Content with Disciplines : Education

Secondary School Effective Instruction

Catalog Description 3 semester credits. A guided practicum experience including classroom instruction on learner characteristics, cooperative learning, management of student conduct, various domains of the Florida Performance Measurement System (FPMS) and the Florida Educator Accomplished Practices (FEAP). One day clinical practicum experience is required. Students are placed in schools according to the campus where the student has enrolled. Not offered in the summer. Course Connection to Conceptual Framework As reflective decision-makers, the students will make informed decisions, exhibit ethical behavior, and provide evidence of being capable professionals by appropriately interacting in the classroom with secondary school students and teachers, assisting…

Art: Elementary School

Catalog Description 2 Credits. Basic methods for teaching art in the elementary school. The development of skills and creative behavior in children. Course Connection to Conceptual Framework As a reflective decision-maker, the student makes informed and ethical decisions and provides evidence of being a capable professional by developing and presenting lessons that demonstrate a respect for the developmental characteristics of young children. Students demonstrate the ability to create artwork and evaluate historical and cultural artwork using knowledge of art elements and principles of art and aesthetic theory. Academic Service-Learning Due to the nature of the course content and the required…

Public Engagement and Higher Education

Course Description and Objectives Welcome to Public Engagement and Higher Education! This course is designed to introduce students to the study and practice of public engagement in higher education. During this nine-week session, students and instructors will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts. This course is designed for both practitioners and scholars who seek to deepen their understandings about the ways in which institutions might become more productively involved with communities they serve….

Contemporary Issues in Youth Development and Youth Policy: International and Spanish Context, A Praxis Experience in Theory, Research, Policy and Practice

Course Prerequisites: Students should have completed one or more of the following courses: Introduction to Anthropology, Political Science. Psychology, Sociology, Economics, and/or related subject matter. In addition, students should be able to read at an intermediate to advanced level in English and Spanish. Much of the subject matter will require a high level of bilingual transferability and shifting back and forth between sources, literature, and research written in both languages. Students will also be asked to access Internet and web based sites in the United States and through resources within the European Union and European Council. Youth Development and Youth…

Developmentally Appropriate Practice in Early Childhood Environments

I. COURSE IDENTIFICATION This course examines various components involved in developing high quality programs for children ages birth to eight. Students learn about the physical space children inhabit and how the child interacts with the space. The course involves a study of appropriate methods required to create an educational environment that is nurturing, stimulating, and welcoming for all children to explore. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of young learners. Students gain an understanding of these needs through a study of major learning and childhood development theories. Learning is…

Administration of Early Childhood Programs and Family/Community Relations

I. COURSE IDENTIFICATION This course explores collaboration with parents and with intra-and inter-agency teams as a basic framework to prepare students for administrative and leadership roles in the field of early childhood education, PreK-grade 3. The emphasis is on the importance of communication, teaming, and the assimilation of knowledge related to family/community partnerships; issues dealing with diversity; planning, implementing, and evaluating programs for all learners; leading and managing personnel; financing and budgeting; record keeping, and the establishment of policies and procedures in support of NAEYC Standards 2, 3, 4, and 5. PREREQUISITES: EDEC 1150 and EDUC 1115 Licensure/Accreditation Statement: This…

Elementary Social Studies

The BIG IDEAS behind this course are: Social studies should teach about what it means to be a human being. Social studies is about content, processes, and values. Social studies instruction should foster reflection and interaction. Social studies instruction should be responsive to the concerns of a diverse and interdependent world and relevant to the present day lives of students. Social studies should give students opportunities to contribute actively to the betterment of their school and the larger community. TEXTBOOKS Kids Taking Action: Community Service-Learning Projects K-8 by P. Roberts. Social Studies for Social Justice: Teaching strategies for the elementary…

Teaching Movement in the Schools

Institution: University of Montana Discipline: Dance / Education / Physical Education Title: Teaching Movement in the Schools Instructor: Karen Kaufmann Model: Discipline-based Rating: 5 out of 5 DA 427 Teaching Movement in the Schools Course Requirements Class Attendance Attendance is extremely important. More than two absences will lower your grade. If you miss a class, it’s your responsibility to get the material you missed from someone else in the class. Lesson Plans (15%) Write 3 original “practice” lesson plans (specify age levels) “Space” due: September 18 “Time” due: October 1 “Energy” due: October 10 (peer assessment) Mid term Exam (20%)…

