An examination of multicultural and social concerns that influence the teaching and learning process. Study current issues and trends impacting American public schools as related to preparing pre-service teachers to teach diverse learners in a cross-cultural society. Technology will be used to perform word processing, Internet research, software reviews and electronic portfolio assignments.
A survey of basic characteristics and educational needs of learners with physical, emotional, intellectual disabilities. Additional study will concentrate on the cognitive and learning developmental aspects of teaching adolescents and young adults with a variety of abilities and disabilities. Course will focus on learning theories and models used in education. Technology will be used to conduct word processing, Internet research, software reviews and electronic portfolio assignments.
This course will be the fall semester portion of the field experiences for this program. It is designed for candidates to observe and participate in experiential learning in public school classrooms where diverse groups of adolescents are engaged in the teaching and learning process. The practicum experiences will allow candidates to observe, reflect and/or work with learners based on topics presented in EDUC 5100-5101. Candidates will be required to spend approximately ten hours per week in the field and must have proof of liability insurance to participate in the course.
This course is designed to teach candidates the theory and best practices for developing and delivering instruction in high school settings. Focus will be on instructional strategies, motivational and classroom management techniques, pedagogical knowledge, skills and dispositions for effective teaching and learning, and the construction and administration of learning assessment instruments. Technology will be used to perform word processing, Internet research, software reviews and electronic portfolio assignments.
This seminar is designed to discuss common issues, concerns and successes that candidates are having as teaching interns. Some topics will include developing curriculum and instruction for diverse and special needs learners, designing and implementing thematic units using Georgia Performance Standards (GPS), using classroom management techniques, developing and using data from student assessments, interpreting standardized testing data, using instructional technology to facilitate student learning, and recognizing legal, ethical, and professional responsibilities. Technology will be used to perform word processing, Internet research, software review, and electronic portfolio assignments.
Prerequisites: EDUC 5301 (may be taken concurrently)
This course is a clinical experience in high school settings for teaching the major concentration during the Spring semester. Candidates will be responsible for two weeks of observations and reflections before eight weeks of taking full-time responsibility for classroom instruction, and end with two final weeks of observations and reflections. School-based mentor teachers will work with interns in meeting program outcomes through teaching assignments. University field supervisors will observe and assess performance. Candidates must have proof of liability insurance to participate in course.
Prerequisites: EDUC 5300 (may be taken concurrently)
This hybrid online course is part two of a two-part course in which teacher candidates develop and implement an action research project based on research, coursework, practice, and clinical experience. Here, candidates will study qualitative and quantitative research methods, practice data collection, expire the influence of researcher positionally, study research ethics and institutional review boards, and write a proposal describing their intended research project.
This course is an introduction to the characteristics, development and needs of the gifted learner. Here, candidates will explore, the unique academic, cultural, social, and emotional challenges that gifted students and their teachers face; and, theories, research, and practice concerned with recognizing and developing the gifts and talents of children from diverse cultural backgrounds. The course requirements include presentations on special gifted populations and the completion of literature reviews. Also included is a history of gifted education. Students will be required to partake in field experiences.
This course will involve a detailed examination of selected topics in the field of education.
This course involves an examination of the definition of philosophy of education and analysis of the relationships between theory and practice and theory and philosophy. Special attention will be focused on the implications of idealism, realism, experimentalism, existentialism and postmodernism for educational goals, curriculum, and instruction.
This is a reading, discussion, and practice intense course designed to help future teacher leaders develop leadership skills and techniques towards promoting diversity and ensuring that their school’s curriculum appropriately addresses social concerns, culture, and children from diverse backgrounds. This course will focus on leadership amid the immense complexities of race and social class, institutional politics, and personal philosophy/ideology in school organizations.
This course reviews significant educational laws, court cases and policies that effect teaching and learning in today’s schools. This course will identify ethical issues that may affect the teacher leader and help a teacher leader understand the educational policy and policy formation. Additionally, the course will help teacher leaders identify ways that they can use these laws and policies to help create a more equitable educational system, school and classroom.
This course is designed to help teacher leaders understand the best ways to supervise, instruct and develop professionals in schools. The course will examine how to supervise the implementation of the curriculum, cultivate interpersonal skills and create a culture that is amenable to change, diversity and community. The instructional supervision course will also teach teachers some of the technical skills of supervision, which will help them in the tasks of observing, assessing, evaluating, aiding and developing their peers.
This course includes basic measurement concepts, role of measurement in education, construction of teacher-made tests and other classroom assessments, fundamental descriptive statistics for use in test interpretation and interpretation of standardized test score reports.
This course includes methodology of mentoring and coaching for impact on school culture. Students will develop tools and strategies for mentoring student teachers and new teachers as well as design professional development presentations.
The purpose of this course is to explore the theories and models of innovation diffusion and current approaches to education reform, focusing on the integration of technology into curriculum, pedagogy and school management. Students will explore concepts and strategies necessary for making decisions in regard to technology and learning.
Literacy and Leadership will help Teacher Leadership candidates better prepare for the literacy focus in the Common Core State Standards. The Common Core is focused on literacy across the curriculum and all teachers must prepare to teach literacy in their classes. This course will prepare teacher leaders to: look for literacy in the classroom, determine a school’s literacy needs and become literacy coaches for professionals in their schools.
The course is an introduction to education research with a focus on exploring diversity and social justice within an educational context. We will explore research rigor, research project design, theoretical foundations of the various data collection and analysis traditions, assessment and evaluation principles.
Thesis preparation while enrolled for a master’s degree in Education under the direction of faculty members in the Department of Teacher Education. The candidate works under the direction and advice of a thesis director to produce the thesis.
Prerequisites: EDUC 6995