Education Courses (53-55 credit hours)
Infancy through Early Childhood Education Specialization Courses
(12 credit hours)
Early and Middle Childhood Education Specialization Courses (12 credit hours)
Special Education Specialization Courses (12 credit hours)
Master’s Option Courses (29 credit hours)
Content Area Requirements (21-26 credit hours)
|EDU 151||Introduction to Education (3)|
Studies the historical, philosophical, and sociological underpinnings of education. Provides a framework that sets the foundation of educational thought by becoming familiar with the interrelations of schooling community and legal issues impacting American educational systems. The issues surrounding the education of children with cultural and linguistic differences are also highlighted. Field experience required. Fall course only.
|EDU 160||Foundations (3)|
This course is an introduction to education and to the profession of teaching. With a focus on the historical, philosophical, and sociological aspects of education, the course leads students through a reflective critique of our current educational system and the society of which it is an essential part. The course will also consist of discussions regarding teacher organizations, teaching skills (or pedagogy) and curriculum from a social justice/human rights framework in order to reflect upon why an individual may be committed to teaching as a profession. Field experience required. Fall course required.
|EDU 218||Educational Psychology (3)|
Surveys the principles of psychology to the field of education. Examines human development, learning and motivation, diversity issues, including ESOL attributes, impacting teaching and learning strategies, and the learning environment. Field experience required. Pre- or co-requisite: EDU 151. Spring course only.
|EDU 221||Child Development (3)|
This course examines major concepts, principles, theories, and research related to cognitive (metacognitive), linguistic, social, emotional, moral and physical development from birth through adolescence. There is an emphasis on ‘developmentally appropriate practice’ within the context of developing the whole child and meeting the needs of all students. Research and theory concerning the typical and atypical child are explored, and an emphasis is placed on brain research and play-based theories of learning in relation to motivation and engagement as factors in educational settings as they pertain to social interaction and the developing child. Field experience required. Pre- or co-requisites: PSY 281; Co- or pre-requisite: EDU 160. Spring course only.
|EDU 301||Supplemental Instruction (1)|
Supplemental instruction consists of mentored lab experiences and supervised field-implemented instructional activities and assessment tools to develop the content area knowledge and pedagogical skills of each student in her/his selected middle grades (5-9) minor (general science, literature, math, or social science). Field experience required. Fall course only.
|EDU 322||Methods of Teaching Reading (3)|
Surveys the methods of teaching reading and the strategies and materials appropriate for use from emergent through intermediate levels. Focus is on the cognitive development of the emergent reader and how it relates to brain-based research. Emphasis is placed on the development of oral language, the phonological awareness continuum, print and alphabetic knowledge, phonics and the causal links among these and vocabulary, fluency and comprehension. Assessment tools and differentiated approaches are examined and applied. Strategies for teaching reading and writing skills are contextualized in children’s literature and content material. Multicultural perspectives and technology are used to facilitate and reinforce instruction. Field experience required. Pre-requisites: EDU 160 (or equivalent) and EDU 221 (or equivalent). Fall course only.
|EDU 369||Teaching Language Arts through Children’s Literature (3) |
This course utilizes interdisciplinary and differentiated approaches to the teaching of language arts through multicultural children’s literature. Studies research-based models and methods for interrelating language arts. Projects which interrelate and integrate reading, writing, listening, speaking, viewing and thinking with multicultural children’s books are required. Surveys the multicultural literature suited to the needs of children and promotes child development through literature. Pre-requisites: EDU 322. Field experience required. Spring course only.
|EDU 371||Instructional Strategies (3)|
This course will guide preservice teachers in the selection, implementation, and evaluation of a variety of instructional strategies adapted to meet the needs of all students. By examining research findings related to effective teaching practices, preservice teachers will probe the theories and research evidence applicable to the various models, consider how students’ diverse learning styles can be affected by various models, and explore the dichotomy between the research on teaching and the practice of teaching. Through analysis and use of formal and informal assessment data to inform the use of instructional strategies, interdisciplinary units will be developed that stimulate critical thinking and creativity, and that promote cooperative learning and motivation. Prerequisites: EDU 160 (or equivalent); EDU 221 (or equivalent); and ECE 202, EMC 202, or ESE 202. Field experience required. Fall course only.
