Courses offered through the Teacher Education and Master of Arts in Teaching Programs are as follows:

Transcription

1 Courses offered through the Teacher Education and Master of Arts in Teaching Programs are as follows: EDUC 202 (F) CONTEMPORARY ISSUES IN EDUCATION(3-0-3) Exploration of current issues and controversies in education through research and primary experience. Requires a minimum of 14 hours of service or experience in K-12 schools, to be arranged individually. Directed to all students interested in issues of K-12 education, and recommended for those interested in entering the teacher preparation program. This course requires five hours of observation in a secondary local school. EDUC 301 (F) PHILOSOPHICAL, HISTORICAL, AND SOCIAL FOUNDATIONS OF EDUCATION (3-0-3) Analysis of events and ideas that have shaped the philosophy and practice of American schools today. Requires at least 15 hours of observation in secondary schools. Appropriate for all students interested in the influences and stresses that have created a unique educational system in our culturally diverse country. Required for certification unless EDUC 330 is substituted. Enrollment limited to students with junior status and higher. EDUC 305 (F, Su) EDUCATIONAL PSYCHOLOGY (3-0-3) The goal of this course is to introduce students to a psychological understanding of teaching and learning through an overview of principles, issues, and related research in educational psychology. The course will examine theories of learning, complex cognitive processes, cognitive and emotional development, motivation, and the application of these constructs of effective instruction, the design of optimum learning environments, assessment of student learning, and teaching in diverse classrooms. It is a general overview of the field and requires no prior preparation. This course requires five hours of observation in a secondary local school. Required for certification. Enrollment limited to students with junior status and higher. EDUC 310 (F, Sp) INTRODUCTION TO SPECIAL EDUCATION (3-0-3) This course will introduce and expose students to the field of Special Education. Students will learn about the various individuals who receive special education as well as other types of exceptionality, included giftedness. Controversial issues in this field will be examined along with pertinent legislation. This course will familiarize students with instructional approaches in special education and the social issues impacting the field. Students will visit area schools. This course requires five hours of observation in a local secondary school. Recommended for certification. EDUC 315 (Sp) ADOLESCENT DEVELOPMENT (3-0-3) The goal of this course is to introduce students to basic theories of adolescent development and cognition. The course will examine principles and concepts in the areas of physical, emotional and psychological development, identity formation, sexuality, and family and peer relations. Other 'hot topics' such as substance abuse, eating disorders, and teenagers and the media will also be examined. EDUC 320 (Su, Sp) TEACHING DIVERSE LEARNERS (3-0-3) This course offers pedagogies for learners with different ways of seeing the world, different experiences, and different learning needs. A variety of teaching methods and strategies help special needs students, gifted and talented students and English language learners succeed in the classroom.

2 The course addresses effective communication in ARDS, LPACS, and staffing within classrooms. Students learn about the support personnel who can assist the classroom teacher. This course requires five hours of observation in a local secondary school. Required for certification. EDUC 323 (Su) LITERACY IN THE CREATIVE CLASSROOM (3-0-3) Rice students enrolled in this intensive summer internship will work alongside master teachers and professional writers to promote creative thinking and writing with middle and high school students Course will explore arts integration pedagogy, engage in the classroom planning process, lead lessons and facilitate student writing, and develop anthologies to showcase student voices. EDUC 325 (Sp) ADOLESCENT LITERATURE (3-0-3) Cultural, literary, and developmental issues in literature written to engage middle and high school students. Recommended for ELA certification. EDUC 330 (F) THE AMERICAN HIGH SCHOOL (3-0-3) Survey of the background, purposes, and organization of modern secondary schools and their students and their curricula. Includes the policy and administration of secondary schools, as well as introductory educational research. 15 hours of observation in the schools required. Required for certification unless EDUC 301 is substituted. Enrollment limited to students with junior status or higher. EDUC 335 (Sp) URBAN EDUCATION: ISSUES, POLICY, AND PRACTICE (3-0-3) Major issues facing urban education, including poverty, the implications of racial and ethnic diversity for educational institutions, and strategies for improving academic achievement in urban schools. We will examine sociological, political, cultural, and educational research and theory, as well as explore strategies for improvement of urban education at the classroom, school, and policy levels. Recommended for certification. EDUC 345 (Su, Fa) EDUCATIONAL TECHNOLOGIES & DIGITAL LEARNING (3-0-3) The primary purposes of this course is to prepare teachers to a) identify and evaluate effective, appropriate data and curriculum management systems/programs that improve student achievement; b) determine how technologies can personalize and accelerate learning goals for students; and c) understand how technology can be used to change communication and pedagogical practices in the classroom. This course is required for certification. This is an online course that requires both synchronous and asynchronous participation. Required synchronous meetings will take place for 1 hour on the scheduled days. EDUC 350 (Sp) EDUCATION POLICY: FROM LEGISLATURES TO CLASSROOMS (3-0-3) Establish principles of policy analysis and then use those principles to investigate the effects of current educational policies with particular attention to the dynamics and impact on schools, families, children, and communities. Recommended for certification. Graduate/Undergraduate version: EDUC 550. EDUC 421 (F) CURRICULUM DEVELOPMENT (3-0-3) Integration of theory with practice as students work with a mentor and cooperating teacher in the writing and implementation of units of instruction for a diverse student body. Students must be admitted to the Teacher Preparation Program and committed to student teaching. Required for certification. EDUC 422 (Sp) LITERACY ACROSS THE CURRICULUM (3-0-3)

