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Department of Education / Courses

EDU-232 Schools and Social Change (3.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
A study of public education from a cultural/historical foundations approach including an understanding of American educational goals. Focus is on history of education in the United States as well as current issues in education from multiple perspectives. A small group semester-long project that involves the development of a plan to improve schooling is a major focus for this course. In addition, there are other specific off-campus observations and a tutoring assignment that require a considerable time commitment outside of class both during the day and the evening. Prerequisite: Sophomore standing.

EDU-234 Teaching and Learning (3.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
This course is designed to involve students in the study of the psychological principles that affect how learning occurs and the classroom application of those principles to teaching. Insight will be gained into the teaching/learning process by participating as observers in local schools for a minimum of 5 hours during the semester, as well as through a minimum of 5 hours working with small groups of children to extend their learning. Through these observations and small group experiences, students will develop a perspective into the teaching-learning process by exploring the role of the teacher, and studying the nature of the learner in the learning environment. Prerequisite: Sophomore standing.

EDU-244 Fundamental Concepts of the Arts in Education (4.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
Foundations, vocabulary and concepts in dance, music, theatre and visual arts will be introduced to students through demonstration, practice and reflections. The value of the arts as a way of learning will be emphasized, as will oral and written communication skills. Students will participate in experientially based learning laboratories in all four arts disciplines and apply these skills to the elementary school classroom. Co- or Pre-requisite: EDU-234.

EDU-299 Introduction to Research in Education (2.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
This course will provide opportunities for freshmen and sophomores to participate in original research in education. Students will be expected to work approximately three hours per week on the research project for each semester hour of credit. Their work will culminate in a formal written report and/or an oral presentation. A "Research Course Information Form" completed by the student and the faculty mentor is required for registration.

EDU-303 Learning and Teacing Literacy at the Primary Elementary Level (3.00 cr.)
Session(s): Fall | Course Offered Every Year
This course will address the research theory and instructional practices related to teaching literacy at the primary elementary level. Candidates will learn to integrate children's literature, writing and reading instruction into a total program of balanced literacy instruction which is culturally relevant and developmentally appropriate for students. Emphasis will be given to methods of fostering development of all language processes and to using literacy skills as tools for learning. Also included are specific strategies for helping students with diverse learning needs (ELL, learning disabilities, academically gifted) develop literacy skills. Approximately eight hours of daytime focused field experiences (observations, teaching, assessments, and individual tutoring) at a partner school in a K-2 classroom are required. Prerequisite: ENG-320 and admission to the Teacher Education Program; Corequisites: EDU-404.

EDU-304 Learning and Teaching Mathematics in the Primary Grades (3.00 cr.)
Session(s): Spring | Course Offered Every Year
The "foundational" elementary mathematics methods course, the course focuses on the development--and continuous assessment--of primary grade students' mathematical thinking and understanding of number, operations, measurement, algebraic thinking, and geometry. It includes an introduction to mathematics education in the elementary school (theoretical foundations, critical issues, curriculum, communicating with parents, tools & strategies, and continuing professional development for teachers). Comparisons and connections are made between the development of early literacy and mathematics skills in children. Specific strategies for helping students with diverse learning needs (ELL, learning disabilities, academically gifted) extend their understanding of mathematics are included. Approximately eight hours of daytime focused field experiences (observations, teacher interview, student interviews, & individual tutoring) at a partner school in a K-2 classroom are required. Prerequisite: MAT-160 and admission to the Teacher Education Program. Corequisite: EDU-403.

EDU-305 Web 2.0 Technologies for Public School Classrooms (1.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
Students will gain an awareness of current and emerging technologies for the classroom, and develop practical skills in using these technologies in the classroom. Recent developments in educational software, the Internet, and computers will provide students with an array of technologies for educational enrichment. Prerequisite: Admission to the Teacher Education Program.

EDU-345 Language Minorities in Public Schools (3.00 cr.)
Session(s): Spring | Course Offered Every Year
This course is an introduction to the field of teaching English as a second language and a comprehensive look at research, policies, and effective practices for students who are from culturally and linguistically diverse backgrounds. The course weaves the theories with the practice of second language education, second language acquisition, cultural diversity, content integration and assessment, literacy development, programs and policies, ESL special education, and home/school connections. Weekly observations in local public schools are required outside of regularly scheduled class time.

