Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation

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Abstract/Contents

Abstract: This paper makes a fundamentally simple line of empirically supported argumentation. The increasing demands for high level student learning can best be achieved by the use of the substantive research evidence of the past decade demonstrating that developmentally oriented instruction facilitates academic, behavioral, and social performance. Most educators, however, have not been prepared to apply knowledge of child and adolescent development and learning and are thus not sufficiently able to provide developmentally oriented instruction. If our children, our communities, and our country, are to meet their potentials, then teachers need opportunities to learn, practice, and assess their abilities to provide developmentally oriented instruction. The need is urgent and the time is now.

Type of resource	text
Date created	December 2012

Author	Lit, Ira
Author	Snyder, Jon
Publisher	National Council for Accreditation of Teacher Education (NCATE)

Subject	teacher education
Genre	Article

Related Publication	Lit, Ira & Snyder Jon. (2010). Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation. National Council for Accreditation of Teacher Education.
Related item	Title Published article
Location	https://purl.stanford.edu/gp094dc7826

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

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