MaconCatalog : Tift College of Education : COURSE DESCRIPTIONS
 
COURSE DESCRIPTIONS
EDUCATION (EDUC)
EDUC 101, 102. The Holistic Child I & II (3 hours)
Prerequisite to 102: 101
The Holistic Child I & II provide an overview of the social, philosophical, historical, legal, and psychological issues in education. The needs of all children are considered from the perspectives of inclusion and regular education. The special needs of all young children are intertwined throughout the courses to give the candidate an integrated notion of providing appropriate educational practices in the setting of the regular classroom. (3 hours each) (EDUC 101, every Fall in Macon; EDUC 102, every Spring in Macon)
EDUC 102B. Field Component I B - The Holistic Child (1 hour)
Co-requisite: EDUC 102.
This field experience provides a field-based experience for students enrolled in The Holistic Child program. Students spend a minimum of 24 hours over the course of the semester observing and participating in a variety of community-based settings in activities related to and associated with young children (P-5). (1 hour) Note: grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. Orientation and Seminar attendance required. (Every Spring in Macon)
EDUC 157. Vocal Techniques (2 hours)
(Same as MUS 157)
Development of individual performance skills in voice. Instruction will broaden pedagogical understanding and provide group vocal techniques and methods for elementary and secondary school music teachers and for students interested in improving their individual singing voice. Survey and evaluation of materials related to vocal development. (Spring semester, odd years)
EDUC 201, 202. The Learning and Developing Child I & II – The Holistic Child (3 hours)
Prerequisites: EDUC 101, 102, 102B.
The purpose of these courses is to investigate the physical, social, emotional, and educational characteristics of young children. Particular emphasis will be placed on language development, individuals with mild intellectual disabilities, emotional and behavioral disorders, and learning disabilities, in conjunction with current theories and practices regarding litigation and legislation, assessment, advocacy, and educational resources. (3 hours each) (EDUC 201, every Fall in Macon; EDUC 202, every Spring in Macon)
EDUC 201A, 202B. Field Component II A & B – The Holistic Child (1 hour)
Prerequisite: EDUC 102B.
These courses provide field-based experiences for students enrolled in the Holistic Child program. Students spend a minimum of 35 hours over the semester observing and participating in activities related to and associated with young children (P-5) in a regular education and in a special needs classroom setting. Students are placed in one of the two settings for 201A and the other setting for 202B. Students are required to attend field component orientations and seminars as scheduled. (1 hour each) Note: grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. (EDUC 201A, every Fall in Macon; EDUC 202B, every Spring in Macon)
EDUC 210. Instructional Technologies for Teaching and Learning (3 hours)
This course will cover technologies utilized in the classroom. Emphasis is placed on organizing, planning, and assessing learning while using various technological tools. (Every semester in at least one location)
EDUC 215. Sophomore Practicum I (1 hour)
(Same as MUS 215)
Sophomore Practicum I will meet each spring semester on a TBA schedule. Each student enrolled will be assigned to various elementary schools in the region for 1-2 hours weekly. At these schools the student will observe the cooperating teacher and engage in minor teaching as appropriate for the situation and experience level of the student. A portfolio of each observation/teaching experience will be maintained for each school visit. (Every year, Spring semester)
EDUC 216. Sophomore Practicum II (1 hour)
(Same as MUS 216)
Sophomore Practicum II will meet each fall semester on a TBA schedule. Each student enrolled will be assigned to various secondary schools (vocal and instrumental) in the region for 1-2 hours weekly. At these schools the student will observe the cooperating teacher and engage in minor teaching as appropriate for the situation and experience level of the student. A portfolio of each observation/teaching experience will be maintained for each school visit. (Every year, Fall semester)
