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Course Criteria
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3.00 Credits
This advanced course will focus on literacy in the Spanish classroom, research methods and application and use of technology to improve language instruction. It will examine strategies for developing literacy in Spanish language focusing on text selection, comprehension, and critical analysis. Topics include using reading and writing processes to choose and evaluate class materials, select appropriate texts, develop integrated curricula and assess the effects on student learning. This course includes field experience in the secondary schools. Fieldwork under supervision.
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3.00 Credits
Introduction to the development of science as a topic that helps teachers synthesize their learning of various scienti- fic diciplines. The emphasis is on providing a philosophical and historical approach to the emergence of science as a - distinctive way to look at nature. Candidates deal with iss- ues pertaining to the teaching of various scientific ideas - and their impact on larger societal issues. The course ad- dresses National Science Education Standards that call for an understanding of the history and development of science, as well as its interdiciplinary nature.
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6.00 Credits
In this course, students have school-based teaching experiences under the guidance of a cooperating teacher and a college supervisor at each school. Seventy-five days of mentored teaching will prepare student teachers to teach effectively both at the middle and high school levels. The mentoring teacher and the university supervisor will observe regularly and provide ongoing formative evaluations in close collaboration with the student. Student teachers will meet with the university supervisor in a weekly seminar throughout the semester. Prerequisites: Completion of all pedagogy and content courses.
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6.00 Credits
In this course, students have school-based teaching experiences under the guidance of a cooperating teacher and a college supervisor at each school. Seventy-five days of mentored teaching will prepare student teachers to teach effectively both at the middle and high school levels. The mentoring teacher and the university supervisor will observe regularly and provide ongoing formative evaluations in close collaboration with the student. Student teachers will meet with the university supervisor in a weekly seminar throughout the semester. Prerequisites: Completion of all pedagogy and content courses.
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6.00 Credits
In this course students, have school-based teach- ing experiences under the guidance of a cooperating teacher and a college supervisor at each school. Seventy-five days of mentored teaching will prepare student teachers to teach effectively both at the middle and high school levels. The mentoring teacher and the university supervisor will observe regularly and provide ongoing formative evaluations in close collaboration with the student. Student teachers will meet with the university supervisor in a weekly seminar througho- ut the semester. Prerequisites: Completion of all pedagogy and content courses.
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6.00 Credits
In this course, students have school-based teaching experiences under the guidance of a cooperating teacher and a college supervisor at each school. Seventy-five days of mentored teaching will prepare student teachers to teach effectively both at the middle and high school levels. The mentoring teacher and the university supervisor will observe regularly and provide ongoing formative evaluations in close collaboration with the student. Student teachers will meet with the university supervisor in a weekly seminar throughout the semester. Prerequisites: Completion of all pedagogy and content courses.
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6.00 Credits
In this course, students have school based teaching experiences under the guidance of a cooperating teacher and a college supervisor at each school. Seventy-five days of mentored teaching will prepare student teachers to teach effectively both at the middle and high school levels. The mentoring teacher and the university supervisor will observe regularly and provide ongoing formative evaluations in close collaboration with the student. Student teachers will meet with the university supervisor in a weekly seminar throughout the semester. Prerequisites: Completion of all pedagogy and content courses.
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3.00 Credits
This course focuses on the development of learners from birth through adolescence, their phases of learning, their intellectual, social, and emotional growth, character deve- lopment, individual differences, interests, attention, and motivation. Candidates will understand how these aspects of human growth and development relate and influence the teach- ing/learning process. In this course, candidates will also - have the opportunity to conduct a series of systematic observations on children and students of various age groups and in different settings as part of an advanced fie- ld component experience. The field experience in this course will include a sequential-cohort research study that will - culminate in the analysis of findings and a formal poster presentation.
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3.00 Credits
This course engages the teacher practitioner in examining literacy as an evolving language process among his or her students. The focus of this course will be on the communication aspects of literacy, which include the listening, speaking, reading, and writing that are a part teacher practitioner¿s classroom. This course also has a strong research component where teacher practitioners will analyze, synthesize, and evaluate current trends in literacy education. Teacher practitioners will be given opportunities to reflect upon and examine their own integration of literacy activities in their content area classrooms. Emphasis will be placed on topics such as: constructing meaning to convey information, the role of explicit instruction, vocabulary enhancement, assessing language, and the importance of literature enrichment.
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3.00 Credits
This course provides an introduction to the categories of exceptionality and the rules and regulations concerning the provision of special education and related services. There will be a focus on advanced professional, legal,and ethical standards. Advocacy and student services advocacy, and the application of computer-based technologies specific to working with students with disabilities will also be addressed. In this course, candidates will also have the opportunity to conduct a series of in depth interviews with individuals directly working and/or receiving special education services as part of an advanced field component experience that will culminate in an analysis of findings and a formal presentation.
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