This course is designed to give students a practical understanding of current policies, procedures and regulations concerning special education in Kentucky. A review of court cases regarding special education will play a major part of the course.
Introduces candidates to the idea of ethical decision-making in the field of educational leadership. The course will examine dominant theorists and principles that have shaped modern perspectives on ethical decision making and their relevance in an ever-changing global society. A particular emphasis of the course is placed on current issues related to educational leadership and the idea of "ethical dilemnas". Through course assignments, discussions, and assigned readings, students will be able to explore and define their current ethical perspective on educational decision-making.
This course examines the divergent theories of educational leadership for operation of educational institutions, programs, and services. Special emphasis is given to the idea of leadership theories (i.e. Psychological Size, Peter Principal, etc.) in the various duties performed by educational leaders and administrators on a daily basis. Additional topics covered, as related to educational leadership theory, include: institutional vision and mission statements, program and personnel evaluation, resource management, interpersonal communications, and partnership development and expansion.
This course covers the study of human growth and development across the life span. Emphasis will be on normal growth and milestones as well as barriers to development achieved in the physical, cognitive, social, and emotional systems. The course also examines the context of culture as it relates to growth and development. Before teachers can assume their important positions in an educational system, they must first thoroughly understand how children grow and develop normally, understand some of the theories and research examining that growth and development, and know how to apply that knowledge to the varying individuals who will represent the learners whose lives they affect. Many times, educators find themselves challenged by differing levels of ability, social skills, and experience as well as learners from other cultures. To serve as effective educators, students must know how to adapt methods in order to incorporate all students into a group of successful learners.
The course continues the exploration of legal issues that dominate the field of education. The intent of this course is to closely examine certain aspects of court decisions and laws affecting educators and students. Particular emphasis will be placed on issues including special education, the rights of students, and educators, and other stakeholders, and controlling court decisions. Students will be expected to critically examine state and federal court decisions as well as statutes affecting the broader education field. The intent is for each student to understand the often complex legal principles of court decisions.
The course focuses on the role of program evaluation and improvement for educational programs, services, and activities. With the increased demand for variant assessments toward goals of accountability and improvement, effective program evaluation methods remain an invaluable tool for today's educators. Through study of program evaluation methodes, action research projects, and service as "observers" in a current program evaluation activiity, students will become more knowledge of best practices for program evaluation.
An examination of principles, practices, goals, and processes in education. Course discussions will include analyses of topical challenges faced by the varying stakeholders in the education system. Some emphasis will be placed on the specific challenges in the broader education field in the 21st century. Topics of discussion include but are not limited to: national standards and expectations of learners, implications of budget cuts to local, state, and national education resources, changing definitions for student achievement, and school redistricting.
The course focuses on the role grant writing and prospectus finding in educational leadership. The course will examine sources of funding for educational programs including for-profit and nonprofit agencies, foundations, scholarships, and state and federal grants. Students will develop the knowledge necessary to compose submission materials for funding across multiple program and agency requirements. A particular emphasis on the application, revision, and evaluation of federal grant submissions is examined.
Through assigned readings, course assignments, and clinical placements, students will explore foundational elements of transformational and transactional leadership as they relate to educational programs, services, and activities. Students will be challenged to examine their own leadership styles based on the ideas presented in class to determine how their views on leadership compare or contrast to the ideas of transformantional and transactional leadership. A particular emphasis of the course is placed on the 50 hour clinical placement within an eductional program, service, or activity and related assignments.
This course focuses on the idea of leadership practice and theory as it relates to building an organization's culture. As such, the role of an eductional leader is examined through the lens of establishing, supporting, and advancing an organizational climate towards success. A particular emphasis is placed on examining the use of human and material resources as it applies to leadership theory and practice.
Required in all Rank I programs. Following prescribed guidelines, the student works on a problem of practical significance in the school, or school district and prepares a formal project report. A written project proposal is prepared during the first month of the course. Students must complete course requirements by the end of the term in which they are registered. Regular consultation with the instructor is expected. Cross-listed as EDUC 670.
