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EDUC 305 - Middle Level Practicum Mathematics Credits: Two (2) Prerequisite: EDUC-200 Corequisite: EDUC-336
In conjunction with the special methods class in mathematics,
students participate in a practicum in a middle level setting that
allows them to plan, implement and evaluate instruction consistent
with what is being learned in the methods class.
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EDUC 306 - Middle Level Practicum Eng/Lang Arts Credits: Two (2) Prerequisite: EDUC-200 Corequisite: EDUC-374
In conjunction with the special methods class in English/language
arts, students participate in a practicum in a middle level setting
that allows them to plan, implement and evaluate instruction
consistent with what is being learned in the methods class.
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EDUC 309 - Child Development and Learning Credits: Three (3) Corequisite: EDUC-200 and EDUC-201
This course focuses on developmental theories, types of research used in developmental studies, observation and analysis of behavior, the different aspects of development (e.g.: cognitive, physical, moral and social) and application of the content to the real world.Additionally, while much of the material will be academic in nature, students will be encouraged to utilize the content to examine personal perspectives, the perspectives of others in the class and societal perspectives as a means to integrate theory with real life.
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EDUC 310 - Adolescent Development and Learning Credits: Three (3) This course explores adolescent development and how adolescents relate to instruction. Theory analysis, class presentations and a case study will challengestudents to develop their own understanding of how dimensions of developmental growth affect classroom learning. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment.
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EDUC 313 - Adolescent Development and Learning Credits: 3 Credits: Three (3)
This course explores adolescent development and how adolescents relate to instruction. Theory analysis, class presentations and a case study will challenge students to develop their own understanding of how dimensions of developmental growth affect classroom learning. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment. Cross-listed: EDUC 513 |
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EDUC 315 - Educational Developmental Psychology: Learning and Management Credits: 3 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 331/531 and EDUC 330 or EDUC 321/521 and EDUC 320
This course focuses on what we know about how human beings learn and grow and the implications of that for classroom content instruction and management practices. Using classroom observations and inquiries as a foundation, students will demonstrate an ability to appropriately apply theoretical frameworks from brain science, cognitive science, and psychology to their work in the elementary and secondary classroom. Cross-listed: EDUC 515 |
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EDUC 320 - Practicum in Literacy Across the Academic Disciplines Credits: 2 Corequisite: EDUC 321/521
This practicum experience coincides with EDUC 321 Literacy Across the Academic Disciplines. Teacher candidates are assigned to a practicum placement in middle or high school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the EDUC 321 professor to apply learning from that class to the real-world classroom setting. Cross-listed: EDUC 521 |
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EDUC 321 - Literacy Across Academic Disciplines Credits: 3 Prerequisite: EDUC 200
EDUC 201 Students will learn strategies for helping K-12 students become independent readers and writers. This course emphasizes the application of vocabulary, comprehension, and writing strategies in various content areas (e.g. mathematics, social studies, science, art, and English). There also is emphasis on applying these strategies to thematic units incorporating technology. Cross-listed: EDUC 521 |
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EDUC 323 - Early Childhood Development Credits: Three (3) Prerequisite: EDUC-200 Corequisite: EDUC-203
Students will focus on the typical developmental milestones of
young children, including how and why children behave and their
level of functioning. Observations, skill development and
application of information from previous coursework also will be a
part of this course.
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EDUC 326 - Special Studies Credits: One (1) to Three (3)
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EDUC 328 - Literacy Development Credits: Three (3) Prerequisite: EDUC-380 Corequisite: EDUC-384
This course explores young children’s literacy development,
investigating how children learn to read and write. Literacy is
examined as a multidimensional complex activity with social,
linguistic and psychological aspects. Students learn how young
children acquire language including acquisition of non-standard
English and English as a second language. Language samples of young
children are obtained and analyzed.
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EDUC 330 - Practicum in Reading Methods I: Elementary Credits: 2 Corequisite: EDUC 331/531 Reading Methods I
This practicum experience coincides with Reading Methods I and is generally taken during the fall semester of the junior year. Teacher candidates are assigned to a practicum placement in an elementary school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the Reading Methods I professor to apply learning from that class to the real-world classroom setting.
