At Drury, we seek to prepare teachers who go beyond just technical understanding of what works. Studying education at Drury is grounded partnerships with public schools. You’ll participate in a series of clinical experiences like reading practicum and student teaching that begin as early as your first year of study. You’ll become a reflective educator with a strong vision of schools as energetic, creative places.
The bachelor of science in middle school language arts education is designed for students seeking initial certification in fifth through ninth grade in Missouri. The programs include all courses required for certification, including field and clinical experiences.
To earn this degree, you will complete General Education courses plus 79 credit hours specific to the Bachelor of Science in Middle School Language Arts Education.
Education Courses (52 hrs.)
This is an introductory course in educational technology. Candidates will learn how educational technologies can be applied to enhance teacher effectiveness and assist students in reaching learning objectives. Candidates will develop foundational skills in the evaluation, selection and use of technologies according to best practices and educational theories.
This course focuses on issues of diversity, oppression and social justice. It is designed to prepare pre-service teachers to be knowledgeable of biases based on race, ethnicity, culture, religion, age, gender, sexual orientation, social and economic status, political ideology, disability and how these contribute to discrimination and oppression. Students will learn about diverse cultures, family structures, roles, immigration and assimilation experiences of marginalized groups. Students will also learn about the influence of dominant culture on these diverse and marginalized groups. Additionally, this course will examine the adaptive capabilities and strengths of these marginalized groups and how such capabilities and strengths can be used in effective educational settings. The course will assist pre-service teachers in understanding the complex nature and dynamics of social oppression, diversity and social functioning. Students will explore their own personal beliefs, and behaviors that may limit their ability to effectively interact in educational settings with people of diverse backgrounds, in particular, disadvantaged and oppressed persons. Themes included justice, suffering, the role of the government, poverty, and society’s response to them. Initiatives and response of both secular and faith-based groups to injustices in the past (e.g. Civil Rights, abolitionism), will be examined.
A study of the process of human development from conception through adolescence with particular emphasis on development during the elementary school, middle school and high school age periods of growth and development. The course will emphasize the contemporary research, theory and findings in the areas of cognitive, emotional and physical development with a focus on psychological processes and structures and their implications for the education process.
Prerequisites: Behavioral Science majors: PSYC 230; Education majors: EDUC 205 and EDUC 207. This course is designed to introduce different theories and principles of development, learning, motivation and assessment of student learning. The major emphasis in this course is on how to apply these principles in classroom practice in both typical and multicultural settings. Normally taken in the second semester of the sophomore or junior year.
Prerequisite: EDUC 205. This course surveys all areas of exceptionality. It is designed to help the prospective teacher identify and understand the problems of students with atypical learning patterns.
Prerequisites: EDUC 205, EDUC 207, EDUC 302, and formal admission to teacher education program. This course recognizes the need to support the learning of all students and will expose undergraduate-level students to the challenges and issues, and experiences faced by students from groups identified by race, ethnicity, language, socioeconomic status, exceptionalities, sexual identity, religion, and culture.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, and formal admission to teacher education program. A three-credit hour course designed to acquaint candidates with the role of literacy at the secondary level. Emphasis is placed on factors which influence literacy and learning from content-specific text material as well as the acquisition and refinement of associated teaching practices. This course will include reviewing current research regarding adolescent literacy; implementing best practices to foster constructive literacy skills; and integrating literacy, writing, and study skills into secondary school content areas.
Prerequisites: EDUC 205, EDUC 207, EDUC 302. This course will include strategies for teaching subject matter to utilize and further develop functional reading. Methodology of teaching reading skills, vocabulary development in specific subject areas and study skills will be included.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, formal admission to teacher education program. This course is designed to maintain positive classroom environments by acquainting students with concepts and techniques of behavioral interventions; practical applications of behavior management techniques is emphasized. Students will learn how to design learning environments that are inclusive for all students.
Prerequisite: Formal admission to the teacher education program.
Use of formative and summative assessment strategies to assess learner progress in the classroom are essential to plan ongoing instruction. This course will prepare future teachers to use assessment data to improve teaching and learning in the classroom.
Prerequisite: Formal admission to the teacher education program. This course provides an understanding of the philosophy, history, structure, and future direction of the middle level education, as well as how those topics relate to the characteristics of the adolescent. Topics include an overview of curriculum and instructional strategies appropriate for middle level education. These topics also consider culturally diverse populations and special needs students.
Prerequisite: Formal admission to the teacher education program. Candidates will examine education programs appropriate for students in late childhood and early adolescence. The course will review and evaluate curriculum, instruction and organization associated with middle schools. Curricular and instructional programs designed especially for pre-adolescent youth will be examined and contrasted with other levels of education. Distinctive physical, emotional, social, and intellectual needs of the middle school student will be researched.
