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Course Criteria
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3.00 Credits
The study of contemporary curriculums, principles and planning concepts with an emphasis on curriculum models in physical education. The course will define curriculum, explore the basis for curriculum planning, establish an organizational plan for developing curriculum, and analyze and assess an established physical education program. An examination of effective teaching practices and current issues and trends in systematic reflection will be examined.Credit, three hours.
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12.00 Credits
Pre-service/Student teaching is the senior capstone experience that provides opportunities for students to integrate content, strategies, and theories into practice. The student teacher is expected to assimilate the culture of teaching, practice reflective teaching, function effectively in diverse classroom settings, manage a class of the 21st century, demonstrate content knowledge, and work effectively with students, cooperating teacher, and University supervisor. Students are placed in one (1) or two (2) student teaching settings according to the requirements of certification. Teaching responsibility gradually increases from one (1) or two (2) lessons daily up to a full day of lessons and then decreases gradually to one (1) or two (2) lessons daily. Student teachers are assigned to an appropriate school for twelve (12) weeks under the supervision of a certified mentor and University supervisor. For MAT, take EDUC 500.Prerequisites: Admission into the Teacher Education Program and successful completion of the total curriculum in the student's major field of study, and passage of PRAXIS II in the content area of Student Teaching.Credit, twelve hours.
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3.00 Credits
The goals of developmental screening and assessment can only be achieved when screening and assessment tests are authentic, valid, and accurate. In this course, students will be exposed to evaluation of screening and assessment instruments, child developmental screening, diagnostic assessment, and individual program planning. Students will be able to apply these tools in field-based settings. The course is required in the Early Childhood Education Program.Prerequisites: EDUC 313, PSYC 201. Admission to the Teacher Education Program.Credit, three hours.
Prerequisite:
EDUC 313 AND PSYC 201
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3.00 Credits
Credit, three hours.
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3.00 Credits
Provides a supervised field experience in the design and implementation of instructional strategies and materials. The content of the course focuses on designing instruction and developing teacher materials, classroom teaching with feedback, and evaluation with course Instructor.Prerequisites: EDUC 313. Admission to the Teacher Education Program is required. Early field experience is required (20 hours).Credit, three hours.
Prerequisite:
EDUC 313
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1.00 Credits
This course is designed to prepare DSU students for their upcoming teacher intern experience. The students will have the opportunity to complete all prerequisites that are required by participating school districts. It is mandatory that this course be taken the semester prior to student teaching due to the date/time sensitivity of some documents.Prerequisites: Admission to the Teacher Education Program is required.Credit, one hour.
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3.00 Credits
Provides an overview of the commonly known needs of high school students who are identified and receiving special education services across the continuum of settings. Emphasis will be placed on identifying, organizing, and evaluating instructional materials, content, and strategies appropriate for increasing students' academic achievement, social skills development, and self-determination in preparation for successful transitions to adult living.Prerequisites: EDUC 313. Admission to the Teacher Education Program is required. Early field experience is required (20 hours).Credit, three hours.
Prerequisite:
EDUC 313
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3.00 Credits
The course provides an overview of theories related to early childhood and elementary curriculum development, content, and implementation from kindergarten through grade 6. A primary emphasis will be an overview of theories and practices related to reading instruction integrated with the content curricula fostering young children's ability to construct knowledge in all relative areas. In addition, an intensive field experience for elementary majors will be provided in which students observe, develop, and implement integrated reading, curricular, and/or the developmentally appropriate activities under the supervision of a mentor teacher and a practicum supervisor. A practicum experience will be provided in both kindergarten and elementary grades. The course is required in the Elementary (K-6) Program. Admission to the Teacher Education Program is required. Early field experience is required (20 hours).Prerequisites: EDUC 205, EDUC 313, EDUC 340.Credit, three hours.
Prerequisite:
EDUC 205 AND EDUC 313 AND EDUC 340
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3.00 Credits
The course is designed to intensively study selected areas of special education through special readings or conducting special projects depending on the needs of the student. Students are expected to conduct literature reviews, explore theoretical bases, locate resources, and propose instructional strategies in their selected area of interest. Admission to the Teacher Education Program is required.Prerequisites: EDUC 313.Credit, three hours.
Prerequisite:
EDUC 313
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3.00 Credits
Students will identify current issues in special education (i.e., under-served groups) and by level (i.e., Elementary/Secondary) and intensively study the educational implications of the issues in relation to increasingly diverse, inclusive educational settings, and inclusive classroom learning environments. For secondary majors, special emphasis is placed on career development, vocational rehabilitation services, and transitions of students with disabilities from school to adult living. Admission to the Teacher Education Program is required.Prerequisites: EDUC 313.Credit, three hours.
Prerequisite:
EDUC 313
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