EDUC 103.1W
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 104.1W.2W
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) L. Lawson
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.
EDUC 112
Human Development and Learning Theory: Middle Childhood through Young Adult
(2 credits) D. Mallonee
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.
EDUC 113
Human Development and Learning Theory: Adolescence through Young Adult
(1 credit) Staff
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) R. Workman
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.
Field experience of 5 hours 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.
EDUC 150
Phonics for Reading and Writing
(4 credits) D. Doty
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) L. Lawson
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). One may be taken concurrently.
EDUC 276
Integrating Literature, Art, Drama, Dance and Music throughout the Middle Grades Curriculum
(4 credits) L. Lawson
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). One may be taken concurrently.
EDUC 303.1W/.2W
Curriculum and Instruction in Early Childhood
(4 credits) K. Calabrese
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.
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.
EDUC 307.1W
Curriculum and instruction for Middle Grades
(4 credits) D. Mallonee
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 teacher education.
EDUC 308.1W
Curriculum and Instruction for High School
(4 credits) S. Broidy
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 311.1W
Developing Literacy in Early Childhood
(4 credits) D. Doty
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 312.1W
Developing Literacy in Middle Childhood
(4 credits) D. Mallonee
This class provides preparation for teaching literacy in middle school. The focus is on planning, selecting, and using research-based strategies for reading instruction, assessment, and evaluation of student progress towards fluency. Reading in content areas and development of student study skills also are emphasized.
This course will present ways in which teachers can help students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate a variety of texts. In the comprehension of texts, teachers help students apply a knowledge of language structure, language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Emphasis will be given to the use of a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create communicate knowledge. Strategies for teaching linguistically and culturally diverse students will be explored. In addition, local, state, and national curricular guidelines in reading and language arts will be used to construct units and lessons.
A directed, supervised field experience of approximately 30 contact hours is required and involves observing and teaching reading skills to middle-grade students. Prerequisite: Admission to teacher education. Educ 307 or Educ 308, or concurrent registration in Educ 307 or Educ 308.
EDUC 328
Teaching Science in Early Childhood
(3 credits) C. McCurdy
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.
EDUC 345.1W/.2W/.3W
Assessment and Strategies for Students with Literacy Difficulties
(4 credit) M. Wuthrick
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 311 required for Early Childhood. Educ 312 for Middle Childhood can be concurrent. Every year in Fall term.
EDUC 430.1W
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. Concurrent registration in 432 and 433. Writing Intensive. Every year in Fall term.
EDUC 432.1W
Educating Students with Mild/Moderate Educational Needs in Middle and Secondary School
(4 credits) C. Novak
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. Educ 345 or concurrent registration in Educ 345. Also, concurrent registration in Educ 430 and 433. Writing Intensive. Every year in Fall term.
EDUC 433
Skills for Collaborative Problem Solving in Special Education
(2 credits) S. Brannan
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. Educ 345 or concurrent registration in Educ 345. Also, concurrent registration in Educ 430 and 432. Every year in Fall term.
EDUC 400
Conducting Research in Literacy
(2 credits) Staff
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) Staff
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
