Early Childhood Education at Ozarks

Course Descriptions

EDU 1003 THEORIES OF HUMAN LEARNING
This course provides students with an introduction to the role of the teacher with an emphasis on how students learn. The course focuses on the study of the nature and scope of educational theory as it relates to human learning. The course provides prospective education majors with the opportunity to explore the profession from different theoretical perspectives, such as cognitive and behavioral learning approaches, brain research, and learning styles. Students come to understand how people develop cognitively, socially, and emotionally and how individuals learn. Students also consider how diversity impacts cognitive, social, and emotional development. In addition, students are introduced to standards, educational research, and methodology guiding the field. This course allows students to combine an in-depth analysis of self, foster higher levels of critical reflection, learn theories and concepts in educational psychology, and participate in field experiences to enhance connections between theory and practice (Open to non-majors; required freshman course for all education major tracks).

EDU 2023 LITERATURE FOR CHILDREN
This course deals with the history and development of children’s literature. The criteria used for selection of quality children’s books and a study of their authors and illustrators will be covered. Emphasis will be placed on picture books, traditional literature, fantasy, poetry, fiction, nonfiction, biography, multicultural, and the various awards given for children’s literature. The course focuses on reader response approaches to narrative and expository reading and preparing students to read both narrative and expository text to include the strategies, practices, and processes which enhance the learner’s ability to interact with texts critically as concepts, skills, and cognition levels are developed. Authentic assessments in response to reading will also be addressed.

EDU 3001 EDUCATIONAL TECHNOLOGY: LANGUAGE ARTS/SOCIAL STUDIES
A required course that introduces technology applications for use in the classroom with a particular focus on language arts and social studies curricula. This course provides skills to candidates for using a variety of technological resources in educational settings. At the end of the course, students should possess basic knowledge of technology used in conjunction with language arts and social studies instruction to include e-mail, Smartboards, Internet resources, digital camera/video camcorder, software, blogs, podcasts, and other research supported innovations in the curricular fields. In addition, students will be introduced to and/or will develop their Livetext portfolio accounts.

EDU 3002 EDUCATIONAL TECHNOLOGY FOR P-4
A required course that introduces technology applications for use in the classroom with a particular focus on P-4 classroom settings. This course provides skills to candidates for using a variety of technological resources in educational settings. At the end of the course, students should possess basic knowledge of technology used in conjunction with P-4 curriculum and instruction to include email, Smartboards, Internet resources, digital camera/video camcorder, software, webquests, webpage development, blogs, podcasts, and other research supported innovations.

EDU 3011 EDUCATIONAL TECHNOLOGY: MATHEMATICS/SCIENCE
A required course that introduces technology applications for use in the classroom with a particular focus on mathematics and science curricula. This course provides skills to candidates for using a variety of technological resources in educational settings. At the end of the course, students should possess basic knowledge of technology used in conjunction with mathematics and science instruction to include e-mail, Smartboards, Internet resources, digital camera/video camcorder, software, blogs, podcasts, and other research supported innovations in the curricular fields. In addition, students will be introduced to and/or will develop their Livetext portfolio accounts.

EDU 3021 EDUCATIONAL TECHNOLOGY IN THE DISCIPLINE
A required course that introduces technology applications for use in the classroom with a particular focus on student inquiry and research into their chosen content area. This course provides skills to candidates for using a variety of technological resources in educational settings. At the end of the course, students should possess basic knowledge of technology used in conjunction with mathematics and science instruction to include e-mail, Smartboards, Internet resources, digital camera/video camcorder, software, blogs, podcasts, and other research supported innovations in the curricular fields. In addition, students will be introduced to and/or will develop their Livetext portfolio accounts.

EDU 3033 SECONDARY ART METHODS
A study of the methods and materials of teaching art at the secondary level. Concurrent with Discipline Specific Methods courses (see under Secondary Education).

EDU 3043 ELEMENTARY ART METHODS
A study of the methods and materials of teaching art at the elementary level. Concurrent with EDU 3312, Teaching Internship I.

