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Course Criteria
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3.00 Credits
This course is a continuation of the learning opportunities from LTEF 201W. The assumptions underlying the teaching-learning process remain a focus of study. Key theoretical principles in classroom leadership, assessment, and evaluation are examined to determine how relevant theory operates in effective practice. Writing is used extensively to enhance learning and, therefore, quality of writing is assessed throughout the course. (LTEF 201W is a prerequisite for LTEF 202W.)
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3.00 Credits
This course will focus on the role of social justice in educating a diverse student population. Social justice discourse is introduced as an educational tool that can be used to better understand widespread inequities in the areas of, but not limited to race, culture, class and gender that challenge the educational system. This course is required of all education majors.
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3.00 Credits
The course covers the foundation of assessment of student learning. The focus is on understanding such topics in measurement and assessment as reliability and validity, teacher made tests, diagnostic, screening, achievement and other standardized tests, goals, objectives, targets, and standards, ethics and legal issues, objective, subjective, performance and authentic approaches to assessment.
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3.00 Credits
This course focuses on major theories and research on the unique development characteristics of children as they relate to educational practices at the elementary level. Emphasis will be placed on understanding the implications of children’s physical, cognitive, socio-emotional, and moral development. Consideration will be given to the cultural contexts in which children live with a particular focus on family, peers, schools and the larger cultural context.
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3.00 Credits
This course will examine the ways in which students learn and the ways in which teachers can maximize student learning. The course will provide an overview of theories and research in educational psychology along with practical applications for teaching at early childhood/elementary level. Particular emphasis will be placed on theories of learning and strategies for effective instruction, classroom management, and motivation.
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3.00 Credits
The course covers the foundation of assessment of student learning with a special emphasis on developmentally appropriate assessment of young children's learning through informal and formal observation. In addidtion to informal and formal observation, topics covered in this course include reliability and validity, teacher made tests, diagnostic, screening, achievement and other standardized tests, goals, objectives, targets, and standards, ethics and legal issues, objective, subjective, performance and authentic approaches to assessment.
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3.00 Credits
This course will focus on major theories and research on the unique developmental characteristics of young adolescents as they relate to educational practices at the middle level. Emphasis will be placed on understanding the implications of early adolescent development for helping all children succeed in developmentally responsive educational environments.
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3.00 Credits
Focuses on key theoretical principles of learning, motivation, and creating engaging learning environments for young adolescents in middle level classrooms. Emphasis will be placed on examination of beliefs about the reaching – learning process and use of theory and research to make effective decisions of teaching practice within developmentally – responsive classroom environments.
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3.00 Credits
No course description available.
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0.00 Credits
Teacher candidates will participate in regularly scheduled cohort meetings. The cohort experience provides opportunities for communication and mentoring with faculty and fellow students. Activities are designed to facilitate reflection on personal and interpersonal development and progress through the Leading Teacher Program.
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