99 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.
EDU 200Practicum: Introduction to Teaching. 1
Designed to provide an orientation to the public school for the prospective major in teacher education. The student is assigned to a public school classroom on a grade level and/pr in a subject area appropriate to the student’s indicated interest. A minimum of 15 hours observation in the assigned classroom is required. Specific observation assignments are given by the Director of Field Experiences and the professor of EDU 202. The student keep s a journal and is
Foundations of Deafness. 3. An introduction to education and research involving deaf and hard of hearing individuals. The course covers the academic, cognitive, psychological, and emotional characteristics of the deaf and hard of hearing child. The history of education of deaf and hard of hearing children in the United States, including the variety of services now available, is also examined. The student will participate in a field experience component, designed to provide exposure to the school as a learning community. Fall.
EDU 203Introduction to Early Childhood Programs and Practices3
This course is designed as an introduction to inclusive education programs for young children birth- five years of age. Current theories of child development, historical programs, professional practices, and trends in the field are discussed. Diversity and the influence of development in the context of family and community are addressed. Models of services are discussed and current policy and research innovations are reviewed.
This course focuses on collaboration and networking between families, schools and service agencies in the community. A review of current community, state, and national resources is provided. Students develop competencies in communication and collaboration skills developing inter-agency networks, team building, and professional skills. Community resources and access to services are reviewed.
This course addresses policy and service delivery issues related to health, nutrition, and safety of children from birth through kindergarten. Intervention strategies for children with severe and multiple disabilities are emphasized.
Moderate Disabilities in the General Classroom. 3. This course focuses on policies, processes, procedures and services for special education students in the inclusion classroom. Students will learn procedures that include referral, delivery, and placement services.
This course explores the research and theory that informs the psychological basis for learning among children and adolescents. The student will participate in a field experience component, designed to provide exposure to the school as a learning community.
Introduction to current theories and research findings related to exceptional children. Topics include classification, facility needs, state and federal regulations, and employment and educational opportunities for exceptional individuals. Students will participate in a field experience designed for them to observe and work with exceptional students. Fall, Spring.
EDU 230Children’s Health, Safety, and Nutrition for Classroom Teachers1
This course is tailored to equip educators with the essential knowledge and practical strategies needed to promote the well-being of their students. Throughout this course, teachers will explore fundmental principles of child health, safety, and nutrition, gaining insights into how these elements profoundly impact children’s learning and development.
EDU 251Introduction to Speech and Hearing Science. 4
A study of anatomy and physiology of the speech and hearing mechanisms, the nature of English speech sounds, the production of speech sounds, the prosodic elements of connected speech, assessment of hearing sites of lesion and etiology of hearing loss, and the reading and interpreting of audio metric evaluations. Hearing aids and group amplification systems are also addressed. Spring.
Designed to provide the teacher education candidate with the opportunity to observe classrooms serving exceptional children. The student is assigned to a special education classroom whenever possible on a grade level and/or in a subject area appropriate to the major. A minimum of 24 hours of observation in the assigned classroom is required. The student keeps a journal and is encouraged to meet with the faculty member for feedback and discussion of the field experience. Fall, Spring. Note 1: Pass/Fail grading. Note 2: Practicum assessments are filed in student folders and are always available for review. Assessments can also be reviewed with the advisor during advisor/advisee conferences.
This course is designed to provide an opportunity to gain knowledge of a diverse range of literature. This includes wide reading across the genres represented in children and adolescent literature, learning to evaluate the quality of the literature, exploring student’s response to literature, and using literature in teaching and learning.
EDU 316Management Techniques for the Exceptional Learner3
This course focuses on positive behavior support and classroom management strategies that enhance effective learning environments. Teacher candidates will demonstrate competency in conducting functional behavior assessments and the development of a behavior intervention plan. Fall.
EDU 317Developmental Assessment of Young Children3
This course begins with a study of typical and atypical development of children ages birth through five years of age. The course also provides diagnostic skills and preparation in sufficient depth to develop competencies in screening and developmental assessment. Students become knowledgeable in assessment tools and techniques appropriate for assessing the young child and planning appropriate programs to meet individual needs of all young children.
