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Middle Childhood

The Middle Childhood, grades 4-9, licensure program seeks to prepare teachers who effectively integrate pedagogy and developmental theories into cohesive and personally enriching experiences for young adolescents.

To accomplish this goal the student will:

  • Understand the needs of the young adolescent, cognitively, psychologically, physically, and socially
  • Acquire a strong liberal arts foundation and pursue greater knowledge in two content areas selected from: mathematics, reading & language arts, science, and social studies
  • Acknowledge and develop the personal qualities required to be a middle school teacher (e.g., sense of humor, flexibility, creativity, energy, and a cooperative attitude)
  • Cherish young adolescents and find joy sharing in their personal, academic, and social growth
  • Understand the necessity of actively including the family and community in the education of the young adolescent
  • The importance of seeing each child as an individual with unique potential. 
Course work also includes the State-mandated reading core. Field experiences begin in the first semester and continue throughout the program. 

For more information please contact: 
Dr. Mary Jo Cherry
440 646 8147
mcherry@ursuline.edu


Course Descriptions


EDL 101 Introduction to Education (3) 
An overview of education through consideration of historical, philosophical, and social perspectives. Teacher candidates consider the roles and functions of schools within the larger social context, gain an introduction to foundational aims of education and their impact on curricular issues, and begin to develop a personal philosophy of education. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 

EDL 102
 Educational Psychology (3) 
A survey course designed to introduce teacher candidates to psychological principles as they apply to classrooms and school contexts. Teacher candidates are introduced to cognitive, psychological, social, and moral theories of development and consider how these apply to teaching and learning. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 
Prerequisite: PS 101. 

EDL 120 Diversity in Education (3) 
An examination of the philosophical, historical, and legal underpinnings that support contemporary education’s interpretation and implementation of equity in the educational arena. Strategies for adapting instruction to the diverse population are included. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 

EDL 130 Instructional Technologies for Educators (3) 
A course that helps candidates inspire student learning with technology and engage learners with digital tools. Pre-service teachers work to discover “limitless ways to create highly interactive learning opportunities for elementary and secondary school students using . . . a full range of existing technologies . . .” (Maloy, Verock-O’Loughlin, Edwards, & Woolf, 2011). Using 21st century skills and the NETS (National Education Technology Standards) revised frameworks for teaching and learning with technology from ISTE (International Society for Technology in Education), faculty work to provide meaningful ways for candidates to incorporate technology into lessons, making them interactive and motivating to students. 

EDL 210 
Planning for Instruction (3) 
A study of the practical application of principles of instruction on lesson planning. Candidates study the Ursuline College Undergraduate Pre-Student Teaching Lesson Plan and then present a lesson in a micro-teaching context, applying principles of learning and teaching, including assessment practices and use of instructional technology, that support effective classroom teaching and instruction. Requires additional hours of field/clinical experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. 
Prerequisites: EDL 101, 102. 

EDM 215 Adolescent Development and Education (3)
A study of the physical, cognitive, social, emotional and moral development of the young adolescent and how these stages are reflected in the philosophy and organization of middle schools. A project demonstrating an understanding of the relationship between developmental theories and exemplary middle school practice is required. Ohio Standards for the Teaching Profession are used as a basis for reflection and discussion. Requires additional hours of field-based experience during which time the teacher candidate explores the multiple dimensions of an effective middle school and works with small groups of students, BCI clearance, NEA/OEA
student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102.

EDM 260 Systematic Phonics in the Integrated Language Arts (3)
Course addresses the nature and role of systematic phonics and phonemic awareness both in isolation and in meaning-centered reading and writing processes. Current research regarding phonics instruction is explored; the integration of phonics into the language arts program and strategies and materials for applying theoretical perspectives in teaching practice are also included. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102.

EDM 301 Reading Methods in the Middle School (3)
Application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts. Issues of language and language acquisition, word attack skills, vocabulary development, levels of comprehension, critical and creative reading and English Language Learners are addressed. Use of trade books, literature-based basal texts and expository materials geared to the middle school student are covered. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDM 260.

