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Course Criteria
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1.00 - 4.00 Credits
Prerequisites: Graduate standing.? Field-based experiences in improving the district-level secondary school science program, with special attention to the earth/space sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-lapping modules.? Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
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1.00 - 4.00 Credits
Prerequisites: Graduate standing.? Field-based experiences in improving the district-level secondary school science program, with special attention to the life sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
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3.00 Credits
This is the capstone course for the Master of Secondary Education-Emphasis in Reading. To be taken in the last 9 hours of Masters Program.? The three foci for this course are (1) systematic study of research as it focuses on the problems of teaching reading in the secondary school, (2) innovations in the field, and (3) action research. Each student designs and completes an action research project related to literacy.
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1.00 - 4.00 Credits
Prerequisites: Graduate standing. Field-based experiences in improving the district- level secondary school science program, with special attention to the health sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
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1.00 - 4.00 Credits
Prerequisites: Graduate standing. Field-based experiences in improving the district-level secondary school science program, with special attention to the physical sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
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1.00 - 10.00 Credits
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
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3.00 Credits
Prerequisites: SEC ED 6684, SEC ED 6686, and ED REM 6707, 6709, or 6716. Application of reading theory and research in a supervised setting.? Emphasis is on assessing and analyzing the literacy strengths, needs, and interests of a range of readers with the goal of improving their reading abilities and attitudes.? Focus is on establishing reading support for adolescents with the assistance of formal and informal assessments, reading professionals, educators, and adolescents' families.
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3.00 Credits
Prerequisites: SEC ED 6493. Application of reading theory and research in a supervised setting. Emphasis is on using appropriate materials and providing effective instructional techniques to address adolescent's assessed literacy strengths, needs, and interests with the goal of improving their reading abilities and attitudes.? Focus is on sustaining reading, support for adolescents with the assistance of other reading professionals, educators, and adolescents' families.
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1.00 - 10.00 Credits
Problems
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3.00 Credits
Prerequisites: ED REM 6707, 6709, or 6716 and at least one graduate level literacy course. Designed to develop teacher understanding of the roles and responsibilities of the teacher of reading, Reading Specialist, and Literacy Coach.? Emphasis is on the nature of specific reading difficulties, distinguishing reading difficulty/disability from language difference, becoming familiar with a range of tools for assessing reading skills and strategies, and developing a critical orientation for evaluating the purpose and utility of various literacy assessment tools.? Teachers will use informal and formal literacy assessment tools to guide instructional planning for adolescents in the UMSL Reading Center.
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