two students walking outside a building on campus

Education

Admission to Teacher Education

All students pursuing a Professional Teacher Education Program and a Kansas teaching license must be formally admitted to the Professional Teacher Education Program. See the Department of Education or the teacher education advisor in the content area of interest for an application. Applications are reviewed three times a year. Deadlines for submission of all application materials are due by February 1, June 1, or October 1. Upon review of application materials, the Undergraduate Admissions Committee will either recommend or deny admission to a Professional Teacher Education Program. Applicants will be notified in writing regarding their admissions status. Candidates not admitted must resubmit an application for subsequent admission reviews.

Requirements

Degree Seeking Students

  • Completion of 24 credit hours of Approved General Education coursework with an overall grade point average of 2.75.
  • Completion of ED 155 Teaching, Learning, Leadership and ED 285 Educational Psychology with a grade of C or better.
  • An overall grade point average of 2.75 or higher. A C or better in all content specialty courses completed by students seeking admission to all programs.
  • Completion of the CORE (Praxis I) with minimum scores of:
    • Writing 162;
    • Reading 156; and
    • Mathematics 150 or better or a score of 22 or better on the ACT or a score of 1110 or better on the SAT.
  • Submission of a University Professional Reference form.

Licensure Only Students

  • Completion of ED 155 Teaching, Learning, Leadership, and ED 285 Educational Psychology with a grade of C or better.
  • Overall grade point average of 2.75 or higher. A C or better in all content specialty courses completed by students seeking admission to all programs.
  • Submission of a University Professional Reference form.

Course Offerings 

Education

ED 150  EPIC Experience I  (1)  

Supervised school-based field experience in PreK-Secondary school settings designed for potential teacher candidates to investigate teaching as a profession. A minimum of 35 hours in an assigned school setting is required. Orientation to the Washburn teacher education program is included during university classroom sessions. ED 150 must be taken prior to admission to the Professional Teacher Education Program.

ED 155  Teaching, Learning, Leadership  (3)  

This course is designed to acquaint students with the education profession and to help them develop a realistic understanding of teaching, learning, and leadership. Students will examine motives for teaching, explore the qualities of effective teachers and leadership, and discuss the various diversities teachers encounter as well as the implications for teachers and learning. Students will begin to identify strategies and options for successful classroom practice. Ethical, legal, and controversial issues affecting education today will be addressed along with how to become a teacher leader in the profession. Prerequisite: None.

ED 160  Introduction to Early Childhood Education  (3)  

This course encourages students to explore their suitability for a career in early childhood education through academic class work and observation of children from birth through third grade. In addition to child development, birth through age 10, students develop a working knowledge of the history, philosophy, theories, goals and practices of educating young children in educational settings. ED 160 is a prerequisite for all other early childhood education courses.

ED 161  Essentials of Early Childhood Education I  (4)  

Six competency areas of the Child Development Associate (CDA) Program are covered: safety; health; learning environment; physical development; cognitive skills; and communication skills. Both CDA and non-CDA students will be required to participate in field experiences in early childhood settings and to prepare individual portfolios that document proficiency in each of these areas. Prerequisite: ED 160.

ED 162  Essentials of Early Childhood Education II  (4)  

A continuation of ED 161 covering six additional competency areas of the Child Development Associate (CDA) Program (creativity; self-concept; social skills; guidance; family; program management; and professionalism). Prerequisite: ED 160.

ED 165  Ed. 1, Examining Teaching as a Profession: Diversity 1, Literacy 1, Technology 1  (3)  

First in a series of four courses that comprise the foundational education program for future teachers. The four courses address four topics that are essential to establishing and maintaining a successful learning environment: Classroom Management, Diversity, Literacy and Technology. Topics in the first phase are centered around diversity, literacy, and technology. The foundational courses are sequential in nature and build upon the previous course. The courses are intended to be taken in consecutive semesters.

