Educational Foundation

Contact Us

Location: Winther Hall 6035
Phone: (262) 472-1380
Email: edfound@uww.edu

Course Descriptions

  • EDUCATIONAL PSYCHOLOGY
    Educational Foundations 212

    This course is designed primarily for secondary school teachers. Among the areas considered are the psychology of teaching, learning theories, memory, development, intelligence, creativity, individual differences, motivation, and classroom management.

  • PORTFOLIO DEVELOPMENT I
    Educational Foundations 214

    This course provides a hybrid course format (online & face-to-face) for students who need to fulfill the preprofessional portfolio requirement for admission to professional education. It is designed to assist students in developing a Phase 2 developmental preprofessional portfolio aligned with University of Wisconsin-Whitewater's College of Education (COE) conceptual framework and Wisconsin Department of Public Instruction's (DPI) standards and assessment categories. Students will also be instructed in development of the basic preprofessional requirements (philosophy statement, key/seminal artifacts, and reflective statement(s)). Prereq: 2.75 cum GPA on a minimum of 12 units, pass score on 2 sect PPST; CORE; pass score ACT, SAT, GRE in last 5 yrs. Must have attended Phase I meeting, waiver/substitution of EDFNDPRC 210 or complete at other campus or complete at UWW prior to Fall 2003 or complete at UWW but didn't pass Foundations Block (Phase 2) portfolio; waiver/substitution, complete or conc enroll in EDFOUND 243; waiver/substitiution, complete or conc enroll in EDFOUND 212 or EDFOUND 222.

  • CHILD DEVELOPMENT
    Educational Foundations 222

    A developmental study of the child from conception to the onset of puberty, including physical, psychosocial and cognitive growth. Concurrent enrollment in EDFNDPRC 210 and EDFOUND 243, pass 2 portions of PPST and 2.75 combined GPA.

  • INTRODUCTION TO HUMAN DEVELOPMENT (GI)
    Educational Foundations 230

    The focus of this course is the study of human development and change throughout the entire lifespan from psychological, sociological, and biological perspectives.

  • FOUNDATIONS OF EDUCATION IN A PLURALISTIC SOCIETY (DV)(GI)
    Educational Foundations 243

    This course is designed to prepare students to understand and teach in school settings with diverse populations. Attention will be directed to major educational issues, the experiences of students from diverse backgrounds, and the role of the teacher in a pluralistic society. Through an emphasis on historical, cultural, and sociological perspectives, students will understand how issues of diversity have shaped the educational experiences of different groups of Americans. For those seeking licensure in education, concurrent enrollment in EDFNDPRC 210 and EDFOUND 212 or EDFOUND 222, pass 2 portions of PPST and 2.75 combined GPA.

  • URBAN EDUCATION: ISSUES AND POLICIES (DV)
    Educational Foundations 341

    This course introduces students to important issues and policies that influence urban schools. It provides a deeper understanding of the difficulties schools, parents, children, and teachers face in making American schools a truly equitable institution. The course is suitable for future teachers and policy professionals interested in the social, political and economic factors that shape urban schooling.

  • URBAN EDUCATION SERVICE LEARNING
    Educational Foundations 342

    Edfound 342 prepares students to work more effectively with urban students, including economically disadvantaged students, immigrant students, and children and youth of color. The course includes a 50 hour service component, in addition to academic coursework.

  • CURRENT TOPICS IN EDUCATION
    Educational Foundations 410

    An in-depth examination of a single current topic of interest to preservice teachers seeking licensure in Early Childhood through Grade 12. Topics will vary from semester to semester, and may include, for example, discussions of national curriculum standards for school subjects, assessment issues, intervention, etc.

  • MEASUREMENT AND EVALUATION IN PHYSICAL EDUCATION
    Educational Foundations 423

    A study of principles and techniques used to evaluate pupil progress in physical education through a survey of available testing instruments and the use of elementary statistics.

  • MEASUREMENT AND EVALUATION IN THE ELEMENTARY SCHOOL
    Educational Foundations 424

    This class is designed for special education, communicative disorders, and elementary education majors. It includes testing, measurement, and evaluation of student progress in multiple contexts. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems.

  • MEASUREMENT AND EVALUATION IN THE SECONDARY SCHOOL
    Educational Foundations 425

    This class is designed for special education, communicative disorders and secondary education majors. It includes testing , measurement, and evaluation of student progress in multiple contexts and subject areas. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems specific to the secondary school setting.

  • UNDERSTANDING AND DEALING WITH DISRUPTIVE CLASSROOM BEHAVIOR
    Educational Foundations 475

    Designed to give students an opportunity to discuss the various theoretical approaches to handling disruptive behavior in the classroom and to apply these approaches to actual problem situations. Emphasis will also be placed on the prevention of behavior problems through the development of effective classroom procedures. Recommended for all Education majors.

  • ADOLESCENT DEVELOPMENT
    Educational Foundations 478

    Adolescent Development acquaints students with the major theories related to adolescent development and helps students interpret the theories in ways which are meaningful in understanding and working with adolescents. Focus is on the changes of adolescence with special attention given to the biological, cognitive, social and emotional systems.

  • HUMAN ABILITIES AND LEARNING
    Educational Foundations 481

    This course is designed to help educators comprehend and apply the fundamental psychological principles underlying the teacher-learning process. Among the areas considered are motivation, classroom management, instructional applications, individual differences and creativity.

  • EDUCATIONAL STATISTICS
    Educational Foundations 482

    This course is designed for students at the senior or graduate level who find it necessary to be an educated consumer of statistical information. This is designed to be a first course on this topic. Major areas of study include gathering/organizing data, probability, inferential techniques (t-test, ANOVA, follow-up tests, correlation, and repression), non-parametric techniques (chi-square test), and single subject designs.

  • CURRICULUM EVALUATION AND IMPROVEMENT 1
    Educational Foundations 486

    This course is designed to train school personnel in the selection of published assessments and the creation of classroom-level assessment methods appropriate for making instructional decisions at a individual and classroom level. Emphasis will be placed on understanding core content area standards, formative assessment practices in content areas, developing valid pupil grading procedures, and ethical assessment methods, all with a focus on informing instruction.

  • WORKSHOP
    Educational Foundations 490

    Variable topics. Group activity oriented presentations emphasizing 'hands on' and participatory instructional techniques. Repeatable for a maximum of 9 credits in major/degree.

  • TRAVEL STUDY
    Educational Foundations 491

    Variable topics. Faculty-led courses abroad.

  • FIELD STUDY
    Educational Foundations 492

    Studies designed to increase the student's understanding of an area of library media by reading and travel under the direction of a member of the department. Area of concentration to be approved by the chairperson of the department. Repeatable.

  • SPECIAL STUDIES
    Educational Foundations 496

    Variable topics. Group activity. Not offered regularly in the curriculum but offered on topics selected on the basis of timeliness, need, and interest, and generally in the format of regularly scheduled Catalog offerings. Repeatable for a maximum of 9 credits in major/degree. Prereq: Consent of instructor

  • INDEPENDENT STUDY
    Educational Foundations 498

    Study of a selected topic or topics under the direction of a faculty member. Repeatable. Prereq: Sponsorship of instructor and permission of department.