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Course Criteria
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3.00 Credits
FA Students explore a range of management and discipline theories and strategies from the perspectives of researchers, administrators, teachers and others. Students examine the values and beliefs inherent within each system, especially as they pertain to populations that traditionally fare poorly in the public schools.
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1.00 - 3.00 Credits
Students explore the diversity of teaching and schooling with visits to various schools and by participating in the diverse educational practices at the schools. Through exposure to many schools in a number of school districts, students gain a wider vision of the possibilities of teaching.
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9.00 - 12.00 Credits
FA, WI, SP During student teaching, students are responsible for: presenting a positive, professional and leadership role in the classroom and school; writing, teaching, assessing and reflecting upon lesson plans, curriculum units and an instructional sample; videotaping and critiquing two lessons; securing feedback from the host teacher and faculty supervisor and refining one's performance accordingly; and participating in both formal and informal evaluations.
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1.00 Credits
SP Teacher preparation interns continue their dialogues about the nature of schooling and their roles in the profession. Emphasis on issues that arise in the course of student teaching and preparation for interviewing for jobs once students are certified. Students create the draft professional growth plan.
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1.00 Credits
Students begin to create a community of learners through a process that examines their personal histories and beliefs and develops each student's voice and authority as a teacher.
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2.00 Credits
Teaching as a profession involves much more than the skills necessary to conduct a productive classroom setting. Teaching as a political activity to promote equity and justice through education involves a high degree of confidence and flexibility in your own position within the profession as well as exceptional communication skills.
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3.00 Credits
SU, WI A survey of the social, philosophic and historic traditions that have shaped American education. Issues of diversity and inequality are explored, as are the social, political and moral dimensions of classrooms, teaching and schools.
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2.00 Credits
This is required of all students new to the campus-based M.A.Ed. program. It is designed to create a collaborative and academically challenging environment within which students find the support they need to develop as educators during their graduate school experience.
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4.00 Credits
Students begin by constructing a critical and historical context for today's issues of race, class and gender, then progress to an examination of culture and how it affects education and learning. The perspective of equity calls attention to recurring public policy, ethical and legal issues concerning access to schools, allocation of resources, social and cultural relationships, and educational outcomes. This exploration is associated with all social groups, especially those with less power, privilege, status and wealth. How students and teachers from diverse backgrounds can deal with cultural differences in the classroom is addressed.
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3.00 Credits
FA Students construct a critical and historical context for today's issues of race, class and gender, then examine culture and how it affects education and learning. The perspective of equity with all social groups calls attention to recurring public policy, ethical and legal issues concerning access to schools, allocation of resources, social and cultural relationships, and educational outcomes. Students consider how those from diverse backgrounds can deal with cultural differences in the classroom by examining their own challenges and limitations.
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