ED 217  Introducation to STEM and STEM Education  (3)  

This course, introduces the history and current state of STEM (Science, Technology, Engineering and Mathematics) and STEM education while giving students the opportunity to explore the various components of STEM and STEM careers. A strong emphasis is placed upon critical STEM areas (specifically underrepresented populations in STEM and how STEM impacts people and the environment) and STEM in the Community. Students will explore various STEM careers. Prerequisite: None.

ED 225  Becoming an Educational Professional  (3)  

An overview of professional expectations of teachers. Students will be introduced to an overview of professional expectations of teachers. Students will also be introduced to a variety of teaching models; processes for developing short and long term teaching plans; and strategies for assessing student learning. A review of influences of P-12 students' individual, family, and community characteristics on the teaching and learning process will be explored. The process for developing a professional portfolio is also included. A minimum of 24 hours of school/community field experiences is required. ED 225 must be taken prior to admission to the Professional Teacher Education Program.

ED 243  Infants & Toddlers Early Childhood Education  (3)  

This course integrates all aspects of developmental early care and education of children from birth to age three, which includes child growth, development, and learning. Prerequisite: ED 160; Concurrent enrollment in ED 245/ED 345.

ED 245  Practicum Infants & Toddlers Education  (3)  

This course provides students with opportunities to apply the knowledge and concepts of child development with children from birth to age three. Prerequisite: ED 160; Concurrent enrollment in ED 243/ED 343.

ED 261  Techniques-Early Childhood Guidance & Class Management  (3)  

In this course students will learn ways in which healthy development is fostered within developmentally appropriate child guidance. Techniques and typical guidance procedures appropriate for children from birth through age eight will be explored through readings, class discussion, and observations in group settings. Prerequisite: ED 160 or permission of instructor.

ED 267  Curriculum Development in Preschool Education  (3)  

The overall purpose of this curriculum development course is to explore teaching/learning strategies and how to support and encourage children in the development of cooperation, creativity, cognition (literacy, mathematics, science and social studies), and motor skills in developmentally appropriate curriculum. Prerequisites: ED 160, ED 243/ED 343, and ED 245/ED 345.

ED 269  Student Teaching in Preschool Education  (3)  

A supervised field experience in a pre-school setting and a seminar exploring child development issues. This course includes planning, teaching, and assessing developmentally appropriate activities for preschoolers in field placements. Prerequisites: ED 160, ED 343, ED 345, and permission of the instructor; Concurrent enrollment in ED 267/ED 367 and ED 268/ED 368.

ED 275   Ed. 2 Exploring Teaching as a Profession (Classroom Management 1, Diversity 2, Technology 2) Ed. 2  (3)  

Second in a series of four courses comprise the foundational education program for future teachers. The four courses address four topics that are essential to establishing and maintaining a successful learning environment: Classroom Management, Diversity, Literacy and Technology. Topics in this phase are centered around further building on diversity and technology, and introducing classroom management. The foundational courses are sequential in nature and build upon the previous course. Prerequisite: ED 165

ED 285  Educational Psychology  (3)  

The purpose of this course is for students to develop a working knowledge of theories, concepts and models derived from the discipline of psychology as they apply to teaching, learning, and other aspects of educational practice. In addition to theories of learning, motivation, intelligence, students study child and adolescent development. Students also address social, cultural, and family influences on human behavior and human development as well as the experiences of diverse student populations in school settings. ED 285 must be taken prior to admission to the Professional Teacher Education Program. Prerequisite: None.

ED 290  The Whole Child  (3)  

The Whole Child is an educational child psychology-oriented course which looks at the whole child from birth to age 12. The course explores the developmental levels of the elementary child along with the academic, physical, and social-emotional areas of the child in relation to educating the whole child.

