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Course Criteria
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9.00 Credits
9 credits This semester-long practicum is designed to meet the standards for initial licensure as defined by the state of Massachusetts. Students must work in classrooms under the direction of experienced teachers and are supervised by Lesley College faculty. As A complement to the practicum, students participate in A weekly seminar. Challenges and concerns growing out of daily teaching are examined and related to instructional strategies and adaptations, theories, and classroom practice. Prerequisites: A grade of C or better in CEDUC 1352; C+ or better in CSPED 2354 and CEDUC 2401; A cumulative grade point average of 3.0; all education and support courses completed excluding CSPED 4420; A passing score on MA Educator Tests of Communication and Literacy Skills, Foundations of Reading, and General Curriculum. Taken for pass/fail grade.
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3.00 Credits
3 credits This course will focus on the knowledge, values, and skills of entry-level generalist case management. Topics to be covered include the case manager's role and function, interviewing, assessment, problem solving, client systems, casework, and case management in the social service agency. This course will be experientially based, utilizing case studies and class exercises. Prerequisite: CHMSR 2551 or permission of the instructor.
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3.00 Credits
3 credits This course is designed to develop writing skills for college writing assignments, professional communication, and personal expression. The focus of the course is on writing in A variety of forms. Assignments include reading essays or longer pieces, writing paragraphs, short essays, and A research paper. Attention is given to mechanics, syntax, and grammar.
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3.00 Credits
3 credits This course is designed to strengthen critical reading, writing, and study skills necessary for success in college courses. Students work in small groups and participate in faculty-student conferences. They assess and receive ongoing "feedback" on their learning styles, study habits, time management, and note-taking strategies. Inorder to promote maximum transfer of skills, the content of This course is linked to the content of other courses the student is taking wherever possible.
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3.00 Credits
3 credits This course is designed to develop the pre-reading, reading, pre-writing, and writing skills needed for academic work in college. Attention is given to creating strategies to improve students' abilities to move from the word to the sentence to the essay, and how to respond intellectually to course and outside readings. Students will focus on different kinds of assignments including analyzing nonfiction, writing five paragraph essays, writing summaries and paraphrases, writing arguments with outside sources, and developing grammatical confidence. Students will also learn to write timed essays and improve self-editing of papers. This course will meet for class time and an extended lab time, and it is required for specified students prior to taking English Composition.
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1.00 Credits
1 credit This course will offer A general review of grammar, in particular those aspects writers habitually find the most challenging (parallel constructions, misplaced modifiers, and fragments, for example). Many exercises will resemble those found in standardized tests. In other assignments, students will apply the grammar concepts and construction discussed in class in their own, their classmates', and professional writers' pieces - trecognize and identify errors, to use certain constructions to vary sentence patterns for rhetorical effect, and to see how others have created certain effects. This course will help students talk about and explain grammar more clearly, write more effectively, and understand the rhetorical strategies responsible for the impact of certain written pieces.
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3.00 Credits
3 credits The student serves as A teaching assistant to the faculty who has accepted them. The course includes both studying the process of planning, implementing, and evaluating the course curriculum, and assisting with the preparation and teaching of the course. This course is recommended for students interested in studying a particular subject in depth, and for those wishing to participate in the teaching and planning process. See Teaching Assistantships on page 48 for details.
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3.00 Credits
1-12 credits An independent study offers students an opportunity to explore A topic not available through the current course offerings, or to explore A subject in greater depth than is possible in A regular course. For more information, see Independent Study guidelines. Note: Courses listed will be offered only when students enroll in numbers sufficient for financial feasibility. Some courses will not be offered each term of every year or every other year. GHIST 6002
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3.00 Credits
3 credits Students learn basic qualitative research methods with special emphasis given to formulating research questions, conducting database research, and writing literature reviews. The research methods they learn are essential to the completion of action research projects that focus on school reform through teacher leadership inside and outside the classroom, and become the core of each student's thesis .GCREA 6050 Creativity and Leadership 3 credits This course integrates innovative approaches to creativity and leadership for any practitioners in any organizational or educational setting. The course views these two powerful modes of human activity as exerting intrinsic influence upon one another that, when coordinated, amplify one another's effects. Course activities challenge perceptions and build skills in both arenas, and students will ultimately establish their own theoretical and practical models of creative leadership that they can use in any setting.
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3.00 Credits
3 credits In This course, students will further explore conditions (school culture, sociocultural contexts, engagement with other constituencies, etc.) that lead to the successful transmission of standards-based curriculum for all learners. In addition, implementation of effective school design models and faculty development will be analyzed vis-à-vis their capacity to promote improvement in teaching and learning. Note: For Educational Leadership Ph.D. students only.
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