EDU-232 Schools and Social Change (3 credit hours)
A study of public education from a cultural/historical foundations approach including an understanding of American educational goals. Focus is on history of education in the United States as well as current issues in education from multiple perspectives. A small group, semester-long project that involves the development of a plan to improve schooling is a major focus for this course. In addition, there are other specific off-campus observations and a tutoring assignment that require a considerable time commitment outside of class both during the day and the evening. Prerequisite: Sophomore standing.
EDU-305 Web 2.0 Technologies for Public School Classrooms (1 credit hour)
Students will gain an awareness of current and emerging technologies for the classroom, and develop practical skills in using these technologies in the classroom. Recent developments in educational software, the Internet, and computers will provide students with an array of technologies for educational enrichment. Prerequisite: Admission to the Teacher Education Program.
EDU-434 Inclusion and the Adolescent Learner (3 credit hours)
This course is designed as an investigation of adolescence, including a specific focus on adolescents with unique learning needs. Drawing from research, personal experiences, the experiences of others, music, and stories, you will consider the total educative environment of adolescents; the interplay between the inner psychological challenges and outer socio-cultural challenges facing adolescents; as well as the physical, cognitive, and emotional changes that adolescence involves. Particular focus will be given to the inclusion of adolescents with learning differences in the general classroom, including adapting instruction, assignments and assessments, as well as collaboration with other professionals and families to meet the needs of all students. Prerequisites: EDU-234 and PSY-312.
EDU-501 Seminar-The Special Educator (1 credit hours)
This course provides undergraduates an introduction into the nature of the work of special educators. A hybrid course, it focuses on the roles and responsibilities of special educators in elementary, middle, and high school settings. Students will experience a series of informational and reflective activities related to teaching in special education. Pre-requisites: Junior or Senior standing.
EDU 605 – Design and Evaluation of Instructional Materials (3 credit hours)
Designed to assist students in the development of strategies for the use of the current technologies in the K–12 classroom. Students will critically examine the role of technology in that classroom, and understand the effective use of technology. Prerequisites: Basic computer knowledge.
EDU 612 – Mentoring and Leading in Public Schools (3 credit hours)
In this course, teachers develop an understanding and philosophy of teacher leadership in public schools. The course recognizes the teacher as a leader within a diverse professional community that is often focused on reform and change. Participants will critically reflect on various leadership theories with the purpose of discerning leadership styles and practices that best support them as teacher-leaders and/or future administrators. Recognizing and examining the human dynamics associated with leadership, highlighting best practices in motivation, management, mentoring, performance appraisal, and career/professional development, and applying these concepts to real-life scenarios and case studies will position the teacher-leader as a change agent within the educational community.
EDU 637 - Differentiation for the Academically/Intellectually Gifted Learner (3 credit hours)
This course is designed to give practicing teachers the knowledge, skills, and attitudes needed for teaching academically/intellectually gifted learners in diverse settings. Because today’s classrooms are increasingly diverse and inclusive, teachers must be able to identify and accommodate a range of learner needs, including those of gifted learners. Participants in this course will develop skill in using a variety of models and strategies to effectively respond to the particular learning needs of the gifted. Building on the knowledge and skills attained in the Methods and Materials course and using widely-held standards for the effective teaching of gifted learners (CEC-NAGC Initial Knowledge & Skill Standards for Gifted and Talented Education), participants will analyze and evaluate lessons and units designed for use with the gifted. They will also create and teach standards-based lessons and units that demonstrate their understanding and effective use of instructional and management strategies recommended as appropriate for gifted learners. Prerequisite EDU 636.
EDU 638 – Special Topics in Gifted Education (3 credit hours)
This course focuses on special topics and issues related to education of the gifted. The primary purpose of the course is to develop in participants the knowledge, conceptual understandings, and skills to recognize and nurture effectively giftedness in all gifted students, including those students who are typically underserved. Specific topics included in the course include the psycho-social adjustment and guidance of gifted learners, the plight of underserved populations of gifted learners, collaboration and consultation in gifted education.
