Prerequisite: EDFD 600 (EDEP 100).
As a follow-up to EDFD 600 (EDEP 100), the course continues to focus on developing induction teachers as leaders and scholars. Building on the research done in EDFD 600 (EDEP 100), participants will produce a publishable research paper, to be presented in a formal academic setting. Course also provides the induction teacher with knowledge of the core principles and standards of accomplished teachers as identified by the National Board for Professional Teaching.
EDFD 602 (102) Learning Theory (3)
Study of emerging theories of learning, with emphasis on the application of psychological concepts and principles to the learning process. Recent research and critical issues are examined as they relate to learning.
EDFD 604 (104) Statistics and Measurement in Education (3)
Explores concepts related to measurement and evaluation processes, including descriptive statistics, technical measurement characteristics, test item construction, alternative assessment, standardized achievement and aptitude measures, and non-achievement-related measures. Emphasis on school and classroom-level applications.
EDFD 606 (106) Research in Education (3)
Study of basic educational research design and use of basic research techniques. Topics include identification of a research problem, development of a research design, conducting the subsequent study, and implications of the results for educational practice.
EDFD 608 (108) The Culture of Schooling in America (3)
In-depth examination of the major historical, philosophical, social, economic, and ethical influences on education in a democratic society. Lectures, readings, and activities focus on how these factors have affected educational thought and institutions in America from its founding to the present.
EDFD 640 (140) Best Practices for the Induction Teacher (3)
Designed to provide the induction teacher with a support system throughout the first year of teaching.
Best practices from the field are introduced, discussed, and modeled, with emphasis on preparation for the beginning of school, classroom management, performance dimensions of ADEPT, and application of educational research and practices. Course offers opportunities for the induction teacher to network and share common concerns with master teachers and instructional support personnel from participating school districts and Furman University. Limited to participants in the Teacher to Teacher program.
EDFD 970 (170) Teaching Internship (6)
Prerequisites: Completion of a baccalaureate degree in education or an approved academic discipline related to subject area for teaching. Designed for candidates enrolled in Furman's extended program only.
Provides candidates with opportunities to plan and implement instruction, manage the classroom, evaluate student progress, communicate with other professionals and parents, and develop as professional educators under the supervision and mentoring of university and public school personnel.
EDFD 879 (199) Master's Seminar in Education (3)
Note: Candidates for the Master of Arts degree in education must enroll in EDFD 879 (199): Master's Seminar in Education as the culminating course in the degree program. Registration for EDFD 879 (199) requires permission of graduate adviser. Course integrates knowledge and underlying concepts from the core courses in the master's program with the student's concentration. Participants will demonstrate ability to synthesize previous course work and to understand the holistic nature of an advanced degree in education. Emphasis is on oral and written communication, as well as use of information technology.
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EDEC 640 (140) Caregiving and Learning: The Infant and Toddler Years (3)
Prerequisite: EDU 120 (ED 20) or equivalent. Recommended: EDU 225(ED 25) / EDEC 642 (142).
Focuses on designing high-quality caregiving environments for children, birth through age 3. Through a study of developmental milestones of very young children and factors which lead to positive developmental outcomes, students evaluate and design learning environments for infants and toddlers that provide for appropriate interactions between staff and children and give consideration to curriculum and materials, health and safety, staffing and parental involvement. Class time includes two days of field experience each week.
EDEC 641 (141) Teaching and Learning: The Preschool Years (3)
Prerequisite: EDU 120 (ED 20) or equivalent. Recommended: EDU 225 (ED 25) / EDEC 642 (142).
Focuses on the development of children ages 3 - 5 and the design of optimal learning environments for this age child. Students observe, evaluate, develop, and adapt a wide range of commercial and teacher-made materials, methodologies, and curriculum resources for classroom use, and work collaboratively with professional staff and parents of young children during weekly field experiences in a classroom serving young preschool children. Course has a field experience component which requires work with young preschool children and parents.
EDEC 642 (142) Teaching and Learning: The Early Primary Years (3)
Prerequisite: EDU 120 (ED 20) or equivalent.
Introduction to the field of early childhood education. Focus is on the development of children ages 5 - 8 and the design of learning environments, including curriculum and instruction, that will foster optimal growth and development. Course has a field experience component which requires work with kindergarten children and parents.
