Professors William H. Kraus, Charles G. Novak
and Robert P. Welker
Associate Professors Kathryn A. Calabrese, Chair, Carmen E. Trisler, Lora L. Lawson
and Lowell W. Monke
Assistant Professors Sara A. Brannan, Stefan J. Broidy and Jeanine L. Fox
Visiting Instructors Lisa Brandt and Brenda Buckner
Teacher Education Program
The Teacher Education Program is designed to permit the student
to meet the licensure requirements for teaching in the State of Ohio.
Students may seek licensure in Early Childhood Education, Middle
Grades Education, Special Education and most secondary areas of
teaching. The student seeking licensure should contact the Education
Department for advising help as early in the program of study as
possible to ensure that program requirements can be met within the
four undergraduate years.
The theme of the teacher education program is “Educational Leaders for Constructive Social Change.” Our mission is to integrate the ideals of moral responsibility, social consciousness, and vocational commitment into the lives of teachers in such a way that their character, competence, and community involvement establish them as leaders for constructive social change. The faculty have developed performance outcomes by which teacher education candidates are assessed beginning in the introductory courses. A complete list of performance outcomes and teacher education policies and programs are described on the education department website and in the Teacher Education Handbook, which is available from the Education Department Office and the Education Department wesbsite. Candidates pursuing teacher licensure must also successfully complete a state-approved examination prior to licensure. The examination measures the extent of professional knowledge and curriculum content for the specific areas of licensure pursued.
Performance Data for 2003-2004
Total enrollment in teacher education — 179
Total number of students newly admitted to teacher education — 94
Average number of hours required for student teaching — 300
Student teacher/faculty ratio — 5:1
Overall pass rate of Wittenberg students on the Praxis II exam — 96%
State of Ohio overall pass rate on the Praxis II exam — 93%
Policy on Admission to the Teacher Education Program
Admission to the Teacher Education Program is selective. Any
student who wishes to complete licensure requirements must apply for
and be admitted to the program. To be considered for admission, the
student must
Students pursuing a major in education must apply for admission to the Teacher Education Program no later than spring semester of the sophomore year. Students pursuing a minor in education must apply no later than fall semester of the junior year. The Education Department acts on applications for admission twice during each semester. Students denied admission may reapply once, provided that the circumstances contributing to the initial denial have been addressed.
Prior to admission to the Teacher Education Program, students may enroll only in 100- and 200-level courses. All 300- and 400-level courses require admission to the Teacher Education Program (or department approval).
Policy on Permission to Student Teach
Only students who have been admitted to the Teacher Education
Program may be approved for permission to student teach.
Application for permission to student teach is made early in the spring
semester of the junior year. The department acts on the application
during the semester before the scheduled student teaching experience.
To be considered for permission to student teach, students must meet
the following criteria:
In cases when vacations for the local schools do not coincide with Wittenberg’s breaks, the student must follow the calendar of the school system in which he or she is assigned to student teach.
Nontraditional internships and opportunities for student teaching abroad are available on a limited basis (e.g., American School in London). Planning for such experiences should begin early. Acceptance is selective.
Requirements for Major
The student may earn a major in education by completing the
requirements for Early Childhood Education Licensure, P-3; Middle
Grades Licensure, 4-9; or Dual Licensure in Early Childhood
Education, P-3 and Special Education, K-12 (an intervention
specialist license for learners with mild/moderate education needs).
Required for Early Childhood Education Licensure (P-3):
49 semester hours
103 or 104, 111, 120, 150, 275, 303, 311, 327, 328, 329, 341, 345
and 495.
Required for Middle Grades Education Licensure: 44
semester hours
103 or 104, 111 or 112, 120, 150, 276, 307, 312, 342, 345, 495 and
two of the following: 336, 337, 338 and 339.
Required for Dual Licensure in Early Childhood
Education (P-3) and Special Education (K-12): 60
semester hours
103 or 104, 111, 113, 120, 150, 275, 303, 311, 327, 328, 329, 341,
345, 430, 432, 433 and 495.
