2013-14 Course Descriptions
EDUC 211 Education Foundations and Multicultural Perspectives (3-0-3), fall, spring. A foundation course in professional education, including an introduction to serving students in multi-cultural settings and an orientation to the teacher education program. Includes observation in PK-12 classroom. Required as the first course of the teacher education sequence, must be taken in residence. Prerequisite: sophomore standing.
EDUC 221 Educational Psychology (3-0-3), fall, spring, summer. An introduction to theories of development, learning, motivation, memory and intelligence. May be used to satisfy University social science core requirement. Prerequisite: Sophomore standing.
EDUC 250 Literature for Children (3-0-3) fall, spring. A content reading course covering traditional and contemporary children's books and other materials. Studies of major authors, illustrators, and genres are emphasized, along with applications for teaching literacy skills to children. Limited to students seeking EC-4, 4-8, or EC-12 Special Education certification.
EDUC 287 Integrating the Arts Across the Elementary School Curriculum (3-0-3), fall, spring, summer. Addresses teaching materials and strategies appropriate for supporting meaningful integration of the arts with content area concepts and skills for diverse learners in grades EC-6. Prerequisites: EDUC 211 and admission to Teacher Education.
EDUC 312 Field Experience in Guidance and Development (3-0-3), summer only. Provides an opportunity for intentional reflection on personal beliefs about and skills in teaching through extended experiences with children in diverse education and/or ministry settings. During the summer, students admitted to the teacher education program provide children summer teaching services that are directly related to the teaching profession. Prerequisites: Department Chair approval; Admission to the Teacher Education Program; and summer employment, internship, or volunteer placement working directly with
students or school aged children required.
EDUC 323 Integrated Math and Science: Pre K-2 (3-0-3), fall, spring. Study of the development and teaching of mathematics and science concepts in early childhood. Emphasis will be placed on integrating mathematics and science concepts in the curriculum and in aligning this curriculum with state and national standards. Prerequisite: Admission to Teacher Education.
EDUC 331 Teaching Social Studies in Pre K - Grade 8 (3-0-3), fall, spring, summer. Designed to prepare the pre-service teacher to teach the social studies curriculum for age 3 through grade 8. The focus will be on learning the content of the curriculum as outlined by the State of Texas. In part, students will make practical application teaching an appropriate segment of the social studies curriculum. Prerequisites: EDUC 211 and Admission to Teacher Education Program required.
EDUC 335 Teaching in the Middle School (3-0-3). An overview of the historical development of the middle school and a thorough discussion of adolescent psychology. Analyzes middle grades content in language arts, math, social studies and science. Includes shadow study experiences at a middle school and is required for any 4-8 teaching certificate. Prerequisites: EDUC 211 and 221. Admission to Teacher Education Program required.
EDUC 370 Teaching Math in Elementary Grades 3-6 (3-0-3), fall spring. A study of techniques of teaching mathematics with various teaching innovations. Prerequisites: EDUC 211; MATH 237, 238. Admission to Teacher Education Program required.
EDUC 411 Elementary Curriculum, Materials, and Media (3-0-3), fall, spring. A field-based course designed to present basic elementary curriculum including lesson planning and the development, organization, and use of teaching materials. Prerequisites: EDUC 211, 331; READ 363. Must be taken concurrently with EDUC 431 in the semester before student teaching. Admission to Teacher Education Program required. Fee required. A capstone course.
EDUC 412 Secondary Curriculum and Media (3-0-3), fall, spring. A field-based course designed to present basic principles of curriculum development coordinated with textbook use and lesson planning. Presents the Texas Essential Knowledge and Skills and an introduction to supporting media. Prerequisites: EDUC 211, 221; READ 322. Must be taken concurrently with EDUC 432. Should be taken semester before student teaching. Admission to Teacher Education Program required. Fee required. A capstone course.
EDUC 431 Elementary Management and Methods (3-0-3), fall, spring. A study of classroom management and discipline, motivation, and a variety of teaching strategies. Requires 45 hours of field work in the classroom. Prerequisites: EDUC 211, 331; READ 363. Must be taken concurrently with EDUC 411. Should be taken semester before student teaching. Admission to Teacher Education Program required. A capstone course.
EDUC 432 Secondary Management and Methods (3-0-3), fall, spring. A concentrated study of classroom management, motivation, leadership, curriculum, and planning. Requires 45 hours of field work in the classroom. Prerequisites: EDUC 211, 221; READ 322. Must be taken concurrently with EDUC 412. Should be taken semester before student teaching. Admission to Teacher Education Program required. A capstone course.
