Catalog 2011 - 2012

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.

Coreq.: EDU-100. This practicum experience can be taken by candidates completing the Education Minor. It provides opportunity to observe and apply principles and practices taught in the College of Idaho education classes in K-12 settings.

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 12-15 hours observation, tutoring, and other activities in a K-12 setting.

A study of social science research focusing on an examination of current research practices and structures as they apply to American public education. Students will design and conduct a research project, applying research techniques discussed in class.

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.

Prerequisites: Permission

Individual research including selected reading and assigned writings. See independent study guidelines.

This course is concerned with exploring the relationship between school and society. Informed by the disciplines of anthropology and sociology, we will explore the following questions: What purposes do schools serve in contemporary America? How have American schools changed (or remained the same) over time? Why are American public schools organized the way they are? What subcultures are constructed in schools and how do they relate to the larger American culture? What counts as knowledge in schools? How do factors such as race, gender, and ethnicity impact schooling? Whose interests are served by previous and current movements for educational reform?

Prerequisites: EDU-202

An exploration of the various disciplines that are foundational in understanding American education. The course is interdisciplinary in that it explores the philosophical, social, political, and historical issues and ideas that have informed the growth and development of education in America.

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

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 12 hours of observation, tutoring, and teaching in a K-12 setting.

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

A study of methods and strategies used to implement reading into content area subjects at elementary and secondary levels. Involves 20 hours of observation, tutoring, and teaching in a K-12 setting.

This course includes criteria for selection, an investigation of genres, and reading works by noted authors.

A study of the principles and procedures for the diagnosis and remediation of reading difficulties.

Prerequisites: Permission

(Same as MFL-398) 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.

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.

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

This course surveys the issues of educating a diverse population in a pluralistic society. Topics of study include the culture of poverty, race and ethnicity, gender, religion, linguistic minority education models, and sheltered instruction. This course includes 20 hours field experience in a K-12 classroom. Students in this class will document proficiency for Principle 3 of the Idaho Core Teacher Standards: Adapting Instruction for Individual Needs. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse needs.

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

An overview of school curriculum design and instructional strategies for K-12 teachers. Emphasis is placed upon the process of curricula design for K-12 classrooms; identification of the basic principles of teaching and learning and their application for effective instruction; application of those principles in K-12 classrooms; micro teaching using various instructional strategies. A minimum of 20 hours in a K-12 classroom is required.

Prerequisites: EDU-202, PSY-221 and full or provisional admission to the teacher education program.

This is a survey of learning disabilities and learning styles. Emphasis is placed on the methods demonstrated to be most effective in mainstreamed classrooms. Laws dealing with special education and Section 504 accommodations will be reviewed.

(Same as MFL-444) An analysis of second language acquisition theory and practice. The course includes review of textbooks, preparation of units of instruction, microteaching of lessons and class visitations.

Prerequisites: MFL-444.1 strongly recommended.

(Same as MFL-445.1) The course reinforces and extends students' knowledge of second language acquisition theory and practice in the context of standards-based language education. Course content also includes cross-cultural awareness and discussion of sociological issues pertaining to minority student education. Students will utilize ESL, Bilingual, and foreign language methods in lesson planning and microteaching, visit language classes, and create a theme-based unit that incorporates the multiple methods and strategies presented.

Prerequisites: Junior or Senior standing.

(Same as ENG/MFL-446) Alt. years. 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, and written 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.

Prerequisites: Junior or senior standing.

(Same as MFL-447) An overview of legal mandates and 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.

Prerequisites: Junior or senior standing with a strong foundation in pedagogy.

(Same as MFL-448) The course prepares mainstream teachers to work effectively with culturally and linguistically diverse students in content area classrooms. Readings and discussions will explore best practices for students from the culture of poverty. Participants will develop lessons and units of study that incorporate the critical components of sheltered instruction for English learners.

Prerequisites: EDU-352

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.

Prerequisites: Permission

Individual research including selected reading and assigned writings. See independent study guidelines.

Prerequisites: Permission

Individually arranged internships appropriate for those who plan to enter the teaching profession. See internship guidelines.

