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Course Criteria
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3.00 Credits
This course introduces the childrens literature: the history, the authors and illustrators, and the readers. A major focus is on diversity in books for children and how different cultures, experiences, time periods and characters are represented, or excluded. Emphasis is placed on critical analysis and discussion of books and illustrations, with a focus on elements of literature and art. Children as readers is also a focus, exploring ways that literature is used in classrooms and families.
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3.00 Credits
This course is a multi-dimensional methods course which integrates background knowledge from the social sciences, natural sciences, and the humanities and fine arts. It focuses on an experiential approach to facilitating young children's growth and development, with an emphasis on human relationships. A multi-cultural perspective is fostered.
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3.00 Credits
This course prepares students seeking Pennsylvania certification in English as a second language (K-12) with key concepts related to curriculum development and assessment for students learning English as a second language. Topics include meeting ESL curriculum standards, novel and accurate assessment procedures, culturally biased testing, assessment suitability criteria, and culturally appropriate testing situations. The course investigates assessment within the context of ESL curriculum design, implementation, and program evaluation. Finally, students will come to terms with the process of evaluating language minority students in relation to diagnosis, placement, formal and informal assessment, exiting, and monitoring of student progress.
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3.00 Credits
Candidates will acquire a thorough understanding of literacy development (ages 5 - 9) as revealed in learning and motivation theories. Candidates will be prepared to use a variety of instructional strategies and materials selectively, appropriately, and flexibly. Candidates will be prepared to use multiple strategies for developing students'' word/concept knowledge and word analysis skills in addition to understanding how word meaning and fluency support comprehension. Candidates will be able to teach multiple comprehension strategies that support readers in constructing meaning from text, both literary and informational, and in monitoring their comprehension. Candidates will gain strategies for infusing writing and the conventions of writing into literacy learning. Candidates will acquire appropriate assessment techniques to support responsive instructional decision making and reflection. Competencies and skills needed to effectively support students whose first language is not English will be central to this course.
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3.00 Credits
Candidates will be introduced, through theory and practice, to a variety of strategies for teaching elementary reading. Candidates will become aware of ways to assess reading progress and ways to support children as they develop as readers. Candidates will also become familiar with materials used in the classroom to support literacy.
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3.00 Credits
This course is designed to provide pre-service teachers with the pedagogy and materials necessary for teaching early childhood mathematics. This course addresses development and instruction in play-based and problem-based mathematics in pre-K to grade 4 settings. Included are methods, materials, and research findings related to teaching of mathematics. Questions that provide the structure for this course are: What is the nature of mathematics (what is mathematics and what does it mean to do mathematics)? How do children learn mathematics? How do we as teachers help children learn mathematics?
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3.00 Credits
The various processes and operations needed to effectively teach mathematics in the elementary school are carefully analyzed. Candidates recognize and can address the mathematical concepts and the potential misconceptions and misunderstandings of these concepts by school-aged children.
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3.00 Credits
A survey of philosophy, techniques and methodology used in educating children through continuous progress in an ungraded primary school.
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3.00 Credits
This course will focus on leadership, advocacy and program development for teacher candidates preparing to work with children Pre-K to Grade 4. Focus will be on the design, development, and evaluation of early childhood programs, including theory, paradigms and models, policy in the program development process, and the use of technology in program development. In addition, this course will include theory, research and practice in early childhood as a foundation for leadership in the field and advocacy on behalf of young children, families, communities, and the early childhood profession. An examination of current issues in the field and strategies for articulating positions and for working toward change will also be addressed.
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3.00 Credits
Candidates will be introduced, through theory and practice, to a variety of strategies for teaching elementary language arts. They will become familiar with the six components of language arts: reading, writing, speaking, listening, visually representing, and viewing. Candidates will learn strategies for teaching these components and integrating them into the classroom curriculum. Candidates will also become familiar with assessment tools for language arts.
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