EDUC 103S Sociological Perspectives in Education
An examination of the foundations of education and teaching as conceived through a sociological perspective. The course develops theoretical and practical perspectives by considering different models for studying and analyzing social problems and by considering cases and disputes emerging from the daily practice of teaching.
More specifically, the course considers the social and institutional roles of parents, teachers, administrators, and other stakeholders in public education. Issues of class, ethnicity, and gender will be examined as they afford legal and organizational power within the institutional structure. How institutions and individuals are responsive or resistant to change is examined as well as the pressing economic and social contexts, which make change imperative. Reading in the course will revolve around specific sociological studies relating to the profession of teaching and to such social issues as school violence, social mobility, and equal opportunity. The course will have a field experience and clinical component in which students will be matched with teachers and students at a Springfield City School. Through these experiences, students will have the opportunity to gather data and write brief case studies regarding specific social practices and responses.
Field experience of approximately 10 hours is required in grades 6 - 8. Students seeking licensure through the teacher education program are required to take either this course or Educ 104. Fulfills the General Education requirement for Social Institutions, Processes, and Behavior.
No prerequisites. Every year.
EDUC 104R Philosophical Perspectives in Education
We are all teachers and learners and we all are pretty good at this business of doing school or we wouldn’t be at Wittenberg. On the other hand, as we stress ourselves through the curriculum, it can be easy to lose sight of the big questions – those perplexing matters that always arise but never seem to get settled and sometimes never discussed. One critical question is “Why do I have to learn this stuff?” And “what counts as quality work anyway?” “Who or what decides?” And finally “What makes a good teacher or a good student?” “Is it possible to be a good teacher but a bad person?”
This is an education philosophy course that takes these essential questions seriously. And we do it by reading the works of people who have thought about the questions seriously – Plato, Rousseau, and Dewey. We also approach the questions through fiction and film, through the stories of people whose lives have been altered by encountering a transforming student, teacher, and experience. Finally, since book learning is never enough, as a class we will take up the challenge ourselves of being teachers – mentoring and interacting with students from a school in Springfield. One final dear question – “Can we learn to be more caring and compassionate, more open to the plight and pain of others different from ourselves?” This fieldwork and these works and our discussions will lead us down this road of contemplation or after all, “Of what use is all this schooling stuff anyway?”
Field experience of approximately 10 hours is required in grades 6 – 8. Students seeking licensure through the teacher education program are required to take either this course or Educ 103. Fulfills the General Education requirement for Religious and Philosophical Inquiry.
No prerequisites. Every year.
EDUC 111 Human Development: Birth through Middle Childhood
The course focuses upon the physical, social, emotional, intellectual and moral development of children from birth through middle childhood. Emphasis is placed upon the interactions of nature and social/cultural contexts that explain the wide range of diversity of students of this age level. Family constellations will be of particular focus. The course provides an examination of human development prior to age three to acquaint the student with knowledge about children prior to their entry into formal education and provides an examination of human development through middle childhood years so students acquire an appreciation for the full range of human development related to early and middle childhood. The course is designed for students seeking licensure in either Early or Middle Childhood.
Field experience of approximately 5 hours is required.
No prerequisites, but concurrent registration in Educ 120. Every year.
EDUC 112 Human Development and Learning Theory: Middle Childhood through Young Adult
The course focuses upon the physical, social, emotional, intellectual and moral development of children in middle childhood through early adolescence and young adulthood. Emphasis is placed upon the interactions of nature, social and cultural contexts that explain the wide range of diversity of students at this age level. The course is designed for students seeking licensure in either Middle Childhood or Adolescence to Young Adult.
Field experience of approximately 5 hours is required.
No prerequisites, but concurrent registration in Educ 120.
