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EDL 739 - Advanced Internship Credits: Three (3) This experience is intended to integrate the knowledge and skills gained in coursework, from a organization-wide perspective, with the daily challenges of leadership. The internship experience, to be completed over the entire Ed.D program, involves the candidate working directly with organization administrative leaders representing the various key aspects of college and university operations and governance. The candidate is expected to work within one major area of concentration related to his/her career goals, with additional experiences occurring in 3-5 other areas of higher education. |
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EDL 740 - Legal and Financial Management Credits: Three (3) This course focuses on the development of knowledge and skills associated with basic legal theory, financial planning, budgeting, and financial reporting necessary for the analysis of complex problems likely to occur in the administration of higher education. Topics include due process and equal protection, privacy and openness, health and safety, tenure and academic freedom, contractual obligations as well as understanding the impact of the local and global economy on various revenue sources such as state and federal budgets/educational appropriations, federal and private grants, student aid, individual capacity and philanthropy, and institutional investments. |
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EDL 742 - Student Affairs Profession in Higher Education Credits: Three (3) This course provides an introduction to the college student affairs profession. Special attention is focused on historical and philosophical foundations, organizational structures, professional roles, functions, and services, as well as challenges, opportunities, and issues faced by professional staff. Students will be able to describe factors contributing to America’s diverse system of higher education and its impact on the design and delivery of student affairs programs and services. |
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EDL 743 - Issues in Moral Leadership Credits: Three (3) This course addresses basic ethical principles and methods for making ethical decisions within context of administration, faculty and student life moral problems. It provides the opportunity for students to closely explore the dynamics of oppression at the individual, institutional, and socio-cultural levels and the resulting impact on higher education. Overview of social justice issues as they affect higher education. This course examines the social and political context of U.S. education and provides an analysis of schooling, cultural politics, and global influences that inform current practices and structures of the higher education system. Central to this course is the development of a critical understanding of topics related to meritocracy, stratification, diversity, and decentralization in higher education. |
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EDL 744 - Capstone and Final Internship Credits: Three (3) This course is the culminating experience of the Ed.D program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied the internship and portfolio requirements. The final activity will be a discussion, led by the candidate, with selected Maryville faculty and peers covering the findings of the Capstone project and a reflection of the completed internship activity. |
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EDL 747 - Enrollment Management in Higher Education Credits: Three (3) This course provides an opportunity for students to understand enrollment management as a concept and as a process starting at the prospective student’s first contact with or exposure to the university, through the student’s graduation. The course provides an overview of how enrollment management enables a university to meet its mission; how it can helps retain students and keep them committed to their educational goals; and how organizational structure can work synergistically to enhance the enrollment management process. Students will also explore how financial aid affects enrollment management; the use of technology applications; the use of research data to drive and attain enrollment goals; basic marketing considerations; and strategic enrollment management planning. |
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EDL 748 - American Community Colleges Credits: Three (3) This course will provide an understanding of these complex and dynamic institutions; their evolution, contributions, challenges and concerns they face, governance structure, services, curricula, leadership and their future. |
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EDL 751 - Advanced School District Finance Credits: Three (3) Advanced Finance offers interested students an opportunity to delve deeply into the major aspects of school district finance. This course is designed for the student who will have primary responsibility for planning, preparing, implementing, and over- seeing a district budget either as superintendent or chief financial officer. Laws and regulations, both federal and Missouri, related to district finances will be examined. Bond issues and tax levies will be studied as well from the inception of a campaign to the retirement of the bonds. The objective of this course is to prepare candidates to assume the fiduciary responsibilities of a school district upon selection as superintendent. |
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EDL 760 - Renew/Re-Examine Yourself As Educ Leader Credits: Three (3) In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, dispositions, and ethical decision-making to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program.Program components including the portfolio and internship will be introduced.The course concludes with a district level problem solving exercise using system thinking. |
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EDL 761 - Introduction to Action Research Credits: Three (3) This course is designed to be the first in a series of three courses (EDL 761, EDL 765, and EDL 774) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Using the action research model, particular emphasis will be placed upon research related to student achievement and school improvement. Chapters 1 andamp; 2 of the Capstone will be completed this semester. |
