14 courses with the subject EDU, 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.
SPRING This course develops techniques for using educational media. Emphasis is given to developing proficiency in the use of educational software and media formats that are typically used to plan and deliver instruction.
SPRING A study of psychological facts and principles as applied to the problems of education with emphasis upon the psychology of learning and individual differences. The purpose of this course is to assist students in the development of two very different and important roles, the role of teacher-as-theorist and the role of teacher-as-practitioner. Opportunities are provided for students to apply their understanding of human development theory to a wide range of issues relevant to educational practice. (Cross-listed as PSY 232X )
FALL A survey of information from the fields of history, philosophy, and sociology that is relevant to the understanding of teaching as a profession and a Christian calling, the school as an institution, and contemporary educational issues. Current standards for entry into the teaching profession and expectations of Crown College’s performance-based program are included. A fifteen-hour evaluated field experience is required and is considered part of the student’s candidacy for acceptance into the Teacher Education Department. This course is a prerequisite to all other teacher education courses. Teacher education fee applies.
FALL As a requirement of the Foundations of Education course ( EDU 241 ), students complete a fifteen-hour field experience in a regular school setting. This practical component consists of classroom observation, tutoring individuals or small groups of students and assisting the classroom teacher in other appropriate ways. This experience concentrates on students exploring their interest in the teaching profession. Satisfactory/Unsatisfactory grading.
FALL This course provides the theoretical and practical foundation for the design and management of instruction and for the use of formal and informal assessment strategies. The course explores long and short range planning, developing learning activities, and using new educational technologies to enhance teaching and learning. Cross-curricular goals, planning for diverse learners, differentiated instruction and the integration of technology will be emphasized. Background check fee applies.
SPRING The focus of this course is on educational measurement, assessment, and evaluation. The course will outline procedures for designing and selecting, administering, and interpreting a variety of informal assessment measures as well as standardized, formal assessments. A variety of evaluation techniques will be examined including authentic performance assessments. Students will develop, analyze, and interpret assessments as it relates to student learning.
SPRING This course provides a foundational understanding of diverse learners, including students with disabilities, students with gifts and talents, and students at risk. Teacher candidates will explore the challenges diverse learners experience with learning, literacy, and social issues, as well as historical perspectives, educational law, parent rights, and roles within the community. Practical academic and behavior strategies for working with diverse learners will be emphasized. Ten clock hours of field experience at an approved school site are required.
SPRING As a requirement of the
SPRING This course bridges theory and practice using a student-centered and culture-centered approach based on a Christian perspective of social justice and equal outcomes for all. Focusing on linguistic diversity, it guides teacher candidates to support multilingual student competencies. The course emphasizes the complexities of diverse students and their communities, promotes teacher candidate self-reflection of their own biases, and focuses on the practice of culturally relevant teaching in the curriculum and classroom instruction. This integration enriches the course content, empowering educators to enact meaningful change in their classrooms and communities. Ten clock hours of field experience at an approved school site are required.
SPRING As a requirement of
Arranged by Department A study of various topics in teacher education, depending on the expertise of the professor and the needs and interest of the students. The course methodology will vary from a seminar format to a regular class format, depending on the subject and the professor. Taught by sufficient demand.
Arranged by Department Experience and/or research in the field of education approved and supervised by education faculty members. Education majors only.
FALL This course explores teaching as a matter of relationships among individuals. Students explore these relationships to discover their need to be grounded in rapport and mutual respect between teacher and students, and among students. Important ideas covered are how group motivation and effective classroom management create an environment that encourages positive social interaction, active engagement in learning, and self-motivation.
SPRING In this course during student teaching, teacher candidates are challenged to consider the relationship between their Christian faith and their role as teacher. The course addresses relevant issues such as classroom and behavior management, resume development, successful interviewing, and pursuing job opportunities. The course will provide support for the teacher candidates as they complete a state approved teacher performance assessment. Teacher performance assessment fee applies.
Source: Crown College's catalog, linked per course · table learning_unit · CourseShelf publish 61