3 How students are taught to read and write in all academic and elective disciplines is critical to the academic development of adolescents. Multiple literacies will be discussed in terms of theory and practice. We will examine reading, writing, listening, speaking and thinking strategies across the curriculum and their impact on learning. Students will investigate, plan, and practice the skills of using literacy strategies for their specific discipline. Required for certification. The following seminars in teaching (EDUC ) provide the transition from the academic study of theories of teaching and learning and the analysis of the psychological, historical, and organizational context of teaching to the practice of teaching. Each of the seminars is designed to provide the preprofessional student with the theoretical and conceptual paradigms underlying the observations, the modeling of a wide range of pedagogical practices, and the preparation of curriculum materials and resource collections in preparation for teaching. Students will enroll in a seminar in teaching for each field in which the student seeks teacher certification. The appropriate seminar(s) in teaching, EDUC 421 (Curriculum Development) and EDUC 467 are requirements for certification. Prerequisites: Completion of or concurrent enrollment in EDUC 301 or EDUC 330; permission of instructor. Required for certification. EDUC 460 (F) THEORY AND METHODS: ART (hours variable) EDUC 461 (F) THEORY AND METHODS: ENGLISH (hours variable) EDUC 462 (F) THEORY AND METHODS: LANGUAGES OTHER THAN ENGLISH (hours variable) EDUC 463 (F) THEORY AND METHODS: MATHEMATICS (hours variable) EDUC 464 (F) THEORY AND METHODS: PHYSICAL EDUCATION (hours variable)

4 EDUC 465(F) THEORY AND METHODS: SCIENCE (hours variable) EDUC 466 (F) THEORY AND METHODS: SOCIAL STUDIES (hours variable) EDUC 467 ( Sp) PRACTICUM FOR PRESERVICE TEACHERS (6-0-6) This is the second course in the two-part series for preservice teachers. In this field-based practicum, the preservice teacher will have a concentrated experience in student teaching based on the lesson development, pedagogical explorations, and field-based work of the previous semester. This course is required for certification. Prerequisite: EDUC 460, 461, 462, 463, 464, 465, or 466 and EDUC 421. EDUC 470 (S) FIELD-BASED STUDIES IN TEACHING AND LEARNING (hours variable) Study of field-based ethnographic research on teaching and learning. Includes seminar, independent research projects, ethnographic research methods, and directed case studies. Open particularly to students in education, sociology, anthropology, and psychology. May not be in any of the following Classification(s): Freshman, Sophomore. Limited enrollment. Instructor permission required. EDUC 491 (F, Sp) INDEPENDENT STUDY AND RESEARCH (hours variable) Prerequisite: Consent of instructor EDUC 501 (F) PHILOSOPHICAL, HISTORICAL, AND SOCIAL FOUNDATIONS OF EDUCATION (3-0-3) Analysis of events and ideas that have shaped the philosophy and practice of American schools today. Requires at least 15 hours of observation in secondary schools. Appropriate for all students interested in the influences and stresses that have created a unique educational system in our culturally diverse country. Required for certification unless EDUC 530 is substituted. Additional assignments are required. Graduate version of EDUC 301. EDUC 502 (F) CONTEMPORARY ISSUES IN EDUCATION (3-0-3) How are globalization, immigration, privatization and the increasing diversity in our student population shaping, and being shaped, by America's schools? We will explore these and other issues from both micro- (student) and macro- (systemic) levels, through the lenses of sociology, psychology and political economy. The course is open to students in these fields and to students exploring a career in teaching, and is recommended for students entering the teacher education program. This course requires five hours of observation in a secondary local school. Additional assignments are required. Graduate version of EDUC 202.

