Education (EDUC) Courses
EDUC 250 Teaching as a Profession
2 hours. This is a one-semester introductory course on the teaching profession for those planning to enroll in an MAT program or considering teaching as a profession. Students will expand their understandings of the field of education and the role of teachers through class topics and experiences. They will also participate in a 30-hour classroom field experience. The George Fox University MAT program application process and requirements will be discussed. (This course is not part of the undergraduate elementary education major.)
Prerequisite: junior or senior status
EDUC 260 Teaching, Schooling and Learning
4 hours. Course is an overview of history and diverse social issues in education and an exploration of teaching as a career. Serves as an introduction to the teacher education program at George Fox University. Survey of learning theories and possible applications in the elementary classroom are explored. Required for elementary teaching majors and music education majors. Includes 10 hours of clinical practice.
EDUC 270 Intercultural Communication in the ESOL/Bilingual Context
2 hours. Examines the diverse and dynamic role of culture in the ESOL student's language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement.
EDUC 275 Field Experience
1-2 hours. An elective field placement individually designed with approval of the instructor. Does not substitute for required field assignments; 40 hours field work per credit is required.
EDUC 285 Selected Topics
1-3 hours. A seminar dealing with various topics as announced that represent current faculty interests and competencies.
EDUC 313 Elementary Mathematics Methods
2 hours. This course examines and openly challenges knowledge, beliefs and assumptions about the learning and teaching process. Students engage in activities designed to enhance conceptual knowledge of selected topics and explore what it means to teach mathematics in a standards-based system (i.e., using standards to plan instruction, using scoring guides to assess student work, critically examining curricula).
Prerequisites: MATH 211 & 212 Foundations of Elementary Mathematics I & II (8 semester hours or equivalent)
EDUC 321 Early Childhood Education
3 hours. Course covers early childhood distinctives regarding growth, development and learning, with attention to implications for classroom management and organization, parent involvement and program operation.
Corequisites: EDUC 342 Inclusion, EDUC 370 Curriculum and Instruction, EDUC 373 Fine Arts Methods, and EDUC 401 Language Arts and Children's Literature.
Prerequisite: admission to elementary education major
EDUC 322 Early Childhood Methods
3 hours. This methods course focuses on the formulation and implementation of developmentally appropriate curriculum, instruction, materials and assessment for young children, ages 3-8 years. Student facilitators create and implement lesson plans with young children in an integrated curriculum in the content areas of art, health, language arts, math, music and social studies.
Prerequisite: EDUC 321 Early Childhood Education and admission to Teacher Education Program
EDUC 324 Trends and Methods of Early Childhood Education
4 hours. This course provides an overview of early childhood as a profession in relation to its historical, philosophical and social foundations. Students examine how these functions influence current thought and will be able to translate those theories into practice. Included will be age-level characteristics and child-centered activities that enhance developmentally appropriate practice, assessment, curriculum/instruction, environment and family/community collaboration. The role of the teachers and ethical considerations are considered to promote reflective thinking, cultural competency, and positive use of technology to meet the needs of young children. Course goals align with the State of Oregon program objectives for early childhood and elementary OAR 584-017-0100, ages 3 years to the fourth grade, and to the National Association for the Education of Young Children (NYAEYC) initial license standards.
EDUC 334 Health and Physical Education Methods
3 hours. This course examines and offers opportunities to apply health and physical education methods.
Prerequisite: sophomore status and admission to Teacher Education Program
EDUC 341 Learning Theory
2 hours. A survey of learning theories and possible applications in the elementary classroom are explored.
Corequisite or prerequisite: PSYC 310 Lifespan Human Development or PSYC 311 Child Development
Prerequisite: admission to Teacher Education Program
EDUC 342 Inclusion
2 hours. This is a survey of current knowledge about the diverse abilities of learners in the regular classroom, with an emphasis on methods for including students and assisting their learning processes. Attention is given to needs of bicultural students with disabilities.
