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Course Criteria
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9.00 Credits
Prerequisites: 2.5 GPA; satisfactory completion of all required coursework for the degree except EDUC 471; successful completion of all parts of the PRAXIS. Co-requisite: EDUC 471. This course is designed for candidates completing a program of certification in Grades K-12 (Health and PE, Music [vocal] and Music [instru- mental]). Application of the concept, principles, theories, and research related to development of students in Grades K-12, through intensive practice teaching under the guidance and supervision of two classroom teachers (one at the K-5 level for seven weeks; one at the 6-12 level for seven weeks) and college faculty. 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. This course satisfies the Career component of the Centenary Plan. Fall, Spring.
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1.00 Credits
Prerequisites: 2.5 GPA; satisfactory completion of all other required coursework for the degree except EDUC 430, EDUC 440, or EDUC 450; successful completion of all parts of the PRAXIS. Corequisite: EDUC 430S, EDUC 440S or EDUC 450S. A weekly one-hour seminar that reviews major teaching practices and classroom situations. Fall, Spring.
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3.00 Credits
Certification course for secondary candidates. This course is designed to provide secondary alternative certification candidates (and students seeking advanced certification in instructional supervision until December 2008) with the basic background to understand assessment and measurement.
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3.00 Credits
Certification course for elementary candidates. This course is an integrated study of materials, methods, problems of teaching and learning, and assessment of elementary school language arts and social studies. The special needs of exceptional children and children from cultures other than the dominant one as they learn concepts about language arts and social studies will be addressed. Principles of the Conceptual Framework of the Graduate Program of Centenary College, principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), attributes of the Louisiana Components of Effective Teaching (LCET), and standards of the Association of Childhood Education Inter- national (ACEI) are embedded into the objective of this course appropriate. This course will include 16 hours of field experience.
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3.00 Credits
Certification course for elementary candidates. This course is designed as a study of innovations, trends, research, and implementation related to elementary school math and science instruction. This course will include 18 hours of field experience.
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3.00 Credits
Certification course for elementary and secondary candidates. Emphasis will be placed on meeting needs of all children and young adults in a regular classroom setting of the candidate's area of certification, including but not limited to. those diagnosed with ADD,ADHD, dyslexia, and giftedness. This course includes 24 hours of field experience.
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3.00 Credits
Certification course for elementary and secondary candidates This course is designed to provide elementary and secondary alternative certification candidates with a base for understanding of the biophysical, cognitive, and psy- chosocial develoment of children and adolescents, respectively.
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3.00 Credits
Certification course for elementary and secondary candidates This course is designed to present to the elemetnary and secondary alternative certification candidate practical methods for creating positive learning environments in their own area and at their own level of certification with attention to multicultural differences and similarities, special needs students, and regualr education students. Real-life examples are provided to help alternative certification candidates understand and apply principles of classroom management in their own current or future classroom. This course includes 15 hours of field experience.
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3.00 Credits
Master's degree course for elementary and secondary candidates. This course involves a study of modern learning theories, their historical context and the contributions of intellectual figures such as Thorndike, Pavlov, Skinner, Hull, Tolman, Vygotsky, Bandura, and others. This course will also provide for practical application and exploration of teaching strategies linked to these theories.
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3.00 Credits
Certification course for secondary candidates. This course is a study of materials, methods, and problems of teaching and learning in secondary education. This course will include 24 hours of field experience.
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