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EDL 762 - Systems Thinking Credits: Three (3) This course will explore the tenants of systems thinking as the framework for developing a working knowledge of the concepts and practical tools of data analysis within a school district. Candidates will practice gathering and interpreting data from multiple sources as a foundation for making district level decisions to improve procedures for curriculum development and implementation, increase achievement for underachieving segments of the district’s population, and inform decision making throughout the comprehensive school improvement planning process. |
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EDL 763 - Understanding the Change Process Credits: Three (3) This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Throughout this course, emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school improvement. Readings and interviews will focus upon contemporary change agents and processes.. |
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EDL 764 - Curriculum, Instruction, and Assessment Credits: Three (3) The course will focus on the analysis and critique of the curriculum development process, examination of research-based instructional practices, and the analysis and critique of assessment systems. Historical practices and trends in curriculum development over the past century will be explored to enhance understanding of the internal and external factors that influence curricular decisions within a school district. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning. |
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EDL 765 - Advanced Research For School Leaders Credits: Three (3) The goal of this course will be to research and compose the methodology (chapter three) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied. |
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EDL 767 - The Superintendency Credits: Three (3) Todays superintendent is the C.E.O. of a complex and dynamic organization. The emphasis in this course is to identify, internalize, and examine the many aspects and demands of the position. Candidates will learn about the many components of school district administration with special emphasis on vision-building, quality control, communications, organizational structure, and board of education relationships and development. |
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EDL 768 - Urban Policies and Leadership Credits: Three (3) In this course, the candidate will learn about the uniqueness of urban schools and their issues from a historical and cultural perspective, the transfer of skills and tools learned in other courses within this program to urban districts, the technical aspects of running a large organization, the important, and sometimes contentious relationship between an urban superintendent and a large and often politicized Board of Education, working with the governmental and political process including the larger business community to create partnerships, dealing with difficult people, and creating effective policy. Issues of social justice and equity will be examined. |
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EDL 769 - Advanced Internship Credits: Three (3) The internship is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri. This experience is intended to integrate the knowledge and skills gained in coursework, from a district-wide perspective, with the daily challenges of leadership. The internship experience will consist of a minimum of 250 contact hours, to be completed over the entire Ed.D program. The candidate is expected to work directly with building and district level administrative leaders representing the various key aspects of school district operations and governance. |
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EDL 770 - Advanced School Law Credits: Three (3) Increased demands of school personnel make it more important than ever before for the superintendent to thoroughly understand the laws, rights and court decisions affecting that group. It is equally important that the superintendent be trained and prepare to work with students and parents in an atmosphere for broader understanding of the processes. Students will review landmark and relevant court decisions which affect all phases of school district’s operations. |
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EDL 772 - Advanced Human Resources and School District Operations Credits: Three (3) The most important decisions a school district makes are the ones around the recruitment, selection, and development of its teachers and other human capital. Other central administrative functions such as facilities and maintenance, technology support, transportation, food services, and student services make possible the daily operation of schools and smooth running classrooms. This course serves as an overview of the structures, challenges, and requirements associated with each of these important functions. Moreover, emphasis will be placed upon the integrations of these units into a mission-focused whole that serves to enhance student achievement. |
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EDL 773 - Issues in Moral Leadership Credits: Three (3) This course is designed to cover any gaps in the candidates academic or professional preparation, probe more deeply into areas of special or timely interest, and provide the opportunity to pursue and discuss topics deemed worthy by the cohort. As the themes of the program commit each candidate to moral leadership, candidates will revisit the nature and practice of moral leadership as it plays out in the daily business of leading schools and school districts. Candidates will prepare for the Professional Conversation where they will share their action research, personal leadership growth plans, and their portfolios with a committee of faculty, mentors, and peers. |
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EDL 774 - Capstone and Final Internship Credits: Three (3) This course is the culminating experience of the EDD program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied Standard 7.0 (Internship) of the requirements for DESE and NCATE approval. The final activities will be (1) the final approval of the Capstone, portfolio and internship (2) presentation of the final Capstone to the cohort of peers, (3) a discussion, led by the candidate, with selected Maryville faculty and peers covering the growth during the program, findings of the Capstone project and a reflection of the internship. |
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EDUC 100 - Introduction to Schooling Credits: Three (3) This course is required for all freshman education students and strongly recommended as an elective for other education majors.
