Content with Disciplines : Education

Writing & Reading SL Course

Course Overview: Storytelling … becomes a positive and powerful way to bring everyone to the table, validating what everybody has to bring, and using that as a way of studying this complex society we all share but in which we live differently depending on where we are positioned in it. Even though we may see it differently, because we’re sitting in different positions around that table, we all have something to add to this developing story about who we are as a nation, where we are going in terms of addressing our racial history, and other aspects of justice. “The…

Education SL Course: Poverty Matters

Course description: This course explores current theories, research, beliefs, and myths surrounding poverty and its effects on people, the environment, and various communities of practice. Opportunities will be provided for students to deepen their understanding of diversity by developing relationships with local organizations and by working side by side with marginalized populations in the Front Range of Colorado through action research.     Course objectives and outcomes: The students will: Participate in applying new knowledge with local educational organizations that are addressing the cycle of poverty, marginalized populations, and/or very young children and their families; Explore various definitions of poverty and…

Literacy Leadership Service-Learning Trip

EDUC-L 295 (1 cr.) & L296 (2 cr.), Literacy Leadership Service-Learning Trip L295 meets during the 2nd 8-week term of the spring semester; L296 is a summer service trip to Rwanda (30 days in July & August). TBD: Meeting date, time, and classroom Course Instructors Instructors of Record: Lauren Caldarera Assistant Director, Global Village Living-Learning Center Office: Global Village Living-Learning Center, Foster Martin Phone: 855-4264; Office Hours: By appointment Beth Lewis Samuelson Assistant Prof., Literacy, Culture and Language Education (LCLE) Office: IU School of Education, ED 3022. Phone: 856-8256. Office hours: By appointment Additional Instructor: Ali Nagle 5th grade reading…

Language and Literacy

Course Description: Investigates the relationship between language and thought, theories of language development, changes in the young child’s cognitive structure, and the role of the teacher in literacy development.  It is designed to address the Texas State Board of Educator Certification (SBEC) Standards for Reading/Language Arts. Prerequisites and Credit Hours: Completion of READ 3305 and admission to the Teacher Education program of the Urban Education Department is required for this 3-hour course. Text: Bear, D. R., Invernizzi, M., Templeton, S., and Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (4th Ed.). Upper Saddle River,…

Educational Psychology

Course Description: The goal of this course is to develop a working knowledge of various principles and theories based in the discipline of psychology and the practical application of these formulations to the teaching/learning process. The content includes theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; influences of social and cultural background on development and learning; assessment and evaluation; theoretical basis for instructional models; theoretical basis of strategies for managing the learning environment. Prerequisites: None. Concurrent enrollment in EDU 3150 is required for education minors. Required Texts: Woolfolk, Anita (2009).  Educational Psychology, Active Learning-11th edition,…

Education of Individuals with Exceptionalities

“Think about the kind of world we want to work and live in. What do we need to know to build that world?  Let’s teach each other.” (Adapted from Peter Kropolkin, Peace Calendar, War Resistors League, 1977) Course Description: Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals as exceptional, society’s responses to exceptional individuals, and societal challenges to develop the human potential of all persons. Textbook: Exceptional Lives: Special Education in Today’s School’s by Ann & Rutherford Turnbull, Ed….

Literacy and the English Language Learner

Course Description This course offers the student the opportunity to develop knowledge and instructional strategies for teaching reading to students of diverse cultural/linguistic backgrounds.  Special emphasis will be placed on developing oral language proficiency as a prerequisite skill to reading and on instructional strategies designed specifically to meet the needs of such learners.  Field experience is required.  Prerequisite: Admission into the Teacher Education Program.   Required Books Herrell, A.L. (2007). Fifty strategies for teaching English language learners ( 3rd ed.). Boston:  Pearson. Fleischman, P. (2002). Seedfolks. NY:  HarperCollins Children’s books. Course packet, available at the UTB Bookstore for less than…

African American/Latina(o) Children’s Literature

“Tell me and I forget, teach me and I may remember, involve me and I learn.”  -Benjamin Franklin   PRIMARY COURSE OBJECTIVES Introduction to literacy education and practice with a primary emphasis on cultural diversity issues in contemporary U.S. society More comprehensive understanding of issues discussed in linked literature course Development of critical thinking, problem solving, teamwork, communication, and leadership skills   SERVICE OBJECTIVE: According to the federal Reading Excellence Act of 1999, national assessments reflect “serious deficiencies in children’s ability to read, especially in high-poverty schools” such as those served by Service Learning Program internships. Even in wealthier schools,…

Community-based Research in Education

This course is designed as an introduction to conducting community-based research.  This is research that has several distinct features, setting it apart from traditional social science research, particularly in its aims: to create change in a local community.  These features underscore the collaborative nature of community-based research where researcher and community partners (a) define the research problem together, (b) develop methods appropriate to the needs of the community, (c) and offers the basis for creating meaningful change.  Thus community-based research takes an activist stance toward research that is inherently democratic in the sense that researcher and community partners share their…

FOCUS (Fostering Our Community’s Understanding of Science): Service Learning Experience

OVERVIEW This course facilitates a partnership between area public schools and the University of Georgia. Students enrolled in this course will spend significant time in a local elementary school assisting a classroom teacher in science instruction. The course goals are as follows: Improve the science experiences and science content knowledge of elementary students in the UGA area through relevant and hands-on science instruction Increase awareness among elementary students about career opportunities related to the sciences Provide experiences for students and teachers that will bring about more positive attitudes about science Improve the content knowledge and confidence of local elementary teachers…

African American/Latina(o) Children’s Literature Service Learning Internship

“Tell me and I forget, teach me and I may remember, involve me and I learn” -Benjamin Franklin   PRIMARY COURSE OBJECTIVES Introduction to literacy education and practice with a primary emphasis on cultural diversity issues in contemporary U.S. society More comprehensive understanding of issues discussed in linked literature course Development of critical thinking, problem solving, teamwork, communication, and leadership skills   SERVICE OBJECTIVE: According to the federal Reading Excellence Act of 1999, national assessments reflect “serious deficiencies in children’s ability to read, especially in high-poverty schools” such as those served by Service Learning Program internships. Even in wealthier schools,…

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…

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…

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…