ED 220. INTRODUCTION TO TEACHING 2 HRS.
(Prerequisite, sophomore standing.) A survey of education from colonial times to the present including the history and philosophy of education. This course includes an analysis of the role of the local, state, and federal government in educational policy; an examination of the social forces that influence schools; ethical and legal issues involving the educational process; and multicultural/diversity issues in American education. There is a required field experience in the public or private schools.
ED332. EDUCATIONAL PSYCHOLOGY 2HRS.
(Corequisites ED333 and ED334. )(Prerequisites, admission to teacher education and enrollment concurrently with ED 334and ED332 in a single time block. No cross enrollments permitted.) The course is for candidates who have been admitted to teacher education and enrollment concurrent with ED334 and ED333 in the same section is required. This course is part of the first phase of professional education and is designed to teach the relationships between psychological principles and the educative process. Practical experiences are related to classroom organization, management and learning activities. Adolescent development is treated through application of learning theories, research design and behavioral objectives. This professional education course integrates with the other courses in Phase I to provide a theoretical and practical base for teaching.
ED 333. PRINCIPLES OF SECONDARY EDUCATION 4HRS.
(Prerequisites, admission to teacher education and enrollment concurrently with ED 334and ED332 in a single time block. No cross enrollments permitted.) This course is a part of the first phase of professional education and is designed to teach the historical and contemporary status of secondary education and the purposes of education in a pluralistic society. Methods of instruction, planning and organization will be primary points of focus. Students will complete this course as part of the block in either semester of their junior year and prior to enrollment in their content specialty methods course. This professional education course integrates with the other courses in Phase I to provide a theoretical and practical base for observation and microlab teaching activities.
ED 334. CLASSROOM MANAGEMENT 3HRS.
(Prerequisites, admission to teacher education and enrollment concurrently with ED 334and ED332 in a single time block. No cross enrollments permitted.) The course is designed to develop the following skills: organizing the secondary classroom; conducting lessons geared toward students of differing backgrounds and abilities; conducting lessons involving problem solving, group work, active engagement and self motivation; developing a climate which fosters creative inquiry; developing skills for keeping students on task; and developing classroom management and discipline strategies.
ED 335. OBSERVATION AND PARTICIPATION (SECONDARY) 1HR.
(Prerequisite consent of instructor) The course is designed to develop the following skills: organizing the secondary classroom; conducting lessons geared toward students of differing backgrounds and abilities; conducting lessons involving problem solving, group work, active engagement and self-motivation; developing a climate which fosters creative inquiry; developing skills for keeping students on task; and developing classroom management and discipline strategies.
ED 343. SPECIAL STUDIES IN EDUCATION 1-3 HRS.
(Prerequisite, consent of instructor.) This course offers an indepth study in specific dimensions of teaching or to offer new knowledge and content emerging in the field of study. Topics will vary as needed. 2 27 343 2 1303—01
ED 347. VOLUNTEER TUTORING PROGRAM 1 HR.
Provides the opportunity for students to gain supervised experience in the schools tutoring children in a variety of subjects, an assigned by classroom teachers. Students will work one-on-one with children, in small groups, or on various projects with the teachers. Placements are available for all levels of public school. This is a commitment for the entire semester and at least 50 hours of volunteer time is expected. The recommended amount of time is 2-24 hours per week. This can count toward the 100 hours contact time required to enter Phase I education classes. 2 27 347 2 1312--99
ED 431. PROFESSIONAL RELATIONS OF TEACHERS 2 HRS.
(Prerequisite, secondary education majors.) This course is designed around a competency guidebook which the student in the professional secondary education block completes during the student teaching semester. Seminars to reinforce selected topics are also part of this course. Emphasized is an appreciation of both the current and potential status of public school teaching as a career. Professionalism, teacher certification, ethics and autonomy and accreditation. Position availability, employment procedures, types of contracts, salary practices, work load, leaves, and benefits. School district organization finance and law, the professional stance of teacher association, negotiations, unions, sanctions, and strikes. The professional approach in teacher relations with the school board, administration, students, parents, and community. 2 27 431 0 1312—99
ED 451. INDEPENDENT STUDY IN EDUCATION 1-3 HRS.
