200

An introduction to the contemporary issues and trends in public education from historical, sociological and philosophical perspectives. Open to all students. Can be used to satisfy an education minor.

The course introduces the topic of human development, integrating basic concepts of physical, intellectual, cognitive, psychological, social and emotional development of children, youth and adults at each major life stage, adopting a developmental psychology perspective. Theoretical viewpoints and recent research are considered with respect to the practical application of psychosocial theory emphasizing the interaction of human development and learning. Open to all students.

Students will investigate primary source data for philosophical orientations to teaching that include progressivism, perennialism, essentialism, social reconstructivism and existentialism. Students will apply that data in the process of responding to contemporary teaching/learning scenarios and in developing their own teaching philosophy. Students will also explore teacher-learner relationships and their impact on the quality of learning encounters. Can be used to satisfy an education minor.

This course is designed to provide students with knowledge and practices of global education in the classroom. Emphasis is on international educational practices, management strategies, curriculum and instruction and their relationship to current practices in the United States. Can be used to satisfy the education minor.

This course is designed to provide pre-education students with the opportunity to conduct careful and systematic field-based observations tied to coursework and to engage in seminar discussions regarding those experiences. Seminars will focus on the Danielson Framework and what the descriptors mean in practice. During the Pre-Education Practicum, students will complete eight essential research-based tasks required of those doing observations and fieldwork in school and classroom settings. Candidates will: 1) observe, 2) notice, 3) notate, 4) predict, 5) generate, 6) analyze, 7) critique and 8) reflect. Employing the use of these eight tasks to guide classroom observation efforts promotes the critical analysis of classroom life and facilitates the development of a realistic perspective of the realities of teaching. This is a pass/fail course.

This introductory-level course adopts a developmental psychology perspective with an emphasis on the new neuroscience of the exceptional brain. The course presents the types of disability in concert with the nature and needs of children and youth with disability. The course considers the intellectual, cognitive, psychological, developmental, physical, social, emotional and learning characteristics of children and youth with special needs, including gifted and talented children and youth. Children's literature is also used to explore the psychosocial aspects of disability. Can be used to satisfy the education minor.