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(F, S) (Formerly EDUC432) This course focuses on the design elements and delivery mechanisms of curriculum in the classroom. Students will develop competencies in instructional focus and assessment and the relationship between these concepts. The student will produce a Standards Based Unit of Study. Intermediate Block. Prerequisite: Completion of Novice Block.

Prerequisites: EDUC231 and EDUC210 and EDUC211
Hours
3

(F, S) (Formerly EDUC 370) This course focuses on the design elements and delivery mechanisms of curriculum in the classroom. Students will develop cmpetencies in instructional focus and assessment and the relationship between these concepts. The student will produce a Standards Based Unit of Study. Intermediate Block. Prerequisite: Novice Block.

Prerequisites: EDUC231 and EDUC211 and EDUC210
Hours
3

(F, S) This course focuses on the design elements and delivery mechanisms of curriculum in the classroom. Students will develop competencies in instructional focus and assessment and the relationship between these concepts. The student will produce a Standards Based Unit of Study. Intermediate Block. Prerequisite: Novice Block.

Prerequisites: EDUC231 and EDUC211 and EDUC210
Hours
3

(F) (Formerly EDUC 361) Focuses on the principles, techniques, and materials for the teaching of reading in the primary grades, with an emphasis on the methods and materials which provide for developmental and differentiated instruction. Also included will be discussion of various reading philosophies, practices, and terminology; evaluation of instructional methods and materials; independent completion of a word attack tutorial for teachers, development of a literature focus unit; reading and discussion of children's literature selections. Sixteen (16) hours of field experience is required. Advanced Block. Prerequisites: Admission to Teacher Education and completion of Intermediate Block.

Prerequisites: TEAC000 and PSYH225 and EDUC310 and SPED321 and EDUC375 and PSYH470
Hours
3

(F, S) (Formerly the fourth hour in EDUC 432, 436, 452). To be taken concurrently with courses in the Advanced Block. Specific assignments to be completed in the field will come from co-requisite courses. Fifty (50) hours of field experience is required. Prerequisites: Admission to Teacher Education, and completion of Intermediate Block. Additional fees will apply.

Prerequisites: TEAC000 and PSYH225 and EDUC310 and SPED321 and EDUC375 and PSYH470
Hours
1

(S) (Formerly EDUC 436) This course focuses on instructional strategies and materials needed for releasing the potential for the middle grade student leading from concrete to abstract learning. The course will include curriculum concepts and designs, innovative activities using hands-on-experiences, techniques of writing lesson plans, the development of a unit of work, materials for journal writing, class demonstrations and evaluation. Prerequisite: Admission to Teacher Education and completion of Intrmediate Block.

Prerequisites: TEAC000 and PSYH225 and EDUC310 and SPED321 and EDUC375 and PSYH470
Hours
3

(S) (Formerly EDUC 452) Current teaching methods, materials, and innovations in the secondary school with directed observations, micro-teaching, and curriculum design. Internet, Power Point, and Web-page design will also be covered. Prerequisite: Admission to Teacher Education and completion of Intermediate Block.

Prerequisites: TEAC000 and PSYH225 and EDUC310 and SPED321 and EDUC376 and PSYH470
Hours
3

(F,S)(Formerly EDUC 433) Supervised student teaching in the elementary school for a period of 14 weeks. Students will work closely with a classroom teacher, a college supervisor, and the school principal in a team approach to apply knowledge and skills acquired in their coursework. Co-requisite: EDUC 488. Prerequisites: Passign score on PRAXIS II and PLT Tests. See requirements for admission to student teaching. Additional fees will apply.

Prerequisites: TEAC000 and MUST PASS PRAXIS I & II Corequisites: EDUC488
Hours
12

(F, S)(Formerly EDUC 443) Supervised student teaching in the middle school for a period of 14 weeks. Students will work closely with two classroom teachers, a college supervisor, and the school principal in a team approach to apply knowledge and skills acquired in their coursework. Co-requisite: EDUC 488. Prerequisite: passing scores on specific PRAXIS II Content Area and PLT Test(s); see requirements for Admission to Student Teaching. Additional fees will apply.

