EDUCATION COURSES


 

EDU 100. Introduction to Education (2)
Two hours per week. Designed for education majors. An introduction to recognizing, appreciating and understanding elements of education. This course will allow students to observe and work with children and teachers in a variety of school settings.

EDU 101. Reading Strategies for College Students (3)
Three hours per week. The course will emphasize the teaching of various comprehension/ study strategies specifically for utilizing content materials. Strategies for learning vocabulary will also be included. Instruction will be on a small group and individual basis and geared to each individual’s specific needs as determined by various diagnostic-reading measures.

EDU 102. Human Development and Learning (3)
Three hours per week. Study of human development as it relates to the physical, intellectual, emotional, social and moral stages experienced birth to older adult. Special emphasis on learning theories and cognitive development as it relates to instruction and learning.

EDU 103. PM 1 - Introduction and Foundation in Education (3)
Three hours per week. This module is the prospective teacher education candidate’s introduction to the field of education. Topics include the historical, sociological, legal and foundational aspects of American Education. A combination of classroom components and field experiences will help students to become critical and determined observers of the craft of teaching.

EDU 104. PM 2 - ESOL and Diversity (5)
Five hours per week. Field focus will be as class assistant with English Language Learners (ELL) with a minimum of 15 hours. This Module is designed as an introduction to prepare pre-service teacher to teach diverse learners, particularly English Language Learner (ELL) and Special Education students. Emphasis is given to second language strategies to provide culturally and linguistically appropriate instruction, assessment, and learning opportunities in the content areas acting as the survey course to cover the 25 ESOL Standards in Florida. This module will also equip the teacher with knowledge and skills to deal more effectively with the student who may or may not be currently placed in an Exceptional Student Education classroom. Field experience is required (minimum of 15 contact hours).

EDU 115. PM 2-ESOL 1-Cross Cultural Communication and Understanding (3)
Three hours per week. This Module is designed to provide a survey of the theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds.  Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. Additionally, this Module is designed as a survey course to cover the 12 ESOL Standards in Florida.
 

EDU 120N. Reading Laboratory (1; non-degree)
Three hours per week for five weeks minimum. May be repeated until student reaches standard measure of reading competence. The course meets Florida state requirements for students who must enroll in a remedial course. Course does not count toward graduation. Individualized instruction designed to improve vocabulary and comprehension skills.

EDU 201. PM 3 - Planning and Curriculum (5)
Five hours per week. This module satisfies the Writing Intensive requirement in the School of Education. The key topic addressed in this module is the development of curriculum in K-12 schools.  Students will participate in field experiences related to curriculum design, implementation, assessment, and classroom management. 

EDU 202. PM 3-Planning and Curriculum (3)
Three hours per week. This module satisfies the Writing Intensive requirement in the School of Education. The key topic addressed in this module is the development of curriculum in K-12 schools.  Students will participate in field experiences related to curriculum design, implementation, assessment, and classroom management.
 
EDU 248. ESOL 2- Methods of Teaching ESOL (3)
Three hours per week. A general introduction to the field of teaching English as a second language. Students examine current strategies and methods of instruction and theory. Grammar, reading and writing skills development are examined.

 

EDU 301. PM 4 - Instructional Strategies & Classroom Management (3)
Three hours per week. Field experience is a minimum of 15 hours. This module concentrates on the planning, implementation and assessment of effective teaching and student engagement strategies. School of Education students will further develop their skills in reaching diverse learners through constructivist, standards-based, authentic lessons. The module includes the introduction to Action Research Methods.

EDU 302. PM 4-Instructional Strategies and Classroom Management (2)

Two hours per week. This module concentrates on the planning, implementation and assessment of effective teaching and student engagement strategies. School of Education students will further develop their skills in reaching diverse learners through constructivist, standards-based, authentic lessons. The module includes the introduction to Action Research Methods.

EDU 305. The School Program (3)
Three hours per week. Prerequisites: PSYC 201, PSYC 210 or consent of instructor. This course is designed as a general introductory survey of education, including the role of the teacher, current classroom practices, and innovative trends in education, to help prepare students for their role as future teachers. Classroom teaching experiences, readings, and discussions contribute a theoretical, philosophical, practical, and research base for observations in elementary, middle and secondary school classrooms. Field experiences provide opportunities for students to observe and describe classroom environments, teaching practices, and interactions among teachers and students.

EDU 307. Children’s and Literature (3)
Three hours per week. A study of the history and characteristics of the common literary types. Emphasis is directed to the development of competence in story evaluation, story telling, and the various purposes and uses of literature in children’s and adolescent’s classrooms’ settings.

EDU 309. Teaching Mathematics in the Elementary School (3)
Three hours per week. Changes in the curriculum, psychology of learning mathematics, problem solving, teaching geometry, number systems, computation and algebra in the elementary school.

EDU 318. Practicum in Health Education (1)
Three hours minimum per week per credit hour. Prerequisites: EDU 319 and consent of program coordinator. The practicum is a laboratory class that requires direct observation and participation in the daily activities of an assigned Duval County school and in on-campus seminars. Emphasis on planning, conducting and evaluating activities in the program.

EDU 319. Health Education in the Schools (2)
Two hours per week. A course designed for teachers who instruct in health education on the elementary and secondary levels.

