Mar 28, 2024  
2014-15 Catalog 
    
2014-15 Catalog [ARCHIVED CATALOG]

Course Descriptions


 

 

 

Education

  
  • ED 457B - Curriculum, Instruction, and Assessment


    3 credits
    Taught during the senior year of the Elementary Education licensure program, this course provides a continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards and the Common Core State Standards. Emphasizes effective strategies for standards-based education. Prerequisite(s): Completion of ED 457A  with a B or better.
  
  • ED 458 - Social Science Methods


    3 credits
    Familiarizes licensure students with the skills, instructional techniques, curricular designs, materials, and resources  associated with successful teaching of social science subjects in K-6 classrooms. Emphasizes effective, engaging, and culturally responsive strategies for implementing Oregon Content Standards and the Common Core State Standards in teaching diverse learners.
  
  • ED 459 - Philosophical Foundations of Education


    3 credits
    Highlights the philosophical roots guiding a wide range of educational beliefs and practices. Promotes development of a critical voice as it explores controversial challenges to the status quo by considering how to equitably serve all students. Encourages classroom leadership through deep and active engagement with the questions: Why teach? Why are my beliefs about education and learning important? How is the promise of “educational opportunity for all” still a troubling paradox in American society? Approved for University Studies (Integration - Strand I).
  
  • ED 460 - Multicultural Education


    3 credits
    Explores concepts, theories, and strategies that constitute major dimensions of multicultural education in American public schools. Examines issues and attitudes regarding race, ethnicity, language, social class, sexuality, and gender. Promotes culturally relevant and responsive teaching and learning communities that respect individual and group differences. Provides multicultural curriculum, methods, and materials for positive interactions with all children and youth. Approved for University Studies (Integration -  Strand J).
  
  • ED 461 - Health/PE Methods


    3 credits
    Examines principles of children’s health, safety, and ways in which classroom teachers can help students develop movement skills and an active, healthy lifestyle. Addresses planning, implementation, and evaluation of health and physical education instruction. Topics include mental, emotional, and personal wellness for children in grades K-8. The course provides opportunities for active participation in the Great Body Shop Curriculum.
  
  • ED 462 - Human Development, Cognition, and Learning


    3 credits
    Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs.
  
  • ED 463A - Reading and Language Arts Methods A


    3 credits
    Examines the process of language development and the emergence of literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy for birth-age 8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective (with a special focus on the needs of students with diverse backgrounds), learning styles, skills, strengths, and special needs in reading and language arts teaching methods for the early childhood classroom birth-third grade.
  
  • ED 463B - Reading and Language Arts Methods B


    3 credits
    Examines the process of literacy development in an interrelated context of reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies and pedagogy for grades 3-8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural/inclusive perspective, learning styles, skills, strengths, and collaboration through exploring content area reading comprehension, reader/writer workshops, literacy centers and literature circles in grades 3-8.
  
  • ED 466 - Human Relations


    1 to 3 credits
    Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities. May not be repeated for additional credit.
  
  • ED 469 - Language and Literacy in the Content Areas


    3 credits
    Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4–12.
  
  • ED 470 - The Exceptional Child


    3 credits
    Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential.
  
  • ED 471 - Inclusion Strategies


    3 credits
    Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various exceptionalities,identifying available resources, and focusing on students’ strengths and needs, with particular emphasis on working with students with exceptional needs in the general classroom. Strategies for including exceptional students will provide a foundation for pre-service teachers in developing differentiated materials and activities.
  
  • ED 473 - Art Education Methods


    3 credits
    Discusses the concepts and issues in art that affect the world of art education. Covers historical perspectives, critical theories, and effective practices in current art education to examine and question boundaries, standards, beliefs, and the current social cultural context. Explores the role and value of art and creativity in child development and learning in classroom settings, the community, and society. Uses a cross-cultural approach to explore art-making, art history, aesthetics, creative and artistic performance, and art appreciation for grades P–8.
  
  • ED 474A - Honors Introduction to Curriculum, Instruction and Assessment


    3 credits
    Taught during the junior year of the Elementary Education program. Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex ahd human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Statndards. Integrates reflective practice and transparent teaching. Restricted to students in the BA/BS in Elementary Education with Honors program.
  
