Involves weekly experience with children and youth in participating public and private local schools and service agencies. Requires registration in the Office of Educational Field Experience each semester. A minimum of 100 clock hours must be met for "satisfactory" grading.
Integrates the theory and practice of teaching; topics include classroom management, planning, techniques and strategies, evaluation, reading in the content area, and instructional materials, and technology.
Involves supervised, full-time classroom teaching with gradual assumption of total teaching responsibilities in two different placements according to the scope of cer-tificate. (Select appropriate section of 442 A-Q.) Requires sign-up in the Field Experience Office. (Prerequisite: student teaching clearance by Education Department.)
Develops teaching strategies, K-6 curriculum elements and instructional resources in the context of research while modeling best practice. Requires related field experience participation.
Engages pre-service students in an active, materials-based, collaborative investigation of mathematics learning/teaching, in light of NCTM Standards. Students are required to pass a basic skills test in order to successfully complete the course.
Applies science theories and methodology through cooperative, hands-on teaching experiences.
Encompasses strategies that promote informed, responsible citizenship in a pluralistic society. Emphasis on interdisciplinary approaches and NCSS Curriculum Standards.
Students officially enrolled in Marywood's teaching intern program fulfill their student teaching requirements through participation in this semester-long course. Once an intern student secures full-time employment in a school district, he/she must register for this course. Marywood's teacher intern supervisors participate in the supervision of the intern during the semester. Student must be enrolled in Marywood University's intern certification program, must have completed all coursework and must have passed all tests in the Teacher Certification:
Introduction to the methodology of research-historical, descriptive-survey, experimental design, critical interpretation, and case study techniques, with attention to specialized data-gathering procedures, such as the questionnaire, the interview, observation, etc.; introduction to statistical concepts. Directed toward the writing of a thesis or a professional contribution (PC) as a degree requirement.
Basic principles of educational theory derived from a study of major works and integrated theories from the history of education, philosophy and social sciences; research of the social sciences on educational problems, processes and values; contemporary issues and multicultural issues explored.
Presents a brief history of children's literature, the characteristics of twentieth century publications for children, with the relationship between literature read by children and the psychology of the child. Evaluation of representative current and retrospective titles for classroom use. Reading specialists must take 2 credits.
This course will examine the concept of Universal Design for Learning (UDL) and address the practical application of UDL in the classroom to teach and reach all students. This course will provide an overview of learner differences, brain research on learning, and the use of multimedia technologies to include all students. It will also provide participants with strategies to integrate the application of UDL into the curriculum as well as hands-on practice with multimedia technologies. Mentoring techniques will also be discussed and action plans for mentoring colleagues, utilization of technology resources, and integration of UDL in the classroom will be developed.
Course deals with the dynamics of teacher-student-other relationships with consideration of learning and classroom management. Analyzes individual differences of students in relation to the educative process. Emphasis on relating educational research to current school practice. Lesson plan and unit plan designs are covered.
Emphasizes the aspects of learning theory having direct bearing on the teaching learning process. Included are points of view that need to be understood by teachers so they might be discerning in their procedures in the classroom, their reading of materials in the field and their participation in professional discussions.
Thesis, project, series of demonstrations or professional performance.
This course is designed to expand the participants’ knowledge of current issues related to teaching English Language Learners, as well as effective assessment practices, teaching methods, and appropriate ESL materials. Linguistic as well as sociocultural factors affecting learning will be addressed. ESL standards, modifications for ELLs, and support services for ELLs will be discussed.
This course will cover human language and communication, the lexical, morphological, syntactic, and phonological components of language. Focus will be on research in social and psychological aspects of language and the process of second language acquisition.
The purpose of this course is to give the student practical experience in linguistics. A minimum of 15 clock hours must be spent in the field. This is accomplished under the supervision of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. To be taken concurrently with EDUC 562 Linguisitics.
This course will help the ESL teacher develop awareness of the English Language Learner’s challenges and obstacles in mastering a second language. Included in the course will be the history of theories in second language acquisition and implications of multicultural education in K-12. Participants will discuss what culture is and how it shapes perceptions and attitudes. The course will examine characteristics of the cultures represented in the ESL classroom and address ways to acclimate ELLs to US culture.