The purpose of this course is to introduce the prospective teacher, and others who may be interested, to the teaching profession through visits and direct observations of a variety of classroom settings. Students will look at the role of teaching in a diverse democratic society as well as define, observe and reflect upon the moral and ethical stewardship role of the teacher. |
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EDUC 200 - Practicum in School and Society Credits: 2 To be taken concurrently with EDUC 201 and 309, students obtain field experiences (observation, tutoring, large and small group instruction) in school settings representative of the diversity of the St. Louis metropolitan area. Students also engage in an in-depth and comprehensive study of the St. Louis community. Note: This course is required of all students entering teacher education.
Corequisite: EDUC-201, EDUC-309, and EDUC-200P |
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EDUC 201 - School and Society Credits: Three (3)
To be taken concurrently with EDUC 200 and 309, students engage in an exploration of the state of American education today as it reflects the diversity and complexity of the U.S. democratic society. The focus is on how external realities including political and economic decisions in local communities influence schools, curricula, and the work of classrooms. Units on school law and professional ethics are included in the course.
The course emphasizes developing understanding of cultural, ethnic, social, socio-economic, and gender diversities and the ethical responsibility teachers have to meet the needs of all learners. The importance of culturally competent teaching is also addressed.
Consultation and collaboration with practicing teachers and classmates will be a prominent feature of the course as candidates complete a comprehensive Street Project. While completing the Street Project candidates collaboratively explore the cultural, ethnic, and socio-economic diversities throughout the St Louis region. In light of these experiences, candidates reflect on how their personal histories have shaped their assumptions and beliefs, and how their vision of teaching fits within a culturally-competent model.
Corequisite: EDUC-200 and EDUC-309
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EDUC 203 - Infant/Toddler Practicum Credits: One (1) This course will provide the student with applied experience in
implementing programs for children from birth through age 3.
Federal, state and local legislation, regulations and professional
standards of appropriate programming for infants and toddlers will
be discussed. Students will actively plan and implement learning
experiences, emphasizing working with diverse families as they and
their children begin the education process. Prerequisite: EDUC-200 Corequisite: EDUC-323 |
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EDUC 204 - Intro to Early Childhood Education Credits: Three (3) This class provides the student with the opportunity to explore
early childhood education’s place in American society. The
historical, philosophical and social foundations of early childhood
education are explored. Students investigate the types of early
childhood programs and how they are organized and operated.
Governmental and professional standards are discussed. Prerequisite: EDUC-200 Corequisite: EDUC-203 |
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EDUC 220 - Economic Geography Credits: Three (3) This course is intended for pre-service elementary school teachers. Students will be presented with the basic concepts of both economics and geography, as recommended by the National Council on Economic Education and The National Geography Standards Project, and will become familiar with the special relationship between these two disciplines. Students will increase their economic/geographic knowledge/skills, adding breadth and depth to their personal mental maps. They will practice inquiry-learning and problem solving strategies using a variety of graphic representations, resources, and technologies so that they will be able to plan/teach effective, engaging economic-geography lessons. |
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EDUC 225 - Math Methods I: Elementary Credits: 3 Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary education majors, initial instruction in lesson planning, differentiation of instruction, and classroom management will be included. Strategies for using data to drive instructional decisions will be introduced. Specific attention will be given to strategies for meeting the needs of English language learners. Corequisite: EDUC 200, EDUC 201, EDUC 309 |
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EDUC 230 - Practicum in Math Methods II: Elementary Credits: 2 This experience in schools offers the prospective elementary teacher the opportunity to analyze and apply best practices in concept-based mathematics instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners. Other field-based assignments may be expected when appropriate. Prerequisite: EDUC 200, EDUC 201 Corequisite: EDUC 231 Fundamentals of Secondary Schools |
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EDUC 231 - Math Methods II - Elementary Credits: 3 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 education majors, more advanced and in-depth work in lesson planning, differentiation of instruction, classroom management, and working with English language learners will be emphasized. More in-depth work with analyzing assessment data to inform instruction will also be included in the course. Prerequisite: EDUC 225
