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Course Criteria
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3.00 Credits
Examination of cultural, ethnic, racial, linguistic, gender, family structure, and individual diversity in the classroom, and the root causes of current classroom and school problems. The course includes an introduction to educational ethnography and provides a basis for understanding the relationship of educational research and classroom teaching in terms of culture, teaching, and learning. Alternative methods and materials integrating social studies with other elementary school subjects are examined and evaluated; teacher candidates learn how to develop their own program of study in the social sciences. Students use techniques of ethnographic methods to observe and analyze classrooms during the observational field placement of the class (30 hours) during the last half of the semester. Grade only. Page 172 Education: LSEE Sonoma State University 2006-2008 Catalog
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2.00 Credits
Alternative methods and materials integrating social studies with other school subjects are examined and evaluated; teacher candidates learn to develop their own program of study in the social sciences. Grade only.
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3.00 Credits
Goals, principles, methods, and materials for teaching mathematics in elementary schools. This course aims to increase students’ own confidence and appreciation of elementary mathematics, to broaden and deepen their understanding of current trends and issues in mathematics education, and to help them develop techniques and activities for teaching mathematics effectively to children. Course work includes many teaching and learning activities, as well as reading and discussion. Grade only. Open to students in the BCLAD Credential Program; students must enroll concurrently in EDUC 476.
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3.00 Credits
Philosophy, goals, and techniques of elementary science teaching. Emphasis is on theories and methods of teaching for conceptual understanding, development of science process skills, and development of positive attitudes toward science and learning. Major concepts of science are reviewed, with emphasis on representing them in ways that are effective with elementary students. Active, hands-on methods of teaching are presented throughout the course. Grade only.
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3.00 Credits
Candidates are in public school classrooms for a minimum of 12 contact hours and two planning hours for 15 weeks. During candidates’ fieldwork they will observe the daily classroom routines, activities, and curriculum materials and instruction in place for each subject area. Candidates plan/implement curriculum that is sensitive to students’ language needs and is open to considerations of diversity, as well as plan for small- and whole-group instruction. Candidates may be paired with a student teacher. Prerequisites: Pass CBEST, have fingerprints on file in Credentials Office, negative TB test.
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1.00 - 3.00 Credits
Prerequisites: Enrolled in EDMS 476F. Grade only.
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2.00 Credits
Taught and conducted entirely in Spanish. Focuses on various ways of organizing disciplined-based knowledge that give elementary students a coherent educational experience. Teacher candidates are encouraged to use lessons, materials, and unit plans written for this class in their concurrent student teaching experience. Grade only. Prerequisites: admission to the Multiple Subject Elementary Credential Program; completion of Phase I should be taken in Phase II of program or can be taken in Phase III concurrently with EDUC 482. BCLAD candidates must see their advisor in order to take the BCLAD section. Phase II
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10.00 Credits
Candidates spend four and one-half days per week in an elementary classroom for 15 weeks. Most will be paired with a 476 participant observer. During two weeks of this experience, candidates teach and are responsible for the entire curriculum and school day. Candidates meet with their supervisors every week. Prerequisites: admission to a Multiple Subject Program; completion of Phase I including EDUC 476 F&S. Cr/NC only.
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2.00 Credits
Concurrent with 482F.
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4.00 Credits
In EDSP 422, candidates are presented with theory, concepts and practices related to the implementation of special education services for students with disabilities and their families. Foundational knowledge on the identification of disabilities, service delivery models, and the legislative framework that mandates key special education practices are explored. Additional emphasis is placed on the communication, consultation, and collaboration skills useful in forming productive partnerships with families, school personnel, and community service providers. Course work and field assignments are integrated to support the development of a personal philosophy of special education that links theory to practice. Grade only. Prerequisite: Admission to the Education Special Credential Program or by permission of the instructor.
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