EDU 700  Learning in Cultural Contexts

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 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 experience required. Fall. 3 hours

EDU 701  Power Tools for Educators: Using Technology for Communication, Presentation, Instructional Design and Planning, and Assessment

To meet the needs of students, to operate effectively in a school environment, and to accomplish professional responsibilities, teachers must be able to use an array of 21st century tools to communicate, maintain and manage data, conduct research, design and present lessons, and to participate in professional networks. The purpose of this course is to introduce the basic technology tools of teachers, their applications, and the ethics associated with the profession. Through this course, you will learn and practice forms of communication specific to teaching, e.g. parent conferences and class newsletters/websites. You will learn the basic elements of lesson planning and assessment, and use of software that supports these tasks. You will consider the uses of presentation software and web design to support student learning. You will carefully consider the ethical dimensions associated with communicating, presenting, data management, designing instruction, and assessing, including the key provisions of the Family Education Rights Privacy Act (FERPA) and guidelines for email communications. Oral Presentation required. Field experience required. Fall. 3 hours

EDU 702 Teaching Diverse Learners in the Classroom

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 experience required. Spring. 3 hours

EDU 703 Behavior and Classroom Management

This course is designed to give teachers the knowledge and skills to create and maintain effective learning environments. One important aspect of classroom management, behavior  management, will be given particular focus. Teachers will understand how to implement positive behavior strategies to help their students learn and engage in appropriate behavior. Field experience required. Summer. 3 hours

EDU 704 Leadership in Schools and Society

This course helps teachers analyze the complex historical, cultural, sociological, philosophical, and theoretical perspectives which impact schools. It examines the educational process in the context of modern society and how that process is influenced by the forces of the larger community. Participants will reflect on and critically analyze their professional internship experience. Recognizing the teacher as a leader within a professional community is an important component of the course. This course helps answer the questions, “how do schools work,” “how did we get here,” and “where are we going and how do we get there?” Field experience required. Co-requisites: EDU 790 and EDU 791. Fall. 3 hours.

EDU 710 Overview of Exceptionalities for Special Educators

This course provides an overview of various exceptionalities and the services offered in special education. The course is intended to give the student a foundation of knowledge about the nature and needs of children with special needs, and introduces the student to causes and characteristics of specific disabilities, service delivery models, historical and current issues, legislation, research, trends, and controversies in special education. Field experience required. Fall. 3 hours.

EDU 711 Reading and Writing Methods for Special Educators

The purpose of the course is to develop the instructional competencies of school personnel to teach effectively students with persistent reading problems as well as to select and implement comprehensive reading programs within their schools. Although the focus of this course is on students who have shown persistent problems learning to read (especially those students identified as having special education needs who are participating in regular classrooms), the information is also appropriate for individuals interested in developing early intervention programs. Field experience required. Spring. 3 hours

EDU 712 Math and Writing Methods for Special Educators

This course is designed to introduce candidates to the knowledge, skills and procedures needed to provide effective instruction for students with persistent mathematical difficulties. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies. The class will provide candidates an understanding of what it takes to build an individualized mathematics instructional program that will have a direct impact on the academic performance of their students. Field experience required. Spring. 3 hours

EDU 713 Collaboration with Professionals and Families for Special and General Educators

The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem solving activities in a variety of settings in which their ability to communicate effectively is critical. This course is designed to assist candidates in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help candidates attain the knowledge and skills to be leaders in collaborative efforts in schools. Oral Presentation required. Field experience required. Fall, M.Ed. only;  Summer, M.Ed. by permission only. 3 hours

EDU 714 Learning Strategies Across the Curriculum, for Special Educators K–12

This course examines models for teaching learning strategies, metacognitive strategies guiding the learning of content, for students with mild/moderate disabilities in grades K–12. Candidates will examine educational research on the application of literacy and learning strategies in the content areas and will learn ways to assess students’ understandings and to use the assessment to plan for instruction. Field experience required. Pre-requisite EDU 711 and EDU 712. Summer. 3 hours

