2024-2025 Academic Catalog

THROUGH DIAGNOSTIC PROCEDURES AN INDIVIDUALIZED READING IMPROVEMENT PROGRAM WILL BE DEVELOPED. THE INDIVIDUALIZED DIAGNOSTIC PROFILE WILL FOCUS UPON VOCABULARY AND READING COMPREHENSION IMPROVEMENT. THIS COURSE DOES NOT COUNT FOR DEGREE CREDIT. GRADING IS P OR F.

THIS COURSE IS DESIGNED TO ASSIST THE STUDENT IN THE ACQUISITION OF A LARGER SIGHT VOCABULARY AND MORE FUNCTIONAL WORD ATTACK TECHNIQUES. THERE WILL BE DIAGNOSTIC PROCEDURES FOLLOWED BY AN INDIVIDUALIZED PROGRAM IN ORDER TO MAXIMIZE THE IMPROVEMENT OF VARIOUS WEAKNESSES. COMPREHENSION WILL BE STRESSED AS SUGGESTIONS ARE MADE TO IMPROVE SPEED.

HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF MULTICULTURALISM AND DIVERSITY, WITH PRACTICAL APPLICATION OF CULTURALLY RESPONSIVE PEDAGOGY IN AMERICAN EDUCATION. ELEMENTS OF OVERALL PROFESSIONALISM AND THE TEACHING PROFESSION. Required Previous or Concurrent: EDUC-2211

A 25 CLOCK HOUR LABORATORY EXPERIENCE IN WHICH POTENTIAL TEACHER CANDIDATES OBSERVE IN ELEMENTARY, MIDDLE/JUNIOR HIGH, AND HIGH SCHOOLS TO ACQUIRE A MORE MATURE PERSPECTIVE OF THE STAGES OF DEVELOPMENT OF STUDENTS AND THE ROLES OF TEACHER AND OTHER PROFESSIONALS. Required Previous or Concurrent: EDUC-2012

AN INTRODUCTION TO INTELLECTUAL, BEHAVIORAL, SENSORY, PHYSICAL, AND LEARNING DEVELOPMENT OF SPECIAL NEEDS STUDENTS WITHIN THE GENERAL EDUCATION CLASSROOM. STUDENTS WILL GAIN UNDERSTANDING OF THE IMPACT DEVELOPMENTAL NEEDS OF LEARNERS IN A DIVERSE CLASSROOM ENVIRONMENT. STUDENTS WILL GAIN UNDERSTANDING OF BOTH STATE AND FEDERAL REGULATIONS WHICH IMPACT STUDENTS WITH EXCEPTIONALITIES. A MINIMUM OF FIFTEEN HOURS INTERACTION WITH INDIVIDUALS WHO HAVE DISABILITIES IS REQUIRED IN THIS COURSE.

A COURSE FOR STUDENTS WHO WISH TO IMPROVE VOCABULARY, COMPREHENSION AND READING RATE. CONTENT VOCABULARY WILL BE EMPHASIZED ALONG WITH SUGGESTIONS FOR IMPROVEMENT OF THE STUDY SKILLS. A READING DIAGNOSIS WILL BE FOLLOWED BY AN INSTRUCTIONAL PROGRAM IN ORDER TO INSURE OPTIMUM INDIVIDUAL PROGRESS.

THIS COURSE IS DESIGNED TO PREPARE TEACHER CANDIDATES WITH HANDS-ON OPPORTUNITIES TO USE PRODUCTIVITY TOOLS FOR ENHANCEMENT OF DIGITAL LITERACY COMMUNICATION IN THEIR FUTURE CLASSROOM. THERE WILL BE A FOCUS ON INTRODUCING A VARIETY OF EDUCATIONAL APPLICATIONS OF TECHNOLOGY. Required Previous: Completed 36 hours of coursework.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

TWENTY-FIVE HOURS OF PUBLIC SCHOOL CLASSROOM AND TEACHING LABORATORY EXPERIENCES RELATED TO TEACHER PREPARATION IN GENERAL AND SPECIFICALLY TO THOSE TOPICS COVERED IN EDPSY 3513 EDUCATIONAL PSYCHOLOGY. Required Previous or Concurrent: EDPSY-3513

