EDST 310 — Foundations in Early Childhood Care and Education: Birth to Age 8 (3)

In this course students will explore the historical, social, political, economic and philosophical foundations of early education, early intervention models and approaches, the role of early childhood education in children’s lives, relevant learning theories and their application to early education and public policy, governance, and advocacy issues.

EDST 315 — Curriculum in Early Childhood Education: Play, Cognition, and Learning (3)

Students examine and develop environments, materials, interactions, and planning which foster meaningful play. Students discuss theory, strategies, curriculum, and observations related to play.

EDST 320 — Young Children with Special Needs: Birth to Age 8 (3)

This course introduces the student to the study of young children, birth through eight years of age, with special needs. The content includes an overview of historical and legal perspectives; the family-based model of service delivery; the importance of early identification and strategies for teaching young children with special needs, including the preparation of the learning environment and curriculum design.

EDST 325 — Young Children with Special Needs: Early Intervention & Transition: Birth to Age 8 (3)

Analyzes the early intervention services available for young children. Focus will be on the child with special needs, the role of the caregiver, the parents, and the early interventionist in meeting the needs of the young child in the least restrictive/inclusionary environment.  

EDST 330 — Working with Diverse Families in Early Childhood Education (3)

This course is designed to provide students with a general knowledge of how to serve families they will meet, not only in their early childhood setting, but in the community at large. It will explore issues of human rights, multiculturalism, and also variations in family lifestyles. This course will provide both an historical and current context for cultural understanding in an atmosphere of open dialogue and reflective inquiry.

EDST 335 — Health, Safety and Nutrition for Young Learners (3)

This course will prepare students to manage the diverse issues related to health, safety, and nutrition, specifically as applied to children from birth to age eight. The course examines existing early childhood health, safety, disease control, and nutritional policies; explores development of health and nutrition standards for children ages birth to eight based on current public policy; investigates healthy and safe school environment practices for children ages birth to eight; and researches materials and methods for teaching health, safety, and nutrition in primary elementary education.

EDST 410 — English Language Learners and their Families (3)

Students learn how early childhood education can play an essential role in preparing young English language learners (ELLs) for later success in school. Students learn how to provide children with an opportunity to develop basic foundational skills in language and literacy in preschool so that the children enter kindergarten ready to learn to read and write. Students learn how to provide research-based, age-appropriate instruction in early language and literacy skills to ensure that English language learners enter school equipped with the tools they need to be successful learners in kindergarten and beyond. Students learn to support the cultural diversity of the child and their families, in particular by facilitating communication in dual language situations.

EDST 415 — Child, Family and Community (3)

This course was designed to expose students to the broad concepts involved in teaching social studies to young children. Social studies encompass a wide array of topics that affect individual’s lives, group dynamics, and the community at large. It is imperative that early childhood teachers understand the numerous influences that impact social studies in the field of early childhood education. In this course, students will examine many topics, such as but not limited to, people, places, environments, culture, community, and individual development, while grasping an understanding of how to plan for student learning and creating environments that will enhance children’s knowledge of social studies concepts.

EDST 416 — Family Partnerships: Advocacy, Collaboration and Transitions (3)

This course is designed to prepare the student to acquire an understanding of diversity within families and the development of positive relationships between teachers and families. Implications from this knowledge will guide the development of systems and programs that promote sustained collaboration between families and schools for children, birth to age eight.

EDST 417 — Math, Science and Technology for Pre-School Education (3)

This course presents the process of introducing science, technology, and math for young children to age eight. It includes planning and implementation of appropriate activities and development of methods and techniques of delivery, fostering an exploration of methods and materials for teaching young children math and science concepts and process skills through discovery and play.

EDST 418 — Early and Emergent Literacy in Pre-School Education (3)

This course is designed to increase understanding of the emergence of human language and the fundamentals of early literacy development in children from birth to eight years of age. Communication ranging from prenatal interactions through the preschool years will be explored along with the understanding that communication is a whole process in which speaking, listening, using written symbols, and reading symbols are closely connected. Language, communication, literacy theory, and current research are used to encourage the development of informed practices that are developmentally appropriate for the age of the child.

EDST 425 — Assessment and Evaluation of Young Children: Birth to Age 8 (3)

This course is designed to increase the student’s effective use of assessment and evaluation procedures in early childhood and primary education settings. The student will review appropriate observation and documentation procedures. Students will also compare, analyze, and interpret assessments and results to plan curriculum that is responsive to and supports the development and learning of young children, birth to age 8.

EDST 426 — Management, Leadership and Practices and Policies for ECE (3)

Designed for a simulated process of organizing and administering an early childhood program in a child care setting. 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 accessing important sources for any childhood program.

EDST 427 — Internship (7)

This course requires students in the Educational Studies program to demonstrate competency on the six standards in Early Childhood Professional Preparation from National Association for the Education of Young Children (NAEYC) at the pre-professional level during one semester of half day internship. This internship may be performed at a licensed center or school.