|EDU 372||Inclusionary Settings (3)|
This course will explore the theory and practice of professional teamwork to facilitate inclusionary school practices. Participants will discuss the ethical and social issues that undergird the history and philosophy of inclusion and how this has impacted our schools and local communities. Differentiated instruction will be introduced as a best practice strategy in applying collaborative planning for including students with disabilities in general education classrooms. Participants will develop an awareness and understanding of the other risk factors such as limited linguistic proficiency and/or cultural differences. Field experience required. Pre-requisites: EDU 160 (or equivalent); EDU 221 (or equivalent) and EDU 371. Spring course only.
|EDU 401||Supplemental Instruction (1)|
Supplemental instruction consists of mentored lab experiences and supervised field-implemented instructional activities and assessment tools to develop the content area knowledge and pedagogical skills of each student in her/his selected middle grades (5-9) minor (general science, literature, math, or social science). Field experience required. Pre-requisite: SI EDU 301. Fall course only.
|EDU 451||Engaging Learners in the Classroom (3)|
This course is appropriate for educators at all grade levels who seek to understand the broad issues involved in effective classroom management. A theoretical foundation of key concepts associated with classroom management will be explored in its relationship to students’ basic personal and psychological needs. Using knowledge of the whole child and proven human and social development and behavior theories, pre-service teachers apply strategies that employ a repertoire of skills and resources useful in a learning environment. School and community resources available to enhance learning environments that facilitate positive student behavior will be explored. Pre-requisites: EDU 160 (or equivalent); 221 (or equivalent); 371 and 372; Field experience required. Fall course only.
|EDU 466||Reading Assessment and Instruction (3)|
Presents techniques of informal reading assessment for the purpose of diagnosing, interpreting, and planning lessons for the implementation of individualized and small group reading instruction in elementary classrooms. This is a core course in the Five-Year program. Field experience required. Prerequisite: EDU 221 and EDU 369. Fall course only.
|EDU 492||Workshop in Education (Variable)|
Provides special interest areas developed from student needs and community requests. Number of credits depends on individual workshop requirements.
|EDU 496||Accomplished Practices Seminar (1)|
This is an introductory seminar designed to acquaint students with the Florida Educator Accomplished Practices and the assessment process. Students are exposed to the theory and practice of standards-based professional portfolios. Key elements of the portfolio process include organization, selecting evidences, connecting evidences to standards, rubrics, and reflective practice and writing. This is a CR/NC course. Fall course only.
|EDU 497||Pre-Internship (3)|
This is the first of two advanced level school based clinical experiences in the senior year of study and provides the student with two days per week of full-time school site experiences under the supervision of a certified teacher. The pre-Intern will be required to apply the knowledge acquired during their coursework in education as well as specific content related to the reading endorsement competencies and the student’s minor area of study. 2.5 overall GPA, passed all sections of the General Knowledge Examinations, have taken the Professional Education and Subject Area Examination and completed all required coursework except those identified as co-requisites. Co-requisites: EDU 451, EDU 401 and EDU 598. This is a CR/NC course. Fall course only.
|EDU 499||Internship (12)|
Provides the intern with a full semester of full-time school site teaching experience under the supervision of a certified teacher and University supervisor. The intern will be required to synthesize and apply theories acquired in coursework to realistic classroom situations, demonstrate the 12 Accomplished Practices, and integrate program related curricular outcomes. Pre-requisites: Apply to Internship, be fully admitted to an undergraduate program/major in the Adrian Dominican School of Education, 2.5 overall GPA, passed all sections of the basic skills test (CLAST, Praxis 1 or General Knowledge examinations), have taken the Professional Education and Subject Area Examinations, completed all professional education courses with a grade of C or better (Students may apply for Internship with one professional education course remaining in their program/major.), must have completed at least 30 semester hours of coursework at Barry University, received credit in EDU 496 Accomplished Practices Seminar, and demonstrated “fulfilled” on at least six (6) of the Florida Educator Accomplished Practices to apply for Internship and nine (9) fulfilled to begin Internship. NOTE: This is a CR/NC course. This course may only be taken by students who completed their coursework prior to 2011 and only need to complete Internship to earn their degree.