A survey of issues surrounding the education of students from a diverse population in a pluralistic society. Topics of study include culture, race, ethnicity, and religion. Cultural issues impacting students academically, socially, and emotionally will be addressed. Strategies for working with parents from non-dominant cultures will be discussed.

An overview of legal mandates and an analysis of the models and typologies of bilingual education and second language programs that aim to achieve bilingualism and biliteracy. The course examines the socio-cultural issues surrounding linguistic minority education from a historical perspective as well as from a contemporary and local perspective.

Introduces principal areas of research, major theoretical issues in the field and the current methodologies related to second language (L2) acquisition with related analysis of first language acquisition. Students will explore the relationships between the research and issues with that of actual classroom second language learning and teaching. The course is taken in conjunction with a field experience.

A study of literature appropriate for young people that represents other than the dominant culture of North America. Works representing Latino culture will be emphasized.

Second language acquisition theory and practice in the context of standards-based education. Course content includes cross-cultural awareness and discussion of sociological issues pertaining to minority student education. Students will utilize ESL, Bilingual, and foreign language methods in lesson planning and teaching,

Central concepts of linguistic theory are the focus of this course. It includes the theoretical areas of pragmatics, semantics, syntax, morphology, and phonology; and the applied areas of language variation, first language acquisition, second language acquisition, and written language. Participants will acquire the International Phonetic Alphabet (IPA) as an essential tool for disciplined examination of linguistic phenomena. Issues of sociolinguistics will be addressed as participants wrestle with the relationship between language, thought, culture, and the nature of the cognitive and brain systems that relate to language learning, language teaching, and language use.

Historical, philosophical, and contemporary issues in curriculum development will be explored. Participants will investigate implications for curriculum alignment to address the assessment of state and national standards.

Prerequisites: Admission to Internship.

The course is designed to guide future teachers through the various processes of educational assessment. The relationship among teaching, learning, and assessment will be emphasized. Special emphasis will be placed upon creating, administering, analyzing, and communicating the results of teacher-made tests for classroom application. Interpretation of standardized tests will also be addressed.

Prerequisites: Admission to Internship.

This course is designed to prepare future elementary and art teachers in awareness, skills, theories, and practices in K-8 art education. Child growth and development, curriculum selection and planning, classroom management, assessment strategies, and basic historical and aesthetic learning methods will be addressed.

Prerequisites: Admission to Internship.

Elementary teachers must demonstrate a high level of competence in the use of English language arts. They must understand and use concepts from reading, language and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply these skills to many different situations, materials and ideas.

Prerequisites: Admission to Internship.

This course will provide future teachers with an understanding of the Idaho social studies standards for elementary and middle school students. The pedagogy most appropriate for conveying the content of the social studies will be modeled and taught. Multidisciplinary, thematic and literacy approaches will be emphasized.

Prerequisites: Admission to Internship.

This class will emphasize the instructional and management techniques necessary to teach science to elementary students. A variety of instructional strategies will be discussed and modeled. Lessons using hands on and inquiry approaches will be prepared and taught. Safety issues will be addressed. The state science standards will be used as a basis for developing lessons.

Prerequisites: Admission to Internship.

Physical activity is critical to healthy learning. In this class students will develop lessons incorporating movement into core classroom instruction. Students will coordinate with school physical education teachers to integrate movement and content.

Prerequisites: Admission to Internship.

This is a study of the methods and materials appropriate to teach art at the level of middle, junior or senior high students. Topics to be considered include: philosophy of secondary art education, alignment of subject matter knowledge and Idaho state standards for visual arts, methods of art instruction, art curriculum (scope and sequence), lesson planning, assessment, budget, exhibits and portfolio development.

Prerequisites: Admission to Internship.

This course serves as a practical foundation for pre-service teachers to formulate a basis to teach science at the secondary level in a manner that is exciting, creative, and rigorous. Techniques for promoting inquiry and discovery, in addition to laboratory safety and classroom management concerns will be investigated. Course activities will provide a basis for the development of competent, reflective professional science educators, including familiarity with relevant journals, resources, and continuing science education.