EDUC 476 Effective Teaching Strategies for English Language Learners (3-0-3), fall, spring, summer. Develops skills for helping English Language Learners, including a review of underlying social and multicultural contexts, English language concepts, types of ESL programs, and instructional objectives and techniques. Prerequisites: EDUC 211, and EACH 363, READ 322 or READ 363.
EDUC 490 Student Teaching (1-0-6),* fall, spring. The culmination of the preservice teacher preparation program, student teaching includes teaching and related experiences in schools. Requires one semester of all-day student teaching (14 weeks). If taken outside the Abilene area, fee will be required. In order to complete the requirements of Teacher Education, a grade of "B" or better must be earned. Failure to earn a "B" or better will result in removal from Teacher Education. Prerequisites: All coursework in the candidate's content field and in Professional Education must be completed prior to admission to student teach. A capstone course.
EDUC 499 Internship (0-3-3), fall, spring. All-day, all-semester experience. Takes the place of student teaching. Intern is cooperatively supervised by university personnel and school personnel. NOTE: Must be taken two (2) consecutive semesters. Pass/Fail grade. Additional Fee required. Prerequisites: Completion of baccalaureate degree; successfully pass content TExES; approval of Director of Certification.
EDUC 621 Overcoming Learning Barriers (3-0-3). Prepares students to investigate institutional forces that inhibit constructive school improvement and explore alternatives including curricular approaches addressing literacy, learning communities, and emotional intelligence.
EDUC 622 Theories and Strategies for Integrating Technology (3-0-3). Presents an overview of technology use and integration. Students examine ways to plan, organize and implement technology in diverse learning environments.
EDUC 651 Leading Continuous Improvement of Digital Learning (3-0-3). Current leadership theory and practice of leading change in school systems brought on by the digital revolution and its accompanying social transformation. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.
EDUC 652 Leading Evolving Digital Learning Systems (3-0-3). Analysis and investigation of the theories of disruptive innovation in leading continous school transformation. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.
EDUC 653 Educational Research (3-0-3), spring. The use of technology and research as tools to improve the educational process. Emphasis on practitioner research in which students are actively engaged in systematic, intentional inquiry. Must be taken in the first 12 hours of education graduate work.
EDUC 656 School Finance (3-0-3). Problems relating to the adequate financing of schools.
EDUC 660 Practicum/Capstone in the School Principalship (0-21-3). The internship provides significant opportunities for candidates to synthesize and apply the skills identified in the national standards.
EDUC 661 Capstone in Curriculum and Instruction (3-0-3). Provides a culminating, student-centered, student-directed experience in which students analyze and synthesize knowledge, skills from across their program to demonstrate mastery of the learning outcomes in Curriculum and Instruction for the Department of Graduate Studies in Education.
EDUC 665 Capstone in Special Education (3-0-3). Provides a culminating, student-centered, student-directed experience in which students analyze and synthesize knowledge, skills from across their program to demonstrate mastery of the learning outcomes in special Education for the Department of Graduate Studies in Education.
EDUC 668 Practicum/Capstone in the School Superintendent (3-0-3). Internship experiences in the office of a superintendent of schools. This experience will cover a range of the duties and responsibilities encountered by a school superintendent.
EDUC 672 Educational Facilities (3-0-3). Provides advanced graduate students the opportunity to obtain practical experience related to the planning, financing, construction, renovation, and maintenance of educational facilities. Through presentations by practitioners with expertise in relevant areas as well as site visitations to educational facilities.
EDUC 674 Policy and Politics in Education (3-0-3). Develop an awareness of the responsibilities of a superintendent from the perspectives of political dynamics and their connections to the policy process.
EDUC 676 District Instructional Leadership (3-0-3). Application of knowledge, skills and dispositions of the superintendency to maximize learning for diverse populations. Prerequisite: admission to program.
EDUC 680 Allocating Resources and Structuring the School for Learning (3-0-3). Focuses on the research on effective schools to provide the most productive ways to organize resources. Develops strategies to define the most important priorities that best match the needs for improvement.
EDUC 681 Nurturing School Culture to Create a Learning Community (3-0-3). Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.
EDUC 682 School Law, Ethics and the Learning Community (3-0-3). The legal basis for the organization and ethical administration of a learning community.
EDUC 683 Implementing Continuous Improvement (3-0-3). Applies a framework for continuous improvement that provides a quality teaching and learning environment.
EDUC 684 Meeting the Learning Challenge (3-0-3). Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.
EDUC 686 Reframing Learning (3-0-3). Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.
EDUC 687 Managing Data to Improve Student Learning (3-0-3). Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.
EDUC 688 Creating Effective Learning Environments (3-0-3). Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.
EDUC 691 Education Workshop (3-0-6).* A course designed to meet an immediate need of teachers in a specific area. May be repeated.
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