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: 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, and 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. Prerequisite: EDUC/SPED 215. 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 cooperative 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 pre-service teachers to meet the ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers.

EDUC 232 — Technology Module II (1)

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

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. (Generally offered only in the fall semester.) 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 252 — Curricular Integration (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. (Formerly EDUC 351. No credit if the student has already taken EDUC 351).

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. Current Clearances needed.

EDUC 299 — PDE Basic Skills Tests (0)

EDUC 299 Basic Skills is a prerequisite for all 300 and 400 level education courses. In order to register for this course, you must take and pass all basic skills tests. A student will be required to change their major after their sophomore year if EDUC 299 is not passed.

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. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299.  

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. Prerequisite: EDUC 299.

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 and EDUC 299. Current Clearances needed.

EDUC/SPED 306 — Assessment for the Diverse Learner (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. Current Clearances needed. Prerequisite: EDUC 299.

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. Prerequisites: EDUC 305: Assessment I and EDUC 299.

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. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299.

EDUC 350 — Secondary Classroom Management (3)

Designed to prepare pre-service 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. Must hold valid current Act 34, Act 151, and Act 114 Clearances. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299.

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 and EDUC 299.

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. Prerequisite: EDUC/SPED 260 and EDUC 299. 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. Prerequisite: EDUC 299.

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 and EDUC 299. 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 and EDUC 299. Current Clearances needed.

EDUC 410 — Social Studies Methods 4-8 (3)

This course is designed to provide education majors for grades 4-8 with the knowledge, skills, and values to become effective teachers of elementary/middle school social studies in the grade bands 4-8. Students will learn how to develop, implement, assess, and modify curricula based upon the ten thematic strands outlined by the NCSS. An emphasis will be placed on inquiry-based learning and teaching strategies. Students will focus on the study on regional, national, and international geography, history, economics, civics, and government topics. Developing methods for integrating the social studies across the curriculum will also be explored. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 411, EDUC 412, and EDUC 413. Prerequisite: EDUC 299.

EDUC 411 — Mathematics Methods 4-8 (3)

This course provides the student with an overview of mathematics learning for children from grades 4-8 based on PDE and NCTM standards. Students experience developmentally appropriate approaches and methods for teaching concepts and skills through the use of manipulatives and technology. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 410, EDUC 412, and EDUC 413. Prerequisite: EDUC 299.

EDUC 412 — Science Methods 4-8 (3)

Develop knowledge of theory and practice through engaging in inquiry learning and planning for teaching science concepts and the development of scientific process skills in grades 4-8. Focus is on active engagement of students, prioritization of evidence, development of conceptual understanding, and the use of technology in the science classroom. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 410, EDUC 411, and EDUC 413. Prerequisite: EDUC 299.

EDUC 413 — Language Arts Methods 4-8 (3)

This course is designed to provide education majors for grades 4-8 with knowledge of older children’s and early adolescents’ language development processes. The instructional strategies used in teaching the six language arts of listening, talking, reading, writing, viewing, and visually representing will be examined. Students will design and deliver language arts lessons for these grade levels. Strategies for infusing literacy across the curriculum will be explored. The creation of literate environments and an overview of older children’s and early adolescents’ literature will be provided. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 410, EDUC 411, and EDUC 412. Prerequisite: EDUC 299.

EDUC 417 — Observation and Student Teaching (4-8) (7)

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. Co-requisite: EDUC/SPED 440 and EDUC 418. Prerequisite: EDUC 299.

EDUC 418 — Student Teaching Seminar (4-8) (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 417. Prerequisite: EDUC 299.

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

Students will learn to develop, implement, assess, and modify curricula 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 220 and EDUC/ SPED 390, EDUC 299. 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 420, EDUC 299. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 422 and EDUC 423.

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 420, EDUC 299. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 421 and EDUC 423. 

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 420, EDUC 299. Current Clearances needed. Normally taken the semester before student teaching. Should be taken concurrently with EDUC 421 and EDUC 422.

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, and 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 and EDUC 299.

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. Prerequisite: EDUC 299.

EDUC 437 — Observation and Student Teaching (PK-4) (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. Co-requisite: EDUC/SPED 440. Prerequisite: EDUC 299.

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. Co-requisite: EDUC/SPED 440. Prerequisite: EDUC 299.

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. Prerequisite: EDUC 299. 

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. Co-requisites: EDUC 437, EDUC 447, EDUC 457, or EDUC 467. Prerequisite: EDUC 299. 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 teachἀing under expert supervision. Attention is given to the organization and presentation of subject matter, 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. Co-requisite: EDUC/SPED 440 and previous certification in Pennsylvania.

EDUC 457 — Observation and Student Teaching (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. Co-requisite: EDUC/SPED 440 and either EDUC 437 or EDUC 467. Prerequisite: EDUC 299.

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. Co-requisite: EDUC/SPED 440. Prerequisite: EDUC 299.

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. Co-requisite: EDUC/SPED 440. Prerequisite: EDUC 299.  

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. Prerequisite: EDUC 299.