This course is designed to provide students with information and skills that will facilitate effective consultation and professional collaboration in education and interdisciplinary settings. In this course we will (1) explore literature relevant to educational consultation and interdisciplinary systems of care, (2) develop and implement a consultation-based service delivery options with application in the field, (3) develop essential consultation/collaboration skills for educational professionals working with families and other professionals, and (4) understand the implication of collaboration and consultation to bring about educational change.
EDU 320Language Arts and Social Studies for Elementary Teachers
(K-Grade 6). (3 semester hours) This course will prepare teachers for teaching Elementary Language Arts and Social Studies. This course will provide content knowledge and teaching procedures/strategies for the effective instruction of language arts across the curriculum in grades K-6. There will be more emphasis on oral/written expression and literacy in all the content areas with the emphasis of “how” to teach Social Studies and Language Arts, as well as some theoretical exploration of teaching procedures, practices, and reflection on the actual teaching of and integration of Language Arts and Social Studies.
Stage I or residency licensure, or teacher’s assistant major programs.
EDU 321Curriculum, Instruction, and Assessment
for Residency Teachers. (3 semester hours) This course is designed to provide lateral entry teachers with the basic principles of curriculum development, implementation, and assessment. Residency teachers will demonstrate content knowledge and competency in utilizing the North Carolina Standard Course of Study to plan instruction. They will also implement and reflect upon planned instruction for their classrooms. Residency teachers will develop an understanding of how to design and utilize assessment to make instructional decisions in a classroom. Classroom test development, standardized tests designed to meet federal and state requirements, and the skills and knowledge necessary for achieving student growth will be addressed in this course.
Open only to residency teachers or teacher assistant programs.
EDU 322Coaching for Solutions for Residency Teachers1
This course is taken the first semester and is designed to give students the opportunity to practice the research based strategies and to facilitate the professional growth of the residency teacher. The focus of the residency experience is on helping the residency teacher in delivering instruction, meeting the needs of individual students, and developing classroom management strategies for use as an evolving professional teacher. Pass/Fail grading. this course.
EDU 325Working with Diverse Families in the Classroom3
This course focuses on today’s changing family dynamic. This course provides students with information to help them identify families’ needs, how to demonstrate respect with ethnically and culturally diverse
Designed to introduce a variety of assessment techniques to determine its instructional content, procedures, and documentation of student learning. Students will demonstrate the ability to conduct individual curriculum-based assessment procedures, interpret results, conduct case studies, and perform individual curriculum-based progress monitoring. Fall.
Stage I or Exceptional Children minor or residency teachers.
EDU 328Special Education Methods: General Curriculum3
This course is designed to enhance teacher candidate competencies in the organization of effective learning environments and investigates the use of knowledge about cultural, socio-economic and family dynamics to guide instructional or management planning and selection of techniques. Teacher candidates gain the knowledge and skills to use systematic, explicit, multi-sensory methods to teach communication skills including reading and written expression.
EDU 225 and Stage I or Exceptional Children minor or residency teachers.
EDU 331Teaching Diverse Learners for Residency Teachers2
This course is designed to provide residency teachers with the basic principles to work effectively with students who have special learning needs, including those who are culturally diverse, those who have disabilities, and those who are academically advanced. Residency teachers will demonstrate that they are able to facilitate the development of inviting, respectful, supportive, and inclusive educational communities. They will also learn to create collaborative partnerships with families, schools, and communities to promote a positive school culture. A survey of literature related to the instruction of diverse learners, including assessment and modes of learning, is covered, and its implications for mainstreamed classroom teaching are discussed. An analysis of literature and research on cultural factors of teaching, diverse world cultures, and global issues will also be integrated into the course curriculum. Residency teachers will demonstrate knowledge and competency in utilizing the North Carolina Standard Course of Study.
Restricted to residency teachers or teacher assistant major programs.
EDU 332Methods of Teaching the Deaf and Hard of Hearing. 3
A study of techniques for instructing deaf and hard of hearing children birth through 12th grade, with an emphasis on birth through kindergarten and upper-level subjects. Instructional models found in mainstream settings and residential programs are included.
