Education courses

EDLA 2000 Education in a Diverse Society
Education in a Diverse Society
This is an introductory course for those preparing for certification to teach. This course examines the historical, philosophical, sociological, psychological, organizational and socio-cultural bases of American education and the political influences as they relate to contemporary issues in education in the United States. It is designed to assist students in determining if they want to pursue teaching as a career, and it helps prospective teachers to gain a valid and comprehensive knowledge of what is involved in a teaching career. Emphasis is placed upon reflection, inquiry and personal involvement in planning an effective and successful career in education. (Liberal Arts)
Co-requisites: EDLA 2890 or EDUC 3250.
credit hours: 3

EDLA 2890 Service Learning in Public Schools
Service Learning in Public Schools
This course provides opportunities for observation and participation for students who are exploring an interest in teacher certification. Students observe and participate in a variety of school and classroom settings, including urban, suburban, and inner city schools for a total of twenty hours. Students meet for debriefing sessions during the semester and complete a final project. (Liberal Arts) **This course is REQUIRED for Tulane undergraduates who intend to earn a teaching certificate.
Notes: For undergraduates ONLY.
Co-requisites: EDLA 2000. (Undergraduate education candidates must complete EDLA 2890-01 while post-graduate candidates must complete EDUC 3250
credit hours: 1

EDLA 3160 Children's and Adolescent Literature
Children's and Adolescent Literature
This course is designed to provide prospective educators with an overview of the field of children's literature with a focus on works appropriate for children and young adults. The history, philosophy, significant authors and texts, and major genres of children's literature will be explored. Thee is a twenty-hour service learning requirement for this course, which will provide candidates with direct experience with selecting, developing and using appropriate books to meet the needs of diverse groups of learners. Course readings, projects and field experience will be diferentiated according to candidates' chosen certification area. Undergraduates must also register for the within course service learning component EDUC 3890-10.
Pre-requistites: EDLA 2000, EDLA 2890, or EDUC 3250.
credit hours: 3

EDUC 3000 Emergent Literacy
Emergent Literacy
This course introduces prospective teachers to children's speech and language development, recognition and development of readiness skills, the overall scope of emergent literacy issues, and appropriate methodologies for building the communication skills of young children. Students will learn approaches and strategies in the six core areas of literacy: phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. This course requires a minimum of twenty service learning hours in the Reading Buddy program at a public elementary school in grades PK-3. Undergraduates must also register for the within course service learning component EDUC 3890-10.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250.
credit hours: 3

EDUC 3250 Focused Clinical Experience I
Focused Clinical Experience I
This course provides additional opportunities for clinical field experience for post-baccalaureate candidates, including those who are currently teaching under PL 2 licenses. Candidates will complete journals, meet for several debriefing sessions throughout the semester and complete a final project. This course must be completed by post-graduate candidates who intend to earn a teaching certificate.
Notes: For post-graduates ONLY.
Co-requisites: EDLA 2000. (Undergraduate education candidates must complete EDLA 2890-01 while post-graduate candidates must complete EDUC 3250
credit hours: 1

EDUC 3260 Focused Field Experience II
Focused Field Experience II
This course provides additional opportunities for clinical field experience for post-baccalaureate candidates, especially those seeking PL 2 licenses. Candidates will complete journals, meet for several debriefing sessions throughout the semester and complete a final project. For post-graduates ONLY.
Co-requisites: EDUC 3400.
credit hours: 1

EDUC 3400 Classroom Management, Instructional Design and Assessment
Classroom Management, Instructional Design and Assessment
This course examines (a) the research on classroom management and instructional design and their effects on student achievement, (b) specific research-based techniques and their applications in practice, and (c) approaches that integrate effective strategies for management, instruction and assessment. Students will examine theories of behavior management, strategies for organizing and maintaining an optimal learning environment, and the Understanding by Design Curriculum/Planning model will be introduced. Project requirements will emphasize grade levels and content field for which pre-service teachers are seeking certification.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250.
credit hours: 3

