Education
Degrees and Certificates
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Dyslexia Endorsement
Courses
EDU 100: PSOE ADMISSION
Credits 0EDU 164: VALUES, CHARAC & LDRSHIP DEVELOP
Credits 3This course considers how values and character develop across the human life span and how they may be promoted by character education through an examination of the changes that occur during childhood, adolescence, and adulthood. This course introduces the research of both classical and contemporary scholars as well as other critics that point toward expanded conceptions of moral development. In addition, moral leadership development and service leadership are discussed in terms of building community, promoting human growth, and new levels of professionalism.
EDU 225: LIFESPAN DEVELOPMENT FROM A MULT PE
Credits 3This course focuses on lifespan development with emphasis on school age children and the impact of culture and family on their development. Relevancy to the classroom and the support of students’ diverse learning needs are addressed. Prerequisite: PSY 101
EDU 229: BASIC ELEMENTS OF DIFFERENTIATE INS
Credits 2Basic Elements of Differentiated Instruction is the first education course that all Reinhardt students must take if they plan to enter any of the three preparation programs in teh Price School of Education. During the course, education students will acquire a basic knowledge and understanding of the three basic tenets of differentiated instruction and teh PSOE teacher candidate proficiencies realized through the DATA Model that describes differentiated approaches for teaching and assessment. Each student will alaso gain a basic knowledge and understanding of nine common elements of differentiated instruction that are reflected in teh DATA Model and throughout each of his/her forthcoming teacher preparation courses. Field experience is required. Prerequisite: PSY 101
EDU 230: COMMON ELEMENTS DIFFERENTIATD INST
Credits 3This is the first education course in the professional sequence that all Reinhardt students must take if they plan to enter any of the preparation programs in the Price School of Education. During the course, education students will acquire a basic knowledge and understanding of the three basic tenets of differentiated instruction, the PSOE teacher candidate proficiencies of the DATA Model, and an understanding of the nine common elements of differentiated instruction that are reflected in the DATA Model. Field experience is required. Prerequisite: PSY 101
EDU 318: MOTIVATION & LEARNING DIVERSE STUD
Credits 3This is an introductory course in how and why children learn. Components of this course include the biological, behavioral, and cognitive theories of learning with an emphasis on the newest information on brain-based learning. The course will explore what makes children want to learn and what factors can keep a child from learning. Prerequisites: PSY 101, EDU 225
EDU 325: DIFFERENTIATED CURR & INSTRUCTION
Credits 3This course will examine differentiated curriculum, instructional strategies, and the planning of instruction to support the diverse learning needs of students and to maximize learning. Emphasis will be on the development of a nurturing environment of care and challenge that supports differentiated instruction. Prerequisite: EDU 230
EDU 327: DIFFERENTIATED INSTR & ASSESSMENT
Credits 3This course will examine the use of systematic formal and informal assessment as an ongoing diagnostic activity to guide, differentiate, and adjust instruction in the PK-12 classroom. Emphasis will be placed on adapting essential content, teaching practices, and student products based on assessment data to support students’ diverse learning needs and to maximize learning. Prerequisites: Stage I Admission to PSOE and EDU 325
EDU 329: TEACHING IN THE INCLUSION CLASSROOM
Credits 3This course, an introduction to special education, will examine the identification and accommodation of special needs students in the inclusion classroom. Defining inclusion as providing instruction and support for students with special needs in the context of the regular classroom setting, this course will address the inclusion classroom as a nurturing community of care and challenge that addresses the diverse needs of inclusion students, offering specific strategies that provide appropriate accommodations and modifications for equal access to all learning experiences. Other topics will include a review of both high and low incidence special needs populations and the benefits of collaborative teaching, as well as legal requirements and ethical issues of inclusion and what they mean to educators. Prerequisites: Stage I Admission to PSOE and EDU 318
EDU 330: FOUNDATIONS INCLUSION CLASSROOM
Credits 3This course is an introductory course which builds upon the history, major legislation, and current issues to establish a foundation for inclusion education. It will cover characteristics, etiology and diagnosis, laws, due process, the placement continuum, and the educational history of individuals with exceptional learning needs, all of which have set the stage for today’s inclusion education. This course lays the groundwork for student educators to develop a philosophy of special education.
