|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
9.00 Credits
9 Semester Hours. (Lab fee.) Prerequisite: Senior standing and admission to the Teacher Education Program. Fifteen-week internship program. This culminat- ing experience of the Teacher Education Program provides practical experience in teaching classes in state-accredited schools under the guidance of a cooperating teacher and supervision of a college professor. Seminar attendance is required.
-
5.00 Credits
5 Semester Hours. (Lab fee.) Seven-week internship program for persons seeking additional certification.
-
3.00 Credits
3 Semester Hours. To be taken one semester prior to Internship in Elementary Education A senior level course designed to prepare prosepective elementary teachers through reflective practice and to provide an environment for effective learning. Special emphases will be on classroom organization, including preparing for the first day of school, establishing fair rules and procedures, and integrating the curriculum. The course will include recent trends in the selection a nd organization of the elementary school curriculum. General methods for integrated teaching will be identified throught the planning of a series of lessons appropriate for an elementary school class. Field experience is required.
-
3.00 Credits
3 Semester Hours. Prerequisite: Admission to the Teacher Education Program. This course is designed to familiarize the student with language acquisi- tion and theory including phonology, syntax, semantics and pragmatics with emphasis on the varied home, cultural and school influences in language and literacy development. Field experience is required.
-
3.00 Credits
3 Semester Hours. This beginning education course is designed to facilitate the acquisition of professional attributes, and to improve oral and written communication skills by refining study and research skills, using professional vocabulary, sharing research findings about educational trends and issues, seeking funding for educational programs, and sharing information with families. Attributes and dispositions will be articulated, defined, and modeled. These dispositions will be encouraged in oral presentations and collegial interactions. Practice in oral and written language usage will occur through writing and speaking about current educational concerns. Field experience is required.
-
3.00 Credits
3 Semester Hours The purpose of this course is to help students understand how early brain development might be related to changes in cognitive and affective development in infants and toddlers. Topics will include (1) normal development in infants and toddlers in all domains, physical, social, emotional and cognitive; (2) the history, theory and research on early brain development; (3) biological perspectives on development; (4) the processes of brain maturation; (5) the educational implications of early brain research; (6) brain plasticity; (7) the neurological basis development disorders; and (8) the effects early experiences have on the infant and toddler's development. May be used as a substitution for CHD 209. Field experience is required.
-
3.00 Credits
3 Semester Hours. This beginning education course, designed for Early Childhood Education majors (P-3), will provide prospective teachers of young children with the historical, theoretical, and practical issues of early childhood education. Emphasis is on early childhood philosophi- cal and sociological foundations, facets of development, principles of learning, trends and issues, and program models. Field experience is required.
-
3.00 Credits
3 Semester Hours. This course has a two-fold purpose. As a survey course, it is designed to assist preservice teachers in becoming acquainted with the great wealth of trade books available for today's young children. An equally important purpose is to assist pre-service teachers so they may guide young children toward more creative, insightful utilization of literary materials in a classroom setting. Field experience is required.
-
3.00 Credits
3 Semester Hours. Prerequisite: Admission to the Teacher Education Program and Senior Standing. This course examines methods and materials for planning, implementing, and assessing developmentally and culturally appropriate language arts and literature curricula for early childhood education. Emphasis will be on developing the process skills for facilitating emergent literacy, early writing, listening, and speaking, as well as teaching language arts and literature to ESL children. Field experience is required.
-
3.00 Credits
3 Semester Hours. This beginning course examines the goals, benefits, and uses of developmentally and culturally appropriate assessment processes that positively influence children's development and learning. It focuses on the family's significant role in the assessment process. Itincludes developmental and health screenings, systematic observations, play-based assessments, diagnostic evaluations, documenta- tion of learning, and curriculum and criterion referenced assessments. Strengths, limitations, problems, and the developmental and cultural appropriateness of the selected practices and strategies will be addressed. Field experience is required.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|