EDU 325. PE/Health in the Elementary School (3)
Three hours per week. A course designed to enable elementary classroom teachers to integrate physical activities and health related topics into the curriculum through direct observation and practical experiences. 

EDU 341. Teaching Social Studies in the Elementary School (3)
Three hours per week. A course designed to enable teachers to acquire proficiency in helping elementary school children attain skills, attitudes, and knowledge in the social studies and to gain facility in the areas of study necessary to teach the social studies curriculum. Emphasis will be placed on curricula integration, materials, strategies, development, skills, attitudes and content supportive of the objectives of the elementary standards.

EDU 349. ESOL 3- ESOL Curriculum and Materials Development (3)

Three hours per week. Course focuses on applications of the theories, principles, and current research related to second language acquisition as well as instructional techniques and materials relevant to development of ESOL curriculum.

EDU 378. The Teaching of Reading (3)
Three hours per week. Co-requisite: EDU 379. The basic introductory course in the fundamentals of reading instruction. In meeting course objectives, students will investigate factors affecting the reading process, develop strategies for teaching various reading skills, and investigate and use various materials and approaches designed for teaching reading.

EDU 379. Reading Laboratory (1)
Two hours per week. Co-requisite: EDU 378. This course provides instruction to individuals who are enrolled in the Reading Center Laboratory Program. Students will diagnose and offer instruction. The course may be taken concurrently with EDU 479; however, the laboratory experience is required with or without credit. The course also may be taken without EDU 378 or EDU 479 with the permission of the instructor. Graduate students may waive this laboratory requirement by demonstrating proficiency in diagnosis and treatment of reading to the instructor.

EDU 400G. Instructional Media: Utilization & Production (3)
Three hours per week. A course, including laboratory time, designed to develop skills and techniques needed for the utilization and production of instructional materials and equipment in the classroom.

EDU 401. Measurement, Evaluation, & Assessment in Education (3)
Three hours per week. Basic concepts underlying test construction and design, use, administration, and interpretation. Standardized, informal, group and individual tests are studied. Students learn to evaluate and assess measurement tools and tasks so that appropriate instruction may be planned.

EDU 402. Special Topics in Education (1-4)
One to four hours per week. Students may repeat the course when the content is different. A study of selected topics in education. The topic will be selected and announced prior to each semester the course is offered.

EDU 405WI. School Curriculum (3)
Three hours per week. Prerequisite: EDU 305. This course satisfies the intensive writing requirements of the JU School of Education. The study of curriculum development in early childhood, elementary, middle and high schools.

EDU 406. Socio-Cultural Bases for Education (3)
Three hours per week. This course will provide a survey of the theories, principles, research and best practices associated with language acquisition, as related to the teaching and learning of English as a second language. Students will be provided with pertinent information in the areas of applied linguistics and cross- cultural communication. Linguistic theories will be applied to ESOL methods, curriculum and assessment. In addition, legislative and policy issues, including the Florida Consent Decree.  

EDU 407. ESOL Curriculum Development (3)
Three hours per week. Course focuses on applications of the theories, principles, and current research related to second language acquisition as well as instructional techniques and materials relevant to development of ESOL curriculum.

EDU 408. Applied Linguistics for ESOL Education (3)
Three hours per week. A practical course for teaching English to speakers of other languages. The syllabus includes an introduction to general linguistics with stress on those aspects of various linguistic schools applicable to language teaching; a discussion of language theory and teaching methodology (including practical exercises in the use of the direct method and audio-lingual techniques); and instruction in the use of comparative techniques in the teaching of sounds, word structure and sentence structure.

EDU 409. Evaluation in English to Speakers of Other Languages (3)
Three hours per week. A survey of principles and methods of educational measurement as it relates to English for speakers of other languages with emphasis on evaluation and diagnosis of students in school settings.

EDU 410. TESL: Teaching English as a Second Language (3)
Three hours per week. This capstone course will focus on assessing and developing curricula for teaching second language students, including best practices in teaching language methods. Constructing, using and evaluating various types of assessment instruments will also be presented. Current trends, community and philosophical issues of programs will be discussed. 

EDU 411. Strategies of ESOL Instruction (3)
Three hours per week. A general introduction to the field of teaching English as a second language. Students examine current strategies and methods of instruction and theory. Grammar, reading and writing skills development are examined in detail.

EDU 413. Introduction to Action Research in Education (2)
Two hours per week. Foundations course for undergraduate Action Research as a process of inquiry for education practitioners. Action Research is a means of doing research first-hand for professional development that enhances knowledge, increases accountability, and add understanding and fulfillment to one’s work. In this course, students will learn the process and apply what they learn by identifying a problem to study, defining the problem, gaining access to the subject(s) of study, and then drafting a proposal. There is a field-based component to this course.

EDU 414WI. PM 5 - Best Practices in Teaching (3)
Three hours per week. Field focus will be one content class with a minimum of 20 hours. This module requires that the pre-service teacher further synthesize the concepts encountered and developed in prior coursework, such as, knowledge of subject matter, understanding of human development and learning diversity, constructivist lesson design models, and best practices. These concepts will be applied in the writing of a planned learning sequence. Students will construct the learning sequence on the basis of measurable impact on diverse K-12 student learning.

