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Course Criteria
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3.00 Credits
Students completing this course will, as current or future educational leaders (teachers and administrators), explain and work effectively with the design and management of academic programs, grades K-12. They will interpret past, current, and emerging reform initiatives, and describe their intended impact on school curricula, teachers, and students. Students will also explain and demonstrate in simulated settings processes for creating, implementing, and managing local academic programs in the context of those reform initiatives.
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3.00 Credits
Differing values and issues in education are addressed, as are the philosophical, historical, and social forces that create the issues. Students will be challenged to investigate the historical and cultural antecedents of modern education, and to examine their own belief systems with regard to the institution of education and to the role and function of the teacher and the school leader.
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1.00 - 3.00 Credits
The study of contemporary topics and issues of relevance to today¿s educators. The instructor, guest presenters, and students will address and investigate current best practice, examine issues, and review recommendations for the improvement of education.
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2.00 - 3.00 Credits
Brain-compatible classrooms are brain-friendly places. They are classrooms in which the teaching/learning process is dictated by how the brain functions and how the mind learns. In brain-compatible classrooms or brain-based classrooms, the distinguishing feature is that these classrooms link learning to what is known about the human brain. These classrooms are set up with safe, stimuli-rich environments, and a balance between direct instruction for skill development and authentic learning that immerses the learners in challenging experiences. The brain-compatible classroom is specifically designed to teach for, of, with, and about thinking based on the emergent findings about how the brain works and how the mind remembers and learns.
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3.00 Credits
This course is designed to provide teachers with the basic require¬ments for portfolio development as designed by the National Board for Professional Teaching Standards (NBPTS). Students will have an opportunity to review and study the current portfolio manuals and standards document in their respective disciplines/developmental levels, and examine other relevant publications from the NBPTS. Students will also receive guidance and consultation that will be helpful in gathering and organizing the supportive professional documentation required for the NBPTS assessment procedures.
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6.00 Credits
(Prerequisite, ED/EL 842.) This course is for teachers who are candidates for advanced certification as designed by the National Board for Professional Teaching Standards (NBPTS). Provides professional support and guidance for teachers during the academic year they are completing the two components of the NBPTS assessment process--the school-site portfolio, and the written assessment center exercises.
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2.00 - 3.00 Credits
This course is designed to help teachers better respond to the increasingly diverse needs of all learners to achieve maximum success in the mixed-ability classroom. This course will help teachers address students¿ individual needs in standards-based instruction.
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1.00 - 5.00 Credits
(Prerequisite, permission to enroll must be approved by the chair of the department.) Under individual direction, the student will select and pursue the investigation of special problems.
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1.00 - 6.00 Credits
(Prerequisite, permission to enroll must be approved by the chair of the department.) The thesis is designed for graduate students working toward the degree, Master of Science, and specializing in professional education.
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2.00 - 4.00 Credits
(Prerequisite, permission to enroll must be approved by the chair of the department.) Graduate students, under individual arrangements, will observe, teach, and do research work in a laboratory situation.
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