Undergrad. Catalog 07: Elementary Education

Revised May 2007

Department of Elementary Education

106B Recitation Hall
610-436-2944
Martha Drobnak, Chairperson
Lynda Baloche, Assistant Chairperson
Connie DiLucchio, Assistant Chairperson

PROFESSORS: Baloche, Bollin, Brown, Drobnak

ASSOCIATE PROFESSORS: Cai, Slostad

ASSISTANT PROFESSORS: DiLucchio, Kistler, Leaman, Sanderson, Winterton

INSTRUCTORS: Blackburn, Hanna, Patton

The Department of Elementary Education offers programs leading to certification by the Commonwealth of Pennsylvania for elementary education teachers (K-6).

The B.S. Ed. in ELEMENTARY EDUCATION curriculum is designed to provide a broad background of general education, an understanding of children, and the knowledge and skills needed to teach all aspects of the elementary school program. Upon satisfactory completion of the approved program, the student will qualify for a Pennsylvania Instructional I Certificate, valid for six years of teaching in kindergarten and grades one through six.

BACHELOR OF SCIENCE IN EDUCATION - ELEMENTARY EDUCATION (Curriculum K-6)

120 semester hours

1. General ed. requirements, see pages 37-41 (48 semester hours)
Includes GEO 101, LIT 220, MAT 101, SCI 101, SCI 102, and American history

2. Professional education (12 semester hours)
EDF 300, EDM 300, EDP 250 and EDP 351+
+ Courses requiring prerequisites - check catalog course descriptions below.

3. Specialized preparation (57 semester hours)
EDE 200, 251+, 332+*, 352+*, 401+*, 406+*, 410+*, and 411+*; EDR/EDE 302+, 311+, 312+*; EDA/EDE/ECE 230+, HEA 301*; MAT 102+ and 351++*; MDA 240; and SCE 310+*
+ Courses requiring prerequisites - check catalog course descriptions below.
* Advanced program courses that require formal admission to teacher certification to enroll.
++ Prerequisites are MAT 101 and MAT 102 (unless waived by examination).

4. Elective area (3 semester hours)

Application and Approval for Student Teaching

Students are eligible to student teach if they have (a) achieved full-admission status to teacher education, (b) met, by having earned final passing grades, all professional preparation requirements (exception: EDE 406 may be taken concurrently with student teaching), (c) earned at least 102 credits prior to the student teaching semester, and (d) maintained the Pennsylvania-mandated GPA of 2.80. (See page 154, "Formal Admission to Teacher Education" in the "Teaching Certification Programs" section of this catalog.) Student teaching is typically scheduled for a student's final semester at the University.

Students must file an application through the Department of Elementary Education for student teaching; application for student teaching must be made one semester prior to student teaching through the Teacher Education Center, Francis Harvey Green Library 251. Candidates must produce a passing score report from ETS for the Praxis II - Fundamental Subjects: Content Knowledge test prior to student teaching. Candidates must provide an ETS score report indicating that they took the Praxis II - Elementary Education: Curriculum, Instruction, and Assessment test prior to student teaching. Candidates must have passing scores for both tests in order to graduate or be considered a program completer. Following application, students register for student teaching (EDE 410 and 411) as they would for other University courses.

Field Placement in Schools

All field placements for EDE courses, including student teaching, are arranged in conjunction with the Department of Elementary Education. Students are not to solicit placements. While student needs are considered in assigning placements, no particular placement can be guaranteed. Transportation to and from field placements is the responsibility of the individual student. Students must have their criminal, child abuse, FBI federal criminal history records, and TB clearance by the first day of class for EDE 200, EDR 312, and EDE 410/411.

West Chester University does not place students at religiously affiliated schools when public school placements are available and when that placement results in the students' receiving academic credit.

Admission and Progression Requirements in Elementary Education B.S. Ed. Program

Students must meet University admission requirements. All students who enter the University as elementary education majors are designated as probationary teacher education students until they achieve formal admission to teacher education. All students seeking a bachelor of science in education in elementary education must formally apply for admission to teacher education. (See "Formal Admission to Teacher Education" in the "Teaching Certification Programs" section of this catalog.)

Only students formally admitted to teacher education will be eligible to take advanced professional education course work. For elementary education majors, the advanced professional course work includes almost all 300- and 400-level EDE courses and EDE/EDR 312 plus HEA 301, MAT 351, and SCE 310. Students formally admitted to teacher education must maintain the required minimum GPA in order to continue taking advanced professional course work. If a student falls below the required minimum GPA, he or she will be permitted to retake - in accordance with University policy - professional course work that contributed to the fall below the minimum GPA but will not be permitted to take additional work until the minimum is met.