EDUC 3500 Methods I -- Early Childhood Education -- Language Arts and Social Studies
Methods I -- Early Childhood Education -- Language Arts and Social Studies
This course will assist prospective teachers in gaining a valid and comprehensive knowledge of what is involved in early childhood language arts, social studies, and arts instruction. Emphasis is placed upon reflection, inquiry, and personal involvement in planning an effective and successful career in early childhood, and developing an understanding of how children develop and learn successfully. Current trends, issues, developmental theories, research, and teaching methods related to the education of young children in language arts, social studies, and the arts will be explored and applied through fifty hours of field-based experiences. Undergraduate education students must also register for the within course service learning/practicum component EDUC 3890-11.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3210, EDUC 3000, EDUC 3801 and 3810.
credit hours: 3

EDUC 3610 Children's Dance Methods and Practicum (Grades 4-5)
Children's Dance Methods and Practicum (Grades 4-5)
This practicum course provides opportunities for dance candidates to acquire skills in teaching methodologies and strategies specific to dance education in grades 4-5. Course activities include observation and consultation with content field professor and field experience at school setting developing assessments and lesson plans along with teaching. This course requires 40 hours of field experience in the upper elementary grades (4-5) in addition to the 50 field experience hours in EDUC 3500 which occur in grades K-3.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, EDUC 3800 and 3820, DANC 2010 and DANC 2520 and level III modern dance proficiency
Co-requisites: EDUC 3500.
credit hours: 1

EDUC 3801 Methods of Early Childhood Reading Instruction
Methods of Early Childhood Reading Instruction
This course provides the necessary foundational knowledge of early reading and writing processes and familiarizes certification candidates with the practices, methods, and curricular materials to support instruction in multiple literacies. A variety of assessment strategies for planning and evaluating the effectiveness of literacy instruction are explored in the class and applied in the classroom setting in the forty hour required practicum. Candidates will analyze the interrelationships among assessment, instruction, and materials and their effects on the development of a literacy environment that fosters reading, writing, listening, speaking and the effective use of technology. Readings and assignments will be differentiated according to the candidate's area of certification.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, and EDUC 3000.
Co-requisites: EDUC 3810 (ECE majors).
credit hours: 3

EDUC 3802 Methods of Secondary Reading Instruction
Methods of Secondary Reading Instruction
This course provides the necessary foundational knowledge of secondary reading and writing processes and familiarizes certification candidates with the practices, methods, and curricular materials to support instruction in multiple literacies across various content areas. A variety of assessment strategies for planning and evaluating the effectiveness of literacy instruction are explored in the class and applied in the classroom setting in the forty hour required practicum. Candidates will analyze the interrelationships among assessment, instruction, and materials and their effects on the development of a literacy environment that fosters reading, writing, listening, speaking and the effective use of technology. Readings and assignments will be differentiated according to the candidate's area of certification.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, and EDUC 3400 with PSYC 3200 strongly recommended.
Co-requisites: EDUC 3820 (SEC majors).
credit hours: 3

EDUC 3810 Practicum in Early Childhood Reading
Practicum in Early Childhood Reading
Under the supervision of a public school teacher, certification candidates work with one student implementing the diagnostic and prescriptive strategies learned in class and with larger groups implementing large group instructional strategies. Students fulfill forty hours of clinical/laboratory experiences in a reading classroom (1st-3rd grade levels) in a supervised practicum. The clinical/field experience will enable students to apply the theoretical principles of academic course work to effective teaching practices.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3000, EDUC 3400.
Co-requisites: EDUC 3800.
credit hours: 1

EDUC 3820 Practicum in Secondary Reading
Practicum in Secondary Reading
Under the supervision of a public school teacher, certification candidates work with one student implementing the diagnostic and prescriptive strategies learned in class and with larger groups implementing large group instructional strategies. Students fulfill forty hours of clinical/laboratory experiences in a secondary reading classroom in a supervised practicum. The clinical/field experience will enable students to apply the theoretical principles of academic course work to effective teaching practices.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250,
Co-requisites: EDUC 3802.
credit hours: 1