EDUC 220. Foundations of Education (3 hours)
This course will address topics of historical, sociological, philosophical, ethical, and professional significance to the discipline of education, and it will include a study of federal and state educational policies, laws related to education, and international education. Students will be expected to think and write critically about issues in education. (Every year in at least one location)
EDUC 221. Performance and Instruction Techniques: Woodwinds (2 hours)
(Same as MUS 221)
Development of personal performance skills on flute, clarinet, saxophone, oboe and bassoon; knowledge of the technical considerations of the other members of the flute, clarinet, and saxophone families of instruments. Instruction in methods and techniques for elementary and secondary school music teachers. Survey and evaluation of materials and equipment. (Fall semester, even years)
EDUC 222. Performance and Instruction Techniques: Percussion (2 hours)
(Same as MUS 222)
Development of personal performance skills on snare drum, timpani, mallet instruments and other commonly used percussion instruments. Instruction in methods and techniques for elementary and secondary school music teachers. Survey and evaluation of materials and equipment. (Spring semester, odd years)
EDUC 223. Performance and Instruction Techniques: Brass (2 hours)
(Same as MUS 223)
Development of personal performance skills on cornet or trumpet, horn, trombone, euphonium, and tuba. Instruction in methods and techniques for elementary and secondary school music teachers. Survey and evaluation of materials and equipment. (Fall semester, odd years)
EDUC 224. Performance and Instruction Techniques: Stringed Instruments (2 hours)
(Same as MUS 224)
Development of personal performance skills on violin, viola, violoncello, and double bass. Instruction in methods and techniques for elementary and secondary school music teachers. Survey and evaluation of materials and equipment. (Spring semester, even years)
EDUC 256. Adolescent Health and Development (3 hours)
A study of the healthy development of adolescents. Specific attention will be given to the influences of health on biological, cognitive, social-emotional, and psychomotor development. (Every year in at least one location)
EDUC 275A, 275B. Field Component I A & B (1 hour)
Prerequisite: EDUC 220, EDUC 286.
This field experience provides a field-based experience for students enrolled in The Secondary Education program. Students spend a minimum of 24 hours over the course of the semester observing and participating in a variety of community-based settings in activities related to and associated with adolescent children (6-12). Note: grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. Orientation and Seminar attendance required. (275A, every Fall in Macon; 275B every Spring in Macon).
EDUC 283. Fundamentals of Special Education (3 hours)
This course explores the fundamentals of special education in America's schools. Emphasis is given to the historical development of special education, relevant legislation and litigation, educational policy, and contemporary trends and issues. This course satisfies the special education requirement for Georgia certification and must be completed with a grade of B or higher. (Every year in at least one location)
EDUC 311, 313. The Learning Environment I & II – The Holistic Child (3 hours)
Prerequisites: EDUC 101, 102, 201, 202.
Building a Learning Environment I & II comprises four major elements: Supporting the Nature of the Learners, Methods of Teaching, Collaboration, and Students for whom English is a Second Language. This block of courses provides the candidate with the opportunity to appreciate the importance of community in working with all children and their diversity. Emphasis will be given to understanding the components of building a supportive learning environment through appropriate instructional strategies, the utilization of effective collaborative skills, and effective pedagogy for culturally and linguistically diverse students. (3 hours each) (EDUC 311, every Fall in Macon; EDUC 313, every Spring in Macon)
EDUC 311A, 313B. Field Component III A & B –The Holistic Child (1 hour)
Prerequisites: EDUC 102B, 201A, 202B; full admission into Teacher Education for Holistic Child Program.
