Early Childhood and Elementary Education Home

Conceptual Framework

Program Description

Course Syllabi

Advising Sheets

Candidate Work Samples

Field Experiences

Diversity Requirements

Technology Requirements

Early Childhood Education and Elementary Education

Evidence From the Early Childhood and Elementary Education
Programs for the GAPSC/NCATE Continuing Accreditation Visit, February 25 - March 1, 2006

GAPSC/NCATE Standard 1 Evidence
Partnership	Table 1.0.1. Program Standards, Courses, and Experiences Table 1.0.16. Partnership Candidates' Overall and Cumulative Grade Point Averages Table 1.0.17. Partnership Candidates' Praxis II Scores Table 1.0.18. Partnership Graduates' Planning Ratings From Employers Table 1.0.19. Partnership Graduates' Providing Instruction Ratings From Employers Table 1.0.20. Partnership Candidates' Self-Ratings of Planning Table 1.0.21. Partnership Candidates' Self-Ratings of Providing Instruction Table 1.0.22. Partnership Candidates' Self-Ratings of Planning for Diverse Students Table 1.0.23. Partnership Candidates' Self-Ratings of Providing Instruction for Diverse Students Table 1.0.24. Partnership Candidates' Planning Ratings From Mentor Teachers in Block 2 Table 1.0.25. Partnership Candidates' Providing Instruction Ratings From Mentor Teachers in Block 2 Table 1.0.26. Partnership Candidates' Planning Ratings From Mentor Teachers in Block 3 Table 1.0.27. Partnership Candidates' Providing Instruction Ratings From Mentor Teachers in Block 3 Table 1.0.28. Partnership Candidates' Planning Ratings From Mentor Teachers in Block 4 Table 1.0.29. Partnership Candidates' Providing Instruction Ratings From Mentor Teachers in Block 4 Table 1.1.3. Partnership Candidates' Content Knowledge (SAT and ACT Scores) Table 1.1.4. Partnership Candidates' Mathematics Content Knowledge Table 1.6.9. Partnership Graduates' Disposition Ratings From Employers Table 1.6.10. Partnership Candidates' Self-Ratings of Dispositions Table 1.6.11. Partnership Candidates' Self-Ratings of Dispositions for Teaching Diverse Students Table 1.6.12. Partnership Candidates' Disposition Ratings From Mentor Teachers in Block 2 Table 1.6.13. Partnership Candidates' Disposition Ratings From Mentor Teachers in Block 3 Table 1.6.14. Partnership Candidates' Disposition Ratings From Mentor Teachers in Block 4 Table 1.6.15. Partnership Candidates' Criminal Background Checks Table 1.7.6. Partnership Graduates' Effect on Student Learning Ratings From Employers Table 1.7.7. Partnership Candidates' Self-Ratings of Effect on Student Learning Table 1.7.8. Partnership Candidates' Self-Ratings of Effect on Learning of Diverse Students Table 1.7.9. Partnership Candidates' Effect on Student Learning Ratings From Mentor Teachers in Block 4
P2 Emphasis	Table.1.0.1. Program Standards, Courses, and Experiences Table 1.0.2. P2 Candidates' Overall and Cumulative Grade Point Averages Table 1.0.3. P2 Candidates' Praxis II Scores Table 1.0.4. P2 Candidates' Planning Ratings From Mentor Teachers in Block 3 Table 1.0.5. P2 Candidates' Planning Ratings From Mentor Teachers in Block 4 Table 1.0.6. P2 Candidates' Providing Instruction Ratings From Mentor Teachers in Block 1 Table 1.0.7. P2 Candidates' Providing Instruction Ratings From Mentor Teachers in Block 2 Table 1.0.8. P2 Candidates' Providing Instruction Ratings From Mentor Teachers in Block 3 Table 1.0.9. P2 Candidates' Providing Instruction Ratings From Mentor Teachers in Block 4 Table 1.0.10. P2 