ED 295  Ed. 3 Experiencing Teaching as a Profession (Classroom Management 2, Diversity 3, Literacy 2)  (3)  

Third in series of four courses comprise the foundational education program for future teachers. The four courses address four topics that are essential to establishing and maintaining a successful learning environment: Classroom Management, Diversity, Literacy and Technology. . Topics in the third phase are centered on reinforcing and enhancing previously covered topics in classroom management, diversity, and literacy. The foundational courses are sequential in nature and build upon the previous course. Prerequisite: ED 275

ED 300  Integrating Technology into Curriculum  (3)  

This course is designed to equip early childhood, elementary, and secondary preservice teachers with the necessary skills to develop instructional practices that will allow them to incorporate technologies successfully in their classrooms. Prerequisites: Admission to teacher education, CM 101 (or equivalent), MU 123 or KN 333.

ED 301  Classroom Management, Safety, Planning, Pedagogy  (3)  

This course is a stand-alone course for individuals who need some background in classroom management, safety and planning. The course will provide or strengthen a solid foundation for individuals who are currently or soon to be professional teachers/instructors. Specifically the course will address the needs of individuals who require some additional support in these areas or are teaching under provisional licenses and have not yet completed a licensure program.

ED 302  Teaching Exceptional Learners  (3)  

A survey of the characteristics and educational needs of all types of exceptional learners, with particular emphasis given to those students included into the regular classroom. Instructional strategies and appropriate resources for various exceptionalities are explored in detail. Prerequisite: Admission to teacher education.

ED 305  Language & Literacy  (2)  

An overview of language development and the relationship of oral language and literacy. Students learn to assess and stimulate oral language development and emergent literacy skills. Prerequisite: Admission to teacher education.

ED 310  Teaching Math in Elementary School  (3)  

One course in the unified block in the teaching of mathematics and science. Investigates general content and teaching strategies for each strand of the elementary mathematics program. Problem solving and mental computation will be integrated and the development and use of manipulatives will be stressed. Current curriculum trends and the role of will be explored. Prerequisites: Admission to teacher education and a grade of “C” or better in both MA 112 or MA 116 and MA 228; Concurrent enrollment in ED 315 and ED 317.

ED 314  Chemistry Methods for STEM Edu  (3)  

This course is designed for pre-service education students and covers a range of chemistry topics related to curriculum and instruction at the middle or secondary grades level. It includes planning instruction, instructional methods and strategies, managing the classroom, assessing student performance, and working with others in the school environment, especially pertaining to the teaching of chemistry. Students are also required to participate in a 6 week observation/practicum and experience actually teaching several lessons in the student’s major area. Corequisite: CH 317

ED 315  Teaching Science in Elementary School  (3)  

One course in the unified block in the teaching of mathematics and science. Methods and materials for teaching knowledge, processes, and applications in physical, earth and life sciences will be developed. Emphasis will be placed on activity-oriented programs. Prerequisites: Admission to teacher education, PS 126, BI 100, and BI 101; Concurrent enrollment in ED 310 and ED 317.

ED 317  Math/Science Practicum  (2)  

A supervised field experience in the teaching of mathematics and science in the elementary grades. Prerequisites: Concurrent enrollment in ED 310 and ED 315, and admission to teacher education.

ED 318  Earth/Space Science for STEM E  (3)  

This course is designed for pre-service education students and covers a range of Earth and space science topics related to curriculum and instruction at the middle and secondary level. It is designed to be taught in conjunction with Earth/Space Science for STEM Educators (PS 318). It includes planning instruction, instructional methods and strategies, managing the classroom, assessing student performance, and working with others in the school environment, especially pertaining to the teaching of chemistry. Students are also required to participate in a 6 week observation/practicum and experience actually teaching several lessons in an Earth/Space science classroom. CO-REQUISITE: Earth/Space Science for STEM Educators (PS 318)

ED 319  STEM Practicum I  (1)  

Catalog Description: Supervised field experience in the teaching of STEM in the middle grades. ED 319 will be taught in conjunction with BI 319 (or an approved substitute). The course will focus on the Biology course content as it relates to teaching the content at the middle grades level. Prerequisite: Admission to Professional Teacher Education Program. Concurrent enrollment in BI 319

ED 320  Teaching Reading in Elementary School  (3)  

The theory and practice of teaching reading including word attack, comprehension, and study skills. Special emphasis is given to the use of basal and other instructional materials in regular and special reading classes. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 325 and ED 327.

