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SOU CATALOG HOME : SCHOOLS AND DEPARTMENTS : EDUCATION : COURSES
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Ed 205 Reading and Conference
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3 creditsStudents experience 25 clock hours tutoring children of another culture in a public school setting. Class sessions focus on personal values in relation to roles of educators, provide knowledge of and appreciation for cultural diversity in our pluralistic society, and analyze current trends and issues in education. Course is aimed at helping students make sound decisions about entering the teaching profession.
3 creditsStudents observe children in a variety of settings. Class sessions focus on the growth, development, and learning patterns of children and adolescents. Contemporary and historical issues that have an impact on these patterns are examined in the context of culture. Among major issues addressed are parenting, early education child care, and children-at-risk.
13 creditsStudents explore fields of interest and gain experience in a variety of community service placements. Participants spend 30 clock hours (for every 1 credit) working in a setting of their choice. Students must contact the SOULS office in the Student Access Center to discuss placement in a human services agency; students must contact the Education Department for placement in the public school. Course credit varies in proportion to the amount of time spent and the level of involvement.
Ed 320 Technology and Learning
3 creditsOverview of, and introduction to, the uses of educational technology and personal computers for learning, productivity, and communication. Extensive experience using a variety of media and technologies, including video, computers, projected visuals, and print graphics. Emphasis is on applications of computers to learning.
13 credits
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14 credits
3 credits (3-hour laboratory)Production and use of multimedia materials and equipment for communication, presentation, and education. Extensive experience using a variety of media and technologies including video, computers, projected visuals, and print graphics.
3 creditsOverview of the uses of personal computers for learning, productivity, and communication for all majors. Via extensive experience, students gain proficiency with a variety of computer applications, including word processing, database management, software evaluation, and telecommunications. Students research computer applications in their own area of interest or study.
3 creditsStrategies and methods for integrating computers into the curriculum are discussed. Computer applications are presented as responses to pertinent educational issues and problems. Examines research on the impact of computers on teaching and learning. Students experience using the computer for teaching a variety of specific curricular areas.
13 credits (2 hours laboratory per week for each credit)Participants learn about the importance and fundamentals of peer support, assistance, and feedback in a classroom setting. Students become involved in a public school laboratory experience under the supervision of Jackson Education Service District Migrant Education staff members. Laboratory work includes providing support and assistance for students who are enrolled in Ed 251. Course applies toward a minor in education. Prerequisite: Ed 251.
13 creditsThis field experience provides opportunities to learn about the roles, responsibilities, and skills needed to supervise educational activities. Laboratory work includes working in small groups in a public school classroom under the direction of a cooperating teacher. Students work with children both one-to-one and in small groups, and learn to apply basic data-taking skills. Course applies toward a minor in education.
13 creditsStudents participate as counselors/teachers' assistants in a public school outdoor education program. Typically, the experience includes travel with a fifth or sixth grade class to the mountains, desert, or seashore to see how a natural setting becomes the perfect classroom for an integrated curriculum. Course credit varies in proportion to the amount of time spent in the experience.
13 creditsStudents explore fields of interest and gain experience in community service placements. Participants spend 30 clock hours (for every 1 credit) working in a setting of their choice. Students must contact the SOULS office in the Student Access Center to discuss placement in a human services agency; students must contact the Education Department for placement in the public school. Course credit varies in proportion to the amount of time spent and the level of involvement.
3 creditsExamines the special educational needs of children classified as exceptional. Legal requirements of mainstreaming, special programs, the practical aspects of providing or adapting materials, curriculum, and teaching techniques are analyzed. Students also study the affective domain of exceptionality and learn strategies to help children develop to their fullest potential.
3 creditsIntroduces students to the field of early childhood education; presents an overview of historical and philosophical perspectives; explores different approaches to ECE programming; considers relevant issues in the field of early childhood; and analyzes early education from a cross-cultural perspective.
3 creditsExamines early childhood development and learning as a basis for developmentally appropriate experiences for young children; incorporates observation and evaluation into organizing principles; considers the meaning and development of play and its importance in curriculum design; examines relationships between the environment and program goals.
3 creditsAdministration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, and preschool children; examines curricula issues and intervention strategies related to service, delivery, and advocacy for preschool children with special needs.
3 creditsUses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs; considers ways to facilitate creative development and expression through visual and performing arts; examines ways to integrate health, safety, and nutrition instruction; explores the role of teacher as facilitator.
