EDUCATION CURRICULUM

PY 290 PSYCHOLOGY OF CHILDHOOD AND ADOLESCENCE
See PY 290 under Psychology.

ED 402 Foundations of Education: Social, Cultural, Philosophical, and Historical Perspectives   (CS/IS)

Course Description:
This educational foundations’ course focuses on the social, cultural, philosophical, and historical implications for students, teachers, classrooms, parents, publics, and the school as an institution.  It examines the ideological assumptions as well as philosophical and historical underpinnings of American schooling. In addition, the course examines the continuing impact of race, class, gender, and cross-cultural issues, influenced by political and economic struggles within a democratic society.  The seminar of 25 hours of observations in K-12 school settings embedded within the course provides field experiences in different types of schools.  It focuses on observation and critical reflection in relationship to readings, presentations, projects, personal ponderings, experiences, and discussions. 
Four hours fall semester

ED 411 SEMINAR II:
CURRICULUM, INSTRUCTION AND ASSESSMENT ISSUES IN DIVERSE SETTINGS
Using field experiences, students analyze culturally and economically diverse classroom contexts related to curriculum, instruction, and assessment. Twenty-five hours of aiding, lesson design and implementation in school settings required. Prerequisites: PPST, ED 406, ED 407, AND ED 428. Taken concurrently with ED 412.
One hour spring semester

ED 412 TEACHING SOCIAL STUDIES IN DIVERSE SETTINGS
Analyzing the curricular content and instructional methods of social studies, candidates design appropriate learning experiences and assessments for teaching the social sciences in diverse K-6 classrooms. Prerequisites: PPST, and ED 428. Taken concurrently with ED 411.
Three hours spring semester

ED 428 PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Examination and application of theories of learning and human development through adolescence with implications for teaching and learning environments addressing individual and diverse needs, testing and measurement instruments, and assessment strategies. Prerequisite: PY 290 prior or concurrent.
Three hours fall semester

ED 430 EDUCATING EXCEPTIONAL CHILDREN AND YOUTH
The study of children/youth with exceptionalities, those who are gifted as well as those with disabilities; the roles and responsibilities of the general education teacher in meeting the special needs of diverse at-risk learners in inclusive classrooms. Field experience required. Prerequisites: ED 428 prior or concurrent.
Three hours fall semester

ED 460 AESTHETIC EXPERIENCES IN ELEMENTARY SCHOOL
Theoretical and practical inquiry into aesthetics in the schools K-6, including the integration of art, music, and physical education/ movement in cultural and individual expression. Prerequisites: PPST, and ED 428.
Three hours spring semester

ED 466 TEACHING MATHEMATICS IN ELEMENTARY SCHOOL
Candidates examine instructional methods for effectively teaching developmental math concepts and skills to students in K-6 classrooms. They design appropriate assessment procedures to evaluate the students' understanding and application of main concepts. Field experience required. Prerequisites: PPST, ED 411, ED 412, general education in math.
Three hours fall semester

ED 467 TEACHING SCIENCE AND HEALTH IN ELEMENTARY SCHOOL
Candidates explore major concepts in science and health curricula and incorporate scientific processes in their design of appropriate learning experiences and assessment in K-6 classrooms. Prerequisites: PPST, ED 411, ED 412, general education in physical and biological sciences.
Three hours fall semester

ED 522 Methods for Teaching Diverse Learners
This course is designed to assist teacher candidates in meeting the needs of the diverse learners in today’s classroom. Examples of diversity in the classroom include students identified with special education needs, students who are English Language Learners, students from multicultural backgrounds, students who live in poverty, and students with other unique learning needs. Following the Multi-Tiered Systems of Supports (MTSS) model, teacher candidates will examine current research-based strategies with emphasis on data collection, professional collaboration and assessment techniques to determine appropriate interventions that best meet student instructional, social and behavior needs in the classroom setting. Prerequisites:  PPST, ED 402, ED 428, and ED 430
Three hours fall semester (beginning fall 2012)

ED 573 INTEGRATED READING AND LANGUAGE ARTS METHODS
This course incorporates current methodologies and materials for teaching a total language arts program (reading, writing, speaking, and listening) and assessing student progress. A balanced approach to instruction promotes the integration of children's literature throughout the curriculum to enhance skills and reading enjoyment. Prerequisites: PPST, ED 411, ED 412, and formal admittance to the Teacher Education Program.
Four hours fall semester

ED 576 TEACHING READING IN THE CONTENT AREAS
Theory and related teaching strategies in using reading to learn in content areas; especially for students seeking secondary certification and as additional reading course for students seeking elementary certification. Field practicum of 25 hours required for secondary education students. Prerequisites: PPST, and ED 428.
Three hours spring semester

ED 579 SUPERVISED READING INSTRUCTION
Candidates complete thirty hours of supervised teaching of reading in an elementary classroom. Incorporating the contextual factors of the classroom within the teaching/learning cycle, candidates design and teach developmentally appropriate units that integrate content, research-based reading strategies, and technology. Candidates establish a positive learning environment and provide instruction to meet the individual needs of students. Taken concurrently with ED 573. Prerequisites: PPST, ED 411, ED 412, and formal admittance into the Teacher Education Program.
One hour fall semester