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Course Criteria
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3.00 Credits
Prerequisites: PSYCH 1003. Same as ED PSY 2212. Foundational study of the development of infants, children, and adolescents focusing on the role of appropriate educational environments in fostering positive physical, cognitive, social and moral outcomes. Reading relevant research will be combined with experiences in the field and technology-based assignments to investigate both biological and sociocultural forces that shape the development process. A minimum of 10 field experience hours required.
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3.00 Credits
Prerequisites: enrollment in the Minor in Urban Education or permission of the instructor. An introductory course that examines the concepts and principles underlying American public education with specific attention to urban school systems. Issues of equity and social justice in public education are analyzed from multiple perspectives.
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3.00 Credits
Prerequisites: Completion of Level I. An introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL), and bilingualism. Students explore principles of language systems including English and the function of language in social and academic settings.
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3.00 Credits
Prerequisites: TCH ED 3210. Covers the principles of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors in relation to second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics, and discourse, within a communicative framework, which directly relates to instructional strategies.
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3.00 Credits
Prerequisites: TCH ED 3210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Students develop strategies to enhance home, school and community relations and impact of culture on perceptions, communication, behaviors, and learning.
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3.00 Credits
Prerequisites: TCH ED 3210. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can reinforce instruction.
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3.00 Credits
Prerequisites: TCH ED 3210, 3211, 3212, 3213 and 4391. Students integrate knowledge of second language acquisition research in instructional methodologies in this course. Students will also incorporate theories of linguistics, assessment models, and instructional technology into their material development to meet the needs of diverse English language learners.
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3.00 Credits
Prerequisites: TCH ED 3210, TCH ED 3212 and TCH ED 3214 or currently taking TCH ED 3214. Students observe and reflect on actual classroom practices as well as complete a student's needs analysis and placement tests. The students implement the strategies for advocating and collaborating on behalf of students from diverse language backgrounds. This is a supervised field experience.
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3.00 Credits
Prerequisites: TCH ED 2210, 2211, 2212, or equivalent and admission to Teacher Education Program. Beginning methods course for K-12 teachers. Skill development in planning instruction, selecting content, use of various teaching methods, designing assessment, developing classroom climate and management strategies. Participation in professional development through observing students in a school setting, microteaching, using Educational technology, and portfolio development. A minimum of 12 field experience hours required.
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3.00 Credits
Prerequisites: TCH ED 2210, TCH ED 2211, TCH ED 2212 or equivalents and admission to Teacher Education program. Same as ED PSY 3312. Application of the principles of psychology to an understanding of the dynamics of teaching behavior and learning behavior. Involves both theoretical and practical approaches to analysis of the learning environment of the school. Required of all who are preparing to teach.
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