5 EDUC 505 (F, Su) EDUCATIONAL PSYCHOLOGY (3-0-3) The goal of this course is to introduce students to a psychological understanding of teaching and learning through an overview of principles, issues, and related research in educational psychology. The course will examine theories of learning, complex cognitive processes, cognitive and emotional development, motivation, and the application of these constructs of effective instruction, the design of optimum learning environments, assessment of student learning, and teaching in diverse classrooms. It is a general overview of the field and requires no prior preparation. This course requires five hours of observation in a secondary local school. Required for certification. Additional assignments are required. Graduate version of EDUC 305. EDUC 510 (S) INTRODUCTION TO SPECIAL EDUCATION (3-0-3) This course will introduce and expose students to the field of Special Education. Students will learn about the various individuals who receive special education as well as other types of exceptionality, including giftedness. Controversial issues in this field will be examined along with pertinent legislation. This course will familiarize students with instructional approaches in special education and the social issues impacting the field. Students will visit area schools. This course requires five hours of observation in a secondary local school. Recommended for certification. Additional assignments are required. Graduate version of EDUC 310. EDUC 515 (Sp) ADOLESCENT DEVELOPMENT (3-0-3) The goal of this course is to introduce students to basic theories of adolescent development and cognition. The course will examine principles and concepts in the areas of physical, emotional and psychological development, identity formation, sexuality, and family and peer relations. Other 'hot topics' such as substance abuse, eating disorders, and teenagers and the media will also be examined. Additional assignments are required. Graduate version of EDUC 315. EDUC 520 (Su, Sp) TEACHING DIVERSE LEARNERS (3-0-3) This course offers pedagogies for learners with different ways of seeing the world, different experiences, and different learning needs. A variety of teaching methods and strategies help special needs students, gifted and talented students and English language learners succeed in the classroom. The course addresses effective communication in ARDS, LPACS, and staffing within classrooms. Students learn about the support personnel who can assist the classroom teacher. This course requires five hours of observation in a secondary local school. Graduate version of EDUC 320, additional assignments are required. This course is required for certification. EDUC 521 (F) CURRICULUM DEVELOPMENT (3-0-3) Integration of theory with practice as students work with a mentor and cooperating teacher in the writing and implementation of units of instruction for a diverse student body. Students must be admitted to the Teacher Preparation Program and committed to student teaching. Graduate version of EDUC 320, additional assignments are required. Required for certification. EDUC 522 (Sp) LITERACY ACROSS THE CURRICULUM (3-0-3) How students are taught to read and write in all academic and elective disciplines is critical to the academic development of adolescents. Multiple literacies will be discussed in terms of theory and practice. We will examine reading, writing, listening, speaking and thinking strategies across the curriculum and their impact on learning. Students will investigate, plan, and practice the skills of using literacy strategies for their specific discipline. Required for certification. Graduate version of EDUC 422, additional assignments are required. Required for certification. EDUC 525 (S) ADOLESCENT LITERATURE (3-0-3)