The purpose of this course is to give the student an understanding of the experiences of an ELL in the school setting. A minimum of 15 clock hours must be spent in the field. This is accomplished under the supervision of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. To be taken concurrently with EDUC 563 Perspectives on Teaching ESL.
This course will include analysis of the details and system of the English language with a focus on syntax and discourse and the application of analyses to grammar instruction in the second language classroom.
The purpose of this course is to give students practical experience in helping ELLs to improve their spoken and written English. A minimum of 15 clock hours must be spent in the field. This is accomplished under the direction of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. To be taken concurrently with EDUC 564 Structure of English.
The purpose of the Internship in ESL is to provide the candidate with an opportunity for in-depth, varied and continuous experiences working with English Language Learners. These experiences will enable the intern to apply the knowledge and skills acquired through his/her study and previous experience to actual situations with English Language Learners.
Involves supervised, full-time classroom teaching with gradual assumption of total teaching responsibilities in two different placements. Requires registration in the Field Experience Office and approval of chair of Education Department.
Examines the role of the administrator as instructional leader, manager, and leader of the community within the school environment. Theory is derived from leadership principles and current concepts of administration. Communication and decisionmaking skills are emphasized.
Examines practical issues of current concern in education.
Designed to aid the school administrator, special education supervisor, and curriculum/media specialist in the role of curricular and instructional leader. Augments, through practical application, various curriculum theories and trends. Instructional design, curriculum standards, and curriculum building competencies are stressed.
Provides the administrator with the knowledge and skills needed to supervise faculty, including special education faculty, in evaluating quality of program instruction. Various approaches will be investigated with an emphasis on models of clinical supervision and adult development.
Includes an analysis of the legal issues, including special education mandates in school.
Focuses on aspects of financing needed by school administrators. Includes areas such as budgeting, marketing, and planning.
Designed to aid in the development of those skills needed for effective leadership in the area of recruitment and hiring of faculty and staff, including special education staff, and for developing relationships among faculty, students, and the community. Communication and decision-making skills are emphasized.
Designed to give the potential school leader practice in school administration; structured internship at a selected educational institution.
Examines the role of the school district in the life of the civic community. Develops public relations programs that bring about positive school-community interaction. Stresses effective relationships between central office personnel and school board.
Develops communication theory first explored in principalship program. Stresses effective communication skills. Explores organizational systems and related social structures. Stresses motivation theory and change dynamics.
Explores collective bargaining, negotiation skills, union movements and related contemporary issues critical to central office leadership.
Examines financing and construction of educational facilities. Explores current state regulations on new and renovated facilities. Gives special emphasis to bonding initiatives and aesthetic and environmental concerns.
Provides an opportunity for the student participant to integrate theory and practice in the field of central school office administration. It is an individualized internship, collaboratively designed by the student, a faculty mentor, and a site supervisor, and addresses competencies explored during coursework. The internship is accomplished at a central school office site.
Integrates learning theory and the actual practice of instruction. Models of effective teaching are explored, including methodologies and authentic assessment strategies. A major component of the course will be opportunities for actual college classroom teaching experience.
Designed to explore advanced concepts of integrative curricular design. It touches such curricular issues as multiculturalism, change, society, transitions, technology, decision-making, planning, and evaluation. A variety of curriculum projects is explored.
This course provides a thorough examination of contemporary leadership theory and styles. Essential leadership skills for 21st century institutions of learning will be explored through the use of case studies and simulations. Models of change and communication strategies will be addressed.
This one semester internship provides the student participant an opportunity to focus on the creative and effective utilization of faculty, parents, and community-atlarge to achieve curricular purposes of the school. It addresses both staffing and staff development needs. This internship addresses competencies explored during coursework and is accomplished at a central office site.
The one-semester internship provides the student participant an opportunity to focus on creative and effective resource allocation and budgeting procedures. It also deals with building management and resource enhancement to support curriculum initiatives. This internship addresses competencies explored during coursework and is accomplished at a central office site.
The course acquaints school administrators (superintendents, principals, supervisors) with professional problems associated with special education. School leaders will examine all aspects of special education, including its history; philosophy; and federal, state and local regulations, as well as trends and strategies to accommodate diverse learners. The course focuses on special education from the perspective of school administrators.
This course will discuss the multifaceted issues related to a student-centered campus. It will present practical problem-solving strategies in dealing with adult learners.
A practical application of strategies for both financial and long-range strategic planning will be the focus of this course.
Stresses effective communication skills. Explores organizational systems and related social structures. Stresses motivation theory and change dynamics.
Law in higher Education introduces students to the legal and policy aspects of higher education. Law and policy as it relates to due process for both students and employees at colleges and universities will be emphasized.
This course will explore traditional and non-traditional institutional programs and student outcomes/assessment designs for the purpose of heightening achievement at all levels.
An on-site, individually designed internship/practicum will conclude work in this program. Students must address at least 8 of 13 competencies in higher education administration during the internship experience. The internship is 300 hours which may be taken full time (300 hours) in one semester or part time (150 hours) in each of two consecutive semesters. Internships are only available in fall and spring semesters. A manual is available to help students plan their experience. Students need to inform the department of their intent to begin internship by January 15 or September 15 to begin the following semester.
Thesis, project, series of demonstrations, or professional performance.
Survey of traditional and new programs with special reference to societal changes. In-depth study of selected problems in home and child-care settings.
Explores different models of early childhood settings and focuses on curriculum, methods of teaching, and activities for all children - birth through age eight. Course stresses formal and informal assessment for programming and evaluation; emphasizes planning and adaptation of learning experiences for all young children.
Focuses on learning to plan, adapt, modify, implement, and evaluate learning so all children may be involved within the range of their own abilities and styles.
Includes the physical structure, organization, and management of environments for all young children; study of professional leadership in establishing and maintaining effective programs.
Coordinated, guided study in selected school setting or early childhood settings or other agency; intended for students who need practical experience in one or more of the following areas: observation, teaching, curriculum development, assessment, administration. The internship is arranged in cooperation with the Office of Field Experience.
Legal, ethical, and economic challenges in the delivery of information, particularly electronic, including the development of policies to address copyright, access, censorship, and ownership issues. Guidelines for fair use, filtering procedures, acquisition of multimedia products and electronic books and journals, licensing, as well as implications for distance learning technologies, local area network servers, and online resource sharing are emphasized.
An introduction to the technological, social, and economic aspects of information delivery as well as to the role of management, professional information organizations and publications. Theories and structure of management in today's information agencies with primary emphasis on the educational environment are stressed, including such topics as resources allocation, decision-making and planning, budget administration, facilities and supervisory issues, the development of mission and program statements, impact of current technology.
An overview of the communications technologies that provide the underpinnings for modern information storage and retrieval and of the telecommunications technologies that facilitate today's information systems and networks. Understanding search interfaces and retrieval methods from databases and the Internet are emphasized. Using and organizing information with automated tools, spreadsheets and word processing, presentation programs, multimedia systems, digital technology and web formats are included as they relate to instruction and responsible delivery of information.
Integrating information resources and technologies and information-seeking skills into the curriculum through the design of instructional strategies, lesson planning, and cooperation with administrators and classroom teachers. The development of library programs related to school curriculum, educational objectives, critical thinking, and assessment standards will be required.
The processes and procedures for developing and maintaining a multi-media collection that is responsive to curricular needs and student interests. Methods and reviewing sources for the selection and evaluation of culturally diverse and developmentally appropriate materials are covered. The preparation of policy, criteria for acquisition and weeding, and literary standards are studied.
The purpose and structure of basic organizational methods for library collections with emphasis on contemporary practices. The defining principles of Dewey Decimal Classification, the Library of Congress system, ALA filing rules and MARC cataloging, and other procedures are introduced. Basic automated systems and their administration, current trends in electronic access, and collection management, choosing outsourcing of technical processing are covered.
Monthly campus support meetings for participants in the required internship or Student Teaching experience. Group discussion and seminar format for exploration of current research, issues, and concerns. Suggested topics include school library advocacy, methods of research, teaching responsibilities and liabilities, storytelling/ other promotional activities, new children's and young adult literature, professional development.
Practical application of library routines and procedures in a field-based internship under the supervision of a qualified school library media specialist. Open to students who are certified as teachers and wish to extend certification to include Library Science K-12. Minimum of 100 hours of field work.
For those with no teaching certification, twelve weeks of observation and participation in a school library program under the guidance of a certified professional librarian are required. Working relationships with students and faculty are emphasized, including reading, guidance, development of teaching strategies, application of library theory, and technical skills.