TEACHER CANDIDATES WILL DEMONSTRATE AND APPLY KNOWLEDGE LEARNED ABOUT FOUNDATIONAL READING AND WRITING THEORIES TO INCORPORATE FOUNDATIONAL COMMUNICATION AND READING SKILLS NECESSARY TO PROMOTE EARLY LITERACY DEVELOPMENT. CANDIDATES WILL DEVELOP COMPETENCY AND APPLY KNOWLEDGE OF COMPONENTS OF EMERGENT LITERACY, INCLUDING ORAL LANGUAGE DEVELOPMENT, DECODING, FLUENCY DEVELOPMENT AND WRITING AND SPELLING STRATEGIES TO PLAN FOCUSED, INTENSIVE INSTRUCTION TO MEET THE DIVERSE READING AND ORAL COMMUNIC Required Previous: Take EDUC-3463 with a grade of C or higher

STUDY OF THEORY, PRINCIPLES, AND METHODS USED TO PROVIDE GUIDANCE AND SUPPORT IN THE INTERACTIONS, COMMUNICATIONS, AND RELATIONSHIPS WITH YOUNG CHILDREN AND THEIR FAMILIES, AND TO DEVELOP KNOWLEDGE OF ADVOCACY AND COLLABORATION FOR YOUNG CHILDREN IN THE EARLY CHILDHOOD FIELD WITH COMMUNITY RESOURCES INCLUDING FAMILIES WITH AN UNDERSTANDING AND DEMONSTRATION OF POSITIVE, CARING, SUPPORTIVE RELATIONSHIPS AND INTERACTIONS AND VALUE OF A CHILD AS AN INDIVIDUAL. UTILIZE PROFESSIONAL RESOURCES AND GUI

STUDY OF COGNITIVE, LITERACY, LANGUAGE, PSYCHO/SOCIAL, AND PHYSICAL/MOTOR DEVELOPMENT OF YOUNG CHILDREN AND HOW THEY LEARN IN MULTIPLE CONTEXTS INCLUDING PLAY AND EXECUTIVE FUNCTION SKILLS. EXAMINATION OF THE ROLE OF THE EARLY CHILDHOOD EDUCATOR IN APPLYING AND USING THAT KNOWLEDGE TO TEACHING PRACTICES AND PROVIDING CURRICULUM THAT SUPPORT THE LEARNING OF YOUNG CHILDREN THROUGH INTENTIONAL AND REFLECTIVE PRACTICES INCLUDING PEDAGOGICAL CONTENT THROUGH ASSESSMENTS THAT ARE ETHICALLY GROUNDED AND Required Previous: PSYCH-3463

STUDY AND APPLICATION OF DEVELOPMENTALLY APPROPRIATE SYNTHESIZED CREATIVE ARTS EXPERIENCES THROUGH THE INTEGRATION OF INSTRUCTIONAL CONTENT AND METHODS ASSOCIATED WITH PLAY, MOVEMENT, MUSIC/RHYTHMIC, AND VISUAL ARTS EXPLORATION THAT ALLOWS FOR INDIVIDUAL VARIATIONS OF EXPRESSION FOR EARLY CHILDHOOD AND ELEMENTARY-AGE LEARNERS AS WELL AS DEVELOPMENT OF EXECUTIVE FUNCTION SKILLS.

METHODS AND TECHNIQUES OF TEACHING DEVELOPMENT OF SKILLS IN LISTENING, SPEAKING, WRITING AND SPELLING IN THE ELEMENTARY GRADES.

STUDENTS WILL DEMONSTRATE AND APPLY KNOWLEDGE LEARNED FROM FOUNDATIONAL READING THEORIES INCLUDING READING DEVELOPMENT THROUGH PROCESSES OF EMERGENT READING INCLUDING PRINT AWARENESS, PHONOLOGICAL AND PHONEMIC AWARENESS AND PHONICS LEADING TO FLUENT READING. STUDY ALSO INCLUDES LEARNING AND APPLICATION OF FOUNDATIONAL EMERGENT WRITING STAGES OF PRELITERATE, EMERGENT, TRANSITIONAL TO FLUENT.

