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Course Criteria
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3.00 Credits
(Prerequisite: Admission to the Professional Program.) This course will provide an overview of the theoretical and evidence-based foundations of reading in early childhood. Major theoretical perspectives of cognitive, linguistic, motivational and sociocultural foundations of reading and writing will be examined. A wide range of text from a variety of sources will be explored. An examination of adult learning theories will also be explored. This course will include a practicum which provides an opportunity to implement reading and writing in a classroom.
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3.00 Credits
(Prerequisite: Admission to the Professional Program.) In addition to examining the integration of reading and writing across the curriculum, this course will examine the influence of diversity by understanding reading and writing in various contexts. Sharing reading information with families will also be explored. This course includes a practicum which allows candidates to implement best practices in classrooms.
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4.00 Credits
(Prerequisite: Admission to the Professional Program). This course will explore the instructional strategies which can be used to effectively design a balanced curriculum. The course will emphsize reading-writing connections. Language will be discussed from a developmental perspective including oral language,vocabulary development and fluency. This course includes a practicum which will allow candidates to implement instructional strategies.
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3.00 Credits
(Prereq: Admission to the Professional Program) This course will examine various types of assessment which will determine student's strengths and areas for further instruction. This course includes a practicum in which candidates work with young children to assess their reading, interpret the data and select appropriate instructional strategies and materials for students based on data.
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2.00 Credits
(Prereq: Second Semester Freshman Status) A historical overview of the emergence of the public middle and high schools. Candidates will study the psychological, intellectual, and emotional characteristics of the adolescent student. Candidates will be introduced to standards, lesson planning, and ADEPT evaluation as it relates to middle/high school settings. Connected supervised clinical experiences (minimum of 20 hours) will focus on observation and analysis of classroom settings. Recommend candidates take course as second semester freshman.
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3.00 Credits
This course promotes best practices in teaching diverse populations of students in the middle and high school. Emphasis is on such dimensions of diversity as (1) individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affilication, and socio-economic background). Assessing students' diverse needs and the implications for teaching and learning are explored. (Fall only)
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4.00 Credits
(Prereq: Admission to the Professional Program in Education or permission of Dean) Study of classroom management strategies for middle and high school classrooms including grouping, grading, behavior management, and organization of the students, space, time and materials for effective learning to take place. Additional study of formal and informal assessment instruments and strategies and their application in measuring and monitoring student learning will occur. Candidates will participate in supervised observation and application of classroom management techniques in clinical settings in both the middle or high school classrooms. Candidates will complete a minimum of 40 hours in the middle or high school classroom. (Spring only)
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4.00 Credits
(Prereq: Admission to the Professional Program in Education or permission of Dean) Materials and methods of teaching English language arts in grades 5-12. Candidates are required to work with a master teacher in either the middle or high school for selected activities. Supervised clinical experiences in a middle or high school English or Language Arts classroom. Observation and participation is required with a focus on English/Language Arts learning experiences, materials and equipment. Seminars and gropu discussions included. Candidates will complete a mimimum of 40 hours in the middle or high school classroom. Also open to degreed students seeking teacher certification. (Fall only)
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4.00 Credits
(Prereq: Admission to the Professional Program in Education or permission of Dean) Materials and methods of teaching history and social studies in grades 5-12. Candidates are required to work with a master teacher in either the middle or high school for selected activities. Supervised clinical experience in a middle or high school social studies classroom. Observattion and participation is required with a focus on social studies learning experiences, materials and equipment. Seminars and group discussions included. Candidates will complete a mimimum of 40 hours in the middle or high school classroom. Also open to degreed students seeking certification. (Fall only)
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4.00 Credits
(Prereq: Admission to the Professional Program in Education or permission of Dean) Materials and methods of teaching mathematics in grades 5-12. Candidates are required to work with a master teacher in either the middle or high school for selected activities in. Supervised clinical experience in a middle or high school maethematics classroom. Observation and participation is required with a focus on mathematical learning experiences, materials, and equipment. Seminars and group discussions included. Candidates will complete a mimium of 40 hours in the high school classroom. Also open to degreed students seeking certification.
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