EDU 3053 PRINCIPLES OF LEARNING AND TEACHING
Students will gain a knowledge of various theories of learning, be familiar with human development and adapt instruction to learner characteristics emphasizing variability in pluralistic classrooms. Curriculum designs that facilitate instruction for all learners will be emphasized. Students will prepare lesson plans that reflect an understanding of diversity among students. Students will have microteaching opportunities. Prerequisites: Admission to the Pat Walker Teacher Education Program

EDU 3066 TECHNIQUES OF TEACHING SECONDARY SCHOOL MATHEMATICS
A study of the methods and material used in teaching high school mathematics. Concurrent with Discipline Specific Methods courses (see under Secondary Education).

EDU 3086 LABORATORY AND CLASSROOM TECHNIQUES IN SECONDARY SCIENCE
A course designed to acquaint the student with laboratory and demonstration techniques in teaching high school science. The goal of the course is to familiarize the student with teaching methodologies in science education that will be used in the Teaching Internship experience. Concurrent with Discipline Specific Methods courses (see under Secondary Education).

EDU 3096 PRINCIPLES AND PRACTICE OF SOCIAL STUDIES IN THE HIGH SCHOOL
This course deals with materials, processes, and methods of teaching social studies in the high school. Various learning procedures and techniques used in these subject areas are studied. Evaluation of learning experiences is also emphasized. Content of junior high school and high school curriculum in these areas will be included. Concurrent with Discipline Specific Methods courses (see under Secondary Education).

EDU 3101 PRACTICUM I
This course provides candidates with an opportunity to develop an understanding of the relationship between theory and practice. This field experience will acquaint students with the preschool and kindergarten classroom. Pre-service teachers will be oriented to the structure of the pre-school and the classroom setting by completing 20 hours in an assigned pre-school or kindergarten classroom. Additionally, pre-service teachers will be able to observe and practice the developmentally appropriate practices they are studying in their coursework as it is being practiced in a classroom setting. This course is taken concurrently with EDU 3151, Developmentally Appropriate Practices I and EDU 3202, Integrated Curriculum I.

EDU 3111 PRACTICUM II
This course provides pre-service teachers with an opportunity to develop an understanding of the relationship between theory and practice by observing, participating, and teaching in a classroom with children ages 6-9. Pre-service teachers will plan, make necessary educational materials, teach, and reflect on the experience. The use of technology will be emphasized in this course. Pre-service teachers are required to complete 20 hours in an assigned elementary school classroom. This course is taken concurrently with EDU 3212, Integrated Curriculum II.

EDU 3133 EDUCATION AND GROWTH OF THE AMERICAN REPUBLIC
This course covers the history and philosophy of American education. The influence of classical and modern liberalism on American educational thought and practice from the Enlightenment to the contemporary period, including the deliberate purpose of education as a proper politico-economic means of shaping American society, is examined. The education of women and minorities is a central theme of the course. Current educational issues and practices from a perspective of cultural pluralism are addressed. Field Observations are an integral component of the course.

EDU 3143 PHILOSOPHY OF EDUCATION
This course will focus on writings of the major philosophers of education, including but not limited to Plato, Aristotle, Confucius, Aquinas, Dewey, Counts, and Freire. An emphasis will be placed on the schools approach, where applicable, to the study of philosophy by examining the educational implications of metaphysics, epistemology and axiology in each of the schools of philosophy, including Idealism, Realism, Thomism, Confucianism, Pragmatism, Social Reconstructionism, Existentialism, and Post-Modernism.

EDU 3151 DEVELOPMENTALLY APPOPRIATE PRACTICES I
This course is a study of developmentally appropriate practices for young children from birth through age 9 based on the recommendations of the National Association for the Education of Young Children. This course will illustrate the alignment of the INTASC Standards, the NAEYC Standards, Arkansas Frameworks, and Pathwise Criteria. Pre-service teachers will be introduced to an integrated curricular study of appropriate early childhood curriculum, materials, environments, assessments, expectations, instructional strategies, and considerations for early childhood educators. The course will be taken concurrently with EDU 3101, Practicum I and EDU 3202, Integrated Curriculum I.

