Undergraduate Educational Foundations
2013 Fall Term
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Educational Foundations 212
This course is designed primarily for secondary school teachers. Among the areas considered are the psychology of teaching, learning theories, memory, development, intelligence, creativity, individual differences, motivation, and classroom management.
PORTFOLIO DEVELOPMENT I
Educational Foundations 214
This course provides a hybrid course format (online & face-to-face) for students who need to fulfill the preprofessional portfolio requirement for admission to professional education. It is designed to assist students in developing a Phase 2 developmental preprofessional portfolio aligned with University of Wisconsin-Whitewater's College of Education (COE) conceptual framework and Wisconsin Department of Public Instruction's (DPI) standards and assessment categories. Students will also be instructed in development of the basic preprofessional requirements (philosophy statement, key/seminal artifacts, and reflective statement(s)).
Educational Foundations 222
A developmental study of the child from conception to the onset of puberty, including physical, psychosocial and cognitive growth. Concurrent enrollment in EDFNDPRC 210 and EDFOUND 243, pass 2 portions of PPST and 2.75 combined GPA.
INTRODUCTION TO HUMAN DEVELOPMENT
Educational Foundations 230
The focus of this course is the study of human development and change throughout the entire lifespan from psychological, sociological, and biological perspectives.
FOUNDATIONS OF EDUCATION IN A PLURALISTIC SOCIETY
Educational Foundations 243
This course is designed to prepare students to understand and teach in school settings with diverse populations. Attention will be directed to major educational issues, the experiences of students from diverse backgrounds, and the role of the teacher in a pluralistic society. Through an emphasis on historical, cultural, and sociological perspectives, students will understand how issues of diversity have shaped the educational experiences of different groups of Americans. For those seeking licensure in education, concurrent enrollment in EDFNDPRC 210 and EDFOUND 212 or EDFOUND 222, pass 2 portions of PPST and 2.75 combined GPA.
URBAN EDUCATION: ISSUES AND POLICIES
Educational Foundations 341
This course introduces students to important issues and policies that influence urban schools. It provides a deeper understanding of the difficulties schools, parents, children, and teachers face in making American schools a truly equitable institution. The course is suitable for future teachers and policy professionals interested in the social, political and economic factors that shape urban schooling.
MEASUREMENT AND EVALUATION IN PHYSICAL EDUCATION
Educational Foundations 423
A study of principles and techniques used to evaluate pupil progress in physical education through a survey of available testing instruments and the use of elementary statistics.
MEASUREMENT AND EVALUATION IN THE ELEMENTARY SCHOOL
Educational Foundations 424
This class is designed for special education, communicative disorders, and elementary education majors. It includes testing, measurement, and evaluation of student progress in multiple contexts. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems.
MEASUREMENT AND EVALUATION IN THE SECONDARY SCHOOL
Educational Foundations 425
This class is designed for special education, communicative disorders and secondary education majors. It includes testing , measurement, and evaluation of student progress in multiple contexts and subject areas. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems specific to the secondary school setting.
UNDERSTANDING AND DEALING WITH DISRUPTIVE CLASSROOM BEHAVIOR
Educational Foundations 475
Designed to give students an opportunity to discuss the various theoretical approaches to handling disruptive behavior in the classroom and to apply these approaches to actual problem situations. Emphasis will also be placed on the prevention of behavior problems through the development of effective classroom procedures. Recommended for all Education majors.
HUMAN ABILITIES AND LEARNING
Educational Foundations 481
This course is designed to help educators comprehend and apply the fundamental psychological principles underlying the teacher-learning process. Among the areas considered are motivation, classroom management, instructional applications, individual differences and creativity.
Educational Foundations 482
This course is designed for students at the senior or graduate level who find it necessary to be an educated consumer of statistical information. This is designed to be a first course on this topic. Major areas of study include gathering/organizing data, probability, inferential techniques (t-test, ANOVA, follow-up tests, correlation, and repression), non-parametric techniques (chi-square test), and single subject designs.
Educational Foundations 496
Variable topics. Group activity. Not offered regularly in the curriculum but offered on topics selected on the basis of timeliness, need, and interest, and generally in the format of regularly scheduled Catalog offerings. Repeatable for a maximum of 9 credits in major/degree. Prereq: Consent of instructor
Educational Foundations 498
Study of a selected topic or topics under the direction of a faculty member. Repeatable. Prereq: Sponsorship of instructor and permission of department.