METHODS AND TECHNIQUES FOR PREPARING TEACHER CANDIDATES TO TEACH THE ELEMENTARY TRANSITION FROM LEARNING TO READ TO READING TO LEARN. THIS COURSE COVERS ALL ELEMENTARY GRADES, BUT WILL FOCUS ON STUDENTS IN GRADES 3-6.INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES CENTER ON USING READING STRATEGIES ACROSS THE CURRICULUM TO ENHANCE LEARNING, THE RECIPROCAL PROCESS OF READING AND WRITING INSTRUCTION, VOCABULARY DEVELOPMENT, FLUENCY, AND COMPREHENSION INSTRUCTION. Required Previous or Concurrent: EDUC-3463; Admission to Teacher Education

TEACHER CANDIDATES WILL ADMINISTER FORMATIVE AND SUMMATIVE ASSESSMENTS TO BOTH DETERMINE AND ENHANCE THE DIVERSE READING DEVELOPMENTAL NEEDS OF EARLY CHILDHOOD AND ELEMENTARY STUDENTS. CANDIDATES WILL UTILIZE ASSESSMENT DATA TO INFORM, MONITOR, AND PLAN DIFFERENTIATED FOCUSED AND INTENSIVE READING INSTRUCTION FOR BOTH SMALL GROUP AND INDIVIDUAL LEARNING TO ENHANCE THE DIVERSE NEEDS OF STRUGGLING READERS IN THE EARLY CHILDHOOD AND ELEMENTARY CLASSROOMS. Required Previous: EDUC-3463

APPLY MAJOR MATHEMATICS PRACTICES AND PROCESSES THROUGH PLANNING INSTRUCTIONAL STRATEGIES AND ENGAGING LEARNING ACTIVITIES TO CREATE CONNECTIONS BETWEEN MATHEMATICAL PRACTICES AND APPROPRIATE MATH CONTENT/CONCEPTS TO MEET THE MATHEMATICAL LEARNING NEEDS OF PK THROUGH 3RD GRADE STUDENT POPULATIONS. TEACHER CANDIDATES WILL ALSO APPLY SUMMATIVE AND FORMATIVE ASSESSMENT TECHNIQUES TO MONITOR STUDENT LEARNING AND TO GUIDE INSTRUCTIONAL PRACTICES THAT ARE DEVELOPMENTALLY APPROPRIATE, CULTURALLY AND LI

DEVELOPMENT OF IDEAS AND TECHNIQUES RELATED TO TEACHING MATHEMATICAL CONCEPTS AND SKILLS WITH EMPHASIS ON THE INTERMEDIATE GRADE LEVEL. VARIETY OF LEARNING AIDS WITH EMPHASIS ON DETAILED UNDERSTANDING OF MATHEMATICAL OPERATIONS.

FOCUSES ON DEVELOPING APPROPRIATE EXPERIENCES IN SCIENCE AND SOCIAL STUDIES FOR YOUNG CHILDREN THAT INSPIRE INQUIRY AND ENGAGEMENT. EMPHASIZES PRACTICES AND STRATEGIES THAT ARE DEVELOPMENTALLY APPROPRIATE, CULTURALLY RELEVANT, AND ALLOW FOR A VARIETY OF EXPERIENCES BASED ON INDIVIDUAL NEEDS AND ABILITY.

DEMONSTRATION AND APPLICATION IN DEVELOPING TEACHING METHODS WITHIN PHYSICAL SCIENCE, LIFE SCIENCE, EARTH AND SPACE SCIENCE, AND ENGINEERING DESIGN USING THE THREE DIMENSIONS: 1) SCIENCE AND ENGINEERING PRACTICES, 2) CROSS-CUTTING CONCEPTS, AND 3) DISCIPLINARY CORE IDEAS. STUDENTS PLAN INSTRUCTION INCLUDING GOALS, MATERIALS, LEARNING ACTIVITIES AND ASSESSMENTS FOR DIVERSE STUDENT POPULATIONS, INCLUDING VARIOUS INSTRUCTIONAL PRACTICES AND DIFFERENTIATION. CLASS ACTIVITIES UTILIZE PROFESSIONAL LEA

