DEPARTMENT OF ELEMENTARY EDUCATION/ SPECIAL EDUCATION
Lester Clark
Chairman/Professor
lclark@lunet.edu |
205 W Sanford Hall
Phone: 405.466.3269
Fax: 405.466.3209 |
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ELEMENTARY EDUCATION
The Department of Elementary Education seeks to guide prospective
and in-service teachers in the selection of non-specialized courses in
major fields of knowledge and to provide experiences leading to the development
of competencies necessary for successful participation in community living
and in understanding, teaching, and guiding children.
- I. Degree: Bachelor of Science in Education
- II. Major: Elementary Education
- A. General Education: 66 hours
- B. Required Courses: 41 hours
- ED 2303 Foundations and Reading in the Elementary Schools
- ED 3023 Integrated Language Arts Social Studies II
- ED 3043 Trends in Reading
- LS 3153 Children's Literature
- ED 3403 Integrated Language Arts and Social Studies
I
- ED 3413 Integrated Mathematics and Science for Elementary
School Teachers I
- ED 3423 Integrated Mathematics and Science for Elementary
School Teachers II
- MS 3913 Elementary School Music
- PE 4123 Physical Education for Elementary Schools
Teachers
- ED 4243 Diagnostic and Remedial Reading
- AT 4913 Public School Art
- *Area of Concentration: 2 hours
- C. Additional Requirements: 35 hours of Professional Education
(see Teacher Education program.) Minimum of 18 hours in one of the following
areas of concentration:
- Special Education
- Early Childhood Education
- Language Arts (English)
- Social Studies (including minimum of 6 hours in history
and 2 - 3 hours in Geography)
- Mathematics
- Science (both Physical and
- Biological Science)
- Fine Arts (Music)
- Health, Physical Education and Recreation
- Family and Consumer Science
- Technology Education
- Note: A maximum of 12 hours taken in the General
Education areas listed above and in Specialized Education may be counted
in meeting the 18-hour requirement when it is in the area of concentration
chosen.
- D. Electives to complete requirements for graduation,
must include 45 hours of 3000 and 4000-level courses.
- Note: Electives are recommended in the following
areas: Computer Science, Mathematics, Special Education, Spanish, French,
and Early Childhood Education.
- III. Subject Matter Courses and Foreign Language Competency
Requirements
Foreign Language Requirement
Authority
The foreign language competency is both a degree requirement approved
by the Oklahoma State Regents for Higher Education (OSRHE) and a certification
requirement approved by the Oklahoma Commission for Teacher Preparation
(OCTP).
Definitions
The foreign language competency is defined as "Novice - high level"
- the ability to communicate minimally with learned material.
The foreign language competency is a requirement
beginning with freshman students entering universities in the Fall of
1997. It does not apply to students previously enrolled in programs.
Language
The foreign language competency encompasses a broad spectrum of
languages including French, German, Spanish, Russian, Latin, Native American
languages, and American Sign Languages. Students from a variety of cultural
backgrounds may meet this competency without any coursework. Others may
achieve a novice-high level before entering college through previous exposure
to a language or culture.*
Langston University offers the following options
to teacher candidates to meet the Foreign Language Competency Requirements:
1. Two years (4-semesters) high school Foreign Language with a
grade of "C" or above in each course.
Candidates meeting this option must pass a competency test in Spanish
and/or French to certify competency at the novice-high level.
The tests must be taken no later than the Spring semester of the
candidate's first year of enrollment at Langston University.
2. Two semesters of Foreign Language college credit (10 Credit
Hours). Langston University will accept two (3) credit hour transfer
courses from another university for students and candidates transferring
to Langston University.
