The development of school budgets that support the planning processes within a school setting will be covered. Other relevant topics will include cost effectiveness, revenue sources, communication with the public, capital projects, state and federal programs, using the budget to promote excellence in the schools, and principles and practices in collective bargaining. Prerequisite: AD 5010.
Focuses on a life-span approach to human development and looks at the constancy and change in behavior throughout life, from conception to death. Students will study human development in the context of a multidisciplinary approach and the larger ecological context of developmental events in human behavior. This course will have four major concerns: to identify and describe the changes that occur across the life span; to explain these changes in the context of maturation, early learning, and societal factors impacting development; to review research and theoretical frameworks that have affected our way of thinking and, to study the interdependence and interrelatedness of all aspects of development. There is a 16-hour service learning/pre-practicum field experience as part of this course.
Psychopharmacology and the Biological Basis of Mental Health course will explore the biological influences on mental illness. This will include an examination of the physiological basis of behavior, perception, emotion and self-regulation; the current theory and research on the relationship between biological events in the central nervous system and behavior; and psychopharmacological interventions.
This course offers an in depth study of special client populations including spectrum disorders, sensory deficits, ADHD, and children with dysregulation and anger issues. Efficacy-based play therapy methods and assessments will be discussed. Class format includes lectures, discussions, reflections, case histories and skill development.
A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
Please note that there is a required fieldtrip to the Currier Museum in Manchester, NH on Saturday, 8/16/14 from 10:00 AM to 2:00 PM.
In this course for teachers of all disciplines at all levels, we will examine a variety of techniques for integrating writing into all classes. Teachers will adapt the practices demonstrated to their subject area and grade level and gather student writing samples. We will analyze student writing samples, and discuss implications for teaching K-12. At the same time we will respond to students' writing, write about our teaching, and explore the implications for our practice.
This course requires permission of the Plymouth Writing Project coordinator(megp@plymouth.edu) prior to registration.
The aim of the open institute is to allow participants the time, space, and optimal conditions to work on their own writing, explore theory and research in the teaching of writing, and to transform learning into practice for teaching. The institute is divided into two interwoven sections: Theory and Research Into Practice (TRIP) and Writing and Reflective Practice (WRP).
This course requires permission of the Plymouth Writing Project coordinator(megp@plymouth.edu) prior to registration.
Various topics in literature at the graduate level, not covered in other English courses. May be repeated with different topics.
This course requires permission of the Plymouth Writing Project coordinator(megp@plymouth.edu) prior to registration. This is a course in writing for children and teens. Participants will be introduced to the children's literature world and will read and write young adult, middle grade and picture book pieces over the duration of this course. We will also read and discuss scholarly articles, excerpts from books and blog posts from people in the field. Oral and written reflections, critiquing each other's work and a final portfolio will all be components of this course.
The purpose of this course is to develop effective collaborative planners. This course presents the major stages in the process of developing a strategic plan, including forming a mission statement, crafting and implementing the plan, and evaluating plan performance. It provides a theoretical and practical overview of the skills, strategies, and resources required through each stage of the systemic planning process. (Prerequisite: EP 7020).
To be an advocate of the arts must mean in some degree to have given thought to the very nature of the arts and their function in human development and culture. This course attempts through reading, discussion, writing, and forms of "doing art" to broadly circumscribe the nature of the arts and their function within the human experience. The readings will help facilitate seminar discussions designed to explore a variety of views about how the arts, once identified and defined within human experience and culture, contribute to human flourishing by opening up a more encompassing range of choices and possibilities. To be an advocate for the arts in this sense is to realize the intimate connections that the arts evoke, as well as to encourage the expansion of social vision through public forms of conduct and communication.
This course identifies the traditional materials of architectural and engineering construction and their methods of manufacture and use. The course outlines the tools and techniques employed in construction from the seventeenth through the late twentieth centuries, and demonstrates how to recognize and describe the materials and techniques that were employed in existing structures. The course employs field study supervised by the instructor.
Problems and standards connected with the administration of school and college athletics are considered, as well as the relationships with state and national athletic foundations and with conferences for athletics. The course is designed to prepare the graduate student to organize and administer a program of intramural sports or athletics at the public school level.
This course is designed to provide knowledge and understanding of the laws pertaining to physical education, athletics and sport, and the factors important to schools, colleges, and sport organizations concerning liability of physical educators, coaches, and administrators.
This three-credit course will give participants a greater understanding of both federal and New Hampshire special education law. Time will be spent on Section 504 of the Rehabilitation Act of 1973. This course is designed and intended for teachers and special education administrators. You do not need to be a law student to succeed in this class. There is a heavy emphasis in this course on theory to practice, "practical news you can use" the next day in your profession. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law.
This introductory course will cover the following areas: definition of LD, reading problems, language deficits both oral and written, mathematics underachievement, social skills deficits, attention and behavioral problems, academic achievement, and comorbidity with other disabilities, prevalence, environmental factors, standardized, criterion referenced, informal reading, curriculum-based measurement, and testing. Educational approaches such as explicit instruction, content enhancement, and placement alternatives will be explored. Current issues and future trends in the field of LD will be discussed.
Focuses on the ethics of special education laws, regulations and policies. Students will use case studies that pose ethical dilemmas in order to understand the complex issues underlying such issues as inclusion, labeling, IDEA, least restrictive environment (LSE) compliance, due process, parent involvement, awareness of ethical responsibilities, ethical decision making, confidentiality, record keeping, and informed consent. The spirit versus the letter and the morality of special education will also be explored. A special focus will be on transacting an ethic of care in school best practices that promote democratic decision making, advocacy, and the empowerment of parents.
Students will examine and apply common connections between multicultural and global education, needed to be successful in a culturally diverse society. The focus will be on developing global citizens through understanding underlying values and communication styles of cultural groups as well as on the interconnectedness of all individuals and groups and to understand how to develop interculturally competent global citizens.
To utilize new technologies effectively, teachers need proficient training in technology and to be versed in the effective integration of technology into their instruction. Students will develop projects to demonstrate how to best leverage technology to support pedagogical approaches in the social studies classroom.
Addresses the challenges facing social studies educators in the 21st century with focus on advanced curriculum design and methods such as: facilitating classroom discussions, concept formation, classroom simulations, authentic intellectual work and social studies literacy. Special attention is given to design principles for instruction and the development of multiple forms of assessment.