These courses provide field-based experiences for candidates enrolled in the Holistic Child Program. Candidates spend a minimum of 35 clock hours over the semester observing and participating in activities related to and associated with young children (P-5) in a regular education and in special needs classroom settings. Candidates will be placed in one of the two settings for Field Component 311A and in the other setting for Field Component 313B. Students are required to attend field component orientation and seminars as scheduled. (1 hour each) Note: grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. (EDUC 311A, every Fall in Macon; EDUC 313B, every Spring in Macon)
EDUC 315. Curriculum Planning - The Holistic Child (4 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
Candidates focus on the development, design, and implementation of an integrated, developmentally appropriate curriculum for all areas of a child's development, including: cognitive, emotional, social, and physical. Topics to be studied include curriculum structure and content, instructional goals and objectives, integration of course content and technology, developmentally-appropriate practices, special education, and methods for assessing student performance. (Every Fall in Macon)
EDUC 316. Collaboration - The Holistic Child (3 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
Candidates explore the collaborative needs of the teachers in an inclusive regular classroom. Emphasis is placed on collaborative practices between teacher and the child, the parents, and various agencies involved in meeting the needs of all learners within the classroom. Ethical principles that govern school-based consultations are examined. (Every Fall in Macon)
EDUC 317. Social and Cultural Studies – The Holistic Child (3 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
This course introduces students to the theory, knowledge, and strategies to teach the culturally diverse student populations in today's classrooms. This course goes beyond the usual rhetoric on promoting diversity to present real world guidance and recommendations for successful teaching in the changing classroom environment. Methods for teaching the social sciences are examined from an interdisciplinary approach. (Every Spring in Macon)
EDUC 319. Methods for Science – The Holistic Child (3 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
This technology-based course uses the basic principles of science to assist candidates in developing instruction to meet the needs of all children. Instructional units show the developmentally-appropriate nature of science as instruction progresses from P-4 to 5th grades. Research-based principles of successful adaptations to instruction that meet the needs of students with exceptionalities and diverse cultures are incorporated throughout the course. (Every Spring in Macon)
EDUC 320. Methods for Mathematics–The Holistic Child (3 hours)
This technology-based course uses the basic principles of mathematics to assist candidates in developing instruction to meet the needs of all children. Instructional units show the developmentally-appropriate nature of mathematics as instruction progresses from P-4 to 5th grades. Research-based principles of successful adaptations to instruction that meet the needs of students with exceptionalities and diverse cultures are incorporated throughout the course. (Every Spring in Macon)
EDUC 332. Teaching Reading - The Holistic Child (3 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
A foundation of literacy experiences for young children is examined. The goal of the course is to support the understanding of candidates in how literacy is acquired by primary children. Candidates become familiar with stages of literacy development, approaches and strategies for teaching literacy from an inclusion perspective, and the integration of communication skills across the curriculum. (Every Spring in Macon)
EDUC 333. Curriculum-based Assessment – The Holistic Child (3 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
The Curriculum-Based Assessment course provides teacher education candidates the fundamental knowledge and skills to select, create, and implement forms of assessment (both formal and informal) that are developmentally appropriate, diagnostically reliable, and educationally sound. The emphasis of the course is on classroom assessment of the whole child in inclusive P-5 settings. (Every Fall in Macon)
EDUC 334. Language Arts and Literature – The Holistic Child (3 hours)
Prerequisite: full admission into Teacher Education for The Holistic Child Program.
Candidates become knowledgeable in strategies for teaching language as an integrative process. An introduction to the genres of children's literature includes contemporary literary criticism, selection and analysis of quality literature, appropriate integration of literature across the curriculum, and instruction application of language arts and response theory in literature. Attention is given to assessing and adjusting instruction to meet the reading, speaking, writing, and reading needs of all students. (Every Fall in Macon)
EDUC 342. Honors Education Research (2 hours)
Prerequisite: Acceptance into EDU UHP.
This 2-hour course prepares students in the acquisition of skills and knowledge required to complete ethical research for an approved honors project. Students will progress through the various stages of: (Stage I) research methods, literature reviews, and ethical issues related to research; (Stage II) begin research design and implementation by completing an IRB; (Stage III) complete the research project and present research to an appropriate audience prior to graduation. (Repeatable for 6-hours of credit) (Every Fall and Spring in Macon)
EDUC 356. Psychology & Development of the Adolescent Learner (3 hours)
The objective of this course is to integrate critical aspects of adolescent development with motivation and learning theories. The course addresses essential areas of child adolescent cognitive development, social/emotional development, learning theories, classroom management, motivation, and discipline theories. Specific obstacles to learning and subsequent treatment approaches also are presented. Advocacy issues and special needs students also are addressed in the context of each session. (Every year in at least one location)
EDUC 357. Psychology of Learning (3 hours)
The discipline of psychology is used to address educational issues and learning theory. Particular attention will be paid to individual student differences. The focus will be on variations in styles of learning while acknowledging gender and diversity. (Every year in at least one location)
EDUC 360. Introduction to Middle Level Schooling (3 hours)
This introductory course will examine middle schools, the development of the middle school concept, and topics considered necessary for effective middle school operations. Emphasis will be placed upon the basic techniques for planning, organizing, and assessing instruction at the middle school level. (Every Fall in at least one location)
EDUC 370. The Elementary School Music Specialist (3 hours)
(Same as MUS 370)
Methods and techniques for structuring and guiding music education in the elementary school. Particular attention to the development of children's voices. Acquaintance with Orff and Kodaly approaches. Field study in elementary school classrooms. Intended for music education majors. (Every Spring semester, odd years)
EDUC 374. Integrated Methods and Curriculum for 6-12th Grade (3 hours)
Prerequisite: EDUC 220, EDUC 356.
