EDUC 103 Sociological Perspectives in Education
4 credits
Welker, Robert
No prerequisites. Every year.
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 stakeholders 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 10 hours is required in grades 6 - 8. 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 103 Sociological Perspectives in EducationNo prerequisites. Every year.
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 stakeholders 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 10 hours is required in grades 6 - 8. 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 EducationNo prerequisites. Every year.
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 nonfiction 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 10 hours is required in grades 6 – 8. 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 ChildhoodNo prerequisites, but concurrent registration in Educ 120. Every year.
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 AdultNo 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 5 hours is required.
EDUC 120 Introduction to Students with Special NeedsNo prerequisites, but concurrent registration in Educ 111 or 112. Every year.
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. 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.
Field experience of 5 hours with students or adults with disabilities is required.
EDUC 120 Introduction to Students with Special NeedsNo prerequisites, but concurrent registration in Educ 111 or 112. Every year.
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. 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.
Field experience of 5 hours with students or adults with disabilities is required.
EDUC 150 Phonics for Reading and WritingNo prerequisites. Every year.
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.
Field experience of approximately 20 hours of clinical/field experience is required.
EDUC 150 Phonics for Reading and WritingNo prerequisites. Every year.
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.
Field experience of approximately 20 hours of clinical/field experience is required.
EDUC 275 Integrating Literature, Art, Drama, Dance and Music throughout the Early Childhood CurriculumPrerequisites: 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. Every year.
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 artwork 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.
Field experience of approximately 20 hours is required.
EDUC 276 Integrating Literature, Art, Drama, Dance and Music throughout the Middle Grades CurriculumPrerequisites: 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, 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 artwork 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.
Field experience of approximately 20 hours is required.
EDUC 303 Curriculum and Instruction in Early ChildhoodPrerequisites: Admission to teacher education. Concurrent registration with Educ 341. Every year.
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.
Field experience of approximately 25 hours is required with children ages 3 – 8.
EDUC 341 Including Students with Special Needs in Early Childhood ClassesPrerequisites: Admission to teacher education. Concurrent registration in Educ 303. Every year.
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 planning 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.
Field experience of approximately 25 hours is required involving observing and teaching students with special needs ages 3-5.
EDUC 307 Curriculum and instruction for Middle GradesPrerequisites: Admission teacher education. Every year.
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.
Field experience of approximately 30 hours of field experience with middle grade students is required.
EDUC 308 Curriculum and Instruction for High SchoolPrerequisites: Admission to teacher education. Every year.
This course focuses on the particular curricular, instructional, organizational, and interpersonal demands of the high school setting. Other specific areas to be examined are planning and pedagogical skills, management and disciplinary approaches, assessment theory and practice, culturally responsive and differentiated teaching, and the uses of technologies and media.
Field experience of 35 hours involving observation and teaching at the high school level grades 9 – 12 is required.
EDUC 311 Developing Literacy in Early ChildhoodPrerequisites: Admission to teacher education, Educ 303 or concurrent registration in 303. Every year.
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.
Field experience of approximately 30 hours in a primary grade placement is required.
EDUC 312 Reading and Writing in the Content AreasPrerequisites: Admission to teacher education. Educ 307 or Educ 308, or concurrent registration in Educ 307 or Educ 308. Every year.
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.
Field experience of approximately 30 hours in grades 6 – 8 is required.
EDUC 327 Teaching Mathematics in Early ChildhoodPrerequisites: 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. Every year in spring semester.
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, state 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. 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.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 328 Teaching Science in Early ChildhoodPrerequisites: Admission to teacher education. Every year.
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.
Field experience of approximately 15 hours of field experience is required.
EDUC 329 Teaching Social Studies in Early ChildhoodPrerequisites: Permission to student teach. Concurrent registration with student teaching is required or permission of the instructor. Every year in spring semester.
An examination of the nature of social studies and 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 social studies 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. Students will learn how to selecting and using a variety of instructional media, resources, and technology specific to the field. The consideration of participatory citizenship includes taking into account multi-cultural and gender perspectives, problem solving, critical thinking, and application skills. 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.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 336 Teaching Language Arts in Middle GradesPrerequisites: 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. Every year in spring semester.
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 emphasized.