EDUC 3900 Methods II: Teaching Early Childhood Mathematics and Science
Methods II: Teaching Early Childhood Mathematics and Science
This course will prepare prospective teachers to teach science and mathematics in the early childhood (ages three through eight) setting. Theories and methodologies will be explored. Special attention will be given to developmentally appropriate activities, and a great emphasis will be placed on integrating subject matter and utilizing manipulatives. Technology issues will also be covered.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3210, EDUC 3000, EDLA 3160, EDUC 3400, EDUC 3800 and 3810, and EDUC 3500.
Co-requisites: EDUC 3910.
credit hours: 3

EDUC 3910 Practicum and Assessment Early Childhood Math and Science
Practicum and Assessment Early Childhood Math and Science
This practicum experience requires minimum of 50 hours in math and/or science classrooms. It is designed to prepare teachers to conduct reliable and valid assessments of children's growth and development in the early childhood arena. Practice in refining age-appropriate unit and lesson plans based on the UbD model is also provided. Special attention is given to performance-based assessments, particularly in the context of instruction that is developmentally appropriate.
Co-requisites: EDUC 390.
credit hours: 1

EDUC 5010 Secondary Education Methods I
Secondary Education Methods I
This course focuses on prominent methodological issues and the development of core teaching skills. Students will analyze different instructional methods; design comprehensive unit and lesson plans using the Understanding by Design model; develop integrated technology strategies and skills in assessment for learning and differentiated instruction. Emphasis is placed on development of skills of self-analysis, reflection, and research based decision -making. Students will interpret and demonstrate their understanding and general teaching practices through fifty hours of field experience in a middle or high school setting.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-10.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, EDUC 3400, PSYC 3200, EDUC 3800 and 3820, Completion/Exemption for Praxis I.
credit hours: 3

EDUC 5090 Secondary Methods of Teaching II: Social Studies Methods
Secondary Methods of Teaching II: Social Studies Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary social studies instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. The course requires fifty clock hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-01.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5100 Secondary Methods of Teaching II: Science Methods
Secondary Methods of Teaching II: Science Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary science instruction in biology, chemistry, physics or general science. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-02.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC
credit hours: 3

EDUC 5110 Secondary Methods of Teaching II: English Methods
Secondary Methods of Teaching II: English Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary language arts instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component 5890-03.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5120 Secondary Methods of Teaching II: Math Methods
Secondary Methods of Teaching II: Math Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to secondary mathematics instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-04.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5130 Secondary Methods of Teaching II: Foreign Language Methods
Secondary Methods of Teaching II: Foreign Language Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to foreign language instruction (French, Spanish, Italian, or German). Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-05.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390, EDUC 3400, 3800, 3820, and 5010.
credit hours: 3

EDUC 5140 Secondary Methods of Teaching II: Dance Methods
Secondary Methods of Teaching II: Dance Methods
A seminar and practicum course providing opportunities for secondary teacher candidates to acquire skills in teaching methodologies and strategies specific to dance instruction. Topics include organization of subject matter, weekly and unit lesson planning, development of assessments, utilizing information technology for instruction, and working with diverse populations of students. Course activities include observation in college classrooms, conferences with content field specialists, teaching in a secondary classroom, discussion/reflections, demonstration of effective use of standards documents, inquiry activities and a review of effective pedagogical and school improvement literature. This course requires fifty hours of field experience in a middle or high school classroom.
Notes: Education undergraduates must also register for the within course service learning/practicum component EDUC 5890-06.
Pre-requistites: EDLA 2000, EDLA 2890 or EDUC 3250, PSYC 3200, PSYC 3390. EDUC 3400, 3500, 3800, 3820, DANC/EDLA 3610 and progress towards dance
credit hours: 3