EDU 331: STRATEGIES FOR TEACHING DIVERSE STU
Credits 3This methods course is designed to present best practices for teaching learners with special needs in the general education classroom. This course will focus on the value of all skills that learners inherently bring with them to the inclusion classroom. With an emphasis on providing daily success for every diverse learner, students will learn adaptations, modifications, and strategies that are necessary for the success of diverse learners in the inclusion classroom. Prerequisites: Stage I Admission to PSOE and EDU 329
EDU 332: ASSESSMENT OF DIVERSE STU
Credits 3This course is an overview of the assessment process for learners with special needs in which the special education teacher plays a significant role. It provides a foundation of basic measurement concepts as well as hands-on experience with assessment tools in the course and practicum. The focus of this class is the use of standardized, informal, and curricular-based procedures for the diagnosis and program planning of learners with exceptional learner needs. Prerequisites: Stage I Admission to PSOE and EDU 329
EDU 333: COLLABORATIVE EDU INCLUSION CLSRM
Credits 3This course is an overview of best practices for successful collaborative inclusion education. Inclusion education’s essential key component is ongoing collaboration among all its stakeholders. This course will address the key elements needed for mutual respect for each stakeholder’s unique skills and contributions, for salient communication skills needed, and most importantly the need for all stakeholders to have a shared vision for a successful inclusion education program. Emphasis will be placed on responding in a sensitive manner to culturally diverse families and to the uniqueness of the learner with exceptional needs. Skills needed for co-teaching, co-planning, and working cooperatively with team members will be stressed. Prerequisites: Stage I Admission to PSOE and EDU 329
EDU 344: INTRODUCTION TO READING
Credits 3The goal of this course is to help teacher candidates not only become familiar with the developmental stages through which all children progress as they learn to read but also learn to implement flexible strategies for helping students who are reading below grade level. Candidates will be introduced to powerful reading strategies that can be used with large or small group instruction or with individual students. Additionally, candidates will examine a number of formal and informal assessment options. Candidates will also evaluate existing reading programs and learn to recognize reading programs that are balanced and based on best practice and the most recent research in reading instruction.
EDU 350: STRAT READING SEC CLASSROOM
Credits 3This course will address general and specific guidelines for teaching reading to adolescents of diverse academic backgrounds. Through research, field application, and reflection, teacher candidates will explore literacy as it relates to the engagement, diversity, and special needs of the academically diverse adolescent. This course will examine how to integrate a balanced approach to literacy instruction that promotes differentiation of content, instructional practices, and assessment products while encouraging student choice and meeting individual student needs. This course provides instruction in reading theory and methodology and will provide an understanding of strategic reading instruction that can be used with large or small group instruction. Candidates will learn how to balance all components of reading instruction – assessment, word analysis (structural analysis, vocabulary), comprehension, and writing – to facilitate construction of meaning and academic success. Prerequisite: Stage I Admission to PSOE
EDU 355: READING DIAGNOSIS
Credits 3Focusing on classroom-based reading assessment, this course has been developed for all ECE teacher candidates and MGE candidates who are pursuing a concentration area in reading. Candidates will learn to match assessment to instruction and to use assessment information to organize flexible reading groups for PK-8 students. Participants will develop expertise in the use of formal and informal assessments that measure a variety of literacy skills from emerging concepts of print and alphabet knowledge to word recognition, decoding, oral reading fluency, and comprehension. Prerequisites: Stage I Admission to PSOE and EDU 344
EDU 366: LITERACY INSTRUCTION & ESOL
Credits 3This course will address general and specific guidelines for teaching reading to students of diverse cultural and linguistic backgrounds. Varied instructional strategies and resources will be introduced to assist student candidates in enhancing the literacy learning of ESOL students or students with limited English proficiency in a differentiated classroom. Field experience is required. Prerequisites: Stage I Admission to PSOE and EDU 344
EDU 377: READING THROUGH ADOLESCENT LIT
Credits 3This course will assist middle grades candidates in gaining the experience and knowledge that will facilitate struggling middle grades readers. Three important and recurring themes within the course will be differentiated strategies, motivation, and choice. Activities and readings will help candidates focus on the power of motivation and choice in helping struggling middle grades readers gain effective reading strategies that will improve their literacy achievement. Prerequisites: Stage I Admission to PSOE and EDU 344
EDU 380: INTEGRATION OF CREATIVE ARTS
Credits 3Curriculum, methods, materials, and instructional strategies for implementing integrated learning experiences in creative arts (art, music, drama, movement) in the early childhood classroom will be emphasized in this course. In addressing the needs of a diverse student population through differentiated instruction, candidates will learn to target the multiple intelligences through arts integration into the regular curriculum. Creation of art projects, lesson plans, and thematic units developmentally appropriate for children's learning and enhancing the Common Core Curriculum Standards, as well as the National Standards for Arts Education, will be emphasized through the concept that children communicate ideas and feelings and develop sensitivity and perception through the creative arts. Prerequisites: Stage I Admission to PSOE and EDU 325
EDU 384: DIFFERENTIATION THRU TECHNOLOGY
Credits 3This course provides the rationale for differentiating classroom instruction through technology, providing a multitude of examples that can be used in the PK-12 classroom to differentiate essential content, instructional practices, and student products. Candidates will learn how to address student differences through technology-rich, inquiry-based learning experiences. They will also develop effective, efficient, and appealing technology-rich learning environments that differentiate teaching and learning to meet individual differences. Laboratory sessions will be devoted to equipment operation, software production for multimedia presentations, creation of a personal website, and an electronic portfolio. Prerequisite: Stage I Admission to PSOE
EDU 388: PRACTICUM IN READING INSTRUCTION
Credits 3This practicum serves as a culminating experience for middle grades candidates who have chosen reading as one of their concentration areas. Candidates will be placed in a middle grades reading classroom and will be required to use their acquired knowledge and skills in determining appropriate reading instructional strategies and assessment options to implement in the classroom. Participatory action research methods will be used to help candidates study the link between theory and practice and make recommendations to other professionals for integrating current knowledge about reading to the classroom. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Practice Block. Extensive field experience is required. Prerequisites: Stage I Admission to PSOE, EDU 344 and EDU 355
EDU 398: SPECIAL TOPICS IN EDUCATION
Credits 3This course, which explores a topic of contemporary interest to the study of education, is offered to students with junior or senior standing.
