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Course Criteria
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2.00 Credits
Principles and methods of measurement and evaluation in the schools, including recent developments; various types of standardized tests, teacher-made tests, elementary statistical procedures, grading records, reporting, and conferences. Required as part of the secondary professional semester.
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3.00 Credits
Focuses on how grade K-3 students develop and construct mathematical concepts. Emphasis will be placed on the pedagogical skills to develop and implement mathematical concepts and process skills with appropriate manipulatives, assess student learning and be reflective practitioners consistent with NCTM standards.
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2.00 Credits
Coordination of the principles of education and psychology; application of the methods and results of the several branches of psychology to the problems of guiding the child's behavior. Pre: EDUC 3123.
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3.00 Credits
A systematic survey of the growth sequences and behavior patterns normal in our culture at each age level; includes study of the physical, intellectual, emotional, social, and moral aspects of development. The influence of maturation as related to one's biological inheritance and social inheritance are observed in order to derive a basis for determining what constitutes a normal, wholesome development. Pre: PSYC 1113.
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3.00 Credits
This course focuses on the importance of children's literature in the curriculum through an extensive reading and evaluation of literary genres, authors, illustrators, critiques, awards and literary elements appropriate for PK-grade 8 children. Application of literacy instruction and available resources to engage and motivate students.
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3.00 Credits
This course is designed to understand how grade PK- 3 students learn and provide child-centered reading and writing instructional approaches to empower students with the skills to become active, literate readers. Examines phonemic awareness, phonics, fluency, comprehension, and the needs of diverse learners.
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2.00 Credits
Designed primarily for content-area teachers in the junior and senior high schools. Identification of reading and study skills needed to achieve a higher level in specific subject areas. Consideration of typical classroom problems, such as: how to help individuals and groups read more successfully in specific content areas; how to cope with a wide range of reading abilities; what to do with the student who cannot "read from the textbook."
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3.00 Credits
This course is designed to provide the student with an understanding of the assessment process and the concrete, practical skills necessary to assess persons at all levels (PK-12) with mild/moderate disabilities including mild learning disabilities, mild emotional and behavioral disabilities, and mild mental retardation. Ethical concerns relating to assessment and the legal provisions and regulations of the assessment process will be studied. Students will investigate the strengths, weaknesses, and procedures required to implement both informal assessment instruments. The criteria for the selection of assessment tools including the influence of diversity and appropriateness will be studied. Students will learn to interpret data and understand the relationship between assessment, placement, and instructional decisions regarding the individual needs of special learners.
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3.00 Credits
The role of the teacher as a learning facilitator; development of skills in planning and in the use of various styles or methods of educational activity. Also consideration of the problems of communication and the application of communication technology to these problems. Includes classroom field experience of thirty (30) hours.
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3.00 Credits
This course is designed to present students with opportunities to develop knowledge and skills in instructional content and the best practice regarding persons with mild/moderate disabilities including mild learning disabilities, mild emotional and behavioral disabilities, and mild mental retardation. Students will study processing skills and cognitive abilities necessary for the acquisition and retention of information. Students will increase knowledge regarding the remediation of perceptual, cognitive, language, and processing skills through the use of divergent instructional strategies. Students will explore an array of instructional materials and appropriate uses for learners at all levels (PK-12). Students will investigate the inter-relatedness of the characteristics of persons with learning disabilities and their academic success or failure. The course creates opportunities for students to explore the relationship between assessment data, IEP objectives, and instructional planning which subsequently formulate an effective individualized program of study for persons at all levels with mild/moderate disabilities.
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