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Spring 2014

Welcome to the Spring 2014 Graduate Studies in Education offerings.
The method of delivery is indicated by:

  • on-line: courses taken all on-line OL
  • on campus: on campus for the duration of the course OC
  • hybrid: on campus, then on-line, finish up on campus Hybrid
  • on campus/on-line: come to campus for first few days of class then complete rest on-line Off-C

*When a given course is offered both on campus and on-line in the same term on-line registration will be reserved for those who live outside of a 50-mile radius from the campus.

To register as a guest for any course

Courses start the week of February 3, 2014

Education 510 Advanced Educational Foundations (3) OC Mondays 5:30 - 8:30 with Clarence Joldersma SC 312
This course includes exploration into the disciplines of philosophy, history and socio-cultural context of education.  Course material, lectures and assignments engages students in developing a perspectival orientation centered on shalom and social justice. That Christian lens shapes an examination of the interaction between schooling and sustainability, globalization, economic and social justice, and the role of educators as agents of change and transformation. Course content focuses on investigating philosophy’s questions regarding the nature of humanness and schooling, history’s account of the role of schools, and social science’s view of structures, ideologies and agency as they relate to schooling.

Education 542 Diagnosis & Remediation of Literacy Difficulties (3) OL with Jo Kuyvenhoven
This course meets the state literacy course requirements for professional certification.  It is required as part of the Calvin graduate reading specialist endorsement and can be used as an elective in any of the other Calvin Master of Education Programs. In this course, we consider the developmental, socio-cultural and cognitive aspects of literacy teaching with students of all ages.  We review literacy practices including fiction, information and discipline specific texts, special interest reading, and work place literacy.  The course presents and critiques current positions from which literacy instruction is designed and delivered. It develops participants’ pedagogy as they learn to assess a reader's abilities and develop instructional responses. Participants enhance their own critical literacy abilities as readers and writers of text.

Course participants undertake a case study to complement the course readings, discussion and other learning. Course objectives are met through a deep engagement with a student who has been identified as an "at risk" reader based on classroom performance, ELL status or special education. This authentic engagement, facilitated by professional observations, assessments, and a responsive intervetnion, fully complements and activates course objectives.

Education 543 Adolescent and Adult Literacy (3) OC Thursdays 5:30 - 8:30 with Jo Kuyvenhoven in SC 312

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.

Education 551 Assessment for Understanding: LD (Hybrid) Tuesday 5:00 - 9:00 with Phil Stegink in SC 318
This course focuses on the knowledge and skills necessary to perform and analyze comprehensive educational evaluations of the atypical learner and to utilize the diagnostic data to construct appropriate instructional recommendations for students with learning disabilities. Students will gain experience administering, scoring, and interpreting a variety of diagnostic assessments as well as reading and writing educational reports. Supervised clinical experiences are required to demonstrate application of theoretical knowledge. Informal, non-standardized assessments and adaptations in standardized group assessments will also be explored. Prerequisites: Education 202, 606 and 550 or permission of the instructor.

Education 557 Practicum Seminar: Learning Disabilities (Hybrid) Monday 5:00 -8:00 in SC 300 with Kara Sevensma
This seminar accompanies the LD practicum experience bridging theory and a developing reflective practice. Students will work as a community of practice to explore decision-making complexity in the design, implementation, reflection, and refining of instructional practice with students identified with LD. Course components such as book club discussions, role-play, video analysis coupled with an action research inquiry structure support an emphasis on teaching communication, literacy, and thinking skills. Discussions and journaling will also address contextual and schooling issues encountered by a special education professional.

Education 558 Practicum Field Placement: LD (OFF-C)

A teaching certificate endorsement in Learning Disabilities (LD) from the State of Michigan requires completion of a directed teaching experience with students identified with learning disabilities at either the elementary or secondary level. Practicum teachers who have not had prior supervised teaching experience in special education are required to complete a ten-week full-time supervised teaching experience working with a mentor teaching endorsed in LD. Those who are seeking a second endorsement in special education must complete a practicum with a minimum of 180 hours in an appropriate setting. The practicum is taken concurrently with a seminar course, Education 558. The application for the practicum experience can be found on Calvin’s Graduate Education web site and must be completed by August 31, 2013.

Education 592 Seminar: Curriculum and Instruction (OC) Wednesday 5:30 p.m.- 8:30 with Debra Buursma in SC 312
The seminar is designed to integrate components of the M.Ed. program in Curriculum and Instruction. Theories and practices in the contexts of schooling, curriculum, instruction, learning and disciplinary concentrations are reviewed. By means of broad unifying themes, students integrate into a coherent unity what they have learned in the program. The seminar includes a final research project/practicum that takes place in an educational setting. Prerequisites: All other courses in the M.Ed. C & I Program. Jan Simonson will be teaching this course.

Education 593 Seminar: Educational Leadership (OC) Wednesday 5:30 -8:30 with Al Boerema in SC 318
The graduate seminar and internship is designed to integrate the components of the Educational Leadership M. ed. program.  The internship allows prospective school leaders to work closely with a mentor in a school setting for 80 hours over a period of 10 weeks during the school year. Participants will examine nine critical skills of leadership and undertake activities in twelve investigative areas in a school setting.  The seminar will focus on integrating the broad unifying themes of the program and the internship experiences.  Developments in the theory and practices in leadership and organizational theory, the context of education, and curriculum and instructional theory will be reviewed.  In the process, students will reflect on how their education and professional experiences can be used for personal growth and to influence society.  The seminar and internship will include a final educational portfolio.  Prerequisites: All other courses in the M.Ed. Leadership Program and permission of the Educational Leadership advisor.

Education 594 Seminar: Literacy (Hybrid) Wednesday 5:30 - 8:30 with Debra Buursma in SC 312
This seminar integrates M.Ed Program components in LD and literacy through students’ construction of a synthesis project which integrates the theoretical, research, and practice literatures associated both with their program of study as well as their own personal/professional goals. This synthesis work may take the form of an action research project;  portfolio;  literature review; development,  implementation, and evaluation of a workshop for teachers; or some other project in which students are able to relate  current issues and research in their field to their  particular instructional practice. Discussion and readings will facilitate clarification of how beliefs, values, and core perspectives affect professional work. The course includes guided supervision of student synthesis work by the professor and within a community of practice culminating in a final integrative master’s project.

Education 595 Seminar: Learning Disabilities (Hybrid) Wednesday 5:30 - 8:30 with Debra Buursma in SC 312
This seminar integrates M.Ed Program components in LD and literacy through students’ construction of a synthesis project which integrates the theoretical, research, and practice literatures associated both with their program of study as well as their own personal/professional goals. This synthesis work may take the form of an action research project;  portfolio;  literature review; development,  implementation, and evaluation of a workshop for teachers; or some other project in which students are able to relate  current issues and research in their field to their  particular instructional practice. Discussion and readings will facilitate clarification of how beliefs, values, and core perspectives affect professional work. The course includes guided supervision of student synthesis work by the professor and within a community of practice culminating in a final integrative master’s project.

 

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