72 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.
Examines curriculum decision-making in light of federal and state legislation, court decisions, public policy, recent research, and exemplary educational program. Students complete a series of readings, participate in discussions, and complete a major paper.
Examines the theories and models and procedures of curriculum design and assessment. Students design and assess actual curriculum.
This course prepares students to understand, administer and/or interpret assessment information in educational settings.
Relates major contemporary theories of education to current methods of teaching. Discusses how the theories and methods affect curriculum and curriculum decisions. Students create a project that relates theories and methods to curriculum decisions.
Provides students with an understanding of the concepts, principles, and techniques associated with the investigation of specific research problems in organizational behavior and management.
Students will identify the historical, philosophical, and the legal foundations of special education.
Provides students with an opportunity to explore electronic communications and information storage, access, and use as they relate to the Internet. Students will develop skills needed for personal communications, web information, Internet research, and telecomputing.
This course introduces students to the nature and purposes of inclusion of students with disabilities in regular education. It highlights research-based planning, instructional, management, assessment, and communication practices. These practices facilitate successful inclusion of students with various disabilities.
Focuses on effective and efficient teaching methods and materials, used to teach reading in elementary classrooms. This course is designed for currently certified teachers.
Prepares supervisors to identify and support ‘best practices’ in planning, implementing, and assessing instruction.
Prepares special and regular educators to effectively integrate mildly handicapped students in regular education.
Focuses on effective and efficient teaching methods and materials, used to teach language arts in elementary classrooms. This course is designed for currently certified teachers.
Focuses on effective and efficient teaching methods and materials, used to teach mathematics in elementary classrooms. It is designed for currently certified teachers.
This course helps students to develop an in depth knowledge of individuals (across the life span) with disabilities. These individuals are served by special education because of mental retardation, physical disabilities, health impairments and autistic spectrum disorders. It focuses on etiology, characteristics that affect learning and teaching, as well as identification and assessment of individuals with disabilities.
This course helps students to develop an in depth knowledge of individuals (across the life span) with disabilities. These individuals are served by special education because of learning disabilities, emotional disturbances, and other health impairments as manifest in conditions such as ADHD. It focuses on etiology and characteristics that affect learning and teaching, as well as identification and assessment of individuals with disabilities.
This course allows students to develop advanced skills needed to plan, implement, and assess teaching and learning in programs for students with moderate to profound disabilities.
This course allows students to develop advanced skills needed to plan, implement, and assess teaching and learning in learning support and emotional support programs.
Introduces students to how state and local school district laws and policies govern curriculum and how school programs are financed.
Introduces prospective and novice college faculty to instructional practices and procedures related to teaching college courses. Topics include developing syllabi and instructional plans, teaching methods, test construction, and evaluation procedures.
Identifies how special educators and elementary teachers can improve how they manage classrooms. Motivation and discipline issues are discussed.
This laboratory course allows students to experience first-hand the effects of computer-based educational programs and create an awareness of how CBA can be used in schools.
This course identifies educationally sensitive issues related to sex education and related topics and prepares students to deal with the issues in classroom situations.
Introduces students to cooperative learning and develops skills related to the implementation of cooperative learning strategies in elementary and secondary schools.
This course introduces students to OBE and to policies and procedures that facilitate the effective implementation of outcomes-based programs.
This course introduces students to performance-based assessment and to policies and procedures which facilitate the effective implementation of PBA in classroom situations.
This course introduces students to the Strategies Intervention Model (SIM), an approach to helping at-risk secondary students by empowering them with learning strategies (Kansas University).
This advanced course helps elementary teachers apply concepts of instructional support in their school settings.
This advanced course helps middle level and secondary teachers apply concepts of instructional support in their school settings.
This course introduces a process regular and special education teachers can follow to jointly implement programs to assist at-risk students.
This course explores and implements models and practices of clinical supervision. Supervision projects are completed in the field.
This course introduces students to the development and use of multimedia in education and training. Students examine current uses of multimedia and consider its future. Students create graphic, video, and audio media, as well as new formats as they emerge.
This course reviews models of teaching and training which might be used in professional development activities (e.g., in-service programs, college teaching, training activities) to determine whether and how they can be improved by applications of educational technology.
This course prepares students to create a production for use in a digital environment.
This course introduces students to computer programming for educational and training applications. It emphasizes interface design and interactivity. The language(s) will vary with needs and trends.
This course introduces students to the types of computer networking needed for distribution of educational and training applications. Languages and platforms used are determined in response to the needs of students enrolled and trends in education and training.
This post-degree internship allows candidates for certification in supervision to engage in activities typical of educators who work as supervisors of curriculum and instruction. The internship is project-based and requires two semesters to complete.
Using both laboratory classroom situations and equipment, this course introduces students to computer-based techniques that teachers and trainers might use to develop and deliver instruction and training.
This course helps students identify and develop skills needed to plan, implement, and assess professional development programs for school faculties and business personnel. Procedures and practices related to conducting needs assessments and to delivering and evaluating the effects of in-service programs are highlighted. Students actually prepare a development activity that they may use to complete their professional contributions.
This course introduces students to procedures used to create computer-based interface and screen designs. Commercially available and web-based programs and units are evaluated in terms of how well they relate to design principles and as to their efficiency.
This course provides students with an opportunity to investigate current issues related to computer-moderated teaching and learning.
This course introduces students to the operation of distributed educational technologies, including the development and delivery of asynchronous and synchronous mediated and stand-alone communication technologies, including distance learning.
An in-depth study of growth and development as it relates to elementary-aged students, this course explores current research and recent developments in educational psychology.
This course is designed to be a practical hands-on culminating experience to the special education specialization of the masters program. It is designed to be a flexible yet rigorous course.