EDU 225 and Stage I or Exceptional Children minor.
EDU 333Intructional Technology for Residency Teachers1
This course is designed to prepare residency teachers to integrate and utilize technology in their instruction, as outlined in the North Carolina Professional Teaching Standards (NCPTS) and in the North Carolina Digital Learning Competencies (DLC) for Teachers. Mathematics Sub-test or teacher assistant major program.
Restricted to residency teachers who have passed Praxis 7813 or the Pearson
EDU 334Instructional Technology3
This course enables the teacher education major to demonstrate mastery of technology at an advanced skill level. Fall. Note: This course serves as the Gateway course for the Education majors. A grade of C- or higher is required for graduation.
This course is designed to provide teacher candidates with knowledge and application of methods used to present mathematical concepts to students, grades kindergarten through 3rd grade. Emphasis will be placed on concept introduction, concept expansion and reinforcement, and assessment practices. Course content is aligned with the North Carolina Standard Course of Study. There will be a field experience component embedded in this course.
to Deaf and Hard of Hearing Children K-12. 3. A study of methods of teaching the deaf and hard of hearing child to communicate through the integration of spoken language, the use of residual hearing, and speech reading. The use of cochlear implants and speech methods are included in this course. Fall.
Stage I and EDU 251 or Exceptional Children minor.
EDU 338General Curriculum - Special Education Methods and
Assessment. 3. This course is specifically designed for residency teachers to enhance residency teacher’s competencies in the organization of effective learning environments and investigate the use of knowledge about cultural, socio-economic and family dynamics to guide instructional or management planning and selection of techniques. Residency teachers gain the knowledge and skills to use systemic, explicit, multi-sensory methods to teach communication skills including reading and written expression. Residency teachers will use a variety of assessment techniques to determine instructional content, procedures, and documentation of student learning. They will demonstrate the ability to conduct individual curriulum-based assessment procedures, interpret results, conduct case studies, and perform individual curriculum-based progress monitoring.
EDU 339Adaptive Curriculum - Special Education Methods and
Assessment. 3. This course is specifically designed for residency teachers. The course focuses on current best practices in curriculum and methods for students with severe/low-incidence disabilities, including specific strategies for teaching students with severe disabilities, general strategies for working with heterogeneous groups of students in inclusive settings, and methods for adapting the gneral education curriculum based on the Extended Content Standards of the North Carolina Standard Course of Study. Functional-based content, social skill development, and community-based instruction are introduced. Other topics include designing and implementing curriculum through the use of technology, alternative assessment procedures, IEP development, lesson planning, individualized materials, and specific teaching strategies for unique populations. Residency teachers will use a variety of assessment techniques to determine instructional content, procedures, and documentation of student learning. They will demonstrate the ability to conduct individual curriulum-based assessment procedures, interpret results, conduct case studies, and perform individual curriculum-based progress monitoring.
This course focuses on the basic principles of curriculum development. Teacher candidates will demonstrate content knowledge and competency in utilizing the North Carolina Standard Course of Study to plan instruction. Candidates also explore ways to ensure that instruction meets learning needs within the classroom.
EDU 345Special Education Methods: Adapted Curriculum3
The course focuses on current best practices in curriculum and methods for students with severe/low incidence disabilities, including specific strategies for teaching students with severe disabilities, general strategies for working with heterogeneous groups of students in inclusive settings, and methods for adapting the general education curriculum based on the Extended Content Standards of the North
Designed to provide the teacher education candidate with an understanding of assessment and the uses of assessment in making instructional decisions within a classroom. Classroom test development, standardized tests designed to meet federal and state requirements, and skills and knowledge necessary for completing an electronic evidence portfolio are emphasized.
Designed to provide the teacher education candidate with the opportunity to observe and participate in a classroom in which reading instruction is taking place. The student is assigned to a classroom on a grade level and/or in a subject area appropriate to student’s major. Minimum of 38 hours of observation and participation in the assigned classroom are required. Spring. Note 1: Pass/Fail grading. Note 2: Practicum assessments are filed in student folders and are always available for review. Assessments can also be reviewed with the advisor during advisor/advisee conferences.