METHODS AND TECHNIQUES FOR PREPARING TEACHER CANDIDATES TO USE MATERIALS AND UNDERSTAND THE PROCEDURES FOR TEACHING HISTORY, CIVICS, GEOGRAPHY SKILLS, CURRENT EVENTS, EARLY ECONOMICS AND ANTHROPOLOGY CONCEPTS. SPECIAL EMPHASIS WILL BE PLACED ON USING LITERACY STRATEGIES IN ORDER TO CONVEY SOCIAL STUDIES CONTENT AND USING THE INQUIRY PROCESS AND HANDS-ON ACTIVITIES TO FACILITATE DIVERSE ELEMENTARY STUDENT LEARNING.

TEACHER CANDIDATES WILL PLAN LEARNING ACTIVITIES TO DEMONSTRATE THEIR UNDERSTANDING OF THE DIVERSE FACTORS CONCERNING THE GROWTH, DEVELOPMENT AND LEARNING OF CHILDREN IN EARLY CHILDHOOD EDUCATION. CURRICULUM FOCUS WILL BE CENTERED UPON AGE AND DEVELOPMENTALLY APPROPRIATE CURRICULAR CONTENT AND TEACHING MATERIALS FOR YOUNG CHILDREN. TEACHER CANDIDATES WILL APPLY KNOWLEDGE OF BUILDING RELATIONSHIPS WITH FAMILIES TO GAIN INSIGHT TO THE VARIOUS LEARNING AND DEVELOPMENTAL NEEDS OF CHILDREN.

THIS COURSE WILL EXAMINE FEDERAL AND STATE SPECIAL EDUCATION LEGISLATION, REGULATIONS, POLICY, AND PROCEDURE. EMPHASIS WILL BE GIVEN TO RIGHTS OF INDIVIDUALS WITH DISABILITIES AND THEIR FAMILIES.

THIS COURSE WILL EXPLORE THE PHILOSOPHICAL AND HISTORICAL FOUNDATIONS OF SPECIAL EDUCATION FOR STUDENTS WITH MILD DISABILITIES, CHARACTERISTICS OF STUDENTS WITH MILD DISABILITIES, AND PROFESSIONAL ETHICAL PRACTICES IN THE FIELD OF SPECIAL EDUCATION.

THIS COURSE WILL EXPLORE THE PHILOSOPHICAL AND HISTORICAL FOUNDATIONS OF SPECIAL EDUCATION FOR STUDENTS WITH MODERATE DISABILITIES, CHARACTERISTICS OF STUDENTS WITH MODERATE DISABILITIES, AND PROFESSIONAL ETHICAL PRACTICES IN THE FIELD OF SPECIAL EDUCATION.

THIS COURSE WILL EXPLORE CHARACTERISTICS AND IDEA PROCEDURES FOR IDENTIFYING STUDENTS WITH BEHAVIOR DISORDERS IN EDUCATIONAL SETTINGS. THIS COURSE WILL ALSO PREPARE THOSE WORKING WITH STUDENTS TO MANAGE BEHAVIOR IN SPECIAL AND GENERAL EDUCATION CLASSROOMS. PRACTICAL STRATEGIES AND INTERVENTIONS FOR INCREASING APPROPRIATE BEHAVIORS AND DECREASING INAPPROPRIATE BEHAVIORS WILL BE DISCUSSED. DISCIPLINE REGULATIONS OF IDEA INCLUDING MANIFESTATION DETERMINATION, ALTERNATIVE PLACEMENT, AND IEP'S WILL B

DESIGNED FOR EDUCATORS WITH MINIMAL EXPERIENCE USING COMPUTERS. STUDENTS WILL PARTICIPATE IN GUIDED EVALUATION OF SOFTWARE, AND PLAN FOR IMPLEMENTATION OF COMPUTER ASSISTED LEARNING ACTIVITIES IN THE CLASSROOM.