EDEC 746 (146) Methods and Materials for Educating Young Children with Diverse Abilities (3)
Prerequisite: EDU 120 (ED 20) or equivalent.
Examines curricula, instructional strategies, and support materials for children with diverse abilities, birth to age 8, and their families. Planning, implementation, and evaluation of instruction is emphasized. Includes a minimum of 20 hours of field experience.
EDEC 960 (160) Practicum in Teaching the Young Child (3)
Supervised application of instructional methods for the young child. Prerequisites: EDEC 640 (140), 641 (141), 642 (142), 746 (146). Must be the last course in the early childhood sequence.
EDEX 621 (121) Education of Students with Exceptionalities (3)
Characteristics of persons with exceptionalities, implications for teaching and learning, and applications of special education procedures and services. Extensive field experiences are incorporated.
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EDEX 622 (122) Nature of Learning Disabilities (3)
Prerequisite: EDEX 621 (121) or equivalent, or permission of instructor.
Designed to teach students the history of the field of learning disabilities, related educational theories, available educational services, and appropriate strategies for working with individuals with learning disabilities. Field-based experiences are incorporated.
EDEX 623 (123) Nature of Emotional/Behavioral Disorders (3)
Prerequisite: EDEX 621(121) or equivalent, or permission of instructor.
Study of individuals with emotional/behavioral disorders, major theoretical perspectives, and current issues and research. Factors which interrelate with emotional/behavioral disorders (community, school, family) are considered, and appropriate intervention strategies are studied. Field-based experiences are incorporated.
EDEX 741 (141) Procedures for Teaching Individuals with Exceptional Learning Needs I: Pre-K Through Grade 5 (3)
Prerequisite: EDU 221 (ED 21) or equivalent; EDEX 622 (122) or EDEX 623 (123) or permission of instructor.
Processes of assessment specific to individuals with exceptional learning needs; the development of appropriate individualized education plans (IEPs) for these students, pre-K - grade 5; instructional theories and procedures; and planning of inclusive curricula. Study of appropriate and effective instructional practices using students' individualized family service plans (IFSPs) and IEPs.
EDEX 742 (142) Procedures for Teaching Individuals with Exceptional Learning Needs II: Grade 6 Through Transition (3)
Prerequisite: EDU 221 (ED 21) or equivalent; EDEX 622 (122) or EDEX 623 (123) or permission of instructor.
Procedures for teaching middle and high school students with exceptional learning needs and exploration of postsecondary/transition options. Study of appropriate and effective instructional practices using students' individualized education plans (IEPs) and individualized transition plans (ITPs). Includes research of appropriate alternative assessments. Collaboration with agencies is integral to the course.
EDEX 643 (143) Differentiating Instruction for Students with Diverse Needs (3)
Theory and practical strategies for modifying curriculum to meet the needs of all students. Topics vary according to need, grade level, and subject area.
EDEX 745 (145) Social and Behavioral Interventions (3)
Prerequisite: EDEX 621 (121) or permission of instructor.
Development of a knowledge base and skills for implementing applied behavior analysis and social skills instruction with groups and individuals with variant behaviors.
EDEX 646 (146) Advanced Behavior Management (3)
Nonbehavioral techniques of managing variant behavior of exceptional children and youth, using the supportive, valuing, and social discipline models. Training in crisis resolution, crisis intervention, and social skills.
EDEX 962 (162) Practicum in Teaching Students with Learning Disabilities (3)
Prerequisites: EDEX 621 (121), 622 (122), 741 (141), 742 (142), and 745 (145), or permission of instructor.
Supervised application of instructional and behavior management strategies for students with learning disabilities.
EDEX 963 (163) Practicum in Teaching Students with Emotional/Behavioral Disorders (3)
Prerequisites: EDEX 621 (121), 623 (123), 741 (141), 742 (142) and 745 (145) or permission of instructor.
Supervised application of instructional and behavior management strategies for students with emotional/behavioral disorders.
EDRD 640 (140) Foundations and Current Trends in Literacy Research and Practice (3)
Critical reading and discussion of theories, models, and current research designed to improve language arts instruction and develop understanding of reading and writing as processes. Topics include: the politics of literacy, balanced literacy, content area literacy, writing instruction, bilingual education, response to literature, adolescent literacy, assessment, and multiliteracies.