Course must be taken concurrently with EDU 361, 363, 364.
EDU 361Elementary Reading3
A survey of current trends, practices, programs, and methods structured to give practical assistance in the teaching of reading in the elementary school. Spring.
EDU 320 and Stage I; or residency licensure or teacher assistant major programs.
Corequisite
EDU 360.
EDU 362Emergent Literacy3
A critical review of theories and practices related to speech and language development and emerging literacy. Emphasis is given to practical application of theories to the early childhood setting. Topics include stages of language development, languages and dialectical differences, language acquisition, speech disorders, fostering language development, and best practices for facilitating emerging literacy.
EDU 363Literacy in Content Areas: Middle, Secondary
and Special Subject Teachers. (3 semester hours) Focusing on the nature of literacy processes and on instructional strategies that enhance them, the course helps prospective secondary, middle school, and special subjects teachers to explore the ways that literacy interacts with subject area learning. It prepares them to critically analyze learning and literacy in today’s schools and to advance their student’s literacy development.
and Hard of Hearing K-12. 3. A study of the techniques used to teach reading to deaf and hard of hearing children. The course includes a survey of current theories and practices in reading instruction for hearing children, as well as methods for diagnosing reading problems in deaf and hard of hearing children. Spring.
Designed to provide teacher education candidates prior to the student teaching semester with a supervised laboratory experience involving active participation in the classroom. Fall. Note 1: Open only to the Professional Year student. Minimum of 40 hours of observation and participation in the assigned classroom required for all licensure areas; one full day per week suggested for elementary education majors and required for education of the deaf and hard of hearing majors. Note 2: Pass/Fail grading. Note 3: Practicum assessments are filed in student folders and are always available for review. Assessments can also be reviewed with the advisor during advisor/advisee conferences.
EDU 410Methods and Materials for Infants and Toddlers3
A course designed for the study of the developmental needs of infants and toddlers as related to group care situations, curriculum decisions, and the design of early learning environments. Emphasis is placed on family involvement as well as caregiver roles and current curriculum issues.
EDU 411Methods and Materials for Preschoolers and Kindergartners3
A course designed to provide assistance in the planning, implementation, and evaluation of developmentally appropriate curriculum and environments for children, ages three through five.
Children with Special Needs, Birth-Five Years of Age. 3. This course gives the student the opportunity to apply knowledge of the young child’s development (both typical and atypical) in designing, adapting, and implementing appropriate activities across the curriculum for infants, toddlers and preschoolers with special needs. Students develop competencies in the methodology, instructional techniques, and the implementation of specific curriculum as they relate to early intervention.
EDU 413Coaching for Planning and Teaching - Residency1
This course is designed to provide the residency licensure teacher with support and accountability in the areas of planning and teaching. The Barton College coach will work with the residency licensure teacher and the school principal to help identify, develop and refine skills associated with advanced curriculum planning and fostering student growth. An emphasis will be placed upon becoming a career educator and on planning, implementing, and assessing data driven instruction that will result in student growth. Pass/Fail grading. Note: Course may be taken for credit no more than four times.
Teaching Mathematics to Students with Disabilities. 3. Designed to plan and teach mathematics instructional procedures based on the NC Standard Course of Study. Emphasis is placed on developmental, practical applications, and assessments of the mathematical abilities of students with disabilities.
Designed to introduce a variety of assessment techniques to determine its instructional content, procedures, and documentation of student learning. Students will demonstrate the ability to conduct individual curriculum-based assessment procedures, interpret results, conduct case studies, and perform individual curriculum-based progress monitoring. Fall.
This course is designed to enhance teacher candidate competencies in the organization of effective learning environments and investigates the use of knowledge about cultural, socio-economic and family dynamics to guide instructional or management planning and selection of techniques. Teacher candidates will gain the knowledge and skills to use systematic, explicit, multi-sensory methods to teach communication skills, reading, written expression, and environment.
