Education
see also: 2002-2003
Course Schedule
The purpose of the Education Department is to provide well-developed
programs which are firmly rooted in the liberal arts and which will
enable those completing them to become certified elementary and secondary
classroom teachers.
All students enrolled in education programs—either elementary or
secondary—must major in a specific discipline. Those pursuing a secondary
teaching credential are encouraged to have a major and a minor in
their selected teaching fields. Both must pursue an educational studies
curriculum as outlined below, including a fifth-year internship under
the guidance of the Education Department.
Both elementary and secondary education students may elect to complete
a minor in literacy education, English as a Second Language or bilingual
education.
Admission to Teacher Education
While teacher preparation coursework begins
the freshman year, admission to the teacher education program takes
place during Winter Term Experience of the sophomore year.
Acceptance into the teacher education program is contingent upon
the following criteria:
- Satisfactory completion of specific portfolio assessment items
- Confirmation of a 2.75 GPA
- Successful interview with the student’s mentors
Teacher Certification Policies
Albertson College of Idaho graduates who have
completed the requirement for either the elementary or secondary education
program and who are recommended by the Education Department are eligible
to apply for Idaho Standard Certification. Students wishing to qualify
for certification in other states should consult their advisors in
the Education Department so that an appropriate program can be arranged.
Albertson College of Idaho has an approved program under the NASDTEC
Standards, which make it possible for graduates in education to be
eligible for initial certification in any of the members of the Inter-State
Compact.
Elementary Certification
Students preparing to teach at the elementary
level must successfully complete a major in one of the following areas:
anthropology/sociology, art, biology, chemistry, English, history,
mathematics, music, physics, physical education, political science,
social studies teaching, Spanish, or theatre (drama). After graduation,
in order to be recommended for certification, students must complete
a fifth year of internship. During this time, interns will engage
in coursework in pedagogy and methods, research and teaching at the
elementary (K-8) school level under the guidance of experienced professionals.
Secondary Certification
Students preparing to teach at the
secondary level must successfully complete a major in one of the following
areas: anthropology/sociology, art, biology, chemistry, English, history,
mathematics, music, physics, physical education, political science,
social studies teaching, Spanish, or theatre (drama).
Students seeking secondary certification are recommended to complete
a teaching minor as well. In addition to the areas listed above, minors
may be completed in American government, American history, economics,
French, German, natural sciences or reading.
After graduation, in order to be recommended for certification, students
must complete a fifth-year internship. During this time, interns will
engage in coursework in pedagogy and methods, research and teaching
at the secondary (8-12) school level under the guidance of experienced
professionals.
Students seeking K-12 certification in art, reading, music or physical
education need to consult with their Education Department advisor.
Elementary and Secondary Education Areas of Endorsement:
The Education Department offers three minors
designed to enhance a future teacher’s effectiveness. The reading
education minor, the bilingual education minor, and the Teaching English
as a Second Language minor qualify as areas of endorsement at elementary
and secondary levels.
Teaching Certification in a Modern Foreign Language consists
of: a minor in the language, to equal at least 20 credits of foreign
language study; MFL444.1 and MFL/EDS 445.1.
MINOR
The Education Department also offers an education
studies minor for those students pursuing careers that involve work
with educational policy, educational reform or in educational settings;
examples include social work or political science.
Education Studies Minor: consists
of 20 credits and includes the following courses: EDS 200, WTE 202,
WTE 221, EDS 250, EDS 300, EDS 350, EDS 400, EDS 450, EDS 494 (2 credits).
Education Department Endorsement Area Minors:
Reading Education Minor: consists of 20 credits, including EDU
253, EDU 350, EDU 352, WTE 302, WTE 303, EDU 451 and EDU 494.
Bilingual Education Minor: consists of 20 credits including
at least six credits of upper-division Spanish coursework, MFL/EDS 444.1,
445.1, 446, 447; three credits of a cultural diversity, cross-cultural,
or multicultural course; and one credit field experience in a culturally
and linguistically diverse setting.
Teaching English as a Second Language Minor: consists of at
least four credits of a modern foreign language, MFL/EDS 444.1, 445.1,
446, and 447; three credits of a cultural diversity, cross-cultural,
or multicultural course; and one credit field experience in an ESL setting.
The Educational Studies Program
The Cohort Model
The Education Department follows a cohort model. Students who
have identified themselves as wanting to pursue a teaching career
will form a cohort their freshman year and continue on together through
their college years.
Transfer students or those who decide they want to be teachers after
their freshman year may enter into a cohort group appropriate to their
academic standing upon the recommendation of the education faculty.
