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Course Criteria
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3.00 Credits
This program is built on involvement, relevance, and thinking. Much time is devoted to attitudinal change, communication skills, group processes, and problem solving. The focus is on meeting the needs of the individual school. Its purpose is to assist principals and teachers to develop a positive, personal philosophy of education, to present a process for developing classroom skills, and procedures, to implement a success-oriented curriculum, and to provide ways for building constructive communication within school and between the school and the community. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 161, 242.
Prerequisite:
PSED150 AND PSED250
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3.00 Credits
This program is designed for participants to take part in learning activities that will enable them to develop positive techniques for handling student behavior problems. This course is aimed at training teachers to use Reality Therapy as a tool in the classroom. It addresses one of the major concerns of the public schools classroom control and behavior change. Since this course is also offered for graduate credit, a differentiation of requirements will be made.
Prerequisite:
PSED150 AND PSED250
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3.00 Credits
This course offers participants an opportunity to investigate the effects of school success and failure on the life of a child. Study of these concepts will be taken from the points of view of William Glasser, M.D., in his books Schools Without Failure, Identity Society, and Reality Therapy. Participants will be introduced to a hybrid teaching style designed to elevate teaching to maximize learning in the classroom. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 441, 442.
Prerequisite:
PSED441 AND PSED442
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3.00 Credits
Educators will gain experience in conducting diagnostic class meetings and in providing the educational climate necessary for self-discipline. Curriculum planning related to self-directed learning will be explored. Recent advancements in brain research, psychology, and learning theory will be presented. Since this course is also offered for graduate credit, a differentiation of requirements will be made.
Prerequisite:
PSED441 AND PSED442
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3.00 Credits
The goals of quality education will be analyzed as a basis for curriculum change. The relationship between affective education and cognition will be reviewed, and assessment statements will be produced through a group process. Systems for change will be developed. Since this course is also offered for graduate credit, a differentiation of requirements will be made.
Prerequisite:
PSED161 AND PSED242
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3.00 Credits
This course examines those aspects of teaching that are peculiar to the secondary science classroom, including science safety, avenues for obtaining science education resources, science-specific standards and guidelines, the nature, context and concepts of science and pedagogical ,methods of supporting science int he secondary classroom. This course will require a field experience of 10 hours in a secondary setting.
Prerequisite:
PSED420
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3.00 Credits
This course focuses on whole language development, integrating the teaching and learning of reading and writing, and increasing the use of literature in early reading programs. The course emphasis is on comprehension strategies, high quality reading materials, independent reading and opportunities for combining reading and writing activities.
Prerequisite:
PSED161 AND PSED242
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3.00 Credits
This workshop is designed as an advanced course for educators who desire to become increasingly proficient in the use of Reality Therapy in the classroom. It presumes an understanding of the philosophy and basic steps of Reality Therapy and some experience in trying to use it in the schools. Emphasis will be placed on acquiring additional skill in the implementation of the Reality Therapy approach in the educational environment. Since this course is also offered for graduate credit, a differentiation in requirements will be made. Prerequisites: PSED 242, 441, 442.
Prerequisite:
PSED242 AND PSED441 AND PSED442
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3.00 Credits
This workshop is designed to provide participants with skills in developing pathways to build strength and success in themselves and their students. It focuses on specific classroom activities that will help develop a climate for effective self-discipline and positive classroom interaction. Since this course is also offered for graduate credit, a differentiation of requirements will be made.
Prerequisite:
PSED250
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3.00 Credits
The purpose of the workshop is to cause meaningful interaction of special and regular education teachers. The interaction will enable them to review and to develop positive models for their particular schools that allow exceptional and non-exceptional students to learn together and respect and know each other. A major emphasis will be devising through group interaction, a plan for implementation of mainstreaming in the particular schools. Since this course is also offered for graduate credit, a differentiation of requirements will be made. Prerequisites: PSED 161, 242, upper division standing or permission of instructor.
Prerequisite:
PSED161 AND PSED242
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