Fall 2005
EDUC 103.1W - Sociological Perspectives in Education
(4 credits)
L. Monke
An examination of the foundations of education and teaching as conceived through
a sociological perspective. The course develops theoretical and practical perspectives
by considering different models for studying and analyzing social problems and
by considering cases and disputes emerging from the daily practice of teaching.
More specifically, the course considers the social and institutional roles of
parents, teachers, administrators, and other stake-holders in public education.
Issues of class, ethnicity, and gender will be examined as they afford legal
and organizational power within the institutional structure. How institutions
and individuals are responsive or resistant to change is examined as well as
the pressing economic and social contexts which make change imperative. Reading
in the course will revolve around specific sociological studies relating to
the profession of teaching and to such social issues as school violence, social
mobility, and equal opportunity. The course will have a field experience and
clinical component in which students will be matched with teachers and students
at a Springfield City School. Through these experiences, students will have
the opportunity to gather data and write brief case studies regarding specific
social practices and responses.
Field experience of approximately 15 hours is required. Students seeking licensure
through the teacher education program are required to take either this course
or Educ 104. Fulfills the General Education requirement for Social Institutions,
Processes, and Behavior. No prerequisites.
EDUC 103.2W - Sociological Perspectives in Education
(4 credits)
S. Broidy
An examination of the foundations of education and teaching as conceived through
a sociological perspective. The course develops theoretical and practical perspectives
by considering different models for studying and analyzing social problems and
by considering cases and disputes emerging from the daily practice of teaching.
More specifically, the course considers the social and institutional roles of
parents, teachers, administrators, and other stake-holders in public education.
Issues of class, ethnicity, and gender will be examined as they afford legal
and organizational power within the institutional structure. How institutions
and individuals are responsive or resistant to change is examined as well as
the pressing economic and social contexts which make change imperative. Reading
in the course will revolve around specific sociological studies relating to
the profession of teaching and to such social issues as school violence, social
mobility, and equal opportunity. The course will have a field experience and
clinical component in which students will be matched with teachers and students
at a Springfield City School. Through these experiences, students will have
the opportunity to gather data and write brief case studies regarding specific
social practices and responses.
Field experience of approximately 15 hours is required. Students seeking licensure
through the teacher education program are required to take either this course
or Educ 104. Fulfills the General Education requirement for Social Institutions,
Processes, and Behavior. No prerequisites.
EDUC 104 - Philosophical Perspectives in Education
(4 credits)
R. Welker
An examination of the foundations of education and teaching through a philosophical
perspective. The course develops theoretical and practical perspectives through
the close analysis of philosophical texts and by considering cases and disputes
emerging from the daily practice of teaching.
More specifically, the course examines fundamental questions concerning education
as a moral practice. It is guided historically and philosophically by the writings
of educational theorists. The writings of Plato, Rousseau, and Dewey will be
consulted amongst others as well as fiction and non fiction accounts that provide
students a diverse and socially-specific context. The questions revolve around
the ethical standards of the teaching professional and the legal and moral demands
placed on practitioners as they consider the developmental needs of their students.
The course provides an introduction to the politics of teaching, and practical
approaches to moral education. The course has a field experience and clinical
component in which students will be matched with teachers and students at a
Springfield City School. Students will be required through these experiences
to both determine moral and ethical issues and debate theoretical and practical
approaches to solving them.
Field experience of approximately 15 hours is required. Students seeking licensure
through the teacher education program are required to take either this course
or Educ 103. Fulfills the General Education requirement for Religious and Philosophical
Inquiry. No prerequisites
EDUC 111 - Human Development: Birth through Middle Childhood
(2 credits)
S. Broidy
The course focuses upon the physical, social, emotional, intellectual and moral
development of children from birth through middle childhood. Emphasis is placed
upon the interactions of nature and social/cultural contexts that explain the
wide range of diversity of students of this age level. Family constellations
will be of particular focus. The course provides an examination of human development
prior to age three to acquaint the student with knowledge about children prior
to their entry into formal education and provides an examination of human development
through middle childhood years so students acquire an appreciation for the full
range of human development related to early and middle childhood. The course
is designed for students seeking licensure in either Early or Middle Childhood.