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EDUC 236 - Math Methods I Credits: Three (3) Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for early childhood and elementary education majors, initial instruction in lesson planning, differentiation, and classroom management will be addressed. Specific attention will be given to strategies for meeting the needs of English language learners. Attention will also be given to the development of skills teachers need to analyze assessment data to inform instruction. Corequisite: EDUC-200, EDUC-201, and EDUC-309 |
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EDUC 240 - Practicum in Fundamentals of Secondary Schools Credits: 2 This practicum experience coincides with EDUC 241 Fundamentals of Secondary Schools. Teacher candidates are assigned to a practicum placement in a middle or highschool 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 241 professor to apply learning from that class to the real-world classroom setting. Corequisite: EDUC 241 |
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EDUC 241 - Fundamentals of Secondary Schools Credits: 3 This course provides the prospective middle and high school teacher with an understanding of the philosophy and organization of secondary schools, current practices of planning for curriculum and instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners. Special attention is given to implementing strategies to enhance content literacy, which are honed in the co-requisite practicum for this course. Focus is also given to fostering critical thinking and problem-solving in secondary school settings across multiple disciplines. Prerequisite: EDUC 200, EDUC 201 Corequisite: EDUC 240 |
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EDUC 250 - Introduction to Prevention and Management of Injuries Credits: Three (3) This introductory course focuses on the management of acute athletic injuries with a special emphasis on the preventative aspects of athletic injuries. A component of the course will be designed around the American Heart Association modules providing the students with the knowledge and skills necessary to manage emergency situations including becoming CPR certified.Additional information regarding legal and organizational issues will also be addressed. Prerequisite: It is recommended that students have prior knowledge in physiology and anatomy, or consent of the instructor.
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EDUC 296 - Independent Study Credits: One (1) to Four (4) |
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EDUC 297 - Special Studies Credits: One (1) to Four (4) These courses are offered periodically, based on student interest
and needs. The courses focus on skill development on topics of
special interest to education scholars and future practitioners. |
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EDUC 300 - Practicum in Education Credits: Two (2) to Four (4) Teacher education candidates (k-12 arts, those exploring secondary
teaching, or others) engage in supervised tutorial or group
experiences with children or young adults. These experiences are
designed to meet the needs of the program emphasis of the
candidate. |
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EDUC 301 - Practicum in Peer Tutoring Credits: Two (2) to Four (4) This course provides individualized teaching opportunities to
assist students and enhance learning in specific subject areas.
Tutors are recommended by faculty and work under supervision with
guidelines to communicate basic learning concepts through
explanations and examples. The tutor will help strengthen skills
necessary to support understanding of theories, ideas, and concepts
being taught in a course. |
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EDUC 302 - Practicum in Peer Mentoring II Credits: One (1) to Three (3) This course provides comprehensive information in a systematic
format by providing the student the opportunity to mentor a
University Experience class with a faculty member. The course
provides an understanding of freshman college-age students, group
process, presentations, communication, and learning skills. Note: Students apply this training in the University Experience class.
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EDUC 303 - Middle Level Practicum in Science Credits: Two (2) In conjunction with the special methods class in science, 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. Prerequisite: EDUC-200 Corequisite: EDUC-338 |
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EDUC 304 - Middle Level Practicum Social Studies Credits: Two (2) In conjunction with the special methods class in social studies,
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. Prerequisite: EDUC-200 Corequisite: EDUC-339 |
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EDUC 305 - Middle Level Practicum Mathematics Credits: Two (2) 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. Prerequisite: EDUC-200 Corequisite: EDUC-336 |
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EDUC 306 - Middle Level Practicum Eng/Lang Arts Credits: Two (2) 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. Prerequisite: EDUC-200 Corequisite: EDUC-374 |
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EDUC 309 - Child Development and Learning Credits: Three (3) 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. This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 509 Corequisite: EDUC-200 and EDUC-201 |
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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 This course explores the development of adolescents as they progress through the middle and high school years. 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 at these critical stages. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment.