Winter Term Experiences
During their sophomore and junior years, students will enroll
in Winter Term Experiences in K-12 schools.
Portfolio Assessment
Throughout their Educational Studies Program, students will maintain
a portfolio which will be used to assess their progress. There will
be three times when portfolios will be formally assessed and students
will be evaluated to see whether they should continue in the Educational
Studies Program: at the end of the sophomore Winter Term Experience,
at the end of their four years of study prior to beginning the internship,
and at the end of the internship.
Course of Study
It is expected that the following courses are taken in sequence.
Any exceptions must have the approval of the education faculty.
Note: Instructor signature is required for ALL courses before
students are allowed to enroll.
Freshman Year
EDS-100 Self & Schooling 1.0 cr.
Fall. An exploration into the qualities which form good teachers.
Students will begin the transformation from self as student to self
as teacher. Work with children in a school or community setting is
a required part of the course.
EDS-150 School & Popular Culture 1.0 cr.
Spring. An investigation of the representations of schooling in
popular culture. Work with children in a school or community setting
is a required part of the course.
Sophomore Year
EDS-200 Ethnographies 2.0 cr.
Fall. An investigation of school culture through ethnographical
studies.
EDS-250 Researching Schools 2.0 cr.
Spring. A study of the relationship between school and society
focusing on an examination of current practices and structures as
they apply to American public education.
WTE-202 Introduction to Teaching 3.0 cr.
Winter. An exploration of education that emphasizes multiple perspectives
on teaching, students, and the contexts of schooling. Introduces a
conceptual framework of the types of knowledge necessary to become
a reflective, problem-solving practitioner who scrutinizes conventional
wisdom. Involves observation, tutoring, and other activities in a
K12 setting.
WTE-221 Educational Psychology 3.0 cr.
Winter. A study of the psychological principles applicable to
educational theory and practice. Involves observation, tutoring, and
other activities in a K-12 setting.
Junior Year
EDS-300 History of Educational Reform 2.0 cr.
Fall. A study of the historical factors as they apply to American
public education, including a history of educational reform and the
philosophies which generated the reforms.
EDS-350 Current Trends in Education 2.0 cr.
Spring. A study of current trends in American educational reform
emphasizing the nature of change in learning organizations; the role
of technological innovation; current research on learning; international
education systems on educational reform. Specific reform movements
will be explored such as: standards-based curriculum; technology-infused
classrooms; voucher systems; home schooling; charter schools; site-based
management; concept-based instruction and brain-based learning.
WTE-302 Literacy Development 3.0 cr.
Winter. A survey of the development of reading in American schools.
Students will be introduced to current theories of literacy development
as well as gain functional familiarity with methods of teaching reading
at both elementary and secondary levels. Involves observation, tutoring,
and teaching in a K-12 setting.
WTE-303 Literacy in Content Areas 3.0 cr.
Winter. A study of methods and strategies used to implement reading
into content area subjects at elementary and secondary levels. Involves
observation, tutoring, and teaching in a K-12 setting.
Senior Year
EDS-400 Philosophy of Education 2.0 cr.
Fall. An introduction to the philosophy of education through the
study of selected problems and figures who have influenced schooling.
Students will develop their own philosophy of education.
EDS-440 Curriculum & Instruction 4.0 cr.
Summer. A survey of school curriculum and instructional strategies
appropriate to K12 students. Emphasis is placed on identification
of the basic principles of teaching and learning and their application
for effective instruction. Students will design and teach lessons
in K12 classrooms.
EDS-450 Diversity in Schools 2.0 cr.
Spring. A study of issues of diversity challenging today's schools,
including issues of race, gender, ethnicity, gifted and talented education,
learning modalities and difficulties, and classroom management issues.
(CULTURAL DIVERSITY)
Fifth Year
EDS 500E. Internship
Fall 12 credits
Winter 6 credits
Spring 12 credits
A practicum in a K-8 setting. The course includes an understanding
of the theory, methodology, and practice of reading, language arts,
mathematics, science, social studies, music, art, health and physical
education. It also includes observations and teaching, participation
in professional activities normally associated with teaching, participation
in supervisory conferences, and action research.
EDS 500S. Internship
Fall 12 credits
Winter 6 credits
Spring 12 credits
A practicum in a 6-12 setting. The course includes an understanding
of the theory, methodology, and practice of content related to the
student’s teaching major and minor. It also includes observations
and teaching, participation in professional activities normally associated
with teaching, participation in supervisory conferences, and action
research.
Additional Courses
EDS-444.1 Second Language Acquisition Theory &
Practice 3.0 cr.