Field experience of approximately 5 hours is required. No prerequisites, but
concurrent registration in Educ 120 is required.
EDUC 112 - Human Development and Learning Theory: Middle Childhood
through Young Adult
(2 credits)
S. Broidy
The course focuses upon the physical, social, emotional, intellectual and moral
development of children in middle childhood through early adolescence and young
adulthood. Emphasis is placed upon the interactions of nature, social and cultural
contexts that explain the wide range of diversity of students at this age level.
The course is designed for students seeking licensure in either Middle Childhood
or Adolescence to Young Adult. Field experience of approximately five hours
is required. No prerequisites, but concurrent registration in Educ 120 is required.
EDUC 113 - Human Development and Learning Theory: Adolescence through Young
Adult
(1 credit)
S. Broidy
The course is an extension of the content developed in Educ 111 and is designed
for students seeking multi-age licensure in art, drama/theater, foreign language,
music, and special education. The course focuses upon the physical, social,
emotional, intellectual, and moral development of the adolescent through young
adult school-age population. Emphasis is place upon interactions of nature and
social/cultural contexts that explain the wide range of diversity of students.
Prerequisites: Educ 111 or concurrent registration in 111. Field experience
of approximately 5 hours is required.
EDUC 120 - Introduction to Students with Special Needs
(2 credits)
Staff
An examination of how schools and society respond to students who have special
needs including students with disabilities, students who are alienated from
school, and students whose linguistic or cultural backgrounds differ from mainstream
society. The course focuses on disability as the context for examining student
diversity and the schools.
The course provides an overview of legislative mandates relating to students
with disabilities, of teacher roles for identifying and referring students,
of educational programming options available, and of approaches for creating
more inclusive school environments. The course challenges prospective teachers
to make connections between what is known about human development and diversity
and what is believed about human dignity and the purposes of American education
and about what is known about current educational practices and what is possible
in terms of educational vision.
Approximately 5 hours of field-based experiences with students or adults with
disabilities is required. This course will have an Early/Middle Childhood focus
when paired with Educ 111 and a Middle Childhood/Adolescence focus when paired
with Educ 112. No prerequisites, but concurrent registration in Educ 111 or
112 is required.
EDUC 150 Phonics for Reading and Writing
(4 credits)
L. Brandt
This course is an overview of how phonics fits into a strategy repertoire for
decoding unknown words during reading and encoding words during spelling. The
teacher knowledge base of the course focuses on the “good reader research”
and the relationships among phonology (form), morphology (content), pragmatic
(usage), orthography and etymology.
Students can expect to study aspects of linguistics, phonetics and orthography
(phonemes, morphemes, graphemes), the alphabetic principle, the developmental
stages of word learning and spelling growth). All students must pass a basic
competency test to show they are able to explain and give examples of key concepts
necessary to teach students to use phonics, structural or morphemic analysis
and contextual cues (semantics) to unlock unknown words in text. In addition,
students must show they can demonstrate the process of flexible decoding that
good readers use.
In the teaching strategies portion of the course students will learn how to
teach phonics, and other decoding strategies, using different materials and
methods, e.g. analytical vs. synthetical, explicit vs. implicit, analogy, etc.
Principles of effective phonics instruction will be presented including how
to assess a student’s letter knowledge. Of particular importance will
be implications from research on the role phonemic awareness plays in successful
reading development and how students with reading and spelling difficulties
can be assessed and taught using strategies that will enable them to hear sounds
and make the speech-print connection.
Approximately 20 hours of clinical/field experience will be required in which
students will assess and tutor a child to use phonics and other decoding strategies.
No prerequisites.
EDUC 275 - Integrating Literature, Art, Drama, Dance and Music throughout
the Early Childhood Curriculum
(4 credits)
J. Fox
The audience for this course is prospective early childhood teachers. The goal
is for preservice teachers to learn how to teach about dimensions of the human
experience that support arts integration including multiple ways of knowing,
brain-based teaching and learning, creativity and creative problem solving,
artistic and aesthetic development, and curriculum integration. An arts integration
paradigm employed throughout the course shows potential teachers how to teach
with, about, in and through the arts.
