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.
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.
Can I obtain a hardbound copy of the books you published via smashwords.com?
These manuscripts are only available as e-books (at this time). However, the professional development tutorials have been transformed into a series of 5 distinct modules. These modules are being offered to school districts 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) copy of each module. Thank you for showing an interest in my work.
Please direct all inquires to: Kenneth Fetterman -- P. O. Box 22 -- Millersville, PA 17551 (U.S.A.) e-mail: firstname.lastname@example.org
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.