EDU 399: CP: RDG/WRTG IN CONTENT AREAS
Credits 3This DATA course addresses general and specific guidelines for teaching reading and writing to adolescents of diverse cultural and linguistic backgrounds. Candidates will explore content literacy as it relates to the engagement and special needs of the academically diverse adolescent. This course will examine how to integrate a balanced approach to literacy instruction in the content areas that promotes differentiation while encouraging student choice and meeting individual student needs. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate reading and writing lesson plans that address differentiation of essential content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 440: CP:SPIRTUALTY & THE NURTUR CLSSRM
Credits 3This DATA course emphasizes key principles highlighting effective management of a differentiated classroom that serve to support differentiated teaching of meaningful, challenging academic tasks within a caring environment. Strategies serving to stimulate the spirit of each learner, where students accept the challenge of academic rigor by working together; taking responsibility for their learning; and feeling comfortable in taking thoughtful risks, are promoted Prerequisite: Stage II Admission to Clinical Practice Block.
EDU 441: PROFESS KNOWLEDGE & INSTRUC PLAN
Credits 31. The course on professional knowledge emphasizes that graduate candidates will demonstrate an understanding of their ever-deepening content in relation to the evolving nature of both relevant pedagogical and methodological knowledge. 2. The course on instructional planning and strategies emphasizes that graduate candidates will learn research-based planning and instructional strategies that consider learner development and the local curriculum standards being currently taught.
EDU 442: DIFF INSTRUC & ASSESS STRAT/USES
Credits 31. The course on differentiated instruction emphasizes that graduate candidates will develop skills and practical methods to support the individualistic learning differences of classroom students. 2. The course on assessment strategies and uses emphasizes that graduate candidates will systematically learn, implement, and analyze a variety of diagnostic, formative, and summative evaluation measures and instruments relevant to the student population.
EDU 443: CREATE POS LRN/ACAD CHALLENG ENV
Credits 31. The course on positive learning environments emphasizes that graduate students research and develop a multicultural sensitive classroom community that incorporate a safe and organized framework which encourages individualistic and corporate learning. 2. The course on academically challenging environments emphasizes that graduate students are exposed to teaching and learning environments that stress a student-centered and directed high level of academic achievement.
EDU 444: PROF/COM EDUC SETTING
Credits 31. The course on professionalism in the educational setting emphasizes that graduate students complete research on the basic ways teachers become actively involved in their educational communities at the school, county, and state levels while maintaining a high standard of ethical conduct. 2. The course on communication in the educational setting emphasizes that graduate candidates explore effective communication patterns in relation to students, families, individual schools, and school systems brought on by technological advancement.
EDU 450: CP: MATH & PROB SOLVING (ECE)
Credits 3This DATA course presents candidates with methods, materials, and organizational techniques for providing problem-based mathematics in the differentiated early childhood classroom. Candidates will explore ways to best provide the essential content, processes, and attitudes of mathematics, focusing specifically on how problem-based mathematics instruction is foundational to mathematics learning. Throughout the course, candidates will discuss current curriculum issues in mathematics education and develop an understanding of mathematics in light of present national (NCTM) and state education standards. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential mathematics content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 451: CP: INQUIRY BASED SCI (ECE)
Credits 3This DATA course presents candidates with methods, materials, and organizational techniques for providing inquiry-based science in the differentiated early childhood classroom. Throughout the course, candidates will discuss current curriculum issues in science education and develop an understanding of science in light of present national (NSTA) and state education standards. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential science content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 452: CP: SOCIAL STUDIES & FINE ARTS
Credits 3This Clinical Practice Block course presents candidates with curriculum content, materials, instructional strategies, and organizational techniques for integrating social studies and fine arts content in the differentiated early childhood classroom. Candidates will investigate how to incorporate movement, music, drama, and the visual arts with the essential content, processes, and attitudes of social studies. In addressing the needs of a diverse student population through differentiated instruction, candidates will learn how to target the multiple intelligences through social studies and fine arts integration. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate integrated social studies and fine arts lessons that address differentiation of essential social studies content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 453: CP: LANG ARTS INTEGRATION ECE
Credits 3This DATA course presents candidates with methods, materials, and organizational techniques for providing integrated language arts in the differentiated early childhood classroom. The course will highlight strategies for reading, writing, speaking, listening, viewing, and visually representing across the early childhood curriculum. This course will also address candidate attainment of grammatical competence in oral and written communication to improve syntax and writing style. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential language arts content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block.