ED 321  STEM Practicum II  (1)  

Supervised field experience in the teaching of STEM in the middle grades. ED 321 will be taught in conjunction with EG 320 (or an approved substitute) and will focus on the course content as it relates to teaching the content at the middle grades level. Prerequisite: Admission to Professional Teacher Education Program. Concurrent enrollment in EG 320 or approved PY or EG course.

ED 322  Social Studies Content for Elementary Educators  (3)  

Social Studies Content for Elementary Teachers provides a broad foundation of social studies topics covered in the elementary school classroom. The focus of the course will emphasize the big four disciplines addressed in social studies—History (including American History and World History), Government and Civics, Geography and Economics.

ED 324  Curriculum & Methods of Elementary School Physical Education  (4)  

Methods in planning, presenting, and administering a physical education curriculum in the middle and elementary schools.

ED 325  Teaching Language Arts & Children's Literature  (3)  

The theory and practice of teaching oral and written communication skills. Special emphasis is given to the interrelationship between literature for young people and the language arts skills of listening, speaking, reading and writing. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 320 and ED 327.

ED 326  Methods in Secondary School Physical Education  (3)  

Methods in planning, presenting, administering, and evaluating physical education for middle and secondary school teachers.

ED 327  Literacy Practicum  (2)  

A supervised field experience in the teaching of literacy skills in the K-6 classroom. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 320 and ED 325.

ED 330  Teaching Social Studies through Integrating Curriculum  (3)  

This course includes content, methods, and learning theory for effective social studies instruction. Methods for integrating social studies instruction with other content areas, including the arts will be addressed. Special attention is given to methods which promote critical thinking abilities necessary for participation in a diverse democratic society. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 335 and ED 337.

ED 335  Creative Experiences in Early Childhood Through Middle School  (3)  

Explores various elements of aesthetics, including art, music, drama, dance, and movement and the relationship of such activities to the teaching-learning environment. Emphasis will emphasize use of creative activities to enrich other content areas. Prerequisite: Admission to the Professional Teacher Education Program and concurrent enrollment in ED 330 and ED 337.

ED 337  Social Studies Practicum  (1)  

One course in a unified block in the teaching of social studies and aesthetics. This course requires students to develop and teach social studies lessons in the elementary school classroom. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 330 and ED 335.

ED 340  Teaching in Adolescent Middle Level Environment  (2)  

Understanding the unique nature of middle level education will be the focus of this course. Based upon readings, field experience, and class discussion, students will study the nature of adolescent development, curriculum and instruction, programs and collaborative interactions that support an effective middle school program. Prerequisite: Admission to teacher education; Concurrent enrollment in one of the following practicum sections, ED 346, ED 348 or ED 349.

ED 343  Infants & Toddlers in Early Childhood Programs  (3)  

Integrates all aspects of developmental early care and education of children from birth to age three, which includes child growth, development, and learning. Prerequisite: ED 160 and admission to the Professional Teacher Education Program. Concurrent enrollment in ED 345.

ED 345  Practicum Infants & Toddlers Education  (3)  

Provides students with opportunities to apply the knowledge & concepts of child development with children from birth to age three. Prerequisite: ED 160 and admission to the Professional Teacher Education Program. Concurrent enrollment in ED 343.

ED 346  Middle Level History Practicum  (1)  

A supervised field experience in the teaching of history in the middle level classroom. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 340.

ED 348  Middle Level English/Language Arts Practicum  (1)  

A supervised field experience in the teaching of English/Language Arts in the middle level classroom. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 340.

ED 349  Middle Level Mathematics Practicum  (1)  

A supervised field experience in the teaching of mathematics in the middle level classroom. Prerequisite: Admission to teacher education; Concurrent enrollment in ED 340.

