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Course Criteria
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3.00 Credits
3 credits Review of research and theory in adolescent development from age 12 through age 18 as it relates to issues of curriculum, teaching, and learning. The course will address issues of atypical development, multicultural influences on development, and the effects of gender, ethic, racial, and class differences on adolescent development. Relationships between family, community, and school are addressed. No formal field experience, but a field project may be required.
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3.00 Credits
3 creditsChildhood only. Critical and reflective applications of psychological theories to the world of teaching are explored. Topics include the nature of learning and purpose of teaching; motivation; classroom management; and approaches to instruction and evaluation. Contexts of learning are explored including family and community contexts; linguistic and ethnic diversity; and teaching children with special needs. No formal field experience, but a field project may be required.
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3.00 Credits
3 credits This course examines the relationship between schools and society. Through an exploration of the social foundations of education, including the history, philosophy, politics, and sociology of education, students are introduced to the ways in which schools are related to larger societal institutions, including political-economy, family, media, religion, and the business community. Among the topics explored are: differences among urban, suburban and rural schools; the structure of the U.S. educational system; international and comparative approaches; issues relating to curriculum and pedagogy, including different types of curriculum, the effects of curriculum practices, and different types of pedagogic practices; issues relating to educational inequality, including understanding race, social class, ethnic and gender differences in educational achievement; and educational policy and reform, especially those designed to improve educational opportunity for low-income students.
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3.00 Credits
3 creditsChildhood only. This course is designed to introduce prospective teachers to students with special needs. Topics include resources available for teachers, family involvement, referral and identification processes, Individual Education Plans, and a historical perspective on special education. The technology component will include computer-assisted IEP resources and adaptive communication. Appropriate field experiences constitute part of this course, including child study and participant observation in a resource room, inclusion class, or special education school. 25 hours of fieldwork required.
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3.00 Credits
3 credits This course includes an understanding of traditional and alternative forms of assessment and testing to shed light on the appropriateness of different assessment approaches. The technology component will include computer-assisted assessment tools and students will receive instruction in beginning the process of electronic portfolio construction. Students discuss and reflect on the curricular and political dimensions of traditional grading. Students will explore the nature of curriculum and student assessment in regular and special education. No formal field experience, but a field project is required.
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3.00 Credits
3 credits The purpose of this course is to philosophically reflect on and analyze the basic assumptions that underlie and influence educational policy and practice. Drawing on previous study of learning, human development, teaching, and the exploration of the interconnection between schools and society, this course furthers the student’s understanding of the child, family, schooling, culture, and society nexus by examining its philosophical dimensions. The course addresses such basic questions as the nature of knowledge, ethics, aesthetics, freedom, equality, diversity, justice, democracy, being, rationality, compassion, and mindfulness. These philosophical notions are examined in relation to the broad aims and varied curricular and pedagogical approaches employed in today’ s schools, including the rights and responsibilities of all parties to the educational event. This course is taken concurrently with the student teaching experience, providing a potent means of integrating theory and practice. It thereby lays a foundation for students to become reflective and critical practitioners throughout their professional careers.
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3.00 Credits
3 credits This course introduces students to sociolinguistic perspectives on language use and language learning. The course provides students with a foundational understanding of the concepts of language contact, language variation, and language acquisition. Students will explore the language policies of the United States; analyze how societal structures affect the schooling of English language learners; and be introduced to theories of how elementary school students can become bilingual and biliterate.
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3.00 Credits
3 credits This course introduces students to sociolinguistic perspectives on language use and language learning. The course provides students with a foundational understanding of the concepts of language contact, language variation, and language acquisition. Students will explore the language policies of the United States, analyze how societal structures affect the schooling of English language learners and be introduced to theories of how elementary school students can become bilingual and biliterate.
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4.00 Credits
4 credits This course explores the foundations of literacy instruction from cognitive, developmental, historical and socio-cultural perspectives. Emphasis is placed on the theory and practice of language acquisition and instructional approaches to reading comprehension, word building, vocabulary development and fluency. In addition, the evaluation of literacy resources and the idea of personal enrichment through literacy will be explored. Class sessions will combine discussion, reading response groups, presentations, videos, and other learning experiences. Throughout the course, students will consider ways in which teachers can establish classroom environments that support all students’ literacy and learning. Students will also reflect upon the ways in which readers actively construct meaning through the use of multiple cueing systems, reading as “transaction” and literacy as a social practice. Readings and personal writings focus on the plurality of literacies and the interrelationship of language, thought, and culture. 25 hours of fieldwork required
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4.00 Credits
4 credits Through an integrated curriculum approach, students are introduced to the major issues in social studies. The technology component will include tools for creating concept maps, webs and timelines, and web-based research. Students are expected to develop integrated curriculum units that thematically tie together issues in history, sociology, politics and anthropology, with both literary and artistic resources. Key aspects involve writing inclusive history for children, critical analysis of children’s literature and textbooks, and life history research. 25 hours of fieldwork required.
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