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EDUCATIONAL FOUNDATIONS (EFN)

EFN      400/500             Cr. 3
School Curriculum Design

Overview of K-12 curriculum with emphasis on criteria for decision-making. Attention to description of patterns of curriculum development currently utilized in the schools. Prerequisite: junior standing and admission to teacher education. 

EFN      415/515             Cr. 1
Teacher-Student Relationships: Connected Teaching

This course is based on the premise that authentic teacher-student relationships create a sense of connectedness in a classroom which is essential to successful teaching. William Glasser?s Choice Theory and his communication model will be examined as a basis for creating connected teaching which effectively addresses student needs. Prerequisite: junior standing required. 

EFN      422/522             Cr. 3
Using Choice Theory as a Basis for Conflict Resolution

Choice Theory is examined as a foundation for developing effective communication skills and conflict resolution strategies. Explores the concept of success/failure identity and its relationship to setting realistic goals, and taking responsibility for one?s behavior. Emphasis is on resolving interpersonal conflicts. Designed for teachers, prospective teachers, and professionals working in behavioral sciences. Prerequisite: junior standing. Not open to students who have credit in EFN 222.  

EFN      423/523             Cr. 3
Classroom Management: Teaching Responsible Behavior

The course will examine contrasting styles of classroom management based on democratic or authoritarian leadership, non-coercive or coercive strategies, discipline or punishment, and restitution or teacher determined consequences. Emphasis is on promoting responsible behavior to create positive classroom climates by developing a non-coercive style based on principles developed by William Glasser. Prerequisite: C-I 302/502 or C-I 305/505 or teacher certification. Not open to students with credit in EFN 721. 

EFN      424/524             Cr. 3
Theory and Practice of Cooperative Learning

Based on theories of cooperative learning, the course examines practices and strategies which promote student learning and create positive classroom environments. Focus will be on the teacher?s role in academic and social interactions. Total class involvement and small groups will be explored as the primary delivery systems for integrating a cooperative learning model. Prerequisite: C-I 302/502 or C-I 305/505 or teacher certification. Not open to students with credit in EFN 726. 

EFN      530 Cr. 2
Applied Academics Institute: Selected Topics

Analysis of Applied Academics as a major strategy for providing school to work learning opportunities for K-12 students. Study of a selected topic related to school to work programs and which emphasizes applied and/or contextual approaches to teaching and learning. Students participate in a workshop relating to the topic of their choice. Repeatable for credit ? maximum 6. 

EFN      442/542             Cr. 2
Educational Measurements

The study of methods and materials needed to evaluate and to report pupil progress including the development, administration, scoring, interpretation and validation of teacher developed and standardized tests. Prerequisite: junior standing and admission to teacher education. Offered occasionally. 

EFN      460/560             Cr. 3
Transescent Education

This course is designed to provide an overview of educational services that are appropriate for students in middle level grades. The historical and philosophical bases for transescent education are surveyed. Major components of this course include the organization and administration of middle schools, curricular areas often found in middle level education, transescent students (ages 10-14), management, teacher/advisory programs, and family and community relations. Additional attention will be given to current issues in transescent education. Lect. 3, Lab. 1. Prerequisite: EFN 303 and C-I 302/502 or 305/505. 

EFN      465/565             Cr. 1-3
Human Relations and the Educational Community

An analysis of human and intergroup relations focusing on the interdependence of predominant cultural values, individual attitudes and institutional behaviors. Examined from this perspective are the functions of human prejudice and discrimination, the systemic nature of racism, sexism and classism, the socio-economic forces impacting upon racial minorities, women, and low-income groups and the relationship of these to the educational community. Course stresses the value of human diversity and the development of competencies and teaching methods addressing the needs of a culturally pluralistic society. Prerequisite: junior standing and admission to teacher education. Offered occasionally. 

EFN/EDM  475/575  Cr. 1-3
Special Topics Seminar in Education

Special topics in education not covered by current education courses taught in the department. The particular topic selected to be determined by the department according to the current need and interest. Prerequisite: admission to teacher education, or certifiability as a teacher, or consent of the department chair. Repeatable for credit ? maximum 6. (Cross-listed with EDM; may only earn 6 credits total in EFN and EDM.) 

EFN      484/584             Cr. 2
Futuristics

Futuristics emphasizes the study of the future through the use of proven research and forecasting techniques. Educational, social, and technological futures are emphasized. Change theory is explored. Offered occasionally. 

EFN      485/585             Cr. 1-2
Non-Sexist Education

A review of the cultural, institutional, and individual foundations of sexism in our society through lecture and small group discussions which provide insights to facilitate an understanding of how sexism damages men as well as women. Instructional strategies and curricular materials appropriate for students at different age levels will be developed concerning each of the three dimensions of sexism. Prerequisite: EFN 205. Offered occasionally. 