ED 350  General Secondary Methods  (3)  

Extensive laboratory and simulated classroom experiences with field-based observation. All secondary majors are required to have at least one methods course, and this course fills the basic requirement when a “special area” methods course is unavailable. All students who enroll in this methods course participate in a field-based teaching experience at various secondary schools. Prerequisite: Admission to teacher education.

ED 352  Methods of Teaching Science in Secondary School  (3)  

Principles and philosophy of science education; development of the secondary science curriculum; and organization, presentation, and evaluation of science in middle/secondary schools. Includes extensive laboratory and simulated classroom experiences as well as field based observation and class-room participation. Prerequisites: Admission to teacher education and permission of instructor.

ED 353  Assessment & Evaluation in Early Childhood Education  (3)  

Students in this course will learn how to assess and evaluate young children’s development and learning. Typical assessment procedures appropriate for children from birth through third grade will be studied. Techniques will be developed to record children’s behavior individually and in group settings. Prerequisite: Admission to teacher education.

ED 354  Curriculum and Assessment  (3)  

The curriculum and assessment course provides students with an opportunity to examine how to design implement and assess curriculum to address the needs of all learners. Prerequisites: Admission to Teacher Education and ED 275.

ED 355  Principles of Vocational Education & Student Organizations  (3)  

The development and role of vocational education in public education, the federal vocational education legislation, and the development of student organizations. Prerequisite: Permission of instructor.

ED 362  Methods of Teaching English in Secondary School  (3)  

The study of and practice in the methods of teaching literature, language, and writing, in the secondary schools. Major concerns include teaching theory; the relationship between oral and written language; language development; language used in various social, regional, and cultural settings; curriculum development and evaluation; and the assessment of students’ progress in reading and writing. Students participate in a field-based experience at various secondary schools. Prerequisites: Admission to teacher education and permission of the instructor.

ED 363  Methods of Teaching Math in Secondary School  (3)  

Principles and methods of teaching the process and content of secondary school mathematics. Includes emphasis and training in general mathematics, algebra, geometry, as well as advanced mathematics. All students who enroll in this course participate in field based teaching experiences at various secondary schools. Prerequisites: Admission to teacher education and permission of the instructor.

ED 366  Methods of Teaching Social Studies in Secondary School  (3)  

Principles and methods of teaching the process and content of the social studies. Includes emphasis and training in locating information, developing instructional units, and using instructional aids. All students enrolled in this course participate in field-based teaching experiences at various secondary schools. Prerequisites: Admission to teacher education and permission of instructor.

ED 367  Curriculum in Preschool Education  (3)  

The overall purpose of this curriculum development course is to explore teaching/learning strategies and how to support and encourage children in the development of cooperation, creativity, cognition (literacy, mathematics, science and social studies), and motor skills in developmentally appropriate curriculum. Prerequisites: ED 160, ED 343, ED 345 and admission to the Professional Teacher Education Program. Concurrent enrollment in ED 369.

ED 368  Methods of Teaching Foreign Language  (3)  

Principles and methods of teaching foreign languages. Extensive laboratory and simulated classroom experiences with field experiences with field based observation. Discussion of problem situations observed in the classroom. Emphasis given to proficiency oriented teaching of various target languages, developing instructional units, use of multimedia resources, and principles of foreign language testing. Prerequisites: Admission to teacher education and permission of instructor.

ED 369  Student Teaching in Preschool Education  (3)  

A supervised field experience in a pre-school setting and a seminar exploring child development issues. This course includes planning, teaching, and assessing developmentally appropriate activities for preschoolers in field placements. Prerequisite: ED 160, ED 343, ED 345, and admission to the Professional Teacher Education Program. Concurrent enrollment in ED 367.

ED 375  Teaching Science in Middle School  (3)  

This course investigates basic content/pedagogy, and the importance of science in a middle school program. How students learn science and effective strategies including inquiry, use of technology, and laboratory experiences will be investigated. Current curriculum trends will be explored and lessons will be developed based on national and state standards. Prerequisite: Admission to the Professional Teacher Education Program.