This course focuses on teaching candidates how to master the requirements for edTPA, a performance-based assessment, developed by Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE), to engage candidates in demonstrating their understanding of teaching and student learning in authentic ways. The course is designed to focus on student learning and principles from research and theory. Upon completion of the course, teacher candidates will become more proficient at developing knowledge of subject matter, content standards, and subject-specific pedagogy; developing knowledge of varied students’ needs; considering research and theory about how students learn; and reflecting on and analyzing evidence of the effects of instruction on student learning. Students must pass edTPA to pass this course.
This course will prepare pre-service teachers for teaching social studies in the elementary school (grades K-6). The emphasis of the course is “how” to teach social studies, as well as some theoretical exploration of the history, purposes, and direction of social studies. Students will learn, practice and reflect on the actual teaching of social studies. This course will focus on the relevance of history and geography, the study of people, and the interaction of people with others and the world around them.
Contents and methods for teaching science knowledge and concepts beginning with the everyday environment of the child and leading to an understanding of the basic ideas around which the field of science is structured.
EDU 430Teaching Language to the Deaf and Hard of Hearing K-123
A study of the principles and techniques of teaching language to the deaf and hard of hearing child. The course includes a survey of current practices in language instruction for deaf and hard of hearing children. Diagnosis and remediation of individual language problems are also stressed. Fall.
This course is designed to provide teacher candidates with knowledge and application of methods used to present mathematical concepts to students, grades 4th through 8th grade. Emphasis will be placed on concept introduction, concept expansion and reinforcement, and assessment practices. Course content is aligned with the North Carolina Standard Course of Study. There will be a field experience component embedded in this course.
to Deaf and Hard of Hearing Children K-12. 3. A study of methods of teaching the deaf and hard of hearing child to communicate through the integration of spoken language, the use of residual hearing, and speechreading. Care and use of auditory training equipment, the use of cochlear implants, and speech methods are included in this course. Fall.
EDU 438Science in the Elementary and Middle School K-82
Content and methods for teaching science knowledge and concepts beginning with the everyday environment of the child and leading to an understanding of the basic ideas around which the field of science is structured. Fall.
EDU 439Math and Science Methods for Residency Teachers3
The purpose of this course is to equip the residency elementary teacher with appropriate methods, materials, and techniques for the teaching of math and science. Residency teachers will learn exemplary teaching and assessment practices that support the interconnectedness of disciplines, how to appropriately support students in scientific inquiry and in becoming mathematically literate, and how to integrate the planning and teaching of math and science lesson plans.
This course is designed to ensure that students understand and are able to apply scientific skills and mathematical concepts to teaching, using appropriate equipment and tools.
This course supports seniors in synthesizing knowledge accrued from their liberal arts studies, content areas, and professional courses with their field-based clinical experiences and also guides seniors in garnering a better understanding of the educational profession and the role they will play
This course assists seniors in developing analytical thinking skills through focusing on selected topics related to school law, classroom management, professional development, and teachers as leaders. An analysis of school improvement plans is included in this class.
Stage II or residency licensure or teacher assistant major programs.
EDU 452Education Capstone1
This course supports seniors in synthesizing knowledge accrued from their liberal arts studies, content areas, and professional courses with their field-based clinical experiences and will also guide seniors in garnering a better understanding of the educational profession and the role they may play in it.
Stage III. This course will be taken with student teaching.
EDU 453Submitting the edTPA1
This course supports seniors in the Teacher Education Program as they complete tasks required for licensure, especially the three major tasks required for edTPA submission. Students will complete and submit all three of the edTPA tasks as part of this course. A student must earn a passing grade on the national assessment of the edTPA portfolio, as defined by the state of North Carolina as a minimum cumulative score on the three edTPA tasks. Students who do earn a passing score on the edTPA national assessment may choose to re-submit one, two, or all three edTPA tasks, at their own expense, during the course. There is a limit of one re-submission during the course. Students who do not earn a passing score on the national assessment will not pass this course and will be eligible for a teaching license. Pass/Fail grading. Note: Residency students must have passed all licensure tests as a prerequisite for this course.
