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Course Criteria
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3.00 Credits
Prerequisite: Upper division status A study of literature for readers from grades six through twelve with presentation of appropriate bibliographies, indexes, review sources, and teaching methods. The course is required for English majors seeking licensure for teaching in grades 6-12 and for all students seeking licensure for teaching in grades 6-12 and for all students seeking licensure in library science. The course may not be used to satisfy general education requirements.
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3.00 Credits
Prerequisite: Upper division status This course is designed to provide information on balanced reading instruction in grades Pre-K-6. Specific topics addressed will include: theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). Students enrolled in this course are required to complete 30 hours of field experience in a K-6 classroom setting.
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3.00 Credits
Prerequisite: Upper Division Status This course is designed to provide information for integrating the study of the language arts (listening, speaking, reading, and writing) with the study of children's literature in a K-6 classroom setting. Specific topics addressed will include: understanding the theoretical foundations for integration, selecting and evaluating children's literature, identifying categories of children's literature, utilizing children's literature across thecurriculum, constructing thematic units, conducting activities for sharing and responding to literature (through read-alouds, shared reading, and guided reading activities, etc.), guiding children through the writing process, constructing listening and speaking activities, and assessing children's success with the language arts.
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3.00 Credits
Prerequisite: Upper division status The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, etc.). Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and concepts. This course requires 30 hours of field experience in a 6-12 school setting.
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3.00 Credits
Prerequisite: Upper division status Provides an overview of current writing theory and practices in multicultural, public educational settings. Course themes include: culture (including issues in ESL and nonstandard dialects), literacy, writing pedagogy (process, expressive, narrative, collaborative, studentsponsored), conferencing, assessment, and technology. Students will develop demonstrations of teaching practices, as well as a portfolio that will include teaching philosophy, a dialogic learning log, a strategy for assessment, and a final paper addressing one of the class themes. Students will work with Appalachian Writing Project teacher consultants, who will model cutting-edge practices in teaching writing K-12. This course is cross-referenced because it is appropriate both to students who plan to become K-12 teachers, and English students who plan to attend graduate school and may be teaching composition. (Dual listing with ENGL 343.)
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3.00 Credits
A study of the development of the whole child: physical traits, learning and intelligence, social and emotional behavior, and personality adjustment. Emphasis on birth to adolescence. ( Dual listing with PSYC 360.)
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3.00 Credits
Prerequisite: Upper division status Instruction in this course focuses on the various forms of children's literature (prose and poetry) and how to evaluate and effectively utilize and present (i.e. read-alouds, shared readings, choral readings, etc.) this literature in a PreK-6 setting. This course should be considered as "writing intensive" since students are required to turn in numerouscritiques/reviews of children's literature plus a formal thematic unit.
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3.00 Credits
Prerequisite: Upper division status A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social and physical handicaps into the least restrictive educational environment. Requires 30 hours of observation/participation in the elementary and/or secondary school classroom.
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3.00 Credits
Prerequisite: EDUC 369 An introduction to learning disabilities including characteristics of etiology, diagnostic criteria and an overview of the major theoretical and conceptual approaches to remediation.
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3.00 Credits
Prerequisite: EDUC 369 An introduction to the complexities and characteristics of mental retardation. Physiological, psychological, and educational implications are considered. Diagnosis and planning are stressed.
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