Philosophy of Education

Molloy College PHILOSOPHY OF EDUCATION Course: PHI 203: Philosophy of Education Session: Fall 2000 Instructor: Dr. Michael S. Russo Course Hours: Mon, 3:26 6:15 Location: Philosophy Department Seminar Room Office: 1079 Hempstead Ave. Mon/Wed: 12:15 3:15pm Tues/Thurs: 3 5:30pm I. Course Objectives Since the time of Plato philosophers have been concerned with the best way to educate young men and women. Indeed, some of the greatest thinkers in the history of Western thought have developed provocative theories about the goals of education and the means to attain these goals within the classroom. The aim of this course is to examine…

Curriculum Models and Assessment in Art

Kennesaw State University School of the Arts/Bagwell College of Education ARED 4410 Curriculum Models and Assessment in Art I. INSTRUCTOR: Dr. Sandra Bird Office in VA: 232 Office phone: 770-423-6435 Email: sbird@kennesaw.edu Office hours: MW 10 to 11, or by appointment II. TEXTS AND SUPPLIES: Dunn, P. (1995). Creating Curriculum in Art. Reston, VA: The National Art Education Association. Some readings/research will be available via internet. Additional readings will be copied and distributed to students. III . CATALOG DESCRIPTION: This course is designed to prepare prospective art teachers to be able to plan and organize effective art programs and curricula,…

Multidisabilities Support

  Multidisabilities Support SPEC 225 I. Introductory Information   A. Department Name: Special Education and Early Childhood Education B. Departmental Catalog Number: SPEC225 C. Course Title: Multi-Disabilities Support D. Semester Hours of Credit: 3 E. Clock Hours Per Week: 3 F. Restrictions: Prerequisites SPEC 105 Introduction to Exceptionalities, SPEC 2 10 Life Skills Support, Valid CPR Certification or Permission of the Instructor II. Description of the Course This course is designed to provide experiences, techniques, strategies and a professional knowledge base of multi disabled individuals. This course addresses the characteristics, needs, strategies, and support systems of the mentally retarded/physically disabled…

Developmental Reading in the Content Areas

  Developmental Reading in the Content Areas I. COURSE DESCRIPTION Prerequisite: 5500:245 This is one of the intermediate courses in a series of four designed to prepare pre-service teachers to teach reading skills relating to content subjects through reading, writing, speaking, and listening in an integrated manner. Methods and materials needed to promote reading achievement in content subjects by the elementary classroom teacher. Ten service learning hours are required outside of class. The use of technology in the literacy classroom will be integrated throughout the course. (IRA 5.7, 12.4) II. RATIONALE Research indicates that competent readers actively construct meaning through…

Perspectives in Human Ecology

Preparations for Fieldwork: Perspectives in Human Ecology Dwight Giles, Instructor Spring 1992 CLASS TIMES Section 1: Tuesday and Thursday, 10: 10 12:05, Room NC3 5 MVR Section 2: Tuesday and Thursday, 2:30 4:25, Room NG35 MVR OFFICE HOURS: Mondays, 1:30 4:00, and by appointment, Room 170d MVR TEACHING ASSISTANTS Michael Dill Susan Losee Steve Sharon Sharon Siegel Paul Weisenfeld Teaching Assistants’ Office Hours are posted on Room 154, MVR, they will also be distributed in class. COURSE GOAL The goal of FIS 200 is to provide pre-field students with instruction and practice field learning skills that will enable them to…

Teaching Multiple Texts Through Genre

  Teaching Multiple Texts Through Genre Tue, Thu 8:00 AM 9:15 AM Spring, 2003 Instructor, Mrs. Judith Hendershot Office: 108 Zook Phone: 330 972 7765 Email: jhender@uakron.edu Course Description: This course explores the ways in which teachers can broaden children’s understanding and appreciation of a variety of different text types, both print and non print. Traditional literary genre including poetry, historical fiction, realistic fiction, fantasy, nonfiction, traditional literature, and picture books will be examined, as will non print types including video, CD ROM, laser discs and other computer media. Rationale: Because research indicates that the greater children’s familiarity with different…