EFN      486/586             Cr. 1-3
Multicultural Education

The course will examine multicultural education as a reform effort for pre K-12 schools and the rationale for advocating it. Alternative approaches for implementing multicultural education will be discussed with emphasis on curriculum. Classroom activities to assist students in understanding and appreciating human differences will be presented and evaluated. Prerequisite: EFN 205. Offered occasionally. 

EFN      495/595             Cr. 2-3
Comparative Education

Field-centered course which examines the school and its cultural setting in countries outside the United States. A critical examination of the curriculum, instruction and classroom organization operating in the schools will be studied. Whenever possible field teaching experiences are provided, generally restricted, but not totally, to English-speaking schools. Repeatable for credit ? maximum 6. Offered occasionally. 

EFN      601 Cr. 3
School-to-Work Transition Programs

An investigation of the ideas, principles and practices of the school-to-work initiative with special emphasis on technical preparation. The curricular components of work-based learning, cluster mapping, contextual learning, applied academics and authentic tasks will be evaluated. Prerequisite: teacher certification. 

EFN      602 Cr. 3
Preparing Students for the Workplace of the Future

A study of present and future workplace concepts, values and practices and the implications for school curriculum. Ideas for curriculum development are shared and analyzed. Prerequisite: teacher certification. 

EFN      610 Cr. 2
Developing a Quality Managed Classroom: Foundations

Development of basic concepts for creating a quality managed classroom and the management techniques required to incorporate quality as an integral on-going process of daily classroom activities. Also the creation of teacher/student and student/ student connectiveness. 

EFN      611 Cr. 1-4
Developing a Quality Managed Classroom: Applications

This course is composed of four independent teaching modules designed to develop a knowledge base and skills for implementation with classroom management. Modules included are: 1) Strategies to Move from Inspectorship Management to Student Self Management; 2) Coercive to Noncoercive Management; 3) Facilitating Quality in Student Work and Developing Parent Partnerships; and 4) Development of Strategies for Connectiveness. Prerequisite: EFN 610. Repeatable for credit ? maximum 4. 

EFN      612 Cr. 3
Developing a Quality Managed Classroom: Practicum in Classroom Quality Management Skills

Providing advanced expertise with quality classroom management skills. Includes discussion seminars and in-depth classroom application of the skills through contract learning. Prerequisite: EFN 610, 611 (4 cr.) 

EFN      625 Cr. 2
Quality Circles

Designed to develop group facilitation skills through instruction in the theory and process of educational change with special emphasis upon the use of the quality circle technique in decision-making through consensus building. Prerequisite: admission to teacher education. 

EFN      627 Cr. 1
Improving Classroom Climate: Role and Uses of Humor in Education

An examination of the positive values and effective use of humor in teaching and learning. Topics include development and understanding of humor among children, adolescents, and adults. Attention is given to types of humor, their functions, motivational qualities, and role in an educational setting. Participants will learn how to organize and effectively use humor in their classroom teaching to enhance their interaction and positive relationships with students. Offered Summer Session. 

EFN/C-I    630  Cr. 1-3
Understanding Diverse Learners

This course focuses on the needs of diverse learners and the implications for effective instructional strategies. Diversity is represented by, but not limited to, differences of race, gender, culture, age, and socioeconomic status. Prerequisite: teacher certification or C-I 502 or 505. Repeatable for credit ? maximum 6. (Cross-listed with C-I; may only earn 6 credits total in EFN and C-I.) 

EFN      645 Cr. 3
Teacher Style and Student Learning: Foundations of Effective Motivation

A study for experienced teachers of foundational issues which promote student motivation; development of a professional strategy to apply in classroom teaching situations to stimulate and build student motivation. Prerequisite: teaching license or teaching experience.

EFN      701 Cr. 3

The Teacher and the Educational Community

A study of 1) the historical, philosophical, and social foundations underlying the development and purpose of elementary, middle level, and high school education; 2) current trends, issues, and various approaches in the professional education programs in the United States and in Wisconsin; and 3) teacher preparation, practice, and professionalism. 

EFN      702 Cr. 3
Economics Concepts in School Curriculum

This course provides a specialized knowledge base regarding essential economics concepts and curricular applications of these concepts. Participants will develop a curriculum plan specific to their grade level or subject matter area which integrates economics concepts within a curriculum by using a variety of teaching strategies. 

EFN      705 Cr. 3
Human Relations in School and Society

Examines individual and intergroup relations in society and their impact on classroom interactions. Analysis of the effects of prejudice and discrimination based on race, gender, class and other group identifications. Explores curricular content and instructional strategies which could be integrated into classrooms to address intergroup issues. 

