Education Course Descriptions

100. Introduction to Elementary Education. 1 cr. hr.

This course is designed to provide students with an introduction to a major in  elementary education and to a career in teaching in an elementary school.

101. Introduction to Middle and Secondary Education. 1 cr. hr.

This course is intended as or an introduction, especially for those in their first or second year who are considering becoming teachers of middle and/or secondary school. The course is intended to assist in retention of secondary education majors. It will allow them to begin teaching adolescents their first year in college, link them to the Education Department, and help them realize their professional goals.

201. Teaching the Expressive Arts: Art. 1 cr. hr.

202. Teaching the Expressive Arts: Music. 1 cr. hr

203. Teaching the Expressive Arts: Physical Education. 1 cr. hr.

Courses for the prospective elementary teacher in which the roles of art, music and physical education in the elementary school curriculum are analyzed. Major goals of the courses include (1) understanding the objectives and methods employed by the specialists in the respective areas, and (2) developing strategies for the integration of the expressive arts into the teaching of the regular classroom subjects. Courses to be taken concurrently.

205. Educational Psychology. 2 cr. hrs.

A survey of the psychological principles that have special application to the teaching/learning situation. The major topics of study include child/adolescent development, use of educational/psychological research, application of psychological theories and models to the teaching/learning process, and classroom dynamics.

211. Techniques of Teaching. 2 cr. hrs.

A study of teaching methods, teacher-pupil relationships and curriculum in K-12 classrooms. Students acquire the knowledge and skill to plan, implement and assess learning effectively in each of four teaching models. The course must be taken at William Jewell College concurrently with EDU 212.

212. Clinical Fieldwork. 1 cr. hr.

A course in which the teaching strategies, principles and concepts introduced in EDU 211 are practiced and observed in classroom settings through off-campus

field placements.. Background screening and investigation are required for students engaged in a fieldwork. Prerequisites: concurrent enrollment in EDU 211 and sophomore standing.

215. Information Technology. 2 cr. hrs.

 A course dealing with the design, selection, and utilization of learning strategies involving audiovisual and instructional media technologies. Emphasis is

placed on teacher-constructed materials for use in the classroom. Microcomputer competencies and the utilization of video and internet resources in the

classroom are among the major goals of the course. Prerequisite: Declaration of intent to seek teacher certification at William Jewell College.

234. Psychology and Education of the Exceptional Child I. 3 cr. hrs.

This course is designed for students seeking certification to teach in either the elementary or secondary school, but open to all students interested in exceptionalities in children. Exceptionalities studied are hearing impairment, gifted/talented, mentally handicapped, learning disabled and behaviorally disordered. The causes, characteristics and teaching strategies identified with each exceptionality are studied. Student projects may center on an area of interest.

235. Psychology and Education of the Exceptional Child II. 1 cr. hr.

This course is designed for students who wish to pursue further studies in the area of child exceptionalities beyond EDU 234. Self-designed projects in a chosen area of exceptionality or in a related field are encouraged and supported. Prerequisite: EDU 234.

Professional Education Courses

250. Teaching Communication Arts: Writing, Listening, Speaking. 3 cr. hrs.

This course examines literacy development by exploring language acquisition, visual representation, speaking (including drama), listening and writing. Children’s literature will be studied as models for these practices. Integration of these literacy skills throughout the curriculum will be demonstrated as best practice of the objectives of the elementary school language arts program. Students will plan, teach and evaluate lessons designed to achieve these objectives. Prerequisite: EDU 211 and 212.

301. Methods of Teaching Communication Arts: Reading. 3 cr. hrs.

This course examines the methods of the reading process and the methods, materials, and techniques used by elementary school teachers to teach reading. Students will evaluate the effectiveness of various reading strategies and teach and evaluate lessons in a clinical setting.

303. Diagnosis and Correction of Communication Arts. 3 cr. hrs.

An introduction to specific methods for evaluating reading performance. Major topics of study include selection and administration of assessment measures, interpretation of results, and development of prescriptive programs. Prerequisite: EDU 301.

307. Teaching of Reading in the Content Areas. 2 cr. hrs.

 Development of reading skills and abilities viewed as a continuing process fused with the teaching of content. Emphasis on cognitive processes, questioning strategies, study skills, and development of more complex and refined reading skills. Must be taken concurrently with EDU 311.

309. Content/Methods of Teaching Mathematics in Elementary School. 5 cr. hrs.

This course is a study of the structure of the number system and the teaching strategies that may be utilized appropriately to teach elementary school-age children (K-8). Students are trained to utilize a wide variety of mathematics materials to make concrete the abstractions of mathematics. Some of the manipulatives used are: unifix cubes, base-ten materials, cuisenaire rods, chip-trading materials, geoboards, metric materials, pattern blocks, attribute sets, balance materials, tangrams and fraction bars.

310. Instructional Methodology. 2 cr. hrs.

Considers theoretical and practical issues of curriculum in secondary schools with attention given to teaching in classrooms with culturally diverse learners, and learners with exceptionalities. The role of the Missouri Department of Elementary and Secondary Education with emphasis on the Show-Me Standards is discussed. Instructional strategies, methods, techniques. including lesson planning, learning activities, motivation, classroom management, and assessment procedures are investigated. Prerequisites: EDU 205. Must be taken concurrently with EDU 311.

