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Course Criteria
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3.00 Credits
This course is designed to provide the experienced teacher and graduate candidate with an opportunity to examine and explore current trends and issues in curriculum and instruction and the impact of these trends and issues on student learning outcomes. A focus is on the critical evaluation of traditional and non-traditional curriculums, the influence of professional standards on curriculum across content areas, and the development of effective instructional practices to enhance academic achievement for all students. Prerequisite: ESED 8130.
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3.00 Credits
Current trends and issues in teaching mathematics, science, and computing technology in the schools. Emphasis is placed on research findings, recommendations of professional organizations and effective practices that connect the teaching of mathematics and science, supported by computing technology.
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3.00 Credits
Addresses the integration of mathematics and science in the classroom and serves to correlate knowledge from science and mathematics courses with practical applications in local industries. Topics focus on applications of mathematics in science contexts, while emphasizing the relevance of mathematics and science to every day life.
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3.00 Credits
Applications of computing technologies such as graphics calculators, computers and the Internet in the classroom. Emphasis is placed on integrating these technologies into the teaching of school mathematics and science.
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3.00 Credits
Students will initiate, complete and present an acceptable field-based research study, developed and approved in EDUR 8434. This course will focus on collecting, organizing and analyzing data, as well as composing a formal research paper based on the research study. The course culminates with an oral presentation of the study. Seminars will be held that focus on current trends, issues, and research in one's teaching field and certification level. Prerequisites: EDUR 8131, EDUR 8434, ESED 8130, ESED 8132, ITEC 8231.
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1.00 - 3.00 Credits
The candidate, under the direction of the instructor, will identify and study a topic applicable ot one's teaching field.
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3.00 Credits
This course is designed to provide the doctoral candidates with a critical understanding of the diversity of roles of professionals in education. This course will focus on exploring the dimensions of inquiry as it supports, enhances, and strengthens the development of educational practice in a variety of settings. Doctoral candidates will develop the skills and competencies in the research and design of grant and presentation proposals, as well as in the reflective analysis of teaching and professional growth. Course will include a field component.
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3.00 Credits
Doctoral candidates will engage in critical examination of a variety of current schooling issues, reform efforts, and educational practices and analyze the implications for research and practice in teaching and learning. From this examination and analysis candidates will develop strategies for planning, implementing, and sustaining school change related to a specific schooling issue or practice. A field component is included.
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3.00 Credits
This course is designed for the doctoral candidate who aspires to be a teacher educator at a college or university. A main focus is the role of the teacher educator and expectations for teaching, scholarship, and service. Candidates will apply knowledge and skill from the course in developing a syllabus and course materials for a teacher preparation course and they will develop a professional portfolio.
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3.00 Credits
This course is a combination of theory and practice and is designed to prepare students who have prior teaching experiences to use principles of supervision to help improve classroom performance and to create better learning communities. Participants will examine supervisory theories, research, and practice to develop knowledge, skills, and supervisory styles. An integration of related literature regarding conferencing and evaluation, curriculum development, lesson planning, effective teaching, effective schools, collaborating, program expectations, and adult learners will be included. This course is paired with the Internship in Teacher Education course. Doctoral candidates will work with at least one or more supervisees concurrently and contribute their supervisory experiences in ongoing class discussions and reflections in the semester.
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