EDUC 113 Human Development and Learning Theory: Adolescence through Young Adult
The course is an extension of the content developed in Educ 111 and is designed for students seeking multi-age licensure in art, drama/theater, foreign language, music, and special education. The course focuses upon the physical, social, emotional, intellectual, and moral development of the adolescent through young adult school-age population. Emphasis is place upon interactions of nature and social/cultural contexts that explain the wide range of diversity of students.
Field experience of approximately 5 hours is required.
No prerequisites, but completion of Educ 111 is recommended. For students who have not completed Educ 111, concurrent registration is required. Every year.
EDUC 120 Introduction to Students with Special Needs
An examination of how schools and society respond to students who have special needs including students with disabilities, students who are alienated from school, and students whose linguistic or cultural backgrounds differ from mainstream society. The course focuses on disability as the context for examining student diversity and the schools.
The course provides an overview of legislative mandates relating to students with disabilities, of teacher roles for identifying and referring students, of educational programming options available, and of approaches for creating more inclusive school environments. The course challenges prospective teachers to make connections between what is known about human development and diversity and what is believed about human dignity and the purposes of American education and about what is known about current educational practices and what is possible in terms of educational vision. This course will have an Early/Middle Childhood focus when paired with Educ 111 and a Middle Childhood/Adolescence focus when paired with Educ 112.
Field experience of 5 hours with students or adults with disabilities is required.
No prerequisites, but concurrent registration in Educ 111 or 112. Every year.
EDUC 150 Phonics for Reading and Writing
This course is an overview of how phonics fits into a strategy repertoire for decoding unknown words during reading and encoding words during spelling. The teacher knowledge base of the course focuses on the “good reader research” and the relationships among phonology (form), morphology (content), pragmatic (usage), orthography and etymology.
Students can expect to study aspects of linguistics, phonetics and orthography (phonemes, morphemes, graphemes), the alphabetic principle, the developmental stages of word learning and spelling growth). All students must pass a basic competency test to show they are able to explain and give examples of key concepts necessary to teach students to use phonics, structural or morphemic analysis and contextual cues (semantics) to unlock unknown words in text. In addition, students must show they can demonstrate the process of flexible decoding that good readers use.
In the teaching strategies portion of the course students will learn how to teach phonics, and other decoding strategies, using different materials and methods, e.g. analytical vs. synthetical, explicit vs. implicit, analogy, etc. Principles of effective phonics instruction will be presented including how to assess a student’s letter knowledge. Of particular importance will be implications from research on the role phonemic awareness plays in successful reading development and how students with reading and spelling difficulties can be assessed and taught using strategies that will enable them to hear sounds and make the speech-print connection.
Field experience of approximately 20 hours of clinical/field experience is required.
No prerequisites. Every year.
EDUC 206S Survey of Urban Education and Schooling
This course explores the current state of schooling in urban America and requires students to consider personal assumptions and experiences about urban schooling. Specific essential questions explored:
What are the unique characteristics of the urban environment at the district, school, and classroom level?
How do social service providers, the faith community, governmental agencies, health care, and historical implications intersect with today’s urban school?
What are the implications of the current student achievement gap between America’s urban and nonurban schools?
What are my personal cultural assumptions about the urban community? How might these assumptions affect my future work?
Why is stewarding our urban schools critical and how might my future work be grounded in stewardship of urban education and schooling? This course also includes an overnight field experience that is arranged with an urban school district or urban charter school. During the field experience candidates focus on interactions with urban families, total school ecology, and interactions between the school and the surround neighborhood.
EDUC 275L Integrating Literature, Art, Drama, Dance and Music throughout the Early Childhood Curriculum
The audience for this course is prospective early childhood teachers. The goal is for preservice teachers to learn how to teach about dimensions of the human experience that support arts integration including multiple ways of knowing, brain-based teaching and learning, creativity and creative problem solving, artistic and aesthetic development, and curriculum integration. An arts integration paradigm employed throughout the course shows potential teachers how to teach with, about, in and through the arts.