ED 376  Family, School, and Community Collaboration in Early Childhood Education  (3)  

Students will examine trends that promote inter-agency and interdisciplinary approaches to serving the needs of young children and their families. The role of the teacher or other education-focused entity of a program will be examined in terms of primary service providers and in terms of team membership at local, state and federal levels. Skills that foster communication and cooperation among families of various cultures will be studied. Prerequisite: Admission to teacher education.

ED 380  Elementary Art Education  (3)  

Study of the artistic development of children, practice with art materials, techniques, and concepts appropriate to the elementary grades including planning and presentation of art lessons. Production, aesthetics, criticism, and history of artworks is emphasized as the basis for children’s growth in art learning. Cross-listed as AR 380.

ED 381  Craft Techniques in Middle/Secondary School  (3)  

The artistic development of middle and sr. high art students and how it relates to technical/artistic skills. Safety and health hazards of the public schools art room. Hands-on experience with metalry, papermaking, fibers, and earthenware craft processes. The philosophy, traditions, and current position of crafts in the art world. Cross-listed as AR 381.

ED 382  Methods & Philosophy in Art Education  (3)  

Examination of historical and current theories or art education, the development of personal philosophy of art education, and the determination of curriculum goals and objectives. Effective teaching methods for lesson planning, presentation, and evaluation are studied. Cross-listed as AR 382. Prerequisite: Admission to teacher education.

ED 385  Foundations of Education  (3)  

A survey course describing the social, cultural, historical, and philosophical bases of American education. Encourages students to develop a professional perspective based upon an understanding of essential educational foundations. Prerequisite: Admission to teacher education.

ED 395   Ed. 4 Extending Teaching as a Profession (Classroom Management 3, Literacy 3, Technology 3)  (3)  

ED 395 Ed 4. Extending Teaching as a Profession (3) Fourth in series of four courses comprise the foundational education program for future teachers. The four courses address four topics that are essential to establishing and maintaining a successful learning environment: Classroom Management, Diversity, Literacy and Technology. Topics in the fourth phase are centered on reinforcing and enhancing previously covered topics in classroom management, literacy and technology. The foundational courses are sequential in nature and build upon the previous course. Prerequisite: ED 295

ED 400  Understanding the School  (2)  

Seminar course taught in conjunction with either ED 410, ED 420 or ED 440. Concurrent enrollment with ED 405. Conducted during the first three weeks of the professional semester and one week following the completion of the student teaching experience. Designed to help students synthesize their understanding of schools, to reflect upon their student teaching experience, and to integrate educational theory and practice. Prerequisite: Admission to the Professional Teacher Education Program and admission to Student Teaching.

ED 402  Teaching Struggling Learners  (2)  

This course is designed to assist the preservice teacher in understanding how to identify, assess, plan and teach individuals who are struggling in their learning. Preservice teachers will survey problems that block some students from successful achievement in reading, writing, math and general learning tasks. The preservice teacher will develop the knowledge and skills necessary to assess and analyze problems and to provide appropriate instructional strategies for specific learning problems. Prerequisite: Admission to the Professional Teacher Education Program and ED 302 or SE 476. Concurrent enrollment in Language Arts Block for K-6 licensure candidates.

ED 405  Classroom Management  (1)  

Various methods of managing classrooms and student behaviors in diverse learning environments. Concurrent enrollment in ED 400 and either ED 410, ED 420, or ED 440. Prerequisite: Admission to the Professional Teacher Education Program and admission to Student Teaching.

ED 410  Secondary Student Teaching  (6-12)  

Directed and supervised teaching of content in 6-12 classrooms. Students are assigned to Topeka and neighboring schools for a period of twelve weeks. Not available for graduate credit. May be taken on a Pass/fail basis only. Prerequisites: Completion of appropriate professional education courses, and teaching specialization courses, and admission to student teaching.