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EDUC 331 - Reading Methods I Credits: Three (3) This course involves students in a study of the contemporary concepts of teaching reading at the elementary level. Students discuss and examine concepts such as literacy research, Common Core’s influence on English Language Arts instruction, current trends in reading instruction, and strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness. Students will also gain a general overview of writing genres, the writing process and writing traits. This course promotes a balanced approach to literacy. Cross-listed: EDUC 531 |
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EDUC 333 - Integrating the Arts Credits: Three (3) Prerequisite: EDUC-200 Corequisite: EDUC-385
This course is designed to provide methods for the early childhood,
elementary and middle school teachers to integrate the Arts
(visual, movement, drama, music and physical activities) into the
regular classroom disciplines.
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EDUC 335 - Health Of The Child Credits: Three (3) Prerequisite: EDUC-200 This course explores data and best practice recommendations for teaching health in schools. Students complete health-related observations of classroom and school, and a comprehensive school/community health survey. Emergency procedures as well as ethical decisions teachers face are addressed. Cross-listed: EDUC-535 |
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EDUC 336 - Math Methods II Credits: Three (3) Prerequisite: EDUC-236 Corequisite: EEDUC-305 or EDUC-341
Following the recommendations of the National Council of Teachers
of Mathematics, this methods course emphasizes the math strands of
data analysis, geometry and measurement, instructional strategies
appropriate for teaching math, assessment, problem solving, and the
incorporation of technology. Designed for elementary and middle
school education majors, continued instruction in lesson planning,
differentiation, classroom management, and portfolio work will be
included.
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EDUC 338 - Teaching Science: Elem/Middle Credits: Three (3) Prerequisite: EDUC-200 Corequisite: EDUC-303 or EDUC-371
This course uses experiential methods, readings, and class discussions to introduce students to best practices for teaching science to children. Students keep a science journal, conduct an open-inquiry, and master 5Es and learning-cycle lesson models and questioning strategies that support the learning of science concepts through scientific inquiry. The course emphasizes student thinking, inductive lesson design, and student work analysis for quality science instruction in elementary and middle-school classrooms.
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EDUC 339 - Teaching Social Studies: Elem/Middle Credits: Three (3) Prerequisite: EDUC-200 Corequisite: EDUC-304 or EDUC-385
This course provides the prospective elementary and middle school
teacher with an understanding of the social studies curriculum in
the elementary and middle school along with various models and
skills for teaching that curriculum. Special attention is given to
the place of geography, economics and culture in the social studies
curriculum.
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EDUC 340 - Practicum in Reading/Writing Middle School Credits: Two (2) Prerequisite: EDUC-200 This experience in the schools requires that prospective middle
level candidates develop key beginning skills in the teaching/
learning processes with special emphasis given to the role of
reading and writing as learning tools. Students will prepare, teach
and reflect upon lessons in their content areas which incorporate
these tools for learning.
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EDUC 341 - Practicum Credits: Two (2) Prerequisite: EDUC-200 This experience in the schools offers the teacher education student
the opportunity to apply models and strategies learned in a K-12
classroom, reflect upon their effectiveness in meeting the learning
needs of children and begin the development of one’s teaching
repertoire.
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EDUC 342 - Practicum in Teaching Art: K-12 Credits: Two (2) Prerequisite: EDUC-200 Corequisite: EDUC-343
This field experience course requires that prospective art teachers
develop key beginning skills in the teaching/learning processes.
Candidates will prepare, teach and reflect upon the art lessons
using the strategies they are learning concurrently in EDUC 343.
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EDUC 343 - Teaching Art: K-12 Credits: Three (3) Prerequisite: EDUC-200 Corequisite: EDUC-342
Prospective art teachers study the principles and techniques of
teaching art in the K-12 classroom. The art curriculum K-12 and how
it serves the needs of the student is a second focus of the course.
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EDUC 350 - Practicum in Reading Methods II Credits: 2 Corequisite: EDUC 351/551 Reading Methods II - Elementary
This practicum experience coincides with Reading Methods II, and is usually taken during the spring semester of the junior year. Teacher candidates typically continue in their assigned practicum placement from the fall semester, working in their assigned school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of increasingly rigorous practice teaching experiences under the direction of the Reading Methods II professor to apply learning from that class in the field.