EDU 415SI. PM 6- Assessment of Learning (3)
Three hours per week. Field focus will be whole class for whole day with a minimum of 60 hours. This module’s emphasis is on the design, development, and measurement of the impact on diverse K-12 student learning. In this module, the pre-service teacher will be required to synthesize the concepts encountered and developed in prior coursework, such as, knowledge of subject matter, understanding of human development and learning diversity, constructivist lesson design models, and best practices. These concepts will be applied in the writing of a planned learning sequence. Students will construct the learning sequence on the basis of assessment of student learning so that continual improvement based upon data becomes inherent in everyday professional practice.

EDU 416 WI. PM 5-Best Practices of Teaching (2)
Two hours per week. This module requires that the pre-service teacher further synthesize the concepts encountered and developed in prior coursework, such as, knowledge of subject matter, understanding of human development and learning diversity, constructivist lesson design models, and best practices. These concepts will be applied in the writing of a planned learning sequence. Students will construct the learning sequence on the basis of measurable impact on diverse K-12 student learning.
 
EDU 417 SI. PM 6-Assessment of Learning (2,5)
Variable credit, two or five hours per week. This module’s emphasis is twofold. One aspect will focus on the on the design, development, and measurement of the impact on diverse P-12 student learning through the construction of a learning sequence which utilizes a variety of assessment techniques. Strategies for analyzing student learning will be developed so that continual improvement based upon data becomes inherent in everyday professional practice. Additional focus will be on exploring basic concepts underlying test construction, design, use, administration, and interpretation.  Standardized, informal, alternative, group, and individual tests will be studied.

 

EDU 418. Language Arts in Elementary Education (3)
Three hours per week. This language arts course is designed to assist in planning for teaching with a language perspective based on the research behind language. Emphasis is placed on teaching communication skills to diverse learners, including ESOL and ESE students and integrating the listening, speaking, reading, and writing skills to include a diverse elementary school student population. Involvement includes experiencing, creating and refining whole language activities. Strategies to connect whole language with other subjects in elementary curriculum and infuse interactive technology are explored.

EDU 421. Early Childhood Education – Primary Education (3 yrs. – Grade 3) (3)
Three hours per week. Prerequisite: PSYC 210. Content, materials, activities and procedures suited to the young child (infancy to eight years). Study and evaluation of the curriculum and its contributions to the development of individual and group living; principles of child growth and methods of guidance. Observation and participation in centers for young children.

EDU 422. Early Childhood Education – Primary Education  (3 yrs. – Grade 3) (3)
Three hours per week. Prerequisite: EDU 421 or equivalent. Continuation of EDU 421. Content, materials, activities and procedures suited to the young child (infancy to eight years). Study, evaluation, and selection of the curriculum. Observation and participation in centers for young children.

EDU 424. Primary Education (3 yrs. – Grade 3) (3)
Three hours per week. Provides knowledge, methods and insight for the primary classroom teacher to diagnose, assess and evaluate young children with special needs. Focus also will be on the selection and application of appropriate instructional content for these special needs children and their families.

EDU 425. Primary Education (3 yrs. – Grade 3) (3)
Three hours per week. A study of the appropriate selection and application of strategies, instruments, child guidance techniques and classroom management successful in the appropriate diagnosis, assessment and evaluation of young children.

EDU 432. Effective Instructional Strategies (3)
This is a undergraduate course for persons seeking alternative certification within the State of Florida. It is a survey course of research based instructional strategies that foster K-12 diverse student academic growth.

EDU 435. Teaching Elementary School Science (3)
Three hours per week. This science methods course provides for development of teaching competencies necessary to implement effective reforms in elementary science education so that elementary school students will have the background to be able to achieve scientific literacy. This course also provides the foundation for integrating science with other subjects in elementary school curriculum and technology.

EDU 438. Technology for Educators (3)
Three hours per week. Suggested MAT. Co-requisite: EDU 526. This course is designed as an introduction to the use of the computer in K-12 classroom teaching. It includes the application of computer programs, CD-ROMs, laser discs and digital photography to integrate technology into the curriculum. Students will need to allow for individual laboratory time as participants in order to develop sufficient computing skills to feel comfortable using the technology.

EDU 440. Primary Education (3 yrs. – Grade 3) (3)
Three hours per week. May be used for recertification. Opportunity will be provided for the student who is interested in primary education to work in age three to grade three instructional design and curriculum planning. Observation and participation will be required in the JU Child Development Center as well as in other designated centers. Particular emphasis will be given to seminar preparation for participation in different centers for young children.

EDU 445. Teaching Computers in the Elementary School (3)
Three hours per week. Prerequisite: CS150 or equivalent. Suggested prerequisites: EDU 341, 378, 418 and 435 or one methods course. This computer methods course focuses on strategies to use computers, computer software and digital photography in classroom teaching and learning. It includes technology applications that can be used to integrate technology into planning, teaching, and assessment. Current educational technology is demonstrated. Software appropriate for use in elementary school classrooms is used and evaluated.

EDU 446. Practicum in the Elementary School (1-6 hrs., variable credit)
One to six hours per week.​ May be taken more than once for credit, but not to exceed six (6) semester hours total. This course is designed to provide students with an opportunity to participate in elementary school classrooms with experienced teachers to observe classroom dynamics, teaching processes, diversity in learning, and organization of learning experiences. Seminars focus on the selection of appropriate curriculum materials, development of effective teaching strategies and classroom organization.