EDUC 343 Adventures in Math and Science I
4 hours. This course is the first of two integrated math and science pedagogy courses that focus on the teaching of math and science in the elementary/middle school environment. Teaching science and math in the primary (K-3) grades is emphasized in this course. An inquiry-based approach to teaching science is emphasized. The mathematics pedagogy is focused on the common core state standards of counting and cardinality, operations and algebraic thinking, number and operations in base 10, measurement and data, and geometry at the primary level. The standards of mathematical practice are taught and emphasized. Emphasis on STEM.
EDUC 344 Adventures in Math and Science II
4 hours. This course is the second of two integrated math and science pedagogy courses that focus on the teaching of math and science in the elementary/middle school environment. Teaching science and math in the intermediate (3-8) grades is emphasized in this course. An inquiry-based approach to teaching science is emphasized. The mathematics pedagogy is focused on the common core state standards of operations and algebraic thinking, number and operations-base 10, number and operations-fractions, measurement and data, ratios and proportional systems, the number system, expressions and equations, and geometry at the intermediate level. The standards of mathematical practice are taught and emphasized.
EDUC 346 The Inclusive Classroom in a Diverse Society
4 hours. Course examines strategies for planning, managing and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching and hands-on learning approaches that accommodate a diverse population. Also included are strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students. In this course, students are invited to evaluate best practices, use strategies for developing and integrating language skills, choose and adapt classroom resources, and reflect on their role as an agent of change who will effectively empower students to reach their potential. This course will examine the diversity of cultures, languages, experiences and knowledge that our students bring to our classrooms. This course also will examine the tensions and barriers that are evident when students of diversity encounter the mainstream classroom in which they are the minority culture. Teacher perceptions and biases will be examined and challenged.
EDUC 353 Trends and Issues in Middle-Level Education
4 hours. This course provides an overview of middle level teaching as a profession in relation to its historical, philosophical and educational foundations. Students examine how these functions influence current thought and will be able to translate those theories into practice. Included will be adolescent development and current teaching methods and structures that are developmentally appropriate for creating a positive learning environment. The role of teachers and ethical considerations are explored to promote reflective thinking, cultural competency, and positive use of technology to meet the needs of adolescents.
Prerequisite: Admission to Teacher Education Program required.
EDUC 354 Pedagogy of Health, PE and Arts
4 hours. Using the basic principles and elements of music and art, students will explore making connections between subjects in the elementary curriculum. This course examines and offers opportunities to apply health and physical education methods.
EDUC 370 Curriculum and Instruction
3 hours. Covers generic methods of teaching, planning curriculum and both formal and informal assessment of pupil learning as used in teaching. Needs of students from generational poverty are examined.
Prerequisite: admission to Teacher Education Program
EDUC 371 Curriculum Design with ESOL
4 hours. Working within the differentiation framework (background knowledge, language, academic and behavior), or BLAB, this course will examine and apply the concepts and instructional strategies that are essential for the academic achievement of our students from cultural, diverse, language, behavioral and academic backgrounds. Specific emphasis will be devoted to the success of our exceptional students and our second-language learners. Integration of Social Studies into the methodology of the work sample will be addressed. Requires 20 hours of practicum.
EDUC 373 Fine Arts Methods
2 hours. Using the basic principles and elements of music and art, students will explore making connections between subjects in the elementary curriculum.
Prerequisite: admission to Teacher Education Program
EDUC 375 Student Teaching I and Classroom Management
2 hours. This is a laboratory experience consisting of general and specific tasks, managing and instructing pupils and assisting teaching in the classroom. Patterns of classroom management and organized community building will be discussed, including responding to needs of the bicultural child. An additional one hour is required for students intending to add the middle-level authorization and is in addition to the two-hour requirement. Please see advisor.
EDUC 376 Student Teaching I for Middle-Level Authorization
1 hour. Course is a laboratory experience consisting of general and specific tasks, managing and instructing pupils and assisting teaching in the classroom.
Prerequisites: EDUC 353 Trends and Issues in Middle-Level Education and EDUC 375 Student Teaching I and Classroom Management
EDUC 380 Social Studies Methods
2 hours. Covers research-based methods for teaching social studies. Issues of cultural proficiency addressed.