(Same as MFL 444.1) Fall. Alt. years. An analysis of second language acquisition theory
and practice. The course includes review of textbooks, preparation
of credits of instruction, microteaching of lessons and class visitations.
EDS-445.1 ESL & Bilingual Methods 3.0 cr.
(Same as MFL 445.1) Spring. Alt. years. Prereq.: MFL 444 strongly recommended. The
course reinforces and extends students' knowledge of second language
acquisition theory and practice. Course content also includes cross-cultural
awareness, and overview of legal mandates, and discussion of sociological
issues pertaining to minority student education. Students will utilize
ESL/Bilingual methods in lesson planning and microteaching, visit
ELS and Bilingual classes, and conduct a mini-ethnographic study.
EDS-446 Linguistics for Language Teachers 3.0 cr.
(Same as ENG/MFL 446) Spring. Alt. years. Prereq.: Junior or senior standing. A study
of the central concepts of linguistic theory. Includes the theoretical
areas of pragmatics, semantics, syntax, morphology, and phonology;
and the applied areas of language variation, first language acquisition,
second language acquisition, written language, and the neurology of
language. Students will acquire the International Phonetic Alphabet
(IPA) as an essential tool for disciplined examination of linguistic
phenomena. Issues of sociolinguistics will be addressed as students
wrestle with the relationship between language, thought, and culture,
and the nature of the cognitive and brain systems that relate to language
learning, language teaching, and language use.
EDS-447 Theoretical Foundations for Bilingual Educations
& ESL 3.0 cr.
(Same as MFL 447) Fall. Alt. years. Prereq.: junior or senior standing. An analysis
of the models and typologies of bilingual education and second foreign
language programs that aim to achieve bilingualism and biliteracy
in a multicultural society. The course examines the sociocultural
issues surrounding linguistic minority education from a historical
perspective as well as from a contemporary and local perspective.
The course explores the design, implementation, and adaptation of
curriculum and instruction to meet the needs of the community in its
demographic context.
EDU-205 Technology in the Classroom 3.0 cr.
A study of the instructional uses of technology in the classroom.
The course will include multimedia applications, evaluation of relevant
software and the use of computers in word processing, desktop publishing,
problem solving and simulations.
EDU-221 Kindergarten Curriculum & Methods 3.0 cr.
Spring. Alt. years. A study of the curriculum and instructional
methods appropriate for the kindergarten. Observation in kindergarten
classes is included. Recommended for those seeking kindergarten certification.
EDU-253 Language Development & Literacy 3.0 cr.
Spring. A study of language development, including the interaction
between home and school in preparing children to read and write. Emphasis
is placed on assessment of emergent literacy, development of literacy,
and instructional techniques to promote literacy.
EDU-294 Independent Study 1.0 to 3.0 cr.
Fall, winter, spring. Prereq.: permission. Individual research
including selected reading and assigned writings. This course does
not fulfill the general graduation requirement for independent work.
See independent study guidelines.
EDU-350 Literature for Children & Adolescents 3.0 cr.
Winter. This course includes criteria for selection, an investigation
of genres, and reading works by noted authors. This course does not
fulfill the general graduation requirement in literature.
EDU-352 Diagnosis & Remediation 3.0 cr.
A study of the principles and procedures for the diagnosis and
remediation of reading difficulties.
EDU-398 Practicum in ESL/Bilingual Education 1.0-3.0 cr.
(Same as MFL 398) Fall, winter, spring. Prereq.: permission. this
practicum extends pre-service teachers' cultural sensitivity,
theoretical knowledge of second language acquisition, and skills in
ESL and Bilingual methods through a professional experience with
culturally/linguistically diverse students in a local school
setting. The course is a collaborative venture among the college
student, a bilingual or ESL teacher, and a college instructor.
For each credit earned, participants spend 25 hours with elementary,
middle school, or high school student(s) in local schools in addition
to 20 hours involved in academic reading, writing, and seminar
discussions. This field experience fulfills a requirement for
the ESL and Bilingual Education endorsements for teacher certification
in the state of Idaho. Students must complete an application
packet prior to placement in a school. (IF 3 CREDITS, MEETS CULTURAL
DIVERSITY REQUIREMENT)
EDU-451 Practicum in Reading 3.0 cr.
Fall, winter, spring. Prereq.: EDU 251. A closely supervised program
that provides students with experience in reading centers in elementary
schools, under the guidance of the reading teacher and the college
instructor. Five hours per week in field work during fall/spring semester
or ten hours per week in winter session.
EDU-479 Practicum in Bilingual Education 3.0 cr.