EDU 447. Practicum in the Secondary School (3)
Three hours per week. Prerequisites: EDU 305 and EDU 405WI; students taking this course must have completed the appropriate methods courses in their subject area(s). Opportunities are provided for the student in secondary education to participate in subject area classrooms with experienced teachers. These pre-student teaching opportunities include individual, small group, and large group work with students. Similar attention is given to the selection of appropriate curriculum materials and to classroom organization. A minimum of 60 hours of observation/participation is required.

EDU 448. Multimedia for Educators (3)
Three hours per week. Prerequisite: EDU 438G and 511 or approval of program director. This course concentrates on designing appropriate interactive multimedia modules that incorporate a variety of media including music, video and the application of educational resources on the Internet. Students will record projects on CD-ROM. The content of the course will continually evolve in response to the needs of educators.

EDU 452. Fundamentals of Curriculum Development (3)
Three hours per week. A survey of current theory and concepts of modern curriculum development in elementary and secondary schools. Emphasis on forces influencing curriculum, patterns of organization, and strategies of evaluation and improvement.

EDU 453. Student Teaching (9)
Available fall or spring semester of the senior year. Prerequisite: See Admission to the Teacher Education Program and Student Teaching under the Education in the SOE section of the catalog. EDU 453 requires a full semester (15 weeks) of full-time student teaching. Except for the co-requisite EDU 454 Curriculum Planning, other courses may not be taken while a student is enrolled in EDU 453.

EDU 454. Curriculum Planning (3)
Three hours per week. Available only to students who are taking EDU 453 or EDU 553. EDU 654 is the co-requisite of EDU 453 that requires a full semester (15 weeks) of full-time student teaching. Other courses may not be taken while a student is enrolled in EDU 453 and EDU 454. Assumptions, policies, and practices influencing curriculum planning and assessment in the elementary and secondary schools.

EDU 455. ESOL 4-Applied Linguistics for ESOL Education (3)
Three hours per week. A practical course for teaching English to speakers of other languages. The syllabus includes an introduction to general linguistics with stress on those aspects of various linguistic schools applicable to language teaching; a discussion of language theory and teaching methodology (including practical exercises in the use of the direct method and audio-lingual techniques); and instruction in the use of comparative techniques in the teaching of sounds, word structure and sentence structure.
 
EDU 456. ESOL 5-Testing and Evaluation of ESOL (3)
Three hours per week. A survey of principles and methods of educational measurement as it relates to English for speakers of other languages with emphasis on evaluation and diagnosis of students in school settings.

 

EDU 457. Mainstreaming & Classroom Management (3)
Three hours per week. This course will focus on the regular classroom teacher. It has two primary goals: 1) equip the teacher with knowledge and skills to deal more effectively with the student who may or may not be currently placed in an exceptional student classroom, and 2) prepare the teacher to manage effectively inappropriate behaviors in the regular classroom (K-12).

EDU 458. Computer Methods for the Classroom Teacher (4)
Four hours per week. This course covers the uses of computers in the classroom, including computer literacy, teaching programming, and computers as teaching aids. Elementary, secondary, undergraduate and graduate computer curricula are reviewed.

EDU 459. Introduction to Exceptional Student Education (3)
Three hours per week. A study and identification of educational needs of exceptional students and the organization of special education services within the public school system and community. Emphasis is given to the role of mainstreaming and current trends and issues in the field. 

EDU 479. Reading Diagnosis, Correction & Prescription for the Classroom Teacher (3)
Three hours per week. Prerequisites: EDU 378, or EDU 529, or demonstrated competency and instructor’s permission. Designed to aid classroom teachers in identifying and evaluating reading skills, in diagnosing reading problems, and in using and prescribing various techniques, materials, and methods for corrective and developmental reading. Research based instructional strategies are emphasized. Emphasis is on informal diagnostic procedures and corrective techniques. Students must work with children in the Reading Center/Laboratory program as part of this course.

EDU 480. Reading Seminar (3)
Three hours per week. Prerequisites: EDU 378, EDU 479 and permission of instructor. Designed to aid pre-service and in-service teachers in strengthening skills in reading, designing and implementing individual research. Includes study of classic research in reading, study trends in instructional strategies and investigation of developing trends. May include work in Reading Center.

EDU 481. Methods of Teaching Middle & Secondary Social Studies (3)
Four hours per week. Demonstration of instructional methods for such learner types as the culturally disadvantaged and for the achievement of concepts and attitudes related to the social sciences curriculum. Includes directed observation in schools, micro teaching, game theory and media and non-media techniques.

EDU 482. Methods of Teaching Middle & Secondary English (3)
Four hours per week. Demonstration of instructional methods for such learner types as the culturally disadvantaged and for the achievement of concepts and attitudes related to the English curriculum. Includes directed observation in schools, micro teaching, game theory, and media and non-media techniques.

EDU 483. Methods of Teaching Middle & Secondary Mathematics (3) 
Four hours per week. Modern curriculum revisions, psychology of learning mathematics, teaching algebra, geometry, arithmetic, trigonometry, calculus and analytic geometry, probability and statistics, and enrichment topics in middle and secondary schools.

