Welcome to the Spring 2011 Graduate Teacher Education Program 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, 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
Classes begin the week of January 31, 2011
Education 510 Advanced Educational Foundations (OL) with Jan Simonson or (OC) Wednesday 5:30 -8:30 with Jan Simonson in 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 541 Early and Emergent Literacy (OC) Thursday 5:30 - 8:30 with Jo Kuyvenhoven in
SC 300
The focus of this Graduate of Education in Literacy is on the youngest literacy student, the language and literacy learning time between birth and 2nd grade. Candidates learn about language development, acquisition and usage. Studies include the particular experiences, theories and issues that are characteristic of that time. Course participants go on to learn about emergent literacy; and the early reading engagements as these entail the young learner’s cognitive development and socially constructed practices. A course practicum develops candidates’ research abilities and the means to bring course studies to life and particularity. By the conclusion, candidates have extended their instructional abilities to nourish young readers’ growing literacy life-practice into new possibilities.
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 with Phil Stegink in SC 318
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 March 31, 2010.
Education 592 Seminar: Curriculum and Instruction (OC) Tuesday 6:00 p.m.- 9:00 p.m. with Jan Simonson in SC 322 PLEASE NOTE THE CHANGE OF NIGHTS AND TIME FOR THIS COURSE
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 pm with Al Boerema
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 pm with Kara Sevensma in SC 300
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 pm with Kara Sevensma in SC 300
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.