  • ED 474B - Honors Curriculum, Instruction, and Assessment


    3 credits
    Taught during the senior year of the Elementary Education program. A continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Prerequisite: Completion of ED 474A with a B or better. Restricted to students in the BA/BS in Elementary Education with Honors program. Prerequisite(s): ED 474A .
  
  • ED 475 - Honors Social Science Methods


    3 credits
    Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of social science subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in social science teaching methods for grades P-8. Restricted to students in the BA/BS in Elementary Education with Honors program.
  
  • ED 476 - Honors Foundations of Education


    3 credits
    Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices. Restricted to students in the BA/BS Elementary Education with Honors program.
  
  • ED 477 - Honors Multicultural Education


    3 credits
    Explores concepts, theories, and strategies that constitute major dimensions of multicultural education in American public schools. Examines issues and attitudes regarding race, ethnicity, language, social class, sexuality, and gender. Raises cultural awareness, sensitivity, and competence. Provides instructional methods, materials and curriculum for positive interactions with children and youth. Promotes learning communities that respect individual and group differences. Examines dimensions of multicultural education including content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. Restricted to students in the BA/BS Elementary Education with Honors program.
  
  • ED 478 - Honors Human Development, Cognition, and Learning


    3 credits
    Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs. Restricted to students in the BA/BS Elementary Education wtih Honors program.
  
  • ED 479 - Honors Human Relations


    1 to 3 credits
    Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools parents, and communities. Restricted to students in the Elementary Education with Honors program. May not be repeated for additional credit.
  
  • ED 480 - Foundations in Early Childhood/Elementary Education


    3 credits
    Introduces students to the field of early childhood and elementary education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE and elementary education. Analyzes relevant issues in the field of early childhood and elementary education from sociological and cultural perspectives.
  
  • ED 481 - From At-Risk to Resiliency


    3 credits
    Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources.
  
  • ED 484 - Curriculum Design in Early Childhood


    3 credits
    Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals.
  
  • ED 485 - Assessment of Young Children


    3 credits
    Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, preschool, and primary-grade children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for young children.
  
  • ED 486 - Curriculum Content in Early Childhood Education


    3 credits
    Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction.
  
  • ED 487 - Family, School, and Community Relations in Early Childhood Education


    3 credits
    Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family.
  
  • ED 488 - Early Language and Literacy Development


    3 credits
    Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.
  
  • ED 489 - Interpersonal Relations and Guidance in ECE


    3 credits
    Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults.
  
  • ED 491 - School Law and Organization


    3 credits
    Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
  
  • ED 493 - Observation and Evaluation of Teaching


    3 credits
    Provides an opportunity for future and experienced teachers to observe contemporary trends in education and applied teaching/learning theories as demonstrated in the schools. Students analyze teaching and learning theories, investigates trends, observe their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction and evaluation of teaching. Students also design lessons in various content areas to meet learning goals.
  
  • ED 494 - Honors Observation and Evaluation of Teaching


    3 credits
    Provides an opportunity for future and experienced teachers to observe contemporary trends in education and applied teaching/learning theories as demonstrated in the schools. Students analyze teaching and learning theories, investigate trends, observe their use in classroom situations, and discuss the effectiveness of educational theories and practices on instruction and evaluation of teaching. Prerequisite(s): Restricted to students in the elementary education with honors program.
  
  • ED 495 - Reflective Inquiry/Professional Portfolio


    3 credits
    Provides an opportunity to examine contemporary trends and research in professional development practices and to understand the personal reflective inquiry process. Analyzes personal values and beliefs affecting instructional approaches, as well as interactions with others, including students, parents, and teachers. Investigates decision-making and problem-solving skills in various situations using deliberate critical inquiry. Discusses the potential of multilevel learning and self-study to improve personal and professional practices in school settings. Guides the development of a professional portfolio that demonstrates the knowledge, skills, and competencies required of student teachers in the initial licensure program.
  
  • ED 500 - Professional Development


    1 to 6 credits
    Designed and sponsored by educational agencies. Offers professional development courses for educators. A maximum of 6 credits may be applied to fifth-year or graduate degree programs.
  