ED 415  5th-8th Grade Student Teaching  (4)  

Directed and supervised teaching of content in 5-8 classrooms. Students are assigned to Topeka and neighboring schools for a period of six weeks. Not available for graduate credit. May be taken on a pass/fail basis only. Prerequisites: Completion of appropriate professional education courses, middle school teaching content courses, and admission to student teaching.

ED 420  K - 6 Student Teaching  (8-12)  

Directed and supervised student teaching for a minimum 8 weeks in a K-6 classroom. Not available for graduate credit. May be taken on a pass/fail basis only. Prerequisites: Completion of appropriate professional education courses, and teaching specialization courses, and admission to student teaching.

ED 425  Observation and Supervision  (1)  

Supervised teaching in a P-12 classroom. This course may be taken for graduate credit and may be repeated. Prerequisite: Permission of the department chair.

ED 430  Student Teaching Birth to Grade 3  (4)  

Directed and supervised student teaching in a kindergarten through grade three educational setting. Not available for graduate credit. May be taken on a pass/fail basis only. Prerequisites: Completion of appropriate professional education courses, and teaching specialization courses, and admission to student teaching.

ED 440  Student Teaching Grades P-12  (4-12)  

Directed and supervised student teaching in grades Pre-Kindergarten through grade 12 educational setting. Not available for graduate credit. May be taken on a pass/fail basis only. Prerequisites: Completion of appropriate professional education courses, and teaching specialization courses, and admission to student teaching.

ED 450  Methods & Cross-Cultural Communication  (3)  

Emphasis on practical methods of teaching English as a Second Language and strategies for working with speakers of other languages. Includes a review of resource materials, lesson planning, and in-class teaching practice as well as an analysis of problems posed by conflicting cultural and language habits. Prerequisites: Admission to Teacher Education.

ED 456  Advanced Children's Literature  (3)  

Advanced survey and analysis of the literature written for children through middle school with instructional applications. A variety of literary forms explored with emphasis on evaluation and development of specific strategies to enhance reader/listener comprehension and appreciation. Emphasis given to planning lessons which incorporate children’s literature in instruction across the curriculum. Prerequisite: Senior standing.

ED 461  ESOL Assessment Administration Teacher Education  (2)  

This course focuses on language assessment theory and practice in ESOL settings. The content of the course will include purposes for assessment, types of assessment including alternative assessment and construction of assessment instruments. Central issues in the assessment of language will be presented and analyzed. Prerequisite: Admission to the program.

ED 463  ESOL Teaching and Learning  (3)  

This course is designed to provide students with a critical understanding of instructional delivery which caters for the linguistic and literacy needs of minority/heritage communities. The focus of this course is located within postmodernist principles of cultural capital, discursive practices and difference. Students will be required to engage with the political debates and resultant educational ramifications concerning bilingual education, dual language programs, ESOL education, as well as other issues such as power and inequalities in language education. This sociocultural-critical theoretical framework will provide students with the basis to then negotiate issues of second language learning, critical pedagogy, language varieties, multicultural communities as well as critical literacy and reading development. Prerequisite: Admission to the program.

ED 464  ESOL Practicum-Assessment & Administration Teacher Education  (3, 4)  

A supervised clinical experience with three ESOL learners of different levels (one elementary level learner, one middle level learner, and one secondary level learner). Students administer tests, analyze data, determine the learners’ strengths and weaknesses, develop instructional plans for each learner, select and implement appropriate strategies and materials, and assess progress towards instructional goals using skills developed as critical and reflective professionals. Appropriate conduct is maintained with parents and classroom teachers with oral or written reports as deemed appropriate. Prerequisites: ED 450, ED 463, ED 461, and ED 462.

ED 466  Linguistics for ESOL Teachers  (3)  

This course provides an introduction to language as a system, with a particular focus on teaching English as a second language to students in public schools, in grades P-12. Among the topics addressed are: first and second language acquisition processes; English phonology, morphology, syntax, and discourse; implications for teaching English language learners the four language skills – listening, speaking, reading, and writing; and implications for teaching content-specific language (math, science, social studies). Prerequisites: Admission to Teacher Education.