3. CLEP Examination: FL 1115 Elementary French I (5- CR)
CLEP Examination: FL 1125 Elementary French II (5- CR)
4. CLEP Examination: SN 1115 Elementary Spanish I (5- CR)
CLEP Examination: SN 1125 Elementary Spanish II (5- CR)
5. CLEP Examination for Other Languages
Langston University will accept passing scores for the other languages
approved by the Oklahoma State Regents for Higher Education:
a. American Sign Language
b. German
c. Latin
d. Native American Languages
e. Russian
These requirements are consistent with the spirit
and intent of H.B. 1549 which requires subject matter concentrations
for early childhood, elementary, and special education teachers and the
Oklahoma Commission for Teacher Preparation's standard of a foreign language
competency.
Content Preparation Requirement
(4 x 12)
Teacher candidates in early childhood education, elementary education,
and special education must have subject area concentrations that qualify
them as generalists. Oklahoma State Regents for Higher Education (OSRHE)
requires 12 hours in mathematics, science, language arts, and social studies.
To meet these requirements the teacher candidates at Langston University
are required to take and earn a minimum grade of "C" in the following
courses:
|
Course
Number
|
Name
|
Credit Hours
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English
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EG 1113
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English
Composition I
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3
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EG 1213
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English
Composition II
|
3
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EG 2033
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Advanced
Composition
|
3
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EG 3153
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Advanced
Grammar
|
3
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Mathematics
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MT 1323
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College
Algebra
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3
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MT 1513
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Trigonometry
|
3
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Options
to Trigonometry
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MT 2603
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Finite
Mathematics
|
3
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MT 2413
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Elementary
Statistics
|
3
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MT 3313
|
Mathematics
Concepts
|
3
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MT 2413
|
Modern
Mathematics
|
3
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MT 2513
|
Modern
Mathematics II
|
3
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Science
|
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NB 1113
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Natural
Science (Biological with Lab)
|
3
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BI 3113
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Concepts
of Biology
|
3
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BI 3114
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Environmental
Biology
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4
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NP 1113
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Natural
Science Physical
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3
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Social
Science
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HT 1483
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U.S.
History 1492 to 1865
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3
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HT 2323
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Oklahoma History
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3
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GE 2413
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Human Geography
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3
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PS 1113
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Introduction to American Government
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3
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SPECIAL EDUCATION
The Department of Special Education offers teacher education programs
in the area of Mild/Moderate Disabilities. Students with disabilities
are presently being taught and held accountable for comparable content
in the same classes as their neighbors and peers. The Special Education
Department seeks to prepare prospective teachers to meet the ever-changing
needs of these students to become productive citizens in this global society.
- I. Degree: Bachelor of Science in Education
- II. Major: Special Education - Mild/Moderate Disabilities
- A. General Education: 50 hours
- B. Required Core Courses: 18 hours
- ED 2303 Foundations and Reading in the Elementary Schools
- SPED 3312 Introduction to Speech Disorders
- ED 4213 Diagnostic and Remedial Reading
- SPED 4312 Education Assessment of the Exceptional
Child
- SPED 4343 Behavioral Management
- SPED 3143 Survey of Exceptional Children
- SPED 4352 Guidance for Exceptional Children
- C. Required Curriculum Content Courses: 12 Hours
- ED 3403 Integrated Language Arts and Social Studies
I
- ED 3413 Integrated Mathematics and Science for Elementary
School Teachers I
- ED 3423 Integrated Mathematics and Science for Elementary
School Teachers II
- D. Required Specialization Courses: Mild/Moderate
Disabilities
- SPED 3313 Nature and Characteristics of the Mild and
Moderate Learner I
- SPED 4313 Methods of Teaching Learners with Mild/Moderate
Disabilities
- SPED 2102 Practicum I
- SPED 3002 Practicum II
- SPED 3102 Practicum III
- SPED 4323 Cognitive Programming for Exceptional Children
- SPED 4333 Curriculum for the Learner with Mild/Moderate
Disabilities
- SPED 3333 Nature and Characteristics of the Mild and
Moderate Learner II
- SPED 3343 Remediation of Content for Mild/Moderate
Learner I
- SPED 3353 Remediation of Content for Mild/Moderate
Learner II
Additional Requirements: 35 hours of
professional Education (See Teacher Education Program)
- III. Subject Matter Course and Foreign Language Competency
Requirements
Foreign Language Requirement
Authority
The foreign language competency is both a degree requirement
approved by the Oklahoma State Regents for Higher Education (OSRHE) and
a certification requirement approved by the Oklahoma Commission for Teacher
Preparation (OCTP).
