|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
This course provides the foundation for teaching students with learning disabilities. Definitions and characteristics of a learning disability are presented in addition to special education processes, programs and services. Theoretical perspectives and their implications in the classroom setting are also explored. Must be taken concurrently with Education 254. Three Credits Cook Fall Semester, May Term
-
1.00 Credits
This experience provides an opportunity for students to work with students with learning disabilities and observe how they are serviced in the school setting. Must be taken concurrently with Education 253. Requires two hours per week. One Credit Cook Fall Semester, May Term
-
2.00 Credits
Assessment, prescription, and remediation of PK-Grade 2 children with disabilities, developmental delays, at-risk, or special abilities. Students will move through the assessment process from the selection of testing tools to the administration of assessments, writing a case study, and implementation of an Individual Family Service Plan (IFSP) and Individual Education Plan (IEP). Two Credits Staff June Term
-
3.00 Credits
An in-depth examination of literacy issues which begin at birth and develop through the third grade. The six language arts (reading, writing, speaking, listening, viewing and graphically representing) will be studied in an interactive, integrated manner to guide the prospective teacher through a developmentally appropriate, constructive analysis of emerging literacy. Through the use of children's literature, diagnosis and assessment, reading strategies, phonological awareness, writing and holistic approaches to instruction, the prospective teacher will be encouraged to adopt a flexible teaching mode which recognizes the diversity of learning styles and needs in the elementary classroom. Prerequisites: Education 220 and 221, Education 225 and 226, and admission to the Teacher Education program. Corequisite: Education 281. Three Credits Donk Both Semesters
-
1.00 Credits
A coordinated, supervised field placement in an appropriate elementary school, Pre-K through grade two. Requires a minimum of two hours a week. Corequisite: Education 280. One Credit Donk Both Semesters
-
8.00 Credits
The focus of this course is the transitional reader. It is during grades 4 through 8 that the child will become an independent reader in the elementary classroom. Building on the foundation provided in Education 280, prospective teachers will consider issues surrounding content area reading and the growing use of expository texts, informal and formal assessment, children's literature, and the integrated language arts. Additional attention will be paid to designing and conceptualizing instruction which engages all learners. Prerequisites: Education 280 and 281. Corequisite: Education 283. Three Credits Pardo Both Semesters, May Term
-
1.00 Credits
A coordinated, supervised field placement in an appropriate elementary school setting, grades three through six. Requires a minimum of two hours a week. Corequisite: Education 282. One Credit Pardo Both Semesters, May Term
-
3.00 Credits
This course will focus on the integration of reading and the other language arts into content subjects for grades 6-12. Course topics include: uses of literature; reading, writing, listening, speaking, viewing, lesson planning, and graphically representing as tools for diverse learners in content subjects; and formal/informal assessment practices. Planning for content subject lessons will be integrated with Education 287. Prerequisite: admission into the Teacher Education program. Must be taken concurrently with Education 286 and 287. Three Credits Mezeske/Pardo Both Semesters
-
1.00 Credits
A coordinated, supervised field placement in an appropriate content area middle school or high school classroom. This placement is shared with Education 285/287 and requires a minimum of two hours a week. Corequisites: Education 285 and 287. One Credit Mezeske/Pardo Both Semesters
-
2.00 Credits
This course will examine critical dimensions of adolescent (ages 12-18) development and identify appropriate instructional structures which create effective middle and high school learning environments. Course participants use theory, research, and instructional technologies to design and implement instructional plans. Students will study, analyze, and link classroom and behavior management theories and techniques with issues of instructional design, and with the field experiences (in Educ. 286). Course must be taken concurrently with Education 285 and 286 as the first secondary professional courses after acceptance into the Teacher Education program. Two Credits Mezeske/Pardo Both Semesters
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|