Service Leadership

  Institution: Seattle University Discipline: Service Leadership / Education Title: Service Leadership Instructor: Jeffrey Anderson Service Leadership Prof. Jeffrey Anderson Room arranged Office: Loyola 309 Hours arranged Phone: 296 5754 e mail: janderso@seattleu.edu ORGANIZING THEME: The School of Education prepares ethical, reflective professionals for quality service to diverse communities. CONCEPTUAL FRAMEWORK: The teacher is an ethical and knowledgeable reflective decision maker who teaches all learners to function effectively in a global and pluralistic society. TEXT and MATERIALS Anderson, J.B. & Fogleman, D. (2001). An introduction to service learning. COURSE DESCRIPTION This course is designed to facilitate prospective teachers’ understanding of…

Service-Learning in Higher Education

  Service Learning in Higher Education INSTRUCTORS: Janet Eyler & Dwight E. Giles, Jr. OFFICE HOURS: By appointment OFFICES: Payne 206 & Mayborn 104 OFFICE PHONES: 322-8522 & 322 8273 E-MAIL: janet.s.eyler@vanderbilt.edu; dwight.e.gilesjr@vanderbilt.edu CLASS: Mayborn 105 Wednesdays 4:10-7:00PM PURPOSE This class is a hands-on, minds-on engagement in the practice and theory of service learning – the integration of community service and related academic study. Students will assist a service learning program with planning, implementation or evaluation and integrate this experience with study of current practice, theory and research. Students who plan careers in higher education will find this interesting and…

Understanding Literacy Development & Phonics

  Understanding Literacy Development & Phonics Dr. Oswald Office: Room 32, Zook Hall Phone: 330 972 5483 E mail: roswaldL@uakron.edu COURSE DESCRIPTION: Prerequisite: Admission to Teacher Education Program. This is the first in a series of four courses designed to prepare pre-service teachers to teach reading, writing, speaking, and listening skills in an integrated manner. The foundations of literacy will be strongly emphasized, as will the role of comprehension, phonics, and functional spelling in language learning. Ten service learning hours are required outside of class. The use of technology in the literacy classroom will be integrated throughout the course. (IRA…

Adult Literacy Tutoring: Issues and Methods

Honors 390 Prof. James McKusick ADULT LITERACY TUTORING: ISSUES AND METHODS Course Description: This service learning course explores the principles and techniques pertaining to adult literacy tutoring. It introduces students to basic tutoring methods, provides background in the cultural, political, and social causes of illiteracy, and serves as a forum for discussion of issues surrounding civic literacy and social responsibility. Students will apply the concepts and skills they develop to actual tutoring experiences. The fieldwork component of this course requires that students spend four hours per week serving as tutors to functionally illiterate adults. Adult literacy tutoring will take place…

Health and Physical Education for Classroom Teachers

PED 316: Health & Physical Education for Classroom Teachers Fall Semester 2002 Dr. Judith Ausherman, CHES (Tuesday) – j.ausherman@csuohio.edu Ms. Rosemary Lassiter (Wednesday) – r.lassiter@csuohio.edu OFFICE/PHONE PE Building 222,(216) 687 4884 (HPERD main office X4870) (Ausherman) PE Building 213, (216) 687 4839 (HPERD main office X4870) (Lassiter) OFFICE HOURS: Monday & Tuesday 2:00 3:30 pm or by appointment REQUIRED READING Pettifor, B. (2001). Physical Education Methods for Classroom Teachers. Human Kinetics. Telljohann, S.; Symons, C; & Miller, D. (2001). Health Education in Elementary & Middle School. McGraw Hill. Ausherman, J. (2003). CSU Partners with Reach Out and Read Manual. CATALOGUE…

Education Organizing

Fall 2003 Tu/Th 10-11:30a.m. mark_warren@harvard.edu 447 Gutman Library office hours: TBA Staff Asst.: Melita Garrett 454 Gutman Library melita_garrett@gse.harvard.edu Course Description This course will focus on the role of community organizing in fostering school change. We will examine the large range of ways community groups and schools are promoting the active engagement of participants to improve education – whether that be parents, teachers, community residents, students, or the public at large. Within that context, we will examine efforts to foster collaborations among and between a wide array of stakeholders in education, including community organizations, school personnel, school system administration, unions,…