EDUCATION FOUNDATIONS (EDFN)


EDFN 130 - INTRODUCTION TO TEACHING: EXPLORING TEACHING AS A CAREER

Prerequisite: None

This course prepares candidates to understand the professional responsibilities of teachers and the role of education in a democratic society. Through classroom observations, teacher questionnaires and education resources, candidates investigate culturally responsive and inclusive education, the economic, legal, and political context of schools, and the ethical standards of the teaching profession.

Credit: 3


EDFN 202 - TEACHING AND LEARNING PROCESS

Prerequisite: EDFN 130;

This course deals with the major theories of human development, motivation and learning. Planning of instruction, teaching strategies, assessment and classroom management are examined. Authentic pedagogical practices are used to gain an understanding of the teaching and learning process.

Credit: 3


EDFN 402 - SOCIAL AND PROFESSIONAL ISSUES IN EDUCATION

Prerequisite: Must meet program requirements for student Internship. Concurrent enrollment with program Internship. Field/Clinical Hours: 20

This course focuses on the social and cultural forces that currently shape school policy and practice and on the expectations that must be met in order to be a fully recognized member of the teaching profession. Candidates will evaluate their professional progress by using the Ohio Standards for Teaching Professionals and will explore issues facing the education profession that have implications for their future career.

Credit: 2


EDFN 501 - AMERICAN PSYCHOLOGICAL ASSOCIATION [APA] SEMINAR

Prerequisite:

This seminar provides graduate students an understanding of the professional expectations and responsibilities of Dwight Schar College of Education graduate students. It provides training in American Psychological Association (APA) style for professional writing, formatting, citations and references. The seminar is also designed to provide resources for a variety of graduate school needs. This class, along with the other core courses, is a prerequisite to all Capstone Experiences for the M.Ed. Degrees. It is also recommended for Doctoral and Post baccalaureate (B+) students.

Credit: 0


EDFN 502 - CRITICAL DIALOGUES IN THE TEACHING AND LEARNING PROCESS

Prerequisite:

Critical theory, critical pedagogy, and critical discourse analysis emerged following World War I in Europe, and entered American education from the 1970s onward. Through these perspectives, education professionals can learn to identify sources of socio-cultural power that shape, control, limit and empower the practice of education as an institution of culture. The perception of the classroom teacher by society, individual communities, and the teachers themselves is shaped by a complex intersection of political power, economics, gender and sexual discourses, and historical meta-narratives. This course will provide an overview of these discourses through the lense of critical theory to discuss the nature and characteristics of the teaching profession in contemporary U.S. schooling.

Credit: 3


EDFN 503 - SCHOOL AND SOCIETY

Prerequisite:

School and Society is a course designed for students to reflect on antecedents of the current educational system (philosophical, political, economic, and social influences which have shaped it) and societal interactions which continue to affect it. Using this understanding, students will focus on the role of the educator in developing schools as educational communities.

Credit: 3


EDFN 504 - ACTION RESEARCH FOR EDUCATIONAL IMPROVEMENT

Prerequisite:

This course provides graduate students interested in improving instruction with an introductory experience in designing, conducting, and analyzing action research in their classrooms, schools, and/or community-based learning sites. Action research is a systematic, reflective process driven by real-life questions, needs, and problems of a particular context. Students will learn fundamental principles of research design, refine their skills to evaluate and critique research, and consider the role of systematic, reflective practitioner-inquiry in guiding one's own professional practice and profession collaboration activities. This course meets the requirements for the Inquiry/Research standard of the M.Ed. Core.

Credit: 3


EDFN 505 - INTRODUCTIONS TO APPLIED EDUCATIONAL RESEARCH

Prerequisite:

This course is designed to introduce education professionals to both qualitative and quantitative sources of information across research in a way that is directly relevant to their professional practices. Students will review and critique recent qualitative, quantitative, and mixed methods studies to synthesize an understanding of both research methods and the mechanisms for linking research to practice. Students will locate and collect three types of data: qualitative, quantitative, and literary, and will use these data to structure a creative product that demonstrates knowledge of both research and practice. This course meets the requirements for the Inquiry/Research standard in the M.Ed. Core.

Credit: 3


EDFN 506 - QUALITATIVE RESEARCH

Prerequisite:

This course acquaints students with a qualitative inquiry. In addition to providing an introduction to the theoretical perspectives informing qualitative research, the course focuses on techniques for and issues of gathering, analyzing, and reporting qualitative data. The social and ethical issues of research are emphasized.