  • ED 501 - Research


    1 to 6 credits
    Credits to be arranged. Repeatable.
  
  • ED 503 - Thesis/Project


    1 to 9 credits
    Credits to be arranged. Repeatable.
  
  • ED 505 - Reading and Conference


    1 to 6 credits
    Credits to be arranged. Repeatable.
  
  • ED 506 - Special Individual Studies


    1 to 4 credits
    Credits to be arranged. May not be repeated for additional credit.
  
  • ED 507 - Seminar


    1 to 9 credits
    Credits to be arranged. Repeatable.
  
  • ED 508 - Workshop


    1 to 3 credits
    Credits to be arranged. Repeatable.
  
  • ED 509 - Practicum


    1 to 9 credits
    Credits to be arranged. Repeatable for a maximum of 15 credits.
  
  • ED 510 - Field Experience: Research Application


    1 to 6 credits
    Provides students with opportunities to practice specific research skills, such as observation, interviewing, and data analysis. May not be repeated for additional credit.
  
  • ED 511 - September Experience


    1 to 3 credits
    Allows students to observe and participate in the preparation of a new public school year and to experience the classroom during the first weeks of school. Provides opportunities to observe and reflect on how public school teachers establish expectations and norms that affect the entire school year. Additionally, teacher education students assist teachers in preparing classrooms. May not be repeated for additional credit.
  
  • ED 512 - Research Investigations


    3 credits
    Equips students with the necessary skills to become critical consumers of research related to their work. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant workplace or community problem.
  
  • ED 513 - Evaluation and Management of Classroom Instruction


    3 credits
    Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own.
  
  • ED 514 - Education in Sociological Perspectives


    3 credits
    Examines literature and research related to the current and historical role of public education in American society from the multiple perspectives of the social sciences. Strengthens analytical skills by applying social science research to the assessment of educational change and public policy in public schools.
  
  • ED 515 - Field Experience: Understanding the Learner


    1 to 3 credits
    Focuses on human development, cognition and learning, and the multiple influences on these phenomena as they relate to educational institutions. May not be repeated for additional credit.
  
  • ED 516 - Field Experience: Gradual Participation in Delivering Instruction


    1 to 3 credits
    Offers a supervised field-experience practicum in a public school as preparation for half-day student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction. May not be repeated for additional credit.
  
  • ED 517 - Student Teaching: Second Authorization Level


    4 to 10 credits
    Provides a supervised half-day student teaching experience in a public school as preparation for full-day student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities. May not be repeated for additional credit.
  
  • ED 518 - Student Teaching: First Authorization Level


    10 to 13 credits
    Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. May not be repeated for additional credit.
  
  • ED 519 - Action Research as an Approach to School Improvement


    1 to 3 credits
    Develops the educators’ knowledge of appropriate action research techniques. Educators learn how to use action research as a reflective tool in assessing the effectiveness of their teaching practices in relationship to student learning. Participants create an action plan to implement in an educational setting. Repeatable for a maximum of 3 credits.
  
  • ED 520 - Professional Portfolio


    1 to 3 credits
    The professional portfolio demonstrates the advanced knowledge, skills, and competencies required of students in the MEd/CTL Program. Students work individually with a faculty advisor to compile appropriate documentation over the course of their programs. Once they have completed the program and fulfilled all the requirements, students submit the final version of their portfolio via this course. May not be repeated for additional credit.
  
  • ED 521 - Field-Based Practicum: ESOL/Bilingual


    3 credits
    Provides practicum experience in an ESOL/bilingual classroom. Students work with second-language learners and are required to work closely with a mentor-teacher. Students also complete a work sample.
  
  • ED 522 - Curriculum Design and Educational Change


    3 credits
    Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K–12 instructional program.
  
  • ED 523 - Issues of Educational Reform


    3 credits
    Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts.
  
  • ED 524 - Professional Models of Governance


    3 credits
    Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process.
  
  • ED 525 - Public and Professional Relations


    3 credits
    Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships.
  
