Teacher Education Program Model
This website includes the results of our nearly five years of funded projects (1998-2003) from the United States Department of Education on contextual teaching and learning (CTL). The purpose of the first project (1998-2001) was to develop a model of excellence for CTL in preservice teacher education. The result of this work was the development and implementation of a teacher education model where students (a) completed courses, seminars, and other experiences in professional education and content areas that integrated contextual teaching and learning into instruction; (b) used experiences in community, workplaces, and school contexts to inform teaching and learning; and (c) were prepared to use CTL strategies in professional practice.
In September of 2001, the U. S. Department of Education extended the CTL contract at UGA for 18 months. The purpose of the new work was to better understand the applications of CTL strategies by novice teachers in actual teaching contexts. Research was designed to examine which CTL concepts and practices beginning teachers used with their students to (a) enrich subject matter, (b) engage students in learning, and (c) increase student mastery of subject matter.
This website includes the departmental portfolios of revised college course syllabi, projects and other CTL strategies for and by students, case studies, student work, reports, and other activities that were developed in the following teacher education departments and the College of Art and Science from 1998-2001:
Arts & Sciences
Educational Psychology
Language Education
Middle School Education
Mathematics Education
Occupational Studies
Science Education
Social Foundations of Education
Social Science Education
Next, the website include the teacher education program model and student portfolios developed in the CTL seminars, information on the UGA faculty development that was provided to prepare faculty in contextual teaching and learning strategies; and many papers and reports produced on the conceptual framework, findings from evaluative studies, focus group and individual interviews, final report from 2003, cross-case analysis, and a summary of focus group and survey data completion from middle and high school students who were enrolled in middle and high school CTL-focused classes in 2002.
The case study research completed in 2003 consisting of the Final Report, eight case studies, a cross case analysis, a report on seminars and other activities designed to promote a "community of practitioners" among the novice teachers, and a report on focus group and survey data completion from middle and high school students who were enrolled in CTL-focused classes.
Finally, we've provided links to other resources and CTL projects at other universities that were completed during the 1998-2001 period or, as is true in at least one case, were continued through 2003.
All document are in Adobe Acrobat's PDF format, which can easily be downloaded, printed, and read using Adobe Acrobat Rader. If you do not have this, it is freely available through this link:
All questions or comments can be directed to the Principal Investigator, the College's Associate Dean for Educator Partnerships, the project manager, or department heads or faculty noted in the portfolio sections.
Richard L. Lynch, Principal Investigator
rlynch@uga.edu, 706-542-4688
Michael Padilla, Associate Dean for Educator Partnerships
mpadilla@uga.edu, 706-542-4909
Dorothy Harnish, Project Manager
harnish@uga.edu, 706-542-4690
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