REQUIREMENTS FOR TRANSFER TO THE MAJOR IN ELEMENTARY EDUCATION. Students may apply for "external transfer" (see below) when transferring from another post-secondary institution. Students already admitted to West Chester University as premajors or in another major may apply for "internal transfer" (see below).

Students seeking external or internal transfer must have earned a minimum of 27 college-level credits. Students with 27-47 credits must also have a minimum cumulative GPA of 2.65. The required minimum cumulative GPA for students with 48-59 earned credits is 2.80. Students with 60 or more earned credits must have minimum cumulative GPA of 2.80; have achieved passing scores as established by the Pennsylvania Department of Education on Praxis I PPST examinations in Reading, Writing, and Mathematics; and completed college-level studies in English composition (three credits), literature taught in English (three credits), and mathematics (six credits). If admission availability is limited, applicants will be ranked by cumulative GPA, and selection will be based on these rankings.

External or internal transfer to the major in elementary education does not confer formal admission to teacher education. (See "Formal Admission to Teacher Education" in the "Teaching Certification Programs" section of this catalog.)

EXTERNAL TRANSFER STUDENTS. Transfer credit for freshman- and sophomore-level courses will be granted in accordance with University policy. Professional and specialized preparation courses will be evaluated and approved on an individual basis. Application for the major is made through the Office of Admissions. (See "Formal Admission to Teacher Education" in the "Teaching Certification Programs" section of this catalog.)

INTERNAL TRANSFER STUDENTS. Application is made directly to the Department of Elementary Education. The department admits internal transfer students twice a year - for two weeks early in the fall term and again for two weeks early in the spring term. Call the department for dates and details. (See "Formal Admission to Teacher Education" in the "Teaching Certification Programs" section of this catalog.)

In addition to the general requirements for formal admission to teacher education, B.S.Ed. candidates who are admitted to the major in elementary education in fall 2006 and thereafter must have also: (1) Completed 20 hours of preapproved, unpaid community service for agencies/organizations serving children and/or youth and/or adults with special needs and/or families. At least 10 of these hours must be provided in one setting. (2) Completed a written reflection that has been assessed as satisfactory on how this service has influenced their development as teachers. The nature of the service must provide a direct, concrete benefit to the population(s) an agency/organization serves. The hours that candidates devote to this community service requirements may not also be used to fulfill any requirement for a credit-bearing course.

Minor in Elementary Education (18 semester hours)

Required Courses
EDE 251, 401+, 406+, EDR/EDE 302+, 311+; and one EDE program elective approved by the department
+ Courses requiring prerequisites - check catalog course descriptions below.

Admission to the Minor in Elementary Education

Students seeking a minor in elementary education must have completed 27 credits and must have the minimum cumulative GPA required for their earned credits: 2.65 for students with 27-47 credits and 2.80 for students with 48 or more credits. Students admitted to the minor must maintain the minimum cumulative GPA required of them at admission to the minor in order to continue. Students who fall below the minimum cumulative GPA required are permitted to retake, in accordance with University policy, course work in the minor that contributed to their fall below the required minimum cumulative GPA. Such students will not be permitted to take additional course work in the minor until they achieve the required minimum cumulative GPA.

COURSE DESCRIPTIONS
ELEMENTARY EDUCATION

Symbol: EDE

200 Theory and Field Experiences in Elementary Education (3) Orientation to the curricula, processes, and structures of elementary education today. Field experiences related to course topics.
Open to elementary education majors only

230 Inclusive Classroom (3) The purpose of this course is to prepare preservice early childhood, elementary, and special education students to teach students with disabilities effectively in general education settings. The course will be co-taught by special education, early childhood education, and elementary education faculty. PREREQ: EDE 200.
Diverse communities course
Crosslisted course. Students may not take both courses for credit.

251 Child Development and Behavior (3) A survey of characteristic development and behavior of children between 5 and 13 years of age, situated within theories of human development with emphasis on application to classroom settings.
Open to elementary education majors only

253 Human Development and Behavior (3) Physical, mental, emotional, social, moral, and self factors shaping human behavior throughout the life cycle; specific application to work with individuals and groups in educational settings. PREREQ: PSY 100.

254 Development in the Middle School Child (3) Characteristic development and behavior of children between 10 and 15 years of age; understanding and working with these children in educational settings. PREREQ: EDE 251 and 253 or their equivalent.

302 Teaching the Language Arts (3) Study of teaching language skills in the elementary school: listening, speaking, and writing. Crosslisted as EDR 302. PREREQ: EDE 251.
Open to elementary education majors only
Crosslisted course. Students may not take both courses for credit.

311 Introduction to Reading Instruction (3) An exploratory course investigating the reading process, language and learning theories, and their relation to reading. Historical scope and various programs of reading are studied and evaluated. Crosslisted as EDR 311. PREREQ: EDE 251 or HEA 206.
Crosslisted course. Students may not take both courses for credit.

