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Course Criteria
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3.00 Credits
Uses of literature, poetry, puppetry, drama, movement, dance, photography, film making, and music will be explored as vehicles for instruction in basic skills or academic disciplines.
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3.00 Credits
This course is designed for elementary and middle school teachers who wish to extend their teaching into the outdoor learning environment. Strategies, programs, and resources for using natural and man-made environments will be explored. School grounds, local communities, nature centers, museums, and historical areas will be analyzed as potential learning sites.
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3.00 Credits
Recognition and definition of research problems in various areas of biology and biological education, sources of information and literature surveys, collection and presentation of information, data analysis, and bases for drawing conclusions will be considered. Forms of expression in scholarly writing, copy preparation, manuscript approval and review, copy editing, and proof reading will be studied. Students will be required to prepare a research proposal and will be encouraged to carry out actual research.
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3.00 Credits
Participants will focus on a variety of issues regarding the assessment and evaluation of students. The course provides an opportunity for in-service teachers to study in-depth an issue of personal relevance in their teaching field. A wide range of techniques to develop skills to address the many components of assessment will be explored. In keeping with Kutztown's model of teacher as life-long learner, the course is structured to provide pedagogical foundations, demonstrate various strategies, and examine exemplary materials for use in professional teaching and classroom implementation.
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3.00 Credits
Procedures for identifying gifted students, alternative programs to meet their needs, and appropriate classroom techniques are explored. Instructional materials germane to the teacher's classroom situation are discussed.
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3.00 Credits
With the current emphasis on accountability and data-driven instruction, this course will provide in-service teachers the opportunity to study an area of personal relevance to their classroom and school/institution. It will emphasize the critical role of assessment in the instructional process and the importance of using valid assessments to guide and influence instruction. In keeping with Kutztown's model of 'teacher as lifelong learner,' the course is structured to provide pedagogical foundations, demonstrate various strategies, and examine exemplary materials for use in professional teaching and classroom implementation.
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3.00 Credits
Urban schools are complex social, historical and political constructs. Historically, there have been many attempts to create, reform, eliminate, restructure and reassess urban schools. These efforts to shape urban schools reflect broader efforts to shape American society, in general, and American schools particularly. Some of the profound effects on urban schools reflect decisions that on the surface were not about education at all but about immigration, housing, zooming, health concerns, global competition, social justice initiatives and constitutional interpretation. At a deeper level these initiatives have had a profound effect on urban schooling. As a means of exploring urban schools, we will utilize a single question throughout this course: How do urban schools mirror the search for equity among all people in the United States? Utilizing this question, we will explore equality in attendance, school funding, pedagogy including tracking and de-tracking initiatives, assessment including the standardized test movement, curriculum with an emphasis on the Common Core Standards, classroom management and family involvement. The course will introduce the students to the historical, sociological, economic, and political background that has led to today's urban schools so that the student can participate as a teacher leader in urban education.
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3.00 Credits
This course is designed to help preservice and inservice educators and others in the education enterprise to clarify the philosophical and definitional issues related to pluralistic teaching strategies that reflect diversity, and to derive sound guidelines for multicultural/multilingual programs and practices. The life realities, needs, and aspirations of linguistically and culturally different children and youth are analyzed. Critical theory and more specifically strategies and approaches for facilitating a critical literacy in students will be emphasized in this course. Participants in this course will undertake a comparative approach to similarities and differences between U. S. culture and other cultures with the goal of developing cultural understanding and sensitivity of diverse students and families living in the United States.
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3.00 Credits
Education Exploration is intended to provide teacher candidates with an introduction to the complexities of today's classrooms and education environment. Knowledge will be gained through observation and attendance at various education-related events and direct participation in classroom activities. In keeping with Kutztown's model of 'teacher as a lifelong learner,' the course is structured to provide as many opportunities as possible to inform and educate them on the complex competencies and responsibilities of the role of the classroom teacher and schools.
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3.00 Credits
This course examines basic social concepts and institutions. Their development is traced and their effects upon educational policies and practices are investigated.
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