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EDUC 351 - Reading Methods II: Elementary Credits: 3 Prerequisite: EDUC 331/531 Credits: Three (3)
Prerequisite: EDUC-331/351
This course delves more deeply into the study of the contemporary concepts of teaching reading at the elementary level. Students build upon what they have learned in EDUC 331/531 to discover how to diagnose and address specific issues cause students to struggle with reading. They learn how to use formative and summative assessments effectively to plan for and deliver instruction that enhances the success of all students. Cross-listed: EDUC 551 |
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EDUC 352 - Educ/Psych of Exceptional Children Credits: Three (3) Prerequisite: EDUC-200 This course is a survey of the various characteristics that differentiate the child labeled as exceptional. Students look at the effect of these differences upon a child’s physical, social, emotional and cognitive development, as well as methods for accommodating those differences. Note: This course is required for all Missouri certificates.
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EDUC 355 - Theory and Practice In Coaching Credits: Three (3) The study of principles and concepts in coaching. Sport philosophy, motivation, sport management, budget management, and pedagogy will be discussed and analyzed throughout the course. Emphasis will be placed on fundamental instruction, practice organization, communication, and understanding the problems/issues associated with coaching. Students will develop a coaching portfolio that contains the content and methodology to develop the physical, intellectual, and affective skills of athletes.
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EDUC 359 - Coaching Practicum Credits: Three (3) Prerequisite: EDUC-250 and EDUC-355 This practicum provides students with the opportunity to apply the theories and practices of coaching at various educational levels.Students will complete 90 hours of active participation in coaching under the guidance and supervision of an approved coach.Students will maintain a log throughout the practicum, and will prepare a coaching portfolio documenting activities, learning, and overall experience.
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EDUC 360 - Practicum in Instructional Interventions in Reading: Secondary Credits: 2 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 361/561
This practicum is designed to facilitate development and application of the pedagogical, research-based instructional interventions learned in EDUC 361/561; these interventions emphasize and support students with reading deficits at the middle and high school level. Field experiences increase candidates’ ability to observe experienced teachers as they teach and students as they learn.
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EDUC 361 - Instructional Interventions in Reading: Secondary Credits: Three (3) Prerequisite: EDUC-200
EDUC 201 Corequisite: EDUC 360
Students will analyze common characteristics of students with reading deficits at the middle and high school level. There is an emphasis on the structure, purpose, and core characteristics of the RTI model. Candidates will explore examples of core and strategic instructional interventions for reading (Tier I, II). Candidates will also study strategies for developing partnerships with specialists in the school setting who assist students with intensive (Tier III) intervention needs. Cross-listed: EDUC 561 |
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EDUC 362 - Middle School Child, Curriculum and Instruction Credits: Three (3) Prerequisite: EDUC-361 This course will assist beginning middle level teacher candidates
to apply their understanding of diverse methods of providing
relevant, challenging integrative and exploratory curriculum to the
ways in which culturally diverse early adolescents learn. The
integration of a variety of assessment strategies to curriculum and
instruction are studied and practiced. Teacher candidates will
study and apply different models of instructional unit design, as
related to national content and process standards. The application
of appropriate technology to instruction and assessment is studied
and discussed.
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EDUC 363 - The Middle School Teacher Credits: Three (3) Prerequisite: EDUC-362 This course expands teacher candidates’ understanding of their
essential role in meeting the developing intellectual,
social-emotional and physical needs of culturally diverse early
adolescents. It offers many opportunities for pre-service middle
level teacher candidates to examine their personal belief system
and educational philosophy as they relate to the education of early
adolescents.
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EDUC 371 - Special Methods Practicum Credits: Two (2) Prerequisite: EDUC-341 Corequisite: EDUC-371P
This course must be taken concurrently with EDUC 338, 380, 335.
Students plan, implement and evaluate lessons related to special
methods coursework in early childhood and elementary education
settings.
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EDUC 372 - Emergent Mathematics Credits: Two (2) Prerequisite: EDUC-200 This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts. Cross-listed: EDUC 572 |
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EDUC 374 - Language Arts Methods Credits: Three (3) Prerequisite: EDUC-200 Students learn the methods, materials and content for teaching
language arts in the elementary and middle schools. The writing
process, the use of technology in language arts, and the
integration of literature are explored.
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EDUC 380 - Teaching Reading: Elem/Middle Credits: Three (3) Prerequisite: EDUC-341 This course involves students in a study of the contemporary
concepts of teaching reading at the elementary and middle level.
Students discuss and examine concepts such as readiness,
developmental reading, individualized differences, reading for
enjoyment and assessment of literacy in the school and home
settings. A balanced approach to literacy includes instruction in
phonics.