3 creditsExamines socializing environments in a child's life and their interrelatedness; focuses on understanding the importance of cooperation and collaboration between family and school including special educators and other professionals; explores ways to build positive relationships and strengthen communication between school and family; examines conferencing techniques.
3 creditsExamines the process of language development and the emergence of literacy; studies the cognitive and social bases of language and literacy development; considers ways of promoting language and literacy development including the selection and use of activities and materials.
3 creditsFocuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations; examines different theories of group management and their relationship to curriculum design; considers ways to foster positive interactions between children and adults.
3 creditsStudy of American federal, state, and local legal institutions and laws that affect schools. Emphasis given to governance and liability of schools.
3 creditsOpportunity for experienced teachers to observe modern trends in education and applied learning theories as demonstrated in the schools. Students analyze learning theories, investigate trends, observe their use in classroom situations, and discuss the effectiveness of educational theories and practices on instruction.
16 creditsProfessional development courses for educators designed and sponsored by educational agencies. Not more than 6 credits may be applied to fifth year or graduate credit degree programs.
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19 credits
1 creditProvides students with opportunities to practice specific research skills such as observation, interviewing, and data analysis.
13 creditsProvides opportunities to observe and participate in preparation for a new public school year, and to experience the classroom during the first weeks of school. Teacher education students observe and reflect on how public school teachers establish expectations and norms which impact the entire school year. Additionally, teacher education students assist teachers in preparing classrooms.
3 creditsProvides students with the skills necessary to become critical consumers of educational research. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant educational problem.
3 creditsStudents learn to identify and evaluate the major elements of classroom instruction, use a variety of evaluative instruments to gather objective data on what is happening in the classroom, and design management strategies to create desired changes. Students develop a rationale for evaluation based on school district objectives and individual goals for instructional improvement and create an evaluation instrument of their own.
3 creditsExamines literature and research related to the current and historical role of public education in American society from the multiple perspective of the social sciences, particularly sociological research. Focuses on strengthening analytical skills in the application of social science research to the assessment of educational change and public policies that deal with the purpose and operation of public schools, including examination of selected instructional and curricular innovation. (Cross listed with SSc 514.)
13 creditsFocuses on human development, cognition and learning, and the multiple influences on these phenomena, specifically related to educational institutions.
3 creditsSupervised field experience practicum in a public school as preparation for halfday student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction. Taken concurrently with, and linked to the curriculum, planning, instruction, and assessment strategies of Ed 557 and/or Ed 558.
910 creditsSupervised halfday student teaching experience in a public school as preparation for fullday student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities. Taken concurrently with, and linked to the curriculum, planning, instruction, and assessment strategies of Ed 557 and/or Ed 558.
13 creditsFinal supervised student teaching experience in a public school. Teacher education students assume the fullday classroom teacher's role and responsibilities. Provides an opportunity to refine teaching style and management strategies, and to be part of the total school environment. Taken concurrently with, and linked to the curriculum, planning, instruction, and assessment strategies of Ed 557 and/or Ed 558.
3 creditsThis class develops educators' knowledge and skills in appropriate action research techniques. Participants develop an action research proposal that might be implemented in their schools or classrooms and may also be appropriate for submission to grant agencies for funding.
3 creditsOverview and analysis of historic and current movements in secondary school curricula across the principle subject fields, the organization of the school and staff for curriculum development and change, the politics and philosophies of curricular change, and strategies for the evaluation of the secondary curriculum. Prerequisite: completion of full-day student teaching.
3 creditsDesigned for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit. The written work sample must include unit goals, lesson plans, pre and post instruction student performance data, interpretation of learning gains, and modifications in response to student progress. An individualized meeting and progress schedule must be negotiated with the instructor.
13 creditsOverview of effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Special emphasis is on applications of computers to the elementary school curriculum.
2 creditsPrepares students for leadership roles implementing developmental, remedial, and enrichment reading programs at school- and district-wide levels. Reviews current materials, media, and management systems for the teaching of reading, K12. Prerequisites: admission to teacher education, Ed 558 (or the equivalent).
3 creditsExamines education as a cultural process with a focus on learning and learners. Considers concepts from the fields of anthropology and education and their application to understanding cultural acquisition in a wide variety of social settings.
3 creditsExamines how the ideas of philosophers relate to current educational aims and practices. Designed to help students strengthen their own philosophies about educational aims and practices.
26 creditsThrough placements in early childhood programs, students engage in systematic observation and gradually assume teaching responsibilities. The practicum is carefully supervised to promote refinement of skills in curriculum design and delivery.
