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Course Criteria
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1.00 Credits
Lecture 1 hour; 1 credit. Corequisite: TLED 451/551 or 453/553 or 454/554 or 455/555. Prerequisites: TLED 301 or 290, 430/530, and SPED 313 or TLED 677. Explores issues, problems, concerns, and processes related to teaching and to entering the profession of teaching. Passing score on PRAXIS II in licensure content area is required.
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12.00 Credits
Five days per week; full semester; 12 credits. Prerequisites: completion of an approved program in teacher education, successful completion of exit writing examination, passing scores on PRAXIS I or equivalent SAT or ACT scores as established by VA State Board of Education, passing scores on the appropriate PRAXIS II content examination, departmental approval, permission of the director of teacher education services, no grade less than C- in content area and professional education core, minimum major and overall GPA of at least 2.75. Available for pass/fail grading only. Internship in school. (qualifies as a CAP experience)
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3.00 - 6.00 Credits
Five days per week; 7-8 weeks; 3-6 credits. Prerequisites: Collegiate Professional Certificate and/or completion of an approved program in teacher education, successful completion of exit writing examination, passing scores on PRAXIS I or equivalent SAT or ACT scores as established by VA State Board of Education, passing scores on the appropriate PRAXIS II content examination, departmental approval, permission of the director of teacher education services, no grade less than C- in content area and professional education core, minimum major and overall GPA of at least 2.75. Available for pass/fail grading only. Internship in school. (qualifies as a CAP experience)
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3.00 Credits
Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course has a theory-into-practice goal. The focus for this class will be to develop and use teaching strategies and techniques in the content area of mathematics and science, which are based on Piaget's theory of constructivism and are compatible with the NCIM & NSE Standards and the Virginia SOLs. Practical ways of encouraging thinking about math and science by young children, PK-3, and the natural integration of these subjects across the early childhood curriculum will be emphasized.
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3.00 Credits
Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course offers a review of literary materials suitable for nursery, kindergarten and early elementary school children. Social issues affecting children and early childhood literature related to these issues, the use of teaching strategies and techniques in the content areas of history, geography, economics and civics which are based on Piaget?s theory of constructivism, the National Council of Teachers of English and the National Council for the Social Studies standards, and the Virginia SOLs are emphasized.
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1.00 - 4.00 Credits
Lecture 1-4 hours; 1-4 credits. Prerequisite: junior or graduate standing. Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
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1.00 - 3.00 Credits
Lecture 1-3 hours; 1-3 credits. Prerequisite: junior or graduate standing. Cannot be applied to a Master of Science in Education degree in the Department of Teaching and Learning. Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
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1.00 - 3.00 Credits
Hours to be arranged: 1-3 credits. Prerequisite: junior or graduate standing. Allows the student to engage in independent study of issues and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
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1.00 - 3.00 Credits
Hours to be arranged: 1-3 credits. Prerequisite: junior or graduate standing. Allows the student to engage in independent study of issues and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
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3.00 Credits
Lecture 3 hours; 3 credits. Prerequisite: Graduate standing. Explores the teaching strategies, materials and understandings needed in developing responsive classroom environments for children from diverse cultural, ethnic, economic and linguistic backgrounds.
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