Courses

100.1. Introduction to Early Childhood Education

This course is an overview of the issues related to the education of young children as well as an introduction to the profession of early childhood education. It covers developmentally appropriate curriculum practices and philosophical perspectives of several early childhood curricular models. Theories of development are studied along with an introduction to the Early Learning Content Standards. Other major topics include: learning activities, creating safe and healthy environments, observational techniques, and management techniques used with young children. Students are required to observe and report on different types of programs in the community. F.

110. The Role of the School

Analysis of a variety of educational issues from a philosophical, sociological, historical, and comparative perspective. Includes a focus on curriculum, equity, school organization, school law, federal/state/local government, history of PreK-12 education, changing student population, religion, and multiculturalism. Field experience includes 15 hours working with a community-based education program. F, S.

251. Psychological Foundations of Education

An interdisciplinary course that focuses on the implications of current research in educational psychology. Human development, intelligence, motivation, instructional strategies, assessment tools, inclusion issues, and classroom management techniques will be discussed. Field experiences include weekly tutoring visits to area schools. Prerequisites: C- or above in EDUC 110 or permission of instructor. F, S. Sophomores or above only.

252. Teaching Reading with Children’s Literature

Consideration of the techniques of evaluation, methods of presenting and exploring literature with children in the balanced reading program. Curriculum practices such as literature circles, response journals, individualized reading, interactive read-alouds and thematic units are explored. The integration of skills instruction with these practices is also addressed. Prerequisites: 251 or permission of instructor. F.

259. (See THEA 259 for information)

301. (See ART 301 for information)

300.2. Education and the Law (Katz)

This course explores several key areas in education law: compulsory education, rights of parents, school finance, desegregation, rights of privacy and free expression of students and teachers, drug testing, school choice, vouchers, gender equity, and the federal role in compulsory education. S.

300.3. Pedagogy of Teaching Algebra

This course will explore contemporary issues in the teaching of algebra. Topics to be discussed are as follows: the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Points; the development of students’ algebraic thinking; and the appropriate use of algebra manipulatives, tools and technology. Prerequisites: EDUC 251 and admission to the teacher education program or consent of the instructor. Summer only.

321. Early Literacy

An exploration of the theory and research concerning the teaching of reading and writing to young children, ages 3-8. The development of literacy, appropriate teaching strategies, techniques of evaluation and application of teaching strategies to the content areas are covered. Attention is also given to the integration of reading with the other language arts, particularly writing, as well as curricular modifications for children with disabilities and cultural differences. Prerequisite: 251 and admission to the teacher education program. S.

322. Integrated Methods for Early Childhood Teachers: I

Emphasizes connections between the science, math, and social studies disciplines as well as between topics within disciplines. A problem solving approach to all disciplines is incorporated as well as the use of hands-on materials and models. Assessment is used to guide instruction. Techniques for the differentiation of instruction for ethnic groups, learning styles, and learning readiness are enumerated and practiced. Teachers learn to use oral discourse to extend student understanding. The importance of professional growth is illustrated through research findings and involvement with professional organizations. Other topics addressed include: safety issues, ethical use of animal life for educational purposes, math manipulatives, maps, and appropriate uses of technology. Prerequisite: 251 and admission to the teacher education program. F.

323. Integrated Methods for Early Childhood Teachers: II

Continuation of 322. S.

329. Field Practicum: Early Childhood (0.5 unit)

One course spread over two semesters and taken concurrently with appropriate methods courses. Required of all early childhood majors in the junior year. Students participate in a series of planned supervised field experiences. Emphasis is on the integration of theory and practice. F, S. Prerequisite: 251 and admission to the teacher education program.

341. Middle School Principles and Practices

An overview of the historical, social, and cultural influences in the development of the middle school concept. Students examine alternative patterns of school and class organization. The course emphasizes multiple instructional approaches to learning with a strong emphasis toward the constructivist approach and includes significant work with interdisciplinary teams, integrative curriculum, and authentic assessment. Prerequisite: 251 and admission to the teacher education program. Taken concurrently with middle school field practicum (EDUC 349). Prerequisite: 251 and admission to the teacher education program.

345. Middle School Methods: Math (0.5 unit)

This course explores strategies for teaching the important mathematical strands with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include the use of appropriate technologies, appropriate use of manipulative and visual models, appropriate resources, and assessment strategies. F. Prerequisite: 251 and admission to the teacher education program.

