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Education Courses
100. Introduction to Elementary Education. 1 cr. hr. This course is designed to provide students with an introduction to a major in elementary education and to a career in teaching in an elementary school. Optional, but highly recommended.

101. Introduction to Middle and Secondary Education 1 cr. hr. This course is intended as an introduction, especially for those in their first or second year who are considering becoming teachers of middle and/or secondary school. Each student will lead a small group of 6-8 grade students in designing and implementing public works, experience the role of teacher, and make a career decision. The course is intended to assist in retention of secondary education majors. It will allow them to begin teaching adolescents their first year in college, link them to the Education Department, and help them realize their professional goals. Optional, but highly recommended.

200. Teaching the Expressive Arts. 3 cr. hrs. An integrated course for the prospective elementary teacher in which the roles of art, music and physical education in the elementary school curriculum are analyzed. Major goals of the course include (1) understanding the objectives and methods employed by the specialists in the respective areas, and (2) developing strategies for the integration of the expressive arts into the teaching of the regular classroom subjects.

205. Educational Psychology. 3 cr. hrs. A survey of the psychological principles that have special application to the teaching-learning situation. The major topics of study include educational and psychological measurement, classroom dynamics, human development, and learning.

210. Philosophy, Organization and Administration
of the Elementary School. 2 cr. hrs. A course for those who plan to teach in the elementary school. Emphasis is given to the philosophy, analysis of organizational designs and administration of the elementary school.

211. Techniques of Teaching in the Elementary School. 2 cr. hrs. A study of teaching methods, teacher-pupil relationships and curriculum used in the elementary classroom. Students acquire the knowledge and skill to plan, implement and assess learning effectively in each of four teaching models. The course must be taken at William Jewell College concurrently with EDU 212.

212. Clinical Fieldwork in the Elementary School. 2 cr. hrs. A course in which the teaching strategies, principles and concepts introduced in EDU 211 are practiced and observed in classroom settings through off-campus field placements, one in an urban location and one in a suburban location. Background screening and investigation is required for students engaged in a fieldwork. Prerequisites: concurrent enrollment in EDU 211 and sophomore standing.

215. Information Technology. 2 cr. hrs. A course dealing with the design, selection, and utilization of learning strategies involving audiovisual and instructional media technologies. Emphasis is placed on teacher-constructed materials for use in the classroom. Microcomputer competencies and the utilization of video and internet resources in the classroom are among the major goals of the course. Prerequisite: Declaration of intent to seek teacher certification at William Jewell College.

234. Psychology and Education of the Exceptional Child I. 3 cr. hrs. This course is designed for students seeking certification to teach in either the elementary or secondary school, but open to all students interested in exceptionalities in children. Exceptionalities studied are hearing impairment, gifted/talented, mentally handicapped, learning disabled and behaviorally disordered. The causes, characteristics and teaching strategies identified with each exceptionality are studied. Student projects may center on an area of interest.

235. Psychology and Education of the Exceptional Child II. 1 cr. hr. This course is designed for students who wish to pursue further studies in the area of child exceptionalities beyond EDU 234. Self-designed projects in a chosen area of exceptionality or in a related field are encouraged and supported. Prerequisite: EDU 234.

219. Early Childhood Education: Utilizing Family
and Community Resources. 3 cr. hrs.
A study of how family and community resources can be utilized for a more effective early childhood education program. Fall semester.

229. Early Childhood Education: Language Development. 2 cr. hrs. A study of the development of language in the normal child. Fall semester. Elementary education students are permitted to enroll in courses numbered 300 and above only after they have been admitted to the Teacher Education Program. First seven weeks–fall semester.

301. Teaching of Reading in the Elementary School. 4 cr. hrs. This course will include a study of the reading process and the methods, materials, and techniques used by elementary school teachers to teach reading. Students will evaluate the effectiveness of various reading strategies and teach and evaluate lessons in a clinical setting.

302. Children’s Literature in the Reading Programs. 4 cr. hrs. Acquaints the student with the best literature for elementary school children. Students examine criteria for selecting quality literature and ways to use literature in the reading program. (Meets the children’s literature and two hours of the eight hour reading methods requirement.)

