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Course Criteria
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1.00 - 3.00 Credits
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “School of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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3.00 Credits
Intended as a content area graduate course in reading for the early childhood educator, this course features many instructional practices that promote language, literacy and learning in the young learner. In a review of current research, teachers learn and apply identified “best practices” in listening, speaking, reading, writing and thinking. Topics include linguistics, discourse, concepts of print, phonemic awareness, phonics, comprehension, authentic assessment, shared reading and writing, and guided reading and writing. Through an understanding of theories that support best practices, teachers develop specific strategies for observing and supporting young learners as they become successful, independent, and thoughtful readers and writers. Spring, summer session II and fall.
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3.00 Credits
Intended as a content area graduate course in reading for the elementary school educator, this course features many instructional practices that promote language, literacy and learning in the developing literate. In a review of current research, teachers learn and apply identified “best practices” in listening, speaking, reading, writing, viewing and producing. Topics include assessment, word analysis, vocabulary, narrative and expository text structures, guided reading and writing, comprehension strategies and study skills. Through an understanding of theories that support best practices, educators develop specific strategies for observing and supporting students as they become successful, independent and thoughtful readers and writers. Spring, summer session II and fall.
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3.00 Credits
Master’s candidates who are practicing teachers continue to prepare for their role in the Massachusetts classroom by considering, examining, practicing and planning for effective teaching and learning environments. Through the application of an inquiry -based, cross-curricular approach to literacy instruction, they will discover that the human world can be a central feature of the language arts plan. The course is designed to provide practical approaches, materials and plans for engaging children in the discovery of the nature of the planet earth, the nature of human beings as a species and the nature of global social structures, all in the context of the immediate world in their neighborhood.
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3.00 Credits
Prerequisites: Access to a personal computer/laptop with printer and regular access to Internet connection, browsing capability and e-mail. May not be audited. Please see the Bridgewater State University Web site for information about Web and Web-based courses. This course seeks to qualify educators in preparing youth for the challenges of reading comprehension in an age of online information through research-based instruction and Web inquiry. Leu, Kinzer, Coioro, and Cammack (2004) identify these five skills as asking questions, locating information, critically evaluating information, synthesizing information and communicating information. “New literacies” is the term referred to as these reading comprehension skills require novel strategies on the Internet and take a new literacies theoretical perspective. Educators develop an in-depth understanding of the role of the Internet in literacy development and the impact of the historical connections between literacy, learning, technology and culture.
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3.00 Credits
In this course, educators will learn an effective framework regarding the levels of language development in listening, speaking, reading and writing for English learners. Educators will acquire effective strategies for creating conditions that support students’ first languages and in becoming proficiently literate in their first and subsequent languages. Educators will learn to develop culturally and developmentally responsive approaches to teaching English learners to read and write, with specific attention to assessment and instructional planning, the relationship between speech and print, word identification and vocabulary, beginning reading and writing practices and content area reading/writing/technology connections.
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3.00 Credits
Population and demographic changes in the United States in recent decades have resulted in a dramatic increase in student populations whose learning needs would be best met in a multilingual learning environment. Classroom teachers in this course prepare for their role in meeting the needs of an increasing population of second and third language pupils in the Commonwealth of Massachusetts. This course is designed to provide a direct, concrete, case-study, learning experience in the lives of at least two families inhabiting such multilingual life worlds. This course is also designed to offer a comprehensive theoretical foundation in the history and conceptual frameworks related to second language instruction in the United States.
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3.00 Credits
In a workshop format, educators use their own textbooks to develop exercises that aid their students in comprehending expository text. Direct and indirect strategies for teaching vocabulary, reading processes, skill acquisition, study guides and levels of questioning are analyzed and utilized as they apply to different content material. May not be audited. Includes 25 hours of fieldwork.
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3.00 Credits
Literacy educators are introduced to the subject matter that constitutes effective literacy instruction (all levels). They examine classroom practices that are consistent with the socio-psycho-linguistic theories of learning and develop a knowledge base of literacy instruction that benefits students’ comprehension and expression of a variety of texts. May not be audited. Includes 25 hours of fieldwork.
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3.00 Credits
Through case studies, literacy educators develop an understanding of first and second language acquisition and development. Knowledge of sociocultural, psychological, linguistic and cognitive functions that impact reading and writing processes provides the foundation for individual and group instruction and assessment. May not be audited. Includes 25 hours of fieldwork. Summer II and fall semester.
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