No courses were found with the words 'Issues in Teaching and Learning Introduction This course is designed to serve a variety of purposes as the initial entry into a two-year program of study that is destined to alter the ways we think about classrooms leading to changes in the qualities of teaching and learning. Because you%2C the graduate student%2C are already a practicing teacher%2C this course must be responsive to what you already know and believe from your years of experience in classrooms. Though we have gathered a set of core readings that make up a course reader%2C we will only know what needs to be read and discussed most carefully as we%2C the graduate teaching faculty%2C come to learn more about you%2C the graduate students. In this sense%2C the structure of this course is an example of what we might call teaching as clinical practice. We come to the seminar table with a set of ideas in mind%2C but we apply and adapt these ideas as we develop a better understanding of the questions and experiences you bring to the classroom. We have clear learning goals for this course%2C but we cannot fully know in advance how to reach these goals until classes begin%2C and we come to understand how best to serve this community of learners. Learning Goals By the end of this course%2C we seek to achieve the following%3A %E2%80%A2 Create a professional learning community that will support the continued development and implementation of leading ideas in education. %E2%80%A2 Explore and become conversant with current ideas and perspectives related to educational practice and research. %E2%80%A2 Identify and develop questions about teaching and learning that will guide explorations and innovations during the next two years of graduate study. %E2%80%A2 Connect educational theory and research to the challenges of improving adolescent education. %E2%80%A2 Reflect on current teaching practices and implicit theories of student learning in the context of key ideas from educational theory and research.'
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