~ Amy Strange's Coursework ~
~ Fall 2009 ~
- ED 800:
Course Title: Educational Inquiry
Professor: Steve Weiland
Course Description: ED 800, the introductory course in the MSU online MAED program, is designed to be foundational. It provides an opportunity to think and write about essential questions of education, including: What are its purposes, traditions, characteristic activities, and recurring problems and efforts at reform? What is most worth knowing and how are individual, institutional, and social views of education and the curriculum at all levels reconciled? How do we learn, what do we want from teaching, and from education outside of schools and beyond the years of formal schooling? What role does knowledge of human experience unlike our own play in our learning? How do conditions of contemporary life (e.g., globalization and the new information and communications technologies) influence education?
| ED 800 Syllabus |
| ED 800 Garner v. Spellbound |
~ Spring 2010 ~
- CEP 840
Course Title: Teaching Exceptional Children and Youth in General Education
Professor: Kristin Biehl-Morsehead & Becca Cutler
Course Description: This course introduces the practice of special education in today's schools, with a focus on the United States. We will analyze characteristics of students with learning and behavior disabilities and the implications of learner differences for the legal and professional responsibilities of classroom teachers. We will survey general principles of instruction that can help improve students' access to the general education curriculum, including collaboration with other professionals, universal design for learning, response to intervention (RTI), and assistive technology. Each of these topics is covered in more depth in later courses. We also address multicultural considerations in the diagnosis and instruction of students with disabilities. The overall goal of the course is to expand your expertise and confidence in providing an inclusive classroom that effectively addresses the needs of the diverse population of students.
| CEP 840 Syllabus.docx |
| CEP 840 POP |
- CEP 842
Course Title: Methods of Instruction in Inclusive Classrooms
Professor: Ira Socol
Course Description: The primary objective of this course is to enable general educators to effectively implement research-based instructional methods and adaptations that can be used in classrooms that include students with high-incidence disabilities (sometimes described as “mild”). It is the third course in three-course specialization area for the College of Education Online MA program. We will learn about general principles, specific instructional practices, and we will look at both commercially and freely available materials and curricula designed for use in inclusive classrooms and developed to improve the learning and participation of students with mild disabilities.
| CEP 842 Syllabus |
| CEP 842 Instructional Application |
~ Summer 2010 ~
- CEP 841
Course Title: Classroom Management in the Inclusive Classroom
Professor: Troy Mariage Ph. D.
Course Description: This course is designed to provide teachers and other practitioners with a foundational knowledge in classroom management, behavioral intervention for mild/moderate behavioral challenges, and knowledge of behavioral technologies to support classroom teaching with diverse students, including those with special needs. Especially salient to this course is the acknowledgement of prevention and intervention strategies conducted at multiple levels, including the macro level of schools and communities and at the micro level as teachers negotiate meaning with students on a moment-to-moment basis. Students will directly utilize a series of behavioral assessments in a variety of domains to build a technology of resources for identifying and successfully intervening with problematic behavior. The functional analysis of the etiology of behaviors will allow students to identify crucial factors that motivate, prompt, and maintain the behavior. Students will then apply their principles and understanding of behavioral change to develop and implement behavioral, social, and academic interventions.
| CEP 841 Syllabus |
| CEP 841 Conflict Resolution |
- CEP 882
Course Title: Socio-Emotional Development of School-Aged Youth
Professor: Cary J. Roseth, Ph.D.
Course Description: This course examines social-emotional development from birth to adolescence in the context of school and other settings. Building on the ecological theory of development and current research, the course will consider issues within the family, peer group, and wider socio-cultural ecology that relate to children's ability to develop and learn. Issues in high quality, developmentally appropriate teaching and classroom climates will be emphasized. Topics include emotional development, moral development, self-concept, aggression, peer relationships, family relationships, and socialization in school.
