Course Descriptions

*Some courses are not offered every semester. Contact the department for further assistance

 

EDS 500: The Sociocultural Context of Learning 
  

    In all societies, educational institutions play a central role in the socialization and stratification of the people. One goal of this course is to develop a critical analysis of the ways in which these processes are carried out in the United States. This will be done through an examination of the enduring and constancy of issues in education over time. Some of these issues include, the basic purposes of education and schooling--those embodied in the curriculum, and, in the social and cultural contexts in which curriculum is taught; the use of schooling to promote equality, versus its role in the reproduction of inequality; and, the role of human agency in affecting changes in schooling policies and practices.

   The material covered in this course will allow students to investigate the combined impact of economic structures, political arrangements, and deep seated norms about race, class, culture, and language, on the schooling and social opportunities of individuals. Students will also be encouraged to reflect on the ways in which their own education, teaching practices, and/or practice of research, contributes to or challenges existing social relations and societal structures.

EDS 501: Comparative Education

Students will investigate the history, major theoretical perspectives, and dominant methodologies in the field of comparative education. They will investigate the impact of globalization on education internationally.
 
Particulars : The students will write critiques of journal articles and an issues paper.

EDS 502: The Psychology of Teaching and Learning

In this class, students will learn to

  1. Identify key theories in the field of motivation in educational psychology and describe their contribution to an understanding of child-rearing and education;

  2. Describe the implications of the key theories of motivation for educational practice, research, and policy;

  3. Apply the major principles and concepts derived from research in motivation in education to the identification, selection, and solution of problems that they will encounter as students, teachers, and parents;

  4. Describe key issues and controversies in motivation theory, research, and practice;

  5. Develop instructional plans based on knowledge of the needs of diverse learners, especially as these needs relate to students' academic motivation;

  6. Understand the personal, cultural, and historical experiences of learners from a variety of socioeconomic and ethnic backgrounds so that they may better develop meaningful instructional activities and assess productive learning outcomes;

  7. Use principles derived from motivation theory to design, implement, and evaluate curricula that emphasizes developing students' critical thinking, problem solving and academic performance;

  8. Better appreciate how ethnicity, class, gender, and other sociocultural factors influence student motivation, learning, and classroom climate;

  9. Appreciate the cognitive processes involved in academic learning, the nature of learning, teaching strategies appropriate to level and content of instruction, and diverse learning styles appropriate to age, level, and content of their area of instruction;

  10. Use and interpret formal and informal assessment tools to monitor and evaluate the academic and affective development of diverse learners;

  11. Better appreciate the use of technology to advance the substance and process of education, both by helping students to acquire basic skills and by helping them learn ways to master more sophisticated skills so they can acquire and apply knowledge over their lifetime;

  12. Reflect on personal background and life experiences, previous teaching experiences, and a variety of teaching models to better develop psychologically sound and culturally responsive teaching practices;

  13. Appreciate the challenges posed to the study of motivation in educational psychology.


EDS 505: History of American Education

A chronological study of the major historical events and philosophical traditions in U.S. education, drawing largely from primary works.

Particulars: Each student will research and write his or her own family educational history and how it relates to the larger picture of American education (fulfills Writing Requirement).

EDS 507: Exceptionality

This course is designed to expose students to information regarding children who require some degree of modification in their educational program because they have learning and behavioral challenges or special talents in thinking, seeing, hearing, socializing, moving, or learning. Specific consideration will be given to information that will assist pre-service teachers in making modifications and interventions in their instructional plans to work towards the academic success of their students.

EDS 531M: English Curriculum & Instruction: Middle Grades

This course examines curricular and instructional issues related to the teaching of English in secondary school. Specifically, the course will assist students in 1) developing a variety of instructional plans based on current theories in the teaching of English and based on an understanding of the personal, cultural, and historical experiences of learners from a variety of socioeconomic and ethnic backgrounds, 2) planning strategies to incorporate effective parental participation in supporting the learning process, and 3) reflecting on the beliefs and assumptions, present experiences, and visions of teaching that influence their current thinking about English teaching.

EDS 531S: English Curriculum & Instruction: Secondary

This course examines curricular and instructional issues related to the teaching of English in secondary school. Specifically, the course will assist students in 1) developing a variety of instructional plans based on current theories in the teaching of English and based on an understanding of the personal, cultural, and historical experiences of learners from a variety of socioeconomic and ethnic backgrounds, 2) planning strategies to incorporate effective parental participation in supporting the learning process, and 3) reflecting on the beliefs and assumptions, present experiences, and visions of teaching that influence their current thinking about English teaching.

