PSED 242 Educational Psychology (3:3:0)
This course is a study of the nature of the learning process particularly in the areas of growth and development, attitudes and values, personality perception, motivation, and cognition, diagnoses of pupil progress through the use of measurement and evaluation, and development of the abilities to obtain, use, and evaluate research in the areas of psychology and education. A ten-hour tutoring experience is required. Prerequisites: PSED 161 and a 2.5 QPA.

PSED 244 Adolescent Psychology (3:3:0)
This course examines cognitive, social, and personality development in adolescence, the biological, environmental, and cultural factors which contribute to adolescent behavior, and problems in adolescence-identity, vocation, education, the family, the peer group, and delinquent behavior.

PSED 290 Special Topics (Semester hours arranged)
These courses are designed to meet specific needs of groups of students or are offered on a trial basis in order to determine the demand for and value of introducing them as a part of the university curriculum.

PSED 332 Measurement and Evaluation of Education (3:3:0)
This course deals with problems in the construction, use, and interpretation of test items, the development of objective standardized tests of achievement, aptitude, and personality, the development of norms, and the problems of validity and reliability. Prerequisite: PSED 242.

PSED 364 Middle School Organization (3:3:0)
This course is an introduction to the educational ideas, concepts, and possibilities inherent in both the junior high and the middle school. A thorough study of the organization and operation of each type of school is the major concept of the course. Prerequisites: PSED 161, 242.

PSED 405 Classroom Management and Discipline (3:3:0)
The course will emphasize classroom management from the viewpoint of effective teaching. Specific discipline models will be analyzed and evaluated. Students will assess their philosophies in regard to classroom management practices and discipline models. Prerequisites: PSED 161, 242.

PSED 406 Teaching of English in the Secondary Schools (3:3:0)
This course deals with teaching methods and techniques and the organization and presentation of material through the various media of communication by planning units, evaluating instruction, collecting materials and observing teaching. Prerequisites: PSED 161, 242.

PSED 412 Teaching of Writing in the Secondary Schools (3:3:0)
This course will briefly survey the history of the teaching of writing in American secondary schools, intensively review writing process theory and research of the past two decades, and critically consider the implications of writing process theory and research for classroom practice. Prerequisites: ENGL 103; PSED 406.

PSED 416 Teaching of Foreign Language (3:3:0)
This course is designed for persons who wish to teach foreign languages in the schools, grades K-12. Students are provided a theoretical foundation for teaching techniques and opportunities are provided for lesson presentation, preparation of teaching materials, planning units, evaluating instruction, and observing teaching. Prerequisites: PSED 161, 242, Junior Standing, 6 hours of 300 and 400 level courses in target language area and FLSP or FLFR 315 Grammar and Composition.

PSED 420 Seminar in Secondary Education I (3:2:2)
The seminar includes the study and application of lesson planning, teaching strategies and styles, assessment, and questioning skills. Seminar I includes a required field experience of 30 hours. Students must sign up one semester in advance. Prerequisites: PSED 161, 242, and permission of instructor.

PSED 421 Seminar in Secondary Education II (2:2:0)
This course includes the study and application of effective strategies using technology, communication techniques, classroom management theories, and the elements of an inclusive classroom. Seminar II includes a required 30-hour field experience in a multicultural setting. Students taking this course must sign up one semester in advance. Prerequisites: Seminar in Secondary Education I and permission of instructor.

PSED 430 Student Teaching in Secondary Education/Middle School/Junior High School (6:0:15)
This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 430 and 431 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the middle/junior high school. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and 4) students must have completed at least 24 semester hours of credit in the major field.

PSED 431 Student Teaching in Secondary Education/Senior High School (6:0:15)
This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 430 and 431 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the senior high school. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the majorfield, 3) students must have the approval of the Department of Professional and Secondary Education,and, 4) students must have completed at least 24 semester hours of credit in the major field.

PSED 436 Teaching of Mathematics in the Secondary Schools (3:3:0)
This course deals with new mathematics programs and evaluation, trends, and research in the teaching of mathematics, routine procedures in the mathematics classroom, lesson plans and teaching units, and effective techniques applied to selected topics in mathematics. Prerequisites: PSED 161, 242, and 12 credit hours in mathematics courses required for the BS degree.

*PSED 441 Introduction to Schools without Failure (Semester hours arranged)
This program is built on involvement, relevance, and thinking. Much time is devoted to attitudinal change, communication skills, group processes, and problem solving. The focus is on meeting the needs of the individual school. Its purpose is to assist principals and teachers to develop a positive, personal philosophy of education, to present a process for developing classroom skills, and procedures, to implement a success-oriented curriculum, and to provide ways for building constructive communication within school and between the school and the community. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 161, 242.

*PSED 442 Discipline in the Classroom (Semester hours arranged)
This program is designed for participants to take part in learning activities that will enable them to develop positive techniques for handling student behavior problems. This course is aimed at training teachers to use Reality Therapy as a tool in the classroom. It addresses one of the major concerns of the public school's classroom control and behavior change. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 161, 242.