After an examination of arts integration research, the necessary knowledge base and teaching strategies needed to use the arts as tools for learning concepts and skills in science, social studies, math and reading/language arts is studied. The role of children’s literature is emphasized in units on each art form. Literature is treated as a distinct art form in its own right as well, and students can expect to do reading in all genre of literature including poetry. Special emphasis is given to literature dealing with issues of diversity. In addition, the power of print and non-print media to reveal universal themes and serve as a basis for high impact teaching and learning will be addressed.
Assignments include the preparation of a portfolio of artwork representing use of major media and art concepts taught in schools. Students will learn how to align lessons and strategies with the National Standards for the Arts, as well as state academic content standards.
Field experience of 20 hours is required.
Prerequisites: Educ 103 or 104, Educ 111/120 plus two 4 credit courses from two different areas of the arts (music, art, drama or dance). One may be taken concurrently. Every year.
EDUC 303 Curriculum and Instruction in Early Childhood
This course explores the historical, philosophical, psychological and social foundations of early childhood education as they relate to present day practice. Developmentally appropriate practice in program design and implementation, authentic assessment, family involvement and the professional role of child advocate define the template applied to the exploration of a variety of early childhood programs. Course work includes attention to technology as a tool for instruction, assessment and communication.
The course examines social issues, changing views of early childhood, new findings in brain development, the critical importance of learning in the early years, and factors that impact early learning. Students use local, state and national curricular guidelines to design developmentally appropriate instruction and learning experiences and safe and healthy learning environments (e.g. childhood illnesses, communicable diseases). Students design strategies for observing, interpreting and presenting formative and summative assessment data related to the young child’s cognitive, emotional, social, and physical growth and development. The importance of family involvement including sensitivity to family structures and assistance to families in need, and professional roles (including advocacy for the needs of young children and collaboration with appropriate agencies), are stressed. In addition, procedures concerning the administration, organization, and operation of early childhood programs are addressed.
Field experience of 25 hours is required with children ages 3 – 8.
Prerequisites: Admission to teacher education. Concurrent registration with Educ 341. Every year.
EDUC 304 – Responsive schools for the middle grades
This course explores the unique physical, cognitive, and social development of middles grades students (grades 4-9) and the school organizational structures that best meet those needs. Particular attention is paid to issues of ethnicity, race, gender, class, and ability and how these factors influence the developmental needs of young adolescents.
The historical, theoretical, and philosophical foundations that led to the development of exemplary middle school programs and practices are studied. Emphasis is placed on: historical perspectives of middle level programs and schools; components of highly successful middle schools; current trends, issues, and problems in middle level schooling; and middle level theory and research. Candidates examine the implications of shifting demographics on middle level education, including the study of urban and rural middle level schools, and practices for meeting the needs of young adolescents and their families.
A field experience of at least 15 contact hours in a partner urban middle school provides candidates with opportunities to practice and reflect upon their own developing philosophy of middle level education.
Prerequisites: Admission to the Teacher Education Program. Concurrent registration in EDUC 305 is required for middle childhood education majors.
EDUC 305 – Teaching and learning in the middle grades
This course focuses on helping middle grades teacher candidates select, implement, and evaluate approaches to curriculum, instruction, and assessment that are designed to improve student learning in the middle grades (grades 4-9). Daily planning, demonstrations of lessons, and peer teaching, as well as understanding the rationale behind pedagogical and assessment choices, afford opportunities to reflect on the complexities and joys of teaching young adolescents. Emphasis is placed on integrative curriculum practices, understanding diversity, assessment of teaching and student learning, and the use of technology.
A minimum 15-hour field experience, conducted with our partner middle school in Springfield City Schools, emphasizes: implementing teaching and assessment practices that are responsive to diverse students’ needs; management of students, time, and resources; and, participation in reflective practices.
Prerequisites: Admission to the teacher education program and concurrent enrollment in EDUC 304, Responsive Schools for the Middle Grades.