TEACHER CANDIDATES DEVELOP LESSON PLANS, INSTRUCTIONAL OBJECTIVES, AND EVALUATION TECHNIQUES TO MEET THE LEARNING NEEDS OF DIVERSE CLASSROOM POPULATIONS. Required Previous: EDUC-2012

SECONDARY TEACHER CANDIDATES DEVELOP LESSON PLANS, INSTRUCTIONAL OBJECTIVES, AND EVALUATION TECHNIQUES TO MEET THE LEARNING NEEDS OF DIVERSE SECONDARY CLASSROOM POPULATIONS. Required Previous: EDUC-2012

THIS COURSE WILL EXAMINE FAMILY SYSTEMS THEORY FOR STUDENTS WITH MILD/MODERATE DISABILITIES FROM BIRTH TO 21 YEARS OF AGE. COLLABORATIVE STRATEGIES, TEAMING, CONSULTATION, AND RESOURCES WILL BE EMPHASIZED.

A STUDY OF POLICY AND PROCEDURES IN SPECIAL EDUCATION AND CURRICULAR CONTENT, TEACHING METHODS AND LEARNING CHARACTERISTICS OF CHILDREN WITH MENTAL RETARDATION AND PHYSICAL DISABILITIES. Required Previous: EDUC-4513

AN ORIENTATION TO INSTRUCTIONAL PROGRAMS AND PROCESSES IN MIDDLE SCHOOLS AND JUNIOR HIGH SCHOOLS.

DURING THIS SEMINAR COURSE THE TEACHER WORK SAMPLE WILL BE COMPLETED. Required Previous or Concurrent: Take EDUC-4282

THEORY AND PRACTICE RELATED TO CLASSROOM MANAGEMENT, TEACHER EVALUATIONS, AND PROBLEMS AND ISSUES ENCOUNTERED IN STUDENT TEACHING. Required Previous: Take EDUC-4611

EDUCATIONAL DIAGNOSIS, REMEDIAL TEACHING, AND INDIVIDUAL COUNSELING IN CASES INVOLVING READING DEFICIENCY. DIRECT LABORATORY WORK WITH PUPILS IN PUBLIC SCHOOLS. Required Previous: EDUC-3463 or EDUC-3483 or department approval

A SURVEY OF VARIOUS PHYSICALLY DISABLING CONDITIONS THAT AFFECT CHILDREN'S PLACEMENT AND PROGRAMMING. EMPHASIS WILL BE GIVEN TO PHYSICAL AND EDUCATIONAL TECHNIQUES WHICH MAY BE USED IN MEETING THE NEEDS OF CHILDEN WITH SUCH CONDITIONS. Required Previous: EDUC-2402

TWENTY-FIVE HOURS OF PUBLIC SCHOOL CLASSROOM EXPERIENCE WITH THE TEACHER CANDIDATE OBSERVING REGULAR CLASSROOM EVENTS IN GENERAL AND SPECIFICALLY THOSE RELATED TO TOPICS COVERED IN EDUC 4042 STRATEGIES FOR EFFECTIVE TEACHING OR EDUC 4052 EFFECTIVE TEACHING STRATEGIES IN SECONDARY EDUCATION. Required Previous: EDUC-2012

THIS COURSE INCLUDES INCORPORATION OF TECHNOLOGY INSTRUCTION, DIGITAL COMMUNICATION AND ONLINE CLASSROOM MATERIALS GIVING TEACHER CANDIDATES OPPORTUNITIES TO INCORPORATE BOTH DIGITAL AND ONLINE RESOURCES AS INSTRUCTIONAL TOOLS. TEACHER CANDIDATES WILL DEMONSTRATE AND APPLY UNDERSTANDINGS OF BOTH DIGITAL AND ONLINE RESOURCES IN USING TECHNOLOGY FOR ENHANCEMENT AND DIFFERENTIATION OF INSTRUCTIONAL STRATEGIES FOR DIVERSE STUDENT LEARNING POPULATIONS. Required Previous or Concurrent: EDUC-4611

THIS COURSE WILL EXPLORE METHODS AND STRATEGIES USED TO PREPARE STUDENTS WITH MILD/MODERATE DISABILITIES FOR TRANSITION FROM SCHOOL TO COMMUNITY LIFE. EMPHASIS WILL BE GIVEN TO RESEARCH-BASED INSTRUCTION, MODEL PROGRAMS, AND EFFECTIVE METHODS. Required Previous: EDUC-3823

STUDENTS WILL GAIN A BASIC UNDERSTANDING OF ASSESSMENT, DIAGNOSIS AND EVALUATION PROCEDURES USED IN SPECIAL EDUCATION. EMPHASIS WILL BE GIVEN TO APPROPRIATE UTILIZATION OF ASSESSMENT, LEGAL ISSUES SURROUNDING ASSESSMENT, AND USING ASSESSMENT RESULTS TO PLAN INDIVIDUALIZED EDUCATION PROGRAMS.

