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Course Criteria
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3.00 Credits
This course requires 75 clock hours (for 3 credits) of supervised student teaching experience by a reading specialist in literacy instruction. Students will observe and participate in both formal and informal assessment procedures, instruct pupils using a variety of literacy methodologies, and prepare professional reports. This course is offered only to students in the reading minor/concentration program, by special arrangement with one of the reading faculty, and with special permission of the Education Department Chairperson. Prerequisite: EDUC 0303, EDUC 0305 and either EDUC 0335 or EDUC 0317.
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3.00 Credits
Pre-service teachers will acquire strategies for teaching children to recognize and understand all aspects of words and to understand connected text. These skills and strategies include instruction in and diagnosis of phonological awareness, word recognition, structural analysis, analysis of multisyllabic words, fluency and rate improvement; the derivation and elaboration of word meanings in isolation and in context, and the construction of meaning for connected texts. Co-requisite: EDUC 0303.
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3.00 Credits
(3) In this course students study and develop techniques for implementing an individualized program in reading for English Language Learners. Literacy instruction will be based on formative and summative assessments of an elementary school child who is learning English as a second language. After a few weeks of classes, sessions will take place off campus at a Westfield elementary school. Teacher candidates will use a guide of ten questions about literacy development to assess an individual student's literacy strengths. Through the strengths of the individual learner, the teacher candidate will devise and implement literacy lessons within the "zone of proximal development" for theindividual learner. The professor will be on hand during these coaching sessions to support the teacher candidate. Prerequisite: EDUC 0303 and permission of instructor.
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6.00 Credits
A minimum of 150 clock hours of supervised student teaching experience in grades Pre K-2. Guidelines for evaluation are identified in the Westfield State College Student Teaching Handbook.
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6.00 Credits
A minimum of 150 clock hours of supervised student teaching experience in grades Pre K-2. Guidelines for evaluation are identified in the Westfield State College Student Teaching Handbook.
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3.00 Credits
Discussion of various aspects of the vocational school program including co-curricular activities, scheduling, fiscal procedures, legal responsibilities, public relations, systematic environment, and other areas of relationships and interaction. Emphasis will be placed upon the interdependence of the component parts of modern vocational schools. On-site visits to selected occupational schools, research projects (group and individual) , and evening discussion panels with members representing various parts of a school system will be part of the course requirements.
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3.00 Credits
Appraisal of the development and significance of educational measurements as they relate to the vocational school student. Emphasis on uses and limitations of standardized tests; construction, validation and limitations of classroom tests; analysis, interpretation, and utilization of test results.
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3.00 Credits
Concepts relating to career education will be defined. Development activities relating to career education will be explored in order to enable students to implement curriculum through various areas of concentration. Through an integrated curriculum, learning activities which involve the occupational world and its facilities will be identified. (Pending Governance Approval)
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3.00 Credits
Designed to augment the participant's understanding of the legal environment affecting students. Emphasis will be on laws affecting all teachers as well as on particular aspects of law (Torts, Negligence, National Apprenticeship Rules, Chapter 707, State Legislation, etc.) that relate especially to the participants.
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3.00 Credits
The vocational guidance process in both the elementary and secondary public schools will be studied. Approaches include counseling, group guidance and class instruction, the use of standardized tests and interest inventories, and cooperation with families, employers, and other agencies. Phrased especially for Vocational Education Students.
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