| CEP 882 Syllabus |
| CEP 882 Final Essay 1 |
| CEP 882 Final Essay 2 |
~ Fall 2010 ~
- TE 818
Course Title: Curriculum in its Social Context
Professor: Erik Byker
Course Description: In learning about curriculum in social context, we will take the ordinary institution of education and try to see it as extraordinary. To paraphrase anthropologist Clifford Geertz, we will take the familiar and make it strange. Instead of exploring how or what to teach we will study curriculum and schooling as an historical, social, philosophical and political phenomena. 1. Curriculum has historical dimensions; it takes place within intellectual and cultural traditions that extend backwards and forward in time well beyond the present moment. What have schools been like in different historical eras and why? 2. Curriculum has social dimensions; it is shaped by social forces and, in turn, has social consequences that extend well beyond the walls of the classroom. Should education reproduce the culture, or should it enrich and cultivate human potential and democratic values? Who belongs? How do we decide what fairness and justice are? Some believe that inequalities are inevitable in competitive systems. Others believe that we should not tolerate extreme inequalities in access to basic goods, such as education. How do we justify educational equality and inequality? 3. Curriculum has philosophical dimensions; it involves understanding of the meanings of knowledge, truth, value, justice, liberty, and self. What is the relation between what we teach and the kinds of persons and societies we wish to create? Much of education focuses on the possibility of moral progress - both for individuals and for societies over time - and the conditions under which moral progress can occur. What is a good person and a good society and how can education help foster this? 4. Curriculum has, in the widest sense, political dimensions; it is influenced by the decisions of those with power including political authorities and shapes the quality of political life in society. Who does have power of education? Why? Who should?
| TE 818 Syllabus |
| TE 818 Synthesis Project |
- CEP 818
Course Title: Creativity in Teaching and Learning
Professor: Punya Mishra
Course Description: Creativity is of increasing importance to educators both for their professional success and that of their students particularly given the complex, evolving knowledge ecology we live in. In this online course we will explore a range of questions related to creativity. These include: What does it mean to be creative? Is creativity born or can it be developed/ learned/ nurtured? Does creativity reside in the individual or in the social (or organizational) context within which we live? What does the creative process look like? What is the relationship among creativity, play and humor? (In other words, do creative people have more fun?) How can we become more creative in teaching? How can technology help us become more creative teachers and learners? How can we integrate creativity in subject matter learning? How do we assess creativity? How can we develop creativity in others (particularly in learners)? What are the consequences of these ideas in an era dominated by NCLB?
| CEP 818 Syllabus |
~ Spring 2011 ~
- CEP 832
Course Title: Educating Students with Challenging Behavior
Professor: Dr. Jana Aupperlee & Angie Maupin
Course Description: This is an advanced course in positive classroom management strategies useful with "tough to teach" students. We examine types of behavioral problems that are especially challenging in the classroom: aggressiveness, oppositionality, hyperactivity, and social withdrawal, among others. For each type of problem we explore research-based practices that have proven successful in the classroom and apply them to simulated cases using a positive behavior support approach. We also address building cooperative working relationships with these students' parents. The course is designed to promote "hands on" and interactive learning; the course project involves application of the course concepts to each participant's classroom practice.
| CEP 832 Syllabus |
| CEP 832 Case Study.docx |
- TE 846
Course Title: Accommodating Differences in Literacy Learners
Professor: Maria Selena Protacio
Course Description: There are very few classrooms in the United States today that do not have at least a few struggling readers and writers. More and more, teachers and schools are being held accountable for meeting these students’ literacy learning needs. To meet these needs in a diverse student population, it is vital to make sure every instructional staff member (a) understands how literacy is relevant to student success, regardless of content area, and (b) can successfully integrate evidence-based literacy instructional practices into their teaching. Accordingly, TE 846 is organized around five broad topical areas and associated literacy instruction and assessment practices: cultural and linguistic differences, individual motivation differences, neuropsychological differences, instructional arrangements to accommodate learning differences, and core components of effective literacy instruction. Students in the course learn about the principles of instruction and remediation in reading and writing, classroom assessment techniques for reading and writing, and materials and adaptations for reading and writing instruction. They also learn how to critically evaluate materials, curricula, programs, and practices used in literacy instruction, and how to select, modify, and design literacy materials, tasks, and teaching techniques to meet the specific needs of struggling readers and writers.
| TE 846 Syllabus |
| TE 846 Term Project |
| TE 846 Term Project Attachments |
~ Summer 2011 ~
- ED 870
Course Title: Capstone Portfolio
Professor: Dr. Matthew J. Koehler
Course Description: The Capstone Seminar is designed to engage students in discussion and reflection on their learning in the Master of Arts in Education program. Each student will create a Web-based portfolio that presents a well-organized representation of their work and thinking in the program and participate in online discussion with other students in the seminar around their developing portfolios.
| ED 870 Syllabus |
ED 870 Capstone Portfolio: http://amystrangecapstoneportfolio.weebly.com/