Specific attention will be given to expanding teacher candidates’ understanding of their essential role in meeting the developing intellectual, social-emotional and physical needs of culturally diverse students as they proceed from early adolescence through young adulthood. The course offers many opportunities for pre-service middle and high teacher candidates to examine their personal belief systems and educational philosophy as they relate to the education of adolescents.
Specific attention will also be given to characteristics of the young adolescent and how middle school philosophy and organization has developed to specifically address the needs of these students in this phase of their development.
This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 513
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EDUC 320 - Practicum in Literacy Across the Academic Disciplines Credits: 2 This practicum experience coincides with EDUC 321Literacy 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 321professor to apply learning from that class to the real-world classroom setting. Cross-listed: EDUC 521 Corequisite: EDUC 321/521 |
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EDUC 321 - Literacy Across Academic Disciplines Credits: 3 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.This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 521 Prerequisite: EDUC 200
EDUC 201
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EDUC 322 - Literacy for the SLP Credits: 3 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 and the relationship of language with literacy development. Intervention strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness are studied. Students will also gain a general overview of the writing process. This course promotes a balanced approach to literacy instruction and intervention. Participants will learn how language and literacy are intertwined and the role of the speech-language pathologist in assessing and treating patients with literacy disorders and the professional role they play within the school setting. |
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EDUC 323 - Early Childhood Development Credits: Three (3) Students will focus on the typical developmental milestones of young children, including how and why children behave and their level of functioning. The acquisition of language as a developmental process and implications for teachers of young children will be emphasized throughout the course. Observations, skill development and application of information from previous coursework also will be a part of this course. Cross-listed: EDUC 523 Prerequisite: EDUC-200 Corequisite: EDUC-203 |
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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) Literacy Development, EDUC 328, will explore young children’s literacy development, investigating how children learn to read and write. The course also explores how young children acquire language. This course focuses upon the literacy development of and instructional strategies for supporting preschool through third grade children. Another focus in this course is organizing and managing a literacy environment that meets the needs of struggling readers with various abilities and experiential backgrounds. Prerequisite: EDUC-380 Corequisite: EDUC-384 |
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EDUC 330 - Practicum in Reading Methods I: Elementary Credits: 2 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. Corequisite: EDUC 331/531 Reading Methods I |
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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, current trends in reading instruction, and strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness. Specific attention will be given to assessing student progress and using data to differentiate instruction to meet the needs of all learners. Effective practices for working with English language learners will be introduced. This course promotes a balanced approach to literacy. Cross-listed: EDUC 531
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EDUC 333 - Integrating the Arts Credits: Three (3) This course is designed to provide methods for the early childhood and elementary teachers to integrate the Arts (visual, movement, drama, music and physical activities) into the regular classroom disciplines. The use of technology tools to design lessons that enhance student learning is an integral part of the course. A considerable amount of time will be spent using the Maker Space to develop activities designed to engage students in creative and innovative learning experiences. This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 533 Prerequisite: EDUC-200 Corequisite: EDUC-385 |
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EDUC 335 - Health Of The Child Credits: Three (3) 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. Significant attention is given to effective classroom management techniques to create a classroom environment conducive to learning. This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC-535 Prerequisite: EDUC-200
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EDUC 336 - Math Methods II Credits: Three (3) 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. Prerequisite: EDUC-236 Corequisite: EEDUC-305 or EDUC-341 |
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EDUC 338 - Teaching Science: Elem Credits: Three (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 classrooms. Specific attention will be given to strategies for meeting the needs of English language learners. Prerequisite: EDUC-200 Corequisite: EDUC-303 or EDUC-371 |
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EDUC 340 - Practicum in Reading/Writing Middle School Credits: Two (2) 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. Prerequisite: EDUC-200
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EDUC 341 - Practicum Credits: Two (2) 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. Prerequisite: EDUC-200
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EDUC 342 - Practicum in Teaching Art: K-12 Credits: Two (2) 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. Prerequisite: EDUC-200 Corequisite: EDUC-343 |
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EDUC 343 - Teaching Art: K-12 Credits: Three (3) 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. Prerequisite: EDUC-200 Corequisite: EDUC-342 |
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EDUC 350 - Practicum in Reading Methods II Credits: 2 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 theirassignedpracticum placement from the fall semester, working in their assignedschool 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. Corequisite: EDUC 351/551 Reading Methods II - Elementary |
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EDUC 351 - Reading Methods II: Elementary Credits: 3 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 assess literacy skills in the areas of language acquisition, phonological/phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students learn how to use formative and summative assessments effectively to plan for and deliver instruction that enhances the success of all students. Students will learn classroom best practices to differentiate and support students who have learning gaps in these literacy areas. Students will continue to explore strategies to address the needs of English language learners. This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 551
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EDUC 352 - Educ/Psych of Exceptional Children 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. Special attention will be given to differentiation of instruction within the regular classroom to provide the least restrictive environment for all learners. This course taken at the graduate level requires additional readings and assignments.
