| COM
120 |
PUBLIC
SPEAKING (3
hours) |
|
Fundamentals
of public speaking, focusing on organization,
delivery, and audience response.
A basic approach in communication
to both formal and informal audiences.
[Required
Courses]
|
| PY
290 |
PSYCHOLOGY
OF CHILDHOOD AND ADOLESCENCE (3
hours) |
|
A
study of the cognitive, social,
physical, and emotional development
from the prenatal period through
adolescence. Personality development
in cultural contexts is explored
through current research. Field
observations or interviews may
be required.
[Required
Courses]
|
| ED
406 |
SOCIAL
AND CULTURAL FOUNDATIONS OF EDUCATION (3
hours) |
|
An
examination of education as an institution
with special attention to race, class,
gender, and cross-cultural issues;
focus on the nature of democratic
education. Taken concurrently with
ED 407.
[Required
Courses]
|
| ED
407 |
SEMINAR
I: WHAT'S SCHOOL LIFE? (1
hour) |
|
A
sociological study of school culture
and organizational patterns. Focus
on school norms and roles played
by administrators, teachers, and
students. Observation techniques:
25 hours of observation in various
school sites required. Taken concurrently
with ED 406.
[Required
Courses]
|
| ED
411 |
SEMINAR
II: CULTURAL PLURALISM (1
hour) |
|
Using equity criteria,
students in field experience will
design, implement, and critique
instruction to produce a multimedia
presentation documenting aiding
experiences and research findings. Twenty-five
hours of aiding and action-research
conducted in Placement Schools
with culturally and economically
diverse populations and appropriate
technology. Prerequisites:
PPST, ED 406, ED 407, and ED 428. Taken
concurrently with ED 412.
[Required
Courses]
|
| ED
412 |
TEACHING
SOCIAL STUDIES IN DIVERSE SETTINGS (3
hours) |
|
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, ED 406, ED 407,
and ED 428. Taken concurrently with
ED 411.
[Required
Courses]
|
| ED
428 |
PSYCHOLOGICAL
FOUNDATIONS OF EDUCATION (3
hours) |
|
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.
[Required
Courses]
|
| ED
430 |
EDUCATING
EXCEPTIONAL CHILDREN AND YOUTH (3
hours) |
|
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 406, ED 407; and
ED 428 prior or concurrent.
[Required
Courses]
|
| ED
460 |
AESTHETIC
EXPERIENCES IN ELEMENTARY SCHOOL (3
hours) |
|
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, ED 411, and ED 412 prior
or concurrent enrollment.
[Required
Courses]
|
| ED
466 |
TEACHING
MATHEMATICS IN ELEMENTARY SCHOOL (3
hours) |
|
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 math concepts. Field
experience required. Prerequisites:
PPST, ED 412, ED 411, general education
in math.
[Required
Courses]
|
| ED
467 |
TEACHING
SCIENCE AND HEALTH IN ELEMENTARY
SCHOOL (3
hours) |
|
|
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.
[Required
Courses]
|
| ED
499 |
PHILOSOPHICAL
AND HISTORICAL PERSPECTIVES ON
CURRICULUM (3
hours) |
|
Draws
on philosophical and historical foundations
of education to inquire into the
world of curriculum in the reproduction
of knowledge and culture in the United
States and other societies. Prerequisites:
PPST, ED 406, ED 407 and ED 428.
[Required
Courses]
|
| ED
573 |
INTEGRATED
READING AND LANGUAGE ARTS METHODS (4
hours) |
|
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 412, ED 411, and formal
admittance into the Teacher Education
Program.
[Required
Courses]
|
| ED
576 |
TEACHING
READING IN THE CONTENT AREAS (3
hours) |
|
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, ED 406, ED 407, and ED 428.
[Required
Courses]
|
| ED
579 |
READING
PRACTICUM (1
hour) |
|
Thirty
hours of supervised teaching of reading
in schools. Taken concurrently with
ED 573. Prerequisites: PPST, ED 411,
ED 412, and formal admittance into
the Teacher Education Program.
[Required
Courses]
|
| ED
589 |
SECONDARY
METHODS (3
hours) |
|
Emphasis
on reflective decision-making criteria
for secondary content areas, with
application for curriculum design,
modes of instruction, technology,
classroom management, and assessment.
Thirty hours of aiding and supervised
practicum in schools. Prerequisites:
PPST, ED 406, ED 407, ED 428, ED
576, and formal admittance into the
Teacher Education Program
[Required
Courses]
|
| ED
590 |
SEMINAR
III: PROFESSIONAL COLLABORATIONS (1
hour) |
|
This
seminar prepares candidates for
the professional responsibilities
of a teacher, job searching, and
collaborative problem solving of
situations that arise during the
teaching experience. Fulfills
the Senior Integrative Experience
requirement.