EFN      708 Cr. 3
Cultural Foundations of Education

This course examines how the educational process is influenced by the sociocultural context. It seeks to investigate the relationship between the issues of culture and education with particular attention to multicultural education as a response to increasing cultural diversity in the U.S. The course will address both the philosophical and historical perspectives of this relationship, as well as related contemporary issues. 

EFN/PSY     711             Cr. 3
Psychology of Human Exceptionalities

Nature and needs of exceptional persons: intellectual deviations, learning disabilities, emotional and social deviations, sensory impairments, speech and language disorders and physical and health impairments. (Cross-listed with PSY; may only earn credit in EFN or PSY.) 

EFN/C-I    715  Cr. 1-3
Issues and Trends in Education

Current critical issues in education on the state, national and international levels. Repeatable for credit ? maximum 6. (Cross-listed with C-I; may only earn 6 credits total in EFN and C-I.) 

EFN/SPE    716 Cr. 1-3
Teachers and the Law

Study of how the legal system affects the role of teachers and the teaching process in public education settings. Topics which may be included: teacher contracts and collective bargaining, teacher liability and academic freedom, due process, race and sex discrimination, teaching students labeled as handicapped, and student rights. Repeatable for credit ? maximum 3. (Cross-listed with SPE; may only earn 3 credits total in EFN and SPE.) 

EFN      718 Cr. 3
Working Effectively with Students Who Are at Risk

A review of the research on the circumstances and conditions that create the environments and problems associated with at-risk children, transescents, and adolescents. The course will explore the role of depression, fear, frustration and feelings of powerlessness in the lives of at-risk students. An examination of strategies and curriculum programs which have proven to be successful in working with at-risk students as well as the problems involved in implementing those strategies and programs. Prerequisite: EFN 415/515. Offered every two years. 

EFN      719 Cr. 3

Leadership in the Learning Organization

An examination of the rate at which organizations are changing and the challenge these changes bring with a focus on the need for a continuous learning in order for organizations to thrive. A review of the literature on national and international learning organizations to determine the existing paradigms concerning the nature and purpose of learning in the organization. An examination of communication issues and decision-making strategies which lead to effective leadership for promoting learning in the learning organization. Prerequisite: EFN 415/515. Offered once every two years. 

EFN      723 Cr. 3
Managing Group Dynamics

The course will examine ways of managing groups effectively by creating a balance between cohesiveness and productivity. The course will analyze leadership styles to identify the kind of leadership required to ensure that individual needs are being met in a classroom where group activity is emphasized. Using open meetings, motivational meetings and problem-solving groups, the course will provide opportunities to develop the leadership skills for working effectively with groups. Prerequisite: EFN 415/515. 

EFN      724 Cr. 1
Recent Research and Applications of Choice Theory

This course will examine new ideas in research and development of Choice Theory and the possible applications of these ideas in the workplace or in a classroom. Prerequisite: successful completion of at least one three-credit graduate level course in the array of courses offered for the Choice Theory and Connected Teaching concentration within the ME-PD program. This course will not count toward the requirements of the Choice Theory and Connected Teaching concentration. Repeatable for credit ? maximum 3. Offered occasionally. 

EFN      727 Cr. 3
Foundations of Effective Teaching in the Restructured School: Teacher Skills for the 21st Century

Study of contemporary and future needs of learners in pre-school, elementary, middle, secondary and vocational settings; identification of purposes to deliver formal education. Units explore new instructional paradigms and concepts of curriculum reform and encourage real-life parallels to instructional classroom learning. Participants develop perspectives with which to make classrooms practical school-to-work learning environments. 

EFN      730 Cr. 3
Introduction to Research

Present purposes, methods, and techniques in the conduct of research. Emphasis on understanding the product of current research. Each student is guided through a self-selected problem. 

EFN      733 Cr. 2-3
Philosophical Foundations of Education

The study of idealism, realism, neo-Thomism, experimentalism, and existentialism as foundations of education and education policy decisions. 

EFN      735 Cr. 3
Interpretation of Statistical Data

An introductory course in statistics with the essential purpose of providing scholars with the tools to interpret and evaluate the results of research.

EFN      736 Cr. 3
Interpretation of Current Research

This course is designed to provide students in the non-thesis option with the fundamental background needed to read, interpret, and evaluate current research in health, physical education, and recreation. The student will become familiar with the various research methods and designs utilized in their selected fields. 

EFN      737 Cr. 2-3
Guidance Foundations in Education

Basic principles and philosophy of guidance. The place of guidance in the curriculum. Modern methods and techniques of guidance. 

EFN      739 Cr. 1-3 
Seminar: Special Problems in Education

Studies of selected problems and topics in education and schooling by advanced students who meet in seminar format to confer, report, present, critique and discuss. Prerequisite: graduate level research course. Repeatable for credit ? maximum 3. 