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EDUC 381 - Alternative Reading Methods Credits: Three (3) Prerequisite: EDUC-380 This course emphasizes alternatives to the direct model for
teaching reading/language arts (e.g., a collaborative model).
Students learn to organize a literacy environment which meets the
needs of children with various abilities and experiential
backgrounds while integrating the teaching of reading within
integrated content area unit plans.
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EDUC 383 - Reading/Writing in the Content Areas Credits: Three (3) to Four (4) Prerequisite: EDUC-200 Students learn strategies for helping K-12 students become
independent readers and writers. This course emphasizes the
application of vocabulary, comprehension, study and writing
strategies in various content areas (e.g., mathematics, social
studies, science, art and English). There also is emphasis on
applying these strategies to thematic units.
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EDUC 384 - Practicum in Reading Credits: Two (2) Prerequisite: EDUC-371 Corequisite: EDUC-384P and EDUC-374
This course is to be taken concurrently with EDUC 381. Students
must spend 60 hours in a school working in the reading/language
arts area, where they teach and assess their reading/language arts
lessons in cooperation with the regular classroom teacher and the
college supervisor. Lessons emphasize application of strategies
presented in EDUC 381.
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EDUC 385 - Practicum in Arts/Social Studies Credits: Two (2) Prerequisite: EDUC-200 Corequisite: EDUC-333
In conjunction with the special methods classes in Social Studies
and the Arts, students participate in a practicum in an
elementary/middle level setting that allows them to plan, implement
and evaluate instruction consistent with what is being learned in
the methods class.
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EDUC 390 - Children’s Literature Credits: Three (3) This course includes reading, discussion and critical analysis of
literature for children and adolescents. Principles of selection
and adaptation to the needs of the child are included. A heavy
emphasis is placed upon the study of literature that represents
culturally diverse points of view.
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EDUC 399 - August Experience Credits: Zero (0) Prerequisite: EDUC-200 This fall field experience is required of all approved spring
student teachers. The course allows students to experience the
planning and community building facilitated by the teacher at the
beginning of the school year.
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EDUC 400 - Student Teaching: Credits: 10 Prerequisite: EDUC-200 Corequisite: EDUC-404
Students engage in observation, collaborative planning, co-teaching, and teaching at the appropriate level for a full semester. Student teachers are required to attend a problem-oriented seminar during the student teaching semester. Students also complete the state-required performance assessment tasks (MoPTA) during the student teaching experience.
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EDUC 402 - Student Teaching: K-12 Credits: Five (5) to Ten (10) Prerequisite: EDUC-200 Corequisite: EDUC-404
Students engage in observation and teaching at the appropriate
level. Student teachers are required to attend a problem-oriented
seminar during the student teaching semester. Students should apply
in February prior to the academic year they plan to student teach. Note: A fee is charged for student teaching.
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EDUC 403 - Student Teaching: Early Childhood Credits: Five (5) to Ten (10) Prerequisite: EDUC-200 Corequisite: EDUC-404
Students engage in observation and teaching at the appropriate
level. Student teachers are required to attend a problem-oriented
seminar during the student teaching semester. Students should apply
in February prior to the academic year they plan to student teach. Note: A fee is charged for student teaching.
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EDUC 404 - Student Teacher: Professional Seminar Credits: Three (3) Prerequisite: EDUC-200 Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Students develop professional communication skills for a variety of audiences, and strengthen planning and differentiation skills in planning and instruction. An extensive, semester-long Teacher Performance Assessment and presentation challenges candidates to synthesize what they have learned about teaching throughout their program and demonstrate their proficiency at affecting student learning.
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EDUC 405 - Student Teaching: Middle School Credits: Five (5) to Ten (10) Prerequisite: EDUC-200 Corequisite: EDUC-404
Students engage in observation and teaching at the appropriate
level. Student teachers are required to attend a problem-oriented
seminar during the student teaching semester. Students should apply
in February prior to the academic year they plan to student teach. Note: A fee is charged for student teaching.
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EDUC 410 - Art Education Issues Seminar Credits: Three (3) Students examine current philosophies in art education and factors
contributing to their development. Emphasis is placed on
understanding the role of art in relation to the aims of education
in a multicultural democracy.
