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Course Criteria
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3.00 Credits
Students are placed in public agencies or private businesses under the direct supervision of an executive of the organization. Students must consult on a scheduled basis with a faculty member. A report must be prepared based on this learning experience and approved by both the faculty member and the supervising executive. Prerequisite: Approval of department chair. 3 credits. FS
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3.00 Credits
Covers topics in micro and macroeconomics, economic history and theory, and contemporary problems; emphasis of a particular seminar to be determined by the instructor. Prerequisite: Approval of department chair. 3 credits. S
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3.00 Credits
An introduction to economic research aimed at synthesizing theoretical analysis and empirical investigation. Research on topics of interest to students and faculty. Prerequisite: Approval of department chair. 1-3 credits. FS
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3.00 Credits
The principles and theories of learning and their relation to elementary and secondary classrooms with diverse populations will be studied. Such topics as the effective teacher, classroom organization, instructional planning, assessment and evaluation, learning outcomes, differentiated instruction, classroom management, meeting the needs of learners in a diverse society and the use of technology will be explored through problem solving activities and projects. The New York State Learning Standards will be used in creating lesson plans. A field experience is required. Open to sophomores only. 3 credits. F
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3.00 Credits
This course investigates the historical, legal, social, and philosophical foundations of education and their impact on contemporary schools and education and relationships to changing approaches to issues in the schools. The New York State Learning Standards and their impact on schools and curriculum will be discussed. A field experience is required. Open to sophomores only. 3 credits. S
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3.00 Credits
This course provides teacher candidates with the foundation for educating all young children from birth through grade 2. Course participants will learn the benchmarks of social, emotional, physical, cognitive, linguistic and aesthetic growth and development of all young children, including children from diverse homes and cultural contexts, as well as those with special needs. Significant issues influencing early childhood education, as well as the guidelines and principles that inform developmentally appropriate practices are basic to this course. A field experience and submission of Task Stream Portfolio are required. Permission of the department is required. 3 credits. S
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1.00 Credits
During a series of classroom observations in elementary, middle and high schools with diverse populations, students will keep a log of activities while observing the routines of schools, participate in tutorial experiences and cooperate with classroom teachers. Students will gain an understanding of classroom management and standards based on instruction and assessment, as well as use of technology. Mandatory seminars will help students explore career alternatives in education and define career goals. These seminars will focus on the culture of the school, as well as current efforts to improve the instructional process within a safe and secure environment. This is a required course which must be taken during the winter session of sophomore year at Iona College. Grading is on a Pass (P) or Unsatisfactory (U) basis. Open only to students who intend to enroll in early childhood, childhood and adolescence programs. Application for this course must be submitted to the Education Department by September 15. All placements will be made by the Education Department. NO STUDENT may arrange an individual placement. 1 credit. WI * Courses numbered 300 and higher are open to education majors only.
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2.00 Credits
Teacher candidates will learn to design and implement a curriculum that is responsive to the needs of all young children, including those from culturally and linguistically diverse backgrounds, as well as children who are special learners. Developmentally appropriate instruction that integrates authentic assessment to monitor the growth and development of young children will be emphasized in this course. A field experience and submission of Task Stream Portfolio are required. Permission of the department is required. 3 credits. S
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3.00 Credits
This course is designed to assist aspiring teachers in exploring a variety of instructional strategies and techniques, learning theories and assessment and evaluation approaches appropriate for meeting the needs of learners in diverse middle and secondary classrooms. Opportunities are provided to experience various instructional strategies from the perspectives of student and teacher and to implement them into actual lesson planning and presentations. The integration of technology, the New York State Learning Standards, and content area standards into unit and lesson planning are investigated. Field observation experiences in the student's content area are required. Submission of Task Stream Portfolio is required. Permission of the department is required. 3 credits. FS
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6.00 Credits
This course emphasizes the acquisition and the development of language and literacy in children. The teaching of reading and writing as a constructive process within a well-balanced literacy program will be emphasized, an appropriate model for instructing children in inclusive classrooms. Teacher candidates will learn to use instructional strategies with children who are linguistically and culturally diverse, as well as those who have a wide range of special needs. Assessment strategies to monitor literacy growth, the use of technology to support literacy, and the selection and use of developmentally appropriate materials are included in this course. A field experience and submission of Task Stream Portfolio are required. Permission of the department is required. 3 credits. F
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