Education

ED 206 Introduction to Education 3 SH
Introduction to the basic foundations of the Western educational tradition with specific emphasis on the American pattern. An examination of teaching as a career, the legal and organizational frameworks, international education, cultural diversity and mainstreaming will be conducted. Completion of fifteen hours of required classroom exposure throughout the semester is designed to combine theory with educational practices. Prerequisite: GPA 2.67 or higher for education majors and completion of 30 credits

ED 298 Faculty Developed Study 1–4 SH

ED 299 Student Developed Study 1–6 SH

ED 320 Professional Development School Experience 1 SH
Students who are enrolled in the elementary education professional semester are placed in Danbury Professional Development School K-12 classrooms for 10 days during the professional semester. They work with students under the direction of Danbury Public Schools classroom teachers. In addition, they receive supervision from Education and Educational Psychology (E&EP) faculty profesional development studies liaisons. Students apply what they are learning in professional semester courses in the elementary school classroom. Corequisite: enrollment in the Professional Semester Elementary Education Program.

ED/MED 340 Assessment of Teaching Strategies (Grades K-12) 1 SH
Designed to assist teacher education candidates prepare for the Beginning Educator Support and Training (BEST) Program assessment standards, this course supports CSDE documents relevant to the education of Elementary, Health, Music, and Secondary Education educators: (1) Connecticut’s Common Core of Teaching [CCCT], including Discipline Based Professional Teaching Standards, (2) the CSDE Student Teacher Evaluation Instrument, based on the CCCT; and (3) the CSDE’s BEST portfolio licensure requirements for Beginning Teachers [BTs], requiring knowledge of the CCCT and Discipline Based Professional Teaching Standards. INTASC principles and the CSDE Code of Professional Responsibility for Teachers also will be examined. Candidates learn how CSDE standards for K-12 grade students’ performance levels interface with teaching standards by applying the following documents in their field preparation: (1) Connecticut’s Common Core of Learning [CCCL], focused on improving student achievement across the content and skill areas; and, (2) the CSDE’s Curriculum Frameworks for grades K-12. Prerequisite: admission to the Elementary/Secondary Education Program. Corequisite: student teaching.

ED 341 Student Teaching – Elementary Majors (Grades K-6) 12 SH
This course provides experience in planning and conducting the activities of a full day in an elementary school under the guidance of a trained cooperating teacher. Full time for one semester, including monthly seminars. Every semester. Prerequisite: approval of department chair. Students are urged not to be employed during the student teaching program

ED 342 Student Teaching – Secondary Majors (Grades 7-12) 12 SH
This course provides experience in planning and conducting a full teaching day (five teaching periods) in a secondary school under the guidance of a trained cooperating teacher. Full time for one semester including monthly seminars. Spring semester. Prerequisite: approval of department chair. Students are urged not to be employed during the student teaching program.

ED 360 Teaching Reading (Grades 1–6) 3 SH
This course is designed to develop understanding of the hierarchically structured reading skills sequence and to provide and demonstrate teaching strategies that will prepare students for teaching reading. Every semester. Prerequisite: admission to Elementary Education Program.

ED/BIO/CHE/ENG/ES/HIS/MAT/SPA/SS 385 Methods of Teaching in the Secondary Schools 3 SH
Method of Teaching in the Secondary Schools is designed to help prospective teacher education candidate develop and/or refine the planning, implementation, assessment, and reflection skills and dispositions necessary to be an effective classroom teacher in grades 7-12. Candidates will be introduced to those methods and materials needed for effective teaching in the secondary school; analysis of research and current learning theory along with a required observation/participation componet in a secondary school. Candidates will use Connecticut State Department of Education documents and standards for effective teaching as bases for observation and practice teaching opportunities. Every fall. Prerequisite: admisison to the Professional Semester Secondary Education Program and approval by the chair of the E & EP department. Corequisite: registration in coursework for Professional Semester Secondary Education Program.

ED/BIO/CHE/ENG/ES/HIS/MAT/SPA/SS 386 1 SH Secondary Education Professional Development School Experience
Students who are enrolled in the secondary education professional semester are placed in public school classrooms for 10 days during the professional semester. They work with students under the direction of public school classroom teachers. In addition, they receive supervision from arts and science faculty. Students apply what they are learning in professional semester courses in grades 7-12 classrooms. Every fall. Corequisite: enrollment in the Professional Semester Secondary Education Program. Grading: pass/fail.

ED 415 Elementary School Science: Content, Skills and Teaching Methods 3 SH
This course focuses on science content, process skills, instructional strategies, resources, inquiry-based hands-on activities, the Connecticut Science Framework, and the underlying theoretical basis for teaching science to children P-6. Students will engage in various modalities of learning how to teach and assess students including students with special needs. Informal science settings will also be introduced in order to familiarize candidates with resources for an eclectic learning experience. This course will also provide classroom management techniques for maintaining an environment that is conducive to learning. Prerequisite: admission to the Professional Elementary Education Teacher Preparation Program. Corequisite: registration in all elementary education professional semester courses.

ED 420 Elementary School Social Studies: Content, Skills and Teaching Methods 3 SH
This course will provide candidates for certification in elementary education with the knowledge and skills to create effective social studies lessons and units. An interdisciplinary approach to social studies will link history, geography, economics and civic education. A variety of forms of instructional technology will be infused throughout the course. This course will also provide classroom management techniques for maintaining an environment that is conducive to learning. Prerequisite: admission to the Professional Elementary Education Teacher Preparation Program. Corequisite: registration in all elementary education professional semester courses.