Required from related departments:
Eight semester hours from art/music/drama, chosen from two
separate departments; Math 118; and, for those Middle Grades
Education students who select mathematics as one of their teaching
fields and for all Early Childhood Education students (including those
pursuing Special Education licensure), Math 119.
Also, the student pursuing Middle Grades Education licensure must complete an approved program of study in two teaching fields selected from: reading and language arts, mathematics, science and social studies. (There are at least 20 semester hours required in each field.) See the Education Department for specific courses.
Requirements for Minor
A student may earn a minor in education by completing at least 24 semester hours
in the following courses: Education 103 or 104,120, 307, 308, 312, 342 and one
of the following: 346, 347, 348 and 349 or equivalents as approved by the department,
plus either Education 112 (for secondary education) or Education 111 and 113
(for multi-age license areas).
A student seeking an Adolescent to Young Adult license (7-12) or a Multi-Age license (P-12) must complete 34 semester hours, which must include Education 312 Reading and Writing in the Content Areas, and 495 Student Teaching, 10 semester hours. Licenses are available in art, drama/theatre, music, foreign language (French, German or Spanish), earth sciences (geology), life sciences (biology), language arts (English), mathematics and integrated social studies (history). See the Education Department or the respective academic departments for specific courses in education and in the major for the respective teaching fields.
Requirements for Endorsement in Reading
A license that is endorsed for reading allows a teacher to teach as a reading
specialist with students in the grades specified by the license that is being
endorsed. To have the Early Childhood Education license or the Special Education
license endorsed for reading, the student must complete Education 150, 275,
311, 312, 345, 400 and 450. To have the Middle Grades Education license or the
Secondary Education license endorsed for reading, the student must complete
Education 150, 276, 311, 312, 345, 400 and 450.
103S. Sociological Perspectives in Education. 4 semester hours.
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 Education 104. No prerequisites. Every year.104R. Philosophical Perspectives in Education. 4 semester hours.
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 among 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 Education 103. No prerequisites. Every year.111. Human Development and Learning Theory: Birth through Middle Childhood. 2 semester hours.
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 Education 120. Every year.
112. Human Development and Learning Theory: Middle Childhood through Young Adult. 2 semester hours.
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 and
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 Education 120. Every year.113. Human Development and Learning Theory: Adolescence through Young Adult. 1 semester hour.
The course is an extension of the content developed in Education 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. Completion of Education 111 is recommended. For students who have not completed Education 111, concurrent registration is required. Field experience of approximately 5 hours is required. Every year.
120. Introduction to Students with Special Needs. 2 semester hours.
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 available educational programming options, 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 Education 111 and a Middle Childhood/Adolescence focus when paired with Education 112. No prerequisites, but concurrent registration in Education 111 or 112. Every year.150. Phonics for Reading and Writing. 4 semester hours.
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. Every year.275. Integrating Literature, Art, Drama, Dance and Music throughout the Early Childhood Curriculum. 4 semester hours.
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: Education 103 or 104, Education 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.276. Integrating Literature, Art, Drama, Dance and Music throughout the Middle Grades Curriculum. 4 semester hours.
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: Education 103 or 104, Education 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.303. Curriculum and Instruction in Early Childhood. 4 semester hours.
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 Education 341. Every year.307. Curriculum and Instruction for the Middle Grades. 4 semester hours.
This course focuses on teaching and 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. Every year.308. Curriculum and Instruction for High School. 4 semester hours.
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 and 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. Prerequisite: Admission to teacher education.311. Developing Literacy in Early Childhood. 4 semester hours.
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 reader strategies that 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, Education 303 or concurrent registration in 303. Every year.312. Reading and Writing in the Content Areas. 4 semester hrs.