(Prerequisite, consent of the chair of the department.) Students will carry out individual projects under the guidance of selected staff members. 2 27 451 3 1399—99
ED 535. CULTURAL AWARENESS FOR EDUCATORS 3 HRS.
(Prerequisite, junior standing.) This course is designed to prepare students to effectively educate culturally, ethnically, racially different and differently abled students. Major components are: to explore personal biases and methods of overcoming them; explore the basic principles underlying multicultural education and to develop appropriate teaching strategies, activities and materials; to adapt an evaluate curricula for use in culturally diverse, as well as homogenous, classrooms. 2 27 535 0 1302--01
ED 711. INTRODUCTION TO AMERICAN EDUCATION FOR INTERNATIONAL STUDENTS 1 HR.
An orientation to Education at Emporia State University and in the United States. Opportunity to discuss graduate procedures and requirements, comparative organization and practices of education in other nations and the United States, recent developments in some aspect of a student’s field. Each student observes concurrently, makes a report to the class, and discusses experience gained in public school settings. 2 27 711 0 1312—99
ED 725. TEACHING READING TO DIVERSE LEARNERS 1 HR.
This course is designed to help elementary, middle, or secondary school teachers critically explore diversity issues to better prepare them to address the literacy needs of all learners. This course is also designed to help promote equality, equity, and excellence among all learners. The overall goal is helping elementary, middle, and secondary school teachers develop a deeper understanding of and respect for the multiple literacies that affect teaching and learning of the different homogenous or heterogenous students inside classrooms in the Midwest and across America. 2 27 725 0 1313--15
ED 730. COMPARATIVE EDUCATION SEMINAR 3-6 HRS.
Historical foundations, rise and development of national educational systems of western European nations and their impact upon developing and emerging nations. Comparison and contrast of philosophic and educational components used in individual and group activities. 2 27 730 0 1307—01
ED 731. HISTORICAL FOUNDATIONS OF EDUCATION 3 HRS.
The historical and philosophical foundations of western education emphasizing those aspects of education that have been influential in the development of education in America. Includes the critical investigation of the contributors to educational thought such as Plato, Aristotle, Quintilian, Augustine, Comenius, Rousseau, Herbart, Froebel, Pestalozzi, Locke, Spencer, Mann and Dewey. 2 27 731 0 1309—01
ED 743. SPECIAL STUDIES IN EDUCATION 1-3 HRS.
(Prerequisite, consent of instructor.) To provide in-depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester. 2 27 743 2 1303—01
ED 744. SPECIAL WORKSHOPS IN EDUCATION 1-2 HRS.
To provide in depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester. This course is offered only by pass/no credit. 2 27 744 0 1303--01
ED 750. CLASSROOM MANAGEMENT, STUDENT MOTIVATION AND DISCIPLINE 2 HRS.
This course is designed for both the practicing and pre-service teacher. It studies the problems related to classroom management, student motivation and discipline. Procedures and practices for managing school classrooms are reviewed with attention given to appropriate classroom teaching methodology and needs of the student. Some individualization of instruction will be offered to the students as they establish their personal plan for classroom and student management. 2 27 750 0 1303—01
ED 805. RESTRUCTURING CLASSROOMS WITH TECHNOLOGY 2 HRS.
This course is designed to prepare teachers to integrate diverse educational technologies in K-12 classrooms in ways that reflect a theoretical, research based, and practical understanding of curriculum development and the effective uses of technology. Course content will explore the role of educators as agents of reform and progress regarding technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving. 2 27 805 0 1305--01
ED 806. ADVANCED STUDIES IN CURRICULUM LEADERSHIP 3 HRS.