Fall, winter, spring. Supervised experience teaching in a bilingual
classroom. Required of those completing the minor in bilingual education
who were not able to teach in a bilingual classroom in their regular
student teaching experience. (CULTURAL DIVERSITY)
EDU-494 Independent Study 1.0 to 3.0 cr.
Fall, winter, spring. Prereq.: permission. Individual research
including selected reading and assigned writings. See independent
study guidelines. (INDEPENDENT WORK)
EDU-497 Internship 1.0 to 3.0 cr.
Fall, winter, spring. Prereq.: departmental approval. Individually
arranged internships appropriate for those who plan to enter the teaching
profession. See internship guidelines. (INDEPENDENT WORK)
The Master of Arts in Teaching Program
Because the MAT is designed to enhance the five-year education
department experience, students who have been enrolled in the
undergraduate program will be given preference in admission to the
MAT. If there are openings remaining in the cohort, Albertson
College graduates who have previously completed the Albertson College
Teacher Education Program will be eligible to apply. Potential
applicants who are unsure of their eligibility should contact the
program director. The Admission Committee will make final
decisions for acceptance into the Master of Arts in Teaching program.
Admission to the program requires
..an earned Bachelor's degree;
..completion of the admission application;
..three essays related to the Education Department's conceptual
framework, leadership abilities, and educational reform;
..three letters of reference: one from a K-12 teacher with whom the
candidate has worked, one from a professor in the candidate's content
area, and one from a person of the candidate's choice;
..an undergraduate grade point average of 3.0 or better;
..presentation of a student portfolio or interview; and
..scores from the Graduate Record Examination (GRE).
Application Deadline
Students in the Albertson College undergraduate program must complete
the admission process by March 15. Others must complete the
process by April 1. Candidates will be notified of acceptance in
the program within two weeks of the closing date.
To earn a Master of Arts in Teaching degree (MAT) at Albertson
College, all course work must be completed with a grade of
"B" or better. All course work must be completed within 24
months of matriculation into the program. The responsibility rests
with students to see that their program of study satisfies all the
requirements.
The Master of Arts in Teaching consists of two summers and a school
year of instruction and internship which culminate in a Professional
Portfolio, Research Project and Professional Development Plan.
Summer I
The core of the first summer consists of three courses: Foundations of
Instructional Leadership, Research Methods and Design, and Instruction
and Technology. The study of various leadership models and their
implementation in schools, a survey of qualitative and quantitative
research methods to assist a candidate's research project, and the
application of technology build the foundation for an intensive
internship year.
EDS 611 Foundations of Instructional Leadership 3.0 cr.
An investigation into the models of leadership, school organization,
leadership strategies, and the climate of current educational
reform. The intent is to develop effective educational change
agents.
EDS 612 Research Methods & Design 3.0 cr.
An overview of qualitative and quantitative methods of data collection
and their application and an introduction to research design.
Candidates will design their research projects. A grade of
"B" or better is required to enroll in Internships.
EDS 613 Instruction & Technology 2.0 cr.
An advanced look at the integration of technology and instruction,
including hypermedia, web page design, and the use of the Internet for
instructional purposes.
Internship Year
The internship year takes place in a K-12 professional development
site. Interns preparing for elementary certification engage in
the study of methods in the following areas: reading, language arts,
social studies, science, math, music, health, physical education and
art. Coursework for secondary certification includes special
methods in all proposed endorsement areas. The curriculum will
be modified for ACI graduates who are certified teachers pursuing the
MAT. During this time, work on the Professional Portfolio and
the collection of data necessary to complete the research project will
continue. Successful completion of EDS 612 is required as a
prerequisite for enrollment in the internship year.
EDS-600.1 Internship 12.0 cr.
Fall. Specific instruction will include methodology, portfolio
development, research, and seminar.
EDS-600.2 Internship 6.0 cr.
Winter. Portfolio development, research, and methodology
continue.
EDS-600.3 Internship 12.0 cr.
Spring. Specific instruction focuses on curriculum development,
assessing learning, portfolio assessment, research, and seminar.
Methods for elementary certification continue.
Summer II
The MAT professional portfolio is a culmination of the research plan
which draws together the data collected through the year and the
experiences of working in schools throughout the internship. The
research project designed during the first summer and researched
during the internship is written under the supervision of an ACI
professor and a K-12 teacher. Each candidate will design an
independent study whose primary purpose is to develop an area of
expertise. The independent study is supervised by the MAT
director and the instructor(s) of record.
EDS-621 Professional Portfolio Preparation 3.0 cr.
A culminating course designed to complete the research project and the
professional portfolio. The candidates will present their
research to the educative community.
EDS-694 Independent Study 3.0 cr.
A student-designed study intended to enhance an area of expertise.
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