EDU 460: CP: MATH & PROB SOLVING (MGE)
Credits 3This DATA course presents candidates with methods, materials, and organizational techniques for providing problem-based mathematics in the differentiated middle grades classroom. Candidates will explore ways to best provide the essential content, processes, and attitudes of mathematics, focusing specifically on how problem-based mathematics instruction is foundational to mathematics learning. Throughout the course, candidates will discuss current curriculum issues in mathematics education and develop an understanding of mathematics in light of present national (NCTM) and state education standards. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential mathematics content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 461: CP: INQUIRY BASED SCI (MGE)
Credits 3This DATA course presents candidates with methods, materials, and organizational techniques for providing inquiry-based science in the differentiated middle grades classroom. Throughout the course, candidates will discuss current curriculum issues in science education and develop an understanding of science in light of present national (NSTA) and state education standards. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential science content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 462: CP: SOC STUDIES & FINE ARTS (MGE)
Credits 3This Clinical Practice Block course presents candidates with curriculum content, materials, instructional strategies, and organizational techniques for integrating social studies and fine arts content in the differentiated middle grades classroom. Candidates will investigate how to incorporate movement, music, drama, and the visual arts with the essential content, processes, and attitudes of social studies. In addressing the needs of a diverse student population through differentiated instruction, candidates will learn how to target the multiple intelligences through social studies and fine arts integration. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate integrated social studies and fine arts lessons that address differentiation of essential social studies content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 463: CP: LNG ARTS INTEGRATION (MGE)
Credits 3This DATA course presents candidates with methods, materials, and organizational techniques for providing integrated language arts in the differentiated middle grades classroom. The course will highlight strategies for reading, writing, speaking, listening, viewing, and visually representing across the middle grades curriculum. This course will also address candidate attainment of grammatical competence in oral and written communication to improve syntax and writing style. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential language arts content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 470: CP: ENGLISH LANGUAGE ARTS
Credits 3This DATA course includes an examination of curriculum and curriculum issues, learning theories, instructional strategies, and assessment techniques for teaching English/language arts in the differentiated secondary classroom. The course will emphasize literacy instruction that encompasses the use of print, oral, and visual language and addresses six interrelated English/language arts: reading, writing, speaking, listening, viewing, and visually representing. During the 7-week DATA practicum conducted in the second half of the semester, candidates will have opportunities to plan, implement, and evaluate inquiry-based, student-centered lessons that address differentiation of essential ELA content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 471: CP: BIOLOGY
Credits 3This DATA course includes an examination of curriculum and curriculum issues, learning theories, instructional strategies, and assessment techniques for teaching biology in the differentiated secondary classroom. During the 7-week DATA practicum conducted in the second half of the semester, Biology education candidates will have opportunities to plan, implement, and evaluate inquiry-based, student-centered lessons that address differentiation of essential biology content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 472: CP: MATHEMATICS
Credits 3This DATA course includes an examination of curriculum and curriculum issues, learning theories, instructional strategies, and assessment techniques for teaching mathematics in the differentiated secondary classroom. During the 7-week DATA practicum conducted in the second half of the semester, Mathematics education candidates will have opportunities to plan, implement, and evaluate problem-based, student-centered lessons that address differentiation of essential mathematics content, instructional practices, and student products based on student readiness, interest, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission to Clinical Practice Block
EDU 473: CLINICAL PRACTICE: HISTORY
Credits 3This CP course includes an examination of curriculum and curriculum issues, learning theories, instructional strategies, and assessment techniques for teaching history in the differentiated secondary classroom. During the 7 - week CP practicum conducted in the second half of the semester, History education candidates will have opportunities to plan, implement, and evaluate problem-based, student-centered lessons that address differentiation of essential history content, instructional practices, and student products based on student readiness, interests, and learning profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience.
Prerequisite: Stage II Admission to Clinical Practice Block
EDU 479: CLINICAL RESIDENCY:ECE
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified early childhood teacher and a university supervisor. The candidate is expected to demonstrate the proficiencies of the conceptual framework of the PSOE with increasing expertise throughout the experience. The Early Childhood Education candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled. Prerequisite: Admission to Clinical Residency
EDU 484: CLINICAL RESIDENCY:MGE
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified middle grades teacher and a university supervisor. The candidate is expected to demonstrate the proficiencies of the conceptual framework of the PSOE with increasing expertise throughout the experience. The Middle Grades Education candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled. Prerequisite: Admission to Clinical Residency
EDU 493: CLINICAL RESIDENCY: HISTORY
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified secondary History educator and a university supervisor. The candidate is expected to demonstrate the proficiencies of the conceptual framework of the PSOE with increasing expertise throughout the experience. The Secondary History Education candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled.