Students successfully completing this course will have conducted research or evaluative activities on some aspect of a field-based project associated with curriculum, instruction, or the assessment of student learning--or--will have created a field-based developmental program associated with the improvement of curriculum, instruction, or the assessment of student learning. Students will prepare a full report of findings (research/evaluation) or actions (developmental program), using accepted report formats (research) or a format agreed upon with the instructor (development) at the beginning of the course. Students may be required to share findings or actions with other graduate students in order to fulfill course requirements. 2 27 806 0 1303--01
ED 818. PROFESSIONAL DEVELOPMENT AND THE ADULT LEARNER 3 HRS.
This foundational course in professional development will provide Teacher Leaders an introduction of knowledge, skills, attitudes, behaviors, and aspirations that a Teacher Leader will use in designing, facilitating, implementing, and assessing high-quality professional development. Additionally, principles and practices to leading adult learners will be integrated throughout the course.
ED 819. MENTORING AND COACHING 3 HRS.
This course is designed to prepare graduate students who aspire to educational leadership responsibilities to advance the professional skills of colleagues by demonstrating and applying expertise in observational skills and in providing feedback in order to support reflective practice focused on improving curriculum, instruction and assessment.
ED 820. CURRICULUM LEADERSHIP: MODELS AND STRATEGIES 3 HRS.
Students completing this course will, as current or future educational leaders (teachers and administrators), explain and work effectively with the design and management of academic programs, grades K-12. They will interpret past, current, and emerging reform initiatives, and describe their intended impact on school curricula, teachers, and students. Students will also explain and demonstrate in simulated settings processes for creating, implementing, and managing local academic programs in the context of those reform initiatives. 2 27 820 0 1303–01
ED 833. BELIEFS, VALUES AND ISSUES IN EDUCATIONAL PRACTICES 3 HRS.
In this course students discover why American education is what it is today. Examined are beliefs that people hold and have held about teaching, the focus of curriculum, the purposes of schools, and the roles of teachers. Differing values and issues in education are addressed, as are the philosophical, historical, and social forces that create the issues. Students will be challenged to investigate the historical and cultural antecedents of modern education, and to examine their own belief systems with regard to the institution of education and to the role and function of the teacher. 2 27 833 0 1309--01
ED 836. TOPICS AND ISSUES IN EDUCATION 1-3 HRS.
The study of contemporary topics and issues of relevance to today’s educators. The instructor, guest presenters, and students will address and investigate current best practice, examine issues, and review recommendations for the improvement of education. 2 27 836 0 1309--01
ED 837. BRAIN-BASED LEARNING FOR EDUCATORS 3 HRS.
Brain-compatible classrooms are brain-friendly places. They are classrooms in which the teaching/learning process is dictated by how the brain functions and how the mind learns. In brain-compatible classrooms or brain-based classrooms, the distinguishing feature is that these classrooms link learning to what is known about the human brain. These classrooms are set up with safe, stimuli-rich environments, and a balance between direct instruction for skill development and authentic learning that immerses the learners in challenging experiences. The brain-compatible classroom is specifically designed to teach for, of, with, and about thinking based on the emergent findings about how the brain works and how the mind remembers and learns. 2 27 837 0 1301-- 01
ED 842. NATIONAL BOARD CERTIFICATION PORTFOLIO DEVELOPMENT 3 HRS.
This course is designed to provide teachers with the basic requirements for portfolio development as designed by the National Board for Professional Teaching Standards (NBPTS). Students will have an opportunity to review and study the current portfolio manuals and standards document in their respective disciplines/developmental levels, and examine other relevant publications from the NBPTS. Students will also receive guidance and consultation that will be helpful in gathering and organizing the supportive professional documentation required for the NBPTS assessment procedures. 2 27 842 0 1399--99
ED 843. NATIONAL BOARD CERTIFICATION SCHOOL BASED PROJECT 6 HRS.
(Prerequisite, ED/EL 842.) This course is for teachers who are candidates for advanced certification as designed by the National Board for Professional Teaching Standards (NBPTS). Provides professional support and guidance for teachers during the academic year they are completing the two components of the NBPTS assessment process--the school-site portfolio, and the written assessment center exercises. 2 27 843 0 1399--99
ED 845. MEETING DIVERSE LEARNING NEEDS 2 HRS.