Note: This course is required for all Missouri certificates.
Cross-listed: EDUC 552 Prerequisite: EDUC-200
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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) 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. Prerequisite: EDUC-250 and EDUC-355
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EDUC 360 - Practicum in Instructional Interventions in Reading: Secondary Credits: 2 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. Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 361/561 |
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EDUC 361 - Instructional Interventions in Reading: Secondary Credits: Three (3) 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.This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 561 Prerequisite: EDUC-200
EDUC 201 Corequisite: EDUC 360 |
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EDUC 362 - Middle School Child, Curriculum and Instruction Credits: Three (3) 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. Prerequisite: EDUC-361
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EDUC 363 - The Middle School Teacher Credits: Three (3) 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. Prerequisite: EDUC-362
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EDUC 371 - Special Methods Practicum Credits: Two (2) 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. Prerequisite: EDUC-341 Corequisite: EDUC-371P |
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EDUC 372 - Emergent Mathematics Credits: Two (2) 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, Number Talks, related research, assessment, and the practical application of these concepts. The importance of learning through play is stressed throughout the course. Cross-listed: EDUC 572 Prerequisite: EDUC-200
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EDUC 374 - Language Arts Methods Credits: Three (3) Students learn the methods, materials and content for teaching language arts to early childhood and elementary aged students. The reciprocal and developmental process of language acquisition and its implications for teachers of young children will be emphasized. The course will also discuss the development of writing skills, phonics, spelling, the writing process, writing genres, the use of technology in language arts, and the integration of literature. Strategies to enhance understanding of academic language for English language learners will also be addressed. This course taken at the graduate level requires additional readings and assignments Cross-listed: EDUC 574
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EDUC 380 - Teaching Reading: Elem/Middle Credits: Three (3) 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. Prerequisite: EDUC-341
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EDUC 381 - Alternative Reading Methods Credits: Three (3) 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. Prerequisite: EDUC-380
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EDUC 383 - Reading/Writing in the Content Areas Credits: Three (3) to Four (4) 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. Prerequisite: EDUC-200
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EDUC 384 - Practicum in Reading Credits: Two (2) 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. Prerequisite: EDUC-371 Corequisite: EDUC-384P and EDUC-374 |
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EDUC 385 - Practicum in Arts/Social Studies Credits: Two (2) 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. Prerequisite: EDUC-200 Corequisite: EDUC-333 |
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EDUC 390 - Children’s Literature Credits: Three (3) Engage in reading, discussion, creative responses, and critical analysis of literature for children and adolescents in this course. Differentiation for the needs of the learner are discussed along with strategies for expanding vocabulary, reading comprehension, and writing processes. An emphasis is placed upon issues of social justice and diverse points of view. Cross-listed: EDUC 590
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EDUC 399 - August Experience Credits: Zero (0) 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. Prerequisite: EDUC-200
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EDUC 400 - Student Teaching: Credits: 10 Students engage in observation, collaborative planning, co-teaching, and teachingat 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. Prerequisite: EDUC-200 Corequisite: EDUC-404 |
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EDUC 402 - Student Teaching: K-12 Credits: Five (5) to Ten (10) 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.
Prerequisite: EDUC-200 Corequisite: EDUC-404 |
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EDUC 403 - Student Teaching: Early Childhood Credits: Five (5) to Ten (10) 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.
