|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
1.00 - 3.00 Credits
Description: Specialized work on an individual basis, consisting of training and practice in actual service in a technical, business, or governmental establishment. Grading: Alternative grades are awarded for this course: S P F. May be repeated: an unlimited number of times, consult your department for details and possible restrictions. Usually offered: Fall, Spring, Summer.
-
1.00 - 4.00 Credits
Description: The practical application, on an individual basis, of previously studied theory and the collection of data for future theoretical interpretation. Grading: Alternative grades are awarded for this course: S P F. May be repeated: an unlimited number of times, consult your department for details and possible restrictions. Usually offered: Fall, Spring, Summer.
-
1.00 - 3.00 Credits
Description: Qualified students working on an individual basis with professors who have agreed to supervise such work. Grading: Alternative grades are awarded for this course: S P F. May be repeated: an unlimited number of times, consult your department for details and possible restrictions. Usually offered: Fall, Spring, Summer.
-
3.00 Credits
Description: Qualified students working on an individual basis with professors who have agreed to supervise such work. Grading: Regular grades are awarded for this course: A B C D E. May be repeated: an unlimited number of times, consult your department for details and possible restrictions. Usually offered: Fall, Spring, Summer.
-
3.00 - 4.00 Credits
Description: Classroom observation, management, instruction, and planning processes; includes field work and laboratory experiences. Grading: Regular grades are awarded for this course: A B C D E. Prerequisite(s): admission to the College of Education. Usually offered: Fall, Spring.
-
3.00 - 4.00 Credits
Description: Nature and teaching and learning to teach; understanding early childhood classroom systems-guidance and management of young children; student motivation; understanding the many dimensions of student diversity; planning for instruction-especially with regard to developmentally appropriate practices: major philosophical orientations that influence classroom instruction and the major theorists; teaching through presentation; direct instruction and assessment; concepts teaching and discussion; elements of play and the major role of play in early childhood settings, cooperative learning and problem based (inquiry) instruction; working in schools; forming and fostering parental partnerships. Will engage in a 45 hour field observation. Grading: Regular grades are awarded for this course: A B C D E. Course includes 1 or more field trips. Prerequisite(s): Admission to the College of Education and to the Early Childhood Teacher Preparation Program. Typical structure: 3 hours lecture, 1 hour laboratory. Usually offered: Fall, Spring, Summer.
-
3.00 Credits
Description: Introduction to museum education and anthropology of the Southwest which examines cultural diversity of the region. Students conduct museum tours for public school students. Grading: Regular grades are awarded for this course: A B C D E. Identical to: ANTH 302. Usually offered: Fall, Spring.
-
3.00 - 6.00 Credits
Description: The primary purpose of the ECE Field-Based Experience is to provide pre-service teachers with opportunities to gain the knowledge, skills, strategies, and confidence needed to be successful student teachers. Content learned in class will be applied when developing and teaching lessons to young children (ages birth through 8), in the early childhood applications classrooms. The purpose of combining TTE 312 is to provide students with an understanding of young children? development and use of oral and written language as applied to the teaching and learning of reading, language arts. Special attention will be given to approaches and methods which are responsive and appropriate for students with diverse backgrounds. Current approaches which are based on the integrated, contextualized and process-oriented teaching of reading and language arts as developmental aspects of literacy will be emphasized. Grading: Regular grades are awarded for this course: A B C D E. Usually offered: Fall, Spring.
-
3.00 Credits
Description: This course examines the teaching and learning of science in early childhood classrooms. A central goal of this course is to provide you with appropriate experiences for initial growth as a professional educator who will provide engaging and age-appropriate science experiences for young children, as well as the knowledge and tools to continue your professional development beyond this course. We will focus centrally on the role of the early childhood educator, but always with reference to the ways in which teachers interact with young children to create positive environments that foster inquiry and promote learning. We will touch on a range of topics, including planning science experiences that relate to children? interests and backgrounds, determining and adapting appropriate teaching methods, promoting inquiry, motivating learning, fostering dialogue that supports meaningful learning, using materials during instruction, meeting state and national standards, integrating science with language arts and mathematics to promote learning, inviting parents to participate in children? science learning, and assessing children? learningGrading: Regular grades are awarded for this course: A B C D E. Usually offered: Fall, Spring.
-
3.00 Credits
Description: The goal of this course is for prospective early childhood teachers to learn methods of teaching mathematics in preschool, kindergarten, and early elementary classrooms. This course emphasizes the ways that young children (age 0 to 8 years) make sense of mathematical ideas and concepts through direct personal and integrated learning experiences. The primary goal of this course is to promote and nurture an Early Childhood professionals a sense of curiosity about how children learn and come to understand mathematical ideas. This course examines components of effective mathematics instruction in early childhood including: developmentally appropriate learning environments, use of models and concrete materials, fostering connections between students home, community and school experiences, promoting mathematical discourse, and research-based strategies for supporting the development of children? mathematical thinking. The course is also designed to provide prospective teachers an opportunity to reflect on their beliefs about teaching, learning and their expectations for students. Additionally, future teachers will become familiar with the Arizona State Standards for Mathematics, the AZ Early Learning Standards, and the NAEYC/NCTM position statement on early childhood mathematics education. Grading: Regular grades are awarded for this course: A B C D E. Usually offered: Fall, Spring.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|