Prerequisite: Admission to Clinical Residency.
EDU 494: CLINICAL RESIDENCY; SECONDARY ELA
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified secondary English/Language Arts educator and a university supervisor. The candidate is expected to demonstrate the proficiencies of the conceptual framework of the PSOE with increasing expertise throughout the experience. The Secondary English/Language Arts Education candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled. Prerequisite: Admission to Clinical Residency
EDU 495: CLINICAL RESIDENCY: BIOLOGY ED
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified secondary biology educator and a university supervisor. The candidate is expected to demonstrate the proficiencies of the conceptual framework of the PSOE with increasing expertise throughout the experience. The Secondary Biology Education candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled. Prerequisite: Admission to Candidate Teaching
EDU 496: CLINICAL RESIDENCY: MATHEMATICS ED
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified secondary mathematics teacher and a university supervisor. The candidate is expected to demonstrate the proficiencies of the conceptual framework of the PSOE with increasing expertise throughout the experience. The Secondary Mathematics Education candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled. Prerequisite: Admission to Clinical Residency
EDU 497: CLINICAL RESIDENCY
Credits 3EDU 510: TRNSFRMTVE CHNGE & RESPONSIVE TCH
Credits 3The course will provide MAT candidates with a basic knowledge and understanding of the three basic tenets of differentiated instruction and the DATA Model that describes differentiated approaches for teaching and assessment. Candidates will explore each facet of the DATA model, and through creative projects and field experience, they will work to make substantive connections between the theory of Differentiated Instruction and real classroom practices and strategies. Course topics include educational philosophy, the history of education, Multiple Intelligences, Learning Styles, assessment, and reflective practice. Prerequisite: Full Admission to the MAT Program
EDU 515: CULTURALLY RSPNS CLSRM: THRY & PRAC
Credits 3This course focuses on lifespan development with emphasis on school age children and the impact of culture and family on their development. Relevancy to the responsive classroom and the support of students’ diverse learning needs are addressed. Prerequisite: Full Admission to the MAT Program.
EDU 520: RESPONSIVE TEACH IN INCLUSION CLASS
Credits 3This is an introductory course in exceptional student education with an emphasis on responsive teaching of diverse students in the inclusion classroom. Components of this course include a review of both high incidence and low incidence special needs populations including possible impact, causes, and characteristics of special needs across different cultures and the life span. Topics include the legal requirements, ethical issues, collaborative teaching, techniques and strategies for accommodations and modifications, and equal experience for all in the inclusion classroom. Prerequisite: Stage I Admission (Candidacy).
EDU 525: TECH STRATS TO ENHANCE RESP TEACH
Credits 3This course provides the tools to create a responsive classroom through technology, providing a multitude of examples that can be used in the PK-12 classroom to differentiate essential content, instructional practices, and student products. MAT candidates learn to address student differences through technology-rich, inquiry-based learning experiences. They also develop effective, efficient, and appealing technology- rich learning environments that meet individual differences. Laboratory sessions will be devoted to equipment operation, software production for multimedia presentations, creation of a personal website and an electronic portfolio. Prerequisite: Stage I Admission (Candidacy).
EDU 530: STRAT INSTRUC W/IN BAL LIT CURR I
Credits 3The goal of this course is to help MAT candidates become familiar with the developmental stages through which all children progress as they learn to read and write, to learn to implement flexible and responsive strategies for helping all students make progress in literacy, and to learn how to effectively evaluate existing reading programs and recognize reading programs that are research-based, balanced (comprehensive) and based on best practice. The course activities focus especially on those students who are reading below grade level. MAT candidates will be introduced to powerful reading strategies that can be used with a large group, with a small group, or with individual students. Course topics include comprehension, word identification, and response to literature, grammar, and vocabulary. Additionally, candidates will be introduced to formal and informal assessment options. Prerequisite: Full Admission to the MAT Program.
EDU 535: STRAT INST W/IN BAL LIT CURRIC II
Credits 3The goal of this course is to help MAT candidates learn to match assessment to instruction and to use assessment data to organize flexible reading groups for PK-8 students. Candidates will develop a deeper understanding of how to use formal and informal assessments that measure a variety of literacy skills from emerging concepts of print and alphabet knowledge to word recognition, decoding, oral reading fluency, and comprehension. become familiar with the developmental stages through which all children progress as they learn to read and write, to learn to implement flexible and responsive strategies for helping all students make progress in literacy, and to learn how to effectively evaluate existing reading programs and recognize reading programs that are research-based, balanced (comprehensive) and based on best practice. The course activities focus especially on those students who are reading below grade level. MAT candidates will be introduced to powerful reading strategies that can be used with a large group, with a small group, or with individual students. Course topics include concepts of print, phonological & phonemic awareness, word identification, and response to literature, comprehension and vocabulary. Additionally, candidates will be introduced to formal and informal assessment options. Prerequisite: Full Admission to the MAT Program.
