriate instruction.

The following table lists the courses and sample activities related to this element.

11 (c)   Social, Cultural and Historical Foundations.  Through planned prerequisite and/or professional     preparation, each candidate learns major concepts and principles regarding the historical and     contemporary purposes, roles and functions of education in American society.  Candidates examine     research regarding the social and cultural conditions of K-12 schools.  In the program, candidates begin to draw on these foundations as they (1) analyze teaching/learning contexts; (2) evaluate instructional   materials; (3) select appropriate teaching strategies to ensure maximum learning for all students; and (4) reflect on pedagogical practices in relation to the purposes, functions and inequalities of schools.

To gain necessary background knowledge of often conflicting purposes of education as well as the roles and functions of schools in American society today, candidates are required to take EDEL 315, Introduction to Elementary Classroom Teaching, as a prerequisite for admission to the credential program.  In EDEL 315, prospective candidates consider social, cultural, historical, political, philosophical, and legal concepts and they participate in 45 hours of fieldwork in classrooms to make explicit connections between theoretical and practical knowledge such as closely examining the instructional context   and evaluating classroom processes and materials.  

Drawing on the prerequisite background knowledge gained in EDEL 315, candidates continue to learn about and select various and appropriate instructional strategies in EDEL 430 (Foundations), and all content methods courses (EDEL 434, 435, 436, 437), in the planning of lessons.   In Supervised Fieldwork (EDEL 438) and Student Teaching (EDEL 439)  through writing and in discussions with peers, master teachers, instructors, and field supervisors, candidates reflect on their practices to explore issues including equal opportunity and access as well as justification for what is taught and how   instruction is implemented.

Supporting Documentation (found in the Appendix)

Section 7:  EDEL Syllabi