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Course Criteria
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4.00 Credits
A critical examination of education, how American education has been institutionalized and how society's agenda is formulated and translated by schools. Historical, sociological and philosophical concepts will be used to understand conflicting educational policy aims of various societal groups. The purpose of the course is to develop one's potential for thinking critically and evaluatively about American education and its institutions in preparation for ethical educational leadership and citizenship. Meets general academic requirement B.
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20.00 Credits
This course reflects knowledge derived from theory, research, and professional practice as it covers cognitive, social, and personal development and the psychology of teaching and learning. We will use our classroom as an "experiment" in methods of teaching, learning, and educating ourselves about thesociopolitical contexts for development and learning in American classrooms. Students are required to complete a minimum of 20 hours of fieldwork in a public school setting. Prerequisite: EDU 101 Foundations of Education and preliminary admission to the teacher certification program or PSY 101 Introductory Psychology or by permission of the instructor Meets general academic requirement W when offered as 103.
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20.00 Credits
This course focuses on understanding the roles of research, theory, and structured observation in classroom teaching and on the acquisition of basic teaching skills, including the planning and implementation of instruction and the management of classroom activities. Students are introduced to a broad range of teaching methodologies and classroom management strategies. They use state and district standards to plan, teach, and revise lessons in their content areas and will design an instructional unit outline. Additionally, students will explore the impact of technology on teaching and learning. Students will participate in peer teaching and a minimum of 20 hours of fieldwork. Prerequisite: EDU 101 Foundations of Education and EDU 102 or 103 Educational Psychology
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4.00 Credits
This course is designed to broaden the preservice teacher's knowledge and understanding of students with disabilities. The students will be introduced to exceptionalities, including health impairments, mental retardation, learning disabilities, ADHD, emotional disturbance, autism, sensory impairments, physical disabilities, and giftedness. These topics will be examined from the perspective of causation, diagnosis, cognitive and socialemotional characteristics, learning styles, and programming needs with a focus on meeting the exceptional learner's needs in the context of the regular classroom. Fieldwork required. Prerequisite: EDU 101 Foundations of Education and EDU 102 or103 Educational Psychology or PSY 101 Introductory Psychology or admission to the teacher certification program or by permission of the instructor Meets general academic requirement B and fulfills the second academic B requirement for students in the teacher education program.
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4.00 Credits
This course provides an understanding of literacy development in elementary grades K3. First phase of the course presents learning and language development theories and instructional frameworks that contextualize literacy instruction, including constructivism, whole language, balanced literacy program, guided reading, language systems, oral language development, and emergent literacy perspective. Processes of early reading and writing, including phonemic awareness and phonics, decoding and fluency, comprehension, and developmental spelling, are presented during the second phase of the course. Introduction to children's literature, including awardwinning books and authors, genres, and the role of literature in literacy instruction, is integrated throughout the course. Special attention is given to the Pennsylvania Academic Standards in Reading, Writing, Speaking, and Listening and their relationships to both national and local district standards and reading programs. Fieldwork is required. Prerequisite: EDU 200 Teaching & Learning and formal admission to the Education Certification Program Meets general academic requirement W.
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4.00 Credits
This course presents integrated approaches to teaching literacy and social studies in the elementary grades. Emphasis is on literacy development in grades 36, particularly on construction of meaning during reading and writing processes. Topics of study range from reader response theories, reading comprehension, the conventions of language, assessment and evaluation, curriculum and standards, to various instructional approaches. Concurrently, social studies as an area of study in the elementary grades is presented. Theoretical and practical perspectives are included in the examination and development of curriculum and pedagogical strategies. The integrated nature of this course enables the student to apply and explore literacy issues in the context of social studies topics and concepts, specifically through the discussion of children's literature. Exploration of national, state, and local academic standards continue in both literacy and social studies. Fieldwork is required. Prerequisite: EDU 326 Literacy in the Primary Grades and formal admission to the Education Certification Program Meets general academic requirement W when offered as 328.
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4.00 Credits
This course will analyze the content, pedagogy, and management of the mathematics curriculum in the elementary school. Emphasis will be placed on how children learn mathematics, problem solving, discourse, and standardsbased instruction. Fieldwork will be required. Prerequisite: EDU 200 Teaching & Learning and formal admission to the Education Certification Program
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4.00 Credits
This course will enable the student to develop a professional practice as a science educator based on the best current knowledge about how children learn science, the nature of science, and stateoftheart methods of science teaching. Emphasis will be placed on developing inquiryoriented pedagogical strategies, creating curriculum, handson experiences, and using assessment in the service of instruction. Fieldwork will be required. Prerequisite: EDU 200 Teaching & Learning and formal admission to the Education Certification Program
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4.00 Credits
This course will focus on studies in teaching the secondary curriculum as appropriate to the following certification areas: English, foreign languages, mathematics, science, environmental studies, and social studies. In addition, studies in the reading and communication skills essential for effective content acquisition by secondary school students will be covered. Fieldwork is required. Prerequisite: EDU 200 Teaching & Learning and formal admission to the Education Certification Program
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4.00 Credits
The focus of this interdisciplinary course is on the relevance of the qualitative research method of Ethnography for exploring issues pertaining to youth in urban contexts. We will explore the complex relationships among schooling, social structure, and culture through research projects conducted by course participants. Students will be taught methods of data collection and analysis, including how to examine research subjectivities, "gain entry" in the field, manage data, frame assertions, seek confirming anddisconfirming evidence, consider diverse audiences for reporting, and try out various narrative styles and voices in their interpretive writing. This course has been relevant to students interested in youth and urban issues across a variety of majors, including Art, Theatre, Dance, Media and Communication, English, Sociology, Psychology, Spanish , and American Studies.
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