EDU 3163 DEVELOPMENTALLY APPROPRIATE PRACTICES II
This course is primarily designed for those individuals who want to work in a preschool setting and are seeking a CDA national credential. It is a study in developmentally appropriate practice and the use of methods and materials. The course is a study of appropriate curriculum, materials, environment, strategies and methods of early childhood and builds on EDU 3151 Developmentally Appropriate Practices. Creation of learning environments that foster social competence, build self-esteem in young children, and assist them in the exploration of ways to independently solve problems and gain self-control are emphasized. Additionally, observational and developmentally appropriate tools and methods of collecting data for decision making will be addressed with emphasis on qualitative assessment techniques. The course will provide an in-depth study of NAEYC standards, state standards, and CDA requirements. Students will complete a unit of study aligned with the standards and integrated across all domains of child development – physical, social, emotional, linguistic, and cognitive. This course is taken concurrently with EDU 4003, Foundations of Early Childhood and EDU 4006, Specialty Practicum.

EDU 3173 TEACHING READING IN THE SECONDARY SCHOOLS
This course is designed for all secondary majors and will cover developmental reading in the secondary schools. Topics of the course will include use of reading in various curricular areas, appraisal of reading in various curricular areas, appraisal of reading abilities, techniques, and materials for helping reluctant and retarded readers. The course will also emphasize vocabulary development, reading and study skills, and textbook and materials selection.

EDU 3202 INTEGRATED CURRICULUM I
This course emphasizes developmentally appropriate practices for children birth-5. Pre-service teachers have the opportunity to analyze and develop integrated curricula within the context of professional, state, and local standards. Pre-service teachers build a working knowledge of curriculum strategies and techniques on which to base wise curriculum decision making for children birth-5 years of age by creating and teaching a unit of study that integrates mathematics, science, social studies, literacy, the arts, and technology into a unit of study. Additionally, the course will emphasize methods of measuring and reporting student progress with the goal of making valid data-drive decision making. There is an emphasis on meeting the needs of all children, including attention to diverse linguistic and cultural backgrounds, and different learning abilities and styles. This course is concurrent with EDU 3101, Practicum I and EDU 3151, Developmentally Appropriate Practices I.

EDU 3203 ELEMENTARY SCHOOL MUSIC METHODS AND MATERIALS
This course is designed to provide techniques and materials for elementary classroom music instruction. Through the study of Orff and Kodaly methodologies, the philosophy, goals, and strategies for teaching children the basic elements of music will be explored.

EDU 3212 INTEGRATED CURRICULUM II
This course builds on EDU 3202 and emphasizes developmentally appropriate curriculum and the underlying theoretical foundations for children ages 6 to 9, mandated curriculum, and contemporary issues related to curriculum. Pre-service teachers have the opportunity to analyze and develop integrated curricula within the context of professional, state, and local standards. Pre-service teachers build a working knowledge of curriculum strategies and techniques on which to base wise curriculum decision making for children 6-9 years of age by creating and teaching a unit of study that integrates mathematics, science, social studies, literacy, the arts, and technology into a unit of study. Additionally, the course will emphasize methods of measuring and reporting student progress with the goal of making valid datadrive decision making. There is an emphasis on meeting the needs of all children, including attention to diverse linguistic and cultural backgrounds, and different learning abilities and styles. This course is concurrent with EDU 3111, Practicum II.

EDU 3312 TEACHING INTERNSHIP I
Each student will complete 60 clock hours in a classroom at the level for which the candidate is preparing to teach. Students will begin the semester as a teacher’s aid and progress to teaching lessons in the classroom setting. A complete list of practicum requirements and expectations are printed in the Practicum Handbook. Prerequisite: Admission to the Pat Walker Teacher Education Program.