This course is an orientation to curriculum studies (6-12) that affects middle and secondary students. Candidates will learn and implement methods of integrated/interdisciplinary curriculum including lesson plans, assessments, and instructional strategies to scaffold student learning and meet the diverse needs of students in grades 6-12. In this course, candidates will begin a year-long placement in a high-needs rural or urban public school setting with a certified secondary content teacher. Candidates will spend a minimum of 35 clock hours over the semester observing, participating, and teaching. Students enrolled in EDUC 374 will be under the direct supervision of a certified classroom teacher and university supervisor. (Every Spring in Macon)
EDUC 378. Children's Literature (3 hours)
The course provides an introduction to the genres of literature for young children. Areas of focus include selection and analysis of quality literature, appropriate integration of literature across the curriculum, and application of response theory in literature. (Every year in at least one location)
EDUC 379. Young Adult Literature (3 hours)
This course provides an introduction to and survey of young adult literature for middle and secondary school students. Emphasis will be placed on using young adult literature to create life-long learners. Areas of focus include survey of the different genres of young adult literature, utilization of young adult literature in all content areas in the middle and secondary schools, and censorship. (Every Spring in at least one location)
EDUC 390. Special Topics (1-3 hours)
Prerequisites: consent of program director and department chair.
This course offers a study of some significant topic in education that is not available through other program offerings. (Occasionally)
EDUC 398. Fieldwork I (1 hour)
Prerequisite: Formal application; full admission status. Online FE Application required.
This course provides candidates a semester-long school-based experience. Students will be assigned to diverse schools and will spend a minimum of 35 clock hours observing and participating, on a limited basis, in classroom-related activities. Students are required to attend Fieldwork I orientation and seminars. Note: Grades of satisfactory (S) or unsatisfactory (U). Special fee. (Every semester in at least one location)
EDUC 399. Fieldwork II (1 hour)
Prerequisites: EDUC 256, 357, and full admission status. Online FE Application required.
This course provides a semester-long school-based experience for education students. Students will be assigned to diverse public schools and will spend a minimum of 35 clock hours observing and participating in teaching and learning activities. Students are required to attend Fieldwork II orientation and seminars. Note: Grades of satisfactory (S) or unsatisfactory (U). Special fee. (Every semester in at least one location)
EDUC 402. Reading Problems: Diagnosis & Remediation – The Holistic Child (3 hours)
Prerequisites: full admission into Teacher Education for Holistic Child Program. Completion of 300-level courses in The Holistic Child Program.
Candidates understand reading problems in the regular classroom through an inclusive lens. Specific diagnostic tools, corrective techniques, preventive measure, and ways to interpret and synthesize data gathered are examined. (Every Fall in Macon)
EDUC 403. Connecting Homes, School, and Community (3 hours)
Prerequisites: full admission into Teacher Education for Holistic Child Program. Completion of 300-level courses in The Holistic Child Program.
Content examines the importance of collaboration among the home, school, and broader community in the education of young children. Ways in which young children's learning, behaviors, viewpoints, and habits are affected by family, by school personnel, and by members of the immediate and broader community are addressed. (Every Fall in Macon)
EDUC 404. The Holistic Capstone: A Fine Arts Approach – The Holistic Child (3 hours)
Prerequisites: full admission into Teacher Education for Holistic Child Program. Completion of 300-level courses in The Holistic Child Program.