EDU 459Differentiation Instruction for Lateral Entry Teachers. 2
Lateral entry teachers will build upon all of the skills acquired throughout the program in order to master the knowledge, skills, and dispositions necessary to differentiate all areas of curriculum within the classroom. Each teacher will learn about, create, and orchestrate differentiated lesson plans within his/her specific classroom. Special topics include, meeting the needs of all learners, MTSS, Grouping, Cooperative Learning, Choice, Tiering, 21st Century Skills, Critical Thinking, Problem Solving and engaging students to achieve maximum growth. North Carolina General Curriculum Test; Passed North Carolina Foundations of Reading Test.
Pass Praxis Core (if needed); Passed both sub-tests (math and multi-subjects) of
EDU 464Differentiation Instruction for 21st Century Learners3
This supports seniors in synthesizing knowledge skills and dispositions accrued from their liberal arts studies, content areas, and professional courses along with their field-based clinical experiences. This course extends learning in order to ensure that candidates have the knowledge, skills, and dispositions
This capstone course is designed to be a facilitated exploration of how to leverage the Educational Studies Major for lifelong success. Students will also learn common skills associated with job options and participate in authentic research related to problems and issues in the field of education. Research will be focused on problems in our partnership schools and systems. The internship will be a supervised work experience and related to the student’s plan of study for Educational Studies. Note: This course is open only to senior-level Educational Studies majors.
One full semester (16 weeks) of full-time supervised student teaching in the public schools. Fall, Spring. Note: Open only to the student majoring in Elementary Education, Middle School Education, Special Education: General Curriculum or Adapted Curriculum, Secondary Education (English and Social Studies, Teacher Assistant to Elementary Education, and Teacher Assistant to Special Education).
Individual study offered only to the student who has demonstrated the academic ability to work independently. An individual research problem is chosen cooperatively by the student and instructor in the School of Education in the area of the student’s professional interest. Fall, spring. Note: Also offered as EDU 481 for one semester hour, and as EDU 482 for two semester hours.
In this course students will be provided with an overview of leadership theory and the characteristics of successful leaders, with an emphasis on educational leadership. Students will analyze various styles of leadership and how that leadership enhances an educational environment. They will examine education policy in terms of political issues, who makes policy decisions, economic and demographic issues, political culture, and various interest groups that have an effect on policy. Students will learn how to create a school climate in which teachers assume leadership to support the best instructional practices with the goal of improving teaching and learning.
Open only to students participating in the MSA cohort program.
EDU 508School Law3
This course addresses legal principles applicable to practitioners through the study of legal context, trends, and generalizations. The course provides a basic overview of school law involving governance and legal structures; student rights and supervision; and personnel management. Students will examine the types of laws that affect public schools. Students will examine landmark Supreme Court decisions, federal and state constitutions, statutes and regulations and their implications for daily decision making by school leaders. Students will also evaluate the ethics surrounding legal decisions.
Open only to students participating in the MSA cohort program.
EDU 510Advanced Psychological Theory in the Classroom3
This course is designed to help students understand and apply research in cognitive development in the classroom. The study and application of learning theories to provide positive learning environments and active engagement in learning are important aspects of the course. Students will learn and apply current theory and recent research findings to practical problems in education. Special emphasis is placed on practical applications in psychology to instruction in the areas of reading, writing, mathematics, and science.
Master’s degree candidates examine contemporary issues involved in teaching 21st century students in 21st century schools. Candidates practice ongoing communication, collaboration and team-building among colleagues and develop skills that help them facilitate mentoring and coaching with novice teachers. This inquiry based course explores myriad contemporary issues with special attention given to the philosophical base, the related theoretical research, and the cultural and political context. Issues related to eliminating bias, critical thinking, globalization, and quality of the learning experience are addressed. Aspects of curriculum are further explored in EDU 520.
This course examines the role of technology in teaching and learning in K-6 schools. Students develop skills in using technology and in selecting and applying technology appropriately to enhance both teacher productivity and student learning. Current issues related to educational technology are explored through written and oral reflection based on selected readings. Students demonstrate that they model technology integration that supports student learning. Students will also explore the increasingly important role of information literacy in the elementary school and the role of technology in formative assessment.