EDU 540: MANAGING A RESPONSIVE CLASSROOM
Credits 3This course will provide MAT candidates with the key principles that highlight effective management of a responsive early childhood classroom. Candidates will investigate how to combine differentiated instruction and meaningful, challenging academic tasks with a caring environment where the spirit of each learner is nurtured, where a sense of community is promoted, and where students accept the challenge of academic rigor, work together, take responsibility for their learning, and feel comfortable in taking the risks that allow them to learn. Prerequisite: Stage I Admission (Candidacy).
EDU 544: INTRODUCTION TO READING
Credits 3EDU 545: CHARACTERISTICS OF GIFTED STUDENT
Credits 3This course focuses on the characteristics of gifted learners and their special social, emotional, and academic needs. Course content will include issues and concerns of sub groups within the gifted population such as low socioeconomic learners, underachievers, girls, racial and/or cultural minorities, English language learners, and the twice exceptional.
EDU 546: CURRICULUM FOR THE GIFTED STUDENT
Credits 3This course will emphasize curriculum and program planning for gifted and talented students at all levels. Candidates will focus on various curriculum models and types of program design for these highly able learners. Programs examined will include those offered within the school day and as extra-curricular activities. Students will design lessons using differentiated curriculum for their content area/grade level.
EDU 547: METHODS & MATERIALS FOR GIFTED STUD
Credits 3Instruction will be targeted to the needs of teachers who will be expected to plan, design, and implement appropriately differentiated instruction for gifted and talented students. Candidates will be expected to relate the characteristics and learning needs of the diverse population of gifted students to appropriate instructional methods and materials that are needed to implement effective educational programs for all gifted and talented students.
Candidates will be expected to assess learners and develop and modify instructional content and methodology to meet the learning needs of gifted students and demonstrate this knowledge by creating and implementing an instructional unit of study and/or lessons in their content area.
EDU 548: IDENTIFICATION & ASSESS GIFTED STUD
Credits 3The responsibilities of teachers of the gifted include the identification of students for this program. Course content will include helping teachers to identify gifted behaviors and academic performance most often exhibited by gifted students, as well as behaviors and characteristics that might be exhibited by students from diverse backgrounds. Course participants will also learn how to formally identify gifted students through testing. This also involves selection, administration and interpretation of assessment instruments that meet the requirements specified by the Georgia State Board of Education Rule 160-04-02-38.
EDU 550: CURRIC, INSTRUCT, & ASSESSMENT
Credits 3This course will examine differentiated curriculum, instructional strategies and the planning of instruction to support the diverse learning needs of students and to maximize learning. Emphasis will be on the development of a nurturing environment of care and challenge that supports differentiated instruction. The course will also examine the use of systematic formal and informal assessment as an ongoing diagnostic activity to guide, differentiate, and adjust instruction in the early childhood classroom. Emphasis will be placed on adapting essential content, teaching practices, and student products based on assessment data to support students’ diverse learning needs and to maximize learning. Prerequisite: Stage I Admission (Candidacy).
EDU 551: STEM PEDAGOGICAL ORIENTATION
Credits 3EDU 552: STEM INTEGRATIVE VALIDATION
Credits 3EDU 553: APPLICATION OF STEM
Credits 3EDU 555: READING DIAGNOSIS
Credits 3EDU 560: LANG ARTS INTEGR CULT RESPONS CLSS
Credits 3This MAT course will address general and specific guidelines for teaching language arts to early childhood students of diverse cultural and linguistic backgrounds. Through reading, writing, listening, speaking, and viewing across content areas, teacher candidates will explore content literacy as it relates to the engagement, diversity, and special needs of the academically diverse child, especially the limited English proficient student. This course will examine how to integrate a balanced approach to literacy instruction in the content areas that promotes differentiation of content, instructional practices, and assessment products while encouraging student choice and meeting individual student needs. Topics will include strategies that promote student success in reading and writing across the curriculum. During the course, candidates will have opportunities to plan, implement, and evaluate integrated lesson plans that address differentiation of essential content, instructional practices, and student products. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission (Clinical Practice).