After an examination of arts integration research, the necessary knowledge base
and teaching strategies needed to use the arts as tools for learning concepts
and skills in science, social studies, math and reading/language arts is studied.
The role of children’s literature is emphasized in units on each art form.
Literature is treated as a distinct art form in its own right as well, and students
can expect to do reading in all genre of literature including poetry. Special
emphasis is given to literature dealing with issues of diversity. In addition,
the power of print and non-print media to reveal universal themes and serve
as a basis for high impact teaching and learning will be addressed.
Assignments include the preparation of a portfolio of art work representing
use of major media and art concepts taught in schools. Students will learn how
to align lessons and strategies with the National Standards for the Arts, as
well as state academic content standards. A notebook containing evidence of
a knowledge base in each of the arts—appropriate for a classroom teacher—is
required. This course includes approximately 20 hours of field experience involving
focused observation in art and music classes and actual teaching in a general
classroom. Prerequisites: Educ 103 or 104, Educ 111/120 plus two 4 credit courses
from two different areas of the arts (music, art, drama or dance).
EDUC 276 - Integrating Literature, Art, Drama, Dance and Music throughout
the Middle Grades Curriculum
(4 credits)
J. Fox
The audience for this course is prospective middle childhood teachers. The goal
is for preservice teachers to learn how to teach about dimensions of the human
experience that support arts integration including multiple ways of knowing,
brain-based teaching and learning, creativity and creative problem solving,
artistic and aesthetic development, and curriculum integration. An arts integration
paradigm employed throughout the course shows potential teachers how to teach
with, about, in and through the arts.
After an examination of arts integration research, the necessary knowledge base
and teaching strategies needed to use the arts as tools for learning concepts
and skills in science, social studies, math and reading/language arts is studied.
The role of young adult literature is emphasized in units on each art form.
Literature is treated as a distinct art form in its own right as well, and students
can expect to do reading in all genre of literature including poetry. Special
emphasis is given to literature dealing with issues of diversity. In addition,
the power of print and non-print media to reveal universal themes and serve
as a basis for high impact teaching and learning will be addressed.
Assignments include the preparation of a portfolio of art work representing
use of major media and art concepts taught in schools. Students will learn how
to align lessons and strategies with the National Standards for the Arts, as
well as state academic content standards. A notebook containing evidence of
a knowledge base in each of the arts—appropriate for a classroom teacher—is
required. This course includes approximately 20 hours of field experience involving
focused observation in art and music classes and actual teaching in a general
classroom. Prerequisites: Educ 103 or 104, Educ 111 /120 or 112/120 plus two
4 credit courses from two different areas of the arts (music, art, drama or
dance).
EDUC 303 - Curriculum and Instruction in Early Childhood
(4 credits)
Staff
This course explores the historical, philosophical, psychological and social
foundations of early childhood education as they relate to present day practice.
Developmentally appropriate practice in program design and implementation, authentic
assessment, family involvement and the professional role of child advocate define
the template applied to the exploration of a variety of early childhood programs.
Course work includes attention to technology as a tool for instruction, assessment
and communication.
The course examines social issues, changing views of early childhood, new findings
in brain development, the critical importance of learning in the early years,
and factors that impact early learning. Students use local, state and national
curricular guidelines to design developmentally appropriate instruction and
learning experiences and safe and healthy learning environments (e.g. childhood
illnesses, communicable diseases). Students design strategies for observing,
interpreting and presenting formative and summative assessment data related
to the young child’s cognitive, emotional, social, and physical growth
and development. The importance of family involvement including sensitivity
to family structures and assistance to families in need, and professional roles
(including advocacy for the needs of young children and collaboration with appropriate
agencies), are stressed. In addition, procedures concerning the administration,
organization, and operation of early childhood programs are addressed.
Approximately 25 hours of field experience is required with children ages 3-5
in one of five early childhood settings (public school, Head Start, corporate
models, church affiliated models and Montessori) with focused observation in
a kindergarten classroom. The field experience will require students to plan,
implement and assess developmentally appropriate experiences. Prerequisites:
Admission to teacher education. Concurrent registration with Educ 341 is required.