THIS COURSE WILL EXPLORE METHODS AND STRATEGIES USED TO EDUCATE STUDENTS WITH MILD/MODERATE DISABILITIES BIRTH THROUGH 21 ACROSS EDUCATIONAL ENVIRONMENTS. EMPHASIS WILL BE GIVEN TO RESEARCH-BASED INSTRUCTIONAL AND REMEDIAL METHODS, TECHNIQUESS, AND CURRICULUM MATERIALS AND CLASSROOM MANAGEMENT THEORY.

COMPREHENSIVE STUDY OF MENTAL RETARDATION INCLUDING THE HISTORY, CLASSIFICATION SYSTEMS, ETIOLOGIES AND SYNDROMES, THEORETICAL APPROACHES TO AND EDUCATIONAL PROGRAMS FOR CHILDREN WITH MENTAL RETARDATION. Required Previous: EDUC-2402

CAMPUS SEMINARS AND SUPERVISED EDUCATION FIELD EXPERIENCES WITH STUDENTS WITH MILD/MODERATE DISABILITIES IN THE CLASSROOM. STUDENTS WILL EXPLORE AND OBSERVE COMMON EDUCATIONAL PRACTICES FOR STUDENTS WITH MILD/MODERATE DISABILITIES.

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN AN ELEMENTARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: Take EDUC-4282

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING AT BOTH ELEMENTARY AND SECONDARY LEVELS FOR ART, MUSIC, HEALTH AND PHYSICAL EDUCATION, AND SPECIAL EDUCATION MAJORS UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SCEONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262;

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESSIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

A SUPERVISED PROFESIONAL INTERNSHIP IN TEACHING IN A SECONDARY SCHOOL UNDER THE GUIDANCE OF ONE OR MORE EXPERIENCED TEACHERS. Required Previous or Concurrent: EDUC-4262

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

THE COURSE WILL COVER THEORY AND APPLICATION OF DIGITAL MEDIA IN THE PUBLIC SCHOOL CLASSROOM. DESIGN AND PRODUCTION OF MATERIALS INCLUDING SOUND RECORDING/EDITING, VIDEO RECORDING/EDITING, GRAPHIC SCANNING/EDITING, WEB PAGE DEVELOPMENT, AND DISTRIBUTION OF DIGITAL MATERIALS.

THIS COURSE FOCUSES ON KNOWLEDGE AND SKILLS IN THE SELECTION AND INTEGRATION OF CURRENT TECHNOLOGIES TO SUPPORT TEACHING AND LEARNING. AN EMPHASIS IS PLACED ON 21ST CENTURY EDUCATION AND THE DEVELOPMENT OF DIGITAL LEARNING ENVIRONMENTS.

AN INDEPTH STUDY OF CHILDREN WHO HAVE EDUCATIONAL, INTELLECTUAL, BEHAVIORAL OR PHYSICAL CHARACTERISTICS WHICH ADVERSELY AFFECT THEIR EDUCATIONAL PERFORMANCE. EMPHASIS WILL BE GIVEN TO EDUCATIONAL METHODS AND LEGAL ISSUES IN WORKING WITH THESE CHILDREN.

