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Course Criteria
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3.00 Credits
Prerequisite: 2.5 GPA. Teacher candidates will become familiar with, learn to use, and know how to recommend to children many reading materials based on different topics, themes, and a variety of situations. Candidates will learn how to provide children with many different writing and speaking experiences, exploring the uses of different types of writing with different audiences and different situations. Includes field-based experiences. Spring.
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3.00 Credits
Using multicultural education as a theoretical framework, candidates examine diversity issues such as race, culture, gender, ethnicity, socioeconomic class, affectational orientation, age, and ability as they relate to schooling and education. The relationship of diversity issues with classroom interaction, curriculum decisions and materials, and educational policy will be a major focus. Includes field-based experiences. This course may be substituted for EDUC 203. Fall.
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3.00 Credits
Prerequisites: EDUC 201, 202, and 2.5 GPA; minimum PRAXIS I (PPST) Scores. An examination of effective methods utilized to teach students with special needs within their own area of certification. Emphasis will be placed on meeting the needs of all students in a regular classroom setting, including, but not limited to, to diagnosed as ADD, ADHD, dyslexic, and gifted. Care is taken to distinguish between the needs of 1-5, K-12, and 6-12 students. Includes field-based experiences. Even Falls.
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3.00 Credits
Prerequisites: EDUC 201, 303; 2.5 GPA; minimum passing PRAXIS I (PPST) Scores. A study of practical methods for creating positive learning environments for all learners from kindergarten through 12th grade, with particular emphasis on the area of certification: grades 1-5, grades 6- 12, or grades K-12. An examination of the structure of classrooms, in the area of certification, to develop organizational and management skills. Includes field-based eexperiences in the candidte's area of certification. Even Falls.
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3.00 Credits
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum passing PRAXIS I (PPST) Scores. A study of methods to: 1) teach children to read competently, 2) encourage students' enjoyment of reading through multiple instructional strategies, technologies, and a variety of language activities, 3) teach children to read using a balanced instructional program that includes an emphasis on phonics, context, and text that has meaning for students, and 4) teach children to monitor their own comprehension. Includes field-based experiences. Every third semester beginning Fall 2007.
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3.00 Credits
Prerequisites: EDUC 311; 2.5 GPA. This course focuses on learning to teach the child who experiences difficulty in becoming literate including methods to identify characteristics of the language disordered child through recognition of the preconceptions, error patterns, and misconceptions that may be found in children's understanding of how language functions in communication, and by helping children to correct their misunderstandings of the uses of language. Use of formative and summative assessment to determine the level of children's competence in their understanding and use of language, and to plan further instruction. Includes field-based experiences. Every third semester beginning Spring 2008.
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3.00 Credits
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum passing PRAXIS I (PPST) Scores. This course emphasizes the app- lication of appropriate principles, methods, materials, and guidelines for teaching reading in an individual content area. This course will prepare secondary education certi- fication candidates and K-12 certification candidates as they become content area teachers in their own discipline to be not only knowledgeable, but also pro- ficient in utilizing techniques that will assist all students in reading and writing with understanding and clarity. Includes field-based experiences. Even Falls.
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3.00 Credits
Prerequisites: EDUC 201, 202; 2.5 GPA; minimum passing PRAXIS I (PPST) Scores. This is one of two methods courses required for candidates certifying to teach Grades 6-12 with a focus on materials, methods and problems in teaching their own discipline content areas in grades 6-12. Seminars on classroom management, the special needs child, the integration of technology into the classroom, learning styles of students, student assessment, multicultural educa- tion, and appropriate teaching strategies specific to their discipline. Investigative writings will be emphasized. Includes field based experiences under the direction of an experienced grades 6-12 teacher and a Centenary Department of Education professor. Odd Falls.
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9.00 Credits
Prerequisites: 2.5 GPA; satisfactory completion of all other required coursework for the degree except EDUC 471; successful completion of all parts of the PRAXIS. Co-requisite: EDUC 471. Application of the concepts, principles, theories, and research related to development of children through intensive practice teaching under the guidance and supervision of a classroom teacher and college faculty. The special needs of exceptional children including 600 hours in the classroom over a period of 14 weeks, with observations by supervising teachers and college supervisors. This course satisfies the Career component of the Centenary Plan. Fall, Spring. elementary grade. This course is totally field-based including 600 hours in the classroom over a period of 14 weeks, with observations by supervising teachers and college supervisors. The LTAAP will be used throughout the semester as a guideline for evaluation and specific areas of improvement needed. Fall, Spring.
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9.00 Credits
Prerequisites: 2.5 GPA; satisfactory completion of all other required coursework for the degree except EDUC 471; successful completion of all parts of the PRAXIS. Co-requisite: EDUC 471. Intensive practice teaching in an all-day secondary school setting, for one semester, under the supervision of a college faculty and under the direction of a (or 2) master teacher(s) in the content area of certi- fication. This course it totally field-based including 600 hours in the classroom over a period of 14 weeks, with observations by supervising teachers and college supervisors. This course satisfies the Career component of the Centenary Plan. Fall, Spring.
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