|EDU 499F||Internship for the Bachelor of Science in Education with an MS Option (6)|
This is the second of two advanced level school based clinical experiences in the senior year of study and provides the student with a full week of full-time school site experiences under the supervision of a certified teacher. The Intern will be required to apply the knowledge acquired during coursework in education as well as specific content related experiences in the areas of mathematics and science. This is a CR/NC course. Pre-requisite: CR/NC in EDU 497. Pre-requisites: Apply to Internship, 2.5 overall GPA, passed the Professional Education and Subject Area Examinations, completed all professional education courses with a grade of C or better and must have completed at least 30 semesters hours of coursework at Barry University. NOTE: This is a CR/NC course. Spring course only.
|TSL 400||Comprehensive ESOL Strategies (3)|
This course develops the knowledge, skills, and dispositions necessary to prepare educators to understand cultural, developmental, linguistic, and social considerations upon which language acquisition and instruction are based. Equipped with this understanding, educators can bring to their future coursework, and ultimately to their classrooms, the knowledge, skills, and dispositions to develop, implement, and advocate for the most effective language instructional strategies as change agents in the service of stakeholders including students, student families and communities, and society in general. Field experience required. Fall course only.
|TSL 415||ESOL Instruction and Assessment Practices (3)|
This course is designed to build on the knowledge, skills, and dispositions acquired in the TSL 400, Comprehensive ESOL Strategies, course. The primary focus of this course is to link the theory and practice for effective and efficient instruction of and assessment for diverse K-12 English Language Learners (ELLs). Pre-requisite: TSL 400. Spring course only.
|ECE 201||Philosophical and Sociological Foundations of Early Childhood Education (3) |
Philosophical and Sociological Foundations of Early Childhood Education is designed for the pre-service teacher beginning curriculum development to examine developmental milestones in relationship to the physical, social, emotional and cognitive growth and development of young children. While observing play-based theory in practice in a variety of early childhood settings, students will interview experienced teachers, discuss the importance of integrated learning experiences and design a developmentally appropriate learning environment. Community resources will be identified and assessment in relation to the development of the whole child will be explored. Field experience required. Pre-requisites: EDU 160 (or equivalent) and EDU 221 (or equivalent). Fall course only.
|ECE 202||Literacy Based Integrated Curriculum for Early Childhood Classroom: Creative Arts and Social Studies (3)|
This course focuses on the importance of integrated, developmentally appropriate literacy-based creative arts and social science experiences in the preparation of curriculum for the early childhood period of development. Emphasis is placed on interpreting data collected from a variety of assessment instruments to design an interdisciplinary curriculum from the perspective of constructivist theory. Field experience required. Pre-requisite: ECE 201. Spring course only.
|ECE 302||Literacy Based Integrated Curriculum for Early Childhood Classroom: Math, Science & Nutrition (3)|
This course has a focus on the standards, principles, and practices to consider when teaching mathematics, science and nutrition to young children ages birth to grade 3. An emphasis will be placed on developing an integrated developmentally appropriate literacy-based math and science curriculum that includes appropriate content, processes, environment and materials, and child-centered choices. Emphasis is placed on interpreting data collected from a variety of assessment instruments in order to plan, revise and adapt instruction appropriately. Policies and current issues related to child safety, health and nutrition will be examined in the context of an integrated early childhood setting. Field experience required. Pre-requisite: ECE 202. Spring course only.
|ECE 402||The Reflective Early Childhood Professional (3)|
This course builds upon knowledge of historical and social foundations in early childhood education to develop an awareness of values issues, ethical and legal issues, and the importance of being an advocate for children and families. It is designed to increase students’ awareness of the roots of the profession and understand the importance of professionalism. Students will reflect upon current trends in early childhood education, best practices, and their role in advocacy and public policy. Field experience required. Pre-requisite: ECE 302. Spring course only.
