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The course continues the exploration of legal issues that dominate the field of education. The intent of this course is to closely examine certain aspects of court decisions and laws affecting educators and students. Particular emphasis will be placed on issues including special education, the rights of students, and educators, and other stakeholders, and controlling court decisions. Students will be expected to critically examine state and federal court decisions as well as statutes affecting the broader education field. The intent is for each student to understand the often complex legal principles of court decisions.

Hours
3

The course focuses on the role of program evaluation and improvement for educational programs, services, and activities. With the increased demand for variant assessments toward goals of accountability and improvement, effective program evaluation methods remain an invaluable tool for today's educators. Through study of program evaluation methodes, action research projects, and service as "observers" in a current program evaluation activiity, students will become more knowledge of best practices for program evaluation.

Hours
3

An examination of principles, practices, goals, and processes in education. Course discussions will include analyses of topical challenges faced by the varying stakeholders in the education system. Some emphasis will be placed on the specific challenges in the broader education field in the 21st century. Topics of discussion include but are not limited to: national standards and expectations of learners, implications of budget cuts to local, state, and national education resources, changing definitions for student achievement, and school redistricting.

Hours
3

The course focuses on the role grant writing and prospectus finding in educational leadership. The course will examine sources of funding for educational programs including for-profit and nonprofit agencies, foundations, scholarships, and state and federal grants. Students will develop the knowledge necessary to compose submission materials for funding across multiple program and agency requirements. A particular emphasis on the application, revision, and evaluation of federal grant submissions is examined.

Hours
3

Through assigned readings, course assignments, and clinical placements, students will explore foundational elements of transformational and transactional leadership as they relate to educational programs, services, and activities. Students will be challenged to examine their own leadership styles based on the ideas presented in class to determine how their views on leadership compare or contrast to the ideas of transformantional and transactional leadership. A particular emphasis of the course is placed on the 50 hour clinical placement within an eductional program, service, or activity and related assignments.

Hours
3

This course focuses on the idea of leadership practice and theory as it relates to building an organization's culture. As such, the role of an eductional leader is examined through the lens of establishing, supporting, and advancing an organizational climate towards success. A particular emphasis is placed on examining the use of human and material resources as it applies to leadership theory and practice.

Hours
3

Required in all Rank I programs. Following prescribed guidelines, the student works on a problem of practical significance in the school, or school district and prepares a formal project report. A written project proposal is prepared during the first month of the course. Students must complete course requirements by the end of the term in which they are registered. Regular consultation with the instructor is expected. Cross-listed as EDUC 670.

Hours
3

Designed to acquaint the Student with recent research and to identify trends, innovations, and problems in supervision. The student works in a practicum setting for 100 clock hours under a qualified administrator, reports on recognized research studies, keeps a log of practicum experiences, and participates in scheduled seminars.

Hours
3

This course examines the role of the educational leader as researcher. Through assessment processes and review of local, state, and national data, students will become better prepared to engage in effective, proven data-driven decision making. A particular emphasis on accountability in the pursuit of data-driven decision making is present throughout the course.

Hours
3

In this course, students will execute an action research project on a specific project or problem in education. The project will be reflective of the student's program of study, current role in education, or future career aspirations in the field of education. As part of their research, students will complete a 35 hour clinical placement reflective of their research assignment as a means to explore the connection between course knowledge and "real world" application. Students will produce an end result using APA format and other established guidelines established by the instructor.

Hours
3

(F, S) (Formerly EDUC 233) Students are assigned to a school classroom and meet periodically to discuss and generalize their experiences. Fifty (50) hours of field experience is required. Novice Block. To be taken concurrently with EDUC 211. Additional fees will apply.

Corequisites: EDUC211 and EDUC231
Hours
1

(F, S) (Formerly EDUC 232) A practical course in which students are introduced to the culture of teaching. The course focuses specifically on dispositions and the key aspects of the Kentucky Education Reform Act of 1990 and the Kentucky Curriculum Frameworks. Students set-up their web-based Electronic Student Portfolios. Novice Block. To be taken concurrently with EDUC 210 and EDUC 231.