Definitions
The foreign language competency is defined as a "Novice - high level"
- the ability to communicate minimally with learned material.
The foreign language competency is a requirement
beginning with freshman students entering universities in the Fall of
1997. It does not apply to students previously enrolled in programs.
Language
The foreign language competency encompasses a broad spectrum of
languages including French, German, Spanish, Russian, Latin, Native American
languages, and American Sign Languages. Students from a variety of cultural
backgrounds may meet this competency without any coursework. Others may
achieve a novice-high level before entering college through previous exposure
to a language or culture.
Langston University offers the following options to teacher candidates
to meet the Foreign Language Competency Requirements:
1. Two years (4-semesters) high school Foreign Language with a
grade of "C" or above in each course.
Candidates meeting this option must pass a competency test in Spanish
and/or French to certify competency at the novice-high level.
The tests must be taken no later than the Spring semester of the
candidate's first year of enrollment at Langston University.
2. Two semesters of Foreign Language college credit (10 Credit
Hours) (Langston University will accept two (3) credit hour transfer
courses from another university for students and candidates transferring
to Langston University.)
3. CLEP Examination: FL 1115 Elementary French I (5- CR)
CLEP Examination: FL 1125 Elementary French II (5- CR)
4. CLEP Examination: SN 1115 Elementary Spanish I (5- CR)
CLEP Examination: SN 1125 Elementary Spanish II (5- CR)
5. CLEP Examination for Other Languages
Langston University will accept passing scores for the other languages
approved by the Oklahoma State Regents for Higher Education:
a. American Sign Language
b. German
c. Latin
d. Native American Languages
e. Russian
These requirements are consistent with the spirit and intent of
H.B. 1549 which requires subject matter concentrations for early childhood,
elementary, and special education teachers and the Oklahoma Commission
for Teacher Preparation's standard of a foreign language competency.
Content Preparation Requirement
(4 x 12)
Teacher candidates in early childhood education, elementary education,
and special education must have subject area concentrations that qualify
them as generalists. Oklahoma State Regents for Higher Education (OSRHE)
requires 12 hours in mathematics, science, language arts, and social studies.
To meet these requirements the teacher candidates at Langston University
are required to take and earn a minimum grade of "C" in the following
courses:
|
Course
Number
|
Name
|
Credit Hours
|
English
|
|
|
|
|
EG 1113
|
English Composition I
|
3
|
|
EG 1213
|
English Composition II
|
3
|
|
EG 2033
|
Advanced Composition
|
3
|
|
EG 3153
|
Advanced Grammar
|
3
|
Mathematics
|
|
|
|
|
MT 1323
|
College Algebra
|
3
|
|
MT 1513
|
Trigonometry
|
3
|
Options to Trigonometry
|
|
|
|
|
MT 2603
|
Finite Mathematics
|
3
|
|
MT 2413
|
Elementary Statistics
|
3
|
|
MT 3313
|
Mathematics Concepts
|
3
|
|
MT 2413
|
Modern Mathematics
|
3
|
|
MT 2513
|
Modern Mathematics II
|
3
|
Science
|
|
|
|
|
NB 1113
|
Natural Science (Biological
with Lab)
|
3
|
|
BI 3113
|
Concepts of Biology
|
3
|
|
BI 3114
|
Environmental Biology
|
4
|
|
NP 1113
|
Natural Science Physical
|
3
|
Social Science
|
|
|
|
|
HT 1483
|
U.S. History 1492 to 1865
|
3
|
|
HT 2323
|
Oklahoma History
|
3
|
|
GE 2413
|
Human Geography
|
3
|
|
PS 1113
|
Introduction to American Government
|
3
|
These requirements are consistent with the spirit and intent of H.B. 1549
which requires subject matter concentrations for early childhood, elementary,
and special education teachers and the Oklahoma Commission for Teacher
Preparation's Standard of a Foreign Language.