[Required
Courses]
|
| ED
594 |
CLASS
MANGEMENT AND STUDENT MOTIVATION (3
hours) |
|
This
course provides an intensive study
of student behavior; discipline techniques;
classroom routines and procedures. Particular
focus is given to formulating a discipline
plan and strategies for proactive
versus reactive discipline techniques.
[Required Courses]
|
| ED
595 |
STUDENT
TEACHING-ELEMENTARY (8
hours) |
|
Semester-long
full-time supervised field experience
in a Placement School. Prerequisites:
completion of professional and general
education course work and formal
admittance into student teaching
[Required
Courses]
|
| ED
596 |
STUDENT
TEACHING-SECONDARY (8
hours) |
|
Semester-long
full-time supervised field experience
in a Placement School. Prerequisites:
completion of professional and general
education course work and formal
admittance into student teaching.
[Required
Courses]
|
| ED
720 |
CURRICULUM
DESIGN AND ASSESSMENT (3
hours) |
|
Examines
the interrelationships of learning
theory, curricula design, and assessment
to develop coherent educational programs. Building
on social and cultural foundations,
students analyze learning principles
and apply them to curriculum and
plan alternative assessment of program
outcomes. No transfers accepted.
[Required Courses]
|
| ED
723 |
RESEARCH
IN EDUCATION (3
hours) |
|
Develops
essential skills to complete independent
research in all courses and for the
summary paper. Students examine
quantitative and qualitative research
methodologies, analyze research literature,
target research problems, and design
a research plan that will lead to
the collection and analysis of data.
[Required
Courses]
|
| ED
724 |
CULTURAL
DIVERSITY AND EDUCATION (3
hours) |
|
Analyzes
race, class, and gender issues relating
to learning and organizational development. Students
identify and analyze the social and
cultural issues affecting policy
and practice of education in a pluralistic
society, and monitor instruction
and learning in a culturally diverse
system. Students explore the
impact of policy on equal educational
opportunity for domestic ethnic and
gender groups. Decision-making
framework for developing equity cultures
in schools and other organizations
are applied to program development
and its components of staff training,
instructional methods, interactional
patterns, and assessment.
[Required
Courses]
|
| ED
726 |
EDUCATION
OF THE EXCEPTIONAL LEARNER (3
hours) |
|
Examines
categories of exceptionalities within
the sociological and instructional
aspects of classroom life. Special
emphasis is placed on identification/diagnosis,
student and teacher attitudes, and
management problems resulting from
physical and psychological challenges. Demographic
variables including gender, ethnicity,
and class are examined in relation
to interactions and performance.
[Required
Courses]
|
| ED
727 |
SCHOOL
LAW (3
hours) |
|
Examines
the general structure, theory, and
background of law as it applies to
education in general and to the classroom
specifically. Attention is
given to constitutional and civil
rights issues; teacher, student,
and parent rights; court decisions
and legal procedures.
[Required
Courses]
|
| ED
728 |
SEMINAR: INSTRUCTIONAL
TECHNOLOGY (3
hours) |
|
Focuses
on the social and technological changes
in schools and education systems. Students
research, discuss, and develop projects
related to technology in instruction,
assessment, personal/professional
productivity, and communication.
[Required
Courses]
|
| ED
732 |
POLITICAL
AND ETHICAL STRUCTURES IN EDUCATION (3
hours) |
|
Draws
on social and philosophical foundations
of education for a critical study
of the distribution of power in educational
policy making, understanding the
ethical implications of these political
structures, understanding the role
of business and corporate philanthropies
and other public and private interest
groups, and understanding the textbook
industry and the politics of knowledge. This
course also looks at the implications
of global education for American
education with comparisons and contrasts
with other national education systems.
[Required
Courses]
|
| ED
733 |
DIAGNOSTIC
PROCEDURES AND INSTRUCTIONAL APPROACHES (3
hours) |
|
Focuses
on the application of learning in
the analysis of instructional strategies
and professional development programs. Students
assess learners' needs and performance
levels, design instructional strategies
to develop critical thinking, problem
solving, and decision-making skills,
analyze interpersonal interaction
and program components that facilitate
learning. No transfers accepted.
[Required
Courses]
|
| ED
734 |
ADULT
EDUCATION: THEORY AND PRACTICE (3
hours) |
|
Introduces
the student to the history and philosophy
of the adult educational movement
in the United States, presents the
characteristics of adult learners,
barriers to their first learning,
and views the many opportunities
for and application of adult learning
experiences in today's society. This
course is required for all students
who have not completed teacher preparation
(certification) programs.
[Required
Courses]
|
| ED
736 |
READING
INSTRUCTION AND CURRICULUM K-12 (3
hours) |
|
A
study of process oriented reading
programs, grades K-12. Special
consideration will be given to identifying
and defining the major areas of the
reading curriculum as well as developmentally
appropriate instruction. Attention
will be given to the appropriate
use of diagnostic information and
materials to enhance pupils reading
abilities.
