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Course Criteria
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3.00 Credits
Teaching young children prosocial skills who are at-risk or manifest disabilities. Methods for increasing appropriate interactions with peers and adults. Both proactive and reactive strategies appropriate for young children will be studied. Examination of various models of social skills instruction. Techniques for assessing prosocial skills and applying instruction. The development of internal locus of control, impulse control, and adaptive behavior in preschool and other settings. (Spring & Fall). Prerequisite: EDS511.
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3.00 Credits
Philosophy of inclusion and collaboration versus mainstreaming, integration and consultation strategies. Strategies, methods, techniques and materials appropriate for elementary and secondary educators teaching all students in an inclusive school community. (Spring, Summer, Winter & Fall). Prerequisite: For MST students.
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3.00 Credits
Direction, assistance and critical evaluation relating to the design, implementation and presentation stages of the student research/thesis project. (Spring & Fall). Prerequisites: EDU513.
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3.00 Credits
A study of cognitive, social, physical, and emotional development across the lifespan. Factors affecting development and learning will be investigated, such as cultural and family variables. Major theoretical perspectives will serve as frameworks for developing links between theory and experience. (Fall/Spring) Corequisite: EDU120. Prerequisite: childhood or special education major.
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3.00 Credits
Exploring teaching as a profession with field-based experiences that investigate teaching, learning, and human development. (Fall/Spring). Corequisite: EDU118. Prerequisite: Childhood or Special education major.
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3.00 Credits
Investigating, thinking critically, and reflecting on ethics, relationships, and multicultural competencies in education. Exploration of the ethical and practical dimensions of teaching within the diverse contexts which teachers and their students bring to the classroom community. Students will be expected to develop an understanding of multicultural teaching competencies and engage in self-reflection to identify and monitor their strengths and areas in need of improvement. Field-based component includes series of conversations with allied professionals (e.g., reading specialists/literacy coaches, speech-language pathologists, school counselors, school psychologists) as well as a series of immersion experiences. (Fall/Spring). Prerequisite: Childhood or Special education major.
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1.00 - 15.00 Credits
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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3.00 Credits
Students will analyze social contexts for learning including organization of students for learning (whole class, small groups, one-to-one instruction), instructional practices, use of technology, and classroom and behavior management. Language and literacy connected to human growth and development. Field component includes observations of social contexts in schools and community, and assisting a teacher in grades 1-3 or 4-6. (Fall/Spring). Prerequisites: EDU120, EDU130; Childhood or Special education major.
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3.00 Credits
Introduction to curriculum design, lesson design, integrating knowledge of child development into instructional planning, technology to support learning, meeting individual student needs, assessment, classroom management, and strategies for creating positive social contexts for learning. Field-based component assisting teachers in schools and community. (Fall/Spring). Prerequisites: EDU230; Childhood or Special education.
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6.00 Credits
The course introduces adolescence education to future adolescence teacher candidates by exploring the multiple political, social, historical, and philosophical contexts within which American adolescence schooling operates. Students develop their critical thinking skills in social and psychological foundations by identifying these multiple contexts and by assessing the degree to which they could and should affect teaching and learning. Students develop their thinking in class and field work in order to find and refine their professional skills and perspective. (Fall/Spring). Co-requisite: The allied introductory course in the student's content major. Prerequisite: Sophomore standing in one of the combined BA/MST Adolescence programs.
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