Credit: 3


EDFN 507 - UNDERSTANDING STATISTICAL RESEARCH FOR CLASSROOM PROFESSIONALS

Prerequisite:

This course is designed to prepare non-mathematicians to critique and understand statistical research and research designs as they apply to classroom and school practices. Students will analyze a variety of research questions in education and learn to follow these questions through relevant research studies, to learn how to structure links between research and practice that are reasonable, and that protect and justify the experiential knowledge of education professionals. This course meets the requirements of the Inquiry/Research standard of the M.Ed. Core.

Credit: 3


EDFN 508 - QUANTITATIVE METHODS IN EDUCATION

Prerequisite:

A course designed to make the graduate student, an informed consumer of descriptive and inferential statistics through the use of research methods in education. The focus of the course is on understanding the role of quantitative analysis in the classroom rather than computation. Introduction to research techniques, sampling procedures, and interpretation of statistical procedures are emphasized.

Credit: 3


EDFN 509 - INTERMEDIATE STATISTICS

Prerequisite: EDFN 508

The intermediate educational statistics course is divided into three parts. During the first portion of the course, the students conduct an in-depth study of research design. The second portion of the course involves a study of the intermediate level of statistical tools. The final portion of the course requires that each student present his or her proposed research project for clinical evaluation by the class and instructor.

Credit: 3


EDFN 510 - THE WORLD IN YOUR CLASSROOM: MULTICULTURAL & GLOBAL EDUCATION

Prerequisite:

The goal of this course is to equip educators with the knowledge and practical skills necessary to implement multicultural curricular and pedagogical strategies, thereby enabling them to meet the diverse learning needs of all students. By developing multicultural competence, using culturally relevant instruction and pedagogy, and practicing culturally responsive teaching, educators will improve their ability to positively impact student achievement both individually, and holistically. Also, by developing an understanding of the prevailing conditions, developments, and trends associated with world educational issues, educators will be equipped to prepare their students for the increasingly globalized world. This course satisfies the Diversity requirement of the M.Ed. Core.

Credit: 3


EDFN 512 - TEACHING AND LEARNING PROCESS

Prerequisite:

This course deals with the major theories of human development, motivation and learning. Planning of instruction, teaching strategies, assessment and classroom management are examined. Authentic pedagogical practices are used to gain an understanding of the teaching and learning process.

Credit: 3


EDFN 520 - SOCIAL AND PROFESSIONAL ISSUES IN EDUCATION

Prerequisite:

This course focuses on the social and cultural forces that currently shape school policy and practice and on the expectations that must be met in order to be a fully recognized member of the teaching profession. Candidates will evaluate their professional progress by using the Ohio Standards for Teaching Professionals and will explore issues facing the education profession that have implications for their future career.

Credit: 2


EDFN 521 - THE THEORY AND PRACTICE OF CURRICULUM DEVELOPMENT

Prerequisite:

Students examine the impact of curriculum theories and practices, including contemporary curriculum discourses; technology utilization and management; major groups and individuals in society who influence curriculum; trends and innovations in curriculum, approaches to evaluation of curriculum experiences; professional techniques of curriculum development; and the role of students, teachers, administrators, scholars, parents, and other groups in shaping curriculum. Current literature and research are emphasized. This course meets the requirements for the Curriculum Foundations standard in the M.Ed. Core.

Credit: 3


EDFN 524 - DEMOCRACY IN EDUCATION

Prerequisite:

Democracy in Education explores curriculum theory related to democracy in education, along with historical examples of democratic schools. Current practices that shape democratic and peaceable schools will be studied with a view to application in schools and classrooms. This course will add depth to understand of curriculum in education and democratic schools. This course meets the criteria of the Curriculum Foundations standard in the M.Ed. Core.

Credit: 3


EDFN 525 - HISTORY OF EDUCATION IN THE UNITED STATES

Prerequisite:

The intent of this course is to explore the ways in which education has developed historically in the United States. EDFN 525 examines the administrative, or structural history of public schooling and other educational institutions and agencies. It also explores how socio-cultural concepts such as race, class, and gender have impacted and have been impacted by the historical narrative of education. In this vein, EDFN 525 considers the role that schools play in fostering both equality and inequality in American education in order to understand both the history of education in its own right, and how contemporary American education is informed by historical precedents.

Credit: 3


EDFN 526 - USING THE SCHOOL YARD AS AN INSTRUCTIONAL TOOL

Prerequisite:

This course focuses upon the utilization of the schoolyard as an instructional tool. Emphasis is placed upon rationale, techniques, actives, and site enhancements that can provide experiential learning opportunities beyond the classroom walls. The course emphasizes outdoor learning opportunities that can be used to address concepts and process skills from a variety of content areas and at a variety of grade levels. The outdoors is presented as an interdisciplinary teaching tool rather than as a content area.

