make the connection between theory and practice. The institutions also indicated the following as additional obstacles to in-depth training: lack of time within the program, state law constraining additional coursework, and a lack of consensus among professors on how child and adolescent development should be taught and applied in the program. In addition to the prominent need for more applicable coursework, providing teachers with a solid grounding in child and adolescent development psychology is inhibited by other factors. Often coursework is not taught to the experience level of the teachers in preparation programs (EKS-NICHD et al., 2007). The learning needs of novice teachers differ greatly with more experienced teachers in graduate programs; while specific application to age-level students would be helpful for a more experienced teacher, it would overwhelm a novice teacher needing basic knowledge of developmental patterns. capacity’ has also ‘Carrying been determined to be a barrier to better integration of child and adolescent development into preparation programs when state, local, or institutional policies limit what a department can do (EKS-NICHD et al.). A third inhibitor is lack of access to child and adolescent development research. Although current research and findings in child and adolescent development are a critical necessity, this information is not easily or appropriately disseminated to pre-service teachers, policy-makers, administrators, parents, and general educators alike, particularly in a form that is directly applicable and ready for use in the classroom (EKS-NICHD et al.). With these obstacles in mind, child development experts have sought to find a way to make integration with research and practice more readily available for teachers. Comer, the founder of the Yale Child Study Center School Development Program, recommended a framework that includes six developmental domains that have emerged from field-based
make the connection between theory and practice. The institutions also indicated the following as additional obstacles to in-depth training: lack of time within the program, state law constraining additional coursework, and a lack of consensus among professors on how child and adolescent development should be taught and applied in the program. In addition to the prominent need for more applicable coursework, providing teachers with a solid grounding in child and adolescent development psychology is inhibited by other factors. Often coursework is not taught to the experience level of the teachers in preparation programs (EKS-NICHD et al., 2007). The learning needs of novice teachers differ greatly with more experienced teachers in graduate programs; while specific application to age-level students would be helpful for a more experienced teacher, it would overwhelm a novice teacher needing basic knowledge of developmental patterns. ‘Carrying capacity’ has also been determined to be a barrier to better integration of child and adolescent development into preparation programs when state, local, or institutional policies limit what a department can do (EKS-NICHD et al.). A third inhibitor is lack of access to child and adolescent development research. Although current research and findings in child and adolescent development are a critical necessity, this information is not easily or appropriately disseminated to pre-service teachers, policy-makers, administrators, parents, and general educators alike, particularly in a form that is directly applicable and ready for use in the classroom (EKS-NICHD et al.). With these obstacles in mind, child development experts have sought to find a way to make integration with research and practice more readily available for teachers. Comer, the founder of the Yale Child Study Center School Development Program, recommended a framework that includes six developmental domains that have emerged from field-based
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