EDUC 341 - Including Students with Special Needs in Early Childhood Classes
(4 credits)
S. Brannan
An examination of characteristics, needs, and educational programming for students
with disabilities or developmental delays and those who are gifted in early
childhood (P-3) classes. The course builds on information presented in Educ
120 and focuses on knowledge and skills for identifying and accommodating students
with special needs in general education and inclusive settings.
Specifically, the course examines characteristics of students with special needs,
provides a rationale for needs-based decision making, and provides knowledge
and skills concerning teacher roles on intervention assistance teams and multidisciplinary
IEP planing teams,and in intervention-based evaluation procedures. Also addressed
are the special rights and expectations of parents in the referral, evaluation,
and intervention process and cultural factors affecting student development
and parent-school relationships. The course provides knowledge and skills for
designing informal assessments, for documenting student learning, for using
technology to support instruction of students with special needs, for developing
skills in making accommodations in curriculum and instruction in the general
education class setting, and for promoting self esteem and social interactions.
Skills for promoting parental involvement, collaborative problem solving, team
planning, and co-teaching are also addressed as are skills for promoting inclusive
environments on a school-wide basis.
A directed, supervised field experience of approximately 25 hours involving
observing and teaching students with special needs ages 3-5 is required. Prerequisites:
Admission to teacher education. Concurrent registration in Educ 303 is required.
EDUC 307 - Curriculum and instruction for Middle Grades
(4 credits)
J. Fox
This course focuses on teaching, planning, and the unique curricular and instructional
demands that are made on teachers in the middle school setting. Particular topics
to be addressed during the course are instructional models, trends in middle
school structure, classroom management, use of a variety of instructional media
and technology, interdisciplinary teaching, integrating the curriculum, and
use of local, state, and national curricular guidelines for designing assessment
and instruction.
Instructional models, knowledge of their research base, and their appropriate
uses in effective middle school settings provide a heavy concentration of this
course’s content. Daily planning, demonstrations of lessons, and peer-teaching
as well as understanding the rationale behind pedagogical choices afford pre-service
teachers opportunities to reflect on content within and across disciplines requiring
students to recognize common threads that make integrative teaching and learning
an increasingly important part of the middle school structure. Classroom management
theories such as assertive discipline and democratic classrooms are examined
during the course and revisited during the field experience. Also, issues of
multiculturalism, parental involvement, and assessment strategies are addressed
as they relate to the middle school context.
Approximately 30 hours of field experience with middle grade students is required.
Field experience includes observation and teaching in the teaching field(s)
for which licensure is being pursued. Prerequisites: Admission to the teacher
education.
EDUC 308 - Curriculum and Instruction for High School
(4 credits)
L. Monke
This course focuses on teaching, planning, and the particular curricular and
instructional demands of the high school setting. Other specific areas to be
examined are literacy in the content areas, integration of curriculum, assessment,
multiculturalism, and technology.
The scope and sequence of the secondary content area curriculum provides the
basis for this course. Short-range and long-term planning is thoroughly investigated
and formally integrated through the examination of local, state, and national
curricular guidelines, high school texts, and state-mandated testing requirements.
Another major aspect of the course is literacy, especially reading and writing
in the content areas, and critical listening and viewing of print and non-print
media. Integration of curriculum and interdisciplinary teaching are also addressed
as students cooperatively examine then plan for and teach lessons related to
their teaching field.
Approximately 35 hours of field experience involving observation and teaching
at the high school level is required. Prerequisites: Admission to teacher education.
EDUC 311 - Developing Literacy in Early Childhood
(4 credits)
K. Calabrese
This course prepares the teacher to teach reading in developmentally appropriate
ways to children ages 3-8 years. The course examines reading instruction to
foster those reader strategies which maximize comprehension and fluency in a
variety of genre and for a variety of purposes. Strategies for designing literacy-rich
classrooms, routines and materials to assist young children in using their personal
knowledge of oral language for investigating the deep and surface structure
of many written forms of language are explored.