EDU 484. Methods of Teaching Middle & Secondary Science (3) 
Four hours per week. Designed to enable prospective and in-service teachers to recognize and select effective methods and materials for teaching and evaluating science. Emphasis will be on development, construction, and evaluation of laboratory experiences.

EDU 485. Methods of Teaching Foreign Language: K-12 (3)
Four hours per week. This course is designed to enable pre-service and in-service teachers to identify and develop effective methods of instruction in foreign language at the elementary and secondary levels. Emphasis will be placed on the analysis of materials, curriculum and research related to teaching K-12 foreign language.

EDU 486. Reading & Learning Skills in Content Areas for Middle & High School Teachers  (3)
This course is designed to introduce the participant to the reading-related skills and learning strategies at the various cognitive levels as needed in the various content areas; the study of readability and text structures; the study and application of various teaching strategies, and the use of related materials. The course includes an introduction to the design and use of informal and formal assessment techniques pertinent to the middle and high school level.

EDU 489. Clinical Diagnosis of Reading (3)
Three hours per week. Prerequisite: EDU 378 or equivalent, and EDU 479. Study of the research pertaining to reading disabilities, formal diagnostic procedures and materials, and techniques used in diagnosis of reading problems. Supervised laboratory experience is required.

EDU 491. Supervision of Student Teachers (3)
Three hours per week. Open only to in-service teachers or mature students with irregular programs. An analysis of the problems underlying the successful organization and management of the instructional process. The application of principles of supervision to specified problems of the instructional process, emphasizing instructional development and leadership.

EDU 501. Human Growth & Development (3)
Three hours per week. A study of basic principles of human growth and development. Special study and emphasis upon development processes from infancy to adulthood with application to the teaching-learning process. 

EDU 502. Special Topics in Education (1-3)
One to three hours per week. Students may repeat the course when the content is different. A study of selected topics in education. The topic will be selected and announced prior to each semester the course is offered.

EDU 503. The Resource Teacher & the Elementary School (3)
Three hours per week. For students who have not completed the professional education sequence at the undergraduate level. The role of the elementary school teacher and the resource teacher in art, music, and physical education/movement. Specialists in these related fields will meet with the class.

EDU 506. Socio-Cultural Bases for Education (3)
Three hours per week. This course will provide a survey of the theories, principles, research and best practices associated with language acquisition, as related to the teaching and learning of English as a second language. Students will be provided with pertinent information in the areas of applied linguistics and cross- cultural communication.  Linguistic theories will be applied to ESOL methods, curriculum and assessment. In addition, legislative and policy issues, including the Florida Consent Decree, will be discussed.

EDU 507. Clinical Applications and Demonstrations for Reading Endorsement (3) 

This course is designed, in part, to fulfill requirements for the Florida K-12 Reading Endorsement (July, 2002 Source). It addresses a supervised practicum to obtain practical experience in increasing the reading performance of a student(s) with the prescription and utilization of appropriate strategies and materials based upon scientifically based reading research to address the prevention, identification, and remediation of reading difficulties. It satisfies: Competency 6: Demonstration of Accomplishment: Applies knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for all students, including struggling students, ELLs, students with disabilities, and students from diverse populations.

EDU 508. Introduction to Philosophy of Education (3)
Three hours per week. A study of various philosophies of education and their influence upon modern education.

EDU 509. Introduction to Educational Research (3)
Three hours per week. A study of the methodology of educational research intended to acquaint the student with the various techniques of research and its use in educational endeavors.

EDU 510. Elementary School Curriculum (3)
Three hours per week. This course is designed to study the influences upon general elementary school curriculum. Emphasis is placed on curriculum that reaches an increasingly diverse elementary school student population. Class readings and activities provide the rationales and learning experiences for the design of an interdisciplinary teaching unit that applies the most current educational practices.

EDU 511. Multimedia  for Educators (3)
Three hours per week. Effective uses of presentation software will be explored. Emphasis is placed on infusing developmentally appropriate technology into the process of teaching and learning, as well as on planning and developing presentations to be used in teacher-created, interdisciplinary teaching units and/or specific subject area lessons.

EDU 512. Seminar in Elementary Education (3)
Three hours per week. Prerequisite: EDU 510 or 520 or approval of advisor. This course serves as the capstone course for elementary education majors and includes models of teaching, application of experiences, curriculum integration and instructional design, and the study of issues affecting the education process. Questioning strategies to develop the intellectual capacities of diverse learners and cooperative learning experiences that emphasize the appreciation and understanding of learning approached from different perspectives is also included. Microteaching experiences that incorporate educational technology in planning; teaching and assessment of learning are explored.

EDU 513. Introduction to Action Research in Education (3)
Three hours per week. Foundations course for graduate Action Research as a process of inquiry for education practitioners. Action Research is a means of doing research first-hand for professional development that enhances knowledge, increases accountability, and adds understanding and fulfillment to one’s work. In this course, students will learn the process of action research inquiry and construct a proposal for a study that includes identifying and defining the problem, gaining access to the subject(s) of study, then beginning the writing process for a final report. There is a field-based component to this class.

EDU 516. Children’s/Adolescent’s Literature & Book Selection (3)
Three hours per week. An advanced course in children’s and adolescent’s literature which focuses special attention on the appropriate methods and media to meet the needs of individual children and groups of children, preschool through high school. Designed for teachers with a background in the field of reading and children’s and adolescent’s literature who want to extend their knowledge through individual and group work.