EDS 532M: Mathematics Curriculum and Instruction: Middle Grades

This course examines curricular and instructional issues related to the teaching learning of mathematics in grades 4-8.

EDS 532S: Mathematics Curriculum and Instruction: Secondary

This course examines curricular and instructional issues related to the teaching learning of mathematics in grades 7-12

EDS 533M: Natural Science Curriculum & Instruction: Middle Grades

This course is designed to acquaint participants with basic methods and materials appropriate for teaching in the middle school. The methods and materials are integrated with the study of science content. Students will be evaluated on class participation, exams, written work, and the development of instructional material.

EDS 533S: Natural Science Curriculum & Instruction: Secondary

This course is designed to acquaint participants with basic methods and materials appropriate for teaching in the secondary school. The methods and materials are integrated with the study of science content. Students will be evaluated on class participation, exams, written work, and the development of instructional material.

EDS 534M: Social Studies Curriculum & Instruction: Middle Grades

Focus on defining curriculum goals and developing instructional strategies that integrate social sciences, history and the humanities to foster higher order thinking, value analysis, and decision-making skills in multicultural and global contexts for middle grade students

EDS 534S: Social Studies Curriculum & Instruction: Secondary

Focus on defining curriculum goals and developing instructional strategies that integrate social sciences, history and the humanities to foster higher order thinking, value analysis, and decision-making skills in multicultural and global contexts for secondary students.

EDS 541M Teaching Practicum: Middle Grades

This course provides opportunities for MAT Preservice Teachers to observe and participate in the daily activities of classroom teachers and their pupils in varied school situations during the first semester of preservice preparation. Each Preservice Teacher will spend a minimum of ninety clock hours in multiple school settings during the semester. Weekly seminars will provide guidance and support during field experiences, and facilitate the development of each participants reflective capacities

Particulars: Two school rotations: Seminar interactions with Externs (Experienced practicing teachers).

EDS 541S Teaching Practicum: Secondary

This course provides opportunities for MAT Preservice Teachers to observe and participate in the daily activities of classroom teachers and their pupils in varied school situations during the first semester of preservice preparation. Each Preservice Teacher will spend a minimum of ninety clock hours in multiple school settings during the semester. Weekly seminars will provide guidance and support during field experiences, and facilitate the development of each participants reflective capacities.

Particulars: Two school rotations: Seminar interactions with Externs (Experienced practicing teachers).

EDS 542M Teaching Internship: Middle Grades

This course (commonly known as Student Teaching) provides opportunities for Secondary preservice teachers to observe, participate, and teach in classrooms within an assigned school. During the spring semester of the Master of Arts in Teaching (MAT) program, each pre-service teacher works full-time on a daily basis in an assigned school classroom that corresponds to the certification sought by the teacher candidate. Weekly seminars on Emory's campus provide education and support during the internship, and facilitate the development of knowledgeable, competent and culturally responsive educators through reflective practice.

Particulars: Ten weeks, full-time (about 8 clock hours each day) in the assigned school; includes weekly seminars.

EDS 542S Teaching Internship: Secondary

This course is a sequel to EDS 553a Inferential Statistics I. We will continue to study quantitative methods commonly used in educational research. Major topics of the course include survey research, multiple regression and correlation, regression diagnostics, and exploratory factor analysis.

EDS 551: Educational Measurement

 The purpose of this course is to provide the student with an introduction to educational and psychological measurement that includes a consideration of technical issues, as well as policy issues related to test use and misuse in American education. In this course. we will explore some of the key technical issues required for an in-depth understanding of measurement. Some of the technical issues that will be presented include: interpretation of test scores, reliability and validity of test scores. In addition to these technical issues we will consider policy issues related to (1) the selection and evaluation of tests in educational settings, (2) the uses and potential misuses of teacher-made tests, standardized achievement tests, aptitude (intelligence) tests and ability tests, and (3) the use of performance assessments in education. The major theme underlying this course is how to use educational and psychological tests to help us make decisions and to improve American education. It is assumed that the more information that we have, the better our decisions will be. The advantages and limitations of tests will be stressed throughout the course. Further, the importance of using multiple sources of information, both testing and non-testing, in educational decision-making will be emphasized. This course is relevant for all students concerned with educational and psychological testing, and the use of these tests in educational settings.