Curriculum design and implementation, assessment and evaluation, and family
involvement are emphasized in relation to the particular needs of the young
child’s cognitive, social/emotional and physical development. Course work
includes attention to technology as a tool for instruction, assessment and communication.
A directed, supervised field experience of approximately 30 hours in a primary-grade
placement (grades 1-3) is required. This field experience provides preservice
teachers the opportunity to design early childhood reading experiences and environments
as well as plan for and deliver developmentally appropriate instruction and
formative and summative assessment in reading and writing that is correlated
with local, state, and national curricular guidelines. Prerequisite: Admission
to teacher education, Educ 303 or concurrent registration in 303.
EDUC 312 - Reading and Writing in the Content Areas
(4 credits)
B. Buckner
This course examines strategies for developing reading, writing, and study skills
for middle school and high school classes. The course is designed for teacher
candidates pursuing middle school, adolescent/young adult and multi-age licensure.
The course will help candidates understand the theory of reading and writing
in the content areas as it applies to providing students the skills necessary
to be independent learners.
The focus of this course in on teaching
– teaching peers as we practice research-driven practices – and teaching in
the field as we work with readers and writers in the content area classrooms.
A major premise of the course is that all content area teachers must be teachers
of reading and writing and that good teaching requires that students can make
connections between their own background and purposes and creating meaning out
of content-related materials. Strategies will concentrate on oral language development,
as well as comprehension, vocabulary, writing, and study skill / research strategies.
Candidates will learn how to assess appropriate reading materials and assess
student learning for mature readers, struggling readers, and English language
learners. Candidates will develop action research projects for use in a 30-hour
field experience using local, state, and national curricular guidelines. Emphasis
will also be given on the use of a variety of technological and informational
resources including libraries, databases, computer networks, and videos. Prerequisite:
Admission to teacher education. Education 307 or 308, or concurrent registration
in Education 307 or 308.
EDUC 328 - Teaching Science in Early Childhood
(3 credits)
Staff
An examination of the nature of science learning for young children, including
scientific inquiry and discovery learning, the relationship between the physical
world and the living environment, thematic learning, issues in health and fitness,
and use of technology in our world today.
The course builds on the curricular design and methodology components of prerequisite
education methods courses and focuses this body of knowledge and skills on the
teaching of science. Specifically, local, state, and national curricular guidelines
are used to design instruction and prepare a variety of methods for assessing
student understanding. Instruction is also provided in selecting and using a
variety of instructional media, resources, and technology specific to the field.
The course includes experience and hands-on activities to promote process skills
development and presents approaches for promoting positive attitudes toward
science for students regardless of gender, ethnic background, or socioeconomic
status. The course addresses development of safety practices in science instruction.
Approximately 15 hours of field experience is required. Prerequisites: Admission
to teacher education. Concurrent registration with Educ 311 is required.
EDUC 345 - Assessment and Strategies for Students with Literacy Difficulties
(4 credit)
B. Buckner
Students can expect to examine recent theories and research concerning the nature
of reading and language arts learning with focus on the diverse need of learners.
Structured literacy initiatives, such as state and federal programs, that ensure
all children learn to read and write successfully will also be examined.
In the field/clinical work, theory will be put into practice by applying principles
of authentic assessment, interpretation of results, planning interest-based
and strengths-focused lessons, direct and inductive instruction and ongoing
evaluation of progress of learners. Students will become skilled in differentiating
instruction and using high potency literacy routines during field work with
individuals. For students pursuing Intervention specialist Licensure and / or
Reading Endorsement, field experience will be with students exhibiting moderate
to severe reading difficulties.
Approximately 25 hours of field experience consisting of individual assessment
and intervention is required. Prerequisites: Admission to teacher education,
Educ 3451 if pursuing Early Childhood Education or Intervention Specialist,
plus 311 or 312 or concurrent registration in 311 or 312.
EDUC 345 - Assessment and Strategies for Students with Literacy Difficulties
(4 credit)
L. Brandt
Students can expect to examine recent theories and research concerning the nature
of reading and language arts learning with focus on the diverse need of learners.
Structured literacy initiatives, such as state and federal programs, that ensure
all children learn to read and write successfully will also be examined.
