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Course Criteria
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3.00 Credits
This is an introductory course on the economic, historical, sociological, and pedagogical background of American education to provide an understanding of present patterns of school organization, instructional designs, related services, and an insight into future developments. Ten hours of fieldwork required. Satisfies three credits of the global awareness and cultural understanding core requirement.
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3.00 Credits
This course examines elementary and middle school math curricula (N-9) and includes opportunities for students to practice teaching math skills and concepts. Implementation of N.C.T.M. Standards and the Massachusetts Mathematics Curriculum Framework, use of concrete materials, and the importance of problem solving are emphasized. Ten hours of fieldwork re q u i red. Pre requisites: EDU 100, PSY 214, EDU 319.
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3.00 Credits
This survey course begins with early literacy approaches in the kindergarten and ends with content area reading strategies in the middle school. The course integrates reading with writing, speaking, dramatics, literature, and other media as students design lessons and thematic units that support literacy development. The course emphasizes a balanced approach to reading instruction that includes word study, phonics, reading for meaning strategies, and literature-based approaches. Classroom and formal assessment strategies are emphasized. Ten hours of fieldwork required. Prerequisites: EDU 100, PSY 214, EDU 319.
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3.00 Credits
The course emphasis is on approaches to early reading and writing in a literature-rich curriculum. Topics of study include reading aloud, shared reading, the language experience approach, and interactive writing. Throughout the course, language development, print-rich environments, phonological awareness, and assessment are underlying themes. The writings of Clay, Fountas and Pinnell, McCarrier, Taberski, and other notable authors in the field are used to develop the topics that help teachers in training master the ELA framework as it pertains to early literacy.
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3.00 Credits
This course examines the essentials of writing and the structures and changing curricula of the teaching of writing. Teacher and student modeling during drafting, revision, conferring, editing, and publishing are demonstrated; interactive and guided writing is modeled. Students prepare and present mini-lessons and mini-inquiries based on the Massachusetts English Language Arts Framework. Picture books are used as mentor pieces to study the craft of authors. Selected genres include: memoir, poetry, and nonfiction. Pre requisites: EDU 100, PSY 214. Satisfies three credits of the communication intensive core requirements.
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3.00 Credits
Emphasis is on current developmental reading approaches at the middle and high school levels. The course examines theories, practices, and programs for developing comprehension skills, evaluation materials, vocabulary, study skills, and independent reading. Recent advanced trends in writing instruction are also examined. Prerequisites: EDU 100, PSY 214, EDU 319.
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3.00 Credits
The successful inclusion of students with moderate disabilities is approached through lectures, readings, discussions, and activities designed to help participants gain an understanding of a variety of handicapping conditions, the laws which ensure educational equity for students with special needs, and general instructional and curricular modifications that teachers may be expected to make for students with special needs. Ten hours of fieldwork required. Prerequisites: EDU 100, PSY 214.
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3.00 Credits
This course focuses on developmentally-appropriate practices, environments, activities, and materials for students with and without special needs in preschool and primary grades and prepares early childhood teachers who can help all young children develop their full potential and reach high levels of achievement through mastery of the Massachusetts Curriculum Frameworks. Special attention will be given to the study of art and music, and the development of social skills in a group setting. Twenty hours of fieldwork required in a public school inclusion classroom accredited by the National Academy of Early Childhood Programs. Prerequisites: EDU 100, PSY 214, EDU 319.
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3.00 Credits
This course examines Frameworks-based curricula for secondary grades, as well as the culture of secondary schools as shaped by basic educational purposes, school governance structure, the presence of adolescents, successive reform movements, and divergent parental expectations. Comprehensive analyses are emphasized: how did secondary schools come to be the way they are, and should they remain that way? What forces have carved the present curriculum? Ten hours of fieldwork required. Prerequisites: EDU 100, PSY 214, EDU 319, EDU 343, PSY 335.
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3.00 Credits
This course examines the historical, philosophical, political, and educational foundations of the middle school movement in light of the psychological and developmental characteristics of pre- and early adolescents. With this background, students will review and critique various teaching, management, and counseling strategies that have been proposed for middle school educators. In summary, students will evaluate the projected effectiveness of these strategies and models as related to classroom reality. Ten hours of fieldwork required. Prerequisites: EDU 100, PSY 214, EDU 319.
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