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Course Criteria
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3.00 Credits
3 Semester Hours This course examines the intersection of education and language politics for linguistically and culturally diverse populations. It will provide an in-depth examination of the philosophical and organizational structures within schools from both historical and contemporary perspectives. Federal, state, local decisionmaking processes will be highlighted. Prerequisite: EDUC/EDLC 5003.
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3.00 Credits
3 Semester Hours An overview of the problems confronting educators of students with exceptional needs with a view to developing an understanding of the psychological and educational implications for instruction and program planning. An overview of major exceptionalities and implications of recent legislation for the disabled ("mainstreaming") will be emphasized.This course meets the requirements for the 2042 credential.
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1.00 Credits
3 Semester Hours This course integrates the advanced study of health education and the teaching of students with exceptional needs. The study of health education, including the study of nutrition, cardiopulmonary resuscitation, and the physiological and sociological effects of abuse of alcohol, narcotics, and drugs and the use of tobacco will be addressed. Training in cardiopulmonary resuscitation also meets the standards established by the American Heart Association or the American Red Cross. This course includes the study of and fi eld experience in methods of delivering appropriate educational services to pupils with exceptional needs in general education programs. Candidates will understand how to effectively put IDEA into practice within the context of an allinclusive classroom. Effective communication between stakeholders to support students with exceptional needs in the classroom will be addressed.
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2.00 Credits
3 Semester Hours This course integrates the advanced study of technology and the teaching of English Language Learners (ELL). This course is designed to build upon beginning teachers' expertise in equitable assessment and instruction for ELL students through and with equitable uses of technology. Utilizing a sociocultural and additive approach, the course addresses standards-informed instruction for ELL students from beginning to advanced levels of English development. Particular focus is given to oral language and literacy development across content areas, analysis of teacher instructional practices, and family literacy. This course includes the study of and fi eld experience in methods and strategies of integrating technology into the curriculum to support all students. Candidates will explore a variety of electronic communication tools for use within the classroom as well as to expand the network of professional educators. Candidates will address the areas of information literacy, the digital divide, and using technology to create life-long learners.
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3.00 Credits
3 Semester Hours An in-depth study of cultural diversity using methods from educational sociology and anthropology. The course will examine the major theoretical models advocating responses to cultural diversity and their practical implications for education. Themes/ issues covered: contemporary demographics, genetic and cultural defi cit theory, cultural mismatch theory, cultural ecological theory, sociocultural theory (neo-Vygotskian) and culturally responsive instruction, multicultural education and intercultural communication, critical pedagogy, and qualitative evaluation.
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3.00 Credits
3 Semester Hours An overview of the problems confronting educators of students with exceptional needs with a view to developing an understanding of the psychological and educational implications for instruction and program planning. An overview of major exceptionalities and implications of recent legislation for the disabled ("mainstreaming") will be emphasized.
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3.00 Credits
3 Semester Hours This course focuses on the governmental, political, fi nancial, legal, and historical perspectives of education in the United States. Students are given opportunities to integrate course topics and relate policy initiatives to the welfare of all students in responsible and ethical ways. School governance and management of human and fi scal resources in culturally diverse settings are stressed.
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3.00 Credits
3 Semester Hours What should students learn and experience in the classroom? Who decides the content and how it should be taught? How will we know that all students have mastered it? From antiquity to the present, human beings have clashed over these fundamental yet highly charged questions regarding the nature of curriculum. Drawing on theory and practice, past and present, this course explores answers to the above questions and looks at the direction of today's education policies and practices, especially with regard to curriculum standards, accountability, and student assessment under No Child Left Behind.
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3.00 Credits
3 Semester Hours Designed for school management and institutional trainers to afford understanding of individualization of instruction, evaluation and assessment of instructional practices, skill in design and implementation of instructional sequences, and elements of effective instruction for all students.
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3.00 Credits
3 Semester Hours Essential descriptive statistics; basic concepts of psychological and educational assessment. Overview of individual and group tests and inventories; test construction and evaluation; alternative assessment; and comprehensive testing programs. Preparation in designing and implementing a research study and competence in reviewing and using the professional literature.
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