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  Sep 23, 2017
 
 
    
Mansfield University 2013-2014 Undergraduate Catalog [Archived Catalog]

Elementary Education, Bachelor of Science in Education


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Offered by the Department of Education and Special Education
Professors Benjamin, Straub
Associate Professors Carico (chairperson), Floyd, Hammann, Lucero, Ribble, Smith, Werner-Burke
Assistant Professors Moore, Whitecraft

The Department of Education and Special Education offers a Bachelor of Science in Education degree in Elementary Education with the following two concentrations: Early Childhood and Elementary Education and Early Childhood and Elementary Education with Second Certification in Special Education.

Both concentrations are nationally recognized by the Association for Childhood Education International (ACEI), 17904 Georgia Ave., Suite 215, Olney, MD 20832, (301) 570-2111 or (800) 423-3563, http://acei.org/. and the National Association for the Education of Young Children (NAEYC), 1313 L St., NW, Suite 500, Washington, DC 20005, (202) 232-8777 or (800) 424-2460, http://www.naeyc.org/. The Early Childhood and Elementary Education with Second Certification Special Education also is nationally recognized by the Council for Exceptional Children (CEC), 2900 Crystal Dr., Suite 1000, Arlington, VA  22202-3557, (888) 232-7733, http://www.cec.sped.org. All are nationally recognized at the Initial Teacher Preparation Level (ITPL).

Mission

The mission of the Bachelor of Science in Education degree in Elementary Education is to prepare beginning teachers who will enter their classrooms with passion and vitality, equipped with knowledge, skills, and dispositions that will impact student achievement positively and with the ability to make sound decisions that will enhance their students’ well-being and enrich their own lives.

Vision

Our vision is that graduates of Mansfield University with an Elementary Education degree will recognize that initial certification provides the credentialing and experience to begin teaching and that they will need to seek opportunities for ongoing professional growth: content expertise; knowledge of children’ a growing awareness of global influences and opportunities, and a commitment to keeping their teaching dynamic, passionate, and effective.

The Early Childhood and Elementary Education Concentration features school experiences throughout all four years and in a wide variety of classroom settings, culminating in student teaching. Graduates of the concentration may pursue teaching or director positions in early childhood preschools and teaching positions in elementary schools from preschool through grade four.

The Early Childhood and Elementary Education with Second Certification in Special Education Concentration prepares students to work with children with exceptional needs. The concentration features all of the courses and experiences of the Early Childhood and Elementary Education Concentration but requires an additional 15 credits of coursework in Special Education and additional field experiences focusing on the special education. Graduates of the concentration may pursue teaching or director positions in early childhood preschools and teaching positions in elementary schools from preschool through grade four, and they are eligible to teach and provide learning support for children with exceptional needs.

Early Childhood and Elementary Education Concentration


Candidates for teaching certification in Pennsylvania must meet state requirements described in Chapter 354 regulations. A description of requirements, policies, and procedures for teacher certification can be found in the catalog section entitled, “University Policies.”

The Early Childhood and Elementary Education concentration leads to recommendation to the Commonwealth of Pennsylvania for Early Childhood teaching certification Pre-K-4 beginning with candidates who earn Pennsylvania teaching certification in August 2013 and beyond. The curriculum is based on the early childhood standards of the professional organization National Association for Education of Young Children (NAEYC) and early childhood competencies Pre-K-4 developed by PDE.

The Early Childhood and Elementary Education concentration features a foundation in child development and learning, extensive preparation in content subject matter and teaching methodology, and uses of observation and student assessment to guide instructional decision-making.  Additional emphases include establishing cooperative relationships with families and community resources and developing the important knowledge, skills, and dispositions that are required of early childhood and elementary education professionals.  The curriculum prepares graduates to meet the learning needs of all students and to be successful in diverse modern classrooms.  Students also learn to adapt and plan instruction that is based on developmentally appropriate practices and to make effective uses of technology to aid teaching and learning.

The Early Childhood and Elementary Education Concentration features school experiences throughout all four years and in a wide variety of classroom settings, culminating in student teaching. Graduates of the concentration may pursue teaching or director positions in early childhood preschools and teaching positions in elementary schools from preschool through grade four.

Program Student Learning Outcomes*:

1. Developmental Approach to Curriculum Planning
Candidates will demonstrate an understanding of the needs, characteristics, and influences that contribute to the developmental needs of young children in the following areas: social, emotional, physical, language and cognition.

2. Relationships/Collaboration
Candidates will demonstrate the ability to support family relationships and to involve family and community in the child’s development.

3. Assessment
Candidates will demonstrate appropriate uses of assessment by identifying goals, benefits, and partnerships and use assessment results to evaluate student learning and to guide program improvement.

4. Instructional Planning and Implementation
Candidates will demonstrate the ability to develop and implement curriculum goals by planning and using developmentally, culturally, and linguistically appropriate instructional practices.