EDU 643 – Second Language Acquisition (3 credit hours)
A broad view of second language acquisition from both psycholinguistic and sociolinguistic perspectives. Includes a comparison of first and second language learning, current theories of second language acquisition, the effect of social interaction upon speech styles, and how speech defines groups. Applications are made to second language teaching. Field experiences required.
EDU 645 – Culture and the Language Teacher (3 credit hours)
A study of the basic concepts of intercultural communication, including a comparison of American cultural orientations with those of other countries. A look at how these cultural differences relate to language teaching and learning.
EDU 671 – Adolescent Literacy and Learning Across the Content Areas (3 credit hours)
This course provides an in-depth study of the theories, research and instructional methods associated with reading and learning processes across the different content areas of the curriculum. Special emphasis is given to adolescent learners and the literacy tools essential for life-long learning, including critical thinking, problem-solving and digital literacy skills.
EDU 677 – The Teaching of Writing in the K-12 Classroom (3 credit hours)
This goal of this course is to assist teachers in developing the writing skills of K-12 students. At the conclusion of the course students will show familiarity with current theories; be able to describe and assist students art various stages of the writing process, describe and assist children learning to write who have cultural and linguistic differences, show familiarity with writing evaluation techniques, writing across the curriculum, and integrate technology in the writing process.
EDU 679 – Graduate Practicum (1 credit hour)
This three week, full-time field experience occurs in a public school setting (K-12). Students will complete a practicum portfolio aligned with state standards and indicators for licensure in their specialty area. A grade of S (satisfactory) or U (unsatisfactory) will be given, based upon the following criteria: (1) successful completion of the portfolio section, as evaluated by the graduate program’s portfolio rubric, (2) satisfactory observational ratings from both the college supervisor and partner teacher, as measured by the TCER.
EDU 701 – Power Tools for Educators: Using Technology for Communication, Presentation, Instructional Design, Planning and Assessment (3 credit hours)
To meet the needs of students, to operate effectively in a school environment, and to accomplish professional responsibilities, teachers must be able to use an array of 21st century tools to communicate, maintain and manage data, conduct research, design and present lessons, and to participate in professional networks. The purpose of this course is to introduce to the basic technology tools of teachers, their applications, and the ethics associated with the profession. Through this course, you will learn and practice forms of communication specific to teaching, .e.g. parent conferences and class newsletters/websites. You will learn the basic elements of lesson planning and assessment and the software that supports these tasks. You will consider the uses of presentation software and web design to support student learning. You will carefully consider the ethical dimensions associated with communicating, presenting, data management, designing instruction, and assessing, including the key provisions of the Family Education Rights Privacy Act (FERPA) and guidelines for email communications. Field experiences required. Summer.
EDU 703 – Behavior and Classroom Management (3 credit hours)
This course is designed to give teachers the knowledge and skills to create and maintain effective learning environments. One important aspect of classroom management, behavior management, will be given particular focus. Teachers will understand how to implement positive behavior strategies to help their students learn and engage in appropriate behavior. Field experiences required.
EDU 713 – Collaboration with Professionals and Families for Special and General Educators (3 credit hours)
The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem solving activities in a variety of settings in which their ability to effectively communicate is critical. This course is designed to assist students in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help students attain the knowledge and skills to be leaders in collaborative efforts in schools.
EDU 714 – Learning Strategies Across the Curriculum for Special Educators (3 credit hours)
This course examines models for teaching learning strategies, metacognitive strategies guiding the learning of content, for students with mild/moderate disabilities in grades K–12. Students will examine educational research on the application of literacy and learning strategies in the content areas and will learn ways to assess students’ understandings and to use the assessment to plan for instruction. Prerequisite: EDU 711 and EDU 712. Field experience required.
EDU 715 –Procedures, Policies, and Assessment for Special Educators (3 credit hours)
This course provides students with a broad knowledge and understanding of a wide range of legal issues concerning providing special education services to students with disabilities. Students will have a foundation in effective and efficient assessment and evaluative practices, including standardized and curriculum-based assessment. Field experiences required.
