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Course Criteria
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3.00 Credits
3 cr. 3 hr. This course introduces teacher candidates to curriculum development, instructional competencies and appropriate goals and objectives for the middle school. A field-based experience is required. Prerequisite: EDUC 3070
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3.00 Credits
3 cr. 3 hr. This course provides students with an introduction to the nature of language and language growth. Emphasis is placed on the meaning and importance of language arts as well as on the characteristics of elementary and middle school age children, which affect and are affected by the language arts program. Elements of writing, speaking, listening, and reading are stressed. A pre-practicum is required. Prerequisite: EDUC 2710.
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3.00 Credits
3 cr. 3 hr. The course explores materials and processes of children's perception and behavior with emphasis aimed at encouraging the development of their critical and creative potential. Prerequisite: EDUC 2710.
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3.00 Credits
3 cr. 3 hr. This course equips the future teacher with the knowledge, teaching strategies, and sequential course development necessary to teach social studies at the elementary and middle school level. A fieldbased experience is required. Prerequisites: EDUC 2710.
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3.00 Credits
3 cr. 3 hr. This course includes discussion of the role of content reading in elementary and middle school classrooms, textbook evaluation and quantitative/qualitative evaluation procedures, reflections on being a content learner, and the development and practice of strategies for learning from textbooks, including vocabulary, comprehension, and study skills. Prerequisite: EDUC 3010 or EDUC 3030
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3.00 Credits
3 cr. 3 hr. Teacher candidates examine the reading and writing processes as they pertain to the teaching and learning of knowledge and skills within content disciplines. This includes exploration of the relationships among reading, writing, critical thinking and learning. Implementation of reading and writing strategies and procedures that develop middle school student capacity for using reading and writing to think critically and understand content. Candidates conduct a field experience. Prerequisite: EDUC 3010 or EDUC 3030 Using Computers in Classrooms EDUC 3700 3 cr. 3 hr. Teacher candidates examine the philosophy, theory, and application of computers in classrooms. A significant portion of class time is devoted to hands on experiences with computers. These experiences include programming in text and graphics mode, introducing and using LOGO, using printers, using the Internet for research, integrating computers and other technologies in teaching content area subjects, developing programs designed to enhance the learning abilities of children, and evaluating educational software. Prior experience using computers is not assumed. Q
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3.00 Credits
3 cr. 3 hr. The course examines the correlates of reading problems. Teacher candidates learn to identify principles of diagnosis, and analyze, administer, and interpret formal diagnostic tests. Students demonstrate competency in preparing a case study report. Prerequisite: EDUC 2100 or EDUC 3030.
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3.00 Credits
3 cr. 3 hr. This course covers an examination of the historical perspectives and philosophical orientation in the field of elementary and middle school education. Specific attention is given to an analysis of current issues and programs in social foundation, legal foundation, curricular patterns and pluralism in Education. For senior practicum students only.
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4.00 Credits
4 cr. 5 hr. This course covers an examination of the historical perspectives and philosophical orientations in the field of early childhood education. Specific attention is given to an analysis of current issues and programs. For senior practicum students only.
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3.00 Credits
3 cr. 3 hr. This course provides an overview of the theory, research and practice of bilinqual education. Historical constructs, current theories, and the philosophy of bilingual biculturalism will be emphasized. Basic concepts of bilingualism, state, and nation initiatives, politics and legislative mandates regarding bilingual education will be discussed. Familial, cultural, developmental and diverse learning abilities as they relate to the bilingual children will also be explored.
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