|EMC 201||Understanding Curriculum and Assessment (3)|
This course is the first in a series of four courses for the Early and Middle Childhood specialization candidate and provides an introduction to curriculum, instruction, and assessment. The elementary curriculum will be explored through the study and use of curriculum frameworks, standards, and assessment strategies as candidates learn to design effective, differentiated instruction and assessment. Special attention is given to the socio-cultural context of schooling and the impact that has on teaching and learning. Field experience required. Prerequisites: EDU 160 (or equivalent) and EDU 221 (or equivalent). Fall course only.
|EMC 202||Designing Instruction & Assessment (3)|
Preservice teachers will consider the learning context as they use practical and authentic resources to evaluate curriculum plans, observe instruction and assessment, and design and implement differentiated instruction and assessment activities. Field experience required. Prerequisite: EMC 201. Spring course only.
|EMC 302||Developing and Implementing Differentiated Curriculum & Assessment (3)|
Applies theories and practices concerning curriculum design, differentiated instruction, and authentic assessment. Integrates problem solving skills into planning and instruction through a social justice framework in the early and middle childhood classroom. Field experience required. Prerequisite: EMC 202. Spring course only.
|EMC 402||Integrating Curriculum & Assessment in the Elementary School (3)|
This course will focus on the development of an integrated unit which will be implemented during the student teaching semester. Students will develop and implement the unit demonstrating knowledge of assessment-driven instruction, differentiated instructional practices that address learning needs of diverse students, the ability to plan integrated instruction, and the ability to plan lessons and learning experiences that promote problem-solving skills. Field experience required. Prerequisite: EMC 302. Spring course only.
|ESE 201||Foundations & Assessment of Special Education (3) |
This course presents an overview of the cognitive, emotional, social, and physical exceptionalities of children and the disability laws that protect their rights to a free and appropriate education. In addition, this course examines the formal and informal evaluation techniques and procedures to provide an objective data base for individualized instruction for children with exceptionalities. Students gain experience in designing classroom tests and examine test data to facilitate decision making. Pre-requisites: EDU 160 (or equivalent) and EDU 221 (or equivalent). Fall course only.
|ESE 202||Special Education Curriculum Design & Development (3)|
This course examines and evaluates curriculum models, including the administration of instructional systems and curriculum materials necessary for students with disabilities. Individualized educational programs and transition planning for post school life are explored and developed. Field experience required. Pre-requisite: ESE 201. Spring course only.
|ESE 302||Instructional Strategies for Exceptional Learners (3)|
This course introduces and evaluates instructional strategies for children with specific learning (LD) disabilities and intellectual developmental disabilities (IDD) based on the development, implementation, and evaluation of individualized education plans. Field experience required. Pre-requisite: ESE 202. Spring course only.
|ESE 402||Positive Behavioral Support (3)|
This course analyzes the various forms of classroom organization, behavior management, and communication skills appropriate for managing the spectrum of behaviors found in exceptional students, including students with emotional and behavioral disorders. Emphasis is placed on the implementation of developmentally appropriate strategies, functional behavioral assessments, and positive behavioral supports in inclusive settings. Field experience required. Pre-requisite: ESE 302. Spring course only.
|ESE 470||Introduction to Children with Exceptionalities (3)|
Presents an overview of the physical, mental, emotional, and behavioral exceptionalities in children and the educational and social implications of each. This course also provides an overview of the field of special education and the legal mandates that protect the rights of individuals with disabilities. Field experience required. Spring course only.
|EDU 502||Research Methods for Advocacy (3)|
This course provides an early entry graduate, level overview of research methods used in education with an emphasis on interpreting and critiquing educational research literature. The models and best practices of academic research are coupled with the strategies for developing advocacy relationships. Students engage in initial stages of data collection the field.