312 Reading Instruction and Practicum (6) Focus is on mastery of the teaching of developmental reading, early reading, and prereading experiences. The students learn how to plan, teach, and evaluate reading/thinking skills related to the instruction of reading in the elementary classroom. Students work in the public schools with small and large reading groups teaching various aspects of the reading lesson. Students also learn how to evaluate pupil performance and remediate minor reading problems. Crosslisted as EDR 312. PREREQ: EDE 200, EDR 302 and 311.
Open to elementary education majors only
Crosslisted course. Students may not take both courses for credit.

315 Developmental Reading for the Handicapped Child (3) The focus of this course is the study of the nature of the reading process and its relation to language development, motivation and methodology for developmental reading skills, reading programs and materials, problems in dealing with handicapped children, and practicum in reading instruction. Special education majors only. Crosslisted as EDR 315.
Crosslisted course. Students may not take both courses for credit.

330 Instructional Programs and Strategies (3) Introduction to principles underlying the development of instructional programs in the schools. Strategies include cognitive and skill learning, and modes of teaching.

332 Teaching Social Studies in the Elementary School (3) Methods of teaching social studies and geography in the elementary curriculum. Techniques, current research projects, reading materials, resource persons, and field trips used as tools of learning. The organization, development, and use of resource units are stressed. PREREQ: EDE 200 and 251.
Open to elementary education majors only

352 Self and Group Processes in the Diverse Classroom (3) Study of the classroom as a unique social system and intentional community. Application of interpersonal, social learning, and ecological theory in light of diverse sociocultural contexts. Attention directed at the dynamics of racism, ethnocentrism, sexism, classism, and heterosexism in the classroom. Analysis and practice of group process skills shaping teacher-student and student-student relationships. Enhancement of knowledge and skills essential in facilitating collaborative norms in the classroom learning system. PREREQ: EDE 251.
Open to elementary education majors only
Diverse communities course

401 Creativity in the Classroom (3) Exploration of materials and processes of children's perceptions and behavior, aimed at encouraging the development of their critical and creative potentials. PREREQ: EDE 312.
Open to elementary education majors only

406 Classroom Management (3) Detailed investigation of the elementary teacher's role in classroom management. Teacher influence, personality, and class interaction; class roles and expectation; seating plans; discipline; referral; and the teacher's role in evaluating and identifying potential problems in children. PREREQ: EDE 312.
Open to elementary education majors only

409 Independent Study (1-3) Special topics or projects initiated by the student that will enable her or him to do extensive and intensive study in an area of elementary education. PREREQ: Permission of department chairperson.

410 Student Teaching (6) (First half of semester)
Open to elementary education majors only

411 Student Teaching (6) (Second half of semester) Two separate student teaching experiences are required: one in grades K-3 and one in grades 4-6. Weekly practicum sessions are required. PREREQ: See "Application and Approval for Student Teaching" earlier in this section. Candidates must produce a passing score report from ETS for the Praxis II - Fundamental Subjects: Content Knowledge test prior to student teaching. Candidates must provide an ETS score report indicating that they took the Praxis II - Elementary Education: Curriculum, Instruction, and Assessment test prior to student teaching. Candidates must have passing scores for both tests in order to graduate or be considered a program completer.
Open to elementary education majors only

412 Work-Study in the Elementary School (6) Limited practicum for preservice teachers who have taken EDE 200, 251, 311, 312, and 406. Students work for a full term in one school district under supervision. Six credits may be granted toward student teaching requirements (EDE 411). PREREQ: Permission of department.
Open to elementary education majors only

421 Seminar in Elementary Education (3) An intensive study of some current, major developments in elementary education. Topics announced in advance. PREREQ: Senior standing and permission of instructor.
This course may be taken again for credit.

423 Seminar in Communications Skills (3) Intensive study of some current, major developments in communications skills (language arts) related to elementary education. Topics announced in advance. Crosslisted as EDR 423. PREREQ: Permission of instructor.
Open to elementary education majors only
Crosslisted course. Students may not take both courses for credit.
This course may be taken again for credit.

458 Language Arts/Reading for the Unique Child (3) An open-ended course to help students understand and plan instructional programs for the linguistically different, the gifted, and those with special needs. The students will examine various strategies, techniques, management, and viable programs for teaching these children language arts and reading. Crosslisted as EDR 458.
Open to elementary education majors only
Crosslisted course. Students may not take both courses for credit.

489 Teaching Skills to Combat Sexism (3) This course is offered to create awareness in prospective teachers of the extent and consequences of sex role stereotyping at all levels of educational experience. It will develop specific skills, behaviors, and classroom strategies that can eliminate effects of sexism in classrooms and on students. Teaches how to deal effectively with the emotion-laden issue of combating sex-role stereotypes.