Education – EDUC

EDUC 100 – Freshman Fieldwork

A field experience consisting of observing and analyzing a variety of group and private music lessons, interviewing professional instructors and conservatory administrators, attending music education and pedagogy conferences, and co-teaching with an experienced instructor. (0.25 credit hours) Offered every semester.

EDUC 144 – Foundations of Education (2)

A study of the history and philosophy of education. Additional topics will include school law, the structure of schools, and characteristics of effective schools and teachers. (2 credit hours) Offered every Spring semester.

EDUC 200 – Sophomore Fieldwork

The second of three fieldwork experiences. Students begin working in the classroom. They can work with students one on one or in small groups and do a variety of teacher tasks. They will teach and video-tape two lessons. Prerequisite: EDUC 144 (0 credit hours) $100 fee. Offered as needed.

EDUC 207 – Instructional Media and Technology (3)

A survey of methods and theories of instruction using modern media and technology. Emphasis is placed on applying appropriate visual design principles and effective classroom implementation models to the selection and production of a variety of traditional and computer-based instructional materials and media. Lab fee. Prerequisite: SEED 241 or Early or Elementary Childhood Education major with Sophomore status (3 credit hours) Offered every semester.

EDUC 225 – Human Relations (3)

A study of human relation practices which include interpersonal relationships, cultural differences, and discriminatory problems. Opportunity is given for education majors to interact with minority groups. Prerequisites: HUSO 141 and EDUC144. (3 credit hours) Offered every semester.

EDUC 236 – The Exceptional Child (3)

An introduction to children with learning differences. Presents the characteristics, causes, and learning problems of children with a variety of disabilities. Federal and state laws concerning special education, current issues, and research in the field, and curricular and instructional adaptations are discussed, with an emphasis on the educational impact of environment and individual differences on the learner. Prerequisites: EDUC 144 (3 credit hours) Offered every semester.

EDUC 299 – Upper Level Status

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EDUC 300 – Junior Practicum

In this last formal fieldwork experience before student teaching, the student carefully observes how teachers plan, instruct, and assess. The student then makes his/her own lesson plans, delivers the lessons, and gives an assessment that he/she designs. (S)he also writes commentaries for planning, instruction, and assessment. Must be completed one full semester before student teaching. Prerequisite: Upper-Level Status (0 credit hours) $200 fee. Offered as needed.

EDUC 303 – Educational Psychology (3)

The study of learning and of the factors affecting learning: growth and development, motivation, transfer and application of learning, and evaluation of development and achievement. This course must be taken at Maranatha. Prerequisite: EDUC 200, HUPS 131 and Upper-Level Status (3 credit hours) Offered every semester.

EDUC 336 – Classroom Management (2)

In this course you will learn to create a productive learning environment. You will study research related to classroom management and review the work of experts in the field to inform your instructional practice. You will explore a plethora of activities and techniques that encourage prosocial behavior and promote collaboration, teamwork, and positive teacher-student and peer relationships in your classroom. You will practice strategies for managing students’ work, teaching to students’ strengths, and using technology in the classroom. This course will continually challenge you to examine and modify your current instructional practices to serve all your students successfully. Prerequisite: Upper-Level Status (2 credits) Offered every semester.

EDUC 342 – Educational Assessment (2)

A study of classroom assessment: paper and pencil, product, performance, portfolios, and alternative assessments. Also covers issues in grading, grading systems, and standardized assessments. Prerequisite: Upper-Level Status. (2 credit hours) Offered every semester.

EDUC 357 – Teaching Spanish (2)

A study of methods, materials, and procedures for teaching Spanish. The course will provide students with the theoretical foundations of effective course and curriculum design. This course cannot be taken as a directed study. Prerequisite: Upper Level Status (2 credit hours) Offered Spring semester of even-numbered years.

EDUC 420 – Education Seminar

A study of the skills and procedures necessary for a successful student teaching experience. Emphasis is placed on fine-tuning the skills necessary for teachers to function effectively and professionally in the school setting. Prerequisite: Upper Level Status. Corequisite: EDUC 422. (0 credit hours) Offered every semester.

EDUC 422 – Pre Student Teaching Portfolio Review

Each student must develop a portfolio of materials supporting his or her knowledge, skills, and dispositions for eleven (twelve if student has a minor field) standards. Students initially receive instruction in their freshman year regarding the development of the portfolio. The Pre-ST Portfolio Review takes place in the senior year prior to student teaching when the student presents his or her portfolio before two faculty members. The portfolio must be judged to be acceptable prior to a student completing this requirement. Required for both Standard and Licensure Programs. Corequisite: EDUC 420. (0 credit hours) Offered every semester.

