King's College - Education

Course Descriptions

Course Descriptions

EDUC 202 — Educational Philosophy, Ethics, Issues and Trends (3)

Focuses on the great thinkers in education, as well as the ethics of teaching, including ethical standards (e.g. NAEYC), and professional conduct codes (PA). Historical and philosophical underpinnings of PK-4 education are explored. The course centers on reflective and critical perspectives regarding legal considerations, the effects of public policy on children and families, strategies for becoming a culturally responsive teacher and for working with students with disabilities, advocating for sound educational practices, and respecting family choices and goals. Current issues and trends in education will be examined. Students will also be introduced to the Portfolio Assessment System, and will begin to build their professional portfolios.

EDUC/SPED 215 — Development, Cognition, and Learning I (3)

This course is designed to introduce students to important concepts and principles con­cerning learning, cognition, and development. The biological and societal influence on these factors will also be examined. The emphasis of the course is on prenatal through adolescent development. Topics include educational applications of learning theory, devel­opmental approaches to teaching, intellectual functioning, and educational achievement. The course will assist candidates in applying theory and research to enhance teaching and learning in their classrooms. Current clearances needed.

EDUC/SPED 216 — Development, Cognition, and Learning II (3)

Focuses on development and implementation of developmentally appropriate curricu­lum for children from birth through age nine. Students design, develop, and implement learning environments based on state standards. Current issues including theory, research, practice, laws, and professional ethics are explored. Students plan, implement, and adapt, for all children, developmentally, culturally and linguistically appropriate instructional practices and strategies. Prerequisite or corequisite: EDUC/SPED 215. Current clearances needed.

EDUC 220 — The Education of Young Children: Theories, Practices and Policies (3)

This course includes the study of infants, toddlers, preschool, and primary school-aged children. It provides a comprehensive view of programs and practices, historical founda­tions, multiple influences on development, learning, relationships with families and the community, as well as the latest ideas and practices in the field. Identification of personal and ethical beliefs and becoming engaged in advocacy as a PK-4 professional is explored. The course is designed to provide practitioners with a PK-4 knowledge base as well as an opportunity to analyze relevant issues and apply developmentally appropriate methods. Current Clearances needed.

EDUC 230 — PK-4 Multicultural, Linguistic, and Instruction Methods (3)

Designed to foster the understanding and appreciation for linguistic and cultural diversity and to enhance the knowledge and skills of teachers working with diverse learners, their families, and their communities. This course will focus on awareness of values, perspec­tives, and cultural diversity. Methods for exemplary teaching within the inclusive classroom are emphasized. Current Clearances needed.

EDUC 231 — Technology Module I (1)

This course is designed to make educators aware of how technology can be used to enhance the teaching and learning process and addresses topics such as current skills in the use of education technology.  We will use higher level learning, problem solving, and student-centered corporative and collaborative learning. We will also deal with issues such as adaptations and accommodations for diverse learners and meeting the needs of English Language Learners. The main themes of the course are: Create, Collaborate, Teach, En­gage, Extend, Empower, and Personal Use.  This course will prepare preservice teachers to meet the ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers.

EDUC 233 — Principles and Organization of Athletic Coaching (3)

This course is designed to introduce students to the basic skills needed to enter the coaching profession. It will focus on philosophy and ethics, safety and injury prevention, physical conditioning, growth and development, teaching and communication, sports skills and tactics, organization and administration, and evaluation.

EDUC 235 — Secondary Development, Cognition, and Learning (3)

This course is designed to introduce teacher candidates to important concepts, principles, and theories con­cerning the physical, cognitive, affective, and social development of middle childhood and middle adolescent youths between the years of ages 8 to 18. The biological and societal influence on these factors will also be examined. This course will assist candidates in applying research and theory to enhance teaching and learning in middle school and secondary level classrooms. Current clearances needed.

EDUC 240 — Secondary Multicultural, Linguistic and Instruction Methods (3)

Designed to foster the understanding and appreciation for linguistic and cultural diver­sity and to enhance the knowledge and skills of teachers working with diverse learners, their families, and their communities. This course will focus on awareness of values, perspectives, and cultural diversity. Methods for exemplary teaching within the inclusive classroom are emphasized. Designed for students being certified in grades 7-12. Current Clearances needed.

EDUC/SPED 260— Early Literacy Foundations (PK-1) (3)

A foundation for understanding the emergent literacy process is emphasized. Lessons for developing language and expression skills, phonological awareness, word study, and comprehension and fluency are written and demonstrated. Special attention is given to creating supportive learning environments for diverse children. Prerequisite: EDUC 215. Current clearances needed.

EDUC/SPED 270 — Introduction to Special Education (3)

An introduction to the philosophy, practices, and principles of special education to meet the educational, psychological, and emotional needs of children with exceptionalities in our society. Exceptionalities are examined in depth through: identification, characteristics, and accommodations in comparison to regular education.

