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Course Criteria
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3.00 Credits
Analysis of the history of economics as science; economics as a cumulative body of knowledge in a context of emerging technology, changing institutions, and new social problems; the evolution of theories of value, distribution, and employment. Prerequisites: ECON 323, ECON 324.
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3.00 Credits
Quantitative techniques for business and economic forecasting; analysis of the business cycle and the impact of the cycle on individual industries and firms. Prerequisites: ECON 221, ECON 222, BUAD 321.
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3.00 Credits
The capstone course in economics. Integrates the specialized areas of economics into unified whole. Advanced analysis of monetary policy, fiscal policy, employment theory, price theory, and the business cycle. Prerequisites: ECON 323, ECON 324, BUAD 520.
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2.00 Credits
This course focuses on the content of geography as a component part of the social studies curriculum in the elementary school classroom. This course reviews content and equips the teacher candidate to use best practices in teaching the People, Places, and Environments thematic strand developed by the National Council for the Social Studies as well as the five themes of geography developed by the Joint Committee on Geographic Education of the National Council for Geographic Education and the Association of American Geographers.
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2.00 Credits
This course is designed for the prospective teacher who desires focused skill development in oral and written communications related to the teaching profession. It may also include content for mathematics literacy. It is recommended for students who want additional assistance in meeting the requirements for admission to the Teacher Education Program. Evaluated on Pass/Fail basis.
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3.00 Credits
The seminar and field experience course will focus on helping prospective teachers to understand organization, context, and characteristics of the contemporary public school that serves a diverse student population. The student will participate in a semester-long field experience of at least 15 hours. Structured observation in a public school classroom with a diverse population will be supplemented with a 2-hour seminar that focuses on the role of the classroom teacher in the secondary school, the North Carolina Professional Teaching Standards, and expectations of the Pfeiffer Teacher Education Program. Also, in this course the student will initiate the development of a personal teaching philosophy that embraces a servant-leadership perspective.
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4.00 Credits
This course will prepare prospective elementary teachers to implement a more balanced and thorough curriculum through incorporating the teaching of visual arts, dance, music, and theater arts in the elementary school classroom. Components and organization of the arts curricula, pedagogical implications of arts integration in the regular classroom, and arts resources and materials will be examined.
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3.00 Credits
This course focuses on the common and diverse cognitive, affective, and physical characteristics of children in early and late childhood in terms of the content and organization of the elementary school curriculum (grades K-6). Students will also study the theories of learning, motivation, pedagogical strategies, and assessment, as well as theories of human development as they apply to develop effective teaching practices in the elementary school classroom. Students will examine the North Carolina Standard Course of Study in terms of the characteristics of K-6 learners. Prerequisite: EDUC 205
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3.00 Credits
This course focuses on the cognitive, affective, and physical aspects of the secondary learner as well as the content and organization of the secondary school (grades 9-12) curriculum. The student is introduced to the North Carolina Standard Course of Study and explores implications for teaching the secondary school learner. The entire curriculum of the secondary school, including the intended, informal, and hidden curricula, and extra-curriculum in terms of the effects on the secondary learner are examined. Prerequisite: EDUC 205
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3.00 Credits
In this course, the student examines the K-12 curriculum in the content area in terms of the cognitive, affective, and physical characteristics of the learner. The student will study the North Carolina Standard Course of Study and implications for teaching the secondary school learner in terms of psycho-educational theory and practice. Also other components of the entire curriculum, including the informal and hidden curriculum, and the effects on learners throughout the elementary and secondary school experience are explored. The effect of the curriculum on the learner and the learner's requirements for optimal engagement in the intended curriculum are examined. The student will focus study on the area of intended licensure. Prerequisite: EDUC 205
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