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Course Criteria
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1.00 - 6.00 Credits
Provides opportunity for individual research/study into problems of special interest in the field. By faculty permission and approval of the department chair. 1.000 TO 6.000 Credit Hours 1.000 TO 6.000 Other hours Levels: Undergraduate Schedule Types: Independent Study Ed&Graduate Studies College Teacher Education Department
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3.00 Credits
A study of school, societal and cultural issues and their influences on teaching and learning. As an introductory course, the purpose is to learn about teaching as a career choice, the historical development of American education, social and political structures in the schools, and power groups influencing educational policy. Issues of educational reform will include civil rights, students' rights, ethnic, gender, and racial issues, individualizing instructions, special education, learning theory models, (inclusive of diversity issues related to electronic media) and alternative school structures. Emphasis is placed on the orientation and development of a proficient and reflective professional educator. A 30 hour, supervised field-based experience is a course requirement. Students will be required to wear photo identification as they participate in this field experience. Photo Ids must be obtained from the ASC College Center Campus Card Office PRIOR to the begining of the field experience component. Background check must be completed before classes begin. Lab assisgnments are off-campus; students are responsible for their own transportation. 3.000 Credit Hours 3.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture Ed&Graduate Studies College Teacher Education Department
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3.00 Credits
This course is designed to survey the foundations of special education, including historical, philosophical perspectives, legal issues and current trends in instruction and programming. Students will explore the role of general education as it relates to the education of the student with exceptional needs. Emphasis will be placed on developing knowledge of various disabling conditions, available resources and educational alternatives. Students will learn about the ethical and sociopolitical influences on prevention, intervention and educational programs for students with special needs, from birth through post-secondary ages. Learning characteristics and the diverse needs of students who receive special education services will also be studied. From a pedagogically sound, as well as developmentally appropriate perspective, the similarities and differences within and between exceptionalities and typical development will be emphasized. A 10- hour, supervised field-based experience is a course requirement. Students will be required to wear photo identification as they participate in this field experience. Photo Ids must be obtained from the ASC College Center Campus Card Office PRIORto the beginning of the field experience component. Background check must be completed before classes begin. Lab assignments are off-campus; students are responsible for their own transportation. 3.000 Credit Hours 3.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture Ed&Graduate Studies College Teacher Education Department
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3.00 Credits
This beginning course in reading and writing defines the relationship among a) cognitive and linguistic development, b) emergent literacy, c) the history of reading instruction, and, d) the neuro-physiology (brain-research) of language learning [i.e., speaking, reading, writing, visual representation, and, listening]. There is a dual focus on the processes of reading and writing and the expectations at each level of proficiency and how those expectations are related to: a) phonics, b) concepts about print, c) gaining meaning from text, d) developmental stages of spelling, e) phonemic awareness, word identification, stages of graphophonics and sign vocabulary, and, f) the writing process. Additionally, this course will include an introduction to children's literature (narratives) as a vehicle for exploring literary elements and integrated language arts. 3.000 Credit Hours 3.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture Ed&Graduate Studies College Teacher Education Department
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0.50 - 4.00 Credits
0.500 TO 4.000 Credit Hours 0.500 TO 4.000 Lecture hours Levels: Undergraduate Schedule Types: Contract, Open Classes Extended Studies College Extended Studies Department
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0.00 - 5.00 Credits
Offered periodically to meet student special interests in the field. 0.000 TO 5.000 Credit Hours 0.000 TO 5.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture Ed&Graduate Studies College Teacher Education Department
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0.50 - 4.00 Credits
0.500 TO 4.000 Credit Hours 0.500 TO 4.000 Lecture hours Levels: Undergraduate Schedule Types: Contract, Open Classes Extended Studies College Extended Studies Department
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1.00 - 6.00 Credits
Provides opportunity for individual research/study into problems of special interest in the field. By faculty permission and approval of the department chair. 1.000 TO 6.000 Credit Hours 1.000 TO 6.000 Other hours Levels: Undergraduate Schedule Types: Independent Study Ed&Graduate Studies College Teacher Education Department
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3.00 Credits
This second course in the Literacy and Language Development sequence focuses on reading and writing methodology and curricula in language development, content area literacy, vocabulary development, study skills, and, inferential and critical comprehension skills. Using the reading and writing processes as basic foundations, this course will provide the balanced practices related to the implementation of literacy instruction. The course will also include an extension of children's literacy (expository) as a vehicle for exploring a variety of genres. Best practices research in the reading and writing instruction will be embedded throughout the courses. 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Ed&Graduate Studies College Teacher Education Department
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3.00 Credits
This course provides a background in constructivist, inquiry based science instruction that corresponds to the Colorado State Science Content Standards. This background prepares the student to develop and implement student centered learning in science. Emphasis is given to the integration science into the broader curriculum, especially literacy, and to instruction strategies that support success for all students, including linguistically and culturally diverse students. This course had field lab hours, which are attached to the senior block, focusing on field-based ex perience related to the teaching of science in the elemen tary classroom. Students will have completed Gen Ed Science requirements. 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Ed&Graduate Studies College Teacher Education Department
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