[Required
Courses]
|
| ED
737 |
LEADERSHIP
AND CHANGE IN EDUCATION (3
hours) |
|
Focuses
on the leadership and change literature
with an emphasis on applications
to instruction, staff development
and assessment. Emphasis is
placed on leadership and assessment
procedures that are consistent with
constructivist theory.
[Required
Courses]
|
| ED
799 |
SUMMARY
PAPER/PORTFOLIO RESEARCH (1
hour) |
|
Focuses
on the leadership and change literature
with an emphasis on applications
to instruction, staff development
and assessment. Emphasis is
placed on leadership and assessment
procedures that are consistent with
constructivist theory.
[Required
Courses]
|
| C&I
720 |
MANAGING
THE CLASSROOM ENVIRONMENT FOR EFFECTIVE
INSTRUCTION (3
hours) |
|
Examination
of management factors that promote
student learning. Using rich
environments, organizational techniques,
knowledge of interventions and conflict
resolution, the participants study
and apply principles for creating
caring, cooperative classrooms.
[Required
Courses]
|
| C&I
721 |
ACTIVE
LEARNING: CONSTRUCTING KNOWLEDGE (3
hours) |
|
Develops
knowledge of instructional concepts
and interactive strategies that engage
students. Lesson design and
teaching technique theories are examined
and applied to increase achievement
and meet the academic and affective
needs of students. Concepts
of multiple-intelligences, cooperative
learning, and other teaching models
are integrated into this course.
[Required
Courses]
|
| C&I
723 |
ACTION
RESEARCH: COLLABORATIVE PROCESSES
FOR SCHOOL IMPROVEMENT (3
hours) |
|
The
role of teacher as researcher is
explored in light of current educational
research. The phases of action
research are introduced with an emphasis
on the cooperative aspects of the
process. This course prepares
participants for future problem-based
and action research formats for the
M.A.T. program.
[Required
Courses]
|
| C&I
725 |
PROBLEM-BASED
LEARNING IN THE MULTIPLE-INTELLIGENCES
CLASSROOM (3
hours) |
|
Analysis
of curriculum models that bring real
world problems into the classroom. Theory
of multiple-intelligences is integrated
through six models: problem-based
learning, case studies, thematic
learning, project-based learning,
service learning, and performance
learning. Participants will
apply these models to promote students'
critical and creative problem-solving
skills.
[Required
Courses]
|
| C&I
726 |
USING
TECHNOLOGY TO ENHANCE STUDENT LEARNING (3
hours) |
|
An
examination of technology and the
classroom. The use of a variety
of technologies to enhance student
learning will be investigated in
light of the possibilities and challenges
presented to educators. The
principles of good teaching will
be related to current and future
technology in schools. Participants
will use technology in their classrooms
and reflect on its relationship to
academic goals.
[Required
Courses]
|
| C&I
727 |
PROFESSIONAL
PORTFOLIOS: PROCESSES FOR REFLECTION (3
hours) |
|
Portfolios
provide a framework for teachers
to demonstrate their professional
growth. This course allows
participants to look back over the
courses in the M.A.T. program and
examine how their knowledge, beliefs,
and values have changed. The
portfolio allows them to demonstrate
and articulate the premises that
inform their current actions.
[Required
Courses]
|
| C&I
728 |
CREATING
BRAIN COMPATIBLE CLASSROOMS (3
hours) |
|
An
examination of the meaning and educational
implications of research on how the
brain learns serves as the basis
of this course. This investigation
leads to analysis of specific principles
of teaching and learning. Participants
will consider the implications of
the research on the learning environments
of their own classrooms.
[Required
Courses]
|
| C&I
730 |
EXPLORING
MODELS OF TEACHING AND FOUNDATIONS
OF EDUCATION (3
hours) |
|
An
examination of theoretical education
foundations and instructional models
provides participants with a rich
resource. Building on social
and cultural foundations, participants
analyze teaching principles and apply
them to current classroom settings.
[Required
Courses]
|
| C&I
733 |
BALANCED
ASSESSMENT AND ISSUES IN EVALUATION (3
hours) |
|
Integration
of a repertoire of traditional tests
with portfolios, performance-based
evaluations, and other authentic
assessments provides participants
with opportunities to analyze a variety
of assessment methods. Participants
will design a unit portfolio, manage
the long-term portfolio, and implement
electronic portfolios and conduct
portfolio conferences. Other
application includes logs and journals,
implementation of metacognitive strategies,
development of graphic organizers,
and planning culminating events and
celebrations.
[Required
Courses]
|
| C&I
735 |
ISSUES
IN EDUCATION: INCLUSION (3
hours) |
|
The
role of special education and the
inclusive classroom is examined. The
best practices for all students are
considered in three parts: the collaborative
process, the affective realm, and
modification across the curriculum. Put
in a social and historical perspective,
the inclusive classroom is brought
to a practical point so that all
students experience a rich and involving
learning experience.
[Required
Courses]
|
|
|
|
|
|
Required
Courses |
