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Course Criteria
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4.50 Credits
A comprehensive approach to assessment practices that foster cohesiveness in classroom management while being grounded in middle-level philosophy, curriculum and instruction. Includes a knowledge of appropriate student outcomes as correlated to adolescent development; exploration of state curricular documents and other professional associations in education; development of plans to ensure educational equity and implementation in curriculum content and educational practices; examinations of the roles of historical, legal, social, political, economic and multicultural/multilingual perspectives on assessment; and examination of different learning style in a performance-based, authentic assessment curriculum.
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4.50 Credits
Offers an examination of contemporary schooling policies and teaching practices in relationship to the most current issues, theories and research in education. A major focus of the class shall consider the historical and philosophical mission and development of middle level education. Also offers a diversity of institutional approaches in order to reach learners from diverse cultural backgrounds with various learning styles.
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4.50 Credits
Focuses on curriculum-based advisement for the middle school student. University students learn how common traits and individual differences that characterize multiple intelligence in children and adolescents affect individual development. Students also study how economic and gender issues can impact the development of adolescent self-esteem and self-efficacy. A strong discussion of conflict resolution in middle school is also considered. This course shall also offer a diversity of instructional approaches in order to reach learners from diverse cultural backgrounds with various learning styles.
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4.50 Credits
Promotes principles of leadership that focus on stakeholder cohesiveness within the middle school and the planning of curriculum and instruction based on knowledge of appropriate student outcomes. A clear understanding of early adolescent development as it relates to state curricular and other professional association objectives is one significant outcome of this course. Educational equity for people of all cultures and the implementation of such curriculum content and educational practices shall be demonstrated while the roles of historical, legal, social, political, economic and multicultural/multilingual perspectives are considered in depth.
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4.50 Credits
A survey of research, theory and practices related to the learning and development of the bilingual child. Applies theories on culture, cognition, bilingualism, biculturation and psychological dynamics of a positive self-esteem and academic development.
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4.50 Credits
An examination of the development of language within a socio-cultural context. Studies the significant role of language in culture transmission and social/political control. Emphasizes the role of codemixing and code-switching as a communication system in a multilingual, multicultural society.
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4.50 Credits
An analysis of the structure, phonology and morphology of language. Compares and contrasts the structure of different languages and addresses the linguistic problems in the transfer of errors from L1 to L2. Emphasizes the strategies for teaching English Language Development.
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4.50 Credits
Research, theory, and practices related to the learning and development of the bilingual, bicultural, and bi-cognitive child. The course explores theories on culture, cognition, bilingualism, bi-culturation, and psychological dynamics of positive self-esteem and academic development.
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4.50 Credits
Examine of the cultural, social, economic, and cogni- tive factors of language and its importance in social interactions. Development of the necessary knowledge, skills, and dispositions to teach in culturally and linguistically diverse classrooms. Analysis of language proficiency and understanding the variations found in languages.
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4.50 Credits
Designed to communicate the dynamics and challenges of educating our ever-increasing diverse population. Leads educators to explore and exchange ideas of what is important in the lives of students and teachers, the school community and society in the move toward transformative education.
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