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Course Criteria
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20.00 Credits
Helps students develop the background knowledge and instructional strategies needed to become effective teachers of reading within their chosen content areas. Topics will include an overview of theoretical models of the reading process as well as practical strategies for developing reading comprehension, vocabulary knowledge, and study skills. The Virginia Standards of Learning are used as the framework for this course. Field experience: 20 hours. Prerequisites: ED 250 and ED 327S. ( 3)
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10.00 Credits
Designed for students to become knowledgeable about individualized education program (IEP) implementation in a K-12 setting. This includes demonstrating the use of assessment tools to make decisions about student progress within the general education curriculum; teaching remediate deficits in academic areas; understanding the scope and sequence of the SOLs; promoting high academic, social, and behavior standards; and implementing and monitoring IEP-specified accommodations within the general education classroom. Field experience: 10 hours. ( 3)
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3.00 Credits
Designed to provide educators with a broad overview of the rationale for career and transition programming critical to the development of children and youth with disabilities and to present the various program options that are currently available. The knowledge and understanding of the importance of counseling and working with families of students with disabilities will be explored. The availability of community resources to assist both parents and children with disabilities will also be discussed. Prerequisites: ED 250. ( 3)
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20.00 Credits
Design to help future special education teachers identify, record, evaluate, and intervene with special education students who are accessing the general curriculum of the school. The course teaches behavior management assessments, techniques, and interventions for special educators within schoolwide, classroom, and individual settings, including functional behavioral assessment. Developing classroom and individual behavior management plans will be emphasized. Field experience: 20 hours. ( 3)
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10.00 Credits
Designed to familiarize students with history and social studies instruction in elementary classrooms and methods of integrating social studies with other content areas. Emphasis is placed on developing planning and assessment strategies that help teachers differentiate instruction through the use of multiple instructional models and developing strategies to help children understand their world through literature, art, music, drama, and dance. Supervised field experience will provide the opportunity to observe and implement strategies that are introduced. Field experience: 10 hours. ( 3)
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30.00 Credits
Designed to help students develop an understanding of how elementary children develop math and science knowledge and skills. This course also supports the development of appropriate attitudes and instructional strategies to teach math and science in grades PK- 6. Applied methods for teaching elementary math and science will be demonstrated, using manipulatives, natural objects, computer technologies, and other tools of science and measurement. Field experience: 30 hours. Prerequisites: ED 250, ED 301, and ED 310. These prerequisite courses must have been completed with a grade of C or better. ( 6)
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3.00 Credits
An investigation of some selected topic in the major emphasis area under the direction of a faculty advisor. The project is intended to demonstrate ability to conduct independent research and present the results in writing of commendable quality. Prerequisite: permission of instructor. ( 3-9)
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3.00 Credits
A student in this course will conduct collaborative research (scholarly work leading to new knowledge) under the direction of a faculty member. Prerequisite: application and approval of department chair. ( 1-6)
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12.00 Credits
Designed for students to become knowledgeable on principles and best practices of effective classroom management techniques, individual intervention strategies, and classroom community building in developmentally appropriate ways within the K-12 setting. Students will also become knowledgeable of diverse approaches for effective classroom management based upon behavioral, cognitive, affective, social, and ecological theory and practice. This course is to be taken concurrently with ED 460 or ED 460S Student Teaching or in the semester prior to student teaching. ( 3)
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20.00 Credits
Designed to equip students with a basic understanding of the problems involved in learning and teaching a second language; the phonological, lexical, and grammatical problems are examined. It is also meant to develop the skills necessary to overcome these problems through properly designed texts and materials and through the methodologies and techniques of modern linguistic pedagogy. The course prepares students to do their student teaching in ESL effectively. Field experience: 20 hours. ( 3)
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