KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
College of Education Course Syllabus
DEPARTMENT OF ELEMENTARY EDUCATION
EDU 101 Teaching Pre-K-8: An Exploration and Investigation
I. Course Description:
This course is an exploration course for students including dual certification
students in the Elementary Education programs. It will build the students’
foundation knowledge and understanding of what it means to be professional
educators in both Early Childhood and Middle Level education. Students will
participate in numerous relevant experiences that will develop and strengthen their
academic abilities and personal understanding of their role as a student pursuing
certification in either the Pre K - 4 or Middle level certification at Kutztown
University. (Two hours of fieldwork required.) 3 c.h. 3 s.h.
II. Course Rationale:
This course will provide an introduction to the profession of teaching at the early
childhood, elementary, and middle levels. College of Education students will be
introduced to the critical strategies, resources, and responsibilities of a university
student pursuing a major in the field of education. Students will investigate and build
foundational knowledge of the historical, philosophical, and political aspects of the
teaching profession and what it means to be professional educators.
III. Course Objectives
A. Relationship to Standards (See table)
As a result of study and activities in this course, students will be able to:
Course Objectives
PDE NAEYC INTASC NMSA
Candidate’s Knowledge, Skills and Topic Areas
1. Demonstrate critical thinking and study skills for
success at the college level; effectively utilizing
support services and library resources.
2. Explore certification requirements and the
responsibilities of becoming a teacher, including
Kutztown University stage requirements and
clearances.
3. Develop a foundation for a philosophy of education.
4. Explore the differences and implications of early
childhood education, elementary, and middle level
learning and teaching practices.
5. Explore diversity and recognize the needs of students
5a
1.6
1.1
I. A
4d
9.2
1, 2
II. A
&B
4b
3.1
9.1
1
2a
3.3
1
with special needs.
6. Become familiar with the responsibilities of an early
childhood, elementary, and middle level teacher.
7. Recognize the legal, ethical, and moral responsibilities III. B
of the teaching profession.
8. Investigate the purpose of education in a democratic
society.
5
2b
1
1
B. Relationship to Conceptual Framework
This course is congruent with the Conceptual Framework of the College of Education,
Teacher as Lifelong Learner, and relates specifically to:
Conceptual Framework elements
Knowledge:
General Knowledge Participants learn about the differences between early childhood and middle
level learning and teaching practices. They will develop a foundational
understanding of the philosophies of education and the purpose of education in
a democratic society.
Communication
Communication is evidenced in assignments and class discussions since
participation in discussions and sharing ideas is important to building a
community of learners- we learn from each other.
Skills:
Scholarly Inquiry
Scholarly inquiry is demonstrated in the exploration and discussion of topics
through journal articles.
Dispositions:
Cultural Awareness
Cultural awareness is included as part of the course; throughout the course,
learners share instructional practices, approaches and methods for teaching
students at differing stages of development and from differing cultural and
linguistic backgrounds.
IV. ASSESSMENT
Assessment of each teacher candidate’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
1. Tests/Quizzes
2. Class participation
3. Group projects
4. Written philosophy
5. Interview a teacher
V. COURSE OUTLINE
A. Successful Academic Skills
1. Setting goals
2. Study and critical thinking
3. Resources available at KU
B. Teaching
1. The value of teaching as a profession
2. Requirements and responsibilities of becoming a teacher
3. KU stage requirements and clearances
C. Foundations for a Philosophy of Education
1. Historical perspectives on human learning
2. Modern thinking about learning
3. Brain research and relations to teaching practices
D. Differences and Implications for Early Childhood and Middle Level Learning and
Teaching Practices
1. Early childhood / elementary
a. Child development
b. Curriculum
c. Standards
d. Developmentally appropriate practices
e. Types of early childhood settings
1. Preschools
2. Head Start programs
3. Public schools
4. Charter schools
2. Elementary / Middle level
a. Developmental factors
b. Curriculum
c. Standards
d. Developmentally appropriate practices
E. Diversity: Including Everyone
1. Students in today’s schools
a. Race and ethnicity
b. Gender and sexuality
c. Socioeconomic status
2. Exceptional students
a. Special needs: learning disabled, mentally/physically handicapped, gifted
b. English Language Learners
F. Responsibilities of Teaching at the Early Childhood and Middle Levels
1. Assessing students’ needs
2. Planning instruction
3. Communication
4. Professional development
G. Legal, Ethical, and Moral Responsibilities of a Teacher
1. Professional code of ethics
2. Teachers’ rights and responsibilities
3. Students’ legal rights
H. The Purpose of Education in a Democratic Society
1. Definition of Democracy
2. Federal role in education
3. State’s role in education
4. Expectations of society for educational institutions and policy
VI. Instructional Resources
Atwell, Nancy. (1998). In the Middle: New Understandings about Writing, Reading, and
Learning (2nd Ed.). Portsmouth, NH: Heineman.