This course is designed to help students understand and apply research in relation to the impact of cultural factors on teaching and learning in contemporary schools. Exploration of teaching techniques and curricular directions designed to improve school experiences for diverse populations in K-6 settings are studied. Teachers will demonstrate knowledge and understanding of diverse world cultures and global issues and explore ways to teach elementary school students about global awareness.
This seminar is designed to help students develop the skills necessary for successful graduate study, including the use of technology as a teaching and learning tool, developing skills in professional reading and writing, formulating research problems and questions, and using the library for research. Attendance at class meetings is crucial to success in this seminar.
This course builds on the study of issues in curriculum begun in EDU 512: Contemporary Issues in Education, including the presentation of methods for evaluating, planning, and/or revising elementary school curriculum. This course requires candidates to extend their philosophy of curriculum differentiation. It introduces candidates to research based strategies and helps them develop and articulate their rationale for using specific strategies to meet the learning needs of the students in the classroom. Candidates learn to integrate 21st century content and skills into educational practices. They also learn to develop a relevant, rigorous curriculum that demonstrates the interconnectedness of disciplines and the importance of curriculum in engaging students in content.
This course is focused on teaching special education students in the elementary school setting. An historical overview, definitions, and terminology in basic areas of exceptionality; developmental and learning characteristics of each area of exceptionality; and educational settings and strategies employed in special education, including best practices used by inclusion teachers. A review of current educational laws and policies affecting special education is included. Teachers work collaboratively to design and implement curriculum and instruction responsive to learner differences.
This course is designed to enable teachers to become discriminating consumers and practical producers of educational research and includes an overview of quantitative and qualitative research methods. The course helps teachers develop the knowledge and skills needed for designing classroom action research projects. Students will also learn to use existing educational research to inform their own school practices.
Students explore the role of literacy in the elementary school. Students examine the nature of reading and writing, as well as the characteristics of developing readers and writers, with special emphasis on effective instructional practices. This course includes an exploration of what it means to be a reader/ writer, the nature of reading and writing processes, and critical features of developmental phases of reading and writing. Students critique a variety of instructional practices and literacy programs. Also included are information and media literacy skills.
Students learn to use a balance of assessments, including high-quality standardized testing along with effective classroom assessments, to offer elementary school students ways to master the content and skills central to success.
EDU 530Integrated Math and Science in the Elementary School3
This course focuses on the integration of several 21st century learning and thinking skills – including critical thinking and problem solving skills, communication skills, creativity and innovation skills, collaboration skills, and contextual learning skills – situated in the context of content aligned with state and national standards in elementary school mathematics and science. Students complete content modules in math and science, create and implement lessons that integrate these content areas and provide meaningful contexts for student learning, assess student learning, and reflect on the process in order to extend student learning.
This course prepares classroom teachers to work effectively with students who have special learning needs, including those who are culturally diverse, those who have disabilities, and those who are academically advanced. A survey of literature related to the instruction of these students, including assessment and modes of learning, is covered, and its implications for mainstreamed classroom teaching are discussed. Teachers will demonstrate that they are able to facilitate the development of inviting, respectful, supportive, and inclusive educational communities. They will also learn to create collaborative partnerships with families, schools, and communities to promote a positive school culture.
The seminar provides students with the opportunity to synthesize the content and skills acquired during their graduate studies as they begin to assemble their graduate portfolio.
In the third section, an emphasis is placed on the important role that master teachers have in making professional contributions to the field of teaching. This last section serves as a forum for graduate students to explore possible leadership roles, presentation and publication opportunities, and to present the culminating products of their graduate studies, their professional portfolios, to peers and faculty.
In this course, students will study management practices for school financial systems and strategies for implementing and managing change. Students will receive scheduling processes and protocols that address diverse learning needs. Students will study characteristics of effective internal and external communication and will learn to collaborate with others to plan for safety and behavioral procedures.
Open only to students participating in the MSA cohort program.
EDU 540Administration and Supervision3
In this course, students will study legal requirements for teacher and staff supervision. They will examine how the principal, as supervisor, pulls together organizational goals and teacher needs to provide for improved learning. Students will learn how educational theories provide the foundation for supervisory practice. They will study and practice effective observational skills.