EFN      740 Cr. 3
School Law

Legal aspects of education, including principles embodied in constitutional, statutory and administrative law, common law and court decisions with implications for operation of public and private schools.  

EFN      745 Cr. 1-3 
Theories of Instruction

Based on the premise that there are many valid theories of instruction, this course presents several models of instruction that derive from and represent different philosophical and psychological orientations. Each model is demonstrated and analyzed. If taken in the modular concept, repeatable for credit ? maximum 3.  

EFN/C-I/SOC     750      Cr. 1-3 
Guided Learning

Study of a significant problem, development of a professionally related competency, or acquisition of job-related knowledge through independent study on or off campus under the direction of a faculty member. On occasion, individuals may be formed into classes. Prerequisite: approval of adviser and consent of instructor. Repeatable for credit ? maximum 15. (Cross-listed with C-I and SOC; may only earn 15 credits total in EFN, C-I, and SOC.) 

EFN      757 Cr. 1
School Learning Climate

A series of recent research studies shows that achievement in schools is related to school climate, and that those schools that are most successful have positive climates. This course will examine the school climate factors that are associated with higher achievement and how these factors can be instituted in a school environment. 

EFN      760 Cr. 3
Theory and Practice in Educational Research

Study of concepts and processes associated with reading and/or conducting scholarly qualitative, descriptive and experimental research. Identification and examination of retrieval and statistical treatment systems. Practice in reading/reviewing and critiquing published research. Development of a research or grant proposal. Prerequisite: minimum of 12 graduate credits. 

EFN/C-I    761  Cr. 2
Seminar Paper

Completion of an acceptable seminar paper under the direction of an assigned staff member. Prerequisite: EFN 760 or concurrent enrollment. (Cross-listed with C-I and RDG; may only earn credit in EFN or C-I.) 

EFN      762 Cr. 3
Seminar in Middle Level Education

An examination of the historical, sociological, and philosophical dimensions of the middle school reform movement and of effective middle level educational experiences. This course is designed to explore transescents and to reconcile transescents? needs to the requisite and unique responses of professional educators. Prerequisite: EFN 701 or a comparable course in the philosophical foundations of education; admission to teacher education if seeking initial certification. 

EFN 764  Cr. 1-3
Writing for Research and Publication

Study and practice writing in professional and academic formats according to APA and prescribed formats of individual journals for purposes of publication. Appropriate for all degree and non-degree graduate students in the behavioral sciences. Seminar format to read, discuss and critique writing appropriate for professional projects. This offering will provide a knowledge base through study and the subsequent skills that will enable enrollees to prepare manuscripts for publication and for other scholarship/grant seeing/projects for approval for presentation. Prerequisite: EFN 730 or 760 or an equivalent research course or research experience. Not to be taken concurrently with  EFN 730 or EFN 760. Repeatable for credit ? maximum 3. 

EFN      765 Cr. 2-3
Seminar in Intergroup Relations

The course will explore the influence of group membership on individual identity and behavior. Problems resulting from interactions between dominant and subordinate groups (based on such factors as race, gender, social class and sexual orientation) in the United States will be discussed. The impact of oppression on both dominant and subordinate group members will be examined as well as effective strategies to combat oppression in schools and in society. Prerequisite: EFN 705 recommended. Offered Summer Session. 

EFN/PSY     770             Cr. 2-3
Educational Psychology: Learning and Instruction

Consideration of psychological principles, concepts, processes, and interpretations of human learning and related empirical evidence. Emphasis is given to those most relevant to establishing effective conditions for instruction and learning in schools. Prerequisite: admission to a program leading to certification in a school related occupation. (Cross-listed with PSY; may only earn credit in EFN or PSY.) 

EFN      775 Cr. 3-5
Internship in Choice Theory

Students interested in gaining further experiences in the practice of Choice Theory may pursue an internship, consisting of both on campus and field experiences, leading to certification by the School of Education. Competencies in the theory and practice of Choice Theory are addressed through seminar discussions, role-playing, peer evaluations, and direct observations in the field. Prerequisite: eleven to twelve credits from the following: EFN 515, 522, 523, 524, 719, 722, or 757. 

EFN/C-I/EDM/RDG/SOC   796      Cr. 1-2
Independent Study

Directed readings or presentation of material not available in formal departmental courses under the supervision of an assigned staff member. Repeatable for credit ? maximum 4. (Cross-listed with C-I, EDM, RDG, and SOC; may only earn 4 credits total in EFN, C-I, EDM, RDG, and SOC.)

EFN/C-I     799 Cr. 1-6

Research: Master?s Thesis

Completion of an acceptable thesis under the direction of an assigned staff member. Prerequisite: EFN 760 or concurrent enrollment. Not open to those receiving credit for C-I 799 or EDM 799. (Cross-listed with C-I; may only earn credit in EFN or C-I.)

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