EDUCATION-EARLY CHILDHOOD (EDEC)
EDEC 140 - PHONICS AND THE ENGLISH LANGUAGE
Prerequisite: None
This course focuses on the nature and role of phonics and word recognition in proficient reading and spelling. It explores the theories and controversies surrounding the role of phonics in reading instruction, and emphasizes the grapho-phonemic patterns and structures of the English language. Students will learn how to incorporate phonics in meaningful contexts as part of an overall literacy program.
Credit: 3
EDEC 215 - EC/ECIS FOUNDATIONS
Prerequisite: None
This course provides an overview of pertinent theories and models that have provided a foundation for both early childhood education and early childhood special education, including specific areas of ability that affect young children ages birth to eight with mild/moderate/intensive needs and gifted. Emphasis will be placed upon the discussion of the foundation of early childhood education, including early childhood special education, and current societal issues regarding young children and their education. Students will also become aware of the professional organizations (NAEYC and CEC/DEC) for early childhood education.
Credit: 3
EDEC 262 - FOUNDATIONS IN LITERACY K-9
Prerequisite: None
Literacy development examined through psychological, socio-cultural and historical perspectives. Examines reading as an interactive, problem-solving process that begins in infancy and spans a lifetime. Focus is placed on strategies that foster critical thinking, active engagement and social interaction in the teaching of reading and writing across the curriculum and across grade levels.
Credit: 3
EDEC 265 - ADULT-CHILD RELATIONSHIPS AND CLASSROOM MANAGEMENT
Prerequisite: None
An in-depth study of adult-child relationship within the context of the family, school, and community. The course addresses basic child guidance techniques, and also views child and adult behavior as part of a broader context. It examines individual traits of children and adults, diversity among families, and family and societal stresses as they relate to adult-child relationships. This course is blocked with EDEC 268 for Early Childhood majors.
Credit: 3
EDEC 268 - PRE-SCHOOL METHODS AND CURRICULUM
Prerequisite: PSYC 264
A methods course for Early Childhood majors focused on preschool methods and activities to learn and utilize authentic lessons and activities, classroom-based assessment, and how to interpret and use the information to plan curriculum that is responsive to and supportive of Pre-K children’s development and learning.
Credit: 2
EDEC 268F - PRE-SCHOOL FIELD EXPERIENCE
Prerequisite: PSYC 264
A field experience in a preschool setting focused on preschool methods and activities to learn and utilize authentic lessons and activities, classroom- based assessment, and to demonstrate the teaching skills and dispositions supportive of Pre-K children's development and learning.
Credit: 1
EDEC 323 - TRADE BOOKS, MENTOR TEXTS, AND WRITING METHODS
Prerequisite: EDEC 140, 262, concurrent with EDEC 330EC, 361.
This course incorporates elementary writing methodologies with a literature study of trade texts and resources available to the P-5 literacy provider. Students will explore the ways in which writing workshop can be organized and implemented through the use of trade literature as mentor texts for both literacy and the social studies.
Credit: 3
EDEC 330EC - LITERACY/MULTICULTURAL FIELD EXPERIENCE
Prerequisite: EDIS 230IS or EDEC 268; EDEC 215; and successful completion of Teacher Education Screening Process; concurrent enrollment with EDEC 323 and 361. Field hours: 90
Seminars and field experiences in a multicultural setting provide teacher education students opportunities to make decisions relating to assessment, instruction, evaluating and intervention in their certification area(s) with small groups, individuals, or with the entire class.
Credit: 2
EDEC 361 - DIFFERENTIATED READING ASSESSMENT & INSTRUCTION METHODS IN THE LITERACY/LANGUAGE ARTS BLOCK
Prerequisite: EDFN 202 and EDEC 262; concurrent with EDEC 330EC, 323
This course provides educators with the essential assessment and instructional techniques to effectively teach, scaffold, and differentiate early and upper elementary reading acquisition and comprehension instruction as the central focus of a balanced literacy and language arts program.