EDU 565: SCIENCE & INQUIRY-BASED LEARNING
Credits 3This course presents MAT candidates with methods, materials, and organizational techniques for providing inquiry-based science in the responsive early childhood classroom. Throughout the course, MAT candidates will discuss current curriculum issues in science education and develop an understanding of science as aligned to the national (NSTA) and state curriculum standards for science instruction. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission (Clinical Practice)
EDU 566: LITERACY INSTRUCTION & ESOL
Credits 3EDU 570: SOCIAL STUDIES AND THE ARTS
Credits 3This course presents MAT candidates with curriculum content, materials, instructional strategies, and organizational techniques for integrating social studies and fine arts content in the differentiated early childhood classroom. Candidates will investigate how to incorporate movement, music, drama, and the visual arts with the essential content, processes, and attitudes of social studies. In addressing the needs of a diverse student population through differentiated instruction, candidates will learn how to target the multiple intelligences through social studies and fine arts integration. A major emphasis will be on the incorporation of differentiated instruction and Understanding by Design in the creation of an integrated Social Studies and Fine Arts unit. During Clinical Practice, MAT candidates will have opportunities to plan, implement, and evaluate an integrated social studies and fine arts lesson plan that addresses differentiation of essential social studies content, instructional practices, and student products. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission (Clinical Practice)
EDU 575: PROBLEM-BASED MATHEMATICS
Credits 3This course presents MAT candidates with methods, materials, and organizational techniques for providing problem-based mathematics in responsive, early childhood classrooms. MAT candidates will explore ways to best provide the essential content, processes, and attitudes of mathematics; specifically, how problem-based mathematics instruction is foundational to mathematics learning. Throughout the course, MAT candidates will discuss current curriculum issues in mathematics education and develop an understanding of mathematics as aligned to the present national (NCTM) and state curriculum standards and guidelines for mathematics instruction. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience. Prerequisite: Stage II Admission (Clinical Practice)
EDU 580 : PROFESSIONAL KNOWLEDGE
Credits 3The course on professional knowledge emphasizes that graduate candidates will demonstrate an understanding of their ever-deepening content in relation to the evolving nature of both relevant pedagogical and methodological knowledge.
EDU 581: INSTRUCTIONAL PLANNING AND STRATEGIES
Credits 3The course on instructional planning and strategies emphasizes that graduate candidates will learn research-based planning and instructional strategies that consider learner development and the local curriculum standards being currently taught.
EDU 582: DIFFERENTIATED INSTRUCTION
Credits 3The course on differentiated instruction emphasizes that graduate candidates will develop skills and practical methods to support the individualistic learning differences of classroom students.
EDU 583 : ASSESSMENT STRATGIES AND USES
Credits 3The course on assessment strategies and uses emphasizes that graduate candidates will systematically learn, implement, and analyze a variety of diagnostic, formative, and summative evaluation measures and instruments relevant to the student population.
EDU 584 : POSITIVE LEARNING ENVIRONMENTS
Credits 3The course on positive learning environments emphasizes that graduate students research and develop a multicultural sensitive classroom community that incorporate a safe and organized framework which encourages individualistic and corporate learning.
EDU 585 : ACADEMICALLY CHALLENGING ENVIRONMENTS
Credits 3The course on academically challenging environments emphasizes that graduate students are exposed to teaching and learning environments that stress a student-centered and directed high level of academic achievement.
EDU 586 : PROFESSIONALS IN THE EDUCATIONAL SETTING
Credits 3The course on professionalism in the educational setting emphasizes that graduate students complete research on the basic ways teachers become actively involved in their educational communities at the school, county, and state levels while maintaining a high standard of ethical conduct.
EDU 587 : COMMUNICATION IN THE EDUCATIONAL SETTING
Credits 3The course on communication in the educational setting emphasizes that graduate candidates explore effective communication patterns in relation to students, families, individual schools, and school systems brought on by technological advancement.
EDU 588 : CAPSTONE PROJECT 1
Credits 3The capstone project and exit interview is designed to take place following 4 pedagogical courses of study. Graduate candidates will turn in a portfolio featuring the collection of resources and artifacts from the previous 4 courses of study. The candidates will write a reflection essay on the change in personal educational philosophy thus far into the program, academic research into the 4 TKES standards, and the practical implementation of current pedagogical ideas within their individual classrooms.
EDU 589 : CAPSTONE PROJECT 2
Credits 3The capstone project and exit interview is designed to take place 5th term following all prior 8 pedagogical courses of study. Graduate candidates will turn in a portfolio featuring the collection of resources and artifacts from the compilation of previous 8 courses of study. The candidates will write a reflection essay on the change in personal educational philosophy throughout the program, academic research into all TKES standards, and the practical implementation of current pedagogical ideas within their individual classrooms. After a given time, each student will be interviewed in relation to the portfolio and reflection essay by several Reinhardt University faculty members.
EDU 595: CLINICAL RESIDENCY: MAT
Credits 12Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified teacher and a University supervisor. The candidate is expected to demonstrate the proficiencies of the PSOE conceptual framework with increasing expertise throughout the experience. The candidate teacher is also expected to attend and actively participate in on-campus seminars as scheduled. Prerequisite: Stage III Admission (Clinical Residency).
EDU 601: DATA: MODEL FOR RT, AR & IL
Credits 3M.Ed. candidates will be introduced to the PSOE DATA Model for Responsive Teaching and Instructional Leadership that reflects the iterative, cyclical process for subsequent action research that will be applied in the local classroom. Through examination and implementation of the Model, candidates investigate how curriculum design, differentiated instruction, and ongoing assessment impact student learning.
EDU 602: SCHOOL IMPROVEMENT RESEARCH
Credits 3M.Ed. candidates explore school-, teacher-, and student-level factors that influence achievement and how these factors can be aligned with local school improvement goals for significant gains in student achievement. Each candidate examines his/her own local school improvement goals, identifies a school issue or problem that is an area of professional interest, begins a review of the literature, and develops possible action research questions that will address the area in the context of his/her own classroom.