Graduates' Planning Ratings From Employers Table 1.0.11. P2 Graduates' Providing Instruction Ratings From Employers Table 1.0.12. P2 Candidates' Self-Ratings of Planning Table 1.0.13. P2 Candidates' Self-Ratings of Providing Instruction Table 1.0.14. P2 Candidates' Self-Ratings of Planning for Diverse Students Table 1.0.15. P2 Candidates' Self-Ratings of Providing Instruction for Diverse Students Table 1.1.1. P2 Candidates' Content Knowledge (SAT and ACT Scores) Table 1.1.2. P2 Candidates' Mathematics Content Knowledge Table 1.1.7. P2 Candidates' Praxis I Scores Table 1.6.1. P2 Candidates' Disposition Ratings From Mentor Teachers in Block 1 Table 1.6.2. P2 Candidates' Disposition Ratings From Mentor Teachers in Block 2 Table 1.6.3. P2 Candidates' Disposition Ratings From Mentor Teachers in Block 3 Table 1.6.4. P2 Candidates' Disposition Ratings From Mentor Teachers in Block 4 Table 1.6.5. P2 Graduates' Disposition Ratings From Employers Table 1.6.6. P2 Candidates' Self-Ratings of Dispositions Table 1.6.7. P2 Candidates' Self-Ratings of Dispositions for Teaching Diverse Students Table 1.6.8. P2 Candidates' Criminal Background Checks Table 1.7.1. P2 Candidates' Effect on Student Learning Ratings From Mentor Teachers in Block 3 Table 1.7.2. P2 Candidates' Effect on Student Learning Ratings From Mentor Teachers in Block 4 Table 1.7.3. P2 Graduates' Effect on Student Learning Ratings From Employers Table 1.7.4. P2 Candidates' Self-Ratings of Effect on Student Learning Table 1.7.5. P2 Candidates' Self-Ratings of Effect on Learning of Diverse Students
ECCO	Table 1.0.1. Program Standards, Courses, and Experiences Table 1.0.30. ECCO Candidates' Graduate Grade Point Averages Table 1.0.31. ECCO Candidates' Praxis II Scores Table 1.0.32. ECCO Candidates' Planning Ability Table 1.0.33. ECCO Candidates' Ability to Provide Instruction Table 1.1.5. ECCO Candidates' Mathematics Content Knowledge Table 1.6.16. ECCO Candidates' Criminal Background Checks Table 1.6.17. ECCO Candidates' Dispositions Table 1.7.10. ECCO Candidates' Effect on Student Learning
Advanced Programs	Table 1.0.1. Program Standards, Courses, and Experiences Table 1.0.34. Advanced Candidates' Content Knowledge (Undergraduate GPA) Table 1.0.35. Advanced Candidates' Planning Ability Table 1.0.36. Advanced Candidates' Ability to Provide Instruction Table 1.0.37. Advanced Candidates' Knowledge, Skills, and Dispositions (Admissions Votes) Table 1.0.38. Advanced Candidates' Knowledge, SKiills, and Dispositions (Dissertation and Defense Votes) Table 1.1.6. Advanced Candidates' Content Knowledge (MAT and GRE Scores) Table 1.6.18. Advanced Candidates' Dispositions Table 1.7.11. Advanced Candidates' Effect on Student Learning
GAPSC/NCATE Standard 2 Evidence
Partnership	Table 2.0.1. Early Childhood Initial Programs Data Points at Assessment Points Table 2.0.6. Partnership Program Completers Figure 2.0.14. Initial Programs Assessment System Graphic
P2 Emphasis	Table 2.0.1. Early Childhood Initial Programs Data Points at Assessment Points Table 2.0.3. P2 Transfer Students Table 2.0.4. P2 Candidate Majors Prior to ECE Table 2.0.5. P2 Program Completers and Time to Completion Figure 2.0.14. Initial Programs Assessment System Graphic
ECCO	Table 2.0.1. Early Childhood Initial Programs Data Points at Assessment Points Table 2.0.7. ECCO Program Completers Figure 2.0.14. Initial Programs Assessment System Graphic
Advanced Programs	Table 2.0.2. Early Childhood and Elementary Education Advanced Programs Data Points at Assessment Points