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EDUC 420 - Setting Up School Experience and Practicum in Teaching English Language Arts: Secondary Credits: 2 Corequisite: EDUC 421
This experience in middle-level and secondary schools offers the prospective middle and high school teacher the opportunity to observe, apply and analyze instructional strategies and practices necessary for effective teaching and learning in English/Language Arts: composition & rhetoric, the writing process, the study of English language and American & world literature. This course is to be taken concurrently with EDUC 421, Teaching Secondary English/Language Arts.
This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.
This practicum also coincides with EDUC 421 Teaching English Language Arts Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 421 professor to apply learning from those classes in the field.
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EDUC 421 - Teaching English Language Arts Methods: Secondary Credits: 3 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 420
This course provides the prospective middle and high school teacher with an understanding of the English/Language Arts curriculum in the secondary school, with a focus on instructional strategies and practices necessary for effective teaching and learning in English/Language Arts: composition & rhetoric, the writing process, the study of English language and American & world literature.
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EDUC 430 - Setting Up School Experience and Practicum in Teaching Mathematics Methods: Secondary Credits: 2 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 431
This course provides the prospective middle and high school teacher with an understanding of the mathematics curriculum in the secondary school with a focus on instructional strategies and techniques necessary for effective mathematics teaching and learning of the following domains: Expressions and Equations, Number Systems, Number and Quantity, Statistics and Probability, Geometry, Ratios and Proportions, Functions and Modeling. Special focus will be given to strategies that focus on the Standards for Mathematical Practice. This course is to be taken with EDUC 430 Practicum in Mathematics.
This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.
This practicum also coincides with EDUC 431 Teaching Math Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 431 professor to apply learning from those classes in the field.
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EDUC 431 - Teaching Mathematics Methods: Secondary Credits: 3 Corequisite: EDUC 430
Students learn the methods, materials and content for teaching mathematics at the middle and high school levels. Particular attention is given to problem-based learning, hands-on engagement and application, critical thinking, and authentic assessment of student learning.
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EDUC 440 - Setting Up School Experience and Practicum in Teaching Science Methods: Secondary Credits: 2 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 441
This practicum in a secondary science classroom offers the prospective middle or high school teacher the opportunity to plan, teach, analyze, and reflect on the instructional strategies, techniques, and assessments in order to teach science well. Must be is taken concurrently with EDUC 441 Teaching Secondary Science.
This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.
This practicum also coincides with EDUC 441 Teaching Science Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 441 professor to apply learning from those classes in the field.
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EDUC 441 - Teaching Science Methods: Secondary Credits: 3 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 440
In this course, students will integrate prior coursework in science, education, literacy, and science education research to develop instructional unit(s) that address the Next Generation Science Standards. Students will practice using narrative, analogies, physical experience, and technology to design effective science instruction, and traditional and performance assessments. In conclusion, the course will explore how international and national contexts influence standards and practices in science teaching.
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EDUC 450 - Setting Up School Experience and Practicum in Teaching Social Science Methods: Secondary Credits: 2 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 451
This experience in secondary schools offers the prospective middle and high school teacher the opportunity to analyze and conduct instructional strategies and techniques necessary for effective social studies teaching and learning for world and US history, geography, economics, political science and the behavioral sciences utilizing strategies in content literacy to ensure successful integration of reading and the language arts. This course is to be taken with EDUC 451 Teaching Secondary Social Science.
This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.
This practicum also coincides with EDUC 451 Teaching Social Science Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 451 professor to apply learning from those classes in the field.
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EDUC 451 - Teaching Social Science Methods: Secondary Credits: 3 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 450
This course provides the prospective middle and high school teacher with an understanding of the social studies curriculum in the secondary school with a focus on instructional strategies and techniques necessary for effective social studies teaching and learning for world and US history, geography, economics, political science and the behavioral sciences. Special focus will be given to strategies in content literacy to ensure successful integration of reading and the language arts. This course is to be taken with EDUC 450 Practicum in Secondary Social Science.