EDU 3333 BEHAVIOR MANAGEMENT IN THE CLASSROOM
This course will introduce the student to the fundamentals of selecting, planning, implementing, and evaluating classroom management procedures. Students will be exposed to a sampling of models and strategies. Students will examine discipline models effective for special as well as regular classrooms for P-4 and 4-12 grades.

EDU 3612 SPECIALTY PRACTICUM (SPECIAL EDUCATION)
Each student will complete 60 clock hours in a special education classroom at the level for which the candidate is preparing to teach. Students will begin the semester as a teacher’s aid and progress to teaching lessons in the classroom setting. A complete list of practicum requirements and expectations are printed in the Practicum Handbook. The course may be repeated for up to 6 hours of credit. Prerequisite: Admission to the Pat Walker Teacher Education Program.

EDU 3713 MIDDLE LEVEL METHODS IN LANGUAGE ARTS AND SOCIAL STUDIES
A study of language arts and social studies in conjunction with early adolescent growth and development as demonstrated in curriculum construction and content, historical background, and learning attributes. Emphasis is placed on preparing an integrated learning environment and acquiring the skills needed to teach young adolescents in the areas of language arts and social studies. Prerequisite: Admission to the Pat Walker Teacher Education Program.

EDU 4003 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION
This course is primarily designed for those individuals who want to work in a preschool setting and are seeking a CDA national credential. The history of early childhood education and current issues are addressed in this course. Infant, toddler, preschool, kindergarten and primary education are explored from a developmentally appropriate practice perspective. The concepts of inclusion, interaction of family, school, and multiculturalism are explored in the context of legal and ethical considerations. This course is taken concurrently with EDU 4006, Specialty Practicum and EDU 3163, Developmentally Appropriate Practices II.

EDU 4006 SPECIALTY PRACTICUM (PRESCHOOL)
This course is primarily designed for those individuals who want to work in a preschool setting and are seeking a CDA national credential. Students in this course will complete 460 clock hours in an assigned pre-school classroom. The application of developmentally appropriate teaching methods, materials, and activities will be emphasized in this field experience. Students will complete a weekly reflective written journal of their experiences in the classroom. The university instructor will observe the students in the field placement and give formative feedback. Students will complete an experiential portfolio following the CDA Competency Standards guidelines. This course is taken concurrently with EDU 3163, Developmentally Appropriate Practices II and EDU 4003, Foundations of Early Childhood Education.

EDU 4013 FOUNDATIONS OF READING
This course stresses the psychology of learning to read, basic principles of reading, current practices and new language-based approaches of teaching reading; also included are word attack skills, phonics review, vocabulary development, and comprehension skills. The course focuses on preparing students to read both narrative and expository text to include the strategies, practices, and processes which enhance the learner’s ability to interact with texts critically as concepts, skills, and cognition levels are developed. Organizing for instruction, meeting special needs of learners, and connecting reading, writing, speaking and listening to the content area curriculum will be addressed.

EDU 4022 MIDDLE LEVEL PRINCIPLES AND PRACTICES I
This course emphasizes teaching methods appropriate for use with students in late childhood and early adolescence. The course encompasses the specialized knowledge, dispositions, skills, and commitment needed to successfully teach young adolescents. Candidates will be expected to engage in a variety of personal explorations that will enable them to make considered decisions about their potential as middle level educators and to develop an understanding of the unique cognitive, behavioral, and affective needs of middle level students. It will assist candidates in understanding the foundations of development and articulation of middle school curriculum, including “core” curriculum, exploratory classes, advisement programs, and co-curricular programs. It will emphasize the development and implementation of interdisciplinary thematic units and lessons relevant to the young adolescent learner, including accommodation strategies for diversity.

EDU 4026 METHODS OF TEACHING BUSINESS
This course is composed of principles and philosophy of business education relating to such factors as objectives, curriculum, and preparation of business teachers. Techniques and methods of teaching business subjects are given special emphasis. Concurrent with Discipline Specific Methods courses (see under Secondary Education).

