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Course Criteria
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3.00 Credits
The purpose of this course is to build students' knowledge of the theory, research base and practice of early intervention in mathematics. It will also include specific assessments for identifying a child's current level of mathematical understanding and some explicit application of the early intervention. Prerequisite(s): Teaching certification. 3 semester hours
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3.00 Credits
This is the second course in a two-course sequence designed to prepare students to become Math Intervention Specialist Teachers. Based upon the knowledge and practice in the first course, students will expand the applications, interventions, activities, environments and support, based on the Instructional Framework in Number (IFIN) through extensive practicum experiences with children. Note: MHE550B extends throughout the school year. Students receive a final grade after the final requirements have been completed during the Spring term. Prerequisite(s): Teacher Certification and completion of MHE550A. 3 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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1.00 - 4.00 Credits
Practices 1-4 semester hours
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1.00 - 4.00 Credits
Special Needs 1-4 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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3.00 Credits
This seminar is a culminating experience that is designed to help teachers in the Mathematics Education program integrate their knowledge of historical, political, and socio-cultural perspectives on equity, access, and excellence in the mathematics education begun earlier in the program. They will examine research and practice on professional development, leadership, and educational change as they relate to mathematics education. In addition, they will complete the research study begun in ESR505. Prerequisite(s): ESR505 Educational Inquiry and Assessment. 3 semester hours
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1.00 - 3.00 Credits
Students examine how the unique developmental characteristics of the 10-14 year old young adolescent influences the philosophy and ideologies of middle level education and builds the foundation for the middle level schooling process. Emphasis is placed on the Physical, Intellectual, Emotional, Social, Spiritual, (PIESS) Plus (gender, cultural, moral, socio- economic) development of the young adolescent and the implications on living and learning. The class examines the developmental response to middle level best practices as it prepares the middle level educator for the multifaceted role as a facilitator, guide, collaborator, and advisor. Prerequisite: must be taken before MLE302, but can be concurrently with MLE302. 5 quarter hours
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5.00 Credits
The emerging adolescents and how their unique developmental characteristics impact middle level curriculum is expanded. Curriculum approaches appropriate for middle level students based on knowledge of the unique developmental COURSE DESCRIPTIONS 315 NATIONAL COLLEGE OF EDUCATION characteristics of young adolescents is enhanced. Practical aspects of parallel, interdisciplinary, multidisciplinary, integrated, core, student inquiry, and integrative curricula for middle-level classroom are examined as students develop strategies for teaching and learning in diverse classrooms. The course also addresses the essential role of the arts and involves students in a variety of arts, mass media - technological experiences. Alternative assessments are examined as students develop strategies to apply and evaluate national, state, and local standards effectively. Collaborative partnerships among teachers, students, parents, and community are explored. Prerequisite: MLE300 or consent of instructor, but can be taken concurrently with MLE300. 5 quarter hours
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