This course is designed to help teachers better respond to the increasingly diverse needs of all learners to achieve maximum success in the mixed-ability classroom. This course will help teachers address students’ individual needs in standards-based instruction. 2 27 845 0 1312--99
ED 853. RESEARCH PROBLEMS IN EDUCATION 1-5 HRS.
(Prerequisite, permission to enroll must be approved by the chair of the department.) Under individual direction, the student will select and pursue the investigation of special problems. 2 27 853 4 1306—01
ED 855. THESIS, M.S. 1-6 HRS.
(Prerequisite, permission to enroll must be approved by the chair of the department.) The thesis is designed for graduate students working toward the degree, Master of Science, and specializing in professional education. 2 27 855 4 1399—99
ED 862. ADVANCED OBSERVATION AND PARTICIPATION (SECONDARY) 2-4 HRS.
(Prerequisite, permission to enroll must be approved by the chair of the department.) Graduate students, under individual arrangements, will observe, teach, and do research work in a laboratory ituation. 2 27 862 2 1312—05
ED 865. ADVANCED THEORY AND PRACTICE IN TEACHING 3 HRS.
A course uniting the research on instruction with practical applications by students. It is designed to provide educational leaders with data, information on trends, innovations, and solid teaching practices while focusing on the learner and the learning process. 2 27 865 0 1304—04
ED 866. SUPERVISION OF STUDENT TEACHING 1-3 HRS.
For cooperating teachers in public schools who supervise student teachers. Methods used in orientation, supervision and evaluation of student teachers at secondary school levels. 2 27 866 0 1304—99
ED 872. HIGHER COGNITIVE QUESTIONING 2 HRS.
This course is a mastery learning course designed to help teachers improve the quality of student responses to questions on analysis, synthesis and evaluation taxonomical levels. Specific questioning strategies are also presented. 2 27 872 2 1303—01
ED 874. ROLE PLAYING IN THE CLASSROOM 2 HRS.
This course is a mastery learning course designed to help teachers acquire the skill of facilitating role playing as a teaching strategy in the classroom. 2 27 874 2 1303—01
ED 875. DISCUSSING CONTROVERSIAL ISSUES 2 HRS.
This course is a mastery learning course designed to help teachers develop moderator skills and techniques for improving student participant skills in discussing controversial issues. Secondary. 2 27 875 2 1303—01
ED 876. ORGANIZING INDEPENDENT LEARNING: INTERMEDIATE LEVEL 2 HRS.
This course is a mastery learning course designed to help teachers develop skills necessary to help a student learn independently. Focus is upon the learning contract. 2 27 876 2 1312—99
ED 877. CLINICAL SUPERVISION OF STUDENT TEACHERS 1 HR.
Clinical supervision is a methodology which improves the skills and attitudes of preservice and inservice teachers. This course will apply the principles of clinical supervision to the supervision of student teachers. 2 27 877 3 1312—99.
ED 878. DIVERGENT THINKING 2 HRS.
This course is a mastery learning course designed to help teachers develop skills for facilitation of problem-solving through divergentconvergent techniques. Brainstorming, categorizing, setting of criteria and evaluation are covered. 2 27 878 2 1303—01
ED 879. CLASSROOM MANAGEMENT THROUGH POSITIVE REINFORCEMENT 2 HRS.
This course is a mastery learning course designed to help teachers develop skills required to use positive reinforcement in the learning environment. 2 27 879 2 1308—01
ED 881. STUDENT ACTIVITIES IN THE SECONDARY SCHOOL 3 HRS.
The organization, administration, growth and development of interschool activities in the secondary school. An overview of athletic, music, speech, and debate programs. The philosophy and purpose of the activities program and its governing standards. The role of sponsors, coaches, directors, and administrators working with student activities. 2 27 881 0 1312—05
ED 884. DETERMINING EDUCATIONAL GOALS 3 HRS. This course is a mastery learning course designed to develop competencies in the process of deriving curriculum and instructional objectives from an educational philosophy. 2 27 884 2 1303—01
ED 885. COOPERATING TEACHER ACADEMY 2 HRS.