In the field/clinical work, theory will be put into practice by applying principles
of authentic assessment, interpretation of results, planning interest-based
and strengths-focused lessons, direct and inductive instruction and ongoing
evaluation of progress of learners. Students will become skilled in differentiating
instruction and using high potency literacy routines during field work with
individuals. For students pursuing Intervention specialist Licensure and / or
Reading Endorsement, field experience will be with students exhibiting moderate
to severe reading difficulties.
Approximately 25 hours of field experience consisting of individual assessment
and intervention is required. Prerequisites: Admission to teacher education,
Educ 3451 if pursuing Early Childhood Education or Intervention Specialist,
plus 311 or 312 or concurrent registration in 311 or 312.
EDUC 430 - Education Students with Mild/Moderate Educational Needs
(4 credits)
S. Brannan
An examination of knowledge and skills for identifying, assessing, teaching,
and managing elementary-level students identified as having mild/moderate cognitive,
behavioral, sensory, and/or physical disabilities. Focus is on procedures for
implementing a directive approach to skill instruction, promoting self regulation
in learners, and designing accommodative learning environments in elementary-level
settings. The course is designed for prospective teachers pursuing licensure
in special education. A directed, supervised field experience of approximately
25 contact hours with elementary-level students with special needs is required.
Prerequisites: Admission to teacher education, Educ 311 and 341, Educ 345 or
concurrent registration in Educ 345, and concurrent registration in 432 and
433 is required. Writing Intensive. Every year.
EDUC 432 - Educating Students with Mild/Moderate Educational Needs
in Middle and Secondary School
(4 credits)
Staff
Examination of the characteristics, needs, and educational programming for students
in the middle and secondary grades identified as having learning mild/moderate
cognitive, behavioral, sensory, and/or physical disabilities. Focus is on procedures
for designing content instruction that is accommodative for students with special
needs, for teaching learning strategies and self-regulated learning, and helping
students plan for post-school adjustment. The course is designed for prospective
teachers pursuing licensure in special education. A directed, supervised field
experience of approximately 35 contact hours with middle or secondary-level
students with special needs is required. Prerequisites: Admission to teacher
education plus completion of or concurrent registration in Educ 345. Also, concurrent
registration in Educ 430 and 433 is required. Writing Intensive. Every year.
EDUC 433 - Skills for Collaborative Problem Solving in Special Education
(2 credits)
Staff
Examination of special education teacher roles as consultant, collaborative
problem solver, and co-teacher and the skills required to fulfill these roles.
The course focuses also on issues and practices of inclusion, collaboration,
co-teaching, conferencing and working with families, schools and community personnel.
Prerequisites: Admission to teacher education and concurrent registration in
Educ 430 and 432 is required. Every year.
EDUC 400 - Conducting Research in Literacy
(2 credits)
L. Brandt
The purpose of this course is to prepare prospective reading teachers to understand
and conduct research in the field of literacy.
Students can expect to actually develop a research topic, conduct a critical
review of the literature, choose and use a research methodology, organize and
interpret their collected data and write up conclusions. Through this research
process preservice teachers also become skilled at learning how to help their
own students do research using a variety of technologies. The course culminates
in a final draft research report and a public presentation to other educators.
This is the capstone course in reading endorsement sequence. Prerequisites:
Educ 150, 275 or 276, 311 and 312, plus 345 or permission of the instructor.
EDUC 450 Internship for Reading Endorsement
(4 credit) L.
Brandt
A semester long internship will be arranged for each reading endorsement candidate
to be in a practicum setting with a reading specialist. Students will be expected
to assess and teach both individuals and small groups using a strategy repertoire
acquired in previous literacy course work. A portfolio of assessment results/interpretation,
lesson plans and critical reflection is required to demonstrate attainment of
competencies expected of those with specialized expertise in reading instruction.
Prerequisites: Educ 150, 275 or 276, 311 and 312, plus 345 or permission of
the instructor.
EDUC 490 Independent Study Variable Staff
EDUC 492 Internship Variable Staff
EDUC 495 Student Teaching Variable Staff
EDUC 499 Honors Thesis / Project Variable Staff
