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Course Criteria
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 College Learning and Thinking Skills. Course is designed to provide freshmen in the Program for Academic and Student Support with a learning environment in which to develop the cognitive and affective strengths needed for college success. The course offers opportunities to become inquisitive, competent, and confident learners. Cross listed with Curriculum and Teaching, CURR 100. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Reading: Communicating Through Text. This course, designed for the general student, will foster a critical understanding of the processes involved in efficient and effective reading. Emphasis will be placed on developing students' life-long reading habits in relation to comprehension, aesthetic sensibilities and analytical skills. Meets the 1983 General Education Requirement (GER) - Communication, Reading. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Children's Literature for a Multicultural Society. This course seeks to examine multicultural children's literature as both aesthetic form and instructional tool. Students will examine the social, political and educational implications of such literature and its use in classrooms. The course will assist students in recognizing the significance of their development as critical readers, writers and thinkers. Additionally, the course will enable prospective and in-service teachers to serve their students in a more efficacious manner with an enhanced instructional repertoire. Meets the Human and Intercultural Relations Requirement.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Public Purposes of Education: Democracy and Schooling. Prerequisites: Sophomore level or higher; ENWR105 or HONP100. This course examines the public purposes of education in our social and political democracy. Students inquire into the role of schools in fostering the development of democratic principles and practices and examine various curriculum designs and pedagogical strategies. Students also explore the main issues stemming from the efforts to teach democratically in public eduational institutions. 30 hours of fieldwork in an assigned urban school will add context to these explorations. Attendance at first class is required to verify field expectations. This course is pre-requisite for admission into the teacher education program. Cross-listed with CURR 210 and EDFD 210. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Teaching for Equity & Diversity. Prerequisites: CURR 210, READ 210, or EDFD 210; and admission to Teacher Education Program. Corequisites: CURR 310; CURR 312, READ 312, or EDFD 312. This course examines the qualities of teachers, teaching, and schooling that foster the learning of students from diverse social and cultural backgrounds. Students explore the ways in which socialization experiences shape perceptions. They reflect on their own beliefs, assumptions, and perceptions about sociocultural identity and how their own socialization has shaped their perceptions of themselves and other people. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools in the United States. They learn ways of teaching all children well and to develop positive relationships among teachers, parents and children. 3 hour lecture.
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1.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 1.00 Educating English Language Learners. Prerequisites: CURR 210, READ 210, or EDFD 210; and admission to the Teacher Education program. Corequisites: CURR 305, READ 305, or EDFD 305; and CURR 310. This course module exposes students to the central issues in the education of English language learners in U.S. schools and helps them to learn about best practices in education. Issues addressed include sociocultural, legal, and political influences on the education of English language learners; principles of second language acquisition; and academic content instruction for English language learners. 1 hour lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Initial Inquiry into Literacy Development. Prerequisites: Admission to Teacher Education Program. In this course, philosophical, theoretical and pragmatic issues are explored as they pertain to literacy development and the pedagogical decision-making process. The course will enable prospective and in-service teachers to develop an appropriate repertoire of instructional strategies which will enhance literacy instruction. Topics, like language acquisition theory and its connections to the literacy development process and the ways in which literacy development is enhanced in the N-8 classroom, will be investigated. The course will also assist students in recognizing the significance of their development as critical readers, writers and thinkers. Field experience in an approved instructional setting is a requisite. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Reading: Theory and Process. Prerequisites: Admission to Teacher Education Program. Designed for classroom and non-classroom personnel whose major responsibility is instructing students. Major focus will be on developing those skills, understandings and competencies about the nature of the reading process, in specific word recognition and comprehension strategies, and in classroom diagnostic techniques. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Content Area Literacy for Elementary Classrooms. Prerequisites: READ 400. This course enables elementary teacher candidates to enhance their understanding of the multiple means through which literacy can be infused in elementary classroom content areas. Literacy strategies for elementary classrooms such as vocabulary development, the teaching of literacy strategies within authentic and meaningful contexts as well as the development of metacognitive awareness will be emphasized. Via this course, pre-service elementary school teachers will receive opportunities to examine their respective roles in facilitating elementary students' understanding of reading as a process, comprehending constructivism as it relates to literacy and activating young children's prior knowledge. Elementary teacher candidates will also explore how families, communities, linguistic diversity, special learning challenges, and cultural affiliations impact students' literacy development and the instruction. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: EARLY CHILDHD, ELEM, AND LITERACY EDUCA Credits: 3.00 Teaching for Critical Thinking. Prerequisites: Admission to Teacher Education Program. Designed for pre-service teachers to foster critical thinking in and about the disciplines they will teach. Emphasis will be placed on the processes of thinking in general, on the nature of critical thinking, on classroom conditions which promote critical thinking, on metacognition, whereby students will be encouraged to be conscious of their own thinking and on methods for assessing the quality of students' thinking. Cross listed with Curriculum and Teaching,CURR 409; Educational Foundations, EDFD 409. 3 hours lecture.
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