Credit: 3
EDEC 363 - EARLY CHILDHOOD MATHEMATICS CURRICULUM & METHODS
Prerequisite: MATH 217; concurrent with EDEC 369, 403, 445, 417
A study of the curriculum content recommended for pre-kindergarten through the third grade, along with the instructional methodology appropriate for teaching the content. Emphasis will be placed upon the content, processes, environment materials, and developmentally and individually appropriate practices for all learners.
Credit: 3
EDEC 364 - CURRICULUM AND METHODS FOR TEACHING PRIMARY MATHEMATICS AND SCIENCE
Prerequisite: MATH 217; Concurrent with EDEC 417, 403, 369, 446
A study of the mathematics and science curriculum content recommended for pre-kindergarten through grade five, along with the instructional methodology appropriate for teaching that content. Emphasis will not only be placed upon content, processes, using local resources in the environment and community, materials, and differentiation and learning conditions for all learners, but also becoming more globally and culturally competent.
Credit: 3
EDEC 369 - ASSESSMENT AND EVALUATION OF YOUNG CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Prerequisite: concurrent with EDEC 364, 403, 417, 446; Clinical hours: 5
A comprehensive course designed to address pertinent issues, as well as procedures, of assessment and evaluation of young at-risk and handicapped children. Participants will be involved in local programs that service families of and/or at-risk and handicapped young children.
Credit: 3
EDEC 400 - BEHAVIOR & SOCIAL INTERVENTION
Prerequisite: EDEC 215
Comprehensive studies of positive classroom and individual student management techniques. Emphasis is on developing appropriate strategies for young children with diverse backgrounds and developmental needs.
Credit: 3
EDEC 403 - EARLY INTERVENTION AND INTEGRATION FOR YOUNG CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Prerequisite: concurrent with EDEC 364, 369, 417, 446; Clinical hours: 5
A study of early intervention models, current trends, and service delivery for children birth through grade five and their families with mild, moderate, intensive, and talent potential needs. Emphasis will be placed on evidence based intervention strategies, developmentally appropriate practice, and the role of the family.
Credit: 3
EDEC 417 - SENIOR FIELD EXPERIENCE IN CONTENT TEACHING AND INTERVENTION
*Prerequisite Update: See Addendum
Prerequisite: EDEC 330EC and successful completion of the Teacher Education Screening Process; concurrent enrollment with EDEC*364, 369, 403, 446; Field hours: 115
Seminars and field experiences in an early childhood placement provide senior teacher education students the opportunity to implement and practice methods learned in previous and concurrent courses. The field-based participation for Early Childhood majors is within a program that serves young children with special educational needs within the general education curriculum. The field-based participation for Early Childhood Intervention Specialist majors is within a program that serves young children with special educational needs. The cooperating teacher for ECIS students must be a licensed intervention specialist teacher. This field is designed in preparation for the student internship experience.
Credit: 3
EDEC 445 - INTERDISCIPLINARY SCIENCE AND SOCIAL STUDIES METHODS
Prerequisite: EDEC 330EC and successful completion of the Teacher Education Screening Process; concurrent enrollment in EDEC*363, 369, 403, and 417
A study of the science and social studies curriculum content recommended for pre-kindergarten through grade three, along with the instructional methodology appropriate for teaching that content. Emphasis will be placed upon content, processes, using resources in the environment and community, materials, and differentiation and learning conditions for all learners.
Credit: 3
EDEC 446 - INTEGRATED LANGUAGE ARTS/READING AND SOCIAL STUDIES METHODS
Prerequisite: EDFN 202, EDEC 262; concurrent with EDEC 417, 364, 369 & 403
A study of the English language arts/reading and social studies curriculum content and trade texts recommended for pre-school through fifth grade students along with the instructional methodology appropriate for teaching that content. Emphasis will be placed upon disciplinary literacy as it relates to accessing and learning from social studies content.
Credit: 3
EDEC 448 - BIO-MEDICAL ISSUES FOR EARLY CHILDHOOD PROFESSIONALS
Prerequisite: EDEC 215 or EDIS 250
A study of biological, physiological and medical issues and conditions as they relate to the developing child from birth through grade 5. The importance of understanding these issues in relations to the appropriate education and support of young children and their families is emphasized. Individual considerations that affect typical development or educational environment (e.g. attention problems, allergies, disabilities, etc.) are explored and appropriate techniques and resources for reducing the impact of these conditions on the child and learning potential are examined.