EDRD 641 (141) Teaching Reading and Writing in the Content Areas (3)
This course is designed for prospective and in-service elementary, middle, and secondary school teachers. It will provide opportunities for an in-depth study of teaching reading and writing in various subject matter areas and present skills and strategies that facilitate reading, writing, and learning with content textbooks, content-area authentic texts, and other media.
EDRD 729 (129) Literacy Methods and Instructional Strategies (3)
This methodological course is designed to give an understanding of reading and writing as literacy processes and develop reading and writing proficiency emphasizing critical thinking and metacognitive skills. The content of the course will focus on integrating communication processes in both English-Language Arts and content areas; children's and adolescent literature and its effective presentation in the classroom; and the role of the teacher as a reflective practitioner.
EDRD 747 (147) Critical Survey of Children's Literature (3)
This course is a review of literary theory and research and survey of children's literature, novels, and picture books published primarily in the past ten years and appropriate for the elementary and middle school student. Selections also include multicultural exposure for students through a variety of genres. Course work will emphasize the research-based, critical evaluation and selection of books; methods for linking reading, writing, and literature; and techniques for guiding children's reading.
EDRD 748 (148) Critical Survey of Literature for Young Adults (3)
This course is a review of literary theory and research and survey of middle and high school level literacy programs and pedagogical practices related to the teaching of poetry, short stories, traditional literature, nonfiction and novels written for the adolescent. Selections also include multicultural exposure for students through a variety of genres. Course work will emphasize the research-based, critical evaluation and selection of books; methods for linking reading, writing, and literature; and techniques for guiding adolescent reading.
EDRD 749 (149) Assessment and Instruction in Reading and Writing (3)
Prerequisites: EDRD 640 (140), EDRD 641(141), EDRD 729, or approved equivalents.
This course is an exploration of various cognitive and affective assessments in reading and writing with strategies for using data to adapt instruction for learners with reading difficulties.
EDRD 750 (150) Scholarly Reading and Writing (3)
With demands higher than ever for K-12 educators to be scholars and leaders, this course offers workshop opportunities for literacy educators to expand and refine their literacy skills as consumers of educational research and as writers of scholarly works. Candidates in this course will read and analyze a wide range of scholarly works, both qualitative and quantitative, while also drafting their own original scholarly writing to submit for publication Teachers in the course will interact and participate in decision-making with other teachers and teacher educators as they explore the work of literacy teachers and reading specialists/literacy coach specialists.
EDRD 965 (165) Practicum I: Assessment of Reading and Writing (3)
Prerequisites: EDRD 640 (140), EDRD 641(141), EDRD 729 (129), EDRD 749 (149), or approved equivalents.
In this practicum setting, candidates will teach a series of strategy lessons that improve the reading and writing processes of students in their own classroom or in a classroom setting the professor approves. Classroom assessment data will be gathered and analyzed continuously as participants make instructional and evaluative decisions during 50 hours of field work. Students will also create and conduct professional development opportunities for peers.
EDRD 966 (166) Practicum II: Advanced Assessment of Reading and Writing (3)
Prerequisites: All courses in the literacy concentration, including EDRD 640 (140), EDRD 641(141), EDRD 747 (147) or EDRD 748 (148), EDRD 729 (129), EDRD 749 (149), and EDRD 965 (165).
A second practicum in the series of practica in the literacy concentration that involves supervised application of comprehensive assessment and instructional strategies in a clinic setting designed to develop affective and cognitive skills in reading and writing processes in intermediate elementary or middle school aged students. Candidates are expected to spend at least 50 hours with learners in the clinical setting.
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EDSL 718 (118) Organization and Control of American Schools (3)
A study of the conceptual and structural organization of public education, educational governance, and policy making at the federal, state, and local levels.
EDSL 719 (119) Leadership in Educational Organizations (3)
A study of leadership principles and theories and the administrative and management applications of such in educational organizations.
EDSL 721 (121) Interpersonal and Group Relations in Education (3)
Focus is on theories of individual and group behavior and on the development of interpersonal skills for working effectively in an education setting.