EDU 715  Procedures, Policies, and Assessment for Special Educators

This course provides candidates with a broad knowledge and understanding of a wide range of legal issues related to special education services for students with disabilities. Candidates will have a foundation in effective and efficient assessment and evaluative practices, including standardized and curriculum-based assessment. Field experience required. Summer. 3 hours

EDU 720 Integrating Literacy Instruction at the Primary Level

This course will examine the theory, research and instructional practices essential to literacy development at the primary level in the elementary school. Candidates will learn to integrate children’s literature, writing  and reading instruction into a total program of balanced early literacy instruction which is culturally relevant and developmentally appropriate for children. Candidates will learn to use multiple models and approaches for assessing literacy learning and plan lessons that meet the needs of all learners. Field experience required. Fall. 3 hours

EDU 721 Integrating Literacy Instruction at the Upper Elementary Level

This course will examine the theory, research and instructional practices essential to literacy development 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. Particular emphasis will be given to using literacy skills as tools for learning content material. Candidates will learn to use multiple models and approaches for assessing literacy learning and plan lessons that meet the needs of all learners. Oral presentation required. Field experience required. Spring. 3 hours

EDU 722  Developing Mathematical Understanding in the Primary Grades

This course will examine the theory, research and instructional practices essential to developing mathematical understanding at the primary level in the elementary school. Experiences in this course will focus on helping children develop a sound, foundational understanding of early number concepts, language and skills. Candidates will learn to assess children’s mathematical understanding and plan engaging, meaningful learning experiences that lead to success for all learners. Prospective teachers will use culturally-relevant contexts such as children’s literature, science, social studies, and the arts  to engage children in mathematics. Field experience required. Spring. 3 hours

EDU 723  Developing Mathematical Understanding in the Intermediate and Upper Elementary Grades

This course will examine the theory, research and instructional practices essential to developing mathematical understanding of concepts and skills found in the intermediate elementary grades mathematics curriculum. Experiences in this course will focus on helping children develop a sound, foundational understanding of the concepts, language and skills in the areas of numeration, algebraic thinking, geometry, measurement, data analysis and probability. Candidates will learn to assess children’s mathematical understanding and plan engaging, meaningful learning experiences that lead to success for all learners. Prospective teachers will use culturally-relevant contexts such as children’s literature, science, social studies, and the arts to engage students in mathematics. Field experience required. Summer. 3 hours

EDU 724 Teaching and Integrating Science and Health

This course explores the nature, processes, and products of science and health with an emphasis on content, methods, and curriculum  appropriate for teaching in elementary school. Field experience required. Summer. 3 hours

EDU 725 Teaching and Integrating Social Studies and the Arts

Prospective elementary teachers will become familiar with the pedagogical principles of the four arts disciplines as  they develop and implement learning experiences that meet curriculum objectives in both social studies and the fine arts. Field experience required. Summer. 3 hours.

EDU 726 Integrating the Elementary Program

A study of integrated curriculum design, including a variety of theories and models. Candidates will examine different theories and apply their knowledge of curriculum design and content to create meaningful lessons, assessments, and an integrated unit for the elementary classroom. Field experience required. Co-requisites: EDU 790 and EDU 791. Fall. 3 hours

EDU 790 MAT Internship

Designed to provide a full-time experience at the appropriate grade level within the area of specialization. Internships are offered in the areas of elementary education (K-6) or special education (K-12). The candidate engages in a variety of supervised instructional activities, with gradual induction into full-time teaching responsibilities. The candidate will be supervised by both a cooperating teacher in a public school classroom and a college supervisor from the Meredith faculty. Internship fee assessed. All program requirements must be met prior to enrollment. Co-requisites: EDU 704 and  EDU 791. Additional co-requisite for Elementary Education—EDU 726. Fall. 3 hours

EDU 791 Teaching Seminar
            
Using the assigned school and classroom as a model, this course offers candidates an opportunity to study current issues having a direct influence upon educational practice and research. Co-requisites: EDU 704 and EDU 790 Additional co-requisite for Elementary Education—EDU 726. Fall. 1 hour

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