AN INTRODUCTION TO THE MIDDLE SCHOOL CONCEPT THAT EMPHASIZES THE DEVELOPMENT NEEDS OF EARLY ADOLESCENTS IN THE CONTEXT OF PATTERNS OF SCHOOL ORGANIZATION, CURRICULUM AND PEDAGOGY THAT ARE RESPONSIVE TO THE INTELLECTUAL, SOCIAL, EMOTIONAL, AND PHYSICAL NEEDS OF PRE-ADOLESCENTS (10-14 YRS OLD). EXEMPLARY PRACTICE SUPPORTIVE OF ADOLESCENT NEEDS AND CHANGES WILL BE IDENTIFIED INCLUDING CASE STUDIES AND CLINICAL/LABORATORY EXPERIENCES Required Previous: 100 hours or Graduate Standing

THIS COURSE WILL EXPLORE THE STRUCTURE AND CHARACTERISTICS OF FAMILIES OF STUDENTS WITH DISABILITIES. EMPHASIS WILL BE PLACED ON PARENT-EDUCATOR COOPERATION, CONSULTATION, AND RESOURCES. Required Previous: EDUC-3463 or EDUC-3483

A STUDY OF MIDDLE LEVEL PHILOSOPHICAL TENETS AND EXEMPLARY COMPONENTS AND PROGRAMS UTILIZED IN CREATING A TOTAL LEARNING ENVIRONMENT EFFECTIVE FOR THE PREADOLESCENT LEARNER (10-14).

AN INSTRUCTIONAL MENTORSHIP PROGRAM REQUIRING THE SUPERINTENDENT CANDIDATE TO DEVELOP EXPERIENTIAL-BASED SKILLS, PRESENTED BY THE INSTRUCTOR AS DESIGNED BY THE PROGRAM DIRECTOR UNDER THE GUIDANCE FROM PRACTICING SCHOOL SUPERINTENDENT (WITH NO LESS THAN THREE (3) YEARS' EXPERIENCE IN THAT JOB DESCRIPTION.) A CAPSTONE EXPERIENCE BASED ON NELP STANDARDS FOR DISTRICT-LEVEL EDUCATIONAL LEADERSHIP IS REQUIRED ALONG WITH DOCUMENTED INTERN HOURS AND CORRESPONDING KNOWLEDGE AND SKILLS-BASED REFLECTION AR

AN INSTRUCTIONAL MENTORSHIP PROGRAM REQUIRING THE SUPERINTENDENT CANDIDATE TO DEVELOP EXPERIENTIAL-BASED SKILLS, PRESENTED BY THE INSTRUCTOR AS DESIGNED BY THE PROGRAM DIRECTOR UNDER THE GUIDANCE FROM PRACTICING SCHOOL SUPERINTENDENT (WITH NO LESS THAN THREE (3) YEARS' EXPERIENCE IN THAT JOB DESCRIPTION.) A CAPSTONE EXPERIENCE BASED ON NELP STANDARDS FOR DISTRICT-LEVEL EDUCATIONAL LEADERSHIP IS REQUIRED ALONG WITH DOCUMENTED INTERN HOURS AND CORRESPONDING KNOWLEDGE AND SKILLS-BASED REFLECTION AR

THIS COURSE WILL FOCUS ON PROVIDING TEACHER INSTRUCTION IN THE PEDAGOGY OF ASSISTIVE TECHNOLOGY. THE COURSE WILL ENABLE TEACHERS TO BE AWARE OF THE NEEDS OF THEIR STUDENTS WITH DISABILITIES AND HOW TECHNOLOGY ADVANCES CAN ASSIST THEM TO BETTER REACH THEIR POTENTIAL. TEACHERS WILL ACQUIRE SKILLS IN SELECTING SOFTWARE AND INTEGRATING ASSISTIVE TECHNOLOGY INTO INSTRUCTIONAL MODELS. Required Previous or Concurrent: EDUC-3463 or EDUC-3483

THIS COURSE WILL EXPLORE CHARACTERISTICS AND IDEA PROCEDURES FOR IDENTIFYING STUDENTS WITH BEHAVIOR DISORDERS IN EDUCATIONAL SETTINGS. THIS COURSE WILL ALSO PREPARE THOSE WORKING WITH STUDENTS TO MANAGE BEHAVIOR IN SPECIAL AND GENERAL EDUCATION CLASSROOMS. VARIOUS THEORETICAL APPROACHES FOR MANAGING GROUP AND INDIVIDUAL BEHAVIORS AND THEIR RELEVANT MANAGEMENT STRATEGIES WILL BE DESCRIBED. SPECIFIC METHODS FOR IDENTIFYING AND DOCUMENTING BEHAVIORAL CONCERNS (i.e. FBA'S) AND INTERVENTIONS FOR INCR

