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Course Criteria
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1.00 Credits
Prerequisites: SEC ED 4990 and admission to the Graduate Certificate in Secondary School Teaching. The first of two courses forming a capstone for the Graduate Certificate in Secondary School Teaching. Online discussion with school-based mentors will be supplemented with readings and small group sessions that support the development of first and second-year teachers through such topics as classroom management, social justice, diversity, and analysis of teacher work samples.
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2.00 Credits
Prerequisites: TCH ED 5989. This course continues to assist new teachers in developing their teaching skills and advancing their professional transition into teaching. The course consists of online discussion, reading, and small group sessions with school-based mentors.
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3.00 Credits
Addresses the issues of equity and social justice from the context of personal and Educational history. Students will develop a cultural understanding of their own previous school, community and family experiences and generalize those findings to their current work as Educators. They will develop an understanding of the historical foundations of American Education and the role of the teacher to be a catalyst for change. Curriculum, instruction and learning will be examined through a variety of lenses including race, class, gender, ability, sexual orientation and religion to become culturally responsive teachers.
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3.00 Credits
Investigates the relationships among students, general and special Education teachers, counselors, principals, parents, and other support and specialist personnel typically present in schools in Missouri and the changing roles of all these individuals as a consequence of general and special Education reform initiatives. Develop systemic action plans and become advocates and leaders within the school and larger community for children, families, and the profession. Assists teachers to analyze and improve their management, planning and record keeping systems and professional development planning.
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3.00 Credits
Prerequisites: Admission into Graduate School (Same as ED PSY 6030) Uses learning as the basis for the design of classroom instruction. By applying learning theories, teachers can improve their own unit development, lessons plans, assessment strategies, and the use of technology for effective teaching. Deals with the impact of cognitive Educational research on the subject content and what is known about how people learn. Teachers will learn to critically evaluate and improve their own Educational practices, design principled and appropriate assessments based on their instructional goals, and to assess their own professional development.
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3.00 Credits
Prerequisites: Graduate Standing. This course is an introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL) and bilingualism. Students explore current issues, trends and influential factors in second language acquisition (SLA) instructional and assessment models.
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3.00 Credits
Prerequisites: TCH ED 6210. This course is a research-based study of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors, as well as linguistic research about 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 6210. 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. Within this theoretical context, students recognize their own socio-cultural identity and its impact on teaching models. Students develop strategies to enhance home, school and community relations.
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3.00 Credits
Prerequisites: TCH ED 6210 & TCH ED 6220 are recommended. 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 inform instruction.
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3.00 Credits
Prerequisites: TCH ED 6220, 6230, and 6240, or Consent from Instructor. Students integrate knowledge of second language acquisition research in instructional methodologies, linguistics, assessment models, and awareness of socio-cultural dynamics, in order to design and critique a unit plan including materials and needed Technology support.
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