303. Analysis and Correction of Reading Disorders. 2 cr. hrs. An introduction to specific methods for evaluating reading performance. Major topics of study include selection and administration of assessment measures, interpretation of results, and development of prescriptive programs. Prerequisite: EDU 301. First seven weeks.

304. Elementary School Language Arts. 2 cr. hrs. The student will investigate strategies to help students achieve listening, speaking and writing objectives.

307. Teaching of Reading in the Content Areas. 2 cr. hrs. Development of reading skills and abilities viewed as a continuing process fused with the teaching of content. Emphasis on cognitive processes, questioning strategies, study skills, and development of more complex and refined reading skills.

309. Mathematics for the Elementary Teacher. 5 cr. hrs. This course is a study of the structure of the number system and the teaching strategies that may be utilized appropriately to teach elementary school-age children (K-8). Students are trained to utilize a wide variety of mathematics materials to make concrete the abstractions of mathematics. Some of the manipulatives used are: unifix cubes, base-ten materials, cuisenaire rods, chip-trading materials, geoboards, metric materials, pattern blocks, attribute sets, balance materials, tangrams and fraction bars.

310. Instructional Methodology. 2 cr. hrs. Considers theoretical and practical issues of curriculum in secondary schools with attention given to teaching in classrooms with culturally diverse learners, and learners with exceptionalities. The role of the Missouri Department of Elementary and Secondary Education with emphasis on the Show-Me Standards is discussed. Instructional strategies, methods, techniques. including lesson planning, learning activities, motivation, classroom management, and assessment procedures are investigated. Prerequisites: EDU 205. Must be taken concurrently with EDU 311.

311. Clinical/Field Experience for the Secondary Teacher. 2 cr. hrs. A course in which the teaching strategies and principles introduced in EDU 310 are practiced in suburban, urban, and rural field placements in middle school and secondary school campuses. Students are required to complete 72 hours in the schools during the semester and must complete 140 hours in the schools before student teaching. Prerequisite: EDU 310. Background screening and investigation is required for students engaged in fieldwork. Must be taken concurrently with EDU 310.

312. Methods of Teaching Science/Elementary. 2 cr. hrs. A course designed to introduce the preservice elementary teacher to science content, process skills, and tools of inquiry utilized in the discipline of science. A variety of teaching strategies are explored, with teaching through inquiry being the primary focus.

313. Social Studies for Elementary Teachers. 2 cr. hrs. Curriculum, methods and resources for teaching the Social Studies in elementary school. The emphasis is on preparing children for responsible citizenship. This is taken to include a fundamental knowledge of history, geography and economics. Connections between the Social Studies and the other content areas of the elementary curriculum are made explicit.

314. Methods of Teaching an Integrated Curriculum. 2 cr. hrs. A course designed to integrate the methods of language arts, science, social studies, math, reading and fine arts into a high-quality interdisciplinary curriculum (TOPICS) appropriate for the elementary school. A fieldwork placement is a component of this course. Background screening and investigation is required for students engaged in fieldwork.

318. Early Childhood Education: Curriculum, Methods, and Materials. 4 cr. hrs. An overview of early childhood education and theories of child development. A study of developmentally based curriculum methods and materials. Techniques of observation and assessment will be stressed throughout. Spring semester.

322. Learning Environment/Classroom Management. 3 cr. hrs. This course is designed to teach students how to manage a program or class for young children. It includes the study of basic program types; organization of space, materials and time; and management of a group of children engaged in active learning. A major component of the course is observation of children in three age ranges; infant-toddler, preschool and primary. Fall semester.

329. Early Childhood Education: Language Development. 2 cr. hrs. A study of the development of language in the normal child. Spring semester, second seven weeks.

330. Foundations of Middle School and Secondary School. 3 cr. hrs. This course will provide an understanding of the history, philosophy, organization, curriculum, and legal foundations and projected future of the middle school and secondary school. Traditional secondary school philosophies, organizations, curricula, and instructional strategies will be analyzed, comparing and contrasting them with those of the middle school. Culturally diverse populations and special needs students, including gifted, grades 5-12 will be addressed.