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EDUC 460 - Early Childhood Curriculum Credits: Three (3) Prerequisite: EDUC-200 This course introduces early childhood curriculum and instructional methods with particular emphasis upon constructivism and developmentally appropriate practices. Course content explores constructivist theory and its relationship and application to developmentally appropriate curriculum and assessment for children with and without disabilities pre-kindergarten through grade three. Cross-listed: EDUC-660 |
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EDUC 461 - Early Childhood Assessment Credits: Three (3) Prerequisite: EDUC-200 Students will study the basic concepts of test construction, assessment and the categories of instruments used in screening and diagnosing learning and other aspects of early childhood development for children with and without disabilities. The course prepares students to identify tests and assessment procedures, evaluate them for adequacy and appropriateness and translate the results into developmentally appropriate practice. Cross-listed: EDUC-661 |
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EDUC 465 - Diverse Family Systems/Issues Credits: Three (3) Through readings, outside speakers and on-site visits, students become aware of various strategies and resources available to the teacher in working with young children and their families. Special attention will be given to understanding the needs of students from diverse racial/ethnic backgrounds as well as those from lower socio-economic environments, and those with and without exceptional learning needs . Students will develop an appreciation for the problems and concerns affecting families, ways in which the school can support families in raising their children in developmentally appropriate ways and how to advocate for families of children with special needs on the local and state level. Cross-listed: EDUC 665 |
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EDUC 471 - Social Science Methods Credits: 3
This course provides the prospective elementary school teacher with an understanding of the social studies curriculum in the elementary and middle school along with various models and skills for teaching that curriculum. Special attention is given to the place of geography, economics and culture in the social studies curriculum.
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EDUC 480 - Setting Up School Experience & Practicum in Science and Social Science Credits: 2 Corequisite: EDUC 481 - Science Methods
EDUC 471 - Social Science Methods
This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.
This practicum also coincides with Social Science Methods and Science Methods. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the professors in Science Methods and Social Science Methods to apply learning from those classes in the field.
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EDUC 481 - Science Methods Credits: 3 This course uses experiential methods, readings, and class discussions to introduce students to best practices for teaching science to children. Students keep a science journal, conduct an open-inquiry, and master 5Es and learning-cycle lesson models and questioning strategies that support the learning of science concepts through scientific inquiry. The course emphasizes student thinking, inductive lesson design, and student work analysis for quality science instruction in elementary school classrooms.
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EDUC 496 - Independent Study Credits: One (1) to Four (4)
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EDUC 497 - Special Studies Credits: One (1) to Ten (10)
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EDUC 501 - School and Society Credits: Three (3) Corequisite: EDUC-200
Cross-listed: EDUC-201 |
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EDUC 510 - Art Education Issues Seminar Credits: Three (3) Cross-listed: EDUC-410 |
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EDUC 520 - Economic Geography Credits: Three (3) Cross-listed: EDUC-320 |
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EDUC 523 - Early Childhood/Perceptual Motor Development Credits: Three (3) Corequisite: EDUC-203
Cross-listed: EDUC-323 |
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EDUC 528 - Literacy Development Credits: Three (3) Prerequisite: EDUC-380 Corequisite: EDUC-384
Cross-listed: EDUC-328 |
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EDUC 533 - Integrating the Arts Credits: Three (3) Prerequisite: EDUC-200 Corequisite: EDUC-385
Cross-listed: EDUC-333 |
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EDUC 535 - Health Of The Child Credits: Two (2) Prerequisite: EDUC-200 This course explores data and best practice recommendations for teaching health in schools. Students complete health-related observations of classroom and school, and a comprehensive school/community health survey. Emergency procedures as well as ethical decisions teachers face are addressed. Additional research into a topic of choice is required. Requires a school placement.
Cross-listed: EDUC-335 |
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EDUC 543 - Teaching Art: K-12 Credits: Three (3) Cross-listed: EDUC-343 |
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EDUC 548 - STEM Education for the 21st Century Credits: 1 This introductory course provides an overview of the challenges facing educators in the 21st century and discusses how problem-based learning, technology and innovation characterize successful schools of today and tomorrow. This course is required for candidates pursuing the Certificate in STEM Education.
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EDUC 549 - STEM Education Certificate Capstone Credits: 1 This course is the culmination of the STEM Education Certificate. Candidates apply what they have learned throughout the certificate program to design learning opportunities for students in their classrooms.
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EDUC 552 - Educ/Psych Exceptional Child Credits: Three (3) This course is a survey of the various characteristics that differentiate the child labeled as exceptional. Students look at the effect of these differences upon a child’s physical, social, emotional and cognitive development, as well as methods for accommodating those differences. Note: This course is required for all Missouri certificates. Cross-listed: EDUC-352 |
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EDUC 560-01 - Integrating Science, Art and Engineering into Math Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-02 - Film-making in the Classroom Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-03 - Makerspace Movement Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-04 - Robo Basics With LEGO Robotics Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-05 - STEAM Up Your Classroom with Theater Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-06 - Problem-Based Learning Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-07 - Design Thinking Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 560-08 - App Development for Teachers Credits: 1 This is an elective course in the STEM Education Certificate Program.
