Algina, J.J., Andrews, S.D. (Emeritus); Ashton, P.T.; Asmus, J.M.; Bengston, J.T.; Busby, W.A. (Emeritus); Crocker, L.M.; Franks, B.A.; Greenwood, G.E.; Guinagh, B.J.; Hsu, J-W.Y.; Koran, M.L.; Kranzler, J.H.; Miller, M.D., Acting Chair; Newell, J.M. (Emeritus); Newman, A.J.; Oakland, T.D.; Primack, R.B.(Emeritus); Renner, R.R.; Sherman, R.R.; Smith, T.M.; Wass, H.L. (Emeritus); Webb, R.B.; White, A.O.; Wolfe, E.W.

A broad overview of education, teaching and schools; a survey of historical, philosophical and social foundations; orientation to professional education; and the code of ethics. A minimum of 30 hours of field experience is required as part of the course with a minimum of 15 hours in a school setting. This is the first of 3 prerequisite core courses (9 hours) for students who plan to be teachers. For the other two courses, see below: EDG 2701, Teaching Diverse Populations and under the Department of Instruction and Curriculum, see EME 2040, Introduction to Educational Technology.

A life span survey of human growth and development beginning at conception and ending with death. Students will have the opportunity to apply general principles in appropriate educational settings. (S)

Examines psychological theories and research on typical and atypical development and their application in general education classrooms that include children with sensory, mental, emotional, and learning disabilities and gifted and talented children.

Study of growth and development during infancy and early childhood. Laboratory includes observation and participation in nursery school and kindergarten.

The special role that the adolescent plays in total development. Emphasis is on the psychological development of the adolescent in the school.

An introduction to the application of psychology to the problems of education in a variety of educational settings. It examines the theoretical and applied aspects of learning, motivation, human development, personality, and measurement and evaluation. (S)
GR-E†

Recent theoretical advances in the psychology of learning and cognition are examined for their relevance to goal setting, instruction, and evaluation in educational settings. Knowledge of learning and cognition at a level presented in a general psychology course is desirable as background for this course.

A survey of principles and methods of educational measurement with an emphasis on evaluation and diagnosis of students in school settings.

The development of American schools and major problems in American education, with emphasis upon the relationships among the schools, intellectual movements and social institutions. (H)

A study of the educative effects of our social structures, the social values and issues involved in appraising these effects, and the resulting social demands upon the schools. (S)

A sociological and historical analysis of schooling in American society. Aims of education are examined in relation to social structures, institutions, and values; subcultures; social stratification; school law; and democracy and the sociology of the teaching profession.

Issues in American educational theory and practice: philosophical issues, historical trends in schooling and analysis of contemporary topics.

A survey of educational problems in contemporary foreign countries with emphasis upon their implications for the United States. (S, I)

Supervised experience in a practical work situation dealing with problems and issues appropriate to psychological foundations.

The basic principles and methods of measurement, evaluation and test construction.

A critical examination is made of various theories and philosophies of education, their relationships to the democratic principle, and their significance to the evolving system of education in the United States. (H)

For undergraduate students of junior/senior status who wish to explore areas of inquiry in psychological, social, or philosophical foundations of education, or research or measurement, under faculty guidance.

A survey of educational demographics, foundations of prejudice, elements of culture, political and philosophical roots of diversity and commonality, exceptionalities, and barriers to cultural understanding and diversity in the classroom. A minimum of 30 hours of field experience is required with 15 hours in a diverse setting. (See also EDF 1005 and EME 2040.) (S, I)