School of Education and Human Development

Mission and Core Values

Conceptual Framework for Preparing Educators and Human Development Professionals for Responsible and Ethical Service


We seek to foster respectful and collaborative learning communities, well-informed decision-making, valid reasoning, and a concern for equity and social justice in the fields of education and human development.

Core Values

We share the following commitments:

  • Democracy – to enact and elicit inclusive dialogue, freedom of expression, and participatory decision-making that includes respect for and consideration of multiple views and perspectives.
  • Civility and caring – to attend to the health of our learning and working communities through maintaining constructive communication, protecting individual dignity, and exhibiting empathy, compassion, and openness.
  • Equity and Diversity – to seek understanding about, engage inclusively with, and foster the voice and visibility of individuals of all identity groups and perspectives.
  • Social Justice – to speak for and empower people who are disenfranchised and work towards a more just society.
  • Ethical practice –to engage in and insist on the highest level of professional practice.
  • Scholarship – to gain, create, teach, and apply knowledge and skills using methods of research and inquiry that reflect the diverse range of accepted practices within our various academic and professional disciplines.
  • Professional Learning and Continuous Improvement – to engage ourselves and our various external partners as learners in our respective fields, use formative feedback, and adjust our practices for mutual and continuing professional growth.



Dewey, J. (1916). Democracy and Education. Macmillan Company

Giroux, H. (1989). Schooling for Democracy: Critical Pedagogy in the Modern Age. NY: Routledge

Glickman, C. (1998). Revolutionizing America’s Schools. San Francisco: Jossey-Bass

Gutman, A. (1987). Democratic Education. Princeton, NJ: Princeton University Press

Kelly, A. V. (1995) Education and Democracy: Principles and Practice. London: Paul Chapman

Parker, W.C. (2003). Teaching Democracy: Unity and diversity in public life. New York & London: Teachers College Press.

Wood, G. H. (1998). Democracy and the curriculum. In B. Landon & M. Apple (Eds). The Curriculum: Problems, politics and possibilities. New York: SUNY Press.

Civility & Caring

Buber, M (1970). I and Thou. NY: Charles Scribner’s Sons

Comer, J. P. (2004) Leave No Child Behind: Preparing Today's Youth for Tomorrow's World. New Haven, CT: Yale University Press.

Held, V (2007). The Ethics of Care: Personal, Political, and Global. Oxford University Press

Kahane, A. (2007). Solving Tough Problems. San Francisco: Berrett-Koehler Publishers.

Noddings, N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. NY: Teachers College Press

Palmer, P. (1998). The Courage to Teach. San Francisco: Jossey-Bass

Rogers, C. R. (1965). Client-Centered Therapy, Its Current Practice, Implications, and Theory. Boston : Houghton Mifflin

Senge, P., Scharmer, C. Otto, Jaworski, J., Flowers, B. S. (2004). Presence. Cambridge, MA: The Society for Organizational Learning.

Wheatley, M.J. (2007). Finding our Way. San Francisco: Berrett-Koehler Publishers.

Equity & Diversity

Banks, J. A. (2006). Cultural Diversity and Education: Foundations, Curriculum and Teaching, 5 th edition. Boston: Allyn & Bacon.

Belenky, M., Clincky, B.M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. NY: Basic Books.

Brantlinger, E. (2003). Dividing Classes: How the middle class negotiates and rationalizes school advantage. New York: Routledge.

Delpit, L. 1995. Other People’s Children: Cultural conflict in the classroom. New York: The New Press.

Gay, Geneva. (2000). Culturally responsive teaching: Theory, research and practice. New York & London: Teachers College Press.

McIntosh, P. (1992). White privilege and male privilege: A personal accolunt of coming to see correspondences through work in women’s studies. In M.L. Andersen & P. H. Collins (Eds). Race, Class and Gender: An anthology. Belmont, CA: Wadsworth Publishing co.

Nieto, S. (1999) The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.

Villegas, A.M. & Lucas, T. (2002) Educating culturally responsive teachers: A coherent approach. New York: SUNY Press.

Social Justice

Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry 11:1.

Black, P. (1993). Stewardship: Choosing Service Over Self-Interest. Thousand Oaks, CA: Corwin Press

Bowles, S. & Gintis, H. (1976). Schooling in Capitalist America: Educational reform and the contradictions of economic life. London: Routledge & Kegan Paul.

Branch, T. (1968). Parting the Waters: America in the King Years 1954-1963. NY: Simon & Shuster

Freire.P. (1968, 2007). Pedagogy of the Oppressed. NY: Continuum Books

Goodlad, J. (1984) Common Schools for the Commonweal: Reconciling Self-Interest with the Common Good. NY: The College Board

Kozol, J. (1992). Savage Inequalities: Children in America’s Schools. NY: Crown Publishers

Mithaug, D. E., Mithaug, D., Agran, M., Martin, J., & Wehmeyer, M. L. (Eds.) (2003). Self-determined Learning Theory: Construction, Verification, and Evaluation. Mahwah, NJ: Lawrence Erlbaum Associates.

Rauls, J. (1999). A Theory of Justice. Harvard University Press

Wehmeyer, M.L., Abery, B., Mithaug, D.E., & Stancliffe, R.J. (2003). Theory in Self-Determination: Foundations for Educational Practice. Springfield, IL: Charles C Thomas Publisher, LTD.

Ethical Practice

Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press

Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. NY: Harper & Rowe.

Sergiovanni, T. J. (1992). Moral Leadership: Getting to the Heart of School. San Francisco: Jossey Bass.

Strike, K.A. & Soltis (1985). The Ethics of Schooling. NY: Teachers College Press


Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. NY: Carnegie Foundation for the Advancement of Teaching

Hutchins & Shulman (1999). Scholarship of Teaching: New Elaborations, New Developments. Carnegie Foundation

Lieberman, A. (1997). The Vision Thing: Educational Research and AERA in the 21 st Century. Educational Researcher (26)7: 24-25.

Continuous Improvement

Cochran-Smith, M. & Lytle, S. (2001). Beyond certainty: Taking an inquiry stance on practice. In Lieberman, A. & Miller, L. (Eds.) Teachers caught in the action (pp. 45-58). New York: Teachers College Press.

Johnston , M. (Ed.). (2000). Collaborative reform and other improbable dreams: The challenges of professional development schools. NY: SUNY Press.

Schon, D. (1990). Educating the Reflective Practitioner: Toward a New Design of Teaching and Learning in the Professions. San Francisco: Jossey-Bass.

Senge, P. (2000). Schools that Learn: A Fifth Discipline Handbook for Educators, Parents, and Everyone Who Cares About Education. New York: Doubleday/Currency.

Teitel, L. (2003). The professional development schools handbook: Starting, sustaining and assessing partnerships that improve student learning. CA: Corwin Press.