Brown, D. F., & Knowles, T. (2007). What every middle school teacher should know (2nd
ed.). Portsmouth, NH: Heinemann. (LB1623.5.K56 2007)
Casper, V., & Theilheimer, R. (2010). Early childhood education: Learning together. New
York: McGraw Hill.
Colbert, B. J. (2009). Navigating your future: Interactive journey to personal and academic
success (ed.). New York: Prentice Hall.
Darragh, J. C. (2010). Introduction to early childhood: Equity and inclusion. Upper Saddle
River, NJ: Pearson.
Fraser, J. (Ed.). (2011). Teach (1st ed.). New York: McGraw Hill.
Gestwicki, C. (2011). Developmentally appropriate practice (4th ed.). Belmont, CA:
Wadsworth Cengage Learning.
Good, T., & Brophy, J. (2008). Looking in Classrooms (10th ed.). New York: Longman.
Hammond-Darling, L. (1999). Reshaping teaching policy, preparation and practice:
Influences of the National Board for Professional Teaching Standards. Washington
DC: AACTE.
Hoover,J., Klingner, J., Baca, L., & J. Patton. (2008). Methods for Teaching Culturally and
Linguistically Diverse Exceptional Learners. New Jersey: Pearson.
Jarvis, S., & Algozzine, B. (2006). Everything i need to kow about teaching...they forgot to
tell me. Thousand Oaks, CA: Corwin Press. (LB2844.1.N4 J37 2006)
Kiley, T. J. (2000). Teaching, leading and learning: Becoming caring professionals.
Boston: Houghton Mifflin.
Manning, M. L., & Bucher, K. T. (2009). Teaching in the middle school (3rd ed.). Boston:
Allyn & Bacon. (LB1623.M286 2009)
Marion, M. (2010). Introducation to early childhoood education: A developmental
perspective. Upper Saddle River, NJ: Pearson.
McAlpine, M. (2005). Working with children. Milwaukee, WI: Gareth Stevens Pub. (362.71
M117w 2005)
Morrison, G. S. (2009). Early childhood education today (11th ed.). Upper Saddle River, NJ:
Merrill/Pearson. (LB1139.25.M66 2009)
Parkay, F., & Stanford, B. H. (2010). Becoming a teacher (8th ed.). Upper Saddle River, NJ:
Merrill.
Powell, S. D. (2009). An introduction to education - choosing your teaching path (ed.). Upper
Saddle River, NJ: Pearson.
Pulliam, J. D., & Van Pattan, J. J. (2007). History of education in America (9th ed.). Upper
Saddle River, NJ: Merrill.
Sousa, D. (2007). How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press.
Whitaker, T. (2004). What great teachers do differently: Fourteen things that matter most.
Larchmont, NY: Eye on Education. (LB1775.W44 2004)
Wilson, B., & Williams, B. (2002). Effort and excellence in urban classrooms: Expecting
and getting success with all students. New York: Teachers College Press.
Wong, H.K., & Wong, R.T. (2009). The first days of school (4th ed.). California: Harry K.
Wong Publications, Inc.
Wynne, S. (2009). Elementary education teacher certification exam (2nd ed.). Boston:
XAMonline, Inc. (LB1762.W9534 2009)
Wynne, S. A. (2009). Praxis early childhood/education of young children (2nd ed.). Boston:
XAMlonline, Inc. (LB1762.W954 2009)
Zwiers, J. (2004). Developing Academic Thinking Skills in Grades 6-12: a Handbook of
Multiple Intelligence Activities. Newark, DE: International Reading Association.
Periodicals:
Dennis, D., & Parker, A. (2010, Summer). Treating instructional malpractice: Reflexive
protocols for entrepreneurial teachers. Childhood Education Infancy Through Early
Childhood.
Ferguson, C. & Johnson, L. (2010, Annual Theme). Building supportive and friendly school
environments. Childhood Education Infancy Through Early Childhood.
Marzano, R. (2009). Helping students process information. Educational Leadership 67(2).
Tomlinson, C.A. (2010). One kid at a time. Educational Leadership 67(5).