EDUC 381 Classroom Management
2 hours. Clearly, individual classroom teachers can have a major impact on student achievement. Of the three major roles of the classroom teacher – making choices about instructional strategies, designing classroom curriculum and employing classroom management techniques – classroom management is arguably the foundation. Research on classroom management is integrated into the course. This course introduces the teacher candidate to research-based effective classroom management strategies.
EDUC 383 Science Methods
2 hours. Students will study, experience and practice research-based science pedagogy appropriate to grades K-8 in a self-contained school setting. Activities include writing and research on science education, demonstration of science teaching practice, and supervised teaching experience. Students will develop, critique and implement science curriculum.
EDUC 399 Cross-Cultural Study
3 hours. This course offers in-depth discipline-specific cross-cultural study designed to enhance the intercultural emphasis of various academic majors. The course includes class meetings followed by travel to various locations throughout the world. Students will use core disciplinary knowledge to serve, learn and interact with other cultures. (Offered in May Term. Students must meet eligibility requirements.) Additional course fee is required.
EDUC 401 Language Arts and Children's Literature
4 hours. A survey of children's literature genre and uses. Includes methods and materials of language arts teaching in the areas of listening and speaking, and of spelling and handwriting instruction.
EDUC 402 Literacy Methods
4 hours. Course covers methods and materials for language arts teaching in the areas of reading and writing, with an emphasis on the use of children's literature.
EDUC 412 Literacy for Children and Adolescents
2 hours. This course provides an overview of children’s and adolescent literature and its use in culturally responsive teaching. Children’s and adolescent literature will be explored as a method to provide culturally responsive teaching in relation to diversity and critical literacy areas.
EDUC 413 Reading and Writing Methods I
4 hours. This course creates a foundation for teaching listening, speaking, reading and writing in all grades, with a focus on beginning readers and writers. Theory, learner development, diversity and content knowledge will be applied in lesson and unit planning and in teaching children in the placement. Assessment, planning, teaching and reflection will be modeled and experienced in classroom settings using the CCSS, best practice and attention to the needs of all learners.
EDUC 414 Reading and Writing Methods with the Common Core Subjects
4 hours. This course builds on the foundation gained in Reading and Writing I and focuses on grade 3-8 readers and writers. Theory, learner development, diversity and content knowledge will be applied in lesson and unit planning and in teaching children in the placement. Assessment, planning, teaching and reflection will be modeled and experienced in classroom settings using the CCSS, best practice and attention to the needs of all learners.
EDUC 430 History and Foundations of Literacy Learning
2 hours. Thoughtful classroom practice depends on sound theory. This course examines some current competing theories, looks at the implications of various literacy theories as they impact classroom decision making, and, through reading and discussion, helps develop a personal understanding of literacy processes. The linguistic framework of reading and its place in the language arts will also be explored.
EDUC 431 Analysis of Reading and Writing Assessments
2 hours. Classroom teachers become acquainted with a wide variety of methods for assessing student progress in reading and writing. Administration and scoring of these tests will be explored. Information about how testing results can facilitate teaching and learning is the goal.
EDUC 432 Advanced Strategies in Literacy Instruction: Assessment and Remediation
2 hours. This course focuses on current methods and materials for reading/literacy instruction. The strategies used by proficient readers will be explored and teaching methods will be modeled and implemented. Methods of assessment and strategies for remediation will also be explored.
EDUC 433 Advanced Studies in Children's and Adolescent Literature
2 hours. This course focuses on a critical examination of children's literature as literature and considers curriculum development based on children's literature and on a further development of a broad understanding of literacy learning issues.
EDUC 434 Issues and Application of Literacy Instruction
2 hours. This course focuses on the issues related to public- and school-based concerns about literacy learning. The discussion of issues will lead to research-based applications that can be translated into the classroom practice at the elementary-, middle-, or high-school level.
EDUC 436 Reading and Writing in the Content Areas
2 hours. This course focuses on the reading and writing needs of the student at the middle level and in high school. The teaching of critical reading and writing strategies will be included as well as assessment tools. This course is required for those pursuing the middle level and high school authorizations of the Reading Endorsement, but is appropriate for teachers of all levels.