EDSL 823 (123) Managing Finance and Resources in Schools (3)
Prerequisite: EDSL 719 (119)
. A study of fundamental concepts of local, state, and federal financing of schools and of the business functions of school-level administration, with emphasis on the budget process.
EDSL 724 (124) School Personnel Administration (3)
Examines the personnel roles and responsibilities of school administrators. Topics include planning, recruitment, selection, induction, bargaining, performance appraisal, development, compensation, records management, policies and procedures, and legal issues.
EDSL 825 (125) Schools and the Law (3)
Examination of selected court cases in relation to public and non-public schools, with implications for school practice.
EDSL 726 (126) School Program Evaluation (3)
Study and application of processes used to evaluate a comprehensive school program.
EDSL 727 (127) Strategic Planning and Thinking in Education (3)
This course is a study of strategic planning and thinking for the learner-focused educational system which integrates curriculum, instruction, assessment, facilities, human resources, finance, and educational technology.
EDSL 730 (130) Designing and Implementing Curriculum (3)
Study of the school curriculum including objectives, current issues, experimentation and change. Perspective and methodology to equip the teacher, administrator, or supervisor to participate effectively in curriculum development.EDSL 840 (140) Supervision and Instructional Leadership (3)
Introduction to educational supervision, including the primary supervisory responsibilities of the building-level administrator for providing leadership to improve instruction. Course includes required field experience.
EDSL 849 (149) The Principalship (3)
Prerequisite: EDSL 119
. A study of the roles, responsibilities, functions, authority, and leadership practices of the school principal in improving school effectiveness. Focus is on the skill dimensions and performance domains of the principalship. Course includes required field experience.
EDSL 971 (171)E Internship in Elementary School Administration (2)
EDSL 972 (172)E Internship in Elementary School Administration (2)
EDSL 973 (173)E Internship in Elementary School Administration (2)
EDSL 971 (171)S Internship in Secondary School Administration (2)
EDSL 972 (172)S Internship in Secondary School Administration (2)
EDSL 973 (173)S Internship in Secondary School Administration (2)
Limited to students enrolled in Furman's school leadership concentration who have prior approval. Supervised application of principles of school administration in the areas of curriculum, instruction, and assessment; staff personnel; student personnel; finance, operations, and business; and school-community relations. Performance activities are designed to develop management and leadership skills.
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851 Interpersonal and Group Relations in Education (3)
This course is a study of individual and group behavior in organizations. Emphasis is a on interpersonal skill development and skill assessment which, in conjunction with findings from theory, research, and practice, enable candidates to reflect on themselves as leaders.
852 Data Analysis for Educational Leadership (3)Prerequisites: EDFD 604 and 606 or equivalent.
The course builds upon student prior experience in analysis and interpretation of basic and inferential statistical procedures with a more refined focus on practical applications for management in educational settings. Advanced data analytic procedures for inference, modeling and forecasting will be emphasized. The course includes use of both Excel and SPSS.
853 School Personnel Administration (3)
This course focuses on identifying, analyzing, and developing effective methods of personnel administration, with an emphasis on human resource responsibilities and functions occurring at the school district office level. Topics include human resource planning, policies, recruitment, selection, induction, evaluation, and professional development.
854 Leadership for Social Justice (3)
A course designed to provide a contemporary and prospective examination of the social, cultural, political, economical and philosophical contexts from which the current issues that affect schools and schooling have evolved. This course is for individuals desiring advanced careers as educational leaders and superintendents, and as such, requires critical thought and systematic reflection. Students will be introduced to a variety of ideas, values, and beliefs surrounding social life, cultural identity, educational reform, and some historical practices. They will then be challenged to explore these constructs from numerous, diverse, and changing perspectives.
855 Leading School Renewal (3)
This course is designed to examine the research and the processes that are important and significant for school improvement. Concepts that will be included in this course are defining school renewal and exploring conditions for its success; using data as a tool to enhance decision-making processes for school improvement; understanding school culture and its relationship to school renewal; identifying legislative improvement planning.
856 School Facilities Planning (3)
A course designed to equip advanced educational leaders to improve the knowledge base, skills levels, and communications practices among the various groups involved in planning, designing, constructing, using and managing educational facilities. To introduce concepts that encourage people who plan and design physical learning environments to become more responsive to student’ needs and community cultures.