THIS COURSE IS AN IN DEPTH STUDY OF THE HISTORY AND PHILOSOPHY OF TEACHING STUDENTS WHO HAVE MILD AND MODERATE DISABILITIES AND THEIR CHARACTERISTICS. STUDENTS WILL ALSO EXPLORE ISSUES OF ETHICAL CONSIDERATIONS IN THE AREA OF MILD AND MODERATE DISABILITIES.

INTRODUCES STUDENTS TO THE THEORY OF EDUCATIONAL RESEARCH BY DEVELOPING COMPETENCIES IN LITERATURE REVIEW, LIBRARY RESEARCH, DATA ANALYSIS, RESEARCH WRITING, AND DEVELOPING PLANS FOR APPLIED OR ACTION RESEARCH. THIS COURSE WILL CONSIDER THE ETHICS OF RESEARCH WITH HUMAN SUBJECTS.

CURRENT EDUCATIONAL PHILOSOPHIES WITH SPECIAL EMPAHSIS ON THOSE OF THE UNITED STATES, PROVIDES FOR UNDERSTANDING OF MODERN EDUCATION PRACTICES.

STUDY OF CLINICAL AND CLASSROOM MANAGEMENT TECHNIQUES FOR DIAGNOSING AND REMEDIATING READING PROBLEMS. INVOLVES IDENTIFYING AND USING COMPUTER TECHNOLOGY IN FIELD EXPERIENCES WITH DIFFERENT LEARNERS FOR DIFFERENT PURPOSES.

THIS COURSE WILL EXPLORE THE APPROACHES TO PLANNING AND DESIGNING EDUCATIONAL PROGRAMS FOR STUDENTS WITH MILD/MODERATE DISABILITIES. COURSE INCLUDES STRATEGIES FOR CLASSROOM MODIFICATIONS, INDIVIDUALIZED PROGRAM IMPLEMENTATION, AND BEHAVIOR MANAGEMENT TECHNIQUES.

CURRICULUM EVALUATION, DEVELOPMENT, CURRENT ISSUES, AND TRENDS TO ELEMENTARY, MIDDLE/JUNIOR HIGH, AND HIGH SCHOOLS.

AN INVESTIGATION OF CURRENT SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL ISSUES RELATED TO EDUCATION, THEIR IMPACT ON THE SCHOOL, AND THEIR IMPLICATIONS FOR TEACHING.

THIS COURSE WILL EXPLORE METHODS OF TRANSITION PLANNING APPROPRIATE FORSTUDENTS WITH MILD/MODERATE DISABILITIES. EMPHASIS WILL BE GIVEN TO EFFECTIVE PRACTICES, CURRENT RESEARCH, AND MODEL PROGRAMS. Required Previous or Concurrent: EDUC-3463 or EDUC-3483

THIS COURSE SURVEYS THE READING PROCESS WITH AN EMPHASIS GIVEN TO LANGUAGE DEVELOPMENT, WORD RECOGNITION SKILLS, COMPREHENSION SKILLS, AND STUDY SKILLS. PSYCHOLOGICAL READING THEORY AND VARIOUS APPROACHES TO TEACHING READING ARE DISCUSSED WITH OPPORTUNITIES TO MANIPULATE READING MATERIALS.

ADMINISTRATION, INTERPRETATION, AND APPLICATION OF STANDARDIZED AND INFORMAL DIAGNOSTIC INSTRUMENTS. PREPARATION OF CASE STUDY REPORTS AND TECHNIQUES DEALING WITH INTERVIEWS AND READING CONFERENCE PROCEDURES. THEORY AND DEMONSTRATION OF TESTS INTENDED TO APPRAISE LEVELS OF COMPETENCE IN GROUP AND INDIVIDUAL SETTINGS.

THIS COURSE IS DESIGNED TO EXPLORE TOPICS RELATED TO MATHEMATICS INSTRