Spring 2007
EDUC 103 Sociological Perspectives in Education
4 credits
Welker, Robert
No prerequisites.
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.
EDUC 104 Philosophical Perspectives in Education
4 credits
Monke, Lowell
No prerequisites
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.
EDUC 104 Philosophical Perspectives in Education
4 credits
Broidy, Stefan
No prerequisites
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.
EDUC 111 Human Development: Birth through Middle Childhood
2 credits
Lawson, Lora
No prerequisites, but concurrent registration in Educ 120.
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.
EDUC 112 Human Development and Learning Theory: Middle Childhood through Young Adult
2 credits
Mallonee, Deb
No prerequisites, but concurrent registration in Educ 120.
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.
EDUC 120 Introduction to Students with Special Needs
2 credits
Fraley, Phil
No prerequisites, but concurrent registration in Educ 111 or 112.
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.
EDUC 150 Phonics for Reading and Writing
4 credits
Dotty, Debbie
No prerequisites.
This course is an overview of how phonics fits into a strategic 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 are expected to demonstrate competency 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 integrated with a students background 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.
EDUC 150 Phonics for Reading and Writing
4 credits
Wuthrick, Marge
No prerequisites.
This course is an overview of how phonics fits into a strategic middle school repertoire for decoding unknown words during reading and encoding words during spelling. The teacher’s 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) and how they interact to prepare adolescents for content area reading expectations. All students are expected to demonstrate competency 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 through word study, and other decoding strategies, using different materials and methods, e.g. context and structural analysis, word etymologies, analogies, etc. Principles of effective phonics instruction will be integrated with a student’s background 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 become successful readers.
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.
EDUC 275 Integrating Literature, Art, Drama, Dance and Music throughout the Early Childhood Curriculum
4 credits
Lawson, Lora
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.
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. 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. This course includes approximately 20 hours of field experience involving focused observation in art and music classes and actual teaching in a general education classroom.
EDUC 276 Integrating Literature, Art, Drama, Dance and Music throughout the Middle Grades Curriculum
4 credits
Lawson, Lora
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.
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. 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. This course includes approximately 20 hours of field experience involving focused observation in art and music classes and actual teaching in a general education classroom.
EDUC 303 Curriculum and Instruction in Early Childhood
4 credits
Calabrese, Kathy
Prerequisites: Admission to teacher education. Concurrent registration with Educ 341.
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 a variety of early childhood settings (public school, Head Start, corporate models, church affiliated models) with extended field work in a kindergarten classroom. This portion of the field experience will require students to plan, implement and assess developmentally appropriate experiences.
EDUC 341 Including Students with Special Needs in Early Childhood Classes
4 credits
Brannan, Sally
Prerequisites: Admission to teacher education. Concurrent registration in Educ 303
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 3-8 is required.
EDUC 307 Curriculum and instruction for Middle Grades
4 credits
Mallonee, Deb
Prerequisites: Admission teacher education.
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 state, and national standards for designing assessment and instruction.
Instructional models, knowledge of the 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, 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 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.
EDUC 308 Curriculum and Instruction for High School
4 credits
Broidy, Stefan
Prerequisites: Admission to teacher education.
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.
EDUC 311 Developing Literacy in Early Childhood
4 credits
Doty, Debbie
Prerequisite: Admission to teacher education, Educ 303 or concurrent registration in 303.
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.
EDUC 312 Reading and Writing in the Content Areas
4 credits
Mallonee, Deb
Prerequisite: Admission to teacher education. Educ 307 or Educ 308, or concurrent registration in Educ 307 or Educ 308.
This class provides preparation for teaching literacy in middle and secondary schools. 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, state, and national standards 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 students in the licensure grade levels.
EDUC 327 Teaching Mathematics in Early Childhood
2 credits
Staff
Prerequisites: Permission to student teach and Math 119. Concurrent registration with student teaching is required or
permission of the instructor or concurrent registration with Math 119. The class will meet during the five weeks preceding
student teaching.
Examination of the principles, methods, and materials used to help young children develop an understanding of mathematics.
Topics include early childhood curriculum based on local, stae, and national curricular guidelines, the effects of developmental level on learning, the use of concrete materials, relating mathematics to the real world, teaching for problem solving, organizing instruction, assessment, individual differences in learners, technology, and current issues in mathematics education.
Approximately 10 hours of field experience observation is required. The class will meet during the five weeks preceding student teaching and there will be several late afternoon class sessions during student teaching. Some assignments will be carried out during student teaching.
EDUC 328 Teaching Science in Early Childhood
3 credits
McCurdy, Cathy
Prerequisites: Admission to teacher education.
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.
EDUC 329 Teaching Social Studies in Early Childhood
2 credits
Staff
Prerequisites: Permission to student teach. Concurrent registration with student teaching is required or permission
of the instructor. The class will meet during the five weeks preceding student teaching.
An examination of the nature of social studies and of social studies teaching that prepares the teacher to select, integrate and translate knowledge and methodology in social studies in the same way that it is found in the real world.
The course stresses the interdisciplinary methods of teaching of social sciences that is appropriate for P-3 students. Citizenship education is emphasized as one of the major themes. 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. Also included are multi-cultural and gender perspective, problem solving, critical thinking, and application skills. Interdisciplinary activities are designed to include American heritage, people in societies, world interactions, decision making and resources, democratic processes, and citizenship rights and responsibilities. Also included are issues of community health.
Approximately 10 hours of field experience is required. The class will meet during the five weeks preceding student teaching and there will be several late afternoon class sessions during student teaching. Some assignments will be carried out during student teaching.