EDM 308 Reading in the Content Area (3)
Critical exploration and analysis of current theory, research, and practice in content areas. Developmental reading instruction in specific disciplines emphasizing assessment of readability, word recognition skills, vocabulary building, level of comprehension, study skills and basic instructional strategies for the teaching of reading in content areas. Includes literacy needs of English Language Learners in the specific disciplines. Also stresses the relationship of reading and writing to academic achievement and learning. Candidates gain experience in conducting needs assessments for reading and writing demands of the elementary and middle school reader. Requires additional field hours, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDM 260, 301.

EDR 345 Reading Assessment and Intervention (3)
Teacher candidates will examine a variety of strategies and guidelines for the appropriate assessment of children’s reading and effective intervention. Concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies are studied. The selection and use of formal and informal assessments such as observation and portfolio assessment with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs will be considered in this course. Review of standardized tests and measurements for children, including those with special needs, will also be addressed. Requires additional field hours, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDM 260, 301, 308.

EDM 350 Middle School Language Arts Methods (2)
The course is designed for one seeking middle childhood licensure in language arts in the State of Ohio. The teacher candidate will study criteria for effective language arts instruction, apply both Ohio Learning Standards for Language Arts and ILA/NCTE Standards to the writing of lesson plans and constructing of an integrated unit, read and discuss questions posed in text, review journal articles relating to language arts education, construct and reflect on her/his personal philosophy of the value and purpose of language arts education. Requires additional hours of field-based experience during which the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210; EDM 215.

EDM 352 Middle School Social Studies Methods (2)
The course is designed for one seeking middle childhood licensure in social studies in the State of Ohio. The teacher candidate will study criteria for effective social studies instruction, apply both Ohio Learning Standards for Social Studies and NCSS Standards to the writing of lesson plans and constructing of an integrated unit, read and discuss questions posed in text, review journals relating to social studies education, and reflect on her/his personal philosophy of the value and purpose of social studies education. Requires additional hours of field-based experience during which the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210; EDM 215.

EDM 354 Middle School Mathematics Methods (2)
The course is designed for one seeking middle childhood licensure in mathematics in the State of Ohio. The teacher candidate will study criteria for effective mathematics instruction, apply both the Ohio Learning Standards for Mathematics and NCTM Standards to the writing of lesson plans and constructing of an integrated unit, read and discuss questions posed in text, review journals relating to mathematics education, and reflect on her/his personal philosophy of the value and purpose of mathematics education. Requires additional hours of field-based experience during which the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210; EDM 215.

EDM 356 Middle School Science Methods (2)
The course is designed for one seeking middle childhood licensure in science in the State of Ohio. The teacher candidate will study criteria for effective science instruction, apply both Ohio Learning Standards for Science and NSTA/NSES Standards to the writing of lesson plans and constructing of an integrated unit, read and discuss questions posed in text, review journals relating to science education, and reflect on her/his personal philosophy of the value and purpose of science education. Requires additional hours of field-based experience during which the teacher candidate will be required to teach, conduct focused observations, and assist the cooperating teacher with her/his duties, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. A preliminary knowledge of technology is expected.
Prerequisites: EDL 101, 102, 210; EDM 215.

EDM 450 Student Teaching in the Middle School (12)
For 16 weeks the teacher candidate, under the supervision of a master teacher, team members, and college supervisor, incrementally assumes planning, advising, and teaching responsibilities culminating in teaching full time in areas of concentration. No additional courses may be pursued during the student-teaching semester. Prerequisites: Completion of professional sequence and content area requirements, BCI and FBI clearances, NEA/OEA student membership, membership in the Specialized Professional Association, and successful completion of Gates 1 and 2 requirements, including passage of OAE licensing exams. Note: Effective July 1, 2017, candidates must also pass the Foundations of Reading OAE test.