  • ED 526 - Bullies and Victims in the Schools: Intervention/Prevention


    3 credits
    Designed to provide understanding of the bully/victim syndrome, policy guidelines, and strategies and methods to intervene and curb bullying in the schools. Provides teachers with a system of preventing and dealing with bullying abuse in the schools. Examines the identified types of bullying and their manifestations, as well as applicable state and federal laws.
  
  • ED 527 - Child Abuse and Neglect


    3 credits
    Designed to give participants a foundation in the subjects of child abuse and neglect. Includes materials to create an awareness of child abuse and neglect and how to recognize the signs of abuse and neglect in students, as well as ways to respond, including awareness and requirements of the law. Examines society’s role in abuse and neglect, the types of abuse and neglect children encounter, preventive measures a teacher can utilize, incidence in diverse populations, the role of the school, mandated reporting, working with parents and social service agencies, and the role of court-appointed special advocates.
  
  • ED 528 - Leadership into Practice


    3 credits
    Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the MEd/CTL Program work at their school sites to aid in teaching and learning improvement. Repeatable for a maximum of 9 credits.
  
  • ED 529 - Talented and Gifted Education


    3 credits
    Designed to give individuals the knowledge and skills necessary to develop a planned program to meet the needs of academically talented and intellectually gifted (TAG) students within a framework of Oregon’s state requirements. Students gain an understanding of the characteristics and needs of TAG students, current legislation as it relates to the education of talented and gifted children, identification procedures, assessment options, program and service modules, and curriculum differentiation options.
  
  • ED 530 - The Art of Storytelling


    3 credits
    Explores folk tales, literary tales, and family and personal stories. Focuses on observing different storytellers, experimenting with a variety of storytelling techniques, and developing a personal storytelling style. Students learn to select and adapt stories for telling and deliver them with their own unique flair. Covers audience-participation storytelling, story games, story-theater, and developing family stories. K—12 teachers learn to use storytelling in the classroom throughout the curriculum. (Cross-listed with TA 430 .)
  
  • ED 532 - Teaching English Learners


    3 credits
    Introduces future educators to the knowledge, skills, attitudes and resources necessary to meet the needs of English learners in mainstream classrooms. Topics include overview of current theories of Second Language Acquisition, background on laws and historical foundations of Bilingual/ESOL programs, identification of types of Bilingual/ESOL programs in Oregon, recognition of the value of families’ native languages and cultures, and design of lessons with effective strategies for English learners.
  
  • ED 533 - Advanced Curriculum Work Sample


    3 credits
    Designed for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit that is implemented during the term in which the course is taken. The written work sample must include unit goals, lesson plans, pre- and post-instruction student performance data, interpretation of learning gains, and modifications in response to student progress. Students negotiate an individualized meeting and progress schedule with the instructor.
  
  • ED 534 - Educational Technology


    3 credits
    Provides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Emphasizes applying computers to the elementary school curriculum.
  
  • ED 535 - Education in Historical Perspectives


    3 credits
    Examines diverse historical perspectives on the origins and development of the aims of American schooling. Provides a foundation for investigating current educational trends and practices. Analyzes the development of educational systems beyond the borders of the United States to deepen understanding of the directions of educational change around the world.
  
  • ED 536 - Teaching for Social Justice Across the Curriculum


    3 credits
    Examines what it means and looks like to teach for social justice in different grade levels and subject areas. Explores a range of curricular, instructional strategies and other resources for empowering students to explore questions of equity, marginalization, and humanization within the classroom and to apply their academic learning to address those issues in both school and society.
  
  • ED 538 - Mathematics in the Elementary School


    3 credits
    Focuses on understanding how children learn mathematical concepts and processes. Examines current best practice for teachers in elementary and middle schools, including hands-on instruction, inquiry and constructivist approaches, and integration of mathematics across the curriculum.
  
  • ED 540 - Reading Programs: Curriculum/Instruction, K–12


    3 credits
    Prepares students for leadership roles in developmental, remedial, and enrichment reading programs at school- and district-wide levels. Reviews current materials, media, and management systems for teaching K–12 reading.
  