This is an elective course designed to prepare cooperating teachers to work effectively with student teachers. The course will improve teacher skills in assessing good teaching, recording data, conferencing with appropriate strategies, and remediation. After completing the course, cooperating teachers will be better prepared to supervise student teachers. 2 27 885 0 1312—99
ED 886. DESIGNING INSTRUCTIONAL PROGRAMS 3 HRS.
This course is a mastery learning course designed to develop competencies in materials construction that facilitates individualized, criterion referenced instruction. 2 27 886 2 1303—01
ED 887. DEVELOPING AUTHENTIC ASSESSMENTS 3 HRS.
This course focuses on authentic assessment as a means of equitable student evaluation. Students will differentiate assessment, evaluation, grading, and reporting. Approaches to assessment products, performances, processes, tests, and student self-reflection and self-evaluation are explored in this course. Through triangulation students will create a balanced assessment plan for one course they teach. Participants will create rubrics for one summative assessment and observation instruments for use in evaluating processes. Students may choose to create instructions for portfolio assessment. 2 27 887 0 1306--04
ED 889. SELF AND INTERPERSONAL COMMUNICATIONS 2 HRS.
This course is a mastery learning course designed to aid teachers in developing knowledge and skills for communications. Behaviors such as face-to-face communications, style of communication and group factors which effect communication are covered. 2 27 889 2 1303—01
ED 891. SUPERVISION OF INSTRUCTION 3 HRS.
This course is a mastery learning course designed to help educators improve the process of supervision. Competencies are developed using clinical supervision models. 2 27 891 2 1304—04
ED 892. TEACHING/LEARNING MODELS 3 HRS.
This course is a mastery learning course designed to examine the classroom application of modern learning and teaching models. Primarily cognitive learning theories (i.e., information processing, social, etc.) and teaching models that utilize cognitive theories (i.e., Hunter, Gagne, etc.) will be examined. 2 27 892 2 1308—01
ED893. INTERNSHIP I 6 HRS
This course is for Alternate Route Program students during their first year of teaching. This course involves evaluation of students in their first semester of teaching by both their mentor and university supervisors. Students participate in discussions and submit reflective journals on Blackboard in addition to attending seminars at ESU.
ED894. INTERNSHIP II 6 HRS
This course is for Alternate Route Program students during their first year of teaching. This course involves evaluation of students in their second semester of teaching by both their mentor and university supervisors. Students participate in discussions and submit reflective journals on Blackboard in addition to attending seminars at ESU.
ED 895. PRACTICUM IN CURRICULUM LEADERSHIP 1-3 HRS.
(Prerequisites, any student who has completed all courses required on the degree plan for Curriculyn and Instruction --unless otherwise approved by department chair.) The purpose of this course is to provide the opportunity to the candidate to develop and demonstrate his/her abilities as a teacher-leader in one or more areas to be selected in collaboration with the university advisor and the practicum field supervisor from among the following topics: leadership in curriculum development and assessment or QPA development, leadership in faculty development, site-based council management, leadership on school building leadership teams, etc. 2 27 895 2 1303--01
EA 743. SPECIAL STUDIES IN EDUCATIONAL ADMINISTRATION 1-3 HRS.
(Prerequisite, course scheduled by arrangement and intended for use in advanced stages of a program. Consent of instructor required.) Course permits individualized approach to study of current educational administrative problems of local concern. Process includes written identification of problem, approach and findings of the study concluded by final oral examination. 2 32 743 4 1304—01
EA 750. TECHNOLOGICAL APPLICATIONS IN SCHOOL LEADERSHIP 1 HR.
This course will focus on use and applications of technology in school leadership. Included in this course are several topics such as knowledge of computers and how they function, knowledge of software packages as a tool for data storage and analysis, knowledge of software packages as tools for management and organizational improvement, use of technology for time and use of technology inresource management. 2 32 750 0 1304--99
EA 773. ADVANCED EDUCATIONAL PSYCHOLOGY FOR TEACHERS AND ADMINISTRATORS 3 HRS.
