Department of Education

The relationship between creative behavior and child growth through the visual arts is developed through research, practicum situations, and extensive early field experience. Methods for teaching exceptional children are also studied. Curriculum development is an integral part of the class. Twelve hours of studio art must be completed prior to registering for this class.

A study of teaching methodologies appropriate for middle and high school students through research, practicum situations, and extensive early field experiences. Attention is given to adolescent development and its effect on creative visual development and the need for visual expression. Art health hazards, computer competencies and curriculum development are among topics covered.

A focus on the theoretical foundations for dance education. Students come to understand the relationship between theory and practice of dance education through observations, reflection, and discussion. Attention is given to the relationship between the theories of teaching and the methods used as they relate to stated goals. This class is for Post Baccalaureate students working towards a NC K-12 Licensure in Dance Education.

A study of teaching methods for dance in public school settings, grounded in an investigation of the theoretical foundations for dance education. Content includes readings, observations, reflection, writing lesson plans, exploring and experiencing teaching approaches, and examining methods of evaluation. Field experiences required. 

A course designed to provide the student with directed field experience in teaching dance. Course assignments will offer practical preparation for the teaching internship and theoretical grounding to support the student’s individual teaching philosophy. Course content includes readings with written reflection, developing lesson plans, guided teaching experiences, and evaluation. Emphasis is placed on critical reflection about teaching and learning. Field experiences required. 

A broad view of second language acquisition and literacy from both psycholinguistic and sociolinguistic perspectives. Includes current theories of second language acquisition, the relationship between first and second language acquisition and literacy development, the influence of culture on language and literacy development, teaching and assessment implications for the classroom and home. Field experiences required.

A look at language as a system with particular focus on teaching English as a Second Language to students in public schools grades K-12. Considers teaching implications of English grammar, phonetics, phonology, morphology, semantics, and syntax. 

This course provides an in-depth study of the theories, research and instructional methods associated with reading and learning processes across the different content areas of the curriculum. Special emphasis is given to adolescent learners and the literacy tools essential for life-long learning, including critical thinking, problem-solving and digital literacy skills.

This three week, full-time (or equivalent) field experience occurs in a public school setting (K-12). Students will complete a practicum-based product aligned with state standards and indicators for licensure in their specialty area as determined necessary by their advisor. Pass/Fail. 

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. 

The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem solving activities in a variety of settings in which their ability to effectively communicate is critical. This course is designed to assist candidates in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help students attain the knowledge and skills to be leaders in collaborative efforts in schools.  

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.

Prospective science and social studies teachers will begin building a file of teaching materials, including activities, lesson plans, and unit plans. Students will focus on standards-based curriculum, data-driven instruction and assessment, and effective pedagogies for the middle and high school classroom. 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.

A pre professional course aimed at identifying the goals of English teachers and exploring different methods of reaching these goals. The student will begin building a file of teaching materials, including lesson plans, unit plans, and a plan for a year. Field experiences required. 

A systematic and rigorous examination of traditional grammar at the graduate level, including the study of elements of sentence structure and applications to proofreading and language conventions appropriate to the purpose, audience, and context of written and oral communication. This course explores usage problems and focuses on fundamental issues underlying all errors of grammatical usage. Field experiences required.

Required for PBL students pursuing a career in teaching 6-9 or 9-12 English.

A survey of the curriculum for secondary family and consumer sciences education. Includes a program, philosophy, organization, needs assessment, advisory committees, curriculum development, vocational student organizations [FCCLA], and legislation. Includes field experience. Required of secondary family and consumer sciences education majors. Field experiences required. 

A study of planning, implementing, and evaluating family and consumer sciences programs. Emphasis on identifying needs of learners, writing objectives, planning lessons, using a variety of teaching/learning strategies, and assessing effectiveness. Field experiences required.

The course will focus on the content of school mathematics and examine closely both state and national recommended standards of school mathematics curricula. The emphasis of the course will be on developing a deep understanding of school mathematics and pedagogical content knowledge- the mathematical knowledge for teaching. Technologies appropriate for conceptual understanding of mathematics will be introduced. A related field component will be required at a local school site. 

A continuation of the study of the philosophy and objectives of mathematics education, emphasizing the methods and materials needed for teaching mathematics in the middle and secondary schools. The course will focus on the selection of worthwhile mathematical tasks, planning for instruction, and assessment of student learning. An emphasis will be placed on technology. Students must demonstrate their skills in planning, teaching, assessing, and making instructional decisions based on formative evidence. Field component will be required at the internship site.

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. Field experiences required.