EDUC 341 Including Students with Special Needs in Early Childhood Classes
An examination of characteristics, needs, and educational programming for students with disabilities or developmental delays and those who are gifted in early childhood (P-3) classes. The course builds on information presented in Educ 120 and focuses on knowledge and skills for identifying and accommodating students with special needs in general education and inclusive settings.
Specifically, the course examines characteristics of students with special needs, provides a rationale for needs-based decision making, and provides knowledge and skills concerning teacher roles on intervention assistance teams and multidisciplinary IEP planning teams, and in intervention-based evaluation procedures. Also addressed are the special rights and expectations of parents in the referral, evaluation, and intervention process and cultural factors affecting student development and parent-school relationships. The course provides knowledge and skills for designing informal assessments, for documenting student learning, for using technology to support instruction of students with special needs, for developing skills in making accommodations in curriculum and instruction in the general education class setting, and for promoting self esteem and social interactions. Skills for promoting parental involvement, collaborative problem solving, team planning, and co-teaching are also addressed as are skills for promoting inclusive environments on a school-wide basis.
Field experience of 25 hours is required involving observing and teaching students with special needs ages 3-5.
Prerequisites: Admission to teacher education. Concurrent registration in Educ 303. Every year.
EDUC 312 Reading and Writing in the Content Areas
This class provides preparation for integrating literacy in middle school, high school, and multi-age classrooms. The focus is on planning, selecting, and using research-based strategies for literacy instruction and assessment, and creating a literate environment in content area classrooms. Strategies for content area reading, vocabulary instruction, questioning skills, discussion strategies, and development of student study skills are emphasized. A directed, supervised field experience of approximately 30 contact hours is required and involves observing and integrating literacy skills into content area instruction. This is also a writing intensive course.
Prerequisite: Admission to teacher education. Educ 305 and Educ 306.
EDUC 327 Teaching Mathematics in Early Childhood
This course examines the principles, methods, and materials used to help students develop an understanding of mathematics in the early childhood classroom. The course focuses on three main arenas of teachers’ work: 1) establishing a classroom culture that supports the development of students’ mathematical proficiency in the early years; 2) interpreting and developing young students’ mathematical thinking; and, 3) designing and teaching mathematics lessons that follow local, state, and national guidelines for early childhood curricula.
More specifically, the course considers the roles of students, teachers, curricula, and community in the mathematics’ learning environment. Establishing a learning environment for young children centers on developing a commitment and capacity to be able to promote equity in mathematics learning, which means teaching in ways that actively support the learning of every student. The course analyzes methods for establishing problem-based learning environments unique to the young learner. In order to meet the diverse needs of early childhood students, teaching methods need to utilize concrete materials, appropriate technology, classroom discourse, active mathematical tasks, and a variety of assessment tools, including observation and anecdotal notes. Skills needed for teaching early learners of mathematics include the use of appropriate mathematical language, representations, and reasoning. The course also addresses the ability to relate mathematics to the real world and other areas of the curriculum and an understanding of current issues in mathematics education related to the young learner. Students will complete field experience assignments as a part of this course.
Prerequisites: Math 119
EDUC 328 Teaching Science in Early Childhood
An examination of the nature of science learning for young children, including scientific inquiry and discovery learning, the relationship between the physical world and the living environment, thematic learning, issues in health and fitness, and use of technology in our world today.
The course builds on the curricular design and methodology components of prerequisite education methods courses and focuses this body of knowledge and skills on the teaching of science. Specifically, local, state, and national curricular guidelines are used to design instruction and prepare a variety of methods for assessing student understanding. Instruction is also provided in selecting and using a variety of instructional media, resources, and technology specific to the field. The course includes experience and hands-on activities to promote process skills development and presents approaches for promoting positive attitudes toward science for students regardless of gender, ethnic background, or socioeconomic status. The course addresses development of safety practices in science instruction.