LANGSTON UNIVERSITY
TEACHER EDUCATION PROGRAM
Villetta Partridge Director/Assistant Professor
vmpartridge@lunet.edu |
206 W Sanford Hall
Phone: 405.466.3553
Fax: 405.466.3209 |
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Philosophy Statement
The ideals of the Langston University Teacher
Education Program embrace several philosophical designs ranging from pragmatic
thought to critical theory. The basic philosophies of the program include
the ideals of mentoring, cultural diversity and multicultural education,
human relations, critical thinking, global perspective, community, freedom
to learn, a microcosmic society, acquisition of knowledge, and empowerment
of the candidate. These concepts are taken from the foundations for such
educational philosophies as pragmatism, progressivism, reconstructionism,
existentialism, critical theory, and humanism.
The teacher education majors participate in a
variety of experiences that help to foster these ideals. The primary
purpose of the teacher education program is to provide high quality curricular
offerings for prospective teachers to insure that graduates of the program
will enter the teaching field keenly aware of the integral relationships
that exist among education and other aspects of the community and the world.
The following goals are designed to achieve the
primary purpose.
1. To enable students to develop an awareness of the functions
and relationships of education in a democracy.
2. To enable students to become aware of themselves, their strengths,
limitations, sensitivities, talents, abilities, and self-worth.
3. To offer guided experiences and a core of courses that constitute
essential knowledge for an educator.
4. To enable students to develop an understanding of basic principles
underlying growth and development of school children and to provide the
opportunity for them to demonstrate this understanding through working with
students in academic and non-academic settings.
5. To establish a framework in which students may work in organizing
learning experiences for their pupils that will encourage actual involvement
in the process of education.
6. To create an environment in which candidates may be able to
relate the principles and theories of psychology and philosophy to education.
7. To guide candidates through pedagogical methods to acquire knowledge
related to general education, professional education, and specialized
education.
8. To impress upon candidates the importance of professional responsibility,
school policy, and law.
9. To require candidates to engage in research which transfers
to effective classroom teaching, i.e., pedagogical strategies, classroom
management, discipline strategies, assessment techniques, interpersonal
communication skills.
10. To enable candidates to develop knowledge, skills and dispositions
necessary to become effective classroom teachers who can help all children
learn.
11. To enable candidates to appreciate cultural diversity within
a pluralistic society.
12. To facilitate the development of an appreciation of a global
society.
The conceptual framework for teacher education is found within
the three categories of education: general education, professional education,
and specialized education. The rationale for the general education curriculum
is that higher education is, at best, an introduction and incentive to
lifelong learning and to intelligent participation in society. Langston
University accepts the premise that an educated person should have a critical
appreciation of the ways in which we gain and apply knowledge and understanding
of the universe, of society, and of ourselves.
The University, therefore, seeks to provide candidates
with the opportunity to participate early in their college life in the
following processes: (1) obtaining information the raw materials for thought
analysis, reflection, decision-making, and discourse; (2) developing methods
of inquiry training the intellect in various methodologies developed in
the several disciplines; (3) acquiring basic skills analyzing and interpreting
ideas and data, relating them to
other materials, logical and critical thinking,
reaching valid conclusions, and presenting results with clarity and style
in a variety of technological/communicative media; and (4) developing
qualities of mind a respect for data, appreciation for the arts, tolerance,
commitment, citizenship, desire to learn, curiosity, sensitivity to ethical
considerations, and respect for the multicultural, multi-ethnic, and global
society in which we live.
A more sophisticated schema enables pre-service
teachers to make decisions like those made by more experienced teachers.