This course examines strategies for developing reading, writing, and study skills for middle school and high school classes. The course is designed for teacher candidates pursuing middle school, adolescent/young adult and multi-age licensure. The course will help candidates understand the theory of reading and writing in the content areas as it applies to providing students the skills necessary to be independent learners.
The focus of this course in on teaching – teaching peers as we practice research-driven practices – and teaching in the field as we work with readers and writers in the content area classrooms. A major premise of the course is that all content area teachers must be teachers of reading and writing and that good teaching requires that students can make connections between their own background and purposes and creating meaning out of content-related materials. Strategies will concentrate on oral language development, as well as comprehension, vocabulary, writing, and study skill / research strategies.
Candidates will learn how to assess appropriate reading materials and assess student learning for mature readers, struggling readers, and English language learners. Candidates will develop action research projects for use in a 30-hour field experience using local, state, and national curricular guidelines. Emphasis will also be given on the use of a variety of technological and informational resources including libraries, databases, computer networks, and videos. Prerequisite: Admission to teacher education. Education 307 or 308, or concurrent registration in Education 307 or 308.
327. Teaching Mathematics in Early Childhood. 2 semester hours.
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.
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. 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. Every year.
328. Teaching Science in Early Childhood. 3 semester hours.
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 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. Every year.
329. Teaching Social Studies in Early Childhood. 2 semester hours.
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 social sciences that are 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. 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. Every year.
336. Teaching Language Arts in Middle Grades. 2 semester hours.
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. Prerequisities: Education 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.
337. Teaching Mathematics in Middle Grades. 2 semester hours.
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. 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. Every year.
338. Teaching Science in Middle Grades. 2 semester hours.
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. Prerequisites: Education 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.
339. Teaching Social Studies in Middle Grades. 2 semester hours.
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. 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. Every year.
341. Including Students with Special Needs in Early Childhood Classes. 4 semester hours.
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 Education 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.
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 Education 303. Every year.
342. Including Students with Special Needs in Middle and Secondary Grades. 2 semester hours.
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 Education 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. 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. Every year.
345. Assessment and Strategies for Students with Literacy Difficulties. 4 semester hours.
Students can expect to examine recent theories and research concerning the nature of reading and language arts learning with focus on the diverse needs 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 (fall semester).
346. Teaching Language Arts in Secondary Schools. 2 semester hours.
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. Prerequisites: Education 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. The class will meet during the five weeks preceding student teaching. Every year.
347. Teaching Mathematics in Secondary Schools. 2 semester hours.
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. Prerequisites: Education 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. Every year.
348. Teaching Science in Secondary Schools. 2 semester hours.
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. 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. Prerequisites: Education 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. Every year.
349. Teaching Social Studies in Secondary Schools. 2 semester hours.
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. Prerequisites: Education 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. Every year.
390. Topics Course. Variable credit.
400. Conducting Research in Literacy. 2 semester hours.
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 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: Education 150, 275 or 276, 311 and 312, plus 345 or permission of the instructor.
430. Educating Students with Mild/Moderate Educational Needs. 4 semester hours.
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. Education 311 and 341. Education 345 or concurrent registration in Education 345. Concurrent registration in 432 and 433. Writing Intensive. Every year.
432. Educating Students with Mild/Moderate Educational Needs in Middle and Secondary School. 4 semester hours.
Examination of the characteristics, needs, and educational programming for students in the middle and secondary grades identified as having 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. Education 345 or concurrent registration in Education 345. Also, concurrent registration in Education 430 and 433. Writing Intensive. Every year.
433. Skills for Collaborative Problem Solving in Special Education. 2 semester hours.
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, school and community personnel. Prerequisites: Admission to teacher education. Education 345 or concurrent registration in Education 345. Also concurrent registration in Education 430 and 432. Every year.
450. Internship for Reading Endorsement. 4 semester hours.
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.
490. Independent Study. Variable credit.
492. Internship. Variable credit.
495. Student Teaching. 10 semester hours.
499. Honors Thesis/Project. Variable credit.