An advanced course in educational psychology focusing upon those issues of particular importance to school administrators and teachers. Topics to be covered include human development, cognitive and personality development, learning theory, cognitivism, intelligence and creativity, diversity, teaching models and motivation. 2 32 773 0 1308-02
EA 811. SUPERVISION AND EVALUATION 3 HRS.
Supervision and Evaluation is a required graduate level course focusing on criteria for effective instruction, techniques for effective supervision which promotes teacher professional growth, and eacher evaluation. 2 32 811 0 1304—04
EA 830. SCHOOL LEADERSHIP THEORY 3 HRS.
This course contains an overview of the research, theory and practice that relate to a school leader’s responsibility to develop and maintain healthy organizations and to create an organizational culture that promotes creativity and performance. Topics include major contemporary theorists, leadership and empowerment, leadership and diversity issues, leadership for change, schools as unique social systems and complex organizations, and issues related to the changing values and attitudes of professionals and the community about schools. 2 32 830 0 1304--99
EA 849. EDUCATIONAL LAW AND REGULATIONS 3 HRS.
A detailed study of Kansas school law and regulations will be made as they apply to education. onsideration is given to statutes, court decisions, and case law that effect changing administrative procedures and patterns. 2 32 849 0 1304--01
EA 853. RESEARCH PROBLEMS IN EDUCATION ADMINISTRATION 1-6 HRS.
(Prerequisite, course scheduled by arrangement and intended for use in advanced stages of program. Approval of project and consent of advisor/committee is required.) With individual direction student selects and pursues the investigation of special problems in educational administration not ordinarily studied in regular courses. 2 32 853 4 1304--99
EA 885. HUMAN RELATIONS AND GROUP PROCESSES IN EDUCATION 2 HRS.
This course is designed to provide educators with essential interpersonal skills for success in relating to others, encouraging productive participation in decision making, and managing conflict effectively. 2 32 885 0 1304--01
EA 888. SCHOOL SYSTEMS MANAGEMENT 3 HRS.
This course will focus on methods and areas on managing today’s schools. Particular attention will be given to each distinct subsystem within the school and district organization. Managerial skills that are inherent in day-to-day practices will also be studied. 2 32 888 0 1304--99
EA 896. PRACTICUM I IN EDUCATIONAL ADMINISTRATION: BUILDING LEVEL--FALL 4 HRS.
(Prerequisite, Consent of chair.) Enrollment in this course is concurrent with specified core courses in the educational administration program. Students will be engaged in major field projects and experiences associated with the primary areas of content under the supervision of a mentor administrator and a university supervisor. An integral part of the field experiences will place emphasis on application, analysis, synthesis, and evaluative levels of learning through simulated activities. 2 32 896 0 1304--01
EA 897. PRACTICUM II IN EDUCATIONAL ADMINISTRATION: BUILDING LEVEL--SPRING 4 HRS.
(Prerequisite, consent of chair.) The primary areas of content will focus on communication, planning, organizing and facilitating, problem solving, decision making and conflict management. Secondary emphasis will be placed on content covered in leadership courses leading to the practicum experience. Students will engage in major field projects and experiences associated with the primary and secondary areas supervisor. Seminars are an integral part of the field experiences and will place emphasis on application, analysis, synthesis, and evaluative levels of learning. 2 32 897 2 1304--01
EA 941. BUSINESS ADMINISTRATION IN SCHOOL LEADERSHIP 3 HRS.
This course is concerned with basic principles accepted in the fiscal and business management of all aspects of the administration of education. Consideration is given to sources of fiscal support, methods of management, program accounting and cost accounting. 2 32 941 0 1304--99
EA 942. LEADERSHIP OF SPECIAL PROGRAMS 3 HRS
This course will provide those enrolled with the opportunities to study the principles, processes, practices, and issues related to administering and supervising special programs in education. Specific emphasis will be placed on special education. An overview of different at-risk, vocational, and early childhood education programs will be included for study.
EA 984. EDUCATIONAL BUILDINGS AND FACILITIES 3 HRS.
