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  • EDUC 413: Teaching Science in the Elementary School

    3.00 Credits
    Charleston Southern University

    Prerequisites: Admission to the Teacher Education Program and completion of BIOL 149, Geology 100 and CHEM/PHYS 111. Corequisites for Elementary EDUC: EDUC 380, 412 and 421. Corequisites for Early Childhood EDUC: EDUC 326, 412 and 420. Promotes a practical “hands-on” learning approach for teaching science in the elementary school. Emphasis is on direct and inquiry-oriented instructional methods for encouraging discovery learning, divergent thinking and creative problem-solving among elementary students. Specific abilities and strategies are demonstrated by designing and implementing an “experiential” approach to the biological, earth, physical, and environmental sciences in the elementary school. A clinical experience is required. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 420: Methods and Materials for Managing the Early Childhood Classroom

    3.00 Credits
    Charleston Southern University

    Prerequisite: Admission to the Teacher Education Program and completion of EDUC 319 and EDUC 320 with a ‘C’ or better. Corequisites: EDUC 326, 412 and 413. Should be taken the semester prior to clinical practice. Study and practical application of content, methods, and materials for early childhood education, with emphases on diverse teaching strategies, effective instruction, classroom management, and effective communication skills with peers, administrators, parents, and students. Special emphasis on methods and strategies for developing creative and critical thinking skills through interdisciplinary learning center approaches and hands-on programs. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 421: Methods for Classroom Management and Effective Instruction in the Elementary School

    3.00 Credits
    Charleston Southern University

    Prerequisites: Admission to the Teacher Education Program and completion of EDUC 319 and EDUC 321 with a ‘C’ or better. Corequisites: EDUC 380, 412 and 413. Should be taken the semester prior to clinical practice. This course offers candidates the opportunity to study and apply educational philosophies and multiple perspectives on classroom management. Candidates will develop a classroom management plan and model for classroom discipline that will be applied in the Clinical Practice experience. Case studies and field experiences will be analyzed in terms of various cultural and linguistic backgrounds of students, and candidates will have the opportunity to practice instruction and curriculum selection, engage in student assessment, and analyze teaching practice. The development of an integrated unit of study provides a real-life application for selecting materials, using technology in teaching, providing developmentally appropriate practice, and engaging in assessment. Related readings, speakers, and case studies also provide catalysts for discussions on the role of parents in the educational process, ethical responsibilities of the teacher, and the changing roles and challenges facing schools today. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 422: Classroom Management for the Secondary Classroom

    3.00 Credits
    Charleston Southern University

    Prerequisite: Admission to the Teacher Education Program and completion of EDUC 325 with a ‘C’ or better. Corequisites: EDUC 381 and appropriate secondary content area curriculum and methods course. Should be taken the semester prior to clinical practice. Study and practical application of classroom management methods and materials focusing on preparing teacher candidates to be reflective decision-makers. Case studies requiring problem solving are emphasized. The relationship between ADEPT and classroom management is discussed. Further emphasis is placed on developing positive relationships with parents, peers, and administrators. A 20-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 425: Secondary English Curriculum and Methods

    3.00 Credits
    Charleston Southern University

    Prerequisite: Admission to the Teacher Education Program and EDUC 325. Corequisites: Education 381 and 422. Should be taken the semester prior to clinical practice. Study of secondary English curriculum and methods. Emphasis on planning for instruction, instructional strategies, and integrating listening, speaking, reading, and writing throughout the English curriculum. Examination of the South Carolina curriculum standards for Reading/English/Language Arts as well as research findings regarding effective teaching strategies in the English/Language Arts classroom. National and state standards are emphasized. Candidates develop long- and short-range plans based on the ADEPT model. A 20-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 426: Secondary Mathematics Curriculum and Methods

    3.00 Credits
    Charleston Southern University

    Prerequisite: Admission to the Teacher Education Program and EDUC 325. Corequisites: Education 381 and Education 422. Should be taken the semester prior to clinical practice. Study of secondary mathematics curriculum and methods. Emphasis on planning for instruction and instructional strategies in the secondary mathematics classroom. Additional emphasis on the history of mathematics. Examination of the national and South Carolina frameworks and curriculum standards for mathematics as well as research findings regarding effective teaching strategies in the secondary mathematics classroom. National and state standards are emphasized. Candidates develop long- and short-range plans based on the ADEPT model. A 20-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 429: Secondary Social Studies Curriculum and Methods

    3.00 Credits
    Charleston Southern University

    Prerequisite: Admission to the Teacher Education Program and EDUC 325. Corequisites: EDUC 381 and 422. Should be taken the semester prior to clinical practice. Study of secondary social studies curriculum and methods. Emphasis on instructional strategies in the secondary social studies classroom. Examination of the South Carolina framework and curriculum standards for social studies as well as research findings regarding effective teaching strategies in the secondary social studies classroom. National and state standards are emphasized. Candidates develop long- and short-range plans based on the ADEPT model. A 20-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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  • EDUC 436: Clinical Practice in the Elementary School

    12.00 Credits
    Charleston Southern University

    Prerequisite: Admission to Clinical Practice. Corequisite: EDUC 095. An intensive field-based experience that includes observation, participation, and supervised teaching in an elementary school classroom (grades 2-6) for sixty (60) full days. The clinical practice student teacher works with a school faculty member and college supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The student teacher becomes a member of a teaching team that includes classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural backgrounds. Demonstrated competency in the ten performance dimensions identified by the ADEPT performance evaluation instrument is required. Professional seminars are required. This course cannot be challenged.
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  • EDUC 438: Clinical Practice in Early Childhood Education

    12.00 Credits
    Charleston Southern University

    Prerequisite: Admission to Clinical Practice. Corequisite: EDUC 095. An intensive field-based experience that includes observation, participation, and supervised teaching in an early childhood classroom (grades PreK-3) for sixty (60) full days. The clinical practice student teacher works with a school faculty member and college supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The student teacher becomes a member of a teaching team that includes classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural backgrounds. Demonstrated competency in the ten performance dimensions identified by the ADEPT performance evaluation instrument is required. Professional seminars are required. This course cannot be challenged.
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  • EDUC 440: Clinical Practice in the Secondary School

    12.00 Credits
    Charleston Southern University

    Prerequisite: Admission to Clinical Practice. Corequisite: EDUC 095. An intensive field-based experience that includes observation, participation, and supervised teaching in a secondary classroom (grades 9-12) for sixty (60) full days. The clinical practice student teacher works with a school faculty member and college supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The student teacher becomes a member of a teaching team that includes classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural backgrounds. Demonstrated competency in the ten performance dimensions identified by the ADEPT performance evaluation instrument is required. Professional seminars are required. This course cannot be challenged.
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