Credit: 3
EDEC 460 - STUDENT INTERNSHIP: EARLY CHILDHOOD
Prerequisite: Completion of all student internship requirements
Supervised field experience in early childhood settings.
Credit: 10
EDEC 466 - STUDENT INTERNSHIP: EARLY CHILDHOOD INTERVENTION SPECIALIST
Prerequisite: Completion of all student internship requirements
Supervised field experience with an Intervention Specialist in a school setting.
Credit: 10
EDEC 515 - FOUNDATIONS OF LITERACY K-9
Prerequisite:
Literacy development examined through psychological, socio-cultural and historical perspectives. Examines reading as an interactive, problem-solving process that begins in infancy and spans a lifetime. Focus is placed on strategies that foster critical thinking, active engagement and social interaction in the teaching of reading and writing across the curriculum and across grade levels.
Credit: 3
EDEC 524 - INTEGRATED LANGUAGE ARTS/READING & SOCIAL STUDIES METHODS
Prerequisite:
A study of the English language arts/reading and social studies curriculum content and trade texts recommended for pre-school through fifth grade students along with the instructional methodology appropriate for teaching that content. Emphasis will be placed upon disciplinary literacy as it relates to accessing and learning from social studies content.
Credit: 3
EDEC 525 - CURRICULUM & METHODS FOR TEACHING PRIMARY MATHEMATICS & SCIENCE
Prerequisite:
A study of the mathematics and science curriculum content recommended for pre-kindergarten through grade five, along with the instructional methodology appropriate for teaching that content. Emphasis will not only be placed upon content, processes, using local resources in the environment and community, materials, and differentiation and learning conditions for all learners, but also becoming more globally and culturally competent.
Credit: 3
EDEC 526 - TRADE BOOKS, MENTOR TEXTS, & WRITING METHODS
Prerequisite:
This course incorporates elementary writing methodologies with a literature study of trade texts and resources available to the P-5 literacy provider. Students will explore the ways in which writing workshop can be organized and implemented through the use of trade literature as mentor texts for both literacy and the social studies.
EDEC 540 - PHONICS AND THE ENGLISH LANGUAGE
Prerequisite:
This course focuses on the nature and role of phonics and word recognition in proficient reading and spelling. It explores the theories and controversies surrounding the role of phonics in reading instruction, and emphasizes the grapho-phonemic patterns and structures of the English language. Students will learn how to incorporate phonics in meaningful contexts as part of an overall literacy program.
Credit: 3
EDEC 545 - INTERDISCIPLINARY SCIENCE AND SOCIAL STUDIES METHODS
Prerequisite:
A study of the science and social studies curriculum content recommended for prekindergarten through grade three, along with the instructional methodology appropriate for teaching that content. Emphasis will be placed upon content, processes, using resources in the environment and community, materials, and differentiation and learning conditions for all learners. Credit from this course may not be used towards a M.Ed. degree at Ashland University.
Credit: 3
EDEC 561 - DIFFERENTIATED READING ASSESSMENT AND INSTRUCTION METHODS IN THE LITERACY/LANGUAGE ARTS BLOCK
Prerequisite: EDFN 512; concurrent with EDEC 587
This course provides educators with the essential assessment and instructional techniques to effectively teach, scaffold, and differentiate early and upper elementary reading acquisition and comprehension instruction as the central focus of a balanced literacy and language arts program. Credit from this course cannot be applied to a Master's program.
Credit: 3
EDEC 564 - CURRICULUM AND METHODS OF EARLY CHILDHOOD MATHEMATICS
Prerequisite:
A study of the curriculum content recommended for prekindergarten through the middle grades, along with the instruction methodology appropriate for teaching that content. Emphasis will be placed upon the scope and sequence of mathematics deemed appropriate for the curriculum of early childhood children, the appropriate use of concrete models, analysis of error patterns, and applications of technology.