Admission to Internship. The emphasis of this class is on the mathematics that is taught in the middle and high school levels. The Idaho mathematics standards will be used in analyzing curriculum and preparing lessons. A variety of teaching techniques and methods will be described and modeled. The use of manipulatives, calculators and computers will be included.

Prerequisites: Admission to Internship.

A study of the methods and materials appropriate to the level of middle and senior high school students. Emphasis will be given to the theoretical understanding of the nature and history of social studies as a broad field of study and to the various concepts, methods, and strategies used to teach it. Special consideration will be given to an examination of the content, substantive, and syntactic knowledge necessary to teach the various social studies disciplines in the secondary schools. The critical component of the course will be the creation and teaching of social studies units as part of the internship placement.

Prerequisites: Admission to Internship.

Secondary English teachers must understand the content and structure of the English language and the variety of ways ideas can be organized within the field. In this course students will review research and practice in the areas of reading, writing, literature, as well as the grammar and mechanics of the English language. Assignments for this class may be included as artifacts in your professional portfolio.

Prerequisites: Admission to MAT, successful completion of internship year.

Candidates will apply what they have learned about becoming an educational leader to prepare professional development plans and initiating work on their plan by completing a project related to their first teaching assignment.

Prerequisites: Earned Bachelor's Degree.

These courses are designed to provide graduate credit for professional development courses for educators. This credit is not normally used to meet degree requirements.

Prerequisites: Admission to teacher education and admission to Internship.

The course includes working in one or more K-8 classroom setting/s where candidates observe, plan lessons, participate in parent conferences, teach lessons and assess learning. Program requirements include completing fall, winter and spring practicum experiences.

Prerequisites: Admission to teacher education and admission to Internship.

The course includes working in one or more 8-12 grade classroom setting/s where candidates observe, plan lessons, participate in parent conferences, teach lessons and assess learning. Program requirements include completing fall, winter and spring practicum experiences.

Corequisites: Elementary School Practicum or Secondary School Practicum.

May be repeated. This seminar supports candidates as they plan, teach, assess learning and complete their professional portfolios. Program requirements include completing internship seminars during fall, winter and spring of the internship year.

Observe, practice, and document second language instructional methods within elementary and secondary classrooms. Twenty-five hours of documented experience is expected. May be repeated.

Opportunities to apply and document techniques associated with bilingual instruction. Twenty-five hours per credit is required. May be repeated.

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.

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.

An advanced look at the integration of technology and instruction, including hypermedia, web page design, and the use of the Internet for instructional purposes.

A study of the psychological principles applicable to educational theory and practice. Involves observation, tutoring, and other activities in a K-12 setting.

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.

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.

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.

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.

This course includes criteria for selection, an investigation of genres, and reading works by noted authors.

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.

A survey of school curriculum and instructional strategies appropriate to K-12 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 K-12 classrooms.

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.

Prerequisites: Completion of Internship.

This course will assist MAT candidates in interpreting and analyzing quantitative and qualitative data. It will also deal with document formatting and editing.

A student-designed study intended to enhance an area of expertise.

Corequisites: Elementary School Practicum or Secondary School Practicum.

May be repeated. This seminar supports MAT candidates as they refine their thesis project and collect and analyze data.

This course examines the history of curriculum development in American education and explores alternative models of curriculum design. Emphasis will be placed upon the role of teacher created curriculum within the context of current educational reform initiatives.

An introduction to the basic concepts and practices of critical pedagogy. Students will examine the theoretical and philosophical underpinnings of critical pedagogy. Readings will lead to an investigation of the extent to which critical theory, postmodernism, constructivism and feminism are intersecting traditions that have informed critical pedagogy. In addition, students will explore whether or not critical pedagogy is present in their own practice.

This course is designed to provide MAT candidates with the knowledge and skills necessary to conduct research within a classroom setting. Students will be introduced to the elements required to begin an action research project, including purpose/rationale, writing style, literature reviews, online resources, data collection, and components of an action research project. Students will also identify ethical issues related to research, including basic theory and practice, professional codes of ethics, confidentiality, and research using human subjects. The purpose of statistics, as applied to educational research, is introduced; inferential and descriptive measures are examined and methods for evaluating and analyzing data are discussed.