Credit: 3


EDFN 527 - PLACE-BASED EDUCATION

Prerequisite:

Place-Based Education is the study of communities in order to develop an understanding of and respect for where one lives. Participants will explore ways to engage students in learning about their local communities, both human and natural. They will discuss readings, participate in field trips, engage in research, and develop methods for incorporating place-based education into their teaching.

Credit: 3


EDFN 528 - EXPLORATIONS: METHODS IN OUTDOOR EDUCATION

Prerequisite:

Explorations: Methods in Outdoor Education is a methods course designed to prepare educators to use the outdoors as a teaching tool. Students will participate in related readings, activities, and field trips and will develop curriculum materials appropriate to their teaching area.

Credit: 3


EDFN 530 - EDUCATIONAL TESTS AND MEASUREMENTS

Prerequisite:

Education programs in the 21st Century continue to evolve with respect to the complex uses of tests and measurements to establish baseline data on student achievement, ability, performances, and behaviors. Professional educators and administrators are increasingly tasked with creating, administering, analyzing, interpreting, and responding to these tests and their associated data. This course will provide an overview of relevant terminology and concepts of testing and measurement, and guide students in creating a variety of items for typical tests used in classroom settings. The course will address item analysis procedures, item wording, testing strategies, introductory language for tests and test items, and strategies for using test results to create interventional instructional methods with students. Finally, students will briefly review a selection of contemporary commercial tests commonly used in Ohio schools to identify strategies for incorporating results of testing to provide educational benefits to the students.

Credit: 3


EDFN 533 - CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS: SOCIAL, HISTORICAL, AND LEGAL ISSUES RELATED TO THE EDUCATION OF ENGLISH LANGUAGE LEARNERS

Prerequisite:

Field/Clinical Hours: 10 There are no prerequisites for this course which is open to all graduate education students. While it is aptly suited for every teacher in our diverse classrooms, this course is required for candidates seeking Teaching English to Speakers of Other Languages (TESOL) Endorsement. This course explores historical, social, and policy issues surrounding the education of diverse learners particularly English Language and limited English proficient learners in K-12 settings in the U.S. With the population changes and demographics realities of the 21st Century, educational professionals will be better prepared by investigating theories and themes of cultural identity, intragroup differences, migration, language use, and how these factors intersect with school performance. This course will emphasize the roles of school in collaboration with family and community structures to elicit strengths and enhance positive outcomes for students. This course meets core requirements for M.Ed. completion.

Credit: 3


EDFN 586 - EFFECTIVE INSTRUCTION

Prerequisite: Taken before EDFN 587, 588, and/or 589 field experiences and other course work

This is an entry level course in the Bachelor's Plus Program. Opportunities are provided for students to explore and/or confirm their entry into a teaching field. Fundamental knowledge essential for a beginning student is presented through the course knowledge, skills and disposition goals/objectives, and activities and experiences gleaned from the course.

Credit: 3


EDFN 587 - MULTICULTURAL FIELD EXPERIENCE

Prerequisite: EDFN 586

135 Field Hours. A field experience which emphasizes knowledge of multiculturalism, cultural differences, constantly changing family life, interpersonal communication theories, interpersonal relations, human relation skills, motivational skills, as related to teaching in a culturally, racially, and socio- economically diverse society; and working effectively with students regardless of race, political affiliation, religion, age, sex, and socio-economic status. Knowledge of the influence of teacher expectations on student achievement and the impact of home efforts on student performance are also emphasized. The completion of this experience should help the student be more effective in the decision-making process, and in developing self-assessment knowledge and skills. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.

Credit: 3


EDFN 588 - ASSESSEMNT, INSTRUCTION, EVALUATION, AND INTERVENTION FIELD EXPERIENCE

Prerequisite: EDFN 586

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, 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


EDFN 589 - TEACHING SKILLS FIELD EXPERIENCE

Prerequisite: EDFN 586

92 Field Hours. A field experience which emphasizes the development and use of teaching strategies, methods, skills and assessments as they relate to the principles of teaching and learning, and the decision-making process. Time will be spent on applying planning and management skills to the instruction, discipline, behavioral concerns and decision making in the instruction of small groups and whole classes. The student will use a variety of teaching strategies, methods, skills and instructional resources. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.

Credit: 3


EDFN 590 - INTERNSHIP

Prerequisite: EDFN 586, 589, and Admittance test required

Supervised field experience in licensure area(s) in an elementary, middle, and/or secondary school. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.

