Hellenic College-Holy Cross Greek Orthodox School of Theology · Courses
EDUC
15 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 2021Philosophy of Education3
This course introduces students to philosophical and historical theories and ideas that have influenced the educational system in the United States. Theories, ideas, practices, and historical events from a variety of multicultural perspectives and from a number of global thinkers will be presented, discussed, and critiqued through readings, written assignments, and presentations. 50
This is an introduction to the genre of Young Adult Literature. This class will examine the history of Young Adult Literature and discuss a range of Young Adult texts written by award- winning authors. The class will discuss these texts from the perspectives of genre, theme, form, and personal interpretation. Class discussions will focus on textual analysis, interpretation through close reading of the assigned novels, and exploration of the concept of adolescent identity. This course will also explore issues that concern scholars interested in the study of Young Adult Literature, such as censorship and the role of culturally relevant texts. This class will also examine theories and effective strategies for the teaching of Young Adult Literature. Assessment will include the quality of class discussion, a final examination, and analytic essays.
This course is designed to familiarize students with various aspects of child development. Through an in‐depth study of current research, students explore practical applications of theories to the teaching and counseling of children and adolescents. Among the topics discussed are: theories of child development; social and cultural influences on child development; physical, cognitive, emotional, psychological, and moral development; language acquisition; intelligence and its measurement; cognitive and behavioral views of learning; development of gender roles; and contexts of development (family, peers, media, and schooling).
In this course students will be encouraged to develop their own viewpoints about the integrative nature of theatre and the arts in the education of elementary school‐aged children. Students will immerse themselves in the multiple ideas, challenges, and creative possibilities that mediate the children’s theatre experience. We will use the time together to fully participate with children as they strengthen social, cognitive, musical, and language‐based skills. Accompanying them on the journey of staging a show for a live audience will open up the educational process for exploration, excitement, and new and different ways of relating coursework and theatre arts. 51
This is an introductory acting course designed for students of any discipline. Students will learn vocal, physical, kinesthetic, and mental training fundamentals necessary for stage acting, and have the opportunity to apply training through class exercises and performances. This course will emphasize how actors prepare, exploring what that means and the logistics of carrying out this ideal. The course is designed to foster attributes and practical skills that will carry students far beyond the stage.
This course includes a broad overview of the field of children’s literature, including examination of historical and contemporary theories related to children’s literature as well as an exploration of representative works from the major literary genres. Emphasis will be placed on ways to effectively integrate children’s literature into language arts programs. Students will explore ways to select and present children’s literature. Students will also study the impact exposure to and experiences with literature have on children’s language skills, social skills, intellectual development, and creative processes.
EDUC 3362Education of Children with Special Needs3
This course includes fundamental and historical information related to the field of special education as well as a discussion of current educational practices related to inclusion. This course explores the educational needs of students with a range of disabilities, such as autism, dyslexia, and speech and language disabilities. Emphasis is placed on research-based assessment strategies, instructional strategies, and interventions designed to foster children’s success.
This course is the first of a two‐semester course and provides students with the theoretical foundations and instructional strategies to assist children in becoming literate individuals. This course will enable students to provide a balanced, comprehensive program of instruction that includes instruction in reading, writing, technology, and related literacy skills for all students, including students with varied reading levels and language backgrounds. Students will explore ways to integrate the MA Standards and Curriculum Frameworks into literacy instruction. The focus of this course is on the following areas: components of a balanced literacy approach, developmental stages of reading, assessment, planning, and classroom organization for reading instruction, cueing systems in reading, principles of phonics and phonics instruction, word study, and the teaching of literature and literary response. Attention will be given to inclusion of traditionally underrepresented ethnic minorities, i.e., special education, English language learners, economically disadvantaged, and ethnic minorities. 52
This course is the second part of a two-semester course that has been designed to provide students with theoretical and pedagogical information necessary to become effective teachers of language arts. Throughout the course students will explore a variety of literacy theories and practices through discussion, demonstration, and other strategies. Students will be encouraged to reflect on and practice various teaching strategies. At the completion of the course, students will be able to describe how language arts can be encouraged and supported in school and home settings. Students will also be able to recognize, describe, and support learners’ strengths and select and utilize materials to maximize literacy instruction. In addition, students will better understand how cultural and linguistic differences affect literacy development and be able to implement literacy instruction that motivates learners. The focus of the second semester is on the following areas of a balanced literacy program: characteristics of content-area reading, development of children’s writing, exposure to a variety of literary genres, and deepening students’ knowledge of both assessment and instructional planning and design. Field experience is a required aspect of this course.
This course will expose students to inquiry-based, hands-on approaches to teaching mathematics. Students will become familiar with math curricula, learn various teaching methods and strategies, and use a host of resource materials to develop their own lesson plans. Field experience is a required aspect of the course.
The course will expose students to inquiry‐based, hands‐on approaches to teaching science and health. Students will become familiar with science and health curricula, will learn various teaching methods and strategies, and will use resource materials to develop their own lesson plans. Exploring the arts will be examined as an aspect of understanding an overall health curriculum. Field experience is a required aspect of this course. 53
This course will introduce students to the field of multicultural education. Students will engage issues from a multicultural perspective based on an understanding of the concept of culture and the importance of preparing young people for citizenship in a culturally diverse, democratic society. In addition, students will examine the field of social studies and design a social studies curriculum for the elementary classroom.
The main goals of this course are to initiate students into reflective practice as teachers and assist them in developing a critical approach to education that challenges them to view education as uncertain, dynamic, and a rich site for teaching and learning. To do this, the course will introduce students to the growing field of teacher research, critical pedagogy, and reflective practice through readings, discussions, and course assignments. Field experience is a required aspect of the course.
Required of all students who wish to become certified as elementary school teachers, the practicum consists of supervised student teaching in grades 1‐6. Student teaching responsibilities include planning and implementing daily class lessons, developing curriculum materials, and demonstrating knowledge of the Massachusetts Curriculum Frameworks and competence in the Professional Standards of Teaching.
This course is offered concurrently with student teaching and relates the teaching experience to additional curriculum and knowledge areas of elementary education. Its purpose is to enhance self‐evaluation on the part of the student teachers and to deepen their understanding of education as a profession. 54