EDU 517. Methods in Teaching Elementary School Mathematics (3)
Three hours per week. An investigation into the teaching of elementary school mathematics with special emphasis on objectives, mathematical content, instructional procedures, materials and evaluation criteria. Also included will be a study of research related to these topics.

EDU 518. Methods of  Teaching Elementary Language Arts (3)
Three hours per week. An investigation of the research base of the Language Arts with emphasis on planning for instruction in the areas of writing, speaking, listening and reading. This language arts course is designed to assist in planning for teaching with a language perspective based on the research behind language. Emphasis is placed on teaching communication skills to diverse learners, including ESOL and ESE students: and integrating the listening, speaking, reading, and writing skills to include a diverse elementary school student population. Involvement includes experiencing, creating and refining whole language activities. Strategies to connect whole language with other subjects in elementary curriculum and infuse interactive technology are explored.

EDU 519. Methods of Teaching Elementary Social Studies (3)
Three hours per week. An examination of social studies curriculum and its relevance to the values and needs of society. Emphasis is placed on the design of the social studies to develop applicable skill in the democratic processes through curricula integration, effective selection of materials, methods, techniques and strategies supportive to the objectives of the course.

EDU 520. Middle & High School Curriculum (3)
Three hours per week. A survey of general curriculum development with emphasis on past and current practices in curriculum design and organization, evaluation of curriculum materials, and frontiers in curriculum improvement in middle and high schools.

EDU 521. Integrating Multimedia & Hypermedia into Classroom Teaching (3)
Three hours per week. Development and refinement of the multimedia and/or hypermedia portion of a final master’s project that integrates learning with educational technology into interdisciplinary units of study that will be practically applied in teaching. Final projects incorporate the use of interactive technology for motivation of learning, acquisition of knowledge, development of critical thinking and depth of understanding in learning.

EDU 522. Facility Management of Activities and Sports (3)  

Three hours per week. This course is designed to provide the pre-service physical education teacher with strategies required to plan, promote, implement, conduct, and assess activities in sport organizations including school based special events.

EDU 523. Action Research in Education (3)
Three hours per week. This is the second of two courses on Action Research. Students will extend upon their learning about action research, refine proposals, obtain permission to complete the study, and then conduct the study. Emphasis will be on project implementation, data collection, data analysis, report writing, and applying learning to technical practice. There is a field-based component to the course.

EDU 524. Student Teaching Seminar (3) 

Three hours per week. This course is designed to provide students with increasing knowledge, skills, and tools to effectively develop as a pre-professional classroom teacher leader.  Students will use reflective techniques to refine their teaching performance through constructive dialogue, readings and assignments.

EDU 525. Graduate Seminar (3) 

Three hours per week. Candidates will participate in directed reflection and group problem-solving related to readings in educational literature focused on issues and dilemmas common in field experience. Includes examination of current educational practices with an emphasis on integrating sound educational theory into practice. Topics include: Best Practices, Current Instructional Trends, Professionalism of Teaching, English Language Learners (ELL), School Family and Community, Professional Ethics, Behavior Management, and Educational Research.

EDU 526. Integrated Learning Environments (3)
Three hours per week. Learning experiences involve participants in interactive, activity-based experiences that integrate learning with technology. Participants will be engaged in developing action plans that include practical strategies to develop critical thinking, cooperation in learning, and connections among subjects with technology to reach a diverse student population.

EDU 528. Research in Integrated Learning Environments  (3)
Three hours per week. Emphasis is on research and philosophical basis for final project design to reach a diverse student population. Review of the literature of effective teaching/learning strategies and results of research on the effective applications of technology within curriculum will be incorporated in the philosophy and rationale of final projects. Teaching units that integrate high level learning across curriculum will be expanded and refined for presentation as final projects.

EDU 529. Fundamentals of Reading Instruction (3)
Three hours per week. Emphasis on the learning and teaching of reading skills as a developmental process. Includes survey and study of various approaches and materials, information sources, and instructional strategies necessary for reading instruction. The course foundation is built upon valid, evidence-based research.

EDU 530. Organization & Administration of Literacy Programs (3)
Three hours per week. Prerequisites: EDU 529 or equivalent. An investigation of the organization and administration of reading programs and their relationship to the total school program. Consideration will also be given to the study of curriculum development, teaching materials, and evaluative devices, as well as to an exploration of competencies needed by reading and supervisory personnel.

EDU 532. Effective Instructional Strategies (3)
Three hours per week. This is a Graduate course for persons seeking alternative certification within the State of Florida. It is a survey course of research based instructional strategies that foster K-12 diverse student academic growth.

EDU 533. Teacher Leadership I (3) 

Three hours per week. This course is designed for pre-service teacher candidates to engage in exploration teacher leadership models and theories. Students will come to understand the concept of relational leadership and how it differs from traditional leadership theories. Students will begin identifying school based leaders and the leadership styles demonstrated. Additionally students will begin to formulate a personal leadership profile and identify opportunities to develop personal leadership.

EDU 534. Teacher Leadership II (3)

Three hours per week. This course is designed for pre-service teacher candidates to further develop teacher leadership models and theories.  Topics will address traditional and contemporary issues related to leadership in educational settings. 