EDUC 336 Teaching Language Arts in Middle Grades
2 credits
Staff
Prerequisites: Educ 307 and permission to student teach or permission of the instructor. Concurrent registration with
student teaching is required unless alternative student teaching arrangements have been approved. The class
will meet during the five weeks preceding student teaching.
A thorough examination and application of the various methods for teaching the language arts and adolescent literature is the
foundation for this course. Interdisciplinary teaching and integration of middle school content through language arts is also an
emphasis.
Approximately 10 hours of field experience related to teaching language arts at the middle grades level is required.
EDUC 337 Teaching Mathematics in Middle Grades
2 credits
W. Kraus
Prerequisites: Educ 307 and permission to student teach or permission of the instructor. Concurrent registration with
student teaching is required unless alternative student teaching arrangements have been approved. The class
will meet during the five weeks preceding student teaching.
Examination of the principles, methods, and materials used to help students develop an understanding of mathematics.
Topics include middle school curricula (including local, state, and national guidelines), the use of concrete materials, relating
mathematics to the real world and to other areas of the curriculum, selecting appropriate mathematical tasks, teaching for problem
solving, organizing instruction (including various forms of whole-group, small-group, and individualized instruction), using oral and
written discourse, using a variety of assessment tools, individual differences in learners, calculators and computers, and current issues
in mathematics education.
Approximately 10 hours of field experience related to teaching mathematics at the middle grades level is required.
EDUC 346 Teaching Language Arts in Secondary Schools
2 credits
Staff
Prerequisites: Educ permission to student teach or permission of the instructor. Concurrent registration with student
teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the
five weeks preceding student teaching.
A thorough examination and application of the various methods for teaching the language arts and adolescent literature is the
foundation for this course. Interdisciplinary teaching and integration of secondary school content through language arts is also an
emphasis.
Approximately 10 hours of field experience related to teaching language arts at the secondary level is required.
EDUC 347 Teaching Mathematics in Secondary School
2 credits
Kraus, William
Prerequisites: Educ 307,308 and permission to student teach or permission of the instructor. Concurrent registration with
student teaching is required unless alternative student teaching arrangements have been approved. The class
will meet during the five weeks preceding student teaching.
Examination of the principles, methods, and materials used to help students develop an understanding of mathematics.
Topics include secondary school curricula (including local, state, and national curricular guidelines), the use of concrete materials,
relating mathematics to the real world and to other areas of the curriculum, selecting appropriate mathematical tasks, teaching for
problem solving, organizing instruction (including various forms of whole-group, small-group, and individualized instruction), using
oral and written discourse, using a variety of assessment tools, individual differences, calculators and computers, and current issues in
mathematics education.
Approximately 10 hours of field experience related to teaching mathematics at the secondary level is required.
EDUC 338 Teaching Science in Middle Grades
2 credit
Staff
Prerequisites: Educ 307 and permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the five weeks preceding student teaching.
An examination of the nature of science to enable students to engage in scientific inquiry and make decisions that are evidence-based and reflect a thorough understanding of the interrelationships among science, technology and society.
Approximately 10 hours of field experience related to teaching science at the middle grades level is required.
EDUC 348 Teaching Science in Secondary School
2 credit
Staff
Prerequisites: Educ 307, 308 and permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the five weeks preceding student teaching.
An examination of the nature of science to enable students to engage in scientific inquiry and make decisions that are evidence-based and reflect a thorough understanding the interrelationships among science, technology, and society. Students will identify and apply science education research findings in the teaching and learning of science.
Approximately 10 hours of field experience relating to teaching science at the secondary level is required.
EDUC 339 Teaching Social Studies in Middle Grades
2 credit
Staff
Prerequisites: Educ 307 and permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the five weeks preceding student teaching.
An examination of the nature of social studies and social studies teaching that enables all students to become informed citizens who are active participants in a democratic society and in an interdependent world.
Approximately 10 hours of field experience related to teaching social studies at the middle grades level is required.
EDUC 349 Teaching Social Studies in Secondary Schools
2 credit
Staff
Prerequisites: Educ 307, 308 and permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the five weeks preceding student teaching.
An examination of the nature of social studies and social studies teaching that enables all students to become informed citizens who are active participants in a democratic society and in an interdependent world.
Approximately 10 hours of field experience related to teaching social studies at the secondary level is required.
EDUC 342 Including Students with Special Needs in Middle and Secondary Classes
2 credit
Fraley, Phil
Prerequisites: Permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the five weeks preceding student teaching.
An examination of characteristics, needs, and educational programming for students identified with disabilities and those who are gifted in the middle or secondary grades. The course builds on information presented in Educ 120 and provides prospective teachers with knowledge and skills for identifying and accommodating students with special needs in general education settings.
Approximately 10 hours of field experience involving observing and teaching students with special needs at the middle grades or high school level is required.
EDUC 342 Including Students with Special Needs in Middle and Secondary Classes
2 credit
Brannan, Sally
Prerequisites: Permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. The class will meet during the five weeks preceding student teaching.
An examination of characteristics, needs, and educational programming for students identified with disabilities and those who are gifted in the middle or secondary grades. The course builds on information presented in Educ 120 and provides prospective teachers with knowledge and skills for identifying and accommodating students with special needs in general education settings.
Approximately 10 hours of field experience involving observing and teaching students with special needs at the middle grades or high school level is required.
EDUC 490 Independent Study
Variable
Staff
EDUC 492 Internship
Variable
Staff
EDUC 495 Student Teaching
Variable
Staff
EDUC 499 Honors Thesis / Project
Variable
Staff