Credit: 10


EDFN 592 - INTERNSHIP FOR SECOND LICENSURE CANDIDATES

Prerequisite:

This is an internship designed to prepare second licensure candidates which emphasizes decision making in assessment, instruction, evaluation, and intervention for the second licensure area. This field experience will provide application through individual and/or small group tutoring, whole class instruction, and planning responsibility. Fee required covering cost of mileage expense for travel by supervisor, and copies/materials to student.

Credit: 3-5


EDFN 620 - ETHICS AND RESPONSIBILITIES OF TEACHER LEADERSHIP

Prerequisite: Admission to the Teacher Leader Program

The focus of Ethics and Responsibilities of Teacher Leadership is on becoming a leading learner in one's educational setting. The course will consist of readings and discussions, as well as developing plans to empower others by building communities and a culture of respect in classrooms and schools.

Credit: 3


EDFN 621 - COACHING AND MENTORING FOR SCHOOL IMPROVEMENT

Prerequisite: EDFN 620

This course focuses on developing the knowledge, skills, and dispositions necessary for Teacher Leaders to provide high levels of effective coaching and mentoring focused on improving teaching practices and learning for all students. The course will focus on the relationships among teacher leadership, professional learning and inquiry communities, and systematic analysis of school and classroom data to drive instruction and programmatic planning.

Credit: 3


EDFN 622 - UNDERSTANDING GROUP DYNAMICS IN SCHOOLS

Prerequisite: EDFN 621

The focus on this course is on recognizing and understanding the mechanisms and implications of the social processes involved in group dynamics as they pertain to 21st century classrooms and schools. The emphasis will be on understanding both classrooms and schools as miniature societies and the role of the teacher leader within those societies.

Credit: 3


EDFN 623 - PROFESSIONAL LEARNING COMMUNITIES AND PROFESSIONAL DEVELOPMENT

Prerequisite: EDFN 621

Professional Learning Communities and Professional Development will provide teacher leaders with the knowledge, experiences, and dispositions that will enable them to develop, implement, refine, and institutionalize programs of professional development and renewal for all members of the professional community.

Credit: 3


EDFN 632 - IMPROVING CLASSROOM INSTRUCTION

Prerequisite:

The purpose of this course is to prepare the student to be an instructional leader. Through reading, discussion, modeling, lectures, and effective use of technology, the student will know the latest research in learning theory, models of effective teaching and the cycle of instruct, assess, intervene, and evaluate when teaching in grades PreK-12. Special emphasis will be given to placing a balance between mastery of basic skills and the development of higher-order thinking and problem-solving processes.

Credit: 3


EDFN 635 - INSTRUCTIONAL ORGANIZATION AND MANAGEMENT

Prerequisite:

To develop management skills related to curriculum instruction. These skills include staffing patterns, space, and time utilization concepts and media materials for pupils in formulating and implementing learning programs.

Credit: 3


EDFN 640 - ADULT DEVELOPMENT CONTINUTIY AND CHANGE

Prerequisite:

A course designed to provide leaders of professional enterprises with a foundation of knowledge and experience that will enable them to develop programs of development and renewal based on the principles and theories of human lifespan development and learning.

Credit: 3


EDFN 645 - EDUCATIONAL PSYCHOLOGY AND HUMAN DEVELOPMENT

Prerequisite:

The course addresses theories of human development, the scientific worthiness of the theories, and assists in developing an understanding of how the theories may be applied to schooling. Students will apply research related to human development and educational psychology for the improvement of instruction, curriculum, and administration.

Credit: 3


EDFN 646 - EDUCATIONAL ASSESSMENT

Prerequisite:

This course is designed to advance the graduate student's ability to choose and create meaningful assessments appropriate for a given purpose, situation, and group of learners. The goal will be to use assessment to ensure the continuous intellectual, social, and physical development of all learners, as well as a tool for teacher reflection and professional development. Students will create and critique a variety of appropriate and ethical assessment techniques to enhance learning and teaching. Additional focus will be on the critical analysis of current research and an understanding of the roles uses and limitations of educational roles of assessment in society.

Credit: 3


EDFN 747 - TEACHER LEADER INTERNSHIP CAPSTONE

Prerequisite: Application and selection process. Students should have completed the Core requirements and approximately 24 semester hours as well as the required courses in the Teacher Leader Program

The Capstone Internship is a planned, supervised, and evaluated field- based experience lasting one semester. It is designed as the culminating field experience for the Master of Education program. The internship requires students to work in a setting appropriate to their field and with a cooperating educator appropriate for the program or the licensure sought. The internship allows students to engage in a major project which involves problem identification, analysis of related research, development of a process or procedure to address the problem, development of an evaluation process and preparation of a project product. The internship will allow students to observe the functions of like professionals, assume leadership in planning, implementing, and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in their field of study.

Credit: 5