Designed to allow candidates to effectively explore ways that promote creative choices in using and presenting curriculum through the visual arts, drama, dance and music. Candidates learn how to plan and facilitate projects involving visual arts content, create and present productions, help students become responsible movers in space, and use music to support learning across the curriculum. (Every Fall in Macon)
EDUC 406. Classroom Management for MLE and SEC (3 hours)
This course is an introduction to theory, knowledge, and strategies for classroom management for educators who work with middle level and secondary students. Focus is on management as a triangular model that demonstrates the inter-relatedness of content, conduct, and covenant relationships. Practical application is emphasized, and teacher candidates are expected to develop their own relevant classroom management plans that could be effectively implemented in the public school classroom. (Every year in at least one location)
EDUC 410A. Refining Teaching and Learning Performance (1 hour)
Prerequisites: application required; full admission status; consent of site chair.
This course provides a field-based experience for students who wish to refine their teaching skills, modify a single edTPA task, and resubmit the edTPA portfolio in order to complete the requirements for recommendation for full teacher certification. The course is evaluated on a Satisfactory (s) or Unsatisfactory (U) basis. A special fee will be assessed. (Every year in at least one location)
EDUC 410B. Refining Teaching and Learning Performance (3 hours)
Prerequisites: application required; full admission status; consent of site chair.
This course provides a field-based experience for students who wish to refine their teaching skills, modify multiple edTPA tasks, and resubmit the edTPA portfolio in order to complete the requirements for recommendation for full teacher certification. The course is evaluated on a Satisfactory (s) or Unsatisfactory (U) basis. A special fee will be assessed. (Every year in at least one location)
EDUC 422. Teaching Science for MLE (3 hours)
Prerequisites: EDUC 460 and full admission status.
This course addresses science content, process skills, attitudes, and real-world applications which are developmentally appropriate for middle grades science instruction. Effective planning and teaching strategies which incorporate integrated and interdisciplinary approaches, technology, literature, and multi-cultural education are combined with the theories of learning. (Every year in at least one location)
EDUC 423. Teaching Science for Secondary (3 hours)
Prerequisites: EDUC 469 and full admission status.
This course will provide emphasis on strategies for developing scientific literacy in the secondary school. Emphasis will be placed on active pupil involvement through the use of investigative and inquiry teaching strategies to provide experience in gathering data and solving problems in a cultural context. Course includes laboratory and technology. (Every Fall in Macon)
EDUC 429. Teaching Social Studies for MLE (3 hours)
Prerequisites: EDUC 460 and full admission status.
The application of transcendent learning theories will be combined with effective teaching strategies that encourage success in social studies for all. The interdisciplinary nature of social studies will be the focus for the study of curriculum, methods, technology, and professional sources. An emphasis will be on the planning for and development of resources (including the development of a unit). (Every Fall in at least one location)
EDUC 430. Teaching Social Science for Secondary (3 hours)
Prerequisites: EDUC 469 and full admission status.
This course is designed to provide an understanding of curriculum, methods, media, materials, and technology appropriate for teaching the social sciences in the secondary classroom. Emphasis will be placed on knowledge of available professional sources and on developing instructional materials suitable for high school students. (Every Fall in Macon)
EDUC 441. Collaboration, Interdisciplinary Planning, & Special Education Methods (3 hours)
Prerequisite: Full Admission to Program, EDUC 374.
This course explores the collaborative needs of middle and high school teachers in an inclusive regular classroom. Emphasis is placed on collaborative practices between teacher and the adolescents, the parents, and various agencies involved in meeting the needs of all learners within the classroom. Special attention is given to creating differentiated and interdisciplinary instruction for all students. (Every Fall in Macon)
EDUC 453. Disciplinary Literacy and Differentiation (3 hours)
Prerequisite: Full Admission to Program, EDUC 374.
