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Course Criteria
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1.00 - 8.00 Credits
Independent Studies in Economics
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3.00 Credits
This course is a comprehensive overview of the foundations of education in the United States. It is an interdisciplinary attempt (incorporating the historical, political, economic, legal, social, philosophical, and curricular foundations) to provide preservice teachers with a clear understanding of the teaching profession and the issues and controversies confronting American education today. The topics covered in the course will provide novice educators with a broad picture of education and schooling in the United States and the basis for informed decision making about the complicated educational environment they are about to enter. The primary focus is to prepare reflective teachers who will be able to make informed decisions to improve and enhance the learning environment for children. Fall.
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3.00 Credits
Studies emphasize human development, psychological bases of learning and behavior, class management, assessment, and appropriate instructional strategies for diverse populations. Course projects and experiences incorporate multiculturalism, discipline, motivation, and teaching in the least restrictive environment. Classroom and clinical observation projects and experiences are required. The development of a working portfolio will be organized around the four domains of professional practice. Prerequisite: Psychology 101. Spring
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3.00 Credits
This course covers the history of the special education movement, the legal basis for special education and the relationship between special education and general education. The principles of the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) are examined, with special focus on their relationship to each other and to the Response to Intervention (RtI) model. Emphasis is on understanding research based teaching practices required for both general and special education settings. Understanding and programming for diversity in the classroom to include students with language and cultural differences as well as cognitive differences is addressed through explicit instruction, assignments and clinical experiences. Students also explore the influence of technology on current teaching practices. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Prerequisite: EDUC 150 Students will complete four hours of field experience in an area school or educational setting.
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1.00 Credits
This course provides students with theory, general principles, and procedures for fostering collaborative partnerships among families, professionals, students, and other stakeholders. Assignments will allow students to demonstrate culturally responsive strategies that promote effective communication and collaboration with students, families, school and agency personnel and community members. Professional and ethical communication practices will be addressed. The course also presents methods for enhancing parent involvement, due process rights of parents and the mediation process. Conflict resolution strategies and qualities of resilient communities will be explored. This course fulfills all of the PDE Special Education candidate competencies for Collaboration. Students will complete four hours of field experience in an area school or educational setting.
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3.00 Credits
This course focuses upon basic/developmentally appropriate pedagogy skills including planning, delivering and instruction, assessment strategies, accommodations for special needs students, basic classroom management and establishing professional collegial relations and home school partnerships. Students observe in a variety of Pre K through 4th grade school settings, teach to peers, and develop a reflective approach to teaching. Spring. Students will complete eight hours of field experience in an area school or educational setting.
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3.00 Credits
This course examines the characteristics of students that cause them to learn differently. Universal Design for Learning and the concept of brain compatible classrooms will be explored. Students will be given instruction in differentiating three areas of instruction: the content, or what is taught, the process, or how the students learn, and the product, or how the students demonstrate learning. Students will learn to use graphic organizers, learning strategies, scaffolded instruction, and flexible grouping to deliver differentiated instruction in inclusive classrooms. Special emphasis will be placed on interventions targeting vocabulary and math instruction. The concept of Understanding by Design will be addressed to include investigation of the PDE Standard Aligned System. Eight hours of clinical experience will include participation in the St. Francis CARES program, delivering social skills instruction to elementary aged students with special needs, as well as classroom observations. Prerequisites: EDUC 150 and EDUC 205. Students will complete eight hours of field experience in an area school or educational setting.
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3.00 Credits
This course is designed to prepare and support candidates for the teaching profession who, upon graduation, have the knowledge and skills to enable students in grades 4-8 to achieve academic success. It will begin with the study of middle childhood philosophy. Students will consider how the development of all young adolescents occurs in the context of ?classrooms, families, peer groups, communities and society. Students will complete eight hours of field experience in an area school or educational setting.
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3.00 Credits
This course is designed to assist students in understanding the language and literacy process as it applies to teaching in the middle school. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students' literacy development. The course will focus on ways in which reading, writing, speaking, and listening are developed and used within the learning of discipline-specific curriculum including adaptations for culturally diverse and exceptional learners. The course develops connections among knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing. Students will complete eight hours of field experience in an area school or educational setting.
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3.00 Credits
Addresses the emergence of communication and literacy skills including speaking, listening, reading, writing, visualizing and visual representation in Preschool and Kindergarten students. The focus of this course is on the development of language related skills from birth through Kindergarten. Included in this course is consideration of the needs of ELL students and students with disabilities as well as those children who come from diverse backgrounds. The role of parent - school partnerships to support literacy growth is explored. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Clinical experiences will be provided in Head Start and preschool programs as well as Kindergarten settings in both private and public approved schools. Prerequisites: EDUC 101, EDUC 210 and EDUC 212. Students will complete eight hours of field experience in an area school or educational setting.
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