|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
Interdis. Tch. Part II
-
3.00 Credits
The first of two courses in the study, understanding, and evaluation of basic research designs and methodology used in literacy education, birth through grade 12, and the interpretation of literacy research. Teacher candidates study the scope of research in the area of literacy, the nature of being a teacher-researcher, and research processes and designs. Teacher candidates demonstrate ability to read and evaluate primary research reports, interpret research syntheses, locate information about literacy research, and determine appropriateness of literacy research findings for instruction by conducting an in-depth investigation of a specific topic in the area of literacy development and instruction.
-
3.00 Credits
An introductory course in literacy development and instruction of students in grades 5¿12. The major area of inquiry is the psychological, sociological, cognitive, and linguistic bases of literacy. Specific topics include the role of literacy in society, history of literacy instruction, current schoolwide early childhood, childhood, middle education, and adolescent literacy instructional programs, differentiation of instruction for students with diverse needs, family literacy partnerships, children and adolescent literature, classroom organization, classroom and schoolwide assessment programs, literacy in a technological age, and processes of developing literacy proficiency. Special emphasis is placed on factors underlying development of print awareness and usage at all levels, including word identification and spelling strategies, vocabulary skills, comprehension strategies, composing skills, and the supporting roles of speaking and listening to the development of reading and writing strategies.
-
3.00 Credits
This course is designed to help all teachers facilitate middle and secondary classrooms where reading ,writing, listening and speaking are effective tools for learning, where collaboration and communication are valued and enhanced in the learning process, and where young people are encouraged to develop critical perspectives and strong voices. Attainment of literacy is central to knowledge construction in all middle and secondary school curricula. Students will examine issues of literacy in different subject areas and the varied demands on readers and writers as the range of literate activities changes according to context. This course is designed to enable inservice teachers and literacy specialists to improve the literacy of all students in the middle and secondary schools.
-
3.00 Credits
The primary emphasis of this course is to familiarize teacher candidates about the historical, sociological, and psychological issues related to education of all learners including English Language Learners and students with disabilities in secondary education. English Language Learners and disability issues highlighted within this course include laws and legal mandates; types of disabilities; characteristics of English Language Learners and students with specific disabilities; assessment, diagnosis, and intervention; individualized education and transition planning; curriculum adaptation; assistive technologies; and research-based instructional methods and strategies for English Language Learners and students with disabilities. Teacher candidates develop an understanding of the linguistic and cognitive capabilities of English Language Learners and students with various disabilities and acquire the expertise to adapt instruction for advancing literacy as well as content learning of English Language Learners and students with disabilities. Twenty-five hours of fieldwork focused on English Language Learners and students with disabilities are required.
-
3.00 Credits
No course description available.
-
3.00 Credits
This course examines principles of literacy teaching and learning within and across content areas. Major areas of inquiry include knowledge about the nature of literacy and literacy development, developmental literacy programs, major issues in literacy instruction in the content areas, integrating technology with literacy development in content areas, and differentiating English language arts and content-area literacy instruction for diverse students. Design and application of research-based literacy activities and materials in the content areas is emphasized. Twenty-five hours of fieldwork in content-area literacy are required.
-
3.00 Credits
This course requires teacher candidates to examine causes of reading difficulty, elements of skilled reading, and systematic models for analyzing and remediating literacy problems for students in middle and adolescent education. Topics include the function of standardized assessment devices in instructional decision-making, development and administration of informal assessment devices and inventories of reading and writing performance, evaluation and modification of environmental and instructional variables contributing to literacy achievement in content areas, student motivation, and strategies for determining appropriate procedures to assess students with diverse abilities and cultural and linguistic backgrounds. Candidates demonstrate ability to systematically identify critical variables that contribute to literacy success and failure and to develop and apply various procedures for assessing literacy difficulties of students with diverse backgrounds.
-
3.00 Credits
In this course emphasis is placed on application of systematic models for analyzing and developing instructional programs for students in middle and adolescent education who show severe literacy learning problems in English language arts and content areas. Topics include interpreting informal and formal assessments, interactive decision-making, and specific strategies for addressing problems of word recognition, word analysis, spelling, fluency, vocabulary development, comprehension, composing, and studying. The administration and interpretation of informal and formal assessments and application of specific intervention strategies for students with diverse cultural and linguistic backgrounds who are experiencing difficulty acquiring literacy proficiency is studied throughout the course. Candidates apply literacy assessment knowledge and competence in a case study.
-
3.00 Credits
This course assists literacy personnel in using their knowledge of literacy to help classroom teachers, special education teachers, parents, school based support teams, administrators, and other relevant personnel to develop and enhance literacy programs for students and to improve literacy across the curriculum. It focuses on definitions of consultation, effective models of consultation, consultation strategies, staff development, literacy program evaluation and reform, working with para-professionals, federal and state laws and initiatives, and instructional practice.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|