(Prerequisite, consent of chair is required. Course required for students in district administrator preparation program.) A study of the basic principles of educational facility planning. Particular emphasis is given to the relationship between the educational facilities and the educational programs they must accommodate. An examination is made of the broad steps necessary to logically plan, construct, and occupy new educational facilities. Field trips are incorporated as an integral part of course. 2 32 984 0 1304—99
EA 986. DISTRICT SCHOOL LEADERSHIP 3 HRS.
Course designed for aspiring chief school administrators. Includes theory and practice of district-level administrative leadership, school board-administrator relationships and advanced planning and fiscal accounting. 2 32 986 0 1304--04
EA 997. PRACTICUM I IN EDUCATIONAL ADMINISTRATION: DISTRICT LEVEL--FALL 3 HRS.
(Prerequisite, consent of chair.) The primary areas of content will focus on communication, planning, organizing and facilitating, problem solving, decision making and conflict management. Secondary emphasis will be placed on content covered in leadership courses leading to the practicum experience. Students will engage in major field projects and experiences associated with the primary and secondary areas of content under the supervision of a mentor administrator and a university supervisor. Seminars are an integral part of the field experiences and will place emphasis on application, analysis, synthesis, and evaluative levels of learning. 2 32 997 2 1304- -01
EA 998. PRACTICUM II IN EDUCATIONAL ADMINISTRATION: DISTRICT LEVEL--SPRING 3 HRS.
(Prerequisite, consent of chair.) The primary areas of content will focus on communication, planning, organizing and facilitating, problem solving, decision making and conflict management. Secondary emphasis will be placed on content covered in leadership courses leading to the practicum experience. Students will engage in major field projects and experiences associated with the primary and secondary areas of content under the supervision of a mentor administrator and a university supervisor. Seminars are an integral part of the field experiences and will place emphasis on application, analysis, synthesis, and evaluative levels of learning. 2 32 998 2 1304- -01
ER 752. ANALYSIS OF RESEARCH 3 HRS.
An introductory graduate level course in research methodology designed to allow the student to function as a knowledgeable consumer of research in his/her field of endeavor. The content of the course should prepare the student to evaluate informal descriptive studies in their field. 2 38 752 0 1306--01
ER 851. RESEARCH DESIGN AND WRITING 3 HRS.
Develop competencies in designing research proposals and writing of research work. Introduction to theoretical concepts and research. Investigate, evaluate and discuss various types of research studies and designs. A study of variables related to research problems and hypotheses. Development of first three chapters of thesis or research problem. 2 38 851 0 1306—01
ER 857. STATISTICS METHODS FOR EDUCATION AND PSYCHOLOGY, II 3 HRS.
(Prerequisite, an introductory course in applied statistics.) An intermediate level course in applied statistics. The major statistical methods studied are Chi square, analysis of variance (ANOVA), and the analysis of covariance (ANCOVA), as well as introduction to formal research design. 2 38 857 0 1306—03
DE 703. GENERAL SAFETY EDUCATION 3 HRS.
A study of the fundamentals of safe living including the philosophy of safe human behavior, accident revention, fire prevention and protection with special emphasis for home and family, public safety, traffic safety and school safety. 2 34 703 0 1313—04
DE 713. DRIVER EDUCATION I 3 HRS.
(Prerequisite, valid driver’s license.) A basic course for the preparation of teachers of driver training for the public schools. A study of course content, material, special projects, teaching methods, psycho-physical traits, traffic rules, and principles of road testing. Selected films on driving practices and automobile construction shown at appropriate intervals. 2 34 713 1 1313—04
DE 723. DRIVER EDUCATION II 3 HRS.
(Prerequisites, DE 713 or equivalent and valid driver’s license.) Practice of classroom instruction, simulator instruction, behindthe- wheel training, and road skill testing with beginning drivers. Problems f organization and administration of driver education on the secondary level; emphasis on scheduling, public relations, and techniques for development of the skills, understanding and attitudes required for safe driving. 2 34 723 1 1313—04