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EDUC 526: Diagnosis and Remediation in Reading and Language Arts
3.00 Credits
University of Saint Joseph
Reading and language arts evaluations for students perceived to have reading and language arts problems. A total literacy assessment perspective identifies the strengths and weaknesses of students, guides students in the improvement of their learning, and supports teachers in the improvement of instruction. Prerequisite: EDUC507 or 508. English and humanities majors seeking Middle School Certification must also take EDUC509 as a prerequisite. Students register by level: .01 - Elementary; .02 - Middle; .03 - Secondary
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EDUC 526 - Diagnosis and Remediation in Reading and Language Arts
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EDUC 528: Instruction and Curriculum for Secondary Teaching
3.00 Credits
University of Saint Joseph
The interactive functions of the teaching learning process within high schools as well as the planning, implementing, and evaluating of instruction and curriculum at the secondary level. An introduction to technology and an overview of curricula related to substance abuse. Field study is required.
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EDUC 528 - Instruction and Curriculum for Secondary Teaching
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EDUC 531: Theory and Practice in Middle School
3.00 Credits
University of Saint Joseph
A framework for the teaching and learning of middle grade students. Four major areas include: (1) historical and current framework of middle schools in the context of adolescent development; (2) role of the middle school teacher; (3) curriculum and instruction overview with examples of exemplary practices; and (4) the psychosocial development of adolescents. Field study required. Overriding themes include: the team process, organization of the middle school, classroom management, multiculturalism, technology, parent-community involvement, and current middle school program evaluation practices. Students submit a monograph detailing exemplary middle school practices. Prerequisite: EDUC524.
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EDUC 531 - Theory and Practice in Middle School
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EDUC 532: Curriculum in the Secondary School
3.00 Credits
University of Saint Joseph
Capstone course for secondary certification candidates. Focuses on the theory and practice of curriculum development, on advanced assessment techniques with an emphasis on performance design and multiple measures of assessment. Topics discussed of special significance in the secondary classroom include block scheduling, cooperative learning, motivational strategies with diverse groups of adolescents and service learning. Students develop a culminating integrated curriculum unit. Field study required. Prerequisite: EDUC501 or 503, and 512.
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EDUC 532 - Curriculum in the Secondary School
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EDUC 533: Applied Middle School Theory and Practice:The Integrated Curriculum
3.00 Credits
University of Saint Joseph
Models for the curriculum integration process. Specifically addresses the instructional applications in meeting the needs of students at the middle school level. On-site field work required. Prerequisite: EDUC531.
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EDUC 533 - Applied Middle School Theory and Practice:The Integrated Curriculum
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EDUC 540: Student Teaching:Secondary
9.00 Credits
University of Saint Joseph
Full-time classroom teaching that focuses on the crucial role that both theory and practice play in facilitating the teaching-learning process. Concentrated program of student teaching in grades 7 through 12 occurs under the supervision of a cooperating teacher in the school and a College supervisor from the Child Study/ Education/Special Education Department. Seminar attendance is required. Eligibility for student teaching is contingent on acceptance into the department one semester prior to placement and the completion of an application form. Deadlines for application forms are February 1 for fall practicum and September 15 for spring practicum. Prerequisite: all courses required in the certification program.
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EDUC 540 - Student Teaching:Secondary
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EDUC 544: Classroom Management-Secondary
3.00 Credits
University of Saint Joseph
Different perspectives on themanifestation of behaviors in individual and group settings as well as a variety of classroom management techniques. Students become familiar with the classroom management models developed by Jones, Dreikurs, Canter, Glasser, Kounin, Gathercoal, and Rogers, while developing their own philosophies and systems for classroom management. Prerequisite: EDUC 503 and EDUC 508.
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EDUC 544 - Classroom Management-Secondary
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EDUC 545: Seminar in Remedial Reading and Related Instructional Theory
3.00 Credits
University of Saint Joseph
Seminar for the Saint Joseph College/Reading Internship Program for graduate students working in instructional settings for students with remedial needs. Instructional models for teaching remedial reading and language arts. Consideration of literary assessment and behavior management techniques. Prerequisite: Limited to selected interns who hold a Connecticut Education License.
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EDUC 545 - Seminar in Remedial Reading and Related Instructional Theory
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EDUC 546: Seminar in Writing and Related Instructional Theory
3.00 Credits
University of Saint Joseph
Advanced seminar for the Saint Joseph College/Reading Internship Program for graduate students working in instructional settings for students with remedial needs. Instructional models for teaching writing, writing assessment and alternate approaches to reading and writing instruction are included. The relationship between regular education and supplemental instruction in implementing remedial programs is examined along with curriculum scope and sequence. Prerequisite: EDUC545. Limited to selected interns who hold a Connecticut education license.
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EDUC 546 - Seminar in Writing and Related Instructional Theory
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EDUC 547: Practicum I:Theory into Practice
3.00 Credits
University of Saint Joseph
Part of the Saint Joseph College/Reading Internship Program. Direct instruction to students with remedial needs, supplemental to their regular classroom programs. Diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences, and teacher consultation are additional components of this experience. Field work four days per week, based on the West Hartford Public School calendar, is required. Prerequisite: Limited to selected interns who hold a Connecticut Education License.
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EDUC 547 - Practicum I:Theory into Practice
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