Foundations Of Education Course> Atlanta Christian College
FED 300 Educational Psychology (3)
A study of learning theory and its application to such problems as classroom control, the organization of learning activities, understanding individual differences, and evaluating teaching and assessing learning. Emphasis is given to factors which facilitate and/or interfere with the learning process. Prerequisite: FED 204. (2nd)
Foundations Of Education Course> Atlanta Christian College
FED 102 Educational Foundations (2)
An introductory study of the foundations of American education that covers issues related to the areas of pedagogy, historical and philosophical movements in education, and social factors that influence classroom interactions. (1st)
Course Title Credit Area
EDPY 351 Introduction to Exceptional Children 3 Applied Studies
EDPY 479 Introduction to Computer-Based Instruction 3 Applied Studies
Undergraduate Course of Economics > Athabasca University
Educational Psychology (EDPY) 479
Introduction to Computer-Based Instruction
Overview
This course explores various facets of the application of computers to the teaching-learning process. Topics include a brief history of educational computing, an overview of the contemporary field, the relationship between the psychology of learning and computer-based instruction, the development of computer tutorials, computer drills, computer simulations, instructional games and computerized testing. The course includes a laboratory component in which students learn to develop computer-based lessons using an Internet browser as a delivery device and HTML (Hypertext Markup Language) and JavaScript as tools for lesson development.
The course requires no previous knowledge of HTML or JavaScript but does demand skills acquired previously in basic microcomputer use, including some use of an Internet browser.
Outline
Unit 1: Introduction
Unit 2: Computer Tutorials
Unit 3: Hypermedia and Web-Based Learning
Unit 4: Computer Drills
Unit 5: Computer Drill Construction
Unit 6: Computer Simulations
Unit 7: Educational Games, Tools, and Open-ended Learning Environments
Unit 8: Using Image Maps
Unit 9: Tests
Unit 10: Overview of Design and Development
Unit 11: Course Project
Unit 12: Final Exam Preparation
Undergraduate Course of Economics > Athabasca University
Educational Psychology (EDPY) 351
Introduction to Exceptional Children
Overview
This is a three-credit, entry level course designed to give educators and other caregivers an overview of children with exceptionalities. The main emphasis of this course is to provide an introduction to the broad span of children with exceptionalities and to the field of special education, as it functions in Canada. The overview of this group of children and their special needs includes those children at risk, those with communication disorders, children with intellectual differences, children with the learning disabilities, those who are gifted, creative, and talented, children with sensory impairments, and children with behavioural problems. Additional areas discussed include children with special health needs, areas of low incidence disabilities, and interventions with infants, preschooler, adolescents and young adults.
Outline
Section 1: Foundations of Special Education
Unit 1: Introduction to Children Who Are Exceptional
Unit 2: Issues and Trends in Canadian Special Education
Unit 3: Risk Factors and Children at Risk
Section 2 : Children with Mild Differences in Behavior and Learning
Unit 4: Children with Speech and Language Differences
Unit 5: Children with Learning Disabilities
Unit 6: Children with Intellectual Disabilities
Unit 7: Children and Youth with Behavior Disorders
Unit 8: Children Who Are Gifted, Creative, and Talented
Section 3: Children with Sensory Impairments
Unit 9: Children and Youth with Hearing Impairments
Unit 10: Children with Visual Impairments
Section 4: Children with Low Incidence Disabilities
Unit 11: Children with Special Health Care Needs
Unit 12: Children with Neurological Disabilities
Unit 13: Children with Pervasive Developmental Disorders
Unit 14: Children with Severe and Multiple Disabilities
Section 5: Intervention with Infants, Preschoolers, and Young Adults
Unit 15: Young Children Who Are Exceptional and Their Families
Unit 16: Adolescents and Young Adults
Education (EDUC) 301
Educational Issues and Social Change I: Historical Social Perspectives
Overview
This course is designed to introduce you to an analysis of the development of Canadian education that takes account of historical, social, cultural, and philosophical influences. The course will help you develop an understanding of the origins of the Canadian public education system and demonstrate the historical roots of many contemporary education debates.