EDU 4036 METHODS OF TEACHING ENGLISH IN THE SECONDARY SCHOOLS
A study of current approaches to the teaching of grammar, composition, and literature in junior and senior high school. Prerequisites: ENG 2023 Introduction to Grammar. Concurrent with Discipline Specific Methods courses (see under Secondary Education in the course catalog).

EDU 4043 DEVELOPING CONTENT READERS
Preparation of students to teach reading in the various content areas across the curriculum. The course will focus on strategies, practices, and processes which enhance the learner’s ability to interact with texts critically as concepts, skills, and cognition levels are developed. Organizing for instruction, meeting special needs of learners, and connecting reading, writing, speaking and listening to the content area curriculum will be addressed. Field experience required. Prerequisites: EDU 4013, Foundations of Reading and admission to the Pat Walker Teacher Education Program.

EDU 4101 CURRENT EDUCATIONAL PRACTICES
Advanced study of contemporary issues and challenges associated with teaching in public schools. Emphasis will be on curricular programs currently is use in local and state school districts. Students are expected to work as members of a learning community in the analysis of teaching practice. Cases will serve as catalysts for analytic thinking and discussion. The course is designed to engage K-12 educators in the exploration and examination of key issues in teaching. Issues include, but are not limited to, the following: assessment, diversity, parental involvement, technology, constructivism, teacher collaboration, student motivation, and individualized instruction.

EDU 4113 LABORATORY PRACTICE IN READING IMPROVEMENT AND REMEDIAL PROCEDURES
The student learns to administer, score, and interpret a battery of tests used in assessing the reading abilities of a child experiencing reading difficulties. The student will prepare a diagnostic reading report which depicts the literacy needs of the child being tested. From the diagnosis, the student will write an instructional plan and will teach reading to a child.

EDU 4132 MIDDLE LEVEL PRINCIPLES AND PRACTICES II
This course provides an overview of the characteristics of a middle school program as compared to the traditional junior high program. This course is designed to examine the philosophy, organizational patterns, and curricula of exemplary middle schools. Attention will be given to viewing curriculum design from an interdisciplinary studies perspective in order that candidates may present to their students important connections between their lives and the world in which they live. Additionally, the purpose of the course is to provide candidates with major concepts, principles, theories, and research related to working collaboratively with students’ families and other community members and in encompassing an appreciation of the value of diversity in our society. Finally, the purpose of the course is to provide an avenue by which candidates may analyze major concepts, principles, theories, and research related to professional roles both within and outside the classroom and apply that knowledge in practice. Alternative assessment strategies will be examined as well as components of scheduling, curriculum design, and strategies for working with a uniquely diverse population based on the National Middle School Association Masters Level Teacher Preparation Standards and the five core propositions of National Board Certification (NBC).

EDU 4133 METHODS OF TEACHING FOREIGN LANGUAGE
This course introduces methods of instruction in foreign language and culture from middle school through high school. Materials, planning, and classroom techniques are stressed. Concurrent with EDU 3312, Teaching Internship I.

EDU 4142 SECONDARY LEVEL PRINCIPLES AND PRACTICES I
This course emphasizes teaching methods appropriate for use with students in late childhood and early adolescence. The course encompasses the specialized knowledge, dispositions, skills, and commitment needed to successfully teach young adolescents. Candidates will be expected to engage in a variety of personal explorations that will enable them to make considered decisions about their potential as middle level educators and to develop an understanding of the unique cognitive, behavioral, and affective needs of middle level students. It will assist candidates in understanding the foundations of development and articulation of middle school curriculum, including “core” curriculum, exploratory classes, advisement programs, and co-curricular programs. It will emphasize the development and implementation of interdisciplinary thematic units and lessons relevant to the young adolescent learner, including accommodation strategies for diversity.

