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Course Criteria
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3.00 Credits
Prerequisites: EDU 200 and EDU 202Taken concurrently with EDU 376.This course is concerned primarily with those instructional andbehavioral strategies shown by research to have the most positiveimpact on young people with disabilities. Prospective teachers inEDU 356 examine the psychological and educational characteristicsof adolescents with disabilities; review the educational rights of thesestudents and the legal obligations of their schools and teachers; andlearn about, and demonstrate, proven and/or promising instructionalapproaches.
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3.00 Credits
Prerequisites: EDU 200 and EDU 202 and Junior standing onlyThis course is based on the premise that America's literacy dilemmacan be solved if each and every teacher were to play a role in itsresolution. In essence, content area literacy is the domain of allsecondary content area teachers. This course explores contemporarytheories and classroom practice in regard to content area readingand writing. It is designed to provide practical reading and writinginstructional strategies that are tied directly to a student's potentialliteracy difficulties, comprehension of secondary textbooks andsupplementary materials, persuasive and descriptive writing, andwriting research reports. This course is suitable for both pre-serviceand in-service teachers.
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3.00 Credits
Prerequisites: All advanced methods coursesThis final course in Curriculum Level II is designed to be aculmination of all prior education coursework. Participants exploretheoretical principles and procedures which lead to the instructional practice of social studies in the elementary school. This course alsoemphasizes the tenets of cooperative learning, the developmentof content area integrated units, and the use of the Internet in theclassroom. In addition, literacy across the curriculum practices areonce again reviewed to bring participants to a clear understanding ofhow literacy is integrated throughout the school day. Current standardsfor literacy are revisited and National Standards for Social Studies arereviewed. Field experiences include observing a social studies lesson ina local public school and analyzing the lesson using a lesson analyzertemplate.
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1.00 Credits
Prerequisites: EDU 200 and EDU 202This course is designed to enable prospective teachers to becomeknowledgeable in the national and Rhode Island Health EducationStandards for elementary students. The Rhode Island HealthFrameworks are used as content standards for this course. Topicswhich are explored include: health promotion, disease prevention,health-enhancing behaviors, and issues regarding substance abuse andchild abuse.
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1.00 Credits
Prerequisites: EDU 200 and EDU 202This course explores topics in health education, including tobacco,alcohol and other drug use, mental and emotional health, sexualityand family life, personal safety and disease prevention and control.It is designed to provide participants with sound, basic knowledgeand sensitivity to some of the most difficult issues they may confrontduring their professional lives, and to assist them in developingappropriate skills relative to these issues.
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3.00 Credits
Prerequisites: Consent of the Office of Field ExperiencesThis course is designed to prepare pre-service teachers for studentteaching. Students are introduced to the continuum of teacherdevelopment and are placed in a public school for a minimum of 100hours of in-class participation. Students perform several teachingactivities during the semester and University Clinical Supervisors visitparticipants in their school settings. Toward the end of Practicum,students prepare an oral presentation, reviewing their growth asprospective teachers and demonstrating their readiness to studentteach. The presentation is made before a review panel composed offaculty members and field-based professionals.
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3.00 Credits
Prerequisites: Consent of the Office of Field ExperiencesThis course is designed to prepare pre-service teachers for studentteaching. Students are introduced to the continuum of teacherdevelopment and are placed in a public school for a minimum of 100hours of in-class participation. Students perform several teachingactivities during the semester, and University Clinical Supervisors visitparticipants in their school settings. Toward the end of practicum,students prepare an oral presentation, reviewing their growth asprospective teachers and demonstrating their readiness to studentteach. The presentation is made before a review panel composed offaculty members and field-based professionals.
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1.00 - 3.00 Credits
In-depth study of some aspect of education. Specific focus varies fromsemester to semester. Provides an advanced level of course work orresearch in education. May be repeated for credit, but students maystudy a single topic only once.
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3.00 Credits
This course provides students with an opportunity to examine the keyphysical, psychological, and social needs changes that characterizethe developmental stages of young adolescence. Emphasis is placedon understanding issues related to the complexities of this uniquephase of development within the context of middle school classroomenvironments.
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3.00 Credits
This course investigates contemporary middle school curricula,programs, and policies. Emphasis is placed on the creation andimplementation of developmentally appropriate organizational andcurricular practices. Students also examine the underlying philosophyand mission of middle school education.
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