This course builds on the curriculum design and methodology components of earlier middle school methods courses. Using local, state, and national guidelines in English language arts, students will construct plans and develop materials appropriate to the middle grades. The course explores how to teach different genre of literature using developmentally appropriate materials, media, and technology. Students will consider ways to integrate reading, writing speaking, viewing, and listening skills and ways to evaluate student learning through the construction and use of various assessments. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 337 Teaching Mathematics in Middle GradesPrerequisites: 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. Every year in spring semester.
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. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 346 Teaching Language Arts in Secondary SchoolsPrerequisites: Educ 307 and 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. Every year in spring semester.
A thorough examination and application of the various methods for teaching the language arts appropriate to secondary school. The course will consider how to teach a range of literature from different genre and will use that study to consider the development of comprehension and vocabulary skills, understanding grade appropriate writing applications and conventions, and understanding how to help students conduct research and build communication skills. This course builds on the curriculum design and methodology components of earlier education methods courses in secondary instruction and like those courses will consider how to develop plans, assess student learning, and construct and use resources in alignment with local, state, and national guidelines in English language arts. Students will develop plans, select and use a variety of instructional media and technology specific to the field, and select and design a variety of assessments to evaluate student learning. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 347 Teaching Mathematics in Secondary SchoolPrerequisites: Educ 307 and 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. Every year in spring semester.
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. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 338 Teaching Science in Middle GradesPrerequisites: 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. Every year in spring semester.
An examination of the methods for teaching science in the middle grades with particular reference to the preparation of material and plans aligned to the Ohio Academic Content Standards: K-12 Science and the National Science Education Standards. Topics include the nature and philosophy of science, using community resources and the application of science to community problems, creating safe and effective science environments, methods of science inquiry, and the appropriate use of computers and electronic technologies. Students will plan lessons with particular emphasis on scientific inquiry and applications, issues in science, and science in the community. The plans and the class are geared toward helping students succeed in their student teaching placement. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 348 Teaching Science in Secondary SchoolsPrerequisites: Educ 307 and 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. Every year in spring semester.
An examination of the methods for teaching science in secondary schools with particular reference to the preparation of material and plans aligned to the Ohio Academic Content Standards: K-12 Science and the National Science Education Standards. Topics include the nature and philosophy of science, using community resources and the application of science to community problems, creating safe and effective science environments, methods of science inquiry, and the appropriate use of computers and electronic technologies. Students will plan lessons with particular emphasis on scientific inquiry and applications, issues in science, and science in the community. The plans and the class are geared toward helping students succeed in their student teaching placement. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 339 Teaching Social Studies in Middle GradesPrerequisites: 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. Every year in spring semester.
An examination of the methods and materials required for teaching social studies in the middle grades. Curriculum development, assessment, professional resources, and instructional strategies will be the focus of the class. Students will use the Ohio Academic Content Standards: K-12 Social Studies and the standards of the National Council for the Social Studies to create developmentally appropriate short and long term plans. Of particular interest will be considering issues of change as it is reflected in multiple areas under the social studies umbrella including how macro events in history, cultural and social systems, and science and technology affect the development personal and social identity. This will be especially for teaching social studies in the middle grades with its more specific focus on history (Ohio Academic Content Studies) and the need for effective teachers to be able to connect that study to the increased social awareness of the middle grades student. In all of the plans, students will be expected to consider how to meet an overarching need of the program to build the skills an capacities required for citizenship and civic engagement. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 349 Teaching Social Studies in Secondary SchoolsPrerequisites: Educ 307 and 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. Every year in spring semester.
Teaching social studies effectively in secondary schools will be focus of this class. We will be particularly interested in developing long range and short-term class plans as they are aligned with the Ohio Academic Content Standards: K-12 Social Studies and the standards of the National Council for the Social Studies, and as they build growing skill and knowledge capacities for citizenship and civic engagement. A premise of the class is that all social studies in many areas that fall under its umbrella --geography, history, government. culture, economics, sociology, and psychology—require the ability of students to authentically engage with real-world problems and to make connections with personal experience. Teaching about change will be a particular interest in the class, as class participants create developmentally appropriate plans that indicate how macro events in history, cultural and social systems, and science and technology affect the development personal and social identity. It is expected that especially for the teaching of social studies in secondary schools, that all plans reflect how to build social studies skills including how to use primary and secondary resources. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching is required.
EDUC 342 Including Students with Special Needs in Middle and Secondary ClassesPrerequisites: Permission to student teach or permission of the instructor. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. Every year in spring semester.
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. The class will meet during the five weeks preceding student teaching.
Field experience connected to the 90-hour block before full-time student teaching 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