331. Middle School Curriculum and Instruction. 2 cr. hrs. This course will provide an understanding of appropriate curriculum and instructional strategies for middle schools, grades 5-9, with special attention being focused on integrated curriculum, team planning, and multiple assessment strategies. Culturally diverse populations and special needs students will also be addressed. Clinical field experience required.

332. Reading and Writing for Middle School. 4 cr. hrs. This course acquaints prospective middle school teachers with methods of teaching language skills in grades 5-9. Students will explore the role of literature in the middle school program, integration of reading and writing, techniques of teaching the writing process, and instructional formats for language instruction across the curriculum. Clinical field experience required.

338. Teaching Social Studies in the Middle/Secondary School 3 cr. hrs. Responsible, informed decision making is developed in this course for students seeking certification in secondary Social Studies by sensitizing them to the range of decisions they are likely to encounter as teachers of the social studies and by giving them experience in making these decisions. Students participate in lesson-planning and evaluation activities—all emphasizing decision making. Offered on demand. Clinical field experience required.

340. Teaching Science in the Middle/Secondary School. 3 cr. hrs. Methods for teaching general science, biology, and chemistry in the classroom and laboratory; objectives and organization of subject matter, evaluating the pupil’s progress; selection and buying of supplies and equipment; and planning of laboratories. Offered on demand. Clinical field experience required.

342. Teaching English in the Middle/Secondary School. 4 cr. hrs. A practical course in methods of teaching various phases of secondary English. Open only to those preparing to teach English. Fall semester, odd-numbered years. Clinical field experience required.

345. Teaching Mathematics in the Middle/Secondary School. 3 cr. hrs. Methods of presenting the subject matter of mathematics courses taught in secondary school, the motivation of students, evaluation of results, evaluation and selection of texts and material. References will be made to topics of modern mathematics. Offered on demand. Fall semester even-numbered years. Clinical field experience required.

348. Teaching of Speech in the Secondary School. 2 cr. hrs. A survey of the literature of speech, a unit in curriculum planning, and study of teaching methods in theatre, forensics and general speech. Offered on demand. Clinical field experience required.

349. Teaching Foreign Languages in Grades K-12. 4 cr. hrs. Introduction to the theory and practice of teaching foreign languages at both the elementary and secondary levels. Components include: first- and second-language acquisition, individual learning styles, history of foreign language teaching in the U.S., curriculum planning and design, technology in the FL classroom, professional organizations, and observing FL classrooms. Offered on demand. Prerequisites: Junior standing or consent of instructor. Clinical field experience required.

351. Methods of String Instruments. 2 cr. hrs. See Music section for course description.

352. Methods in Woodwind Instruments. 2 cr. hrs. See Music section for course description.

353. Methods in Brass and Percussion Instruments. 2 cr. hrs. See Music section for course description.

358. Teaching Art in Grades K-12. 4 cr. hrs. This course relates the general principles of art education and its instruction to multicultural and interdisciplinary concerns, creativity, lesson planning and classroom field experience. The course prepares students to incorporate the historical, criticism/analysis, aesthetic, and product/performance strands that form the crucial elements of the discipline based Art education model. Clinical field experience required.

405. Classroom Management. 2 cr. hrs. A course focusing on the major modern theories of classroom management. In addition to the study of theories, strategies for implementation and actual application and assessment of selected strategies will be covered through action research projects in field-based settings. Taken during the student teaching semester..

410. Student Teaching for Elementary School Teachers. 10 cr. hrs. This course provides for the elementary education major to observe and teach in a public school classroom. The student is assigned to a cooperating teacher who works with the college supervisor to give the student an opportunity to teach under supervision. The student teacher must, during this time, develop in proficiency and assume complete responsibility for the children in the classroom for at least five consecutive school days. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the MoSTEP Teacher Education Portfolio before receiving a grade in student teaching. See Student Handbook for Teacher Certification for admission requirements and general policies governing the program.