EDU 535. Methods of  Teaching Elementary School Science  (3)
Three hours per week. An investigation into the research base of teaching sciences to elementary school children. This science methods course provides for development of teaching competencies necessary to implement effective reforms in elementary science education so that elementary school students will have the background to be able to achieve scientific literacy. This course also provides the foundation for integrating science with other subjects in elementary school curriculum and technology.

EDU 539.  Technology for Educators (3)
Three hours per week  Students learn how to use and creatively apply computer programs, CD-ROMs, laser discs and Multimedia to the area in which you teach or have an interest. Introductory course  in a comfortable learning atmosphere. 

EDU 540. Digital Video (3)
Three hours per week. Course includes creating visual essays, filming digital video, editing full-screen video with the addition of audio, text transitions and other effects within video. Connection of hardware and peripherals and recording to CD and DVD are explored.

EDU 541. Webquests and Website Development (3)
Three hours per week. Design websites and webquests using an HTML editor and a wide variety of sources for images, animation, sound, and video. Use the Internet for locating free server space, freeware and shareware, and support for web design and authoring.

EDU 542. Seminar: Teaching Strategies for Kindergarten through Post Secondary Education (3)
Three hours per week. This course focuses on learning and application of advanced teaching strategies, curriculum integration, the instructional design of integrated curriculum enriched with multimedia to meet state and national educational standards, and study of related issues affecting the educational process. Questioning strategies to develop the intellectual capacities of diverse learners and cooperative learning experience that emphasize appreciation and understanding of learning from different perspective are explored.   

EDU 543. Action Research I (3)
Three hours per week. Foundations course for graduate action research as a process of inquiry for education practitioners. Action research is a means of doing research first-hand for professional development that enhances knowledge, increases accountability and adds understanding and fulfillment to one’s work. In this course students will learn the action research process and apply what they learn by identifying a problem to study, defining the problem, gaining access to the subject(s) of study, and then drafting a proposal resulting in a student project in EDU 544.

EDU 548. Action Research II (2)
Two hours per week. his course will be built on EDU 543 with the student either selecting to continue work on the original draft proposal of EDU 543 including adding refinements and testing them out or selecting a new related problem and exploring it again using the techniques of action research.

EDU 545. Teaching Computers in the Elementary School (3)
Three hours per week. This computer methods course focuses on strategies to use computers, computer software and digital photography in classroom teaching and learning. It includes technology applications that can be used to integrate technology into planning, teaching, and assessment. Current educational technology is demonstrated. Software appropriate for use in elementary school classrooms is used and evaluated.

EDU 546. Practicum in the Elementary School (1-6 hrs., variable credit)
One to six hours per week. May be taken more than once for credit, but not to exceed six semesters hours total. This course is designed to provide students with an opportunity to participate in elementary school classrooms with experienced teachers to observe classroom dynamics, teaching processes, diversity in learning, and organization of learning experiences. Seminars focus on the selection of appropriate curriculum materials, development of effective teaching strategies and classroom organization.

EDU 547. Practicum in the Secondary School (3)
Three hours per week. Prerequisites: EDU 305 and EDU 405WI; students taking this course must have completed the appropriate methods courses in their subject area(s). Opportunities are provided for the student in secondary education to participate in subject area classrooms with experienced teachers. These pre-student teaching opportunities include individual, small group, and large group work with students. Similar attention is given to the selection of appropriate curriculum materials and to classroom organization. A minimum of 60 hours of observation/participation is required.

EDU 550. Advanced Reading Diagnosis & Corrective Procedures & Strategies (3)
Three hours per week. Prerequisite: Graduate courses in reading. Emphasis on materials, techniques, and approaches in correction and remediation and in prescription of strategies for reading instruction; includes review of theories of reading disability and specific materials and techniques for severe remedial reading problems. Investigation in individual areas of need. Supervised University laboratory and/or field experience is required.

EDU 551. Practicum in Reading (3)
Three hours per week. Prerequisite: Graduate courses in reading. The culminating course for MAT students in reading. Designed to be an extension of EDU 550. Emphasis is on students’ areas of interest and/or need. Includes field experiences for those interested in administrative work, supervisory work, or training as resource teachers. Also includes adult literacy training, reading laboratory experience, study in related language arts areas, and other work the student and/or instructor deems necessary for professional goals.

EDU 553. PM 7-Student Teaching (6).
This course is designed to allow graduate level pre-service teachers opportunities to work full-time in classrooms with a variety of learners. Pre-service teachers will continue to develop their skills in organizing, planning, teaching and evaluating instruction and student learning. Pre-service teachers will demonstrate their abilities to positively impact student learning and document their skills by submitting artifacts that link to the Florida Educator Accomplished Practices (FEAP) and Professional Education Competencies (PEC)as well as Subject Area Professional Competencies (SAC). In-depth classroom experiences, reflective journaling and feedback from University Supervisors and Cooperating Teachers will help provide scaffolded experiences for developing pre-service teachers.

 

EDU 557. Mainstreaming & Classroom Management (3)
Three hours per week. This course will focus on the regular classroom teacher. It has two primary goals: 1) equip the teacher with knowledge and skills to deal more effectively with the student who may or may not be currently placed in an exceptional student classroom, and 2) prepare the teacher to manage effectively inappropriate behaviors in the regular classroom (K-12).

