Welcome to the Fall 2009 Graduate Teacher Education Program offerings for the Fall of 2009.
For most of the classes they will be offered on the campus of Calvin College.
The method of delivery will be indicated by:
- on-line: courses taken all on-line OL
- on campus: on campus for the duration of the course OC
- hybrid: on campus, them on-line, finish up on campus Hybrid
- on campus/on-line: come to campus for first few days of class them complete rest on-line Off-C
To register as a guest for any course
Education 513 Cognition, Learning, and Literacy Development (3) Class will meet on Saturdays during the fall semester in Spoelhof Center 300.
Sept 12 from 9 a.m. - 12 p.m.
Sept 26 from 9 a.m. - 3:15 p.m. with a break for lunch
Oct 10 and 24 from 9 a.m. - 3:15 p.m. with a break for lunch
Nov 7 from 9 a.m. - 3:15 p.m. with a break for lunch
Some time in December to be determined yet with instructor and participants.
This course examines underlying concepts associated with the acquisition of reading and writing. Social and cultural factors contributing to literacy development are considered from the perspectives of educational psychology, cognitive psychology, and language development. Current issues related to classroom instruction are addressed in lectures, discussions, and classroom applications. Jo Kuyvenhoven
Education 520 Theories of Instruction (3) OL
This course examines the theoretical foundations of instruction and assessment. Relationships between development/learning theories and theories of pedagogy are considered. The focus is on the underlying assumptions of these various theories and interpretation of these theories from a Christian perspective and their relationships to the practice of teaching. Special attention is given to the affect of pedagogy on communities of practice and the achievement gaps related to race, class, and gender and understanding the various nuances of individual and standardized assessment. Jan Simonson
Education 532 School Business Management (3) OL
In this course student will study principles and methods of planning and fiscal management that are based on a biblical model of stewardship. Topics include the process, funding (including fund raising, tuition and fees), budget (including risk management), and organization. Prerequisites: 530 Introduction to Educational Leadership or permission of instructor.
Education 542 Diagnosis & Remediation of Literacy Difficulties (3) OC
meeting in Spoelhof Center 300
This course examines the literate identities of students and adults across of range of social contexts including schools, workplace, home, on-line, church, etc. It examines the range of skills needed to navigate these literate domains and considers the extent to which schools both foster the literacy skills needed in the 21st Century as well as the degree to which existing student competencies are appropriated in formal educational contexts to support new learning. Programs and strategies for supporting the struggling adolescent reader and writer will be explored along with an examination of the school curriculum more broadly to examine the ways in which literate tools can be introduced and appropriated across a range of disciplinary and vocational contexts. Practicum required. Thursdays 5:30 - 8:30 with Jim Rooks
Education 552 LD Instruction I: Programs and Stategies (3) Hybrid
meeting in Spoelhof Center 300
In this course, students probe decision-making involved in choosing designing, implementing, and evaluating culturally responsive curricula and instruction for learners identified with Learning Disabilities (LD). Students link theory, research, and practice by researching, examining, teaching, and critiquing, and sharing a line of current research-based programs and strategies appropriate for students in grades K-12 with LD. Through readings, discussion, synthesis papers, and projects, students will begin to explore the complex relationships between: (1) student and teacher variables; (2) Individualized Education Plans (IEPs); (3) special programs, strategies, and pedagogical tools; and (4) activity settings. Particular emphasis includes implications of theory and philosophy on teaching and learning, accessing and understanding evidenced-based practice, scaffolded, diagnostic instruction in core subjects, as well as diversity and culturally responsive instruction. Pre-requisite: EDUC 550 or instructor approval.
Wednesdays 5:30 - 8:30 with Debra Buursma
Education 553 LD Instruction II: Trends and Issues (3) Hybrid This class will meet two days on campus August 17 and 18, on-line during September and October, and on campus November 13 1:30 - 5:30 and November 14 9:00 - 4:00.
Through readings, discussion, activities, investigative intervention projects and presentations, students will explore and critically analyze current responsibilities, trends, and persistent issues in instruction with students who are at-risk for school learning. Each course feature will be examined from a contextual perspective, considering the implications of interwoven and complex variables such as language, culture, ethnicity and class. Prerequisites: Education 202 or 606 (or equivalent) and Education 550. Kara Sevensma
Education 591 Educational Research and Evaluation (3) OC
meeting in Spoelhof Center 300
This course engages graduate students in understanding and examining the theories, methods, and paradigmatic frames of social science research through a Biblical lens. In addition, the course prepares students to use data appropriately to support educational and organizational decision-making. Students will learn how to read and critique qualitative and quantitative educational research and will learn how to use research and assessment data to make decisions related to the work of P-12 schools particularly as it relates to Calvin’s four M. Ed. specialty areas. Tuesdays 5:30 - 8:30 with Ron Sjoerdsma