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Course Criteria
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3.00 Credits
This course is designed to provide students with essential skills and knowledge to become effective communicators and consultants for families, caregivers and other professionals who work with children from birth to age three. Students will learn how to promote the socio-emotional development of infants and toddlers through the collaboration with adult caregivers and professionals.
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3.00 Credits
Exploration of physical growth and development of children in relation to development of gross motor skills, fine motor skills, psycho-motor skills and perceptual abilities. Considers environmental factors such as nutrition, disease and injury; hereditary factors such as growth rate and individual potential; and social-emotional factors such as body image, competition and sex differences. Requires a field project.
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4.00 Credits
Spring and Summer This course addresses the processes of language learning from a variety of perspectives and engages students in an understanding of the structure and sound systems of English in relation to other languages and in relation to a variety of teaching strategies. By focusing both on a comparison of language structures and sound systems as well as theories of second language acquisition and development, this course allows students to learn about differences between learning a first and a second language and the influences of these processes on instructional principles and strategies. This course includes an intensive language learning component for students in the course that will allow them to reflect on their own learning processes in relation to language learning theories and to compare English to another language.
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3.00 Credits
This course is an advanced course for those who already have completed the ESL Program Specialist Certificate as well as ED 502, 630 & 635 and are interested in thinking about how to design and lead ESL programs in a variety of K-12 contexts. Students will have opportunities to analyze & critique national and local ESL curriculum models, the ways that high-incidence and low-incidence schools and districts organize personnel, curriculum and technology resources, and utilize grant-writing for special projects for English Language Learners. Students will have an opportunity to design a curriculum for a district with particular needs & resources, and to imagine what kinds of personnel structures might best facilitate the implementation and oversight of such a program. Students will also have opportunities to discuss these issues with local ESL leaders working in a variety of contexts through course projects and invited speakers. Prerequisites: ED622, ED623, ED 624, ED625 or equivalent and ED 502, ED 630 and ED 635
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3.00 Credits
This course gives students an understanding of the history of computer-assisted language learning, research on the impact of particular technologies on the processes of learning another language, and opportunities to utilize and critique current modalities for using technology to assist students in learning an additional language. In addition, students would develop an ability to think about theories of learning and of language learning in relation to particular instructional technologies and their uses. Students will also have opportunities to investigate the CALL resources available in local K12 schools, and to plan units that make technology central to language teaching and learning.
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3.00 Credits
This is the culminating project for students who are completing an M.Ed. in TESOL & Technology or TESOL Leadership & Technology. The structure of the course will prepare students to design & conduct an action research project on a particular TESOL & Technology question & setting. In addition to learning how to pose researchable questions and do action research to answer those questions, students will be expected to draw on their previous coursework in the design and implementation of their culminating project. Prerequisite: completion of all coursework for the degree.
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3.00 Credits
This course provides students with the resources, experiences and knowledge that will equip them to begin to understand the principles, theories and realities of managing educational organizations and effectively leading an educational organization through change. Strategic planning, developing a vision and mission, and promoting continuous and sustained school improvement are highlighted in this course. Strategies for employing data-driven decision making and monitoring and evaluating school progress are also included. The course also covers the study of organizational charts as well as management and operational systems within a school and school district.
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3.00 Credits
This course focuses on current principles and practices which are used to establish a creative climate for instruction. There is a special emphasis on developing relations between faculty and administrators, so that they may work in an atmosphere of trust. Prerequisites: ED 504, 510, 502, 630 and one additional course in educational leadership.
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3.00 Credits
This course prepares qualified and appropriately certified students for district-wide responsibilities in order to assure coordination of the various Pupil Services' functions. Emphasis will be placed on the specialties of school counseling, attendance, health education services, school psychology and social work. Prerequisites: A master's degree and a Pennsylvania certificate in counseling, attendance/social work, health education services, or school psychology
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3.00 Credits
This course examines the impact that labor relations and negotiations have on the leadership responsibilities of the principal and superintendent Special emphasis is placed on the selection of staff, examination of employee rights, negotiation strategies, salary cost analysis, mediation, the grievance and arbitration process and the benefits of building positive relationships among all members of the school community.
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