EDUC 302 — Secondary Science Methods (3)

This course focuses on the central concepts, tools of inquiry, and structures of secondary science content and on how to make the subject matter meaningful to students. Planning, assessment, use of multiple instructional strategies, and the motivation and management of diverse learners will be investigated.(Generally offered only in the fall semester.) Current clearances needed.

EDUC 303 — Secondary Social Studies Methods (3)

This course focuses on the central concepts, tools of inquiry, and structures of secondary social studies content and on how to make the subject matter meaningful to students. Planning, assessment, use of multiple instructional strategies, and the motivation and management of diverse learners will be investigated. (Offered only in the fall semester.) Current clearances needed.

EDUC 304 — Secondary Foreign Language Methods (3)

This course focuses on the central concepts, tools of inquiry, and structures of secondary Spanish or French content and on how to make the subject matter meaningful to students. Planning, assessment, use of multiple instructional strategies, and the motivation and man­agement of diverse learners will be investigated. (Generally offered only in the fall semester.) Current clearances needed.

EDUC/SPED 305 — Assessment I (3)

Designed to focus on research, policy, and best practices in assessment and to link as­sessment to curriculum planning and in program evaluation. Focuses on identifying, defining, and interpreting the types of valid and reliable education assessments and their uses including screening, diagnostic, formative, summative, and authentic. Informal and formal assessments are explored. Legal and ethical practices are addressed. Prerequisites: EDUC 215 or EDUC 235. Current clearances needed.

EDUC/SPED 306 — PK-6 Assessment II (3)

Designed to focus on identification, administration, interpretation, and planning of in­struction based on authentic, screening, diagnostic, formative, and summative assessment components in a standards-aligned system. Assessments will be completed in all subject areas and instruction will be designed by the student. Prerequisites: EDUC 305: Assess­ment I. Current clearances needed.

EDUC/SPED 307 — Secondary Assessment II (3)

Designed to focus on identification, administration, interpretation, and planning of in­struction based on authentic, screening, diagnostic, formative, and summative assessment components in a standards-aligned system. Provides information and experience with formal and informal assessment devices and procedures, their usages and appropriateness for the student enrolled in grades 7 to 12. Discussion on the process of gathering infor­mation about the learner prior to instruction concerning appropriate for instructional tasks, sensory channels, interest areas and social skills. Three hours lecture per week. Prerequisites: EDUC 305: Assessment I.

EDUC/SPED 311 — Assistive Technology (3)

This course is designed to make educators aware of how technology can be used as a learning tool to enhance the teaching and learning process. This course helps develop skills in the use of Assistive Technology for all individuals with disabilities. We will use higher level learning, problem solving, and student centered cooperative and collabora­tive learning. We will also deal with issues such as adaptations and accommodations for Diverse Learners in an Inclusive Setting.

EDUC/SPED 312 — Literacy Learning for the 7-12 Special Needs Student (3)

This course is designed to introduce students to important concepts and principles con­cerning learning, cognition, and development. The focus of this course will be on the reading and writing process as it applies to special needs adolescents.

EDUC/SPED 313 — Learning Environments for High and Low Incidence Disabilities (3)

This course is designed to explore learning environments and social interactions concern­ing adolescent students with special needs with high and low incidence disabilities.

EDUC 320 — Secondary Mathematics Methods (3)

This course deals with educational perspectives, which pertain to the teaching of math­ematics at the secondary level (grades 7 through 12). Topics of discussion include recom­mendations by the National Council of Teachers of Mathematics (NCTM) regarding instructional methods, state standards for Mathematics curricula, assessment techniques, curricular issues, and the appropriate use of technology in the classroom. Students will be expected to complete a field-based experience. Does not satisfy CORE 120, requirements for mathematics major or minor, or Pennsylvania Department of Education mathematics requirements for secondary education majors outside of mathematics. Alternate years, fall semester. Current clearances needed.

EDUC 331 — Technology Module II (1)

Continuation of Technology Module I.  Pre-requisite: EDUC 231.

EDUC 335 — Special Topics in Education (1-3)

A course offered as needed by a member of the Education faculty or on an interdisciplin­ary basis.

EDUC 350 — Secondary Classroom Management (3)

Designed to prepare preservice teachers to meet the challenge of teaching in the 21st Century. An in-depth study of classroom management techniques and effective teaching strategies for increased student achievement. The emphasis of the course is on proactive management, preventive measures and corrective techniques. The course explores a variety of ways to view management functions and the corresponding ways to meet the daily demands of teaching. This course embeds a pre-professional field experience for secondary students. Prerequisite: Pass PAPA and appropriate grade point average. Must hold valid current Act 34, Act151 and Act 114 Clearances.

