Course Description

EDU 4015 American Education (3 credits)
American education as a dynamic, sometimes cyclic, process. The origins, evolution, and realities of contemporary public and private schools are examined through critical reading original documents. Visits to elementary or secondary classrooms in multicultural setting provide a strong link to the teacher’s world. EDU 4016 is linked with this course.

EDU 4016 Certification Lab I (1 credit)
This one-credit lab enables students to apply their theoretical understandings related to critical readings discussed in class. In addition, students experience first hand a variety of multicultural classroom settings.

EDU 4025 Human Development and Learning (3 credits) (prerequisite)
This course provides a study of the basic concepts of human development, learning, and cognition which impact upon the teaching/learning process, including physiological, psycholinguistic, cognitive and psychosocial areas. Attention is directed to the role of heredity and environment, to stage theories; to individual differences and multicultural education; and to models of learning and cognition. This course meets the prerequisite for Educational foundations courses. It is also a prerequisite for EDU 4035.

EDU 4035 Psychology of Teaching (3 credits)
This course introduces theoretical models of instructional design, student motivation, classroom management, and assessment. Attention is directed to instructional objectives; to lesson formats; to motivational strategies; to classroom discipline; to teacher attitudes and expectations; and tests and measurements. Particular attention is given to recent developments in schema theory and to constructivist models. Field activity is a required component of this course. EDU 4036 is a required link with this course. Prerequisite: EDU 4025.

EDU 4036 Certification Lab II (1 credit)
This one-credit lab will enable students to apply theoretical concepts related to cognition, language, and personality theories as evidenced in classroom settings. In addition, students examine the significance of critical thinking in classrooms.

SPE 4805 Education of the Special Learner (3 credits)
This course is designed to provide teachers in training with an understanding of the exceptional child in various instructional settings. Students will be provided with an overview of Special Education with emphasis on historical and emerging perspectives. Topics to be examined will include types and natures of exceptionalities, legal and ethical responsibilities of teachers, least restrictive environment, various instructional settings, the inclusion of exceptional children in regular education, services and programs and services for the exceptional child.

EDU 4045 Reading/Literature I (3 credits)
This course provides students with the opportunity to investigate the various theoretical models of the reading process. Students investigate the various factors which impact upon successful reading performance. Students begin to investigate the use of literature, specifically fiction, nonfiction, poetry, picture books, and fantasy selections in the development of instructional practices in the primary grades. Included in this course is an investigation of the use of Basals as literature. In addition, students study the use of reading strategies to be used for teaching reading in the content areas. Prerequisite: EDU 4035.

EDU 4055 Reading/Literature II (3 credits)
The course provides students with the opportunity to continue their investigation of the use of literature as central to the development of successful reading. Students are involved in extensive analysis of a wide range of literature for young people. Students continue to investigate the use of instructional reading models to critique strategies related to the use fiction, nonfiction, poetry, picture books, and fantasy selections. Included in this course is an investigation of Multicultural Literature and the Writing Process. Special fieldwork is required in this course. EDU 4056 is a required link with this course. Prerequisite: EDU 4045.

EDU 4056 Pedagogy Lab (1 credit)
This one-credit lab will enable students to apply their understanding of pedagogical theory in actual classrooms. Students investigate the relationship between concept development and instructional practices in classrooms.

EDU 4065 Mathematics in Elementary School (3 credits)
This course provides an overview of the development of mathematics as a part of the elementary school curriculum. Emphasis will be placed upon current research and the development of techniques useful in the presentation of mathematical concepts. Included in this course is a thorough investigation into the Standards and of the National Council of Teachers of Mathematics and examination of gender bias in the mathematics classroom. Special Fieldwork is required in this course. Prerequisite: EDU 4035.

EDU 4075 Social Studies in the Elementary School (3 credits)
The purpose of this course is to connect theory and practice in the teaching of elementary school social studies. Strategies for planning, implementing, and evaluating social studies instruction are designed with a focus on preparing children to be critical thinkers and young citizens in a global, technological and culturally diverse world. Prerequisite: EDU 4035.

EDU 4085 Science in the Elementary School (3 credits)
This course is designed to provide students with the opportunity to investigate teaching modalities relevant to elementary school science. Emphasis is placed upon the philosophy, curriculum planning and organization, skill development, instrumental methodology, and classroom resources for the natural sciences. Prerequisite: EDU 4035.

EDU 4215 Elementary Fieldwork (6 credits)
Student or Intern teaching (or individually designed field experience) under approved supervision (including seminar meetings). This experience is designed as the capstone professional course for the certification student. The fieldwork experience approximates a full-time working/teaching experience for one full semester. At the conclusion of the experience students must have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, problem solving in an educational setting, using computers in the classroom, using reading, language, and literacy skills in all classrooms, the use of audiovisual materials in the classroom, the identification of instructional resources, and the assessment of student achievement. The fieldwork course is typically the final course in a certification sequence. Students should apply to the Coordinator of Student Teaching based on the application deadlines established by the Department. Includes a weekly seminar.