13 creditsStudy of classroom teaching processes designed to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment of diverse elementary, middle, and secondary classrooms. Emphasis is placed on effective strategies for standardsbased education and the implementation of the "Oregon Education Act for the Twenty-first Century." Considers issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of atrisk youth and how schools can respond to these needs.
13 creditsFamiliarizes students with skills, instructional techniques, curricular designs, and materials associated with successful teaching of specific subjects at the developmental levels designated in the TSPC licensure framework. Emphasis is placed on effective strategies for standardsbased education and the implementation of the "Oregon Education Act for the Twenty-first Century." Considers issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of atrisk youth and how schools can respond to these needs.
23 creditsExamines literature and research from diverse social science disciplines in order to put American public education in historical and social context. Emphasis is placed on the multicultural history of public education in the USA and the increasing diversity of precollegiate classrooms. Knowledge and skills of action research techniques are provided, with the aim of helping students implement action research projects for school improvement. Includes a practicum in which teacher education students practice action research techniques as a strategy for school improvement.
13 creditsEmphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Considers issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of atrisk youth and how schools can respond to these needs. Introduces curriculum planning, and instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools.
3 creditsMajor theories of learning and analysis of current issues and educational practices against a continuum of theories in educational psychology. Students engage in research and development related to theoretical frameworks in educational psychology. They analyze problems encountered in providing equal and appropriate education to minorities, the culturally different, and the disabled.
15 creditsFacilitates an understanding of human development from conception to age 21. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and brainbased research. Connections are made between research on learning theories and experiences in a child's school life, in order to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways to address learning differences, and gain a better understanding of children with unique needs.
13 creditsPresents language and literacy as interactive processes involving reading, writing, thinking, talking, and active listening. Examines the current theories, strategies, and pedagogygrades P12necessary for promoting an educated, diverse society that meets the language and literacy demands of the twenty-first century. All activities in the strand emphasize a multicultural perspective, with special focus on the needs of atrisk students.
3 creditsA variety of models for teacher supervision are presented and analyzed. Students practice supervision skills including preconferencing, observing, data analysis, and post conferencing. Emphasis is on summative and formative evaluation. Students explore the possibilities of peer coaching and collegial supervision and design a supervision program they plan to implement.
3 creditsFocuses on learning difficulties in the basic skill areas of reading, writing, arithmetic, language, and spelling. Students learn basic diagnostic techniques for recognizing and assessing learning problems and discuss alternative corrective modifications of materials and instruction. Consideration is given to the prevention of errors, standardized and informal tests, learning styles, and provision for individual differences. A practicum, during which assessment techniques are applied, is part of the experience.
12 creditsCovers a broad area of interactions. Describes interpersonal interactions as well as the intrapersonal orientations of each individual. Considers human relationships and classroom organization and management in order to help teacher education students understand how to establish classroom climates that support learning. Considers issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of atrisk youth and how schools can respond to these needs. Examines relationships among schools, parents, and communities.
2 creditsConsiders current issues affecting today's public school teachers. Questions relate to curriculum instruction, assessment, technology, time, the learning environment, school-
community relations, governance, personnel, and teacher leadership. The strand builds an understanding of the focal points for participating in school restructuring efforts. Emphasis is placed on effective strategies for standardsbased education and the implementation of the "Oregon Education Act for the Twenty-first Century."
12 creditsProvides a framework and support for major capstone projects (professional portfolio and advocacy project) that integrate multiple program elements. The strand helps students make connections between theory and practice, and promotes disposition and strategies for reflective practice.
3 creditsPresents the interactive roles of reading, writing, oral language, orthography, prior knowledge, and new information in the content learning of secondary students. Focuses on improving literacy across the curriculum with attention to strategies for students of varied backgrounds and abilities. Begins a learning journal that extends throughout the secondary education program. Prerequisite: admission to teacher education.
3 creditsInstructional program appropriate for the early adolescent years, with emphasis on the various subject fields. Includes the curriculum, current organizational and instructional practices, and trends associated with the middle school movement.
4 creditsEnables students to expand their knowledge of current reading research and practices. Involves writing a paper that is appropriate for submission to a professional publication. Prerequisites: admission to teacher education and permission of the instructor.
4 creditsExamines how humans process written information; critiques current theories about reading and writing; includes information from the teaching of reading in countries with similar and different symbol systems; focuses on ways of producing literacy levels appropriate in the total curriculum of a multicultural society, K12. Prerequisites: admission to teacher education, Ed 558 or the equivalent.