EDUC 351 — Creative Arts in the Classroom (3)

Designed to develop a student’s critical and aesthetical understanding of the creative arts. Explores historical and cultural contexts of the visual, musical, and performing arts. In­tended to teach candidates to integrate the creative arts into all aspects of the curriculum. Focuses on appropriate materials, content, and delivery of instruction within the PK-4 classroom in the areas of production, performance, exhibition of dance, music, theater, and visual arts.

EDUC 355 — Organization and Administration of Early Childhood Education (3)

Designed for a simulated process of organizing and administering early childhood pro­grams serving children from birth through age 5. This course deals with establishing, managing, staffing, training, and supervising personnel. Additionally it will cover financial and legal considerations, physical space requirements, nutrition and meals, marketing the program, and finally with accessing important sources for any early childhood program. Students develop program tools based on child development theory, educational practice, and governmental regulations. The graduate level will address recent educational research on supervision styles; organizational framework of actual settings will be examined.

EDUC 357 — Leadership of Early Childhood Curriculum and Instruction (3)

Stresses leadership in building relationships with staff, families, children, and community, the learning environment, observation and assessment, and financial and legal consider­ations. This course explores leadership in curriculum and instruction as a means of inspir­ing, guiding, and effecting school change. Theories on the basic principles of curricular design, as well as recent studies on trends in curriculum and instruction will be a major focus of the graduate level course. Prerequisite: EDUC 220.

EDUC 360 — Literacy Foundations for Primary Grades 2-4 (3)

A course that reviews relevant preschool and elementary children’s literature as a vehicle for further developing the child’s literacy foundations. Candidates will explore a variety of practices for involving the home/family with the school’s ongoing literacy efforts. Students will participate in an early field experience to support literacy foundations in an area school district. Prerequisites: EDUC/SPED 215, EDUC/SPED 260. Current clearances needed.

EDUC 366 — Methods for Teaching Diverse Secondary Students (3)

Designed to assist middle and secondary school content teachers to recognize challenges related to teaching diverse students and to emphasize the proper instruction to meet the cognitive as well as the psychological needs of their students.

EDUC/SPED 370 — Specifically Designed Instruction (3)

This course is designed to plan and implement instructional strategies for the student with special needs. The focus of the course will be on literary development and instruction in core and intervention areas. Prerequisite: EDUC/SPED 270. Current clearances needed.

EDUC/SPED 390 — Differentiated Reading for the Developing Child (3)

This course is designed to provide PK-4 majors with the knowledge and skills to imple­ment differentiated reading strategies in the classroom. Students will informally assess an assigned student. They will also develop and teach appropriate literacy lessons to include spoken language, phonological processing, word study, and comprehension and fluency development. Prerequisite: EDUC/SPED 260. Current clearances needed.

EDUC 420 — Social Studies Methods PK-4 (3)

Students will learn to develop, implement, assess, and modify curriculum based upon the ten thematic strands outlined by the NCSS. The curriculum will be based on con­structivism and inquiry based learning reflecting the standards. Students will explore ways that children come to learn about themselves and others and will develop methods for integrating the social studies across the curriculum. Prerequisites: EDUC 202 and EDUC/SPED 215, PAPAs passed. Current clearances needed.

EDUC 421 — Mathematics Methods PK-4 (3)

This course provides the student with an overview of mathematics learning for children from nursery school through grade four based on early learning standards. Students experience developmentally appropriate approaches and methods for teaching concepts and skills through the use of manipulatives and technology. Emphasis is on developing concepts by discovery, by observing patterns and relationships, and through supporting spatial, numerical, and logical reasoning. Prerequisites: EDUC 202 and EDUC/SPED 215, PAPAs passed. Current clearances needed. Normally taken the semester before student teaching.

EDUC 422 — Science Methods PK-4 (3)

This course provides the student with an overview of science exploration for children through grade four based on early learning standards. Students experience developmentally appropriate approaches and methods for teaching concepts and skills such as scientific inquiry, practices, and problem-solving based on learning standards. Environmental, physical, life, earth, and space sciences are explored. Prerequisites: EDUC 202 and EDUC/ SPED 215, PAPAs passed. Current clearances needed. Normally taken the semester before student teaching.

EDUC/SPED 423 — Literacy Across the Curriculum: The Reading-Writing Connection (3)

The course is designed to provide PK-4 education majors with knowledge of a child’s language acquisition process. Planning for the instructional strategies used in teaching oral/written composition, grammar, listening, speaking, spelling, and handwriting skill are examined. Students will be learn to design and deliver lessons for language comprehension at the PK-4 level, including emergent literacy, phonological skills, word level instruction, text level comprehension, and making the reading-writing connection. Strategies for infusing literacy across the curriculum will also be explored. In addition, the creation of literate environments and appropriate assessment procedures for language arts classrooms are reviewed. Prerequisites: EDUC 202 and EDUC/SPED 215, PAPAs passed. Current clearances needed. Normally taken the semester before student teaching.

