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Course Criteria
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3.00 Credits
Students will examine the process of fine motor, gross motor, and perceptual motor development from birth through early childhood. Emphasis will be upon learning about children's motor development through observation of children in natural settings. Students will become familiar with assessment of motor skills, and will develop activities that foster motor development. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisite: PSYC 313 or PSYC 333 Three Hours, Fall
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3.00 Credits
This course is a study of formal and informal assessment instruments used with young children. Students will observe an assessment done in a school setting, develop observational skills, and learn to administer a standardized evaluation of a young child. Methods of identifying student's needs and diverse learning styles and strategies that ensure intellectual, social, and physical development will be discussed. Students taking this course for graduate credit must complete all graduate course requirements. Prerequisites: PSYC 133 and EDPS 353. Three Hours, Spring
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3.00 Credits
This course examines the national and international economic scene. This course will examine current events from an economic perspective. Other topics covered may include business cycles, unemployment, inflation, price indexes, Gross Domestic Product, National Income, taxation, government spending, activist fiscal policy, aggregate demand and supply, the Federal Reserve System, banking, money creation, monetary policy, and history of the U.S. monetary system. Three Hours, Fall
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3.00 Credits
This course presents an introduction to economic thought, the concepts of supply and demand, utility theory, elasticity, and market conditions which may occur. These market conditions include competition, monopoly, oligopoly, monophony and monopolistic competition. Three Hours, Spring
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3.00 Credits
This course examines the state and federal special education laws with regard to children with disabilities birth through grades three. Additional emphasis will be placed on the following topics: education philosophies and theories that form the basis of current practices in early childhood special education, the models of delivery of educational services to individuals with disabilities from birth through adulthood, the special education process including child find practices, referral, assessment procedures, eligibility determination and programmatic needs, the use and purpose of an Individualized Education Plan (IEP) and the Individualized Family Service Plan (IFSP), the differentiate between program models in early childhood special education and how they relate to service delivery in child care or other settings, the roles and responsibilities of all members who serve on interdisciplinary teams, and current trends and issues in Early Childhood Special Education. Students will participate in a 30-clock hour field experience in at least two different Early Childhood Special Education programs in order to be able to apply the knowledge gained in this class. Students taking this course for graduate credit will be required to complete all undergraduate assignments plus successfully complete a graduate action research project. Prerequisites: EDUC 213, EDUC 303, and/or concurrently with ECED 353. Three Hours, Fall
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3.00 Credits
This course will examine the various physical, cognitive, social, and emotional disabilities with regard to children birth through grade three. Students will also explore and demonstrate competency in the following topics and/or issues: Developing and implementing specialized intervention strategies for children with sensory and/or physical impairments, identifying appropriate methods for planning and implementing instruction in a variety of service delivery models for young children with disabilities, identify instructional and guidance procedures for integrating children with and without disabilities. identify and plan curricular for young children with disabilities, identify and apply principles of behavior support and management and appropriate self-management behaviors in young children, identify and apply teaching strategies and methods for young children with disabilities. The students will participate in a 30-clock hour field experience in an Early Childhood Special Education pre-kindergarten setting. Students taking this course for graduate credit will be required to complete all undergraduate assignments plus successfully complete a graduate action research project. Prerequisites: EDUC 213, EDUC 303, ECED 353 and ECSP 413. Three Hours, Spring
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6.00 Credits
Student Teaching for Early Childhood Special Education consists of one eight-week teaching experience in an appropriate pre-kindergarten or kindergarten classroom setting in a state or nationally accredited public or private school and under the supervision of an experienced and qualified cooperating teacher. Students seeking certification at more than one level must student teach at a level or levels approved by the Director of Teacher Education. This field experience enables students to practice and develop the pedagogical skills necessary to meet the Missouri performance standards for teacher certification. After being formally admitted to the Teacher Education program, certification candidates must apply to student teach. Students are allowed to request a specific school district in which to complete their student teaching experience; however the final decision regarding placement will be left to the discretion of the Director of Field Experiences and Professional Portfolio Development. Candidates are required to complete their student teaching experience in the grade level and subject area(s) in which they are seeking certification. Application for Student Teaching must be made to the Education Office by the end of the second week of the Fall semester for Spring and Summer Student Teaching and by the end of the second week of the Spring semester for Fall Student Teaching. Specific information about student teaching may be obtained from the Guide and Portfolio Manual for the Development, Licensure and Employment of Teachers and Counselors. NOTE: It must be noted that no undergraduate candidate will be allowed to student teach without passing all sections of the C-BASE test. Both undergraduate and graduate students must be formally admitted into the Teacher Education Program, must have completed all education courses, and be approved by the Education Division prior to student teaching. There is a Student Teaching Fee that will be charged to each student. NOTE: The requirements to successfully complete and receive a grade in student teaching are: 1. Successfully completing the Professional Teaching Portfolio; 2. Receiving a passing score on the Praxis Test; and 3. Receiving satisfactory Formative Evaluations and a satisfactory Summative Evaluation for the student teaching experience. Credit for Prior Learning (CPL) Portfolio Credit for Student Teaching: Students desiring to petition for credit for a portion of their student teaching experience must have a minimum of two years of prior classroom instructional experience, and must have successfully completed all portfolio credit and be approved by the Education Division prior to student teaching. Six Hours, Fall, Spring
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3.00 Credits
This is an initial field experience to be taken at the beginning of the student's preservice teacher education program. This 30 clock-hour field experience should be completed within the grade levels of the certification being sought. Students will begin to develop an experiential foundation through a combination of classroom observations, dialogue with practicing teachers, working with children as tutors or in small groups, etc. Students will successfully create and present a minimum of one lesson to K-12 students under the supervision of the K-12 classroom teacher and the university supervisor. Students will also meet as a large group with the Director of Field Experiences and Professional Portfolio Development at scheduled times for discussion of special topics and their experience. The field location will be assigned by the Director of Field Experiences and Professional Portfolio Development. One Hour, Fall, Spring, May Term
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3.00 Credits
This is a second field experience to be completed in a different setting than the initial experience in EDCL 211. This field experience should be completed near the end of the student's preservice teacher education program but before the student teaching experience. This field experience requires 30 clock hours of tutoring, observing, and assisting with small groups or individuals in an instructional setting within the grade levels of desired certification. The student is expected to present a minimum of two lessons, keep a log, write a reflective report, collect artifacts, and meet with the university supervisor to discuss educational issues/topics and the field experience. The field experience location will be assigned by the Director of Field Experiences and Professional Portfolio Development. Students taking this course for graduate credit must complete all graduate course requirements. One Hour, Fall, Spring, May Term
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1.00 - 6.00 Credits
The purpose of this course is to provide students interested in teaching the opportunity to acquire additional and/or refine skills and knowledge in an occupation that they have chosen. The course will expose students to additional real world experiences in order to help them gain a repertoire of skills and knowledge to assist in assuring a successful student teaching experience and professional teaching career. Prerequisite(s): Junior standing or better; must have complete EDCL 411 unless otherwise approved by the Education Committee. One to Six Hours, On Demand
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