3 creditsPrepares students to assess specific strengths and needs in the reading, writing, spelling, and oral language of individuals in grades K12, with emphasis on reading. Emphasizes the ongoing nature of assessment along with the importance of each person's physical, emotional, and cultural background. Prerequisites: admission to the teacher education program, Ed 558 or the equivalent.
3 creditsCounseling techniques for classroom teachers. Designed to develop the theoretical understanding and practical skills needed to deal constructively with serious personal problems that may affect the behaviors and achievements of students.
3 creditsAdvanced methodology and curriculum for secondary and elementary teachers. Includes curriculum theory and existing research in organizational and instructional practices applicable to a wide range of school subjects. Students analyze and practice sophisticated classroom teaching processes and/or curricular designs beyond those covered in the initial methodology courses leading to the basic credential. Prerequisite: completion of full-day student teaching.
3 creditsThe research, theory, and practice of humanistic psychology related to the classroom. Emphasis is on techniques for building positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.
3 creditsInvestigation of the definitions, processes, and environmental conditions influencing creativity. Emphasis is placed on the rationale and applications related to typical classroom activities. Utilizes theoretical models and practical strategies that elicit creative operations. Large and small group approaches plus individual projects. Requires a high degree of student participation and involvement.
3 creditsStudents learn to recognize, develop, and practice skills needed to communicate effectively in school districts. Topics include impact of communication on school effectiveness, effect of communication on school improvement and educational change, communication related to negotiations and conflict management, and interview and observation skills.
3 creditsIntroductory course designed for the regular classroom teacher, administrator, or parent who wishes to know more about the education of gifted children. Topics include historical perspectives, characteristics of gifted/talented students, definitions of giftedness, principles of acceleration and enrichment, parenting, and legal issues.
3 creditsIntroduces the basics of assessment techniques for identifying traits of giftedness and types of talent. Standardized and informal testing procedures, types of instruments that can be used, and Oregon statutory requirements are considered.
3 creditsEmphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. Techniques of individualizing instruction, resource utilization, and parent education are included. For both the regular or special class teacher.
3 creditsPresents current models and systems for teaching talented and gifted students, K12. Examines how these approaches can be implemented. Investigates research behind the models and explores techniques used for recognizing and developing the full potential of talented and gifted individuals in public schools.
1 creditIn this first field experience, the prospective special education teacher observes the activities of an experienced special education teacher, including parent interviews, individual student instruction scheduling, and the resource room setup. Whenever possible, observation of the testing of a new special education student is included to prepare the new teacher for the assessment courses. A daily journal is required.
3 creditsThis practicum for both Special Educator I and II follows both assessment courses and includes the preparation of a work sample for the Special Educator I applicant. Completion of a comprehensive assessment covering both language arts and math (such as the administration of a complete WoodcockJohnson battery) is also included. Prerequisite: SpEd 522.
6 creditsThe culminating experience for the licensed educator completing the Special Educator I endorsement. Includes the preparation of a work sample and full participation in the activities of a functioning special education setting. Prior to receiving recommendation for the endorsement, students must demonstrate competence in all areas of special education, including assessment, instruction, planning, and evaluation. Prerequisite: completion of the dual Special Educator I coursework or equivalent.
4 creditsAn overview of laws and litigation affecting special education. Public Laws 94142 EHA, 99457, 101476 IDEA , and 10517 IDEA '97 are covered, as well as the A.D.A., section 504 of the Rehabilitation Act of 1973, and major litigation since 1954.
4 creditsDiscusses collaboration with parents, other school personnel, and community agencies; includes multicultural issues. Students are expected to have the knowledge and ability to communicate with those agencies outside the school that have an impact on individuals with disabilities. Enables teachers to prepare developmentally disabled students for independent living; covers functional skills, transition plans, and recreational activities. Includes techniques and procedures for consultation and collaboration with general educators in inclusive educational settings, and supervision and training of teaching assistants.
4 creditsAs a sequence to SpEd 527, this course prepares the teacher to administer assessment instruments commonly used in the public schools. While the assessment instruments featured may vary from time to time, the course features comprehensive assessments such as the WoodcockJohnson and the Brigance Inventory, subjectspecific instruments such as the Key Math and the Woodcock Reading Mastery, and screening instruments such as the Peabody Picture Vocabulary Test.