Field experience of approximately 15 hours of field experience is required.
Prerequisites: Admission to teacher education. Every year.
EDUC 329 Teaching Social Studies in Early Childhood
Prerequisites: Permission to student teach. Concurrent registration with student teaching is required or permission of the instructor
An examination of the nature of social studies and of social studies teaching that prepares the teacher to select, integrate, and translate knowledge and methodology in social studies in the same way that it is found in the real world. The course stresses the interdisciplinary methods of teaching social sciences that are appropriate for P-3 students. Citizenship education is emphasized as one of the major themes. Local, state, and national curricular guidelines are used to design instruction and prepare a variety of methods for assessing student understanding. Instruction is also provided in selecting and using a variety of instructional media, resources, and technology specific to the field. Also included are multi-cultural and gender perspective, problem solving, critical thinking, and application skills. Interdisciplinary activities are designed to include American heritage, people in societies, world interactions, decision making and resources, democratic processes, and citizenship rights and responsibilities. Also included are issues of community health. The class will meet during the five weeks preceding student teaching and there will be several late afternoon class sessions during student teaching. Some assignments will be carried out during student teaching. The class will meet during the five weeks preceding student teaching. Field experience of 10 hours is required.
EDUC 430 Educating Students with Mild/Moderate Educational Needs
An examination of knowledge and skills for identifying, assessing, teaching, and managing elementary-level students identified as having mild/moderate cognitive, behavioral, sensory, and/or physical disabilities. Focus is on procedures for implementing a directive approach to skill instruction, promoting self regulation in learners, and designing accommodative learning environments in elementary-level settings. The course is designed for prospective teachers pursuing licensure in special education.
Field experience of approximately 25 hours with elementary-level students with special needs is required.
Prerequisites: Admission to teacher education. Educ 311 and 341. Educ 345 or concurrent registration in Educ 345. Concurrent registration in 432. Every year in fall semester.
EDUC 432 Educating Students with Mild/Moderate Educational Needs in Middle and Secondary School
Examination of the characteristics, needs, and educational programming for students in the middle and secondary grades identified as having learning mild/moderate cognitive, behavioral, sensory, and/or physical disabilities. Focus is on procedures for designing content instruction that is accommodative for students with special needs, for teaching learning strategies and self-regulated learning, and helping students plan for post-school adjustment. The course is designed for prospective teachers pursuing licensure in special education.
Field experience of approximately 35 contact hours with middle or secondary-level students with special needs is required.
Prerequisites: Admission to teacher education. Educ 345 or concurrent registration in Educ 345. Also, concurrent registration in Educ 430 . Every year in fall semester.
EDUC 441 English/Language Arts in the Upper Elementary Grades
This course provides an overview of the English/Language Arts content and curriculum found in Ohio’s 4th-6th grade classrooms. Specific topics will include, the foundations of reading, language in writing, and communication skills. Special attention is focused on developmentally appropriate pedagogy. Prerequisites: EDUC 303 (for ECE Generalist Endorsement) EDUC 304 & 305 (for MC Generalist Endorsement)
EDUC 445 Principles, Practices, and Learning in Grades 4-6
The developmental, socio-cultural, and pedagogical foundations related to schooling in grades 4-6 are explored in relationship to the specific needs and characteristics of students ages 8-12. The course expands early childhood and middle childhood candidates’ understanding of the teaching and learning processes specific to the upper elementary grades.
A 15-hour field experience in grades 4 or 5 (early childhood generalist endorsement) or in grades 4, 5, or 6 (middle childhood generalist endorsement) provides opportunities to observe, practice and reflect upon teaching and learning in grades 4-6. Prerequisites: EDUC 303 (early childhood); EDUC 304 and 305 (middle childhood).
EDUC 490 Independent Study
EDUC 492 Internship
EDUC 495 Student Teaching
EDUC 499 Honors Thesis / Project