EDUC 443 – Supervisd Student Teach License (12)

A full semester of observation and practice teaching in an age appropriate setting under the direct supervision of a veteran classroom teacher. All prerequisites explained in Section I of the Student Teaching Handbook must be met. Open only to senior Education majors. A semester is defined as the semester of the school in which the Student Teaching is being done. Prerequisite: Upper Level Status. (12 credit hours) Offered every semester.

EDUC 460 – Teacher Internship (12)

A full semester program in which the intern functions as a regular classroom teacher. The teaching load of the intern is limited to no more than 50% of a full-time teacher. Potential interns are selected by the Teacher Education Department faculty on the basis of academic achievement, maturity, character, and demonstrated ability to teach. (12 credit hours) Offered every semester.

EDUC 510 – History and Philosophy of Education (3)

An in-depth study that integrates concepts and information from major social sciences and philosophy to examine the challenges and problems of teaching in modern schools (faith-based and public). Focusing on historical, cultural, socioeconomic, and political issues that affect education, the course asks students to examine their dispositions, knowledge, and skills, and to determine their path for growth and development into an effective Christian teacher for all children. (3 credit hours) Offered as needed.

EDUC 515 – Research Design in Education (3)

Examines the field of educational research by exploring research models, analyzing research articles, and applying measurement and statistical techniques to problems of educational research. Each student will learn the essentials needed to carry out the entire research process and develop a research proposal that will guide a capstone Action Research Project (EDUC 600). (3 credit hours) Offered Fall and Spring semesters of odd-numbered years

EDUC 520 – Student Learning and Motivation (3)

An exploration of the theoretical and applied basis for how the mind processes (stores, organizes, and retrieves) information in order to wisely choose, develop, and deploy effective instructional strategies. A major focus will be placed on exploring factors that maximize the motivation, attention, and persistence of students in the typical K-12 classroom. (3 credit hours) Offered Fall semester of even-numbered years.

EDUC 530 – Curriculum Theory and Practice (3)

Introduces graduate students to the process of curriculum design and assessment. Students will have the opportunity to develop a definition of curriculum and assessment that reflects their own personal philosophy of education. Various curriculum development models will be explored, so students can compare models to their own personal philosophies of education. Students will develop their own model of curriculum development and assessment. (3 credit hours) Offered Fall semester of odd-numbered years.

EDUC 535 – Instructional Improvement Through Assessment (3)

Through examination of historical and contemporary perspectives and trends of assessment, EDUC 535 establishes the value and purpose of assessment for the improvement and maximization of student learning and advancement of effective instruction in order to provide for and achieve high expectations for all learners. (3 credit hours) Offered Spring semester of odd-numbered years.

EDUC 540 – Biblical Perspectives in Human Relations and Counseling (3)

Designed to assist students in learning how to utilize, compare, and contrast methods of helping others with problems and challenges in the context of an educational setting. Students will acquire a set of principles and skills drawn from the disciplines of biblical counseling and human relations in education. (3 credit hours) Offered as needed.

EDUC 545 – Exceptionality in Student Learning (3)

Introduces the practice of special education in today’s schools. The content will allow students to analyze characteristics of individuals with learning and behavioral and cognitive disabilities, as well as the implications of learner differences for the legal and professional responsibilities of classroom teachers. Students will examine general principles of instruction that can help improve exceptional students’ access to the general education curriculum. (3 credit hours) Offered Fall semester of even-numbered years.

EDUC 550 – Leadership and Change in Education (3)

Explores strategies for achieving successful change in the educational milieu. The course curriculum will integrate and apply contemporary models and strategies for successful adoption and implementation of educational innovation and process improvements. (3 credit hours) Offered Summer semester of odd-numbered years.

EDUC 560 – Perspectives on Character Education (3)

Will incorporate the resources and skills necessary to integrate ethical themes and character development into a school setting. It will provide educators an arena in which to explore and develop biblical and moral perspectives and pedagogies related to teaching and learning internalized beliefs and morality. Focus will also be placed on putting into practice those skills and resources that integrate character themes and character development into Christian and public educational environments. Legal and ethical issues related to character education in public schools will also be explored. (3 credit hours) Offered as needed.

EDUC 570 – Instructional Supervision for Cooperating Teachers (2)

A self-paced program designed to help cooperating teachers become more effective supervisors of student teachers. In addition to modeling characteristics of effective teachers, the course will acquaint the cooperating teacher with the policies and procedures of Maranatha. (2 credit hours) Offered every semester.

EDUC 600 – Action Research (2)

Consists of two primary elements. 1) Students will complete a culminating action research project that is a practical application of their program learning to a representative teaching and learning phenomenon in an educational setting. This project will provide a graduate student a practical research experience that will demonstrate, distil, and assess programmatic learning. 2) Students will produce a program outcome portfolio containing key task artifacts that will demonstrate successful completion of program assessment outcomes. (2 credit hours) Offered every Spring semester.

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