5. Professional and Ethical Leadership Practice
Candidates will demonstrate and understand an application of ethical and professional behaviors.  Candidates will demonstrate leadership, advocacy, decision-making and management abilities.

*These outcomes are based on national standards from the Council for Exceptional Children and the National Association for the Education of Young Children.

Program Requirements: Early Childhood and Elementary Education (B.S.Ed.): 120 s.h.


To fulfill requirements for Early Childhood/Elementary Education B.S.Ed., the following courses must be taken from the General Education offerings:

 

  • PSY 1101 - INTRODUCTION TO GENERAL PSYCHOLOGY
  • SOC 2232 - AMERICAN FAMILY SYSTEMS
  •  

    •  English Literature (3 credit hours)

    •  Foreign Language (six credit hours). Students are required to take two consecutive foreign language courses of the  same language. The second course must be at a higher level.

    •  Mathematics (3 credit hours)

    See also the catalog section entitled “University Policies” for Chapter 354 Gate requirements.

Total Credit Hours: 75


Early Childhood and Elementary Education with Second Certification in Special Education Concentration


Candidates for teaching certification in Pennsylvania must meet state requirements described in Chapter 354 regulations. A description of requirements, policies, and procedures for teacher certification can be found in the catalog section entitled, “University Policies.”

The Early Childhood and Elementary Education with Second Certification in Special Education Concentration prepares students to work with children with exceptional needs. The concentration features all of the courses and experiences of the Early Childhood and Elementary Education Concentration but requires an additional 15 credits of coursework in Special Education and additional field experiences focusing on the special education.

A concentration in Special Education prepares students to work with exceptional individuals through a variety of teaching methods and practicum experiences.  Students who complete the requirements for certification in special education receive a Bachelor of Science in Education degree and a Pennsylvania Instructional I teaching certificate.  This certificate allows students to teach children in grades Pre-K-8 with exceptionalities in the areas of mental retardation, emotional disturbance, autism, physical disability and brain injury.  This is a second certification which will be in addition to their primary certification in Early Childhood and Elementary Education (Pre-K-4). Many graduates of the certification program also pursue graduate studies after obtaining their undergraduate degree. 

 Student Learning Outcomes*:

1. Developmental Approach to Curriculum Planning
Candidates will demonstrate an understanding of the needs, characteristics, and influences that contribute to the developmental needs of young children in the following areas: social, emotional, physical, language and cognition.

2. Relationships/Collaboration
Candidates will demonstrate the ability to support family relationships and to involve family and community in the child’s development.

 3. Assessment
Candidates will demonstrate appropriate uses of assessment by identifying goals, benefits, and partnerships and use assessment results to evaluate student learning and to guide program improvement.

4.  Instructional Planning and Implementation
Candidates will demonstrate the ability to develop and implement curriculum goals by planning and using developmentally, culturally and linguistically appropriate instructional practices.

5.  Professional and Ethical Leadership Practice
Candidates will demonstrate and understand an application of ethical and professional behaviors.  Candidates will demonstrate leadership, advocacy, decision making and management abilities.

6.  Knowledge of Education and Special Education Foundations
Candidates will demonstrate knowledge of evidence based principles and theories in Education and Special Education (foundations, laws and policy, historical influences, diversity issues, prevention and early intervention).

7.  Adapting Instruction Based on Student Cognitive and Developmental Levels
Candidates will demonstrate knowledge of cognition and development of students with disabilities and to adapt instruction to address individual strengths and needs.

8  Using Measurement Principles in Special Education
Candidates will demonstrate knowledge and skills in identifying, administering, interpreting and planning instruction based on assessment methods, guided by the legal policies and ethical principles of measurement and assessment used for special education.

9. Differentiated Instructional Planning
Candidates will demonstrate knowledge and skills in specially designed instruction in academic and nonacademic areas for all service settings through the use of differentiated instruction.

10.  Attention to Student Environmental Needs
Candidates will demonstrate knowledge and skills to create a safe and healthful indoor and outdoor environment, which fosters an appreciation of diversity, promotion of emotional wellbeing, and encouragement of positive social interactions.

*These outcomes are based on national standards from the Council for Exceptional Children and the National Association for the Education of Young Children.

Program Requirements: Early Childhood and Elementary Education (B.S.Ed.): 120 s.h. (with Added Certification in Special Education


To fulfill requirements for the Early Childhood/Elementary Education B.S.Ed., the following courses must be taken from the General Education offerings:

 

  • PSY 1101 - INTRODUCTION TO GENERAL PSYCHOLOGY
  • SOC 2232 - AMERICAN FAMILY SYSTEMS
  • •  English Literature (3 credit hours)

    •  Foreign Language (6 credit hours): Students are required to take two consecutive foreign language courses of the same language. The second course must be at a higher level.

    •  Mathematics (3 credit hours)

    See also the catalog section entitled “University Policies” for Chapter 354 Gate requirements.

Total Credit Hours: 75 (plus Special Education courses)


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