EDUC 437 Emergent Literacy
2 hours. This course explores theoretical principles and practices based on current research. Emphasis is on strategies for coming to print, print conventions and reading aloud. Shared, guided and independent reading and writing is also explored. These strategies are based on theoretical assumption from the psychology of language and cognition development and linguistics.
EDUC 438 Organization of Reading Programs
3 hours. The content of this course includes the organization of reading programs within the context of state and federal regulation and within the structure of the school-wide program; the types of testing used to diagnose and monitor student progress; the methods that can be used to involve parents, paraprofessionals and volunteers; and the methods available to assess program effectiveness. Observations in a variety of school settings will be organized.
EDUC 439 Early Childhood and Elementary Reading Practicum
2 hours. The reading practicum will provide a context in which to apply methods, assessment techniques and teaching strategies in a school setting. It will also provide opportunity for an observation of a reading program in application. The practicum setting must include assessment, teaching and evaluation of students at both authorization levels. Pass/No Pass.
Prerequisites: EDUC 430 History and Foundations of Literacy Learning, EDUC 431 Analysis of Reading and Writing Assessments, EDUC 432 Advanced Strategies in Literacy Instruction, EDUC 438 Organization of Reading Programs, or by permission
EDUC 461 Applied Linguistics and Second Language Acquisition
4 hours. Communication is the basis for all human interaction. In this course, we will explore key language theories of first- and second-language acquisition, since multiple fields intersect in their quest to explain language. Students will investigate and identify the underlying structure of language and its component systems through interactive, semester-long projects with second-language learners. Examines the fundamental elements, processes and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
EDUC 470 Applied English Linguistics: Oral and Literary
3 hours. Course examines the fundamental elements, processes and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
EDUC 471 Second Language Acquisition and Development
2 hours. Course examines various factors, concepts and theories about first- and second-language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement.
Prerequisite or concurrent enrollment: EDUC 470 Applied English Linguistics: Oral and Literary.
EDUC 473 Planning and Managing the ESOL/Bilingual Curriculum
3 hours. Course examines strategies for planning, managing and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching and learning approaches that accommodate a diverse population within the classroom. This course also focuses on strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students.
EDUC 474 Assessing ESOL/Bilingual Student Learning and Language Proficiency
3 hours. Course examines principles, issues and approaches useful for assessing the English competencies of ESOL students. Emphases are placed on developing appropriate assessment tools for the ESOL classroom and on properly interpreting tests that are used for program placement.
EDUC 475 Student Teaching II
12 hours. A full-time laboratory experience in which principles and methods of teaching are applied under supervision of a classroom teacher and college supervisor. Pass/No Pass.
EDUC 478 ESOL/Bilingual Practicum - Early Childhood/Elementary
2 hours. A supervised practicum in an approved early childhood and elementary school demonstrating knowledge and strategies developed in the ESOL/bilingual courses. Candidates set goals for professional growth in the English-language teaching field. Course is offered on a Pass/No Pass basis only.
Prerequisites: successful completion of all required ESOL/bilingual courses (or their equivalent) and approval of the faculty advisor
EDUC 480 Classroom Assessment: Assessing and Planning for All Learners
4 hours. Building on the conceptual ideas of Assessment for Learning, this course focuses on the idea that assessment is a collaborative process that involves the student, teacher and other stakeholders in a collaborative experience that is designed to empower student success. The four dimensions of background knowledge, language abilities, academics and behavior assessments will provide the impetus for a course which investigates, develops and plans assessments for all students, specifically including English language learners, special education students, talented and gifted students, and mainstream students. A wide diversity of classroom assessments will be explored. Additionally, the use and interpretation of standardized assessments will be examined. Through direct practice, teacher candidates will gain insights into identification, placement, monitoring and exiting criteria for ELL students according to federal and state policies; and will be prepared to implement fair and realistic accommodations/assessments in the mainstream classroom.
EDUC 485 Selected Topics
1-3 hours. A seminar dealing with various topics as announced that represent current faculty interests and competencies.
EDUC 490 Senior Seminar
3 hours. Seminar discussion of current trends and issues in education, as well as job transition and related issues.
EDUC 495 Special Study
1-3 hours. Directed independent study open to upper-division students only. May not be used to substitute for required courses.
Prerequisite: instructor's permission