1.4.c3 Key Assessments Conceptual Framework MAT
UNO College of Education
Conceptual Framework Assessment
EDUC 6210 & EDCI 6500
Revised August 2014
Conceptual Framework
Theory-Practice-Research Interaction Model
Our conceptual framework, the theory-practice-research interaction model,
permeates the programs that prepare candidates for professional roles in school
settings. As candidates progress through their professional studies, they are
introduced to formal theories and concepts validated by research and practice,
which, along with their personally held beliefs and assumptions, inform their
professional practice and the development of theories.
As candidates engage in various clinical and field experiences, observation and
study of professional practices inform and refine the educational theories and
concepts they construct, providing an experiential basis for understanding research
and implementing research-based practices. Our goal is to have our candidates
internalize the theory-practice-research interaction model as they develop into
reflective practitioners who are constantly reassessing the educational theories,
beliefs, and assumptions they embrace.
Practice is a collection of empirical actions engaging active participation in the
curriculum. It develops from the interaction of theory (personal, disciplinary, and
cultural) and research to build the curriculum enactment, which engages learners
and their instructors at every level in inquiry, activity, and assessment. Practice is
guided by inquiry into theories and research in such areas as social justice, diversity,
1.4.c3 Key Assessments Conceptual Framework MAT
learner development, linguistic variation, performance, culturally sustaining
pedagogy (Paris, 2012)1, and the disciplines.
Research is a discourse on practice and theory where empirical evidence is
presented, analyzed, and interpreted to validate and falsify practice and as a
contribution to theory construction. It forms from the interaction of practice and
theory to construct the rationales for and evaluations of practice. Research in both
qualitative and quantitative modes is required for the construction of practice and
theory.
Theory is a meta-discourse on traditions and interpretation of research and
practice. It interacts with practices and research to build new theory and continue
the validation of traditions.
Together, the interactions of theory, practice, and research undergird the roles and
responsibilities of candidates in the College of Education and Human Development
at UNO. The theory-practice-research interaction model guides the construction of
the unit’s curricula, instruction, and application.
Theory-Practice-Research Interaction Model in Teacher Education
This Conceptual Framework assessment is designed to measure candidates’
understanding of the theory-practice-research interaction model. In order to enter
the College of Education teacher certification program, students must pass the
Conceptual Framework assessment with a score of “Adequate” or higher in each
area of the Conceptual Framework.
The Conceptual Framework assessment consists of three overlapping components:
1. Course readings, lectures, and discussions addressing areas of the
Conceptual Framework.
2. Field experiences based on course readings, lectures, and discussions with a
focus on the theory-practice-research interaction model of the Conceptual
Framework.
3. Students’ reports and reflections on field experiences and connections to
course readings, lectures, and discussions.
As students read, study, and discuss content addressing the Conceptual Framework,
they will increase their understandings of the theory-practice-research interaction
model. Following each field experience, students will develop a report and reflection
1
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance,
terminology, and practice. Educational Researcher, 41. 93-97. Available:
http://edr.sagepub.com/content/41/3/93
1.4.c3 Key Assessments Conceptual Framework MAT
demonstrating their understandings of the interaction of course content,
educational theories, and practice.
Roles and Responsibilities of Professionals in Teacher Education
1. Effective teachers manage classroom contexts and environments.
o They establish a culture for learning.
o They create an environment of respect and rapport.
2. Effective teachers design curriculum and instruction.
o They understand and use curriculum and instruction.
o They communicate effectively.
3. Effective teachers deliver instruction and assess learning.
o They engage students in active learning.
o They integrate disciplines into instruction.
o They use assessment in instruction.
o They embed diversity in decision-making.
4. Effective teachers participate in professional responsibilities.
o They advocate for children, in terms of services and supports.
o They collaborate to improve professional practice.
o They reflect on teaching and learning.
Dispositions of Teacher Candidates
Teachers believe in, value and commit to equity and advocacy. Effective
teachers:
o Value and respect individual differences;
o commit to the premise that all students can learn; and
o believe in advocacy when the welfare of the student is at risk or a
need to address social justice issues is identified.
2. Teachers believe in, value and commit to professionalism and effective
communication. Effective teachers:
o Practice and model ethical and professional behavior in and out of the
classroom;
o communicate effectively in a variety of situations for a variety of
purposes; and
o demonstrate reliable and punctual attendance in all situations.
3. Teachers believe in, value and commit to constant improvement. Effective
teachers:
o Seek opportunities for expanding knowledge and improving practice;
o commit to lifelong learning and professional development; and
o exhibit intrinsic motivation and continually engage in inquiry,
reflection, and self-assessment.
1.
1.4.c3 Key Assessments Conceptual Framework MAT
Teachers believe in, value and commit to collaboration. Effective teachers:
o Commit to collaboration with all stakeholders;
o balance personal initiative with recognition of others’ contributions in
group work; and
o participate actively with colleagues in a respectful manner.
5. Teachers believe in, value and commit to flexibility and perseverance.
Effective teachers:
o Work through difficulties and commit to finding solutions;
o effectively develop a problem-solving and experimental orientation
through reflection and questioning; and
o accept constructive feedback and adjust accordingly.
4.
Conceptual Framework Assessment
Directions
Throughout the semester you will be assigned various field experiences. As you are
completing those experiences, we ask that you reflect on the COEHD Roles and
Responsibilities outlined in the Conceptual Framework above. Select an experience
that highlights one of the COEHD Roles and Responsibilities that you observed during
an observation (e.g., Effective teachers participate in Professional Responsibilities:
Collaborate to improve professional practices). Write a 3-4 page reflection that relates
that particular example (e.g., collaboration) to the theory and research described in
your readings, discussion, investigations. Your reflection should demonstrate a clear
understanding of theory-practice-research interaction.
Conceptual Framework Assessment Rubric
Unacceptable
Adequate
Reasonable
Exemplary
COEHD Roles
Reflection includes
erroneous
examples,
insufficient
elaboration, or
incorrect course or
text content.
Reflection includes
few examples,
minimal
elaboration, or
inaccurate course or
text content to
support students’
thinking.
Reflection includes
general examples,
elaboration, and
course or text
content to support
students’ thinking.
Reflection includes
an elaboration of a
clear example of a
Role or Disposition,
as well as links to
specific theory and
research learned in
the course.
TheoryPracticeResearch
Interaction
Reflection
demonstrates
limited
understanding of
the Conceptual
Framework and
theory/practice
Responses
demonstrates
passable
understanding of
the Conceptual
Framework and
theory/practice
Reflection
demonstrates
reasonable, though
incomplete,
understandings of
the Conceptual
Framework and
Reflection
demonstrates indepth
understanding of
the Conceptual
Framework and
theory/practice
1.4.c3 Key Assessments Conceptual Framework MAT
Written
Communication
interaction.
interaction.
theory/practice
interaction.
interaction.
Citations for theory
and research are
included.
Written
communication is
disorganized or
includes errors that
interfere with
meaning.
Written
communication is
organized, but
includes many
errors.
Written
communication is
organized, but may
have some errors
that do not interfere
with meaning.
Written
communication is
organized and free
of errors.