GAPSC/NCATE Standard 3 Evidence
Partnership	Table 3.0.1. Early Childhood Initial Programs Field Experiences
P2 Emphasis	Table 3.0.1. Early Childhood Initial Programs Field Experiences Table 3.2.1. P2 Candidates' Ratings of Clinical Faculty
ECCO	Table 3.0.1. Early Childhood Initial Programs Field Experiences
Advanced Programs	Table 3.0.2. Early Childhood and Elementary Education Advanced Programs Field Experiences
GAPSC/NCATE Standard 4 Evidence
Partnership	Standard 4 Diversity Table 4.0.1. Early Childhood and Elementary Education Diversity of Field Experiences Table 4.3.2. Partnership Candidates' Experiences Working With Diverse Candidates
P2 Emphasis	Standard 4 Diversity Table 4.0.1. Early Childhood and Elementary Education Diversity of Field Experiences Table 4.0.2. P2 Candidates' Study Abroad Table 4.1.1. P2 Candidates' Ratings of Curriculum and Experiences on Diversity Table 4.2.1. P2 Candidates' Ratings of Experiences Working With Diverse Faculty Table 4.3.1. P2 Candidates' Experiences Working With Diverse Candidates Table 4.4.1. P2 Candidates' Ratings of Experiences Working With Diverse P-12 Students
ECCO	Standard 4 Diversity Table 4.0.1. Early Childhood and Elementary Education Diversity of Field Experiences Table 4.0.3. ECCO Candidates' Study Abroad Table 4.3.3. ECCO Candidates' Experiences Working with Diverse Candidates
Advanced Programs	Standard 4 Diversity Table 4.0.1. Early Childhood and Elementary Education Diversity of Field Experiences
GAPSC/NCATE Standard 5 Evidence
Partnership	ESSE Faculty Accomplishments 2002-2004 Table 5.1.2 ESSE Part-Time Faculty Qualifications
P2 Emphasis	ESSE Faculty Accomplishments 2002-2004 Table 5.1.2 ESSE Part-Time Faculty Qualifications
ECCO	ESSE Faculty Accomplishments 2002-2004 Table 5.1.2 ESSE Part-Time Faculty Qualifications
Advanced Programs	ESSE Faculty Accomplishments 2002-2004 Table 5.1.2 ESSE Part-Time Faculty Qualifications
GAPSC/NCATE Standard 6 Evidence
Partnership	ESSE Technology Use in Courses Survey on Laptop Usage 2004 Survey on Laptop Usage 2005 A Survey on Laptop Usage 2005 B
P2 Emphasis	ESSE Technology Use in Courses Survey on Laptop Usage 2004
ECCO	ESSE Technology Use in Courses Survey on Laptop Usage 2004 Survey on Laptop Usage 2005 A Survey on Laptop Usage 2005 B
Advanced Programs	ESSE Technology Use in Courses
GAPSC Standard 7 Evidence
Partnership	Table 7.2.2. Partnership Candidates' Knowledge of Methods of Teaching Reading and Writing Table 7.3.2. Partnership Candidates' Preparation for Working With Children With Special Needs Table 7.4.2. Partnership Candidates' Proficiency in Instructional Technology
P2 Emphasis	Table 7.2.1. P2 Candidates' Knowledge of Methods of Teaching Reading and Writing Table 7.3.1. P2 Candidates' Preparation for Working With Children With Special Needs Table 7.4.1. P2 Candidates' Proficiency in Instructional Technology Table 7.7.1. P2 Candidates' Field Experiences in PK-K, 1-3, and 4-5
ECCO	Table 7.2.3. ECCO Candidates' Knowledge of Methods of Teaching Reading and Writing Table 7.3.3. ECCO Candidates' Preparation for Working With Children With Special Needs Table 7.4.3. ECCO Candidates' Proficiency in Instructional Technology
GAPSC Standard 8 Evidence
Partnership	Table 8.0.1 Course and Field Experience Alignment With Praxis II Content
P2 Emphasis	Table 8.0.1 Course and Field Experience Alignment With Praxis II Content
ECCO	Table 8.0.1 Course and Field Experience Alignment With Praxis II Content