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EDUC 561 - Introduction to Middle School Credits: Three (3) Cross-listed: EDUC-361 |
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EDUC 562 - Middle School Child, Curriculum and Instruction Credits: Three (3) Cross-listed: EDUC-362 |
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EDUC 563 - Middle School Teacher Credits: Three (3) Cross-listed: EDUC-363 |
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EDUC 566 - Coaching and Mentoring in a School Setting Credits: One (1) to Three (3) Cooperating teachers, mentor teachers or teacher leaders will
explore and develop the skills necessary to advance, through
coaching and counseling, the practice of preservice or inservice
teachers. Methods, techniques, attitudes, mentoring situations,
with an emphasis on reflection, helping skills and peer coaching.
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EDUC 572 - Emergent Mathematics Credits: Three (3) This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts. Additional assignments will be required for candidates taking this course at the masters level. Cross-listed: EDUC-372 |
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EDUC 574 - Language Arts Methods Credits: Three (3) Prerequisite: EDUC-380 Corequisite: EDUC-384
Cross-listed: EDUC-374 |
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EDUC 576 - Teaching Social Studies: Secondary Credits: Three (3) Prerequisite: EDUC-646 Corequisite: EDUC-647
This course examines the social studies curricula, scope and
sequence, and other issues in the secondary school. Methods, models
and the role of social studies in the school curricula are
examined. The supportive use of technology for the 9-12 social
studies curriculum is also explored.
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EDUC 577 - Teaching Math: Secondary Credits: Three (3) Prerequisite: EDUC-646 Corequisite: EDUC-647
This course engages future teachers in current educational
principles, materials and classroom strategies, and technological
applications to develop creative techniques of teaching secondary
mathematics. Emphasis is placed on National Council of Teachers of
Mathematics Standards.
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EDUC 578 - Teaching Science: Secondary Credits: Three (3) Prerequisite: EDUC-646 Corequisite: EDUC-647
In a concurrent secondary science classroom placement, students plan and implement science instruction in line with the content and inquiry recommendations of state and national science standards. Cognitive science research frames class discussions and assignments, including presentation of a discrepant event, inquiry lesson design, and extensive video self-analysis. Students complete an evolving classroom-based inquiry project into student conceptions and the effectiveness of their instruction on student learning.
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EDUC 579 - Teaching English: Secondary Credits: Three (3) Prerequisite: EDUC-646 Corequisite: EDUC-647
Future English teachers explore the methods of teaching language,
literature and writing using strategies that are research-based and
appropriate for meeting the needs of all students. Supportive use
of technology and a range of literature from various cultures are
explored.
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EDUC 583 - Reading/Writing in the Content Areas Credits: Three (3) to Four (4) Corequisite: EDUC-300
Cross-listed: EDUC-383 |
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EDUC 590 - Children’s Literature Credits: Three (3) Cross-listed: EDUC-390 |
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EDUC 596 - Independent Study Credits: One (1) to Four (4)
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EDUC 597 - Independent Study Credits: One (1) to Four (4)
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EDUC 600 - Special Studies In Education Credits: One (1) to Three (3) Note: Open to graduate students only.
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EDUC 611 - Culture, Language and Learners Credits: Three (3) Understanding the need to prepare students for participation in a
social/political democracy and the belief that all students must
have access to knowledge and learning opportunities that meet their
needs, participants will explore where culture, language and
learning intersect as they develop culturally responsive
classrooms. Explore the dynamics of cross-cultural interactions and
strategies for advocating and collaborating on behalf of students
from diverse economic, cultural, and language backgrounds through
school/home partnerships.
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EDUC 615 - Curriculum and Instruction of Gifted Credits: Three (3) This course focuses on the development of curriculum for gifted learners grades K-12. Research-based models of curriculum development, accelerative and differentiation methods for multiple abilities, processes including problem-based learning, advanced product options, technology use, conceptual development, and assessment are engaged in within multiple subject areas and levels.
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EDUC 616 - Differentiating for All Learners Credits: Three (3) Students learn to focus on the essential components of a subject,
examine and attend to student differences, use assessment data
diagnostically, and modify the content, processes and products of a
classroom so as to impact individual student learning.
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