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Course Criteria
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3.00 Credits
This course stresses the psychology of learning to read, basic principles of reading, current practices and new language-based approaches of teaching reading; also included are word attack skills, phonics review, vocabulary development, and comprehension skills. The course focuses on preparing students to read both narrative and expository text to include the strategies, practices, and processes which enhance the learner's ability to interact with texts critically as concepts, skills, and cognition levels are developed. Organizing for instruction, meeting special needs of learners, and connecting reading, writing, speaking and listening to the content area curriculum will be addressed.
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3.00 Credits
This course is composed of principles and philosophy of business education relating to such factors as objectives, curriculum, and preparation of business teachers. Techniques and methods of teaching business subjects are given special emphasis. Concurrent with Discipline Specific Methods courses (see under Secondary Education).
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3.00 Credits
A study of current approaches to the teaching of grammar, composition, and literature in junior and senior high school. Prerequisites: ENG 2023 Introduction to Grammar. Concurrent with Discipline Specific Methods courses (see under Secondary Education).
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3.00 Credits
Preparation of students to teach reading in the various content areas across the curriculum. The course will focus on strategies, practices, and processes which enhance the learner's ability to interact with texts critically as concepts, skills, and cognition levels are developed. Organizing for instruction, meeting special needs of learners, and connecting reading, writing, speaking and listening to the content area curriculum will be addressed. Field experience required. Prerequisites: EDU 4013, Foundations of Reading and admission to the Pat Walker Teacher Education Program.
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3.00 Credits
Advanced study of contemporary issues and challenges associated with teaching in public schools. Emphasis will be on curricular programs currently is use in local and state school districts. Students are expected to work as members of a learning community in the analysis of teaching practice. Cases will serve as catalysts for analytic thinking and discussion. The course is designed to engage K-12 educators in the exploration and examination of key issues in teaching. Issues include, but are not limited to, the following: assessment, diversity, parental involvement, technology, constructivism, teacher collaboration, student motivation, and individualized instruction.
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3.00 Credits
The student learns to administer, score, and interpret a battery of tests used in assessing the reading abilities of a child experiencing reading difficulties. The student will prepare a diagnostic reading report which depicts the literacy needs of the child being tested. From the diagnosis, the student will write an instructional plan and will teach reading to a child.
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3.00 Credits
This course introduces methods of instruction in foreign language and culture from middle school through high school. Materials, planning, and classroom techniques are stressed. Concurrent with EDU 4302, Teaching Internship I.
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1.00 Credits
This course emphasizes teaching methods appropriate for use with students in late childhood through adolescence based on developmental theory. The course encompasses the specialized knowledge, dispositions, skills, and commitment needed to successfully teach young adolescents. Candidates will be expected to engage in a variety of personal explorations that will enable them to make considered decisions about their potential as middle level and/or secondary educators and to develop an understanding of the unique cognitive, behavioral, and affective needs of middle level and/or secondary students. It will emphasize the development and implementation of interdisciplinary thematic units and lessons relevant to the young adolescent learner, including accommodation strategies for diversity. The course will be differentiated according to the need of the candidate. Students seeking middle level licensure will focus a majority of their time on issues pertinent to middle level education. Students seeking secondary licensure will focus a majority of their time on issues relevant to secondary education. Required field placements in this course and the subsequent Principles and Practices II course will be made according to the candidate's intended licensure area with experiences provided throughout the grade range of the intended licensure area.
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3.00 Credits
This course emphasizes teaching methods appropriate for use with students in late childhood through adolescence based on best practices and foundational theories of human learning. This course is designed to examine the philosophy, organizational patterns, and curricula of exemplary middle and secondary schools. It will assist candidates in understanding the foundations of development and articulation of middle school and secondary curricula, including "core"curriculum, exploratory classes, advisement programs, and integrated programs. Assessment strategies will be examined as well as components of scheduling, curriculum design, and strategies for working with a uniquely diverse population. The course will provide candidates with major concepts, principles, theories, and research related to working collaboratively with students' families and other community members and in encompassing an appreciation of the value of diversity in our society. Finally, candidates will analyze major concepts, principles, theories, and research related to professional roles both within and outside the classroom and apply that knowledge in practice. The course will be differentiated according to the need of the candidate. Students seeking middle level licensure will focus a majority of their time on issues pertinent to middle level education. Students seeking secondary licensure will focus a majority of their time on issues relevant to secondary education. Required field placements in this course and the preceding Principles and Practices I will be made according to the candidate's intended licensure area with expertise provided throughout the grade range of the intended licensure area.
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3.00 Credits
Each student will complete 60 clock hours in a classroom at the level for which the candidate is preparing to teach. Students will begin the semester as a teacher's aid and progress to teaching lessons in the classroom setting. A complete list of practicum requirements and expectations are printed in the Practicum Handbook. Prerequisite: Admission to the Pat Walker Teacher Education Program.
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