311. Clinical/Field Experience for the Secondary Teacher. 1-2 cr. hrs.

A course in which the teaching strategies and principles introduced in EDU 307 and EDU 310 are practiced in suburban, urban, and rural field placements in middle school

and secondary school campuses. One credit must be taken concurrently with EDU 307 and one credit must be taken concurrently with EDU 310.

312. Methods of Teaching Elementary Science. 2 cr. hrs.

A course designed to introduce the preservice elementary teacher to science content, process skills, and tools of inquiry utilized in the discipline of science. A variety of teaching strategies are explored, with teaching through inquiry being the primary focus.

313. Methods of Teaching Elementary Social Studies. 2 cr. hrs.

Curriculum, methods and resources for teaching the Social Studies in elementary school. The emphasis is on preparing children for responsible citizenship. This is taken to include a fundamental knowledge of history, geography and economics. Connections between social studies and other content areas of the elementary curriculum are made explicit.

314. Methods of Teaching an Integrated Curriculum. 2 cr. hrs.

A course designed to integrate the methods of language arts, science, social

studies, math, reading and fine arts into a high quality interdisciplinary curriculum (TOPICS) appropriate for the elementary school. EDU 315 must be taken concurrently.

315. Clinical Fieldwork Integrated Curriculum. 1 cr. hr.

Fieldwork component of EDU 314. Background screening and investigation are required for students engaged in fieldwork.

331. Middle School Curriculum and Instruction. 2 cr. hrs.

This course will provide an understanding of appropriate curriculum and instructional strategies for middle schools, grades 5-9, with special attention being focused on integrated curriculum, team planning, and multiple assessment strategies. Culturally diverse populations and special needs students will also be addressed. Clinical field experience required. Offered summers of even-numbered years only.

332. Reading and Writing for Middle School. 4 cr. hrs.

This course acquaints prospective middle school teachers with methods of teaching language skills in grades 5-9. Students will explore the role of literature in the middle school program, integration of reading and writing, techniques of teaching the writing process, and instructional formats for language instruction across the curriculum. Clinical field experience required. Offered summers of even-numbered years only.

338. Teaching Social Studies in the Middle/Secondary School. 3 cr. hrs.

Responsible, informed decision making is developed in this course for students seeking certification in secondary social studies by sensitizing them to the range of decisions they are likely to encounter as teachers of social studies and by giving them experience in making these decisions. Students participate in lesson-planning and evaluation activities, all emphasizing decision making. Offered fall semester. Clinical field experience required.

340. Teaching Science in the Middle/Secondary School. 3 cr. hrs.

Methods for teaching general science, biology, and chemistry in the classroom and laboratory; objectives and organization of subject matter; evaluating the pupil’s progress; selection and buying of supplies and equipment; and planning of laboratories. Fall semester, odd-numbered years. Clinical field experience required.

342. Teaching English in the Middle/Secondary School. 4 cr. hrs.

A practical course in methods of teaching various phases of secondary English. Open only to those preparing to teach English. Fall semester, odd-numbered years. Clinical field experience required.

345. Teaching Mathematics in the Middle/Secondary School. 3 cr. hrs.

Methods of presenting the subject matter of mathematics courses taught in secondary school, the motivation of students, evaluation of results, evaluation and selection

of texts and material. References will be made to topics of modern mathematics. Offered on demand. Fall semester even-numbered years. Clinical field experience required.

348. Teaching of Speech in the Secondary School. 2 cr. hrs.

A survey of the literature of speech, a unit in curriculum planning, and study of teaching methods in theatre, forensics and general speech. Fall semester even-numbered years. Clinical field experience required.

349. Teaching Foreign Languages in Grades K-12. 4 cr. hrs.

Introduction to the theory and practice of teaching foreign languages at both the elementary and secondary levels. Components include: first- and second-language acquisition, individual learning styles, history of foreign language teaching in the U.S., curriculum planning and design, technology in the foreign language classroom,

professional organizations, and observing foreign language classrooms. Fall semester odd-numbered years. Prerequisites: Junior standing or consent of instructor. Clinical field experience required.

351. Methods in String Instruments. 2 cr. hrs.

The study of violin, viola, cello and bass. Teaching techniques for string instruments. Also listed as MUS 351.

352. Methods in Woodwind Instruments. 2 cr. hrs.

The study of clarinet, flute, oboe, bassoon, and saxophone. Fundamentals of technique, maintenance and simple repairs. Examination and evaluation of teaching methods. Teaching techniques for woodwind instruments. Also listed as MUS 352.

353. Methods in Brass and Percussion Instruments. 2 cr. hrs.

The study of trumpet, trombone, euphonium, French horn, tuba, and percussion with emphasis on the teaching of these instruments. Fall semester. Also listed as MUS 353.