|EDU 520||Advanced Theories of Learning (3)|
Issues and historical perspectives as they relate to learning are explored. Cognitive theories and processes of learning are a primary focus. Development and learning will be addressed, specifically as they relate to the neuroscience of learning, content-area learning, and motivation. This course blends theory, research, and practical applications throughout, in order for students to develop a unified view of learning in educational settings within their socio-cultural contexts.
|EDU 549||Critical Theory and Educational Transformation (3)|
Students will explore critical education theory and community organizing perspectives and strategies and develop skills in advocacy and activism in order to engage in critical analysis and transformation of educational systems. Laws and policies will be explored in order to make connections at the local, state and federal levels. Community-based organizations will be examined as effective agents for social change and community mobilization.
|EDU 582||Mentoring of the Professional Educator (1) |
This course will provide support and guidance to the beginning teacher through critical discussion of the role of the teacher and analysis of classroom-based experiences. It will emphasize the need for inquiry and self-reflection in the learning environment to foster professional development.
|EDU 595||Advanced Curriculum and Assessment (3)|
The focus of this course is upon how assessment data is used to inform instruction and enhance student learning. Outcomes of student learning need to be connected to activism and advocacy for appropriate assessment practices. Consideration of assessment practices and instruments will be in light of students’ diverse needs and cultures and the communities within which they live and learn. Presents the basic principles of development, implementation and assessment of students’ work in light of desired learner outcomes, within the current sociopolitical context. Emphasis is given to a differentiated assessment practices with a focus on problem-based standards-based systems. Discusses statewide accountability systems (e.g., Florida’s A+ accountability System), the issues surrounding high stakes assessment practices, and the inter-relationships between statewide PK-12 standards, accountability, and teacher quality. Identifies appropriate assessment strategies for diverse needs and populations found within inclusionary educational settings.
|EDU 598||Capstone Seminar (6) |
This course is an action research-based experience intended for preservice educators to gain an applied understanding of how their participation as a change agent can support development and social change within communities and groups. This seminar experience is based upon a reflective process of problem solving, led by individuals working with others in teams or as part of a “community of practice” to improve the way they address issues and solve problems. Building upon the concept of service learning as a foundational principle, students will take a historical look at how various efforts to create social change have impacted communities. This is a guided experience requiring collaboration with a community agency, with the aim of effecting positive social change in the second semester of the course.
|EDU 602||Advanced Applied Research (3)|
In this second of a two-course research sequence, students will select a focus for their research that will inform their immediate efforts at teaching, maintaining an awareness of the impact of the research on the participants and their community. Students will engage in the design of a research study, collect data as defined by their methodologies and report on the study findings. Students begin to reflect on the impact of their research on the communities of interest.
|EDU 641||Educational Policy & Leadership for Social Justice (3) |
Students will determine the relevant nature and purpose of education by examining the appropriateness of various educational policies and practices; analyzing their relationship to and affects on the social inequities of race, class, gender, human rights and access to power; and developing a framework for activism and transformation for social justice in education.
|EDU 642||Becoming a Teacher Leader (1) |
This course will help to build a foundation for hope by helping beginning teachers understand and critique commonsense views of schools and conventional practices, while learning how to make choices in their practice on behalf of children and social justice. They will learn how to use classroom inquiry to examine personal teaching practices so as to help all of their students succeed all of the time, resulting in ongoing professional development.
|EDU 696||Community Based Master’s Project (3) |
The Master’s Project developed for this course is community situated and begins with a topic of research that is of practical relevance to the community members involved and approved by the professor. Students are required to explore a topic/issue in depth as part of a field experience designed to allow for students to develop a greater understanding of the social context of education. Depending on her/his interests and the area of need identified, each student will provide an analysis of the educational issue and policies to be addressed from a sociological perspective (school and community contexts). The Master’s Project is unique to each student enrolled in the course, and the emphasis is placed on meeting the educational needs of the diverse populations being served. A framework will be provided for the student to identify a community situated problem, in order to establish a collaborative, action oriented project aimed at meeting the needs and benefiting those involved.