Education

110. Introduction to Education (3) studies the purposes and practices of education, helping students determine whether they wish to become professional teachers. Topics include history of education, philosophy of education, careers in education, motivation and discipline, analysis of teacher behavior, organization and goals of schools, the teacher, and the law. Required field experience: 12 hours.

112. Educational Implications of Diversity (3) presents a picture of the increasing diversity found within educational institutions and the implications it has for educators in developing both policy and practice. Prerequisite or co-requisite: EDUC 110, or Child and Family Studies major. Required field experience: 12 hours of observation and 10 hours of tutoring.

211. Individual Topics (1-3) is a supervised clinical field, research, or independent study in education under the direction of a faculty member. It is designed to enable students to have learning experiences that extend beyond required coursework. The course requires periodic meetings with the course instructor, the writing of a journal, and a final written report, in addition to 30-35 hours of field or clinical work for each credit hour. Prerequisite: 110, 112.

220. Mathematics Content for Early Childhood and Intervention Specialist Teachers (3) develops knowledge and skills in number sense, measurement, data, statistics, probability, algebra, and geometry concepts that relate to the K-12 Ohio Learning Standards in mathematics. Prerequisite: Admission to the Education Department.

309. Early Childhood Education and Curriculum (3) provides students with the historical, philosophical, psychological, and social foundations of early childhood education. It also provides the curricular and instructional framework for providing meaningful, developmentally appropriate learning experiences, and accommodations for diverse populations of young children (ages 3 through 8). This course includes direct interaction with both typically and atypically developing preschoolers. Prerequisite: Admission to the teacher education program. Required field hours: 10. Prerequisite or corequisite: PSYC 205, 220.

311. Individual Topics (1-3) is a supervised clinical field, research, or independent study in education under the direction of a faculty member. It is designed to enable students to have learning experiences that extend beyond required coursework. The course requires periodic meetings with the course instructor, the writing of a journal, and a final written report, in addition to 30-35 hours of field or clinical work for each credit hour. Prerequisite: 110, 112 and admission to the teacher education program.

312. Developmentally Responsive Middle Schools (3) provides comprehensive understanding of the nature and needs of early adolescents in grades 4-9 with an emphasis on applying this knowledge to the classroom and the total school environment. The course focuses on characteristics of developmentally responsive schools for young adolescents, as well as the rationale that supports such characteristics. Topics include interdisciplinary teaming, teacher guidance programs, grouping and scheduling concerns, curriculum, pedagogy assessment strategies for culturally and developmentally diverse students, and the application of educational technology. Prerequisite: Admission to the teacher education program. Required field hours: 20.

313. Curriculum and Instruction for the Adolescent (3) provides a foundation in curriculum and instruction for adolescent and young adults with emphasis on motivation, instructional planning, classroom structure, management, discipline, models of teaching, assessment, and learning styles. Prerequisite: Admission to the teacher education program. Required field hours: 20.

314. Multi-Age Curriculum and Instruction (3) provides a foundation in curriculum and instruction for teachers of multiage subject areas, i.e., foreign language, music, physical education and visual arts. Prerequisite: Admission to the teacher education program. Required field hours: 30.

315. The Arts in Early Childhood (3) is designed to provide the knowledge, skills, and dispositions required to effectively integrate art, music, movement, and theater into developmentally appropriate curriculum and instruction for young children. The course balances theory and practice, presenting the arts both as a means of enhancing the development of young children, and as the promotion of creativity and exploration. Prerequisite 309.

316. Children’s Literature (3) involves the study of classic and contemporary children’s literature in a variety of genres. Emphasis is placed on the selection and use of high-quality and developmentally-appropriate materials to support the reading process. Prerequisite: Admission to the teacher education program.

330. Serving Individuals with Exceptionalities (3) investigates the nature and needs of individuals with exceptionalities across the lifespan, the etiologies of different exceptionalities, the identification process, and the continuum of placement and service alternatives. An emphasis is placed on the need of the intervention specialist to collaborate with other professionals to develop individualized education programs that enable learners to be successful in their least restrictive environments and to access services needed for learner independence. Ten hours of clinical experiences with individuals with different exceptionalities are required. Prerequisite: 110 and admission to the teacher education program.

334. Family-Centered Practices (3) develops the knowledge and skills needed to provide appropriate educational opportunities for children in the context of family, community, and social service structures. This course emphasizes the development of communication and collaboration skills needed to interact effectively with parents, family services, and community agencies and to provide transition services across age levels. Technologies designed to promote successful communication are utilized. Also included is direct interaction with preschoolers with disabilities and their families as well as with community agencies and school-based programs serving young children through specific field experiences. Required field experience: 20 hours. Prerequisite: 309, 330, or Child and Family Studies major.

335. Educational Technology (3) develops knowledge and skills to integrate technology effectively into the classroom to support teachers in instruction, delivery, assessment, intervention and adaptation. Based on the National Education Technology Standards and the Ohio Technology Academic Content Standards. Prerequisite: 110 and admission to the teacher education program.

340. Nature and Needs of Students with Disabilities (3) provides an in-depth examination of the state and federal legislation, policies, and procedures that define the field of special education. The learning, emotional, behavioral, adaptive, and medical characteristics and needs of students with disabilities and dual exceptionalities are explored in detail. Learner strengths and challenges are addressed from a variety of perspectives, with emphasis placed on assistive technology, English language learning, access to the general curriculum, life-long learning, and personal advocacy. Required field experience: 20 hours. Prerequisite: 330.

341. Assessment in Education (3) explores the variety of roles that assessment plays in P-12 education. The course includes basic assessment principles, response to intervention (RTI), quantitative data analysis, the assessment teaching cycle, formative and summative assessment. Value-added dimensions of assessment are presented and related to candidates’ licensure areas and the Ohio Teacher Education System (OTES). Also addressed are aspects of assessment related to providing inclusive services to students with exceptionalities, including making accommodations and modifications and using relevant assistive technology. Required field experience: 20 hours. Prerequisite: Admission to the teacher education program.

362. Integrating Language Arts and Social Studies in Early Childhood (3) develops the knowledge and skills necessary to provide developmentally appropriate and effective instruction based on the Ohio Academic Content Standards in language arts and social studies to diverse populations of young children in inclusive settings. Required field experience: 10 hours. Prerequisite: Admission to the teacher education program and 309 (or 309 or 312 or 313 or 314 for special education majors).

366. Mathematics in Early Childhood Education (3) develops the knowledge and skills necessary to provide developmentally appropriate and effective instruction based on the Ohio Academic Content Standards in math to diverse populations of young children in inclusive settings. Required field experience: 10 hours. Prerequisite: Admission to the teacher education program and 309 (or 309 or 312 or 313 or 314 for special education majors).

367. Science in Early Childhood Education (3) develops the knowledge and skills necessary to provide developmentally appropriate and effective instruction based on the Ohio Academic Content Standards in science to diverse populations of young children in inclusive settings. Required field experience: 10 hours. Prerequisite: Admission to the teacher education program and 309 (or 309 or 312 or 313 or 314 for special education majors).

370. Phonics and the Process of Reading (3) develops linguistic and cognitive foundations for reading in an integrated language arts context. Emphasis is on the knowledge base of reading and on an introduction to comprehension strategies, the writing process, curriculum development, assistive technology, and assessment and diagnosis of reading difficulties. Additional emphasis is placed on phonics, phonemic awareness, and word recognition in an integrated language arts context. The course fulfills the state requirement in phonics for Early Childhood Education and Middle Childhood Education majors. Prerequisite: Admission to the teacher education program.

371. Emergent and Beginning Reading (3) focuses on the research, methods, and materials used in developmentally appropriate pre-reading and reading instruction for diverse emergent and beginning readers. Required field experience: 20 hours. Prerequisite: 370.

372. Reading Methods for Middle Childhood (3) focuses on the research, methods, and materials appropriate for teaching reading to diverse learners in grades 4-9. Emphasis is on integrated curriculum strategies including knowledge, selection, and use of high quality children’s literature. Includes use of phonics and word study instruction as appropriate for the young adolescent reader, as well as study of the nature of the English language. Required field experience: 20 hours. Prerequisite: 370.

375. Professional Practices in Mathematics (3) focuses on participation in professional mathematics organizations, the use of technology in the mathematics classroom, mathematics education research including best practices, and Euclidean geometry. Prerequisite: Admission to the teacher education program.

382. Social Studies Methods for Middle Childhood Educators (3) develops knowledge and skills necessary to provide instruction based on national social studies standards and state curriculum models for students in grades 4-9, with an emphasis on the use of a variety of instructional approaches for culturally and developmentally diverse classrooms. The course prepares students to utilize approaches to teaching and learning which integrate content relevant to students’ lives, honor individual differences, and teach basic skills of inquiry and communication, including the application of educational technology. Required field experience: 20 hours. Prerequisite: 309 or 312 (or 313 or 314 for special education majors).

383. Language Arts Methods for Middle Childhood Educators (3) develops knowledge and skills necessary to provide instruction based on national language arts standards and state curriculum models for students in grades 4-9 with an emphasis on use of a variety of instructional approaches appropriate for culturally, linguistically, and developmentally diverse classrooms. The course prepares students to utilize approaches to teaching and learning which integrate reading, speech, writing, and literature with the broader curriculum, develop literacy skills relevant to students’ lives, honor individual differences, and teach basic skills of communication, including the application of education technology. Required field experience: 20 hours. Prerequisite: 312 (or 309 or 313 or 314 for special education majors).

384. Science Methods for Middle Childhood Educators (3) provides knowledge and skills necessary to provide science instruction consistent with national and state curriculum models for students in grades 4-9 with an emphasis on the use of a variety of instructional approaches appropriate for culturally and developmentally diverse classrooms. The course prepares students to utilize approaches to teaching and learning which integrate content relevant to student’s lives, honor individual differences, and teach basic skills of inquiry and communication, including the application of educational technology. Required field experience: 20 hours. Prerequisite: 312 (or 309 or 313 or 314 for special education majors) .

385. Math Methods for Middle Childhood Educators (3) provides knowledge and skills necessary to provide math instruction consistent with national and state math curriculum models to students in grades 4-9 with an emphasis on the use of a variety of instruction approaches appropriate for culturally and developmentally diverse classrooms. The course prepares students to utilize approaches to teaching and learning which integrate content relevant to students’ lives, honor individual differences, cultivate skills in recognizing and solving problems and provide awareness of relevant teaching tools, including manipulative materials and educational technology. Required field experience: 20 hours. Prerequisite: 312; (309 or 312 or 313 or 314 for special education majors).

391. Integrated Language Arts Methods for the Adolescent (3) focuses on special methods of teaching language arts in grades 7-12 with emphasis on integrated and interdisciplinary instruction, adaptations for learners with special needs, content specific reading strategies and applications of educational technology, and the Ohio Academic Content Standards. Required field experience: 10 hours. Prerequisite: 313.

392. Integrated Math Methods for the Adolescent (3) focuses on special methods for teaching mathematics in grades 7-12 with emphasis on integrated and interdisciplinary instruction, adaptations for learners with special needs, content specific reading strategies and applications of educational technology, and the Ohio Academic Content Standards. Required field experience: 10 hours. Prerequisite: 313. 394. Integrated Science Methods for the Adolescent (3) focuses on special methods of teaching science in grades 7-12 with emphasis on integrated and interdisciplinary instruction, adaptations for learners with special needs, content specific reading strategies and applications of educational technology, and the Ohio Academic Content Standards. Required field experience: 10 hours. Prerequisite: 313.

395. Integrated Social Studies Methods for the Adolescent (3) focuses on special methods of teaching social studies in grades 7-12 with emphasis on integrated and interdisciplinary instruction, adaptations for learners with special needs, content specific reading strategies and applications of educational technology, and the Ohio Academic Content Standards. Required field experience: 10 hours. Prerequisite: 313.

412. Reading and Writing for Information (3) develops strategies, techniques and skills for strengthening the reading and writing skills of diverse learners in the content areas in early childhood. Includes applications of educational technology. Required field experience: 10 hours. Prerequisite 371.

413. Reading in the Content Areas (3) develops strategies, techniques, and skills for strengthening the reading skills of diverse learners in the content areas in the middle school and high school. Includes applications of educational technology. Required field experience: 10 hours. Prerequisite: 309 or 312 or 313 or 314. 414. Reading Assessment and Intervention (3) examines research-based principles, techniques, and materials used in the assessment of reading skills and in the diagnosis of reading difficulties and intervention strategies for addressing them. Addresses cultural and linguistic differences in the assessment phases. Includes applications of educational technology. Required field experience: 10 hours. Prerequisite: 371 or 372.