Adolescent literacy and disciplinary literacy will be explored in relation to the specialized literacy skills in language arts, mathematics, science, and social studies. In addition to discipline specific literacy, interdisciplinary connections will also be explored as they relate to deepening comprehension of concepts. Emphasis will be placed on the skills students need to navigate complex texts, to enhance critical thinking, and to learn disciplinary discourses. Attention will be given to sociocultural context of students to promote active and engaged literacy learning. (Every Fall in Macon)
EDUC 455. Teaching Mathematics for MLE (3 hours)
Prerequisites: EDUC 460 and full admission status.
An overview of the essential components in middle grades mathematics for all children is the focus of this course. Study includes methods, materials, media, technology, and techniques for diagnosing, correcting, teaching, and evaluating mathematics in grades 4-8. (Every year in at least one location)
EDUC 456. Teaching Mathematics in the Secondary School (3 hours)
Prerequisites: EDUC 469 and full admission status.
Study includes developmentally appropriate methods, materials, media, technology, and techniques for diagnosing, correcting, teaching, and evaluating mathematics in grades 6-12. (Every Fall in Macon)
EDUC 460. Middle School Curriculum (3 hours)
Prerequisites: EDUC 220, 360, and full admission status.
The development of middle school curriculum as it has been shaped by sociocultural and technological forces will be examined. Topics to be studied include curriculum planning and assessment, common core curriculum, advisee/advisor curriculum, exploration, school activities, integrating the curriculum, and instructional practices appropriate for the young adolescent learner. Issues, trends, and research relevant to effective middle-level instructional practices are discussed. (Every year in at least one location)
EDUC 461. Middle Level Integrated Methods I: Processes (3 hours)
Prerequisites: EDUC 360 and full admission status.
A study of knowledge, skills, and processes in an integrative manner that pulls together commonalities among the four areas of concentration in the middle grades. Special emphasis is given to the integrative/interdisciplinary nature of the topics, and special attention is given to adaptation for special needs, including gifted and talented. (Every Spring in at least one location)
EDUC 462. Middle Level Integrated Methods II: Instruction and Assessment (3 hours)
Prerequisites: EDUC 461 and full admission status.
study of instructional methods, integrated/interdisciplinary models of instruction, and assessment as they relate to all subjects and to the diversity and special needs of students in the middle grades. (Every Fall in at least one location)
EDUC 466. Teaching Language Arts/MLE (3 hours)
Prerequisites: 460 and full admission status.
A study of methods, media, and materials for teaching language arts at the middle school level, including theory, research, curriculum, units of study, and evaluation. (Every Fall in at least one location)
EDUC 468. Teaching English/SEC (3 hours)
Prerequisites: EDUC 469 and full admission status.
A study of methods, media, and materials for teaching English at the secondary school level, including theory, research, curriculum, units of study, and evaluation. Does not count toward the English major. (Every Fall in Macon)
EDUC 469. Secondary School Curriculum (3 hours)
Prerequisites: EDUC 356 and full admission status.
The purpose of this course is to study methods, media and materials, curriculum structures, evaluation strategies, lesson and unit planning, and QCCs. Instructional practices appropriate for secondary learners, issues, trends, relevant standards, and relevant research are also studied. (Every Spring in Macon)
EDUC 474. Advanced Choral Methods (3 hours)
(Same as MUS 474)
This course will encompass the organization of choral music programs at all age levels. Administrative aspects, rehearsal techniques, contest procedures, trip planning, and recruitment/retention methods will be emphasized. Observation and analysis of successful choral programs will also be included. (Every Fall semester, even years)
EDUC 475. Advanced Instrumental Methods (3 hours)
(Same as MUS 475)
This course deals with the organization of public school bands, orchestras, and instrumental programs; organization and administration of the successful marching band program; rehearsal; techniques; instrumental classes; program building and maintenance; contests and trip planning. Observation and analysis of successful instrumental programs in the schools will also be included. (Every Fall semester, odd years)
EDUC 476. Teaching Literacy 6-12 (3 hours)
Prerequisites: EDUC 356 and full admission status.