  • ED 541 - Education in Anthropological Perspectives


    3 credits
    Examines education as a cultural process, with emphasis on learning and learners. Considers concepts from the fields of anthropology and education and applies them to understanding cultural acquisition in a wide variety of social settings.
  
  • ED 542 - Education in Philosophical Perspectives


    3 credits
    Examines how the ideas of philosophers relate to current educational aims and practices. Helps students strengthen their own philosophies about educational aims and practices.
  
  • ED 543 - Foundations in Second Language Education


    3 credits
    Examines philosophies and practices in teaching language-minority students. Studies bilingualism and biculturalism from psychological, social, and political standpoints. Analyzes program models, as well as the theories and philosophies underlying these models. Provides an understanding of the laws pertaining to educating second-language learners and current theory and research in the fields of ESOL and bilingual education.
  
  • ED 544 - Strategies and Materials: Second-Language Learner


    3 credits
    Equips teachers with a range of effective instructional methodologies for facilitating learning among language-minority students. Examines innovative materials for developing culturally appropriate learning experiences. Presents approaches to instruction in specific content areas (reading, writing, mathematics, science, and social studies). Examines and integrates the use of current technology to enhance instruction for second-language learners.
  
  • ED 545 - First- and Second-Language Acquisition and Development


    3 credits
    Explores the various theories on how first and second languages are acquired. Considers the importance of the early development of a first language and the relationship of this development to the acquisition of other languages. Integrates the relationship of language to cognitive development, as well as definitions and descriptions of bilingualism.
  
  • ED 546 - Assessment and Evaluation of Second-Language Learners


    3 credits
    Teaches assessment principles in the context of language acquisition theory, pedagogical methodology, and legal considerations for second-language learners in the public school system. Emphasizes language proficiency and academic progress in the first and second languages of the students. Introduces standard and alternative instruments and measures. Examines cultural and linguistic biases in assessment and evaluation.
  
  • ED 547 - Impact of Culture in the Classroom


    3 credits
    Focuses on how culture manifests itself in school settings and provides a foundation for understanding methods and strategies to ensure that each student’s own cultural experiences are reflected and validated in classroom learning experiences.
  
  • ED 548 - Culture and Family/Community Involvement


    3 credits
    Focuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote cooperation and collaboration among the school, family, and community. Considers communication strategies among school personnel and families with limited English proficiency.
  
  • ED 549 - ESOL/Bilingual Portfolio


    3 credits
    Participants in the ESOL/Bilingual Endorsement Program document their understanding and competency through the development of a professional portfolio. Includes information on professional portfolios and format options for documenting the required competencies. Establishes standards for quality. The instructor works individually with students to facilitate the development of a thorough accumulation and presentation of evidence regarding each of the competencies.
  
  • ED 550 - Mediation and Conflict


    4 credits
    Introduces students to the fundamental concepts and theories of dispute resolution and assists them in developing the basic skills and knowledge for productively managing their own and intervening in others’ disputes. Class time consists primarily of practice and roleplay, as well as lecture, lecture-discussion, and coaching by professional mediators. Certificate of completion provided with successful completion of the course. Cross-listed in other departments. Additional fees/tuition may apply.
  
  • ED 554 - Leadership and Advocacy in Early Childhood Education


    3 credits
    Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. Explores and critiques the rationale for multiple perspectives on controversial topics. Students develop and defend their own philosophy of working with young children related to their specific career goals and context. Integrates reflection and small group processes to promote personal strength and model effective leadership in a collaborative environment.
  
  • ED 557A - Curriculum, Instruction, and Assessment


    3 credits
    Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex and human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Standards. Integrates reflective practice and transparent teaching. Prerequisite(s): Admittance into the MAT program.
  
  • ED 557B - Curriculum, Instruction, and Assessment


    3 credits
    A continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Prerequisite(s): Completion of ED 557A  with a B- or better.
  
  • ED 558 - Special Methods I, II, III


    1 to 3 credits
    Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of specific subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation and assessment mandates from the Oregon Department of Education. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Repeatable for a maximum of 6 credits.
  
  • ED 559 - Foundations of Education


    3 credits
    Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices.
  