EDUC 6900 Student Teaching Semester in Early Childhood (PK-3)
Student Teaching Semester in Early Childhood (PK-3)
The purpose of this clinical course is the development of competence in the art and science of teaching young children. Intensive clinical experience (with a minimum of 300 clock hours of classroom teaching) provides opportunities for continued professional growth through the practice of professional ethics, reflective teaching, instructional design, effective classroom management and authentic assessment. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. A university supervisor works with a cooperating PK-3 teacher toward the mutual goal of the student's development.
Notes: Praxis II (Principles of Teaching and Learning) may be taken while student teaching.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval
credit hours: 6

EDUC 6910 Internship in Early Childhood Education (PK-3)
Internship in Early Childhood Education (PK-3)
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3

EDUC 6920 Internship in Early Childhood Education (PK-3)
Internship in Early Childhood Education (PK-3)
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3

EDUC 6930 Student Teaching Semester in Secondary Schools (6-12)
Student Teaching Semester in Secondary Schools (6-12)
The purpose of this course is the development of proficiency in the art and science of teaching. Intensive clinical experience (with a minimum of 300 clock hours of classroom teaching) provides opportunities for continued professional growth through the practice of professional ethics, reflective teaching, instructional design, effective classroom management and authentic assessment. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. A university supervisor works with a cooperating 6-12 teacher toward the mutual goal of the student's development.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 6

EDUC 6940 Internship in Secondary Education (6-12)
Internship in Secondary Education (6-12)
The year-long internship (2 semesters) is the capstone course of the Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 24 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3

EDUC 6950 Internship in Secondary Education (6-12)
Internship in Secondary Education (6-12)
The year-long internship (2 semesters) is the capstone course of the Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 24 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3

EDUC 6960 Student Teaching Semester in Dance Education (K-12)
Student Teaching Semester in Dance Education (K-12)
The purpose of this capstone course is the development of competence in the art and science of dance instruction. Intensive clinical experience (with a minimum of 300 clock hours of classroom teaching) provides opportunities for continued professional growth through the practice of professional ethics, reflective teaching, instructional design, effective classroom management and authentic assessment. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Dance candidates will be placed in a K-5 setting for the first six weeks of the semester and in a 6-12 setting for the second six weeks. Candidates will be under the supervision of an experienced cooperating teacher/artist-teacher at the school site as well as university faculty with extensive teaching experience. Dance candidate placements will be in schools with both discipline-specific and curriculum-based programming wherever possible.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3

EDUC 6970 Internship in Dance Education K-12
Internship in Dance Education K-12
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Dance candidates will be placed in a setting that provides experience in both elementary and secondary level dance education. Candidates will be under the supervision of an experienced cooperating teacher/artist-teacher at the school site as well as university faculty with extensive teaching experience. Dance candidate placements will be in schools with both discipline-specific and curriculum-based programming wherever possible. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3

EDUC 6980 Internship in Dance Education K-12
Internship in Dance Education K-12
The year-long internship (2 semesters) is the culminating course of Tulane's Teacher Preparation and Certification Program and occurs the year following the completion of the first 27 hours of professional coursework. The candidate must blend theory and practice in the actual activity of teaching all day. Students will attend a series of seminars and conduct an action research project directly related to their teaching assignment. Candidates must be hired as a full-time teacher in a school system and will be under the supervision of a mentor teacher at the school site as well as university faculty. Dance candidates will be placed in a setting that provides experience in both elementary and secondary level dance education. Candidates will be under the supervision of an experienced cooperating teacher/artist-teacher at the school site as well as university faculty with extensive teaching experience. Dance candidate placements will be in schools with both discipline-specific and curriculum-based programming wherever possible. Candidates who have completed at least three years of classroom teaching may be eligible for a waiver from this final clinical.
Notes: Praxis II (Principles of Teaching and Learning) may be taken during the internship.
Pre-requistites: Completion of baccalaureate degree, all education courses, passage of Praxis II (Content Area) and program director approval.
credit hours: 3