858 Evaluation of School Programs and Personnel (3)
This course is a study of the requirements, practices, procedures, and problems of administrative evaluation of school programs and personnel. The course provides a broad survey of educational evaluation theory, standards, models, approaches, and practice, with a focus on practical guidelines for planning, conducting, and using evaluations to review and improve instruction and the performance of personnel.
859 The Superintendency (3)
This course is a study of the leadership and management roles, responsibilities, opportunities, and challenges of the district superintendent and other district level administrators. The course examines the knowledge, skills, and dispositions that superintendents must develop to effectively lead and manage change in a school district. Emphasis will be placed on the relationship between the superintendent and the local school board as they deal with policy, policy administration, leadership roles, and community relations.
975 Internship in the Superintendency and District Administration (3)
976 Internship in the Superintendency and District Administration (3)
This course provides for the first and second part of a yearlong internship in which candidates participate in planned district level leadership and management field experiences. Based primarily on the Educational Leadership Constituent Council (ELCC) standards, the internship will engage candidates in experiences designed to bring the relationship of theory and practice into focus. Attendance at seminars on campus is required. Candidates will receive a letter grade at the end of each term.
879 Advanced Seminar in Educational Leadership and Research (3)
This course is designed to coincide with the Superintendency in Practice (EDSL 976) and serves as the culminating experience in the Ed.S. Program. Seminar meetings will be held to share experiences, engage in discussions related to practice in educational leadership/administration and student services, and develop plans and policies for the individual school districts in which the candidates are serving.
Course offers a framework for understanding diversity in schools and for conceptualizing the educator's role in promoting an inclusive educational environment. Recent research and critical issues in education related to diversity are presented.
Focus of the course is on an in-depth study of the English language as a system. Emphasis is placed on applying concepts, theories and research in classroom practices to facilitate the acquisition of English.
Course focuses on the history, theories, and teaching strategies, including the use of technology, of teaching English to speakers of other languages. As the first course in the TESOL sequence, this course is designed as an introduction to the field.
Course examines curriculum, instructional strategies, and support materials used for teaching reading and writing to English language learners. Planning, implementation, and evaluation of instruction are emphasized, including the modification and accommodations necessary to meet English language arts standards.
In this course, the theoretical and practical issues associated with testing and assessment of language minority learners will be provided. Instruction and practice in the administration, scoring, and interpretation of norm-referenced, criterion-referenced, and alternative assessment measures of language proficiency and academic achievement are provided.
Course focuses on issues, programs, and strategies for modifying content instruction for English language learners. Emphasis is placed on the content-based learning approach which helps learners to acquire a new language through the study of academic disciplines such as mathematics, science, and social studies.
The field-based practicum is designed to provide candidates with opportunities to demonstrate their knowledge, skills, and dispositions for teaching English language learners (ELL). This course is linked with EDOL 640 (140).
This course is designed to provide participants with a working knowledge of the various models of teaching that support and enhance student achievement in the classroom. There will be a focus on models that support conceptual learning through effective instruction and assessment practices to meet the needs of all learning styles. Emphasis will be placed on providing active, real-life experiences that foster critical thinking, reflection, and understanding.
A comprehensive course designed to give teachers the tools to identify those students who are gifted and talented and also recognize that these students have special needs and special problems. This course will help teachers, through a selection of several models, know more about the programs available for the gifted and talented student and how these gifted students learn. (first course in the two-course series)
A study of current issues and trends related to adapting curriculum for the artistically talented student in elementary, middle, and secondary levels. Special attention is given to integrating the arts and humanities following the guidelines set forth in the South Carolina Arts Curriculum Framework. (second course in the two-course series)
A course designed to help education majors and current educators understand how to integrate technology effectively into the classroom. This course focuses on the use of best practices and current emerging technology to enhance all areas of the curriculum.
Theory and practice of assessment for teachers and other education professionals.
Emphasis on classroom assessment and evaluation practices consistent with SC Curriculum Standards and including differentiated instruction. Methods include performance assessments, instructional rubrics, students portfolios and exhibitions, and objectively-scored tests. Assessments used for improving student performance and teaching practice.
The field-based practicum is designed to provide teacher/practictioners with experience and opportunities to demonstrate their knowledge, skills, and dispositions for implementing PBL into the regular classroom setting.