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Course Criteria
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3.00 Credits
This course will focus on theories and research in educational psychology that will provide foundations for educational practice. Emphasis will be placed on learning, development and motivation, with implications for educational settings. A detailed analysis of constructivism (Brooks & Brooks, 1993; Piaget, 1970; Vygotsky, 1986), conceptions of intelligence (Gardner, 1983, 1993; Sternberg, 1985) and brain-based learning (Caine and Caine, 1991; Sylvester, 1994; Jensen, 1998) will be included. Various theories of motivation will be studied with candidates producing research-based educational applications (Bandura, 1986; Dweck, 1986; Maslow, 1970). Candidates will examine current research on learner-centered psychological principles (McCombs, 1998) and make relevant applications including planning for instruction, instructional delivery, assessment, and creating optimal learning environments. A detailed analysis of psycho-social (Erikson, 1968; Sadker & Sadker, 1994), intellectual (Piaget, 1970; Grader, 1983; Vygotsky, 1986), moral (Gilligan, 1982; Kohlberg, 1969), familial and physical development will be included. Candidates will examine research and theroetical frameworks (Carnegie Corporation, 1996; Hill, 1995; National Middle School Association, 1995) and make relevant applications including developing instructional and assessment strategies (Wiggins, 1998), referring candidates to helath and social services, and creating responsive learning environments. This course focuses on real-world applications.
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3.00 Credits
Traditional and innovative instruments and procedures for assessing and evaluating student achievement are examined. Topics include: the use of standardized tests, authentic assessment, performance assessment, portfolios and the use of technology. Strategies for evaluating the progress of students from diverse cultural backgrounds and of various ability levels are explored. A summary of the learning characteristics and instructional needs of students with mild disabilities will also be provided. Learning theory, effective teaching strategies, classroom management, and interaction with parents, paraprofessionals and professionals will be discussed.
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3.00 Credits
This course, designed for prospective special education classroom teachers, reviews all areas of student exceptionalities and how special education services are acquired, developed and provided. Students learn how the latest research findings and educational practices can assist individuals with "special needs" to be successful in home, school and community settings.
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3.00 Credits
This course is designed to familiarize the student with the use of mathematical and statistical methodology used in educational research. Topics will include descriptive statistics, introduction to inferential statistics, t-tests, one-way analysis of variance, multiple comparison procedures, research design and the use of SPSS software.
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3.00 Credits
This course investigates research methodologies that serve as frameworks for identifying, analyzing and solving problems in urban school settings. Research findings about effective instruction for students from diverse cultural backgrounds and of various ability levels are examined. Evaluating these research findings enhances critical thinking skills. Each individual will develop a proposal for an action research project in an urban school setting.
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1.00 Credits
This experience is an introducation to the teaching profession. Students will have the opportunity to observe a practicing teacher in action and work with students in the classroom. As described in the practicum I and II Handbook, this Experience is the first developmental phase which provides active observation and participation.
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1.00 Credits
The experience provides the candidate with the opportunity to apply theory to practice in learning, motivation and development through lesson plans, assessment and management. There will be supervised observation and teaching in local school sites with an emphasis on teaching individual lessons.
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3.00 Credits
No course description available.
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3.00 Credits
The course, designed for prospective special education classroom teachers, will have students review, analyze and discuss current trends and issues in special education. Topics will include, but will not be limited to: Inclusive classrooms, early interventions, state-wide assessment programs, collaborative and co-teaching models of instruction. The semester to semester topics under discussion will vary and evolve as issues in the field change to newer and more current conditions.
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3.00 Credits
This course explores the physical, cognitive, social and moral development of the adolescent learner. Theories and practical strategies for addressing the diverse needs of today’s middle/junior high school and high school students will be analyzed. The focus on creating classroom and school environments that promote a love of learning will provide solutions for the problems faced by teachers of adolescents.
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