Credit: 3
EDEC 567 - ADVANCED METHODS OF LITERACY
Prerequisite:
This course is designed to broaden and deepen knowledge of current trends and research based instructional practices and assessment tools and the goals of the Common Core Standards for English Language Arts. The major focus of the class will be to examine K-12 literacy curriculum across all three tiers of instruction/intervention, evaluate coherence and appropriateness, and determine how the tiers work together to provide a cohesive curriculum.
Credit: 3
EDEC 587 - WORKSHOP IN TEACHING MULTICULTURAL FIELD EXPERIENCE
Prerequisite: Concurrent with EDEC 561
Seminars and field experiences in a multicultural setting provide teacher education students opportunities to make decisions relating to assessment, instruction, evaluation and intervention in their certification area(s) with small groups, individuals or with the entire class. Credit from this course cannot be applied to a master’s level program.
Credit: 3
EDEC 588 - ASSESSMENT, INSTRUCTION, EVALUATION, AND INTERVENTION FIELD EXPERIENCE FOR EARLY CHILDHOOD BACHELOR’S PLUS
Prerequisite:
A field experience in an early childhood placement that serves young children with special education needs within the general education curriculum which emphasizes decision making in assessment, instruction, evaluation, and intervention regarding individual student learning needs and appropriate instructional strategies to address the needs of students, including those with exceptionalities and differing learning styles. This field experience will provide senior teacher education students the opportunity to implement and practice methods learned in previous and concurrent courses. This field is a preparation for the student teaching experience.
Credit: 3
EDEC 593 - BIO-MEDICAL ISSUES FOR EARLY CHILDHOOD PROFESSIONALS
Prerequisite:
A study of biological, physiological, and medical issues and conditions as they relate to the developing child from birth through grade 5. The importance of understanding these issues in relation to the appropriate education and support of young children and their families is emphasized. Individual considerations that affect typical development or educational environment (e.g., attention problems, allergies, disabilities etc.) are explored and appropriate techniques and resources for reducing the impact of these conditions on the child and learning potential examined.
Credit: 3
EDEC 600 - INTERNSHIP FOR EARLY CHILDHOOD
Prerequisite: EDEC 586, 589, and state required tests.
Supervised Field Experience instruction for Early Childhood students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
Credit: 10
EDEC 603 - EARLY INTERVENTION AND INTEGRATION YOUNG CHILDREN WITH SPECIAL NEEDS
Prerequisite:
A study of early intervention models, current trends and service delivery for children birth through grade five and their families, with mild, moderate, intensive, and talent potential needs. Emphasis will be placed on evidence based intervention strategies, developmentally appropriate practice, and the role of the family.
Credit: 3
EDEC 638 - ADVANCED CLASSROOM AND INDIVIDUAL MANAGEMENT
Prerequisite:
Comprehensive studies of positive classroom and individual student management techniques. Emphasis is on developing appropriate strategies for young children with diverse backgrounds and developmental needs.
Credit: 3
EDEC 646 - STUDENT INTERNSHIP: EARLY CHILDHOOD INTERVENTION SPECIALIST
Prerequisite: Concurrent with EDIS 505
Supervised field experience in an inclusionary setting for half of the experience and a regular education classroom for the other half of the experience.
Credit: 10
EDEC 663 - INTERVENTION AND ASSESSMENT IN LITERACY LEARNING FOR THE ELEMENTARY LEARNER
Prerequisite: 12-hour Ohio Reading Core
This course provides experiences in using focused and ongoing assessment to develop targeted instruction that is responsive to the needs of elementary students who are struggling to develop reading and literacy proficiencies. The 15-hour lab component of this course requires the participant to implement the assessment/instructional process with one elementary school aged child who is identified as a struggling reader, and to effectively document and present literacy progress.
Credit: 3
EDEC 669 - ASSESSMENT AND EVALUATION OF YOUNG CHILDREN W/ SPECIAL EDUCATION NEEDS
Prerequisite:
A comprehensive course designed to address pertinent issues, as well as procedures, of assessment and evaluation of young at-risk and handicapped young children. Participants will be involved in local programs that service families of at-risk and/or handicapped young children. This course cannot be applied to a M.Ed. Program at Ashland University.
Credit: 3