4 creditsAn introduction to the theory, vocabulary, principles, and techniques of fostering a learning environment that has a positive behavioral atmosphere. Techniques of behavior modification, familiarity with a variety of management models, preserving the dignity and human rights of disabled students, and knowledge of legal and district policy constraints regarding behavior and behavior management are included.
4 creditsThe primary course designed to provide instruction in the planning, development, and implementation of academic curriculum and lessons for the disabled student. Modifying general education curriculum, development of parallel curriculum, and provision of supplemental curriculum are major topics. The teacher is expected to be familiar with a variety of instructional approaches to each major subject area.
4 creditsFeatures interventions for students with more severe disabilities. Instruction in selfhelp skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Transitions from early educational settings to those provided for the older student are discussed, with a primary focus on the transition from school to community life.
4 creditsCentral objectives are the development, preparation, implementation, and evaluation of the IEP and all of the prereferral, referral, and review procedures relating to individualized programming. Special education teachers are prepared to plan and conduct meetings in accordance with federal law and state and district regulations, and become familiar with technology appropriate to the development and maintenance of records.
4 creditsSpecial education teachers are prepared to understand and interpret assessment and statistical data. Teachers are expected to interpret the reports of others and explain the results to parents and other teachers, and to relate the results to academic goals. As an essential feature of this course, teachers develop an awareness of cultural influences on assessment results. Emphasis is given to identifying sources of diagnostic instruments and their evaluation.
4 creditsCenters on more severe aspects of disability; includes coverage of the genetic and chromosomal elements of disability, drug and alcoholrelated conditions, lowincidence disabilities and syndromes, and neural tube disorders. The physiological basis for disabilities is identified and described, and emergency procedures and basic physical therapy principles are discussed within the classroom context.
15 creditsA full-day experience that includes the preparation of a work sample and full participation in the activities of a functioning special education setting. Students must demonstrate competence in all areas of special education, including assessment, instruction, planning, and evaluation. Prerequisite: completion of the standalone Special Educator II coursework or equivalent.
3 creditsIntended for instructors dealing with students who have severe or multiple disabilities. Includes the latest information regarding medical and related services such as speech and physical therapy techniques, and assistive devices. Techniques for serving students with lowincidence disabilities (including complex syndromes); deaf, blind, and deafblind students; and others who need specialized interventions.
3 creditsFeatures interventions for students with mild or moderate disabilities who function well in academic areas. Includes practical, currently used techniques for achieving academic goals and objectives in reading, language, math, and other basic skill areas. The course is intended to broaden and supplement the skills and knowledge of a licensed special educator.
3 creditsDesigned for licensed special education teachers who seek advanced information regarding instruction in functional skill areas such as independent living, vocational opportunities, family life, recreation, home economics and nutrition, selfhelp skills, and community agency assistance programs.
3 creditsStarting with a strong understanding of the assessment process, students focus on the application of commonly used formal and informal diagnostic instruments and master the administration of several types of instruments. Included is an examination of alternative assessment procedures using techniques such as informal or qualitative observation techniques, portfolio preparation and analysis, authentic assessment, and curriculumbased assessment.
3 creditsStudents who have a good basic understanding of special education law expand their knowledge and skills by investigating case law and current controversial issues in legal matters. Includes case analysis, reading of legal briefs, applying state and federal law to district practice, and preparation techniques for due process hearings.
3 creditsAn indepth examination of curriculum and program development, special methods, techniques of management, and procedures in public school settings for students with difficult behavior challenges. The application of IDEA '97 guidelines for dealing with drug and weapons violations, FAPE in alternative settings, and the conflict of the principle of the least restrictive setting with constraints of unusual behavioral interventions.
3 creditsProvides an indepth study of controversial issues in special education for the practicing special education teacher. Current thought, curriculum, and practice are examined from differing points of view, through participation in seminarstyle discussions, debates, and research. Students are expected to defend several sides of controversial issues, and to be articulate in expressing the rationale for practices that may be misunderstood or disagreed with by others.
3 creditsEmphasizes the etiology, history, definition, and assessment of the many manifestations and symptoms of this pervasive disability. Includes visits to fieldbased settings and discussions with experts in specific areas.
3 creditsIntroduces a variety of curriculum methods, intervention techniques, and practical strategies for dealing with autistic students of all ages. Includes actual handson instruction opportunities as well as lesson planning and goal determination experience.
3 creditsIncludes substantial experience working with autistic children and completion of a work sample.