346. Middle School Methods: Reading & Language Arts (0.5 unit)

This course focuses on how teachers can help middle school students learn and develop in their use of language, in their skills of inquiry, and in their ability to comprehend and express ideas using a wide range of texts including print and non-print media. Special topics include language acquisition and structure; dialects, usage, and issues of communication; writing; and multiple ways of assessment. F. Prerequisite: 251 and admission to the teacher education program.

347. Middle School Methods: Science (0.5 unit)

This course explores strategies for teaching science with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include: safety issues, legal obligations, management strategies inherent in the activity-based teaching of science, the use of technology and instructional strategies, the assessment of science learning. F. Prerequisite: 251 and admission to the teacher education program.

348. Middle School Methods: Social Studies (0.5 unit)

Examination of ways to integrate knowledge and methodology from the social sciences into the middle school curriculum. Using various print and non-print resources, students will develop strategies to engage middle school students in social studies content, keeping in mind the diverse needs of middle school students. F. Prerequisite: 251 and admission to the teacher education program.

349. Field Practicum: Middle School (0.5 unit)

This practicum is taken concurrently with the middle school principles course by all middle childhood majors in the fall of the junior year, and concurrently with the appropriate middle school content methods course in the fall of the senior year. Students participate in a series of planned, supervised field experiences in their area of concentration in a middle school classroom, do focused observations, plan and teach lessons, and make informed decisions about the use of varied instructional strategies. F. Prerequisite: 251 and admission to the teacher education program.

351. Phonics and the Teaching of Reading

The teaching of phonics within the context of reading, writing, and spelling. The nature and role of word recognition in the teaching of reading, methods for developing phonemic awareness as part of an integrated reading program, and the relationships between linguistics and phonics is stressed. The effect of deficits in phonemic awareness on decoding, spelling, and word recognition to reading disabilities is also explored. S. Prerequisite: 251 and admission to the teacher education program.

352. Corrective Reading

This course is designed to provide a theoretical, research and experimental base for instructional decision making when working with students diagnosed with reading problems. It provides a strong theoretical framework from which the teacher will be prepared to use various assessment tools and strategies to discern student strength and weaknesses as readers, then use this information to develop appropriate reading programs to meet their specific needs. Attention is also given to working with English as Second Language learners. F. Prerequisite: 251 and admission to the teacher education program.

353. Developmental Reading: Content Literacy and Young Adult Literature

This course focuses on ways teachers can facilitate students’ use of language to learn in all content areas, particularly content literacy in middle childhood (grades 4-9) and secondary (grades 7-12) school levels. Topics include the processes of reading and writing, knowledge of literature for young adults, current trends in developmental reading, and instructional strategies to improve comprehension, vocabulary, thinking, and study skills. S. Prerequisite: 251 and admission to the teacher education program.

354. Multi Cultural Education

The role of the school and the teacher in serving the needs of a culturally pluralistic society. The course focuses on issues, approaches, and instructional strategies for fostering understanding and respect among all individuals as well as for working specifically in culturally diverse educational settings.

363. Teaching Music: Elementary (0.5 unit; Fesmire)

See MUS 363 for information. Prerequisite: 251 and admission to the teacher education program.

365. Secondary Methods: Math (0.5 unit)

This course explores strategies for teaching the important mathematical strands with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include the use of appropriate technologies, appropriate use of manipulative and visual models, appropriate resources, and assessment strategies. F. Prerequisite: 251 and admission to the teacher education program.

366. Secondary Methods: English & Language Arts (0.5 unit)

This course focuses on how adolescents learn and develop in their use of language and in their ability to comprehend and express ideas using a wide range of texts including print and non-print media. Special topics include teaching literature, language structure and variation, and writing. Attention is given to issues of communication and multiple ways of assessment. F. Prerequisite: 251 and admission to the teacher education program.

367. Secondary Methods: Science (0.5 unit)

This course explores strategies for teaching science with an emphasis on an inquiry-based constructivist approach. Other issues addressed include: safety issues, legal obligations, management strategies inherent in the activity-based teaching of science, the use of technology and instructional strategies, the assessment of science learning. F. Prerequisite: 251 and admission to the teacher education program.

368. Secondary Methods: Social Studies (0.5 unit)

Examination of ways to integrate knowledge and methodology from the social sciences into the secondary school curriculum. Using diverse print and non-print resources, students will develop various strategies to engage secondary students in social studies content, keeping in mind the diverse needs of secondary school students. F. Prerequisite: 251 and admission to the teacher education program.