Prerequisites: TEAC000 and MUST PASS PRAXIS I & II Corequisites: EDUC488
Hours
12

(F, S) This is a senior level course designed to help students understand the predicaments of teaching. Understanding the dynamics of interaction between students and teachers is a particular focus. Professional relationships between teachers, parents, and administrators are also investigated. Classroom management and discipline and how teachers establish positive control of the learning environment are particular concerns. Co-requisite: EDUC 458, 478, or 498. Prerequisite: Admission to Student Teaching.

Prerequisites: TEAC000
Hours
3

Open only to advanced students in the field of Education who wish to do intensive reading in a specific interest area. Prerequisite: Admission to Teacher Education, Twelve semester hours of Education and permission of the Department Chair.

Prerequisites: TEAC000
Hours
3

(F, S) Supervised student teaching in the secondary school for a period of 12 weeks. Students will work closely with a classroom teacher, a college supervisor, and the school principlal in a team approach to apply knowledge and skills acquired in their class work. Application must be made by the second week of the semester preceding student teaching. Co-requisite: EDUC 488. Prerequisites: passign score on specific PRAXIS II content area test(s); see requirements for admission to student teching. A fee of $125 is charged.

Prerequisites: TEAC000 and MUST PASS PRAXIS I & II Corequisites: EDUC488
Hours
12

This course engages candidates in assessment, research, and methodologies needed in order to create better educational research consumers among practitioners. Candidates will complete a reflective research analysis of local, state, and national student achievement data as relevent to their current or future content emphasis area. Further, candidates will develop an action research project based on student achievement data to be implemented in a P-12 classroom from which findings are analyzed and change in the candidate's abilities to lead their classroom as a result is discussed. Candidates will also present the outcomes of their action research project to the Teacher as Leader Capstone Experience Committee as part of Teacher as Leader program exit requirements.

Hours
3

Explores the historical antecedents of American education and the influence of various educational philosophies. Particular attention is given to the main philosophical approaches to teaching, with emphasis on students developing a rationale and strategy for incorporating these ideas in the classroom setting.

Hours
3

The need to implement current research-based curriculum and related supportive practices is an important element to the teacher as leader principle. In this course, candidates will develop a Curriculum Improvement Plan for their school or school district reflective of current research-based practices, immerging technology advances, and the KY Academic Core Content (KYACC) standards. Further, candidates will create an action plan for the development of a Professional Learning Community (PLC) focused on improving their school or school district's curriculum practices for presentation at an administrative body within their school or school district (ex: Site Based Decision Making Council, Technology Advisory Board, or Assessment Board). Finally, candidates will complete a technology-based group presentation describing deconstruction of (KYACC) standards toward development of teacher and student learning targets.

Hours
3

Examines the fundamentals of curriculum theory and design and the research that informs and shapes reform efforts. Current trends will be discussed in relation to historical precedents and future needs.

Hours
3

Introduces and explains the organization and components specific to middle school education and presents current information gathered from studies and research to provide contemporary and realistic examples. The activities will prepare teachers to evaluate the effectiveness of a middle school curriculum and its congruence with Transformations: Kentucky's Curriculum Framework and th Plan of Studies as well as its effectiveness in promoting student learning.

Hours
3

Introduces and explains the various foundations and components of secondary education and presents current information gathered from studies and research to provide contemporary and realistic examples. The activities will prepare teachers to identify important components and features of the secondary school curriculum, evaluate the congruence of a curriculum with Transformations: Kentucky's Curriculum Framework and evaluate its effectiveness at promoting student learning.

Hours
3

Designed to aid teachers and administrators and their understanding in use of elementary statistical terminology and procedures, statistical concepts, useful in analyzing and interpreting data from published research are emphasized.

Hours
3

In this course, assessment and subsequent teacher accountability as the driving force towards increased student achievement in the classroom is explored. Topics covered in the course include: formative and summative assessment practices, assessment of learning vs. assessment for learning, student self-assessment, and group assessment processes. Further, candidates will review local, state, and national student achievement data as a means to develop classroom assessment procedures that reflect the need to close the national achievement gap. In particular, the use of technology in the assessment process including bell-ringers, E-exit slips, and assessment using smartphone technology will be emphasized throughout all course objectives and assignments.

Hours
3

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