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Course Criteria
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3.00 Credits
Three of the fundamental mathematical activities and foundations of school mathematics - comparing quantities, generalizing, and problem solving - will be the themes around which participants will work on mathematical content knowledge, knowledge of the language of mathematics, understanding of how children learn and do mathematics, and seeing the opportunities for "making mathematics" in theirclassrooms/communities/cultures. 3:0:3
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3.00 Credits
?ultiage Education: An Introduction" provides an introduction to the history, theory, and practice of multiage education world-wide and then applies this knowledge to local contexts. The course traces the development of educators' interest in the pedagogical potential and possibilities of learning environments in which students of different age levels are grouped for instruction. Students will have the opportunity to examine the growing body of multiage research and literature (local, national, international), as well as theoretical perspectives on how children learn and develop which lend support to multiage learning environments. Practical ideas for implementing a multiage classroom environment, curriculum, strategies, and assessment will be explored. The course is intended to meet the needs of educators who work in both remote and urban areas and whose interests in classrooms with multiple grade levels may be prompted by having to make the best of an imposed situation or having embraced the concept of multiage (or multi-grade) for its educational potential. 3:0:3
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3.00 Credits
The concluding course in the Bachelor of Science Degree for the International Educator. This course is designed to focus on current issues in education and is the reflection/application part of the experience. Each participant will research, write a major paper and make a presentation of that paper. 3:0:3.
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9.00 Credits
An eight-week experience in directed teaching in an area school. Included will be 27 contact hours of seminar: an intensive meeting time before fieldwork teaching begins and bi-weekly meetings during the experience of directed teaching and a culminating session following the directed teaching experience. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way to enhance the directed teaching experience. Prerequisites: admission to the International Educator program of Study and cumulative GPA of 2.75. 9 credit hours
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3.00 Credits
A study of the growth and development of children, birth through the years of middle childhood. Emphasis will be placed on contemporary multicultural dimensions of development and child rearing, and their implications for teachers. Students will spend five contact hours in each of three early childhood settings: Infants/Toddler, Pre-K-Kindergarten, and Primary K-3. 3:0:3
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3.00 Credits
PREREQUISITE: EDC 220 An introduction to early childhood principles and their implications for teaching. Students will be familiar with the philosophical framework of developmentally appropriate practices as a basis for making professional decisions. Students will observe for a total of five (5) hours in each of the following early childhood settings: Infant/Toddler, Pre-Kindergarten, and Primary K-3. 3:0:3
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3.00 Credits
PREREQUISITE: Admission to the School for Education or the Early Childhood Education and Leadership Program. A study of language and literacy development in young children. Emphasis will be placed on the roles of teachers and families in facilitating reading, writing, speaking and listening in young children, from birth through age 5. Students will observe and interact with children for (5) five hours in each of the following early childhood settings: Infancy/Toddler, Pre-K-Kindergarten, and Primary K-3. 3:0:3
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3.00 Credits
PREREQUISITE: Admission to the School for Education or the Early Childhood Education and Leadership Program. A course exploring appropriate assessment procedures for evaluating, monitoring, reporting, and planning experiences to support and extend the development and learning of young children. Students will practice the skills of observation and assessment in each of the following settings: Infant/Toddler, Pre-K-Kindergarten, and Primary K-3. 3:0:3
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3.00 Credits
PREREQUISITE: Admission to the School for Education or the Early Childhood Education and Leadership Program. This course will examine the theories that support the problem solving approach to guiding young children's behavior in the early childhood classroom. The adult role in developing relationships of mutual trust and respect and helping young children see themselves as a member of a learning community will be emphasized. Developmentally appropriate strategies, including preventive strategies, will be explored. Students will observe and analyze guidance and classroom management practices in different early childhood settings. 3:0:3
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3.00 Credits
PREREQUISITE: Admission to the School for Education or the Early Childhood Education and Leadership Program. A course exploring family systems; cultural, socio-economic, political, and community influences; and the effects of stress/crisis on families. Emphasis will be placed on 1) examining community resources designed to address the challenges confronting families from diverse cultural, linguistic, and socio-economic backgrounds, and 2) analyzing various approaches to family support. 3:0:3
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