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Course Criteria
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4.00 Credits
Examines how the evolving nature of science-ideas, theories, concepts, and controversies-relates to diverse middle and high school students, and how teachers can use experience-based, problem-centered approaches that engage the range of student learners and help them meet local and state learning goals. Identifies research possibilities within school contexts, both inside and outside the laboratory. Explores curricular frameworks and culturally relevant content to enable teachers to create a learning environment that supports inquiry and problem solving. Examples of excellent curriculum products, programs, assessments, and technology tools are analyzed. Students develop a curriculum unit including assessment philosophy and practices.
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4.00 Credits
Explores mathematics teaching methods for middle and high schools that are research based, experienced based, and grounded in the contemporary theoretical frameworks influencing mathematics education. Emphasis is on issues related to teaching math in an urban school, problem solving, communication, connections, technology integration, as well as issues of access and equity, assessment, and cross-content teaching strategies.
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4.00 Credits
Designed to provide an intensive examination of racism in the United States and the implications of race on homophobia, sexism, and so forth, with a focus on the context of urban education. Through the lenses of color, ethnicity, and class, explores questions and concepts that lie at the heart of our personal and professional interactions in the school, the classroom, and the community. Students are expected to participate in class discussion and begin the personal exploration of their own feelings and experience with racism. Combines formal lectures with group and small-group discussion, fieldwork, and video presentation.
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3.00 Credits
Retired August 31, 2007; replaced with ED U530. Designed to provide an intensive examination of racism in the United States and the implications of race on homophobia, sexism, and so forth, with a focus on the context of urban education. Through the lenses of color, ethnicity, and class, explores questions and concepts that lie at the heart of our personal and professional interactions in the school, the classroom, and the community. Students are expected to participate in class discussion and begin the personal exploration of their own feelings and experience with racism. Combines formal lectures with group and small-group discussion, fieldwork, and video presentation.
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4.00 Credits
Examines how teachers enhance children's understanding of history and social studies as part of a coordinated approach to the humanities. The goal is for teachers to engage students actively in reading, writing, and speaking through approaches that develop critical skills and habits of mind in relation to issues of citizenship, community, social justice, and the pursuit of truth in an evolving world. Explores methodology and curriculum design that is applicable within and beyond social studies/history and language arts/English.
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4.00 Credits
Designed to help students enhance their understanding of how children develop math, science, and technology knowledge and skills, and how the three are interconnected. Examines research into current issues influencing elementary school math, science, and technology. Special attention is given to strategies for planning and implementing an integrated lesson; equity, gender, and access issues; problem solving; state and national curriculum and assessment issues related to math, science, and technology education; and using standards-based curriculum materials.
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4.00 Credits
Presents theories of active learning and learning through play as applied in the prekindergarten years. Offers students the opportunity to learn to specify goals in order to facilitate children's growth, development, and achievement of skills in communication, inquiry, creative expression, and interpersonal relations; plan, implement, and evaluate content and methodology in various curriculum areas; incorporate developmentally appropriate, integrated learning experiences; select materials and create learning environments; and integrate children with special needs.
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4.00 Credits
Using an inquiry approach, explores the rich complexity of literacy development and instruction in the elementary grades. Considers reading and writing as ways of exploring and reacting to the world in a thoughtful, articulate manner. Considers how reading, writing, speaking, and listening are interrelated, critical processes for exploring and responding to the world. An integrated language model serves as a basis for instructional methodology. Explores a range of approaches to reading and writing instruction, based on students' own experiences and questions, in light of research on cognitive development and language acquisition informed by political and sociocultural perspectives.
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4.00 Credits
Provides students with tools and understanding to address the range of learning needs of special-education legislation, as well as the politics of who is identified and why. Examines students' own attitudes about teaching children with learning disabilities, and develops skills and strategies for identifying and teaching students with special learning needs.
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4.00 Credits
Offers elective credit for courses taken at consortium institutions.
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