Establishing and Maintaining Program Coherence in a Cohort-Based Graduate Program

Autor/inn/en	Lamb, Lisa Clement; Jacobs, Victoria R.
Titel	Establishing and Maintaining Program Coherence in a Cohort-Based Graduate Program
Quelle	In: Teacher Educator, 44 (2009) 2, S.126-142 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Mathematics Education; Masters Programs; Elementary School Mathematics; Curriculum Development; Teacher Education Curriculum; Student Attitudes; Inservice Teacher Education; Models; Grouping (Instructional Purposes); Integrated Curriculum; Elementary School Teachers + Suchen Sie Ihr Suchwort? Mathematische Bildung; Magister course; Magisterstudiengang; Elementare Mathematik; Schulmathematik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Lehrerfortbildung; Analogiemodell; Grouping; Gruppenbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	One characteristic of master's programs that has received little attention in the literature is the opportunity that cohorts allow for creating intellectually coherent programs rather than a collection of independent courses. We thus describe how the faculty who taught in a cohort for students earning a master of arts degree in K-8 mathematics education created a coherent program by (a) identifying unifying themes that cut across courses, (b) building on ideas from one semester to the next, and (c) linking assignments for courses taught within the same semester. We share examples of each of these three features of our cohort model, as well as students' reflections on the program. The reflections support the notion that these features were both transparent and valuable to students. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10