ED 425 Elementary School Social Studies: Content, Skills and Teaching Methods 3 SH
This course will provide candidates for certification in elementary education with the knowledge and skills to create effective social studies lessons and units. An interdisciplinary approach to social studies will link history, geography, economics and civic education. A variety of forms of instructional technology will be infused throughout the course. This course will also provide classroom management techniques for maintaining an environment that is conducive to learning. Prerequisite: Admission to the Professional Elementary Education Teacher Preparation Program. Corequisite: Registration in all elementary education professional semester courses.

ED 440 Integrating Language 3 SH
A literature-based approach to the teaching of language arts across the grades 1-12 curriculum, including an understanding of literary values, elements and genres. Classics and content-area texts will be used to enhance listening, writing, spelling, drama and debate. The study of linguistic variations will provide methods for meeting the needs of special as well as culturally diverse students. Every semester. Prerequisite: admission to Professional Semester Elementary/Secondary Education Program.

ED/HIS/SS 441 Teaching History and Social Studies in Secondary Schools 3 SH
This course provides candidates for teacher certification with an understanding of the methods and materials needed to become effective teachers of history and social studies at the secondary school level. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. Emphasis is placed on making content knowledge accessible to diverse student populations found in public schools. Candidates develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on history and social studies education in the secondary school. The implications of state, national, and international testing movements and standards are considered. This course will be taught by a member of the history or social science department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: admission to the Professional Semester Secondary Education Program. Corequisite: registration in secondary education professional semester courses.

ED/BIO/CHE/ES 442 Teaching Science in Secondary Schools 3 SH
This course emphasizes the methods, materials, and philosophy needed to become an effective science teacher at the secondary school level. Candidates for teacher certification will briefly review content knowledge in the sciences prior to developing practice lessons and units that include assessment activities, integration of appropriate instructional technologies, and strategies to meet the needs of diverse learners. The course includes an examination of current curricular reform movements and consideration of their impact on science education in secondary schools. In addition, the implications of state, national, and international tests and standards on student development will be considered. This course will be taught by science faculty. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: admission to the Professional Semester Secondary Education Program. Corequisite: registration in secondary education professional semester courses

ED/ENG 447 Teaching English in Secondary Schools 3 SH
This course examines the theories and practices shown to produce effective teaching and learning in the secondary school English class. Primary emphasis is placed on the content of the English language curriculum articulated in state and national standards and on methods for making that content accessible to diverse student populations found in public schools. Candidates for teacher certification are introduced to assessment methods and learn to integrate current instructional technologies into their teaching.  They develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on English education in the secondary school. This course is taught by a member of the English department faculty. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: admission to the Professional Secondary Education Teacher Preparation Program. Corequisite: registration in Professional Semester Secondary Education Program.

ED/SPA 448 Teaching Spanish in Secondary Schools 3 SH
This course provides candidates for teacher certification with an understanding of the methods and materials needed to become a competent teacher of Spanish at the secondary level. Emphasis is placed on making content knowledge accessible to diverse student populations. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. They develop lesson plans and units of instruction and practice delivering instruction. The course will include an examination of the current curricular reform movements and their impact on the teaching of Spanish in the secondary school. Implications of state and national standards are considered. This course will be taught by a member of the World Languages and Literature Department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite:Admission to the Professional Semester Secondary Education Teacher Preparation Program. Corequisite: registration in secondary education professional semester courses

ED/MAT 449 Teaching Mathematics in the Secondary Schools 3 SH
This course provides candidates for teacher certification with an understanding of the methods and materials needed to become effective teachers of mathematics at the secondary school level. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. Emphasis is placed on making content knowledge accessible to diverse student populations found in public schools. Candidates develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on mathematics education in the secondary school. The implications of state, national, and international testing movements and state and national standards are considered. This course will be taught by a member of the mathematics department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Professional Secondary Education Teacher Preparation Program. Corequisite: registration in secondary education professional semester courses.

The following course also has been approved and is offered periodically:
ED 400 Educational Technology

Educational Psychology

EPY 201 Field Experience: Child Development 1 SH
This course permits students who’ve completed the academic content of EPY 203 through examination, transfer or course equivalency to satisfy the required 15 hours of reflective independent field observation of two students, grades K-6 in a public school. Prerequisite:approval of E&EP chair.

EPY 202 Field Experience: Adolescent Development 1 SH
This course permits students who completed the academic content of EPY 204 Adolescent Development in School through examination, transfer or course equivalency to satisfy the required 15 hours of reflective independent field observation of two students, grades 7-12 in a public school. Prerequisite: approval of E&EP chair.

EPY 203 Child Development in School 3 SH
Major theories and research about child development in school settings are emphasized. Other topics include the interrelationship of heredity and environment; cognitive and socialization processes; learning and teaching styles; conflict resolution; and family, peer and media influences on growth in a culturally diverse society. Completion of fifteen hours of required classroom exposure throughout the semester is designed to combine theory with educational practices. Prerequisite: education major or dept. approval; completion of 30 credits of course work with a cumulative GPA of 2.67 or higher.

EPY 204 Adolescent Development in School 3 SH
Major theories and research about adolescent development in school settings are emphasized. Other topics include the effects of heredity and environment; socialization processes; measurement and assessment of intelligence; learning styles; conflict resolution; exceptionality; and family, peer, school and media influences on growth in a culturally diverse society. Completion of fifteen hours of required classroom exposure throughout the semester is designed to combine theory with educational practices. Prerequisite: education major or dept. approval, completion of 30 credits of course work with a cumulative GPA of 2.67 or higher.

EPY 405 Introduction to Special Education 3 SH
An introductory course to the field of special education. A survey of the various syndromes associated with special needs populations. Various intervention methods and techniques are introduced for each of the special learners. Prerequisite: EPY 203 or EPY 204 or PSY 210 or PSY 211.


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