Outline
EDUC 301 is divided into the three units listed below.
Unit 1: The Evolution of Public Schooling
Unit 2: How Common was the Common School?
Unit 3: Stability and Change: Traditional vs. Progressive Education?
Taught postgraduate programmes at Aston University
MSc in Teaching English for Specific Purposes (TESP)
MSc in Teaching English to Young Learners (TEYL)
MSc in Educational Management in TESOL (EMT)
Taught Programme
Key information:
Duration/mode: Part-time, distance learning, two to five years
Start date: April and October
Intake: Approximately 50 per year
This suite of interrelated programmes is designed for practicing teachers. Out of our shared experience of distance education, we have developed the concept of contextualised education,
in which we seek to create the conditions under which it is possible for participants to make the course meaningful in terms of their own professional context. This course is best understood as a process of professional and personal development based on the exploration of ‘theory in practice’.
Outline of programme
The programme comprises modules and a dissertation. All participants start with the Foundation Module which is the linchpin of all four programmes. This is more that just an introduction to the modules in the programme, it is also an introduction to planning, study and research at Masters level and a guide to academic writing. At the end of it, participants submit a portfolio of work which comprises samples of work from a variety of modules. This gives them a clear picture of what lies ahead in terms of both content and assessment, and, more importantly, an understanding of how they relate to the programme.
In order to complete the MSc successfully, participants must accumulate 180 credits, which must include the Foundation Module (40 credits) and the Dissertation (60 credits). All other modules are worth 20 credits. Each programme has one core module, which is compulsory, and three options. The following modules are currently available:
Methodology
Course and Materials Design
Teaching Young Learners
Educational Management in TESOL
The Analysis of Spoken Interaction
The Analysis of Written Discourse
Grammar and Lexis.
Assessment
All assessment is by written assignment. The Foundation Module must be completed by the end of the first year of registration and participants must complete at least one module per year. The dissertation is based on research on a chosen topic.
Entry requirements
All participants must normally have a first degree and two years teaching experience. Participants whose first language is not English must also have an IELTS score of 6.5 or equivalent.
Career opportunities
Graduates of our Distance Learning TESOL programmes work as teachers in TESOL all over the world.
Fee
Distance learning UK/EU £6,350 (2008 fee).
Distance learning international is £7,500 (2008 fee).
NAME: Professional Development
TERM: 08/FA
SECTION: EDAD*684*SK1
LOCATION: Stark MED/NURSING
START/END: 08/25/08 - 12/11/08
PROGRAM: EDAD Educ Admin
TYPE: Web Based Course
This course is designed to prepare leaders who have the knowledge and skills to develop, implement and evaluate effective professional development programs. Participants will be expected to demonstrate effective utilization of knowledge-based skills related to adult learning, teachers and their world, and professional development. Permission to take for two hours is granted only by Coordinator of Educational Administrative Services.
NAME: Admin Prog Stud W/Disabil
TERM: 08/FA
SECTION: EDAD*686*SK1
LOCATION: Stark MED/NURSING
START/END: 08/25/08 - 12/11/08
PROGRAM: EDAD Educ Admin
TYPE: Web Based Course
This course provides school administrators with knowledge and skills to apply in the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.
NAME: Technology In Administration
TERM: 08/FA
SECTION: EDAD*688*SK1
LOCATION: Stark MED/NURSING
START/END: 08/25/08 - 12/11/08
PROGRAM: EDAD Educ Admin
TYPE: Web Based Course
This course is designed to allow future school leaders to develop the knowledge and skills needed to use technology for personal productivity and in administrative tasks; to provide leadership for the instructional use of technology and in data- driven decision-making.