  • ED 560 - Diversity


    3 credits
    Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues of marginalized students, social justice, and equity. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, instruction, and assessment techniques that help develop an effective multicultural education program at each level of education in public schools.
  
  • ED 561 - Advanced Educational Psychology


    3 credits
    Examines major theories of learning and measures current issues and educational practices against a continuum of theories in educational psychology. Engages students in research and development related to theoretical frameworks in educational psychology. Analyzes problems encountered in providing equal and appropriate education to learners with diverse backgrounds and needs.
  
  • ED 562 - Human Development, Cognition, and Learning


    3 credits
    Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs.
  
  • ED 563 - Language and Literacy


    3 credits
    Presents language and literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy at specific authorization levels necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective, with a special focus on the needs of at-risk students.
  
  • ED 564 - Seminar: Supervision


    3 credits
    Participants examine all of the possible activities that can be supervised in a classroom or school, determining the methods best-suited to each area. Focuses on areas of personal growth and the best methods for supervising regular and special education students and classroom volunteers. An investigative project helps students focus on the special needs and interests of each participant. Explores peer coaching and collegial supervision. Students design a supervision program.
  
  • ED 565 - Assessment and Improvement of Basic Skills


    3 credits
    Focuses on the development of literacy in all areas of the curriculum. Investigates methods of assessing a student’s learning difficulties and devising alternative corrective modifications of materials and instruction. Topics include the development of language, reading comprehension strategies, the role of intelligence tests, standardized testing and its uses, performance assessment, and error analysis. Involves a practicum using assessment tools learned during the class.
  
  • ED 566 - Human Relations


    3 credits
    Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities.
  
  • ED 567 - Contemporary Issues, Leadership, and Collaboration


    3 credits
    Considers current issues affecting public school teachers, such as curriculum instruction, assessment, technology, time, the learning environment, school-community relations, governance, personnel, and teacher leadership. Builds an understanding of the focal points for participating in school restructuring efforts. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century.
  
  • ED 568 - Integration Projects


    1 to 3 credits
    Provides a framework and support for major capstone projects (professional portfolio and advocacy project) that integrate multiple program elements. Helps students make connections between theory and practice. Promotes disposition and strategies for reflective practice. May not be repeated for additional credit.
  
  • ED 569 - Language and Literacy in the Content Areas


    3 credits
    Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4–12.
  
  • ED 570 - The Exceptional Child


    3 credits
    Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential.
  
  • ED 571 - Inclusion Strategies


    3 credits
    Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various conditions of exceptionalities, available resources, and educational alternatives through a “learning styles” and case studies approach, with particular emphasis on working with students with exceptional needs in the general classroom. Strategies for including exceptional students will provide a foundation for pre-service teachers in developing differentiated materials and activities.
  
  • ED 572 - Learning Styles, Multiple Intelligences, and Emotional Intelligence


    3 credits
    Examines the multifaceted nature of students and develops lesson plan formats that incorporate the latest research on the diversity of learning styles and intelligences. Uses the Dunn and Dunn model of learning styles, Howard Gardner’s multiple intelligences, and Daniel Goleman’s emotional intelligence as starting points. As they learn about their students, participants also gain knowledge about themselves and their own styles.
  
  • ED 574 - Middle School Curriculum


    3 credits
    Offers an instructional program appropriate for the early adolescent years, with emphasis on the various subject fields. Includes the curriculum, current organizational and instructional practices, and trends associated with the middle school movement.
  
  • ED 575 - Reading Comprehension, K–12


    3 credits
    Examines how humans process written information. Critiques current theories about reading and writing. Includes information on reading instruction in countries with similar and different symbol systems. Focuses on ways to produce K–12 literacy levels appropriate in the total curriculum of a multicultural society.
  
  • ED 577 - Performance Assessment


    3 credits
    Presents performance assessment as an option for evaluating students. Examines several performance assessment models and compares them with traditional forms of evaluation. Studies authentic assessment as a related topic. Enables students to construct scoring guides and use portfolios for performance assessment tasks.
  
  • ED 578 - Tests and Measurement


    3 credits
    Introduces teachers to the elements of measurement and assessment essential to classroom practice. Develops the skills to construct and select valid measures of student learning.
 

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