Students will be introduced to theories, research, and practices related to teaching literacy in grades 6-12. The major focus will be on teaching literacy in content areas using all facets of communication skills, plus young adult literature to help develop proficient readers. (Every Spring in Macon)
EDUC 478. Teaching Literacy for MLE (3 hours)
Prerequisites: EDUC 220, 256, 357, 360, and full admission status.
This course will include an examination of the reading process and materials, strategies, and programs appropriate for teaching literacy for all middle grades learners. Content covered will focus on literacy factors for reading informational texts, the reading/writing connection, and young adult literature. (Every year in at least one location)
EDUC 480. Field Component IVA - The Holistic Child (4 hours)
Prerequisites: full admission into Teacher Education for Holistic Child Program. Completion of 300-level courses in The Holistic Child Program
This semester-long course provides a field based experience for students enrolled in the Holistic Child program. Teacher candidates spend at least 80 clock hours observing and participating in activities related to and associated with young children (P-5) in assigned classroom settings. Students are required to attend field component orientations and seminars as scheduled. This course also includes an introduction to theory, knowledge, and strategies for classroom management for educators who work with elementary and special needs students. Focus is on organizing the classroom, rules and procedures, and student behavior in three areas: general, problems, and special groups. Note: grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. (Every Fall in Macon)
EDUC 485. Professional Practicum (3 hours)
Prerequisites: Application required, full admission status, successful completion of EDUC 398 and EDUC 399.
This course provides candidates a semester-long school-based teaching experience. Students will be assigned to diverse schools, and will be required to spend a minimum of 80 clock hours in the classroom during the entire semester. See course syllabus for weekly schedule. Students are required to attend all orientations and seminars. Successful completion of the Practicum is required for entry into Student Teaching. Note: Grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. (Every year in at least one location)
EDUC 487. Educational Assessment (3 hours)
Prerequisite: Full Admission to Program, EDUC 453.
This course provides an introduction to educational assessment. It is designed to aid students in the acquisition of skills and knowledge required to create, administer, and evaluate assessments and become a competent consumer of educational research. In this course, candidates will begin a year-long placement in a high needs rural or urban public school setting with a certified secondary content teacher. Candidates will spend a minimum of 35 clock hours over the semester observing, participating, and teaching. Students enrolled in EDUC 487 will be under the direct supervision of a certified classroom teacher and university supervisor. (Every Spring in Macon)
EDUC 492. Student Teaching (12 hours)
Prerequisites: Full admission status, and successful completion of all required education and middle level concentration courses. Online FE Application required.
This course provides candidates a semester-long, full-day teaching experience. Candidates will be assigned to diverse schools and will gradually assume all responsibility for the classroom to which they are assigned. Student Teachers will participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences with guidance provided by the cooperating teacher(s) and University Supervisor. Each student teacher will teach full-time for a minimum of three to five weeks. Required seminars will be held in conjunction with these experiences and will address a variety of topics. All student teachers are required to attend orientation and FE seminars. Note: Grades of satisfactory (S) or unsatisfactory (U). Special fee. (Every year in at least one location)
EDUC 496. Field Component IVB – Student Teaching and Classroom Management: The Holistic Child (15 hours)
Prerequisites: full admission into Teacher Education for The Holistic Child Program, completion of all required coursework for The Holistic Child Program.
This course provides a field based experience for students enrolled in the Holistic Child program. The course provides a semester-long, full day teaching experience for certificate candidates. Teacher candidates are assigned to diverse public schools and gradually assume responsibility for working with groups and with individuals. Each teacher candidate teaches full-time for a minimum of four to six weeks. Orientations and Seminars, which are required, are held in conjunction with this experience and address a variety of topics. This course also includes an introduction to theory, knowledge, and strategies for classroom management for educators who work with elementary and special needs students. Focus is on organizing the classroom, rules and procedures, and student behavior in three areas: general, problems, and special groups. Note: Grades of satisfactory (S) or unsatisfactory (U). Special fee. Application required. (Every Spring in Macon)