EDS 555: Computer Applications

Computer Applications is designed as an introduction to the use of computers in support of curricular, educational, and professional goals. The class places heavy emphasis on developing the necessary prerequisite technological skills that will enable preservice teachers to develop technology-enriched instructional plans that emphasize critical thinking and meaningful learning for diverse students populations. Specifically, you will be required to collaborate on three technology-enhanced projects. The first will be a collaborative PowerPoint presentation of technology-based resources in the group's content area (mathematics, language arts, science, or social studies). The second will be to develop individual teaching websites with links to student and parent pages. The third will be a group iMovie project created around an educational theme. In the context of these projects participants will demonstrate related proficiencies recommended in the ISTE NET Standards for teachers

EDS 572 School Issues Seminar classes

This course on the basics of classroom management has been planned to help you build bridges: between theory and practice, between yourself as a novice and yourself as a beginning practitioner, and between yourself and the community of pupils who you will be teaching later in the year. You will develop a basic management plan for your own classroom.
 
By the end of the course you should understand the:
      - Purposes for procedures, how to set and practice them, and have identified those that you feel you will try in your classroom
      - Purposes for rules, how to set them, and have identified some basic rules that you feel are important for your classroom
      - Ways of dealing with several behavior issues and have identified some you think you will incorporate into your teaching practice
      - Ways that instructional practices are related to classroom management
      - Method of observing classroom activities and keeping a journal.

Particulars: This course is taught in conjunction with the Emory middle grades' summer program called Challenge & Champions held on the Clairmont campus of Emory University. M.A.T. students in EDS 572 will meet for class in the Student Athletic and Academic Center (SAAC) located at the Clairmont campus. Please note that there is no student parking on that campus and therefore the university shuttle service must be utilized to get to class.
 
This course begins with 2 half-day classes on Thursday, June 21st and Friday, June 22nd prior to the beginning of the middle grades' program. Then for the remainder of the course, M.A.T. students will be engaged in a short morning seminar followed by immersion in the C&C program. M.A.T. students will observe and assist mentor teachers who instruct the children. M.A.T. students will also work with a mentor teacher to deepen and extend the classroom observation and assisting experiences. Graded assignments will be submitted regularly and a final classroom management plan will be developed.
 
M.A.T. students will be emailed prior to the start of this course with details for the first day's class

EDS 572 is designed to equip middle and high school teachers to be effective teachers of reading and writing for a diverse group of learners. Teachers will learn research-based strategies of instruction for improving students' comprehension, writing, and learning in the content-area classroom. Further, teachers will develop expertise in  

teaching literacy processes so that their students develop as active, independent readers and writers. Topics include literacy theory, instructional strategies for reading and writing across the curriculum, assessing literacy development, word study and vocabulary development, constructing meaning in expository and narrative text, the writing process, and the reading-writing-thinking connections.

This course is designed to advance the professional development of pre-service mathematics teacher interns through two integrated components. The first is an on-campus seminar that focused on the further development of participants' mathematical knowledge for teaching (MKT), particularly as it relates to the specific level of instruction of their current teaching internship. The second component involves support for participants’ planning for instruction, feedback from school-site observations of instruction, and formative assessments of participants’ teacher work sample and professional teaching portfolio.

Particulars: This course is restricted to pre-service middle and secondary teachers in the teaching internship semester of their MAT program

This support seminar is the professional preparation course for preservice teachers. Building upon the experiences you have gained as observers and teachers in the schools during the fall semester, this seminar will provide an opportunity for you to demonstrate your ability to integrate pedagogical knowledge, curricular knowledge, and subject matter knowledge and to apply your understanding in the implementation of culturally responsible curriculum. The seminar also introduces you to the professional responsibilities you have as English teachers. 

The purpose of this support seminar is to provide focused help in planning for and teaching science at the middle grades and secondary level. Students will meet regularly with science education faculty to discuss current and future issues as they directly relate to the preservice experience. This seminar supports the EDS 542 Teaching Internship that runs concurrently

This course is designed to advance the professional development of social studies teachers through two integrated components. The first component is an on-campus seminar that will focus on the further development of participants' pedagogical content knowledge in social studies education. Attention is given to translating research and issues-based approaches into specific classroom practice. Participants will be required to implement some of these approaches and ideas with their own students and report on their findings. The second component includes observations of MAT interns and follow-up content-focused coaching sessions between pre-service teachers and instructor(s).

Particulars: This course is principally designed for pre-service middle grades and secondary teachers while they are in the intern semester of their MAT program.

 

EDS 771 Foundation Seminar

EDS 747: Supervision Internship

Theory and practice in school supervision

Particulars: Prerequisite, completion of fall semester EDS 747S with a grade of B- or higher and recommendation for continuation in the leadership program by the faculty.

EDS 746: Curriculum Internship

EDS 748: Research & Evaluation Internship

EDS 774P: Professional Seminar

EDS 774: Research Seminar

EDS 799: Dissertation Research

TATT 600: EDS Graduate School Workshop

TATT 605: EDS Teaching Assistantship

TATT 610: EDS Teaching Associateship