The reading process is approached from a cognitive, linguistic, and social perspective. Students explore their own philosophy of reading and relate it to theories and models of reading derived from research studies. The main purpose of the course is to enable students to connect theory with practice, in order to be able to make enlightened instructional decisions in the classroom.
This course acquaints students with the recent theories regarding the reading process and extends their knowledge on how children read to learn. Emphasis is on the phases of reading process, the place of metacognition in the reading act, and the relationship that exists between teacher, student, and text. Instructional strategies are presented to enable the teacher to make a practical application of the theories and models presented.
The course focuses on the correlates of reading disabilities and the types of informal and formal assessments that can be employed to determine the extent of a reading problem. Students have the opportunity to test and diagnose children under the supervision of an experienced clinician. Case studies analyzing the testing information are a requirement of the course.
Emphasis in this course is on the different methods and materials which can be used to correct the various types of reading problems. More detailed testing procedures are also introduced and administered to clients under supervision. Case studies analyzing testing results also include instructional programs designed to correct specific reading problems.
Students have the opportunity to test, diagnose, and implement a reading program for clients. Actual teaching of clients takes place under supervision. Practical experience includes:
a. audiotaping, videotaping, and critiquing of testing and teaching;
b.writing of case reports;
c. interviewing of parents, including interpretation of test results and recommendations for continued improvement of clients;
d. exchanging of ideas with instructor and peers.
This course explores current organizational patterns of reading instruction and the organization and administration of school reading programs. It includes "working sessions" in the development of a philosophy, goals, behavioral objectives, resources, program planning, selection procedures, in-service education, budgets, and evaluation of school reading programs.
This course provides an opportunity for the integration of theory and practice in the field of reading. It is an individualized program, designed by the candidate and mentor. Experiences with instruction and assessment will be included. The internship can be accomplished under supervision at the candidate’s school.
This course provides an opportunity for the integration of theory and practice in the field of reading. It is an individualized program, designed by the candidate and a mentor. It may include experiences with curriculum development, community relations, policy determination, management, staff development, instructional design and personal professional development. The internship can be accomplished under supervision at the candidate's school.
Required of all students seeking the M.S. in Reading Education, this closure activity involves the completion of a thesis or project related to the teaching/learning of reading.
Presents litigation and legislation involving the rights to treatment, to a fair classification, and to education. Discusses student and teacher rights and responsibilities as well as models for delivery of services.
Detailed examination of etiology, characteristics and intervention for those who need learning, emotional and physical support. Emphasis on the interrelatedness of the disabilities imposed on the processes of motivation, learning, and social adaptation.
A course dealing with the analysis of performance characteristics of the mildly impaired learner and with the development of remedial procedures, teaching strategies and inclusive practices for amelioration of learning deficits.
From time to time, offered to give in-depth consideration to a topic of importance. (Prerequisite: two courses in Special Education.)
Classroom experience relating theory and practice with individuals with disabilities in school settings. Required of all students seeking a second certification. A professional portfolio will be required of all students. Registration is by permission of the chairperson.
An in-depth study of methods and techniques to develop career education programs for adolescents and young adults with disabilities. Designed to aid teachers, vocational counselors, administrators, and other concerned personnel in establishing and operating work-study programs and sheltered workshop experiences.
Explores the strategies developed for identification of the target population from birth to five years, as well as evaluation techniques and early intervention. Investigates the success and problems of established procedures.
The objective of this course is to develop the skills required to assess the level of cognitive functioning of students and to develop programs of remediation and treatment based on existing strengths and challenges.
Provides competency in individual and group technology following a format that aims at facilitating setting up and implementing a behavior-change program in applied settings. Design of intervention programs using a variety of strategies is required.
Consideration of the determination, establishment, and function of educational programs for exceptional children; designed for administrative and supervisory personnel.
The purpose of this course is to give the student practical experience in supervision. A minimum of 100 clock hours must be spent on this assignment. This is accomplished under the supervision of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. A professional portfolio will be required of all students. (Prerequisite: S ED 540.)
The practical application of statistical analysis and research design related to the field of special education and exceptional individuals. An individually-directed, in-depth investigation of scientific methodology is necessary in the development and implementation of a research project. Presentation of the completed investigation is required. The Master’s thesis process takes a minimum of two semesters to complete. (Prerequisites: prior topic approval by department faculty; EDUC 501.)