369. Field Practicum: Secondary (0.5 unit)

This practicum is taken concurrently with the secondary methods course. Students participate in a series of field experiences in an assigned secondary classroom; do focused observations; plan and teach supervised lessons with a focus on curricular and instructional approaches; and consider issues of professionalism. F. Prerequisite: 251 and admission to the teacher education program.

370. Secondary Teaching: Knowledge and Practice

An introduction of the content, skills, and issues that are essential for the teacher of adolescents and young adults. Coursework, directed clinical and field experiences, demonstration lessons, and peer teaching for all content areas other than art, music, or physical education. Prerequisite: 251 and admission to the teacher education program. Taken concurrently with secondary methods in content area: EDUC 365, 366, 367, or 368. F. Prerequisite: 251 and admission to the teacher education program.

377. Teaching Workshop: Supporting and Extending the Learning (0.5 unit)

A three-week workshop course for the 7-12 and PreK-12 licensure programs. Taken the same semester as student teaching. Focuses on applied instructional technology and reading and writing in the content areas. Includes seminar, clinical, and field experiences. S. Prerequisite: 251 and admission to the teacher education program.

378. Foreign Language in the Elementary School

Consideration of the relationship of first-language acquisition and second-language learning and of the multiple strategies appropriate for different age groups as they develop language skills in listening, speaking, reading, and writing. Topics include the relationship of second-language skills in listening, speaking, reading, and writing the relationship of second-language learning to the PreK-12 curriculum, the use of prepared and authentic material at each level, the role of technology in language learning, and the importance of cultural awareness as a component of language instruction. Offered as needed. Prerequisite: 251 and admission to the teacher education program.

381. Methods of Teaching Physical Education: Early Childhood Years (0.5 unit; Shade)

(See PE 381 for information). Prerequisite: 251 and admission to the teacher education program.

384. Methods of Teaching Physical Education: Middle School Years (0.5 unit; Shade)

(See PE 384 for information). Prerequisite: 251 and admission to the teacher education program.

461, 462, 463. Student Teaching: Early Childhood

Students will participate in carefully sequenced planned experiences in a minimum of two early childhood settings (preschool, kindergarten, elementary grades 1-3), culminating in full-day classroom responsibility for an extended period of time in each placement. A seminar will address the relationship between theory and practice, family and community issues, and related topics. The University reserves the right to remove a student teacher temporarily or permanently if conditions justify. An S/U option is available as described in the Student Teaching Handbook. S. Prerequisite: 251 and admission to the teacher education program.

464. Teaching as Professional Community Builder: Early Childhood Student Teaching Seminar (0.5 unit)

Seminar accompanies the student teaching experience. Students are asked to reflect on their practices, and continually evaluate the effects of their actions on children, parents, and other professionals. Family and community issues that affect young children are also explored. Emphasis is on collaboration and continued professional growth. S. Prerequisite: 251 and admission to the teacher education program.

471, 472, 473. Student Teaching: Secondary and PreK-12

Students in secondary and PreK-12 special subject area licensure preparation programs participate in a planned experience culminating in full-day teaching in school settings appropriate to their specific program. Reflection on their increased proficiency as beginning teachers is stressed as they apply their knowledge of content, learners, and pedagogy. The University reserves the right to remove a student teacher temporarily or permanently if conditions justify. An S/U option is available as described in the Student Teaching Handbook. S. Prerequisite: 251 and admission to the teacher education program.

474. Being and Becoming a Professional: Secondary and PreK-12 Student Teaching Seminar (0.5 unit)

This seminar accompanies the student teaching experience. Major topics build from a framework of domains for teaching, including planning and preparation, establishing a learning environment, multiple instructional approaches, working with families, and growing as a professional. S. Prerequisite: 251 and admission to the teacher education program.

481, 482, 483. Student Teaching: Middle School

Students will participate in a planned experience culminating in full-day teaching in a middle school setting for 15 weeks under the guidance of a practicing teacher and University supervisor. Self-evaluation of one’s development as a teacher is stressed. The University reserves the right to remove a student teaching temporarily or permanently if conditions justify. An S/U option is available as described in the Student Teaching Handbook. S. Prerequisite: 251 and admission to the teacher education program.

484. Becoming a Member of a Teaching Team: Middle School Student Teaching Seminar (0.5 unit)

Seminar accompanies middle school student teaching. The integration of content, working with a teaching team, professional problem-solving, and teacher as an adult advocate are some of the topics that are addressed. S. Prerequisite: 251 and admission to the teacher education program.

490. Independent Study

491. Directed Readings

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