418. Professional Practices for Early Childhood (2), taken as part of the professional semester, provides candidates with additional opportunities to develop the knowledge, skills, and dispositions necessary for providing effective instruction in inclusive settings with diverse populations of young children. Emphasis is placed on transitioning into P-3 school settings as entry year/resident educators. The culminating activity is a formal exit interview during which the candidate shares his/her portfolio.

419. Co-teaching and Collaboration in Education (2), taken as part of the professional semester, develops the knowledge and skills needed to communicate and collaborate effectively with colleagues, students’ families, and the broader community.

420. Proactive Approaches to Classroom Management and Support (2), taken as part of the professional semester, addresses the knowledge and skills needed to establish a safe, positive and supportive environment for all children. Emphasis is placed on developing specific strategies for providing school-wide and targeted behavioral support to students, as well as preparing and organizing resources and maximizing the use of instructional time.

432. Student Teaching in Special Education (9) is a 14-week supervised experience in planning for instruction, creating an environment for student learning, teaching for student learning, and reflecting on student performance in settings that provide services for students identified with mild to moderate disabilities. Part of the professional semester.

434. Instructional Services for Children with Mild/Moderate Special Needs (3) focuses on the selection and implementation of instructional strategies for students with disabilities who need targeted and/or intensive services. Emphasis is placed on skill development in selected intensive instructional approaches in reading, mathematics, and written expression. Prerequisite: 340. Required field experience: 15 hours.

449. Student Teaching in Early Childhood (9) is a 14-week supervised experience in planning for instruction taken as part of the professional (student teaching) semester, creating an environment for student learning, teaching for student learning, and reflecting on student performance completed in an early childhood setting, pre-kindergarten through grade 3. Part of the professional semester.

450. Middle Level Student Teaching (9) is a 14-week supervised experience in planning for instruction, creating an environment for student learning, teaching for student learning, and reflecting on student performance completed in a middle level setting, grades 4 through 9. Part of the professional semester.

451. Student Teaching in the Secondary School (9) is a 14-week supervised experience in planning for instruction, creating an environment for student learning, teaching for student learning, and reflecting on student performance completed in a secondary setting, grades 7 through 12. Part of the professional semester.

455. Student Teaching in Early/Middle Level Physical and/or Health Education (5) is a supervised experience under the guidance of a cooperating teacher and university faculty member in a minimum of six weeks clinical placement involved in planning for instruction, creating an environment for student learning, teaching for student learning, and reflecting on students’ performance completed in a primary or middle school physical education and/or health setting, grades K-3 or grades 4-9. Part of the professional semester.

457. Student Teaching in Secondary Level Physical and/or Health Education (5) is a supervised experience under the guidance of a cooperating teacher and Muskingum faculty member in a minimum of six weeks clinical placement involved in planning for instruction, creating an environment for student learning, teaching for student learning, and reflecting on students’ performance completed in a secondary school physical education and/or health setting, grades 9- 12. Part of the professional semester.

461. Student Teaching Seminar (1) is an opportunity for student teachers to synthesize the teacher education knowledge base and practice teaching experience through large and small group interaction with a focus on linking theory to practice in their student teaching placements. Part of the professional semester.

465. Professional Practices in Middle Level Education (2), taken as part of the professional semester, provides candidates with additional opportunities to develop the knowledge, skills, and dispositions necessary for providing effective instruction in inclusive settings with diverse populations of middle level learners. Emphasis is placed on transitioning into grades 4-9 school settings as entry year/resident educators. The culminating activity is a formal exit interview during which the candidate shares his/her professional portfolio.

466. Professional Practices in Secondary Schools (2), taken as part of the professional semester, provides candidates with additional opportunities to develop the knowledge, skills, and dispositions necessary for providing effective instruction in inclusive settings with diverse populations of secondary school learners. Emphasis is placed on transitioning into grades 7-12 school settings as entry year/resident educators. The culminating activity is a formal exit interview during which the candidate shares his/her professional portfolio.

468. Professional Practices in Special Education (2), taken as part of the professional semester, provides candidates with additional opportunities to develop the knowledge, skills, and dispositions necessary for providing effective instruction to students with disabilities in their least restrictive environment, with a particular focus on intensive behavioral support and transition planning. Emphasis is placed on transitioning into K-12 school settings as entry year intervention specialists/resident educators. The culminating activity is a formal exit interview during which the candidate shares his/her professional portfolio.