Course Descriptions

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 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 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.

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/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 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/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 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 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. Offered occasionally.

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 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. Offered occasionally.

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/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.)