The conceptual framework "Teacher as Decision Maker" is aimed at developing
reflective teachers who make wise decisions in the classroom. It is based
on a model of teacher decision-making that is drawn largely from cognitive
psychology. Teachers who make well-informed, appropriate decisions in
the classroom are more likely to foster their students' learning, growth,
and development than are teachers who do not. The theme provides a conceptual
framework that underlies the program goals, rationale, university course
work, and field experience.
The seven important areas of knowledge and skill
that influence classroom decision-making are (1) the nature (knowledge)
of the learner; (2) the nature (knowledge) of the subject matter; (3) general
pedagogy; (4) subject-specific pedagogy; (5) school (educational) context;
(6) self as a teacher (educational goals); and (7) curriculum.
The model has three decision-making phases: curriculum
planning, instruction, and post-lesson reflections and possible revision.
Each phase emphasizes effective choices that (a) prepare students for
learning, (b) provide effective instruction through use of clear examples
and checking for understanding and (c) provide guided and independent practice.
The teacher education program at Langston University
is designed to produce individuals with a strong academic background in
their subject who are able to incorporate this into teaching decisions.
The ultimate goal is to enable candidates to translate this knowledge and
understanding into curriculum plans and instructional decisions that will
foster a similar awareness of cultural diversity in their future students.
The conceptual framework for specialized education
is derived from the standards and objectives of professional learned societies
for each specialty area.
TEACHER EDUCATION ADMISSION POLICIES
There are three levels of admission relating to the Teacher Education
Program. The first level is not admission to the program; rather,
it is admission to the introductory course. The second level is admission
to the Teacher Education Program. The third level is admission to Student
Teaching. Admission policies for each level are delineated below:
Admission to ED 2212
Students who are interested in the Teacher Education Program should
enroll in ED 2212, Historical and Philosophical Foundations of American
Education. Prerequisites for enrollment in ED 2212 are
1. Completion of thirty (30) hours in general education.
2. A minimum grade of "C" in six (6) hours of general education
English.
3. A minimum grade of "C" in six (6) hours of general education
mathematics.
4. A minimum overall grade point average of 2.00 ("C").
A transfer student of advanced standing should make application
as soon as possible following his/her admission to the institution. Applications
are submitted to the Director of Teacher Education while students are enrolled
in ED 2212.
Admission to Teacher Education Program
It is mandatory that a student meet specific requirements before
he/she can be admitted to the program. The requirements for admission
are
1. Have completed at least forty-five (45) semester hours of general
education.
2. Have a minimum grade point average of 2.50.
3. Show evidence of adequate reading, writing, and verbal communication
skills in course work.
4. Express interest in teaching as demonstrated by prior experiences
and activities.
5. Have an academic record that clearly indicates the student's
commitment to the academic aspects of teaching.
6. Have a minimum grade of "C" in ED 2212, Historical and Philosophical
Foundations of American Education.
7. *Have a minimum grade of "C" in English 1113, 1213, 2033, and
3153 or the equivalent.
8. *Have a minimum grade of "C" in Mathematics 1323, 1613, 2413,
and 2513 or the equivalent.
9. Make formal application during the time the student is enrolled
in ED 2212, Historical and Philosophical Foundations of American Education.
10. Show evidence of personal traits that suggest potential for
working with youth, with parents and other constituencies of the teaching
profession.
11. Be approved by the Teacher Education Committee.
12. *Pass the Pre-Professional Skills Test (PPST),Oklahoma General
Education Test (OGET) or have a cumulative grade point average of 3.0
or above in all liberal arts course work. Students desiring admission must
continuously enroll in ED 4001, Education Seminar: Test Taking and Study
Skills, until they have passed the mock PPST examination (unless they meet
the option requirement).
13. Must complete a successful interview with a selective panel
of interviewers.
14. Successful portfolio assessment.
Each admission must be based on a professional
assessment of the candidate on all the above criteria. Each applicant
is either admitted to Teacher Education or denied admission. There is
no conditional admission.
Students who do not meet requirements for admission
to Teacher Education but who express the intention to pursue a Teacher
Education Program are encouraged to take the following courses after completing
the introductory course:
Human Growth and Development