EDU 579. Reading Diagnosis, Correction, & Prescription for the Classroom Teacher (3)
Three hours per week. Prerequisites: EDU 529 or demonstrated competency, and instructor’s permission. An investigation into the research base of diagnosis and instruction. Designed to aid classroom teachers in identifying and evaluating reading skills, in diagnosing reading problems, and in using and prescribing various techniques, materials, and methods for corrective and developmental reading. Research based instructional strategies are emphasized. Emphasis is on informal diagnostic procedures and corrective techniques. Students must work with children in the Reading Center/Laboratory program as part of this course.

EDU 580. Reading Seminar (3)
Three hours per week. Designed to aid pre-service and in-service teachers in strengthening skills in reading, designing and implementing individual research. Includes study of classic research in reading, study trends in instructional strategies and investigation of developing trends. May include work in Reading Center.

EDU 581. Methods of  Teaching Middle & Secondary Social Studies (4)
Four hours per week. Demonstration of instructional methods for such learner types as the culturally disadvantaged and for the achievement of concepts and attitudes related to the social sciences curriculum. Includes directed observation in schools, micro teaching, game theory, and media and non-media techniques.

EDU 582. Methods of  Teaching Middle & Secondary English (4)
Four hours per week. Demonstration of instructional methods for such learner types as the culturally disadvantaged and for the achievement of concepts and attitudes related to the English curriculum. Includes directed observation in schools, micro teaching, game theory and media and non-media techniques.

EDU 583. Methods of  Teaching Middle & Secondary Mathematics (4)
Four hours per week. Modern curriculum revisions, psychology of learning mathematics, teaching algebra, geometry, arithmetic, trigonometry, calculus and analytic geometry, probability and statistics, and enrichment topics in middle and secondary schools.

EDU 584. Methods of  Teaching Middle & Secondary Science (4)
Four hours per week. Designed to enable prospective and in-service teachers to recognize and select effective methods and materials for teaching and evaluating science. Emphasis will be on development, construction and evaluation of laboratory experiences.

EDU 585. Methods of  Teaching Foreign Language: K-12 (4)
Four hours per week. This course is designed to enable pre-service and in-service teachers to identify and develop effective methods of instruction in foreign language at the elementary and secondary levels. Emphasis will be placed on the analysis of materials, curriculum, and research related to teaching K-12 foreign language. 

EDU 586. Reading & Learning Skills in Content Areas for Middle & High School Teachers (3)
Three hours per week. This course is designed to introduce the participant to the reading-related skills and learning strategies at the various cognitive levels as needed in the various content areas; the study of readability and text structures; the study and application of various teaching strategies, and the use of related materials. The course includes an introduction to the design and use of informal and formal assessment techniques pertinent to the middle and high school level.

EDU 587. Reading Recovery I (3) 
By permission of instructor only.

EDU 588. Reading Recovery II (3) 
By permission of instructor only.

EDU 589. Clinical Diagnosis of Reading (3)
Three hours per week. Prerequisite: EDU 378 or equivalent and EDU 479. Study of the research pertaining to reading disabilities, formal diagnostic procedures and materials, and techniques used in diagnosis of reading problems. Supervised laboratory experience is required.

EDU 591. Supervision of Student Teachers (3)
Three hours per week. An analysis of the problems underlying the successful organization and management of the instructional process. The application of principles of supervision to specified problems of the instructional process, emphasizing instructional development and leadership. Open only to in-service teachers or mature students with irregular programs.

EDU 601. Measurement, Evaluation, & Assessment in Education (3)
Three hours per week. Basic concepts underlying test construction and design, use, administration, and interpretation. Standardized, informal, group and individual tests are studied. Students learn to evaluate and assess measurement tools and tasks so that appropriate instruction may be planned.


EDU 609. Evaluation in English to Speakers of Other Languages (3)
Three hours per week. A survey of principles and methods of educational measurement as it relates to English for speakers of other languages with emphasis on evaluation and diagnosis of students in school settings.

EDU 610. TESL: Teaching English as a Second Language (3)
Three hours per week. This capstone course will focus on assessing and developing curricula for teaching second language students, including best practices in teaching language methods. Constructing, using and evaluating various types of assessment instruments will also be presented. Current trends, community and philosophical issues of programs will be discussed. 

EDU 611. Strategies of ESOL Instruction (3)
Three hours per week. A general introduction to the field of teaching English as a second language. Students examine current strategies and methods of instruction and theory. Grammar, reading and writing skills development are examined in detail.

EDU 613. Introduction to Action Research in Education (2) 
Two hours per week. Foundations course for undergraduate Action Research as a process of inquiry for education practitioners. Action Research is a means of doing research first-hand for professional development that enhances knowledge, increases accountability, and add understanding and fulfillment to one’s work. In this course, students will learn the process and apply what they learn by identifying a problem to study, defining the problem to study, defining the problem, gaining access to the subject(s) of study, and then drafting a proposal. There is a field-based component to this course.

EDU 648. WebQuests (3) 
Three semesters hours credit. Prerequisite EDU 511 or approval of MILT program director. This course concentrates on designing  appropriate, interactive multimedia modules that incorporate a variety of media including music, video and the application of educational resources on the Internet. Students will record projects on CD-ROM. The content of the course will continually evolve in response to the needs of educators.

 

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