418. Practicum in Early Childhood Education. 1-4 cr. hrs. This is a field experience for students seeking extended certification in Early Childhood Education, Pre K-3. Students are placed in programs or classes for young children under the direction of an experienced and able teacher. May be repeated up to the required four credit hours. Prerequisites: EDU 318.

423. Student Teaching in Middle School. 2 cr. hrs. Education majors receiving teaching certification in Middle School, grades 5-9, observe and teach at a middle school campus. The student, under the direction of the cooperating teacher at each level and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the MoSTEP Teacher Education Portfolio before receiving a grade in student teaching. Students are required to complete 140 hours of clinical field experience in middle and secondary schools in rural, urban, and suburban campuses before student teaching. See Student Handbook for Teacher Certification and Student Teaching Policy Manual for admission requirements and general policies governing the program.

424. Student Teaching in Secondary School. 8-10 cr. hrs. Education majors receiving teaching certification in Secondary Education, grades 9-12, observe and teach at a secondary campus. The student, under the direction of the cooperating teacher and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the MoSTEP Teacher Education Portfolio before receiving a grade in student teaching. Students are required to complete 140 hours of clinical field experience in secondary schools in rural, urban, and suburban campuses before student teaching. See Student Handbook for Teacher Certification and Student Teaching Policy Manual for admission requirements and general policies governing the program. Must be taken at William Jewell College within seven years prior to applying for teacher certification. Students receiving only secondary teacher certification will enroll for ten credit hours. Students receiving a secondary teacher certification and a middle school teaching certificate will enroll for eight credit hours in EDU 424 Student Teaching in Secondary School, and two credit hours in EDU 423 Student Teaching in Middle School.

425. Student Teaching in Grades K-12. 10 cr. hrs. This course provides for the education major receiving teaching certification in grades K-12 to observe and teach in school campus settings at both the elementary level and the secondary level. The student, under the direction of the cooperating teacher at each level and the college supervisors, assumes responsibility for teaching. The principal and other school personnel cooperate to include, as nearly as possible, all of the experiences of a contract teacher. Students must successfully complete the MoSTEP Teacher Education Portfolio before receiving a grade in student teaching. Students are required to complete 140 hours of clinical field experience in elementary, middle and secondary schools in rural, urban, and suburban campuses before student teaching. See Student Handbook for Teacher Certification and Student Teaching Policy Manual for admission requirements and general policies governing the program.

430. Independent Studies in Education. 1-4 cr. hrs. This course is provided for those students desiring or needing opportunities to pursue interests in any areas of concern to teachers. Prerequisite: GPA of 3.5.

451. Music Methods in the Elementary School. 2 cr. hrs. See Music section for course description. Clinical field experience required.

452. Vocal Music Methods in the Secondary School. 2 cr. hrs. See Music section for course description. Clinical field experience required.

453. Instrumental Methods in the School. 2 cr. hrs. See Music section for course description. Clinical field experience required.

462. Vocal Pedagogy. 2 cr. hrs. See Music section for course description. Clinical field experience required.

465. Practicum in International Education. 8-12 cr. hrs. A field experience in American higher education. Students from foreign countries are placed in beginning to advanced level foreign language classes at William Jewell College. Students serve as course assistants under the direction of a foreign language professor. Prerequisite: completion of a post-secondary course of study at a foreign institution. Graded pass/fail. May be repeated.

470. Seminar in British Primary Education. 2 cr. hrs. A study of the philosophy, curriculum, and methods of the British primary schools. The course must be taken as a prerequisite to EDU 475. Offered consecutive spring and summer semesters each year. Students register for this course during the spring semester for the upcoming summer session.

475. Practicum in British Primary Education. 4 cr. hrs. A four week practicum in a British primary school supervised by a member of the education faculty. Prerequisites: junior standing and admission to the Teacher Education Program or a valid teaching certificate and completion of EDU 470. Qualified students may receive graduate credit for EDU 470 and 475 through special arrangements with an identified area college. Students register for this course during the spring semester for the upcoming summer session.