EDU 4152 SECONDARY LEVEL PRINCIPLES AND PRACTICES II
This course is designed to examine the philosophy, organizational patterns, and curricula of exemplary middle schools. Attention will be given to viewing curriculum design from an interdisciplinary studies perspective in order that candidates may present to their students important connections between their lives and the world in which they live. Additionally, the purpose of the course is to provide candidates with major concepts, principles, theories, and research related to working collaboratively with students’ families and other community members and in encompassing an appreciation of the value of diversity in our society. Finally, the purpose of the course is to provide an avenue by which candidates may analyze major concepts, principles, theories, and research related to professional roles both within and outside the classroom and apply that knowledge in practice. Alternative assessment strategies will be examined as well as components of scheduling, curriculum design, and strategies for working with a uniquely diverse population.

EDU 4311 TEACHING INTERNSHIP II
This portion of the teacher preparation program provides candidates with one full semester of teaching experience and regular seminars to address issues such as diversity, management practices, professionalism, and career development. The experience includes observation and teaching, with the cadet ultimately being given full responsibility for the educational setting for no less than 2 weeks. The experience is collaborative with team supervision provided by school personnel and university faculty. Pass/fail grade. Prerequisite: Admission to the Pat Walker Teacher Education Program and approval of the Teacher Education Council.

EDU 4403 EDUCATIONAL ASSESSMENT
Basic principles of educational assessment and measurement will be discussed for both formal and informal measures. Accommodations for special needs students will be addressed. Students will be expected to develop and review a variety of assessment measures suitable for use in an inclusive classroom by synthesizing human development with theory and practice. Prerequisite: Admission to the Pat Walker Teacher Education Program.

EDU 4971-4 CULTURAL PERSPECTIVES: FAMILY, SCHOOL, AND COMMUNITY PARTNERSHIPS
This seminar examines the theory, research, and practice of school, family, and community as students investigate issues related to critical pedagogy. It is taken in conjunction with the Internship II teaching experience. The course is designed to equip future educators with the knowledge and skills needed to form meaningful relationships with students’ families, schools, and community members. Course goals will be accomplished through the use of lecture, discussion, and field experiences. The purpose of this course is to give the candidate a working knowledge of students and families, representing a wide variety of cultural diversity, as they exist in their communities. In addition, strategies for working with culturally diverse students in theclassroom are emphasized.

Special Education Courses

SPE 2013 FAMILIES AND STUDENTS IN A DIVERSE SOCIETY
This course surveys the physical, cognitive, social and emotional characteristics of learners with and without mild learning differences. State and federal litigation and legislation affecting special education will be overviewed. Special education policies and procedures such as due process, placement, and IEPs will be covered. Early field experiences with special needs learners are integrated into the course.

SPE 3023 COMMUNICATION DEVELOPMENT FOR THE EXCEPTIONAL CHILD
This course is designed to explore communication development, the importance of communication, and the various speech and language disorders associated with mildly handicapped individuals. SPE 4001 Assessment Lab Students will administer, score, and interpret a battery of measures suitable for use in educational assessment. Students must be concurrently enrolled in EDU 4403 Educational Assessment.

SPE 4003 ASSESSMENT OF THE EXCEPTIONAL CHILD
This course is designed to include both formal and informal assessment procedures with emphasis on the role of the teacher in the assessment process. The course will focus on linking assessment with intervention and instruction through a problem-solving process.

SPE 4013 METHODS AND MATERIALS FOR TEACHING EXCEPTIONAL CHILDREN
A course designed to acquaint the college student with the types of methods and materials that are most effective with students with mild handicaps. The course will include the adaptation of regular curriculum materials and methods in order to improve the learning environment for the student identified as mildly handicapped and to facilitate the instruction of the regular class teacher. Prerequisite: Admission to the Pat Walker Teacher Education Program.

SPE 4023 INCLUSIVE LEGAL PRACTICES FOR EDUCATION
The course is designed to include an overview of state and federal litigation and legislation affecting special education. Topics of discussion in class will focus on due process (referral, assessment, placement and IEP) as it applies to the student, parent, teacher, and school system. (Basis: PL 94-142; PL 101-476.) Prerequisite: Admission to the Pat Walker Teacher Education Program.

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