EDU-350 Teaching in the Middle School (3.00 cr.)
Session(s): Spring | Course Offered Every Year
A study of how middle schools, working with other institutions, can best meet the needs of the young adolescents who are experiencing significant developmental changes. Since the onset of these changes and the rate at which they occur vary considerably, there is tremendous pressure on the individual to cope with her changing person. The purpose of this course is to examine effective strategies that can be used to help the student make this difficult transition from elementary to secondary education. Field experiences in local public schools required.

EDU-358 Social Studies in the Elementary School (2.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
Prospective elementary teachers will become familiar with the curriculum, resources, and pedagogical practices for the teaching of social studies in the elementary school. Students will examine national and state social studies standards and integrate technology in preparation for designing learning experiences for students in primary and upper elementary classrooms. Prerequisite or Corequisite: EDU-234.

EDU-359 Science in the Elementary School (2.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
A study of the content, resources, and strategies for the teaching of science in the elementary school. The particular needs of the early childhood and intermediate teacher will be considered. Admission to the Teacher Education program or permission of the instructor is required.

EDU-403 Learning and Teacing Literacy at the Intermediate Level (3.00 cr.)
Session(s): Spring | Course Offered Every Year
This course will address the research, theory, and instructional practices related to teaching literacy at the upper elementary level. Candidates will learn to integrate children's literature, writing and reading instruction into a total program of balanced literacy instruction which is culturally relevant and developmentally appropriate for students. Emphasis will be given to methods for fostering development in all language processes and to using literacy skills as tools for learning content material. Comparisons and connections are made between the development of early literacy and mathematics skills in children. Specific strategies for helping students with diverse learning needs (ELL, learning disabilities, academically gifted) extend their understanding of literacy are included. Approximately eight hours of daytime focused field experiences (observations, teacher interview, student interviews, & individual tutoring) at a partner school in a 3-6 classroom are required. Prerequisites: ENG-320, EDU-303, and Admission to the Teacher Licensure Program; Corequisites: EDU-304. This course is for students completing a K-6 license.

EDU-404 Learning and Teaching Mathematics in the Intermediate Grades (3.00 cr.)
Session(s): Fall | Course Offered Every Year
The focus in this course is on the instructional planning in mathematics based upon formative and summative assessment for large and small groups of students in the intermediate-upper elementary grade classroom. Based upon constructivist theories, strategies and tools will be used to plan instruction that develops and extends students' understanding of number, operations, measurement, geometry, and data, algebraic thinking through reasoning, problem solving, communication, and connections. Also included are specific instructional strategies for helping students with diverse learning needs develop mathematical literacy. Approximately eight hours of focused, daytime field experiences (observations, student assessment interview, & small group instruction) at a partner school in a grade 3-5 classroom are required. Prerequisites: MAT-160 and MAT-260; EDU-304 and admission to the Teacher Education Program; Corequisite: EDU-303. This course is for students completing a K-6 license.

EDU-434 Inclusion and the Adolescent Learner (3.00 cr.)
Session(s): Spring | Course Offered Every Year
This course is designed as an investigation of adolescence, including a specific focus on adolescents with unique learning needs. Drawing from research, personal experiences, the experiences of others, music, and stories, you will consider the total educative environment of adolescents; the interplay between the inner psychological challenges and outer socio-cultural challenges facing adolescents; as well as the physical, cognitive, and emotional changes that adolescence involves. Particular focus will be given to the inclusion of adolescents with learning differences in the general classroom, including adapting instruction, assignments and assessments, as well as collaboration with other professionals and families to meet the needs of all students. Prerequisites: EDU-234 and PSY-312 and admission to the Teacher Education Program.

EDU-436 Literacy and Learning in the Content Areas (3.00 cr.)
Session(s): Fall | Course Offered Every Year
An examination of literacy strategies in the context of content area instruction and teaching tools to enhance strategic learning in classrooms. Attention will be paid to information and communication technologies (ICT) and new literacies as they impact instruction and learning in classrooms and the selection and evaluation of literacy materials used to teach content. Prerequisite: Admission to the Teacher Education Program. Corequisite: Methods Course.

EDU-460 Colloquium in Education (3.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
A capstone seminar taken concurrently with student teaching. This course is designed to strengthen the professional skills of reflection as related to instructional practice, assessment and evaluation of student learning, and analysis of personal and effective classroom practices. Emphasis is placed on the five areas of the North Carolina Professional Teaching Standards. Prerequisite: Admission to the Teacher Eduction Program and student teaching. Co-requisite: EDU-490.