Designed to acquaint the Student with recent research and to identify trends, innovations, and problems in supervision. The student works in a practicum setting for 100 clock hours under a qualified administrator, reports on recognized research studies, keeps a log of practicum experiences, and participates in scheduled seminars.
This course examines the role of the educational leader as researcher. Through assessment processes and review of local, state, and national data, students will become better prepared to engage in effective, proven data-driven decision making. A particular emphasis on accountability in the pursuit of data-driven decision making is present throughout the course.
In this course, students will execute an action research project on a specific project or problem in education. The project will be reflective of the student's program of study, current role in education, or future career aspirations in the field of education. As part of their research, students will complete a 35 hour clinical placement reflective of their research assignment as a means to explore the connection between course knowledge and "real world" application. Students will produce an end result using APA format and other established guidelines established by the instructor.
(F, S) (Formerly EDUC 233) Students are assigned to a school classroom and meet periodically to discuss and generalize their experiences. Fifty (50) hours of field experience is required. Novice Block. To be taken concurrently with EDUC 211. Additional fees will apply.
(F, S) (Formerly EDUC 232) A practical course in which students are introduced to the culture of teaching. The course focuses specifically on dispositions and the key aspects of the Kentucky Education Reform Act of 1990 and the Kentucky Curriculum Frameworks. Students set-up their web-based Electronic Student Portfolios. Novice Block. To be taken concurrently with EDUC 210 and EDUC 231.
(F, S) This course will expose students to the many facets of education, especially teaching. It is designed to help the students make the important decision about a professional career. Students will be guided through the history and philosophy of education, the requirements and responsibilities of the teacher, the nature of the curriculum, an introduction to behavioral theory, and social issues that impact schooling. Fifteen (15) hours of field experience is required. Novice Block. To be taken concurrently with EDUC 211.
(F, S) The second of three public school field experiences during which students spend thirty hours observing and participating in developmentally appropriate classroom teaching activities. Course is to be taken by (a) elementary majors concurrently with EDUC 374, EDUC 470 and SPED 321; (b) middle school major concurrently with EDUC 375 and SPED 321; or secondary majors concurrently with EDUC 376 and SPED 321. Fifty hours of field experience is required. Intermediate Block. Prerequisites: Completion of Novice Block. Additional fees will apply.
(F) (Formerly EDUC 341) Focuses upon the development of the understanding of the content and professional issues associated with the teaching and learning of mathematics in the elementary school setting. Emphasized are the content of elementary mathematics, developing an understanding of how children learn and how to promote that learning by teaching through problem solving, and how to plan for and assess learning on a daily basis. Also included are strategies for incorporating children's literature, technology, and differentiation of instruction to meet the needs of the diverse learners in today's classrooms. Advanced Block. Prerequisites: Admission to Teacher Education, completion of Intermediate Block, and MATH 203 and 204.
Prerequisites: TEAC000 and MATH203 and MATH204 and PSYH210 and EDUC310 and SPED321 and EDUC374 and PSYH470
(Formerly EDUC 440) Survey of the physical, emotional, mental, and psychological development of the child under six and the role of the kindergarten teachers in working with such a child. Prerequisite: Admission to Teacher Education.
(F)(Formerly EDUC 441) This course focuses on the methods and materials, and the principles and practices needed to foster intellectual and social growth in primary and elementary school students in the area of social studies. Emphasis will be placed on appropriate and broad social studies content review, highlighting the instructional practices related to geography and history, and other social science disciplines. Discussion of philosophies and terminology, evaluation of methods and materials, and development of a thematic unit will be included. Advanced Block. Prerequisites: Admission to Teacher Education, and Completion of Intermediate Block.
Prerequisites: TEAC000 and PSYH210 and EDUC310 and SPED321 and EDUC374 and PSYH470