Prerequisites: EDUC 205, EDUC 207,and EDUC 302 and formal admission to the teacher education program. Must be taken prior to student teaching. Units related to methods of teaching the middle school and high school student the novel, poetry and short story, and a unit on methods of teaching writing and grammar will be included. Teaching of writing unit fulfills one semester hour credit toward completion requirement for certification in English.
Introductory Practicum is a field-based course that provides students principles of effective teaching practices. Students in the course work under the joint direction and supervision of a practicing teacher with knowledge of elementary, middle, or secondary education. Participation in four seminars is required. S/U Grading.
This course provides students with the essential information necessary to pursue admission to the teacher education program at Drury University. In addition, the course focuses on the general expectations of the program in terms of professional dispositions, background checks, electronic portfolio and other candidate assessments, design of lesson plans and the three levels of clinical and internship experiences. Students learn how to access university resources and supports and develop an understanding of the roles of faculty, staff, advisors and administrators. This course must be taken concurrently with EDUC 208 or in the first semester of the education program. S/U Grading.
This course provides transfer students with the essential information necessary to pursue admission into the teacher education program at Drury University. In addition, the course focuses on the general expectations of the program in terms of professional dispositions, background checks, electronic portfolio and other candidate assessments, design of lesson plans, and clinical and internship experiences. Students learn how to access university resources and supports and develop an understanding of the roles of faculty, staff, advisors, and administrators. This course must be taken in the first semester of the education program. S/U grading.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, formal admission to teacher education program. A clinical experience required of secondary education majors prior to enrollment in student teaching. S/U Grading.
Prerequisite: Completion of all appropriate methods courses and approval of the Teacher Education Council and supervised teaching at the middle school level (grades 5-9). Taken concurrently with EDUC 475 if a passing state content assessment score is not obtained. Course fee required.
Prerequisite: Formal admission to the teacher education program. This course is designed to provide both professional and personal support during a teacher candidate’s student teaching experience. Teacher candidates will engage in discussion and assignments related to lesson planning, assessment, classroom management, communication, and collaboration in their student teaching environment. Guidance in professional development and career planning will be provided. Taken concurrently with EDUC 476, EDUC 477, or EDUC 478. S/U grading.
Required Content Courses (27 hrs)
Reading Literature & Informational Text (18 hrs)
One of three foundational courses for majors and potential majors in English, Literature Matters introduces students to a central set of problems in contemporary literary studies (for example, Identity and Empire, Shakespeare to Ondaatje). The course includes important canonical works as well as neglected or emerging writers. There is a focus on how to read and understand literature; how reading and writing literature influence identity, meaning, and value; and how to develop strategies for reading, discussing, and writing about literary works. Attention is also given to narrative structure. Students are strongly encouraged to enroll in this course in the spring semester of their freshman or sophomore year. Offered spring semester. May be repeated when topics vary.
This course introduces students to major writings from the past 200 years of British writing, with particular attention to close- reading and appreciation. The course often pursues a single theme, genre or motif through the readings.
Students become familiar with major writings from pre-Civil War American culture, with "flashbacks" to colonial American literature. This course often pursues a single theme, genre or motif through the readings.
This course introduces students to major texts of late-nineteenth and twentieth-century literature, with particular attention to modernist and postmodernist writing.
Prerequisite: CCPS-ENGL 150. DAY-None. This course introduces students to advanced research skills in literary studies. It focuses upon the central questions in literary studies and provides students with the critical and theoretical background to make sense of these questions.
The backgrounds of African-American culture in African and Caribbean literatures, as well as the history of black American literature in the nineteenth and twentieth centuries, with focus on the contemporary scene.
Writing & Researching (6 hrs)
Prerequisite: CCPS-ENGL 150. Day-None. Expository Writing provides students with valuable opportunities to write in a wide variety of modes of nonfiction, including narrative essays, film and book reviews, cultural analyses and journalistic essays. Students read and discuss published nonfiction and participate in workshops where they respond to one another’s writing in small groups. The workshop format enables students to respond to issues of form, purpose, voice, and audience.
Prerequisite: CCPS-ENGL 150. DAY-None
Students learn techniques for and practice in writing fiction. The course focuses on student workshops.
Language & Conventions (3 hrs)
Prerequisite: CCPS-ENGL 150. DAY-none. Students intensively investigate modern English grammar and usage. The course acquaints students with models of understanding and teaching grammar and with opportunities for experimenting with a variety of styles.
A Bachelor of Science in Middle School Language Arts Education prepares you to teach fifth through ninth grade. You can also obtain special certification or pursue your master’s to increase your career opportunities.