All graduate education majors seeking certification must independently propose and then deliver a set of projects related to the needs of a community classroom or another setting that serves students they will eventually teach (e.g., a group home, a preschool, etc.). Students must complete a minimum of twenty five (25) hours observing veteran classroom teachers and participating in their classrooms.
The culminating activity of the university’s graduate education program for candidates seeking certification is the student teaching experience. This experience places students (all majors) in classroom situations where they complete their development as teachers by demonstrating their abilities to fully function as classroom teachers. Student teachers spend the first half of the student teaching semester in one setting and the second half in another. In each placement, student teachers work under the guidance and supervision of master teachers and university supervisors.
Current issues and trends in elementary education are addressed.
Elementary specialization participants are expected to log 100 hours observing and participating in elementary classrooms. Specific objectives must be met and students must maintain journals.
Variable credit The graduate education program features a series of 1-, 2-, and 3-credit courses, which deal with special topics of interest to teachers. They are taught by respected and expert adjunct faculty who are leaders in their communities and/or schools. A few special topics are scheduled each semester and several are available during the summer term. Most special topics may be used as electives within the graduate education program. Special topics courses have included: Integrating Learning Systems College Programs for Disabled Students Integrating Technology in the Classroom Religion in Public Schools The Federal Education Agenda Characteristics of Excellence Sensitive Issues in Sexuality Multicultural Education: Heritage Curriculum Integration Curriculum Censorship in the Arts Multicultural Education: Literature in High School Curriculum of the Future Curriculum Update: State Requirements Education in Japan The Self-Study Process Ethics in Education Adaptations for Exceptional Students/Secondary Parents’/Students’ Rights in Special Education Preparing Students for Post- Secondary Education
This course focuses on the structure and process of elementary education and highlights effective and efficient teaching methods and materials, which may be used in elementary education. This course is designed for currently certified, albeit not elementary, teachers.
This course allows students the opportunity to implement major curriculum projects by conducting and formally and publicly presenting their professional contributions.
Variable credit This course allows students to conduct independent investigations of specific topics of interest and/or to complete a school-based project. They are planned, implemented, and evaluated with the assistance of a mentor appointed by Misericordia University. A contract learning format is used.
This course assists teachers and administrators to develop a knowledge of research, motivation, theories, and successful initiatives involved in the school reform effort.
This course examines strategies teachers need to implement more flexible, creative approaches to instruction found in schools and classrooms implementing restructuring to create 21st century classrooms.
This course describes what changes in assessment mean for schools trying to restructure and meet new state and national performance standards.
This course reviews current state and national performance and curriculum standards, shares findings from policy makers on making instructional decisions in local schools, and allows participants to develop implementation strategies in their curricular areas.
This course presents research-based strategies that create a positive school climate, improve leadership and collaboration, and enhance individual effectiveness and resiliency to organizational change.
This course explores the promise an assortment of technologies hold for teaching to diverse learners, reaching equity, and teaching to high standards in heterogeneous classrooms.
This course enables participants to perform advanced functions including creating directories, performing back up procedures, restoring files, creating batch files, and performing multitasking through windows applications. Spreadsheet and data based tools as well as PowerPoint are integrated.
This course enables students to use the more popular computer assisted instructional programs and integrated learning systems (Jostens, CCC, IBM’s TLC, etc.) in both classroom and laboratory settings.
This course prepares students to develop the understandings and skills necessary to use desktop publishing programs such as Works, Word, WordPerfect, Publisher, and related applications.
This course prepares students to become competent in the design and construction of Web Pages using HTML authoring language.
This course familiarizes students with the uses of satellite technology, interactive video conferencing, and other distance learning strategies for use in the 21st century classroom.
Provides students with the fundamental concepts of literacy. It examines the research and historical perspectives, methodologies, and theories of language literacy acquisition and development. Students will demonstrate an understanding of best practices in the teaching of language and literacy, including the needs of diverse learners from K-12.
Participants will learn instructional approaches, including those that develop word level knowledge, fluency, and vocabulary strategies for K-12 students.
Examines how to assess students, monitor students’ progress, and provide effective classroom instruction. Students will identify and administer various reading inventories, tests, and procedures used in K-12 schools. Various models of effective classroom reading instruction will be reviewed and students will use assessment results to prepare a case study.
Students complete 100 hours of supervised field experience at the elementary, middle, and high school level by participating in summer programs.
Prepares students to understand, administer, and interpret assessment information. Students will learn how to use this knowledge to improve the achievement of diverse learners, including ELLs and students with IEPs, through the analysis of specific student data profiles obtained from assessment sources.
Provides an introduction to research and theories that describe the reading/writing process in first and second languages. Students will focus on developing effective teaching and assessment approaches to support literacy development of ELLs in grades K-12.
Prepares the reading specialist to provide support to the special educator in the preparation and delivery of research-based instructional strategies, interventions, and assessments in order to ensure the development of proficient reading skills in exceptional students in K-12.
Candidates use intermediate children’s literature and appropriate models of fiction and non-fiction to develop a plan for improving a pupil’s case study writing sample. Children’s literature, non-fiction and fiction text, when used for this purpose, provides models of text organization, descriptive words, and imagery the domains of writing that children often need to use to improve their own writing.
Prepares students to utilize instructional strategies and techniques that best facilitate academic learning for all learners across the content areas. Students will engage in an in-depth examination of effective instructional practices for teaching content area vocabulary and concepts through a variety of research-based study strategies.
In collaboration with other professionals, students will develop and implement a reading program for the remediation of reading in the school age population. Students will assess, diagnose, and remediate children with reading difficulties using word study, fluency, vocabulary, and comprehension/metacognition strategies.
Source: Misericordia University's catalog, linked per course · table learning_unit · CourseShelf publish 59
