Designing a Curriculum That Uses the Knowledge Base / Thomas J. Lasley.

This paper reflects on how the differences that surface in a program can be effectively mediated by the design of the curriculum, i.e., how an integrated curriculum combined with a collegial teaching cohort can foster enhanced quality in teacher preparation and can reconcile differences in the philosophical orientation of faculty. The example of the teacher education program at the University of Dayton (Ohio) is cited, with emphasis on the junior year component--the BLOCK program. The BLOCK program, which includes all methods courses required of elementary majors, emphasizes depth and encourages faculty to engage in joint planning and advising with students. BLOCK students learn to evaluate different rule systems, ask critical questions, and derive principles of good teaching. The program utilizes the prescription-principle approach which enables faculty to identify what is important and ensures that students know certain requisite material. Students are challenged to question the limits and exceptions to what they know. An outline of the entire elementary curriculum (professional studies component) is provided in the appendix. (JD)

Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.