Department of Education

An introduction to the field of ESL and bilingual education, focusing on the methods and materials for teaching various language skills and knowledge areas. Attention will be given to culturally sustaining pedagogy. Field experiences required.

A course focusing on the needs of adolescent multilingual learners and how to teach language and literacy through the content areas with sheltered instruction methods. Emphasis is given to adapting materials and assessments, content-based instruction, and collaboration in order to meet the needs of students.

This course explores major theories and models for understanding how children and adolescents learn; seeks to understand the complex interaction among biological, sociocultural, and psychological factors that influence learning; applies this knowledge about learning to learning and teaching in schools; and investigates the interplay between school culture and students' cultures and the implications for student achievement. The course begins with a sharp focus on the students as an individual learner, then centers on the individual working with a teacher, and finally, centers on the learner in cultural context. Explanations of structural barriers to student achievement are examined including stereotype threat, curriculum-home communication mismatch, the privileging of certain approaches to learning, and solutions for teachers are investigated. The importance of close observation of children/adolescents and careful consideration of actual student achievement data in sociocultural context are stressed. Field experiences required. 

This course helps teachers analyze the complex historical, cultural, sociological, philosophical, and theoretical perspectives which impact schools. It examines the educational process in the context of modern society and how that process is influenced by the forces of the larger community. Participants will reflect on and examine the human dynamics associated with motivation, various theories of leadership, the mentor/mentee relationship and career/professional development. Recognizing the teacher as a leader within a professional community is an important component of the course. This course helps answer the questions, "how do schools work," "how did we get here," and "where are we going and how do we get there?" Field experiences required.

This course will critically examine the role of technology in the K-12 classroom and incorporate the basic technology tools of teachers, their application and the ethics associated with the profession Field experiences required. 

This course provides an overview of various exceptionalities and the services offered in special education. The course is intended to give the student a foundation of knowledge about the nature and needs of children with special needs and introduce the student to causes and characteristics of specific disabilities, service delivery models, historical and current issues, legislation, research, trends, and controversies in special education. Building upon this foundation, students will examine models for teaching learning strategies--metacognitive strategies guiding the learning of content--for students with mild/moderate disabilities in grades K - 12. Students will examine educational research on content areas and will learn ways to assess students' understandings and to use the application of literacy and learning strategies in the assessment to plan for instruction.

This course explores the nature, processes, and products of science and health with an emphasis on content, methods, and curriculum appropriate for teaching in elementary school. This course is designed to assist prospective K-6 teachers in developing competencies for teaching elementary school science and health. Emphasis is placed on content, methods, and curriculum appropriate for teaching in grades K-6. Understanding and application of concepts, methodology, and educational theory will be fostered through classroom field experiences. Field experiences required.

Prospective elementary teachers will become familiar with the pedagogical principles of the four arts disciplines as they develop and implement learning experiences that meet curriculum objectives in both social studies and the fine arts.

This course will examine and apply the theory, research and instructional practices essential to developing mathematical understanding for general and special education pre-service teachers.  Experiences in this course will focus on helping all students develop a sound, foundational understanding of mathematical concepts through the use of research validated instructional strategies and tools. Candidates will plan instruction that develops and extends student thinking and knowledge of the mathematics curriculum, and will learn to assess student’s mathematical understanding. Field experiences offer opportunities to apply concepts and skills learned in this course. 

This course will examine the theory, research and instructional practices essential to reading development. Special education and general education teacher candidates will learn to use multiple models and approaches for assessing literacy learning and plan lessons that meet the needs of all learners. Candidates will learn to integrate children’s literature and writing into their instruction in a manner that is culturally sustaining and developmentally appropriate. Field Experiences required.

The goal of this course is to assist teachers in developing the writing skills and processes of K-12 students in diverse classrooms, including but not limited to English Language Learners and students with disabilities. At the conclusion of the course, students will show familiarity with current theories; plan and implement tiered interventions for writing; apply a variety of assessment tools for the purpose of data collection and analysis; teach and interpret student work and assessments in an equity framework; and integrate technology in the writing process. Students from across specialty areas will apply this knowledge within the MTSS decision-making model. Field experiences required.

Designed to provide a full-time experience at the appropriate grade level within the area of specialization. Internships are offered in the areas of Elementary Education (K-6), English as a Second Language (K-12), or Special Education (K-12). The candidate engages in a variety of supervised instructional activities, with gradual induction into full-time teaching responsibilities. The candidate will be supervised by both a cooperating teacher in a public school classroom and a college supervisor from the Meredith faculty.

A capstone seminar taken concurrently with the graduate internship. This course is designed to strengthen the professional skills of reflection as related to instructional practice, assessment and evaluation of student learning, and analysis of personal and effective classroom practices, focusing especially on classroom and behavior management. Emphasis is placed on the five areas of the North Carolina Professional Teaching Standards. You will create, implement, and reflect on a classroom management plan that covers routines, procedures, structures, and behavior. Additionally, in this class you will learn strategies for teaching new behaviors to students who have not yet learned the behaviors that allow them to be successful at school.

Creative dramatics is an area of study which involves drama experiences (pantomimes, improvisations, movement, songs, and games) which are process- not product-oriented for the growth and development of students rather than for the entertainment of the audience. This course includes lectures, readings, and practical opportunities for experience. Observations in area elementary schools and the development of a resource file are required.

This course provides basic instruction in teaching methods for theatre, using behavioral instructional objectives as the basis for development. Students will develop a philosophy of teaching theatre; organize units and lesson plans; question, criticize, and reformulate assumptions about the nature of their work through reflection on their own teaching methods.