NAME: Cont Educ: Issues & Pract
TERM: 08/FA
SECTION: EDFN*500*LC1
LOCATION: Elyria Center
START/END: 08/25/08 - 12/11/08
PROGRAM: EDFN Educ Foundations
TYPE: Web Enhanced Course
NOTE: NO CORE COURSE (EDFN 500, 501, 506, 508, 521) MAY BE TAKEN BY CONFERENCE. A Foundations course designed to study contemporary education through theoretical-philosophical, political, and sociocultural lenses.
NAME: Middle Grades Phil,Org & Clim
TERM: 08/FA
SECTION: EDCI*597*LC1
LOCATION: Elyria Center
START/END: 08/25/08 - 12/11/08
PROGRAM: EDCI Curr & Instr
TYPE: Web Based Course
This course is designed for persons in the Bachelor’s Plus Program who are seeking the middle grades licensure (4-9). Emphasis are placed on the philosophy of middle level school, the psychology of the preadolescent and adolescent student, the role of teacher, as counselor, in teaming, curriculum and instruction.
NAME: The Superintendency
TERM: 08/FA
SECTION: EDAD*691*CT1
LOCATION: Columbus MED
START/END: 08/25/08 - 12/11/08
PROGRAM: EDAD Educ Admin
TYPE: Web Based Course
Prerequisites: Building Administrator or Educational Specialist license. This course is designed to explore executive leadership. Strategies for formulating district policy for external and internal programs with a focus on development of a collective district vision will be examined. School culture shaping will be addressed through discussion of consensus building and conflict mediation. Purpose and direction for individuals and groups will be facilitated through discussion of communications and community relations strategies. The superin- tendent’s role of building relationships with Board of Education, academic programming, curriculum planning and development, and instructional management will be discussed.
NAME: APA Seminar
TERM: 08/FA
SECTION: EDFN*501*CC1N
LOCATION: CLEVELAND MED/MBA
START/END: 10/6/08 - 10/17/08
PROGRAM: EDFN Educ Foundations
TYPE: Web Based Course
NOTE: NO CORE COURSE (EDFN 500, 501, 506, 508, 521) MAY BE TAKEN BY CONFERENCE. This seminar provides graduate students an understanding of the content of the APA Publication Manual and format, including citations and reference styles. This class, along with the other core courses, is a prerequisite to all capstone experiences for the M.Ed. degree.
Doctor of Education degree in Educational Leadership Studies is taught on the Ashland campus. (419-289-5343)
Master of Education provides integrated academic, clinical and field-based study that may be pursued during the fall and spring evening classes and both day and evening classes throughout the summer at centers in Ashland, Columbus, Elyria, Massillon and Cleveland Center. (419-289-5967)
Master of Educational Administration provides integrated academic, clinical and field-based study that may be pursued during the fall and spring evening classes and both day and evening classes throughout the summer at centers in Ashland, Columbus, Elyria, Massillon and Cleveland Center. It is designed to provide the graduate student with certification in an educational administration specialty of choice. ( 419-289-4142)
Master of Business Administration leads to a degree in executive management and is a part-time course of study offered on the Ashland campus as well as in Columbus, Massillon, Medina and Westlake. (1-888-MBA-CLAS)
Master of American History and Government degree program is a summer residential program with intensive one-week-long courses. The program is designed especially for junior high and high school social studies teachers wishing to pursue a Master’s degree in the content area they teach. (419/289-5411)
Master of Fine Arts in Poetry & Creative Nonfiction at Ashland University is built on a long tradition offering a vibrant undergraduate creative writing major, hosting nationally-known writers in an annual reading series, and publishing books and essays by nationally-known and upcoming writers.
Related Programs
Bachelor’s Plus is a graduate program designed to provide initial teacher licensure to people who hold bachelor’s degrees from accredited colleges or universities in fields other than education.
Professional Development Services annually serve teachers and administrators in more than 300 school districts and professional organizations throughout Ohio. Site-specific graduate-credit professional development workshops, designed in cooperation with school districts, are held throughout Ohio. (419-289-5389)
Ashland Theological Seminary, a division of Ashland University, is currently the largest seminary in the state of Ohio and the 12th largest in the United States and Canada. (419-289-5161)