6 The nature of adolescence in an increasingly complex and diversity society is examined through literature written for and about adolescents and young adults. This study of the cultural, literary and developmental issues in adolescent literature is relevant to students of literature, psychology, child development, anthropology and sociology, and is recommended for students preparing to become teachers. Additional assignments are required. Graduate version of EDUC 325. EDUC 530 (F) THE AMERICAN HIGH SCHOOL (3-0-3) Historically one of the few universally experienced institutions in the U.S., the American high school has been an essential rite of passage for youth and an essential building block of Democracy. This course will study the historical origins of the high school; examine its roles in the economy, our culture, and the lives of youth. We will examine the contemporary high school and debates about its future, through the field of study of an urban high school (20 hours of observation required for graduates). Required for certification unless EDUC 501 is substituted. Additional assignments are required. Graduate version of EDUC 330. EDUC 535 (Sp) URBAN EDUCATION: ISSUES, POLICY, AND PRACTICE (3-0-3) Major issues facing urban education, including poverty, the implications of racial and ethnic diversity for educational institutions, and strategies for improving academic achievement in urban schools. We will examine sociological, political, cultural, and educational research and theory, as well as explore strategies for improvement of urban education at the classroom, school, and policy levels. Recommended for certification. This course requires five hours of observation in a secondary local school. Additional assignments are required. Graduate version of EDUC 335. EDUC 540 (F & Sp) SEMINAR FOR FIRST YEAR TEACHERS (3-0-3) Field practice for secondary teachers, with accompanying seminar. Prerequisites: Successful completion of EDUC 567 and consent of instructor. EDUC 545 (Su, F) EDUCATIONAL TECHNOLOGIES & DIGITAL LEARNING (3-0-3) The primary purposes of this course is to prepare teachers to a) identify and evaluate effective, appropriate data and curriculum management systems/programs that improve student achievement; b) determine how technologies can personalize and accelerate learning goals for students; and c) understand how technology can be used to change communication and pedagogical practices in the classroom. This course is required for certification. This is an online course that requires both synchronous and asynchronous participation. Required synchronous meetings will take place for 1 hour from 5:15PM-6:15 on scheduled days. Graduate version of EDUC 345. The following graduate level seminars in teaching (EDUC ) provide the transition from the academic study of theories of teaching and learning and the analysis of the psychological, historical, and organizational context of teaching to the practice of teaching. Each of the seminars is designed to provide the pre-professional student with the theoretical and conceptual paradigms underlying the observations, the modeling of a wide range of pedagogical practices, and the preparation of curriculum materials and resource collections in preparation for teaching. Students will enroll in a seminar in teaching for each field in which the student seeks teacher certification. The appropriate seminar(s) in teaching, EDUC 521 (Curriculum Development) and EDUC 567 are requirements for certification. Prerequisites: Completion of or concurrent enrollment in EDUC 501 or EDUC 530; permission of instructor. Required for certification. EDUC 550 (Sp) Education Policy: From Legislatures to Classrooms(3-0-3) Establish principles of policy analysis and then use those principles to investigate the effects of current educational policies with particular attention to the dynamics and impact on schools, families, children,

7 and communities. Recommended for certification. EDUC 560 (F) THEORY AND METHODS: ART (hours variable) EDUC 561 (F) THEORY AND METHODS: ENGLISH (hours variable) EDUC 562 (F) THEORY AND METHODS: LANGUAGES OTHER THAN ENGLISH (hours variable) EDUC 563 (F) THEORY AND METHODS: MATHEMATICS (hours variable) EDUC 564 (F) THEORY AND METHODS: PHYSICAL EDUCATION (hours variable) EDUC 565 (F) THEORY AND METHODS: SCIENCE (hours variable) EDUC 566 (F) THEORY AND METHODS: SOCIAL STUDIES (hours variable)

8 EDUC 567 ( Sp) PRACTICUM FOR PRESERVICE TEACHERS (6-0-6) This is the second course in the two-part series for preservice teachers. In this field-based practicum, the preservice teacher will have a concentrated experience in student teaching based on the lesson development, pedagogical explorations, and field-based work of the previous semester. This course is required for certification. Prerequisite: EDUC 560, 561, 562, 563, 564, 565, or 566 and EDUC 521. EDUC 570 (Sp) FIELD-BASED STUDIES IN TEACHING AND LEARNING (hours variable) The study of critical issues in urban education uses ethnographic research methods to study a wide range of educational subjects, from policy impact to classroom practice, from curriculum and pedagogy to the cultures of the children. The course includes a seminar on research methodologies, with a focus on ethnography; independent research projects in a local school setting; and directed case studies. It is open particularly to students in education, sociology, psychology, anthropology and cultural studies. Additional assignments are required. Graduate version of EDUC 470. EDUC 591(F) INDEPENDENT STUDY AND RESEARCH (Variable) Requires field hours. Graduate equivalent of EDUC 491. Prerequisite: consent of instructor.