Open only to students participating in the MSA cohort program.
EDU 542School Improvement3
This course is designed to develop skills in data-based decision making essential for creating a school improvement plan in a collaborative school environment. The student will examine theories of implementing change and developing professional learning communities. Students will also study the legal requirements for school improvement planning.
Open only to students participating in the MSA cohort program.
EDU 544School Internship3
The internship experience provides field-based training designed to develop competencies needed by school principals. Emphasis will be on instructional leadership, organizational management, human resource management, personnel evaluation, budgeting, and accountability systems. In this course, the student will be placed in a public school as an administrative intern for one semester for a total of 120 hours. The intern in collaboration with the school supervisor will develop an internship plan, including administrative duties and responsibilities. The intern will follow the policies, procedures and regulations of the college and local school system and adhere to the calendar of the local school system. Interns will be under the supervision of the school supervisor and the College Director.
Open only to students participating in the MSA program.
EDU 545School Internship3
This course is a continuation of EDU 544 with field-based training for aspiring school administrators. Emphasis will be on instructional leadership, organizational management, human resource management, personnel evaluation, budgeting, and accountability systems. In this course, the student will be placed
This course focuses on gifted education from an international, national, state, and local level. Participants examine the historical foundations of gifted education and impact this history has had upon legislation, characteristics of gifted learners, identification of gifted learners, and services for gifted education. A special emphasis is placed upon Article 9B, North Carolina’s legislation for gifted education.
This course is designed to examine and adapt curriculum elements (content, process, product, and learning environment). Integrative methods are employed to design appropriate learning experiences. Participants learn about interdisciplinary approaches to instruction as well as other integrative methods of designing appropriate learning experiences for gifted learners. Participants will focus on adapting the Common Core and Essential Standards to meet the needs of gifted students through differentiation. Strategies for identifying student strengths, assessing mastery, ensuring accountability, and planning appropriate alternatives within the classroom will be presented.
Course content includes an examination of the process of modifying basic curricula in content, process, products, and learning environments for the academically and/or intellectually gifted learner. Emphasis is on interdisciplinary approaches to instruction as well as other integrative methods of designing appropriate learning experiences for gifted learners. Participants will focus on adapting the Common Core Standards to meet the needs of bright students through utilizing curriculum planning models to better ensure that the diverse needs of the gifted are met. Various curriculum models will be explored, utilized and compared. The curriculum models will be chosen to best meet the needs of the participants.
This course introduces the classroom teacher to the various issues within gifted education. Participants will examine current trends and issues impacting gifted education at the local, state, and national levels. Through this course, students will develop an understanding of current and real educational, societal, and political issues in gifted education. They will understand and articulate the social and emotional needs of the gifted learner and appropriate strategies to meet these needs. Students will research appropriate identification strategies for including underserved populations.
EDU 560Diagnosis and Instruction for Autism Spectrum Disorders3
An intensive introduction to autism specific to the diagnosis of Autism Spectrum Disorders (ASD). Emphasizes the many unique and varied characteristics and core deficits of students with autism. Students examine current research, trends, and legal issues pertaining to the educational needs of students with autism. Students gain a thorough understanding of how to provide meaningful and relevant instruction for students with autism based on Common Core Standards with a focus on literacy, technology, lesson planning, and IEP writing.
EDU 562Behavioral and Functional Assessments, Transition
and Collaboration for Autism Spectrum Disorders. (3 semester hours) This course introduces students to a spectrum of behavioral assessments. It emphasizes functional assessments for educational programming for accessing services, establishing eligibility, determining placement decisions, and planning educational programs and interventions, and stresses aspects of inclusive classrooms.
Classroom Applications and Evaluation. (3 semester hours) This course is designed to further increase students’ understanding of instruction, assessment, and collaboration needs of students with autism. The course provides the student with the opportunity to integrate course content from EDU 560 or 562 as well as EDU 564 into a final project. This course requires one-to-one contact with at least one student with autism for approximately 25 hours. During this time, a four-week educational program is planned for working with a student with autism.
