Pre K-4 Certification Course Descriptions
EDUC 501 - Issues in Special Education
This course is designed to provide a full overview of the historical analysis of Special Education: classifications/definitions and patterns of behavior, description of assessment and intervention strategies, legislation and litigation, outside forces that influence Special Education, and an introduction to the people in Special Education and their relationship to the system. Students will concentrate on their particular area of education as it relates to Special Education. Students will complete 10 logged hours of field experience.
EDUC 511 - Learning and Cognition (or CLEP Introduction to Educational Psychology)
An in-depth examination of the research on issues of learning and cognition and how it applies to the classroom. A major research paper is required.
EDUC 512 - TESOL Methods and Field Experience
This course provides an overview of the full range of the methodology for teaching English as a Second Language (ESL), especially appropriate for the K-12 classroom teacher who has non-English speaking students in the classroom. It provides students a thorough understanding of the nature of teaching and learning ESL or EFL. It examines the basics of teaching ESL or EFL history, theories, models, techniques, and applications. It aims to enable students to incorporate the appropriate ESL or EFL strategies in their teaching and adapt their materials and instructional methods to meet English language learners’ needs and accommodate their learning styles. Course topics include techniques and strategies for improving second language learners’ listening, speaking, reading, writing, and communication skills, the role of the teacher, the needs of the learner, language testing and assessment, materials design, use of new technology in language teaching, and the development of lesson plans, including the selection and uses of texts and other materials. The course is designed as a laboratory experience, using multiple constructivist techniques and strategies of instruction. Students taking this course are required to complete a 10-hour field experience. This field experience will include both observation and engagement with English Language learners. Students are also expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.
EDUC 536 - Child Development (or CLEP Human Growth and Development)
This course provides an advanced examination of the developmental theories and milestones associated with children birth through 10 years. Physical, cognitive, social, and emotional development is viewed in the contexts of the family, community, and formal education settings. Particular emphasis is placed on the interaction of social and cultural environments on learning and development.
EDUC 537 - Early Childhood Education with Field Experience
This course examines the historical developments and current philosophies of early childhood education. The ways in which teachers apply various philosophies to curricular and structural components of early childhood programs are also investigated. Ten hours of field experience are also required for successful completion of this course.
EDUC 571 - Teaching Math, Science and Health
This class looks at contemporary methods of teaching mathematics, science and health for all students. The primary focus will be the use of cooperative learning and a hands-on approach to teaching. Approximately 5 hours of classroom observation is required.
EDUC 572 - Teaching Social Studies and Language Arts
This class looks at contemporary methods of teaching language arts and social studies for all students. The primary focus will be the use of cooperative learning and a hands-on approach to teaching. Approximately 5 hours of classroom observation is required.
EDUC 600 - Early Literacy Foundations
This developmental literacy course will focus on beginning reading and the interrelated language arts to meet the requirements for the reading specialist certification. Emphasis will be given to the cognitive/constructivist perspective of reading that addresses reading and writing as processes of constructing meaning. Students will examine the developmental stages of reading, writing, and spelling, as well as the four systems of language. Students will learn integrative instructional strategies to teach phonemic awareness, linguistic patterns, phonics, comprehension, vocabulary, fluency, as well as using technology to enhance instruction. The scope of the course covers a historical perspective, theories of reading, literature-based instruction and instructional alignment with state standards and the PA Literacy Framework. Appropriate current research literature will also be investigated. Students will tutor a child for a minimum of 10 hours during the semester and present a reading strategy or method to a teacher and/or parent in the field.
EDUC 682 - Evaluation and Assessment of Students in the Inclusive Settings
This course examines the assessment and evaluation processes used for determining progress for students with and without Individual Educational Programs. The Individuals with Disabilities Education Act mandates that all students have access to the general education classroom and curriculum. The course will provide teachers with the necessary knowledge and skills to assess and evaluate all students. The course will examine historical, philosophical and legal considerations and models of the assessment process and various types of assessments will be examined.
EDUC 684 - Inclusive Education with Field Experience
This course examines the concept of Inclusion and what it means to both the special educator and the general educator. Students will learn to use effective inclusion strategies in the general education classroom and examine the various ways special and regular educators can work effectively together. Students will have 10 hours of field experience in inclusive education settings.
EDUC 610 - Student Teaching
Observation and teaching in an approved classroom with guidance and evaluation. At least 12 weeks of fulltime student participation is required. Students must apply for student teaching at least two semesters in advance.
EDUC 620 - Practicum
A seminar to synthesize the academic disciplines and relate them to the development and learning of the pupil in school and focus on the needs of the student teacher. This course offers opportunities to gain skill, insight and perspective in the relationship of theory to practice in the teaching-learning process. To be scheduled concurrently with student teaching.