EDU 724 – TEACHING AND INTEGRATING SCIENCE AND HEALTH (3 credit hours)
This course explores the nature, processes, and products of science and health with an emphasis on content, methods, and curriculum appropriate for teaching in elementary school. This course is designed to assist prospective K-6 teachers in developing competencies for teaching elementary school science and health. Emphasis is placed on content, methods, and curriculum appropriate for teaching in grades K-6. Understanding and application of concepts, methodology, and educational theory will be fostered through classroom field experiences. Field experiences required.
EDU 725 – Teaching and Integrating Social Studies and the Arts (3 credit hours)
Prospective elementary teachers will become familiar with the pedagogical principles of the four arts disciplines as they develop and implement learning experiences that meet curriculum objectives in both social studies and the fine arts. Field experiences required.
|First Six Week||EDU-501-A||Seminar: The Special Educator (Hybrid)||Terhaar-Yonkers||1||LED||214||
On-campus sessions May 15 and June 19. On-line for all other sessions.
|7:00 PM||8:00 PM|
|First Six Week||EDU-605-A||
Design & Eval of Instruc Mat
|Parker||3||SMB||262||MW||4:30 PM||8:00 PM|
|First Six Week||EDU-637-A||Differentiation for the Gifted Learner (Online)||Duncan||3||Online|
|First Six Week||EDU-643-A||Second Language Acquisition||George||3||LED||206||4:30 PM||8:00 PM||TH|
|First Six Week||EDU-677-A||
Teaching Writing K-12
|Olson||3||LED||211||TH||4:30 PM||8:00 PM|
|First Six Week||EDU-679-A||Graduate Practicum||Staff||1|
|First Six Week||EDU-701-A||Power Tools for Educators||Gleason||3||LED||206||MW||4:30 PM||8:00 PM|
|First Six Week||EDU-713-A||
Collab-Special Ed & Gen Ed
|Staff||3||LED||214||TH||4:30 PM||8:00 PM|
|First Six Week||EDU-715-A||
Proc., Policies, Assessment
|Staff||3||LED||210||TH||4:30 PM||8:00 PM|
|First Six Week||EDU-724-A||Teaching & Integrating Sci||Midgett||3||LED||213||TH||4:30 PM||8:00 PM|
|First Six Week||EDU-801-A-H||Graduate Portfolio||December graduates should register for the section that is supervised by their advisor (listed on WebAdvisor).|
|First Three Week||EDU-232-A||Schools and Social Change||McKinney||3||LED||206||MTWHF||8:30 AM||11:20 PM|
|First Three Week||EDU-305-A||
Intro to Instructional Media
|Parker||1||SMB||262||MTWHF||2:00 PM||3:20 PM|
|Second Six Week||EDU-434-A||
Inclusion & the Adol Learner
|Schrock||3||LED||206||TH||8:30 AM||11:20 AM|
|Second Six Week||EDU-612-A||
Mentoring and Leading
|McKinney||3||LED||211||MW||4:30 PM||8:00 PM|
|Second Six Week||EDU-612-B||Mentoring and Leading||Delaney||3||MW||4:30 PM||8:00 PM|
|Second Six Week||EDU-638-A||Special Topics in Gifted Education (Online)||Schrock||3||Online|
|Second Six Week||EDU-645-A||Culture and the Language Teacher||Staff||3||LED||210||TH||4:30 PM||8:00 PM|
|Second Six Week||EDU-671-A||
Reading Across the Curriculum
|Staff||3||LED||206||MW||4:30 PM||8:00 PM|
|Second Six Week||EDU-679-A||Graduate Practicum||Staff||1|
|Second Six Week||EDU-703-A||Behavior & Calassroom Mgt||Schrock||3||LED||214||MW||4:30 PM||8:00 PM|
|Second Six Week||EDU-714-A||
Learning Strategies-Special Ed
|Staff||3||LED||214||TH||4:30 PM||8:00 PM|
|Second Six Week||EDU-725-A||
Integ. Social Studies & Arts
|Duncan||3||LED||211||TH||4:30 PM||8:00 PM|
|Second Six Week||EDU-801-A-H||Graduate Portfolio||December graduates should register for the section that is supervised by their advisor (listed on WebAdvisor).|
Visit the Education website: http://www.meredith.edu/education/default.htm