ED 472  Issues in Modern American Education  (3)  

Critical analysis of contemporary problems and issues in American education. Consideration of historical, sociological, and philosophical foundations affecting problems and issues included. This course is part of the graduate core. May also be taken for undergraduate credit.

ED 474  Special Topics in Education  (0-3)  

Courses in special topics that will vary from semester to semester and will be announced in advance. ED 474 may be taken for more than one semester. Prerequisite: Permission of the Department Chairperson.

ED 497  Independent Study in Education  (1-3)  

Intensive guided study in a special topic in education. Independent Study in Education is available only to candidates for teaching licenses. Prerequisites: Admission to an approved program of study and written approval of the Chairperson of the Department of Education.

Reading

RD 484  Reading in Content Areas  (3)  

A study of the specific reading skills relating to the various disciplines found in middle and secondary schools. This course addresses the philosophy that the effective content teacher includes the teaching of reading as an essential element for affecting the content. Emphasis is given to the importance of pre and post assessment of students’ reading skills and abilities, comprehension strategies, thinking and study skills, readability of materials and collateral reading. This course is required for all middle school and secondary school majors in the State of Kansas. This course may be taken for undergraduate and graduate credit. Prerequisite: Admission to teacher education.

Special Education

SE 420  Planning for Children and Youth with Mid-Moderate Disabilities  (3)  

Introduction to programming, planning and scheduling procedures to structure the learning environment for pre-school and elementary students with learning and behavioral problems. Emphasis placed on establishment of procedures for laws and regulations, regular class integration, student and teacher time management, class scheduling, grading practices, and student/program evaluation. Prerequisite: Admission to the Professional Teacher Education Program and ED 302.

SE 422  Educational Planning for Youth with Disabilities  (3)  

Introduction to programming, planning and scheduling procedures to structure the learning environment for middle and secondary school students with learning and behavioral problems. Emphasis placed on establishment of procedures for regular class integration, student and teacher time management, class scheduling, grading practices, and student/program evaluation. Prerequisite: Admisson to the Professional Teacher Education Program and ED 302.

SE 430  Methods & Materials for Teaching Youth with Disabilities (Pre K-Grade 5)  (3)  

Emphasis on selection and implementation of instructional methods including affective and learning behaviors, selection and adaptation of materials to support student learning, behavior, and social adjustment in regular education classroom. IEP development. Prerequisites: Admission to teacher education and ED 302.

SE 432  Methods & Materials for Teaching Youth with Disabilities (Grade 6-12)  (3)  

Emphasis on selection and implementation of instructional methods including affective and learning behaviors, selection and adaptation of materials to support student learning, behavior, and social adjustment in regular education classroom. Prerequisite: Admission to the Professional Teacher Education Program and ED 302.

SE 440  Individual & Group Management - Children & Youth with Disabilities  (3)  

Principles and applications of individual and group management techniques for children and youth with mild/moderate disabilities. Topics addressed include various theoretical approaches, practical techniques, and assessment procedures. Prerequisites: Admission to teacher education and ED 302.

SE 456  Special Education Practicum  (4)  

Directed and supervised intensive teaching experiences with children with mild/moderate disabilities in educational settings which include elementary age children. Prerequisite: Admission to the Professional Teacher Education Program, ED 302, and Admission to Student Teaching.

SE 460  Exceptions-Early Childhood  (3)  

Focuses on children with disabilities ages birth through grade three. Emphasis is placed on understanding assessment, uses of technology, working with families, development of IEP's/IFS'P, legal and historical foundations, program models, and collaboration with school personnel. Prerequisite: ED 302.

SE 476  Psychology of the Exceptional Student  (3)  

Historical and current practices relating to the educational characteristics, needs, and placement alternatives for exceptional students. Emphasis placed on procedure and strategies for teaching exceptional students in the regular classroom. Prerequisites: Admission to teacher education.