Temple Univ. (Philadelphia, PA)
Ed.D. in Curriculum & Instruction
Bowling Green State Univ. (Bowling Green, OH)
M.Ed. in Career & Technology Education
Millersville Univ. (Millersville, PA)
B.S. in Industrial Arts Education K-12
Visionary educator & consultant with "practical" experience that includes:
* Service as a "field-based" teacher educator and faculty consultant at the university level;
* Instructor of career and technical education at several community colleges; and
* Teacher of students in (urban) public schools and a juvenile justice setting.
Senior Change Agent: K. Fetterman & Associates
*Facilitating Essential Learning for Early to Mid-stage #Practitioners (of Education)
What objectives do you expect your readers to fulfill when they purchase the books you published via Smashwords.com?
In response to this question, I shall address those manuscripts that are intended to facilitate professional development programs for pre-service and in-service practitioners. First, let me convey the objectives that may be realized as a result of applying the contents presented in the manuscript: "Becoming A Reflective Practitioner". This book reveals the significance of establishing an interconnected framework of professional communities to facilitate educational reforms. It provides readers with the tools to become more intentional in their efforts to initiate learning and modify the context in which learning occurs. Practitioners are provided with a series of tutorials that will enable them to conduct action (oriented) research; to examine the relationship between theoretical perspectives and learning; to assess their use of resources, teaching methods, and assessment tools; and to develop or modify their philosophical views in regards to teaching and learning. The professional development experiences contained in my book: "The Dichotomy of Instructional Design" will enable practitioners to design competency-based instruction (for training purposes) and facilitate student-centered learning that compels pupils to apply higher-order thought processes. The competency-based section of this manuscript is presented as a tutorial guide to traditional lesson planning which enables practitioners to formulate behavioral objectives and analogies, develop the content and sequence of a lesson, and evaluate the outcomes associated with a target competency. The outcome-based component of this manuscript provides practitioners with opportunities to develop conceptual frameworks (i.e. matrices) to facilitate and manage student-centered learning.
The most recent manuscript; Establishing Better Schools: Navigating the Waters of Change (An Introduction to Developing Curriculum) will provide practitioners with an overview of the curriculum development (and Delphi Survey) processes. The work also includes an "Anthology" of the fundamental constructs and organizational principles as presented in the original (and historically significant) Bloom's 1956 Taxonomy of Educational Objectives (Handbook 1: [The] Cognitive Domain). When applied systematically across all subject areas, the information presented will permit practitioners to introduce innovations in Teaching and Learning which perpetuate "Better Schools".
Can I obtain a hardbound copy of the books you published via smashwords.com?
YES! The professional development tutorials (i.e. Becoming a Reflective Practitioner & The Dichotomy of Instructional Design) have been transformed into a series of 5 distinct modules. These modules are being offered to schools and institutions via a site-license which includes a CD containing an e-version and a printable version of the learning experiences. The site-license also includes a single (hard) bound version of the work which contains each module. Individuals may purchase Hard-bound and/or Soft-bound copies containing all 5 modules (for personal use) via the mailing address below. When practitioners request these manuscripts, the most recent manuscript (as described above) will be included in the bound version of the works. Thus, all hardbound or softbound manuscripts will contain "six" professional development experiences. Thank you.
* Site-license Information and Facilitation Fee Schedules (available upon request). * Hardbound Copies of "The Modular Version" Priced at: $239.00 (includes shipping and handling for residents of U.S.A.). * Softbound Copies of "The Modular Version" Priced at: $149.00 (includes shipping and handling for residents of U.S.A.).
Note: Softbound Copies include clear protective cover sheets over front and rear cardstock!
Please direct all inquires to: Dr. Kenneth Fetterman P. O. Box 22 Millersville, PA 17551 (U.S.A.)
This manuscript provides a detailed overview of the curriculum development process as it pertains to three levels of instruction (awareness, exploration, preparation). It contains an anthology of "the" historically significant (and relevant) Bloom's (1956) Taxonomy of educational objectives. The manuscript also provides practitioners with technical information about initiating Delphi Surveys.
This manuscript addresses the need to bring about more effective teacher training and propagate innovative schools in the United States (and abroad). It is intended to serve as a policy statement and position paper which will enable political forces to rally behind a comprehensive strategy that will rectify the shortcomings of our educational system.
This "innovative" professional development manual is comprised of research-based tutorials (i.e. training) that will enable current and future educators to initiate competency-based and outcome-based learning. It contains information/templates regarding the development of behavioral objectives, comprehensive lesson plans, and matrices to enhance higher-order thought processes.
This book is essential reading for current and future educators. Via the information and templates that are provided, practitioners will learn to conduct action research and apply "relevant" theoretical perspectives to manage student learning. They will also be able to examine their relative use of instructional practices and enhance their philosophical perspectives about teaching/learning.
This short play/dialog with a futuristic time capsule curriculum is intended for middle school students in courses related to science, technology, engineering, and mathematics (S.T.E.M.). The unique student-centered learning experience includes a project information guide, an implementation plan for educators, suggested student activities, and an assessment strategy.