EDU-490 Observation and Directed Teaching (9.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
Capstone experience for the teacher education program. Provides the student a semester-long field experience at the appropriate grade level(s) in a public school setting. Development of teaching strategies that foster academic achievement for a diverse student population. Focuses on curriculum and instruction, planning, assessment, collaboration, and classroom management. Admission to the Teacher Education Program is a prerequisite. EDU-460 is a co-requisite. Internship fee assessed. Pass/Fail grading only.

EDU-498 Honors Thesis in Education (3.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
In conjunction with a faculty mentor, the student will formulate and execute an original research project that will culminate in a paper and presentation. A research proposal form completed by the student and faculty mentor is required for registration. The project must meet honors program thesis requirements as well as expectations of the education faculty. Open to seniors in the Honors and/or Teaching Fellows Programs only.

EDU-499 Research in Education (2.00 cr.)
Session(s): Fall; Spring | Course Offered Every Year
Open to junior and senior students interested in doing research in education. In conjunction with a faculty member, the student will formulate and execute an original research project that will culminate in a formal written report and an oral presentation. The student will be expected to work approximately three hours per week for each semester hour of credit. A "Research Course Information Form" completed by the student and the faculty mentor is required for registration. Research. Prerequisite: EDU-232 or EDU-234 (may be waived at the discretion of the faculty mentor for students not seeking licensure).

EDU-500 Learning in Cultural Contexts (3.00 cr.)
Session(s): Fall | Course Offered Every Year
This course explores major theories and models for understanding how children and adolescents learn; seeks to understand the complex interaction among biological, sociocultural, and psychological factors that influence learning; applies this knowledge about learning to learning and teaching in schools; and investigates the interplay between school culture and students' cultures and the implications for student achievement. The course begins with a sharp focus on the student as an individual learner, then centers on the individual working with a teacher, and finally, centers on the learner in cultural context. Explanations of structural barriers to student achievement are examined including stereotype threat, curriculum-home communication mismatch, the privileging of certain approaches to learning, and solutions for teachers are investigated. The importance of close observation of children/adolescents and careful consideration of actual student achievement data in sociocultural context are stressed. Field experiences required.

EDU-501 Seminar - The Special Educator (1.00 cr.)
Session(s): Summer | Course Offered Every Year
This course provides undergraduates an introduction into the nature of the work of special educators. A hybrid course, it focuses on the roles and responsibilities of special educators in elementary, middle, and high school settings. Students will experience a series of informational and reflective activities related to teaching in special education. Prerequisites: Junior or Senior standing.

EDU-502 Teaching Diverse Learnings in the Classroom (3.00 cr.)
Session(s): Spring | Course Offered Every Year
One challenge that teachers face is how to work with a broad range of cultural, linguistic, and intellectual differences among their students. This course will examine differences and similarities among students and explore sociocultural and structural influences on student achievement. It will address the questions, "Who are the students in the classroom?" and "What must teachers consider when planning and implementing instruction for all of their students?" The course will focus on basic concepts related to addressing student needs through differentiation, inclusion, and teaching English as a Second Language. Field experiences required.

EDU-548 Grammar and Linguistics for ESL Teachers (3.00 cr.)
Session(s): Summer | Course Offered Every Year
A look at language as a system with particular focus on teaching English as Second Language to students in public schools grades K-12. Considers teaching implications of English grammar, phonetics, phonology, morphology, semantics, syntax. Field experiences required.

EDU-745 Introduction to Methods of ESL (3.00 cr.)
Session(s): Fall | Course Offered Odd-Numbered Years Only
A study of the methods of teaching English as a second language in public K-12 classrooms. Content includes a focus on teaching the various language skills, on lesson planning and teaching resources, adapting content lessons, and assessment strategies. Admission to the Teacher Education Program is required prior to enrollment. Prerequisite: EDU-345. Permission of instructor required.

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Education at Meredith



Strong Story | Senttra Snowden-Gregg

Senttra Snowden-Gregg can't wait to start teaching high school English. A born leader with a passion for reaching all students as individuals and a love of American literature, this graduating senior knows what it takes to be a strong teacher.

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Department of Education
207 Ledford Hall
Phone: (919) 760-8315
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