Corequisites: EDUC210 and EDUC231
Hours
2

(F, S) This course will expose students to the many facets of education, especially teaching. It is designed to help the students make the important decision about a professional career. Students will be guided through the history and philosophy of education, the requirements and responsibilities of the teacher, the nature of the curriculum, an introduction to behavioral theory, and social issues that impact schooling. Fifteen (15) hours of field experience is required. Novice Block. To be taken concurrently with EDUC 211.

Corequisites: EDUC210 and EDUC211
Hours
3

(F, S) A studio course involving many kinds of art projects in media suitable to and practicable for elementary grades.

Hours
3

This course explores classroom applications of educational technology. Students will examine the integration of educational technology in classroom settings through web-based resources, video case-studies, in-class discussions and field experiences. Students will evaluate and use digital applications and tools in addition to educational web sites and software. The use of technology in designing and implementing various types of assessment (pre-assessment, formative, and summative) will be explored. Emphasis will be placed on the understanding of issues and techniques related to the use of technology in P-12 educational settings.

Hours
3

(F, S) The second of three public school field experiences during which students spend thirty hours observing and participating in developmentally appropriate classroom teaching activities. Course is to be taken by (a) elementary majors concurrently with EDUC 374, EDUC 470 and SPED 321; (b) middle school major concurrently with EDUC 375 and SPED 321; or secondary majors concurrently with EDUC 376 and SPED 321. Fifty hours of field experience is required. Intermediate Block. Prerequisites: Completion of Novice Block. Additional fees will apply.

Prerequisites: EDUC231 and EDUC211 and EDUC210
Hours
1

(F) (Formerly EDUC 341) Focuses upon the development of the understanding of the content and professional issues associated with the teaching and learning of mathematics in the elementary school setting. Emphasized are the content of elementary mathematics, developing an understanding of how children learn and how to promote that learning by teaching through problem solving, and how to plan for and assess learning on a daily basis. Also included are strategies for incorporating children's literature, technology, and differentiation of instruction to meet the needs of the diverse learners in today's classrooms. Advanced Block. Prerequisites: Admission to Teacher Education, completion of Intermediate Block, and MATH 203 and 204.

Prerequisites: TEAC000 and MATH203 and MATH204 and PSYH210 and EDUC310 and SPED321 and EDUC374 and PSYH470
Hours
3

(Formerly EDUC 440) Survey of the physical, emotional, mental, and psychological development of the child under six and the role of the kindergarten teachers in working with such a child. Prerequisite: Admission to Teacher Education.

Prerequisites: TEAC000
Hours
3

(F)(Formerly EDUC 441) This course focuses on the methods and materials, and the principles and practices needed to foster intellectual and social growth in primary and elementary school students in the area of social studies. Emphasis will be placed on appropriate and broad social studies content review, highlighting the instructional practices related to geography and history, and other social science disciplines. Discussion of philosophies and terminology, evaluation of methods and materials, and development of a thematic unit will be included. Advanced Block. Prerequisites: Admission to Teacher Education, and Completion of Intermediate Block.

Prerequisites: TEAC000 and PSYH210 and EDUC310 and SPED321 and EDUC374 and PSYH470
Hours
3

(F) (Formerly EDUC 362)This course focuses on the design, planning, and implementation of instruction while recognizing the unique literacy demands of content-area coursework. Emphasis is placed upon comprehension and study strategies, the reading and writing connection, the role of technology in today's classrooms, and the importance of differentiated instruction that respects cultural differences and the needs of the diverse learner. Students participate in in-class microteaching demonstrations, develop a content-area instructional unit, and submit an electronic portfolio entry as a result of off-site visits to minority classrooms. Twenty five (25) hours of field experience is required. Advanced Block. Prerequisites: Admission to Teacher Education and Completion of Intermediate Block.

Prerequisites: TEAC000 and PSYH210 and EDUC310 and SPED321 and EDUC374 and PSYH470
Hours
3

(F) (Formerly EDUC 342) The student will examine science curriculum materials and activities in terms of Piaget's developmental stages. Topics will be identified that could be taught using experimental, inquiry, or discovery methods. Lesson plans will be developed using each of the three methods and activitis constructed. Advanced Block. Prerequisites: Admission to Teacher Education, Completion of Intermediate Block Classes, and science core courses.

Prerequisites: TEAC000 and PSYH210 and EDUC310 and SPED321 and EDUC374 and PSYH470
Hours
3

(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

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