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Course Criteria
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3.00 Credits
The purpose of this course is to provide knowledge and skills in communicating with families as partners in educational planning for young children. Students will apply skills with families of infants, toddlers, preschoolers, and kindergarteners having typical and atypical educational needs.
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3.00 Credits
Prospective middle grades teachers will have the opportunity to learn about the foundational and current issues and methods of instruction regarding literacy education at the middle grades level. Emphasis is placed on the politics of language and identity, socio-cultural contexts for adolescent literacy development, diverse literacy learners, and effective instructional strategies. Students enrolled in the course learn to assess students’ literacy needs and acquire knowledge of a range of practices that support the literacy development of young adolescents. Prospective middle grades teachers will work with cooperating public school teachers to plan and implement literacy strategies and assessments in middle grades classrooms. (Same as RE 4300.)
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3.00 Credits
This course focuses on developing instructional strategies for teaching science content as a means for achieving scientific literacy in the 21st century. A broad range of science content will be explored in the context of the North Carolina Standard Course of Study (NCSCOS) strands: Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Students will be exposed to a variety of science teaching models with an emphasis on social constructivism and integrated instruction in a community context. Throughout the course, class work will be connected to the field experience, as students will develop schoolbased projects, lessons, and assessments for implementation during their internship.
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3.00 Credits
Recommended to be taken concurrently with ART 4422. Art teaching-learning for teenagers through adults for public schools and ontraditional groups, stressing personal development, concepts, environmental influences, and interdisciplinary relationships. Practicum experiences in middle school, high school, and relevant alternate sites. Prerequisites: ART 2421 and ART 3422. Prerequisites may be waived for non- licensure students with permission of the instructor.
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1.00 Credits
Prospective middle grades teachers will be provided technological assistance as they create professional portfolios and prepare exhibitions. Time will be scheduled for the exhibition and assessment of these products. Emphasis will be placed on fulfilling graduation and initial licensure requirements as well as the transition to career status. Graded on an S/U basis.
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4.00 Credits
Middle grades teacher candidates select, implement, and evaluate approaches to curriculum, instruction, and assessment that are designed to improve student learning. Candidates work collaboratively with university faculty, master teachers, and interdisciplinary teams in university cohorts and professional development school settings to improve and expand their professional knowledge. Emphasis is placed on integrative curriculum practices, understanding diversity, assessment of teaching and student learning, and the use of technology. In the field experience, emphasis is placed on implementing teaching and assessment practices that are responsive to diverse students’ needs, management of students, time, and resources, and participation in reflective practices. Candidates have opportunities to participate in professional association meetings, seminars, and conferences. Lecture 40 hours, laboratory 150 hours. (WRITING; SPEAKING)
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3.00 Credits
This course will give students the opportunity to engage in the professional video production process as they create a video program for a client or for their portfolio. Students will learn skills in pre-production planning, production and post-production editing, and they will also learn to operate and maintain professional quality equipment. Additionally, as they act as crew on one another’s projects and critique one another’s work, students will learn to be a part of a video production team. Emphasis in this course is placed on thorough and creative planning, collaborative production and a progressive step-by-step approach to post-production. Prerequisite: CI 4840 or permission of the instructor. [Dual-listed with CI 5552.] Dual-listed courses require senior standing; juniors may enroll with permission of the department.
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3.00 Credits
This seminar emphasizes the foundations for professional development, positive attitudes toward children and families, and the strong commitment toward continuous, life-long study of young children and their learning. Class discussions and assignments are designed to prepare B-K teachers to participate fully in interdisciplinary and transdisciplinary early childhood teams and to collaborate across agencies dealing with young children and their families. (Same as FCS 4553/SPE 4553.)
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3.00 Credits
The purposes of this course are (1) to apply the principles of developmentally appropriate practice to planning, implementing, and evaluating curriculum experiences for infants and toddlers; and (2) to develop strategies for integrating a range of developmental needs and disabilities within the planned curriculum. Prerequisites: FCS 2101 and SPE 3273, or consent of the instructor. (Same as FCS 4556/SPE 4556.)
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3.00 Credits
This course gives preservice teachers an opportunity to think about and explore pedagogy and curriculum for Secondary English through reading, discussion, planning, projects and presentations. Participants will also be asked to consider institutional issues and conditions that impact teaching, as well as needs and concerns of adolescents, societal influences on schools, and conceptions of what constitutes good teaching and learning. This course should be taken the semester prior to student teaching. (Same as ENG 4591.) (WRITING; SPEAKING)
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