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Course Criteria
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3.00 Credits
Interdisciplinary framework for the study of contemporary educational problems. Analysis and criticism of current issues, uncovering historical, sociological, political and economic foundations. Special attention to cultural diversity, educational equity and institutionalized oppression.
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3.00 Credits
Examination of diverse cultural backgrounds of students and teachers; ways in which these differences affect the practice of schooling, particularly in early childhood, elementary, and secondary educational settings. Nature of "education that is multicultural" and links to issues of school culture, educational policy, community relations, curriculum, classroom interactions, teaching styles, student learning, grouping practices, labeling, assessment and the need to develop strategies for the improvement of educational practice. Dynamics of race, class, gender, ethnicity, religion, disability and sexual orientation; effects on schooling.
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3.00 Credits
No course description available.
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3.00 Credits
This is one of two central content courses for students earning a graduate certificate in the teaching of U.S. history. Exposure to selected interpretive issues in U.S. history after 1877 within a framework that permits students to focus on ways to introduce these issues into the secondary school classroom. Examination of alternative interpretations of events and processes in U.S. history, working with primary sources that underpin those interpretations.
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3.00 Credits
Models learner-centered instructional practices based on the Foxfire approach to teaching. Theoretical foundations, including the work of John Dewey, are examined. Participants explore the active involvement of students in developing connections among their lives, communities and curriculum.
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3.00 Credits
Rethinking of English grammar from primarily a structural perspective. How words, phrases, clauses, sentences are formed; rhetorical implications of grammatical choices; wide range of grammatical forms and structures; work with figures in a study of style. Lecture/laboratory format. Common-sense, lively approach to grammar designed to solidify students' experiences with grammar and renew confidence in writing and speaking. Especially useful for students in a writing-intensive discipline or in English education.
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3.00 Credits
This course is designed to introduce students to the major theories of adolescent psychological, social and cognitive development and engage students in applying these theories to understanding adolescent issues and behaviors. Students will become aware of the critical issues and problems associated with adolescence in current times, and of the ways ?adolescence? is socially constructed. Students will explore the diversity of adolescent identities, the varied pathways to identity development and ways educators can help to provide safe spaces for identity development/exploration. A variety of strategies for meeting the social and academic needs of adolescent learners in educational settings will be discussed. Fieldwork may be required.
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3.00 Credits
This course for those who wish to teach American ethnic literatures provides an opportunity to read, discuss, write and consider the implications and complications of teaching literature from the various traditions of European American literature, African American literature, Asian American literature, Native American literature, and Latin American literature. Course content is split between male and female writers; pedagogical and curricular issues of teaching ethnic literature are addressed.
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3.00 Credits
Predominant research paradigms in study of teaching and learning; emergent approaches that complement and contest these paradigms. Action research in the context of reflective practice, professional empowerment and transformative knowledge. Exploration of questions: How is knowledge generated and legitimated? And to what and whose purpose is it put? Must be taken concurrently with ELED 590.
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3.00 Credits
Basic issues in educational research; development of critical skills as consumers of research. Qualitative and quantitative methodologies; experimental, quasi-experimental and single?subject research designs. Issues of validity, reliability and sampling; descriptive and inferential statistics.
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