EDU 610: CLSSRM ACT RES: INTEGRATED STUDY
Credits 3M.Ed. candidates examine the topic of integration in ECE content while relating this topic to the design of their action research project proposal. Candidates continue development of the action research project proposal through course requirements.
EDU 611: ECE CLSSRM RSRCH: INQUIRY
Credits 3M.Ed. candidates examine the topic of inquiry in ECE content while relating this topic to the design of an action research project proposal. Candidates continue development of the action research project proposal through course requirements.
EDU 612: ECE CURR CONTENT III: DATA ANALYSIS
Credits 3M.Ed. candidates examine the topic of data analysis in ECE content while relating this topic to the design of an action research project proposal. Candidates continue development of the action research project proposal through course requirements.
EDU 613: ECE CURR CT IV: COMM IN CONTEXT
Credits 3M.Ed. candidates examine the topic of communication in ECE content while relating this topic to the design of an action research project proposal. Candidates continue development of the action research project proposal through course requirements.
EDU 620: PROM DVLPMT/LRNING DIVERSE STUDENTS
Credits 3This course provides an extensive examination into young children’s characteristics and needs, and multiple interacting influences on children’s development and learning in order to create environments that are healthy, respectful, supportive, and challenging for all children. M.Ed. candidates explore diverse children’s cognitive, social, emotional, physical, and linguistic development through the organization and orchestration of the environment in ways that best facilitate the development and learning of young children in the inclusive classroom.
EDU 621: BLDG PRTNERSHIPS FOR STUDENT SUCC
Credits 3M.Ed. candidates investigate the importance and complex characteristics of children’s families and communities to create respectful, reciprocal relationships that support and empower families, and to sustain these partnerships to impact children’s development and learning. Candidates examine the research and dominant theories of human development and socio-cultural development within the context of the family, community, and society. Strategies for collaboration between home and school are emphasized, and interagency cooperation within the community is examined in relation to the benefits for young children and their families.
EDU 622: TRANSFORMING TEACHER LEADERS
Credits 3M.Ed. candidates expand their knowledge and experience of the teaching and learning process by developing and demonstrating a high level of competence in the essentials for grant writing, conducting action research, strategically planning instruction embedded in best practices, and re-conceptualizing teacher leadership roles within and outside the classroom, thus, transforming school culture to elevate student achievement and school innovation.
EDU 623: TEACHERS AS LEADERS
Credits 3M.Ed. candidates examine how they can work as instructional leaders and collaborators in the professional community to improve programs and practices for young children and their families and advocate for sound professional practices and public policies for the positive development and learning of all young children.
EDU 630: CAPSTONE EXPERIENCE
Credits 6In this final course of the M.Ed. program, candidates demonstrate their responsive teaching, action research, and instructional leadership skills through a presentation of their E-Portfolio and participate in a cohort M.Ed. conference highlighting the candidates’ classroom action research projects
EDU 640: EFFECTIVE INCLUSIONARY PRACTICES
Credits 3In this course, candidates define the roles of regular and special education teachers. Candidates examine inclusion models and the effective practices that emanate from the models, implementing these practices in their classrooms.
EDU 641: ASSESSMENT OF SPECIAL EDUCATION
Credits 3M.Ed. candidates are provided with the foundation for understanding the assessment process as they become instructional leaders in assessment. Candidates focus on the educational assessment methods and procedures used in decision making and program planning for students with special needs and from culturally or linguistically diverse backgrounds.
EDU 642: RESPONSE INTERVENTION STRATEGIES
Credits 3M.Ed. candidates are provided with the philosophy, best practices, and implementation of the Response to Intervention (RTI) as mandated by the reauthorization of IDEA, 2004. RTI is a three-tiered model with applications to academic and behavioral components to foster student success.
EDU 643: STRATEGIES FOR CHALLENGING BEHAVIOR
Credits 3M.Ed. candidates study the development of intervention strategies for students with challenging behaviors. These intervention strategies are based on positive behavioral supports, functional behavior assessment, and functional analysis procedures.
EDU 648: SPECIAL EDUCATION LAW
Credits 3M.Ed. candidates study legislation, litigation, and administrative rulings related to special education. Emphasis is on the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.
EDU 649: ACTION RESEARCH IN SPECIAL EDU
Credits 3M.Ed. candidates complete action research plans which are implemented and evaluated for the purpose of school reform and student achievement. Individual student action research papers are written. Students share action research projects with a community of learners.
EDU 766: LITERACY INSTRUCTION & ESOL
Credits 3This course will address general and specific guidelines for teaching reading to students of diverse cultural and linguistic backgrounds. Varied instructional strategies and resources will be introduced to assist teachers in enhancing the literacy learning of ESOL students or students with limited English proficiency in a differentiated classroom.