EDUC 424 — Family Involvement and Connections (3)

This is a project based course designed to prepare pre-service teachers to meet the challenge of teaching in the 21st century. The emphasis of this course is proactive management, preventive measures, and corrective techniques. Examines maintaining respectful, ongo­ing, meaningful communication with families. Investigates culturally responsible factors that promote effective communication and collaboration with individuals with excep­tional learning needs, families, school and agency personnel, and community members. Prerequisite: EDUC 202.

EDUC 435 — Independent Study (3-10)

The student may undertake the study of a special topic in Education under the direct supervision of a faculty member. The student wishing to enroll in this course must submit a brief written proposal outlining the purpose of the study, endorsed by a faculty sponsor and by the chairperson of the department.

EDUC 437 — Observation and Student Teaching (PK-4) (7-10)

Observation and study of classroom teaching are combined with actual student teach­ing under expert supervision. Attention is given to the organization and presentation of subject matter, to program handling, class discipline, making reports and other school activities. Conferences are held with the supervisor of teacher training and the instructor under whom each student does student teaching. Prerequisites: Must have completed all required education courses and been formally accepted into the department. Corequisite: EDUC/SPED 440.

EDUC 437z — PK-4 Internship Experience for Non-program-completers (3-10)

Observation and study of an educational setting with actual participation under expert supervision. Course is designed to provide extensive experience in an area in the educa­tion field that does not require teacher certification. Course is designed for those students not gaining formal admission to the education program. Prerequisites: Completion of all required Education courses and provisional acceptance into the department. Corequisite: EDUC/SPED 440.

EDUC 438 — Student Teaching Seminar (PK-4) (2)

Discussion of classroom management problems met by student teachers during their pe­riod of student teaching. Required of all students during their period of student teaching. Concurrent course: EDUC 437.

EDUC/SPED 440 — Inclusive Education (3)

This course is designed to help special and general educators gain a better understand­ing of inclusion. Learners who have physical, mental, emotional, behavioral, or learning disabilities or who are English language learners can be successful in the classroom when teaching strategies and technologies are differentiated to their needs. Pedagogical, curricu­lar, and social considerations involved in educating learners with diverse learning needs in the general education classroom will be addressed along with strategies for collaborating with parents, regular and special educators, paraprofessionals, and other individuals in the educational program or representing community agencies. Prerequisites: EDUC/SPED 270 and EDUC/SPED 370. Taken during student teaching semester.

EDUC 447 — Special Education Culminating Field Experience (4)

Observation and study of special education classroom teaching are combined with actual teach­ing under expert supervision. Attention is given to the organization and presentation of subject matter, to program handling, class discipline, making reports and other school activities. Conferences are held with the supervisor of teacher training and the instructor under whom each student does student teaching. Prerequisites: Must have completed all required education courses and been formally accepted into the department. Corequisite: EDUC/SPED 440 and previous certification in Pennsylvania.

EDUC 457 – Observation and Student Teaching (Special Education PK-8) (3.5-10)

Observation and study of special education classroom teaching are combined with actual student teaching under expert supervision.  Attention is given to the organization and presentation of subject matter, to program handling, class discipline, making reports, and other school activities.  Conferences are held with the supervisor of teacher training and the instructor under whom each student does student teaching.  Prerequisites: Must have completed all required education courses and been formally accepted into the department.  Corequisite: EDUC/SPED 440 and either EDUC 437 or EDUC 467.

EDUC 467 — Observation and Student Teaching (Secondary Education) (3.5-10)

Observation and study of classroom teaching are combined with actual student teach­ing under expert supervision. Attention is given to the organization and presentation of subject matter, to program handling, class discipline, making reports and other school activities. Conferences are held with the supervisor of teacher training and the instructor under whom each student does student teaching. Prerequisites: Must have completed all required education courses and been formally accepted into the department. Corequisite: EDUC/SPED 440.

EDUC 467z — Secondary Internship Experience for Non-program-completers (3-10)

Observation and study of an educational setting with actual participation under expert supervision. Course is designed to provide extensive experience in an area in the educa­tion field that does not require teacher certification. Course is designed for those students not gaining formal admission to the education program. Prerequisites: Completion of all required Education courses and provisional acceptance into the department. Corequisite: EDUC/SPED 440.

EDUC 468 — Student Teaching Seminar (Secondary Education) (2)

Discussion of classroom management problems met by student teachers during their period of student teaching. Required of all students during their period of student teaching. Concurrent course: EDUC 467.

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