This is a foundations of education course concerned with major philosophies of education.  Emphasis is on those philosophies that place liberal arts in the core of educational programming.

The teaching profession has a major influence on the well being of our society.  As professional teachers, we must play and active role in shaping and influencing those issues and concerns which confront our American education system.  Students will be encouraged to develop opinions and beliefs about educating our children and youth for the present as well as for the future.

A study of child and adolescent cognitive, social, and moral development is completed in this course.  Information precessing as well as behavioral, cognitive and humanistic approaches to learning and motivation are addressed.  Standardized testing, issues in classroom evaluation, and classroom management are included; A 25 hour field experience is part of course requirements.

A study of children with special needs with an emphasis on middle childhood and adolescence.  Techniques of including exceptional children in the classroom will be explored as will an examination of assessment, the referral and IEP process and the differentiation of instruction.  A 25 hour clinical experience is part of course requirements.

This course focuses on basic types and uses of instructional media and technology for the middle level classroom. Students will use and evaluate computer operation, software, and applications that are frequently used at the middle level: word processing, spreadsheets, databases, the Internet, and the use of computers to support problem solving.

This course explores curriculum planning and teaching strategies for culturally diverse student needs.  Racism, sexism, diverse learning styles and linguistic variation are examined.  A 20 hour clinical experience is part of course requirements. Students can take EDUC 565 instead of EDUC507.

This studio, group discussion and lecture course will focus on strategies for integrating the visual and performing arts across the curriculum.  Intent of the course is to help classroom teachers see how the arts can motivate, enrich, and extend instruction.  Students will be asked to spend 5 hours observing appropriate practice in schools.

This course is grounded in and builds on knowledge and understanding of the linguistic foundations of literacy and of middle childhood/adolescent development.  It focuses on methods, techniques, and materials of literacy instruction and assessment designed to foster pupils' growth toward greater autonomy and maturity as readers and writers.

Select one additional reading course from EDUC 336, EDUC 380, EDUC 660, or EDUC 661.

Nature and needs of young adolescents, characteristics of responsive schools, resources for the middle child practitioner, characteristics of effective middle childhood teachers, and critical issues in middle level education are addressed in depth; reflection on personal beliefs, research, theory, and practice is encouraged.  20 hours of field experience are required.

A study of content specific methodology for middle childhood, the course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Includes sections for content specific methods.

This course is taken Spring quarter and is a full time teaching internship.  Students are assigned to a school site for the full school day adn are expected to follow the same time schedule as their cooperating teacher.