358. Teaching Art in Grades K-12. 4 cr. hrs.

This course relates the general principles of art education and its instruction to multicultural and interdisciplinary concerns, creativity, lesson planning and classroom field experience. The course prepares students to incorporate the historical, criticism/analysis, aesthetic, and product/performance strands that form the crucial elements of the discipline based Art education model. Clinical field experience required.

401. Reflective Teaching Seminar 2 cr. hrs.

The course focuses on the applied study, practice and analysis of teaching strategies and skills needed to meet the needs of all students. Topics include classroom management; lesson planning; lesson implementation including effective questioning, conducting productive discussions, reaching students with different learning styles/abilities/cultural backgrounds, using cooperative learning groups, and effective assessment; and systematic reflective practice to improved the instructional process

including instructional and ethical decision-making.

410. Student Teaching for Elementary School Teachers. 10 cr. hrs.

This course provides for the elementary education major to observe and teach in an elementary school classroom. The student is assigned to a cooperating teacher who works with the college supervisor to give the student an opportunity to teach under supervision. The student teacher must, during this time, develop in proficiency and assume complete responsibility for the children in the classroom for at least five consecutive school days. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Portfolio before receiving a grade in student teaching. See Student Handbook for Teacher Education and Student Teaching Policy Manual for admission requirements and general policies governing the program.

423. Student Teaching in Middle School. 2 cr. hrs.

Education majors receiving teaching certification in Middle School, grades 5-9, observe and teach in a middle school classroom. The student, under the direction of the cooperating teacher at each level and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Portfolio before receiving a grade in student teaching. See Student Handbook for Teacher Education and Student Teaching Policy Manual for admission requirements and general policies governing

the program.

424. Student Teaching in Secondary School. 8-10 cr. hrs.

Education majors receiving teaching certification in Secondary Education, grades 9-12, observe and teach at a secondary campus. The student, under the direction of the cooperating teacher and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Portfolio before receiving a grade in student teaching. See Student Handbook for Teacher Education and Student Teaching Policy Manual for admission requirements and general policies governing the program. Must be taken at William Jewell College within seven years prior to applying for teacher certification. Students receiving only secondary teacher certification will enroll for ten credit hours. Students

receiving a secondary teacher certification and a middle school teaching certificate will enroll for eight credit hours in EDU 424, Student Teaching in Secondary School, and two credit hours in EDU 423, Student Teaching in Middle School.

425. Student Teaching in Grades K-12. 10 cr. hrs.

This course provides for the education major receiving teaching certification in grades K-12 to observe and teach in school campus settings at both the elementary level and the secondary level. The student, under the direction of the cooperating teacher at each level and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the Teacher Education Portfolio before receiving a grade in student teaching. See Student Handbook for Teacher Education and Student Teaching Policy Manual for admission requirements and general policies governing the program.

430. Independent Studies in Education. 1-4 cr. hrs.

This course is provided for those students desiring or needing opportunities to pursue interests in any areas of concern to teachers. Prerequisite: GPA of 3.5 and approval of faculty. Students interested in an independent study should complete the request for independent study form in the Department of Education Office.

440. Undergraduate Research Seminar 1-4 cr. hrs.

An introduction to the basic concepts, philosophies, and methodologies of educational research. Students will acquire a basic understanding of research design, implementation, and analysis of data as well as interpretation, use and limitations of results. Students taking the course for advanced credit will design and implement a research project investigating a topic pertinent to K-12 teaching and learning practice and report their research findings. Prerequisite: Permission of instructor.

451. Music Methods in the Elementary Schools. 2 cr. hrs.

Methods, materials and techniques for teaching music in the elementary school. Consent of the instructor. Also listed as MUS 451.

452. Vocal Music Methods in the Secondary Schools. 2 cr. hrs.

Methods, materials and techniques for teaching music in grades 7-12. Majors only. Also listed as MUS 452.

453. Instrumental Methods in the School. 2 cr. hrs.

Methods, materials and techniques for teaching instrumental music in the public school. Majors only. Also listed as MUS 453.

462. Choral/Vocal Techniques. 2 cr. hrs.

A study of comparative vocal pedagogy including concepts of vibrato, registers, dynamics, range, breathing, support, tone, placement, resonance, and voice classification. Practical application through observation and supervised teaching. Also listed as MUS 462.

465. Practicum in International Education. 8-12 cr. hrs.

A field experience in American higher education. Students from foreign countries are placed in beginning to advanced level foreign language classes at William Jewell College. Students serve as course assistants under the direction of a foreign language professor. Prerequisite: completion of a post-secondary course of study at a foreign

institution. Graded pass/fail. May be repeated.

470. Seminar in British Primary Education. 2 cr. hrs.

A study of the philosophy, curriculum, and methods of the British primary schools. The course must be taken as a prerequisite to EDU 475. Offered consecutive spring and summer semesters each year.

475. Practicum in British Primary Education. 4 cr. hrs.

A four week practicum in a British primary school supervised by a member of the education faculty. Prerequisites: junior standing and admission to the Teacher Education Program or a valid teaching certificate and completion of EDU 470. Qualified students may receive graduate credit for EDU 470 and 475 through special arrangements with an identified area college.