*PSED 443 Theory and Practice of Schools without Failure I (Excellence in Teaching) (Semester hours arranged)
This course offers participants an opportunity to investigate the effects of school success and failure on the life of a child. Study of these concepts will be taken from the points of view of William Glasser, M.D., in his books Schools Without Failure, Identity Society, and Reality Therapy. Participants will be introduced to a hybrid teaching style designed to elevate teaching to maximize learning in the classroom. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 441, 442.

*PSED 444 Theory and Practice of Schools without Failure II (Perception Psychology) (Semester hours arranged)
Educators will gain experience in conducting diagnostic class meetings and in providing the educational climate necessary for self-discipline. Curriculum planning related to self-directed learning will be explored. Recent advancements in brain research, psychology, and learning theory will be presented. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 441,442.

*PSED 445 Planning for Change (Semester hours arranged)
The goals of quality education will be analyzed as a basis for curriculum change. The relationship between affective education and cognition will be reviewed, and assessment statements will be produced through a group process. Systems for change will be developed. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 161, 242.

PSED 446 Teaching of Science in the Secondary Schools (3:3:0)
The course includes the study and appraisal of objective, programs, materials, and techniques; emphasis is upon those aspects that are aimed toward development of confidence as well as competence on the part of the teacher, relevancy, and student involvement in the science program. Prerequisites: PSED 161, 242, and at least 3 hours of 300 level work or above.

*PSED 447 Success-Oriented Reading: Whole Language Development (Semester hours arranged)
This course focuses on whole language development, integrating the teaching and learning of reading and writing, and increasing the use of literature in early reading programs. The course emphasis is on comprehension strategies, high quality reading materials, independent reading and opportunities for combining reading and writing activities. Prerequisites: PSED 161, 242.

*PSED 448 Reality Therapy in the Classroom (Semester hours arranged)
This workshop is designed as an advanced course for educators who desire to become increasingly proficient in the use of Reality Therapy in the classroom. It presumes an understanding of the philosophy and basic steps of Reality Therapy and some experience in trying to use it in the schools. Emphasis will be placed on acquiring additional skill in the implementation of the Reality Therapy approach in the educational environment. Since this course is also offered for graduate credit, a differentiation in requirements will be made. Prerequisites: PSED 242, 441, 442.

*PSED 449 Reducing Classroom Conflict (Semester hours arranged)
This workshop is designed to provide participants with skills in developing pathways to build strength and success in themselves and their students. It focuses on specific classroom activities that will help develop a climate for effective self-discipline and positive classroom interaction. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 242, 442.

*PSED 452 Together: Mainstreaming in the Schools (3:3:0)
The purpose of the workshop is to cause meaningful interaction of special and regular education teachers. The interaction will enable them to review and to develop positive models for their particular schools that allow exceptional and non-exceptional students to learn together and respect and know each other. A major emphasis will be devising through group interaction, a plan for implementation of mainstreaming in the particular schools. Since this course is also offered for graduate credit, a differentiation of requirements will be made. The course is crosslisted with ELED 452 and SPED 452. Prerequisites: PSED 161, 242, upper division standing or permission of instructor.

*PSED 453 Teaching and Motivating (3:3:0)
The course provides educators with the theory and skills to motivate students to learn and to accelerate their academic achievement. Brain function and dominance will be reviewed in light of how these processes result in different student learning styles. Participants will build teaching strategies to deal with varied learning styles. Prerequisites: PSED 242; ELED 232.

PSED 456 Cooperative Learning-Learning Teams in Action (3:3:0)
The course is designed to provide skills to implement learning teams in the classroom. The course content develops a basic understanding of control theory as it applies to co-operative learning. Class experiences produce new teaching plans based on control theory and demonstrate that learning teams can provide top achievement and methodology for critical thinking and problem solving.

PSED 457 Reducing Stress in the Classroom (3:3:0)
This course explores ways to manage stress, establish realistic goals, and develop relaxation techniques so that stress is minimized in creative thinking and effective classroom management. The course will identify symptoms of job stress and worker burnout in the educational setting and present ways to effectively manage stress, establish realistic goals, and understand effective teaching styles.

PSED 458 Teaching of Social Studies in the Secondary Schools (3:3:0)
This course deals with the analysis and evaluation of current trends in curriculum, teaching methods, techniques, resources, and materials in teaching social studies in secondary schools. Stress is placed on new developments in the field and on experience in applying concepts and methods learned. Prerequisites: PSED 161, 242, and at least 6 hours of 300 level work or above.

PSED 459 Enhancing Self-Esteem (3:3:0)
This course will introduce educators to elements of self-esteem and how those elements can be used to establish an atmosphere where high self-esteem and motivation can flourish. This course takes a theory of self-esteem and translates it into practice. It also emphasizes basic human relations and interpersonal skills necessary to create a classroom environment conducive to the teaching/learning process.

PSED 472 Seminar in Secondary Education III (1:1:0)
This course is designed to provide teacher education certification candidates with the opportunity to design and conduct an action research project or an appropriate alternative research activity to enhance the required field experience in PSED 421. This experience will provide students with the opportunity to select an appropriate research model and design a research project that will enhance pedagogical practice. Prerequisites: Must be taken concurrently with Seminar II.

PSED 485 Independent Study (Semester hours arranged)
This course consists of directed research and study on an individual basis.

*Workshop Courses