Prerequisite: EDUC-200 Corequisite: EDUC-404 |
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EDUC 404 - Student Teacher: Professional Seminar Credits: Three (3) Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Classroom management, resume writing, and interview preparation will be stressed. Communication, consultation, and collaboration with students, staff, and parents will be stressed. The ethical and legal aspects of working with students, staff, and parents will also be explored and discussed. Students will complete Artifacts 1, 2, and 3 for state certification as they prepare for their Senior Presentation. Cross-listed: EDUC 504 Prerequisite: EDUC-200
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EDUC 405 - Student Teaching: Middle School Credits: Five (5) to Ten (10) 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.
Prerequisite: EDUC-200 Corequisite: EDUC-404 |
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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 416 - Differentiation for All 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. Cross-listed: EDUC-616
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EDUC 420 - Setting Up School Experience and Practicum in Teaching English Language Arts: Secondary Credits: 2 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. Corequisite: EDUC 421 |
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EDUC 421 - Teaching English Language Arts Methods: Secondary Credits: 3 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. Specific attention will be given to assessing student progress to differentiate instruction to meet the needs of all students. Special attention will also be given to developing strategies for meeting the needs of English language learners. This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 521 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 420 |
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EDUC 430 - Setting Up School Experience and Practicum in Teaching Mathematics Methods: Secondary Credits: 2 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 MathMethods: 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. Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 431 |
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EDUC 431 - Teaching Mathematics Methods: Secondary Credits: 3
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. Specific attention will be given to assessing student progress to differentiate instruction to meet the needs of all students. Special attention will also be given to developing strategies for meeting the needs of English language learners. This course taken at the graduate level requires addtional readings and assignments. Cross-listed: EDUC 531 Corequisite: EDUC 430 |
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EDUC 440 - Setting Up School Experience and Practicum in Teaching Science Methods: Secondary Credits: 2 This practicum occurs in the final year of the initial teacher preparation program and serves two purposes.
During the Setting-Up-School Experience, the teacher candidate experiences how to set up a classroom and begin the school year. This experience begins when teachers report to the district where the candidate will student-teach. 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.
Once the regular semester begins at Maryville, the candidate attends two afternoons a week for a practicum experience that coincides with EDUC 441 Teaching Science Methods: Secondary.
During the Setting-Up-School experience, teacher candidates are expected to complete a minimum of 30 hours in the classroom where they will student teach, even if that placement differs from their fall science-methods placement. Under the direction of the cooperating teacher (CT), the candidate helps prepare for the new school year, assists in setting-up the classroom, attends professional development sessions and beginning of the year faculty meetings, plans collaboratively with the CT and his/her colleagues, etc. Candidates learn how the CT establishes rules, routines, and procedures and observes how the CT welcomes students and establishes expectations for the classroom.
This practicum also coincides with EDUC 441 Teaching Science Methods: Secondary. During the Maryville semester, the teacher candidate plans, teaches, analyzes, and reflects on lessons that apply instructional models, strategies, techniques, and assessments under the direction of the EDUC 441 professor. Other activities include assisting the CT with individual/small/whole group instruction, co-teaching, building rapport with students and other educators in the building, etc.
Must be taken concurrently with EDUC 441 Teaching Secondary Science. Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 441 |
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EDUC 450 - Setting Up School Experience and Practicum in Teaching Social Science Methods: Secondary Credits: 2 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 candidatesin 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 ScienceMethods: 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. Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 451 |
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EDUC 451 - Teaching Social Science Methods: Secondary Credits: 3 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. Specific attention will be given to assessing student progress to differentiate instruction to meet the needs of all students. Special attention will also be given to developing strategies for meeting the needs of English language learners. This course is to be taken with EDUC 450 Practicum in Secondary Social Science. This course taken at the graduate level requires additional readings and assignments. Cross-listed: EDUC 551 Prerequisite: EDUC 200
EDUC 201 Corequisite: EDUC 450 |
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EDUC 460 - Early Childhood Curriculum Credits: Three (3) 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 Prerequisite: EDUC-200
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EDUC 461 - Early Childhood Assessment Credits: Three (3) 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 Prerequisite: EDUC-200
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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 fromdiverse racial/ethnic backgrounds as well asthose from lower socio-economic environments, and thosewith 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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