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Course Criteria
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3.00 Credits
3 semester credits This course is a study of the theories and methods of teaching English, including study of the theories and methods of teaching creative writing and composition. Theory and practice concentrates on teaching English at the junior high and senior high school level. Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376. Co-requisite: EDUC 339.
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3.00 Credits
1-3 semester credits This experiential course will assist the candidate in developing competencies in the integration of instructional technology into education and in developing skills to create an electronic portfolio. This course may be repeated for up to 3 credits. Prerequisite: CIS 320. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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3.00 Credits
3 semester credits This course is a study of the theories and practices employed in teaching history and the social sciences on the secondary level. Prerequisites include: A minimum of 15 semester hours in history and the social sciences and Junior standing, Level I Admission to Teacher Education, EDUC 300 and EDUC 376. Co-requisite: EDUC 339 Secondary Field Experience.
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3.00 Credits
3 semester credits An introduction to the development of the communicative skills in the elementary grades. Both expressive and receptive skills will be studied. Emphasis will be placed upon the communicative arts as taught in the schools as well as the developmental aspects of language growth in the child. Attention will be placed upon the role of the communicative skills in the school curriculum with particular emphasis on the school reading program. Students will participate in a lab experience, which will provide an opportunity to obtain classroom-teaching experience in language arts. Prerequisite: Level I Admission to Teacher Education, EDUC 300, EDUC 376, and EDUC 380. Co-requisite: EDUC 336. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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3.00 Credits
3 semester credits This course is designed to investigate reading instruction in the elementary grades. This will include a study of the reading process, methods of instruction, materials available, and reading skills. Methods, procedures, and techniques of identifying, analyzing, and correcting reading diffi culties will be explored. Students will participate in a lab experience, which will provide an opportunity to obtain classroom teaching experience in language arts. Prerequisite: Level I Admission to Teacher Education, EDUC 300, EDUC 376, and EDUC 380. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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3.00 Credits
1-3 semester credits This course is taken by candidates in conjunction with their "methods and reading methods" of the program. Candidates will be placed in fi eld experiences with the express purpose of practicing the methodology of teaching in various areas in a classroom setting. This course may be repeated for up to 3 credits. Prerequisite: Level I Admission to Teacher Education. Co-requisite: EDUC 334. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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1.00 Credits
1 semester credit This course is taken by candidates in conjunction with their methods course(s). Candidates will be placed in fi eld experiences with the express purpose of practicing the methodology of teaching in a classroom setting. This course may be repeated for up to 3 credits. Prerequisite: Admission to the Teacher Education Program.
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3.00 Credits
3 semester credits An introduction to the area of hearing, speech, and language development of the pre-school child with opportunities for the student to explore the area of disorders due to developmental problems. Prerequisite: Level I Admission to Teacher Education. Graduate credit requirements are described in the course syllabus. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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3.00 Credits
3 semester credits Diversity issues include, but are not limited to, cultural and individual differences, gender, ethnicity, low social-economic background, and students with special needs. This course is designed to investigate ways in which technology may be used to support the learning needs of diverse students and expand the practices of community within the classroom. Graduate credit requirements are described in the course syllabus. Used to support the learning needs of diverse students and expand the practices of community within the classroom. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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2.00 Credits
2 semester credits Elementary education teachers must be able to help students meet OPI benchmark requirements in health enhancement. This course will provide candidates with knowledge of a variety of topics within health enhancement for the elementary school child as well as strategies to teach these topics in a K-8 setting. Prerequisite: HPE 235 and Level I Admission to Teacher Education. If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
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