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Course Criteria
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3.00 Credits
Thorough analysis of the knowledge base and current practices consistent with a constructivist view of elementary literacy. Examination and analyses of traditional and holistic approaches to elementary literacy curriculum processes including materials, instructional technology and classroom assessment alternatives. In-class practice integrating literacy skills and strategies into a child-responsive, developmentally appropriate elementary literacy program. Prerequisites for Reading Program licensure candidates: TED 316 or equivalent, two years regular classroom teaching experience, and READ 700. No prerequisites for other graduate students.
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3.00 Credits
Study of new research and related practices, materials, technology and classroom assessment alternatives consistent with a constructivist view of elementary reading instruction. In-class practice modeling current reading strategies for integrated, child-responsive, developmentally appropriate elementary literacy programs. Demonstration of leadership skills through rubric-based peer feedback. Sharing and critiquing new reading programs presented in class and derived from internet explorations. Prerequisites: two years full-time licensed classroom teaching, enrollment in a specialty graduate program, or permission of the instructor. SS
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3.00 Credits
Formative and summative assessment instruments and procedures for the intensive appraisal of severe reading difficulties. Diagnostic experience and application of structured intervention strategies. Prerequisites: two years full-time licensed classroom teaching and at least two of the Reading Program Techniques courses (READ 622, READ 750, READ 761, TED 705) or permission of the instructor. (F)
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2.00 Credits
Exploration of the personnel, content, materials, organizational patterns, financial support, and evaluative and administrative procedures within the reading program. Attention is given to decisions to be made by the program administrator with emphasis on role, communication, and interaction of students, parents, community, and other educational personnel. Prerequisites: Two years full-time licensed classroom teaching, enrollment in a specialty graduate program, or permission of the instructor [normally taken concurrently with READ 779]. (F)
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3.00 Credits
This course provides the supervised tutoring experiences needed to meet state and national requirements for Reading Teachers and Reading Specialists. Candidates work for an extended period of time with two troubled readers and develop an assessment and intervention portfolio for each learner. Midterm and final reports are made to parents. Prerequisites: Students must have completed READ 700, READ 761, READ 622, READ 750, READ 765, READ 785 and TED 705. (SS)
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2.00 Credits
Practicum experiences in public school settings, some of which must be under the direction of a qualified K-12 Reading Specialist. The candidate will work with teachers, administrators, parents, and other educational stakeholders to develop curriculum and carry out projects as needed to help develop and maintain components of a comprehensive reading program. Prerequisites: Two years full-time licensed classroom teaching, enrollment in a specialty graduate program, pr permission of the instructor (normally taken concurrently with READ 766). (F)
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1.00 - 3.00 Credits
No course description available.
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1.00 - 2.00 Credits
A study of emergency medical procedures and cardiopulmonary resuscitation as applied in the classroom and daily living. This course will provide certification with American Red Cross in first aid basics.(F, SP)
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2.00 Credits
This course guides students through a preliminary study. Students must have completed SIC 600, SIC 705, and SIC 760 to enroll. (Offered second semester of each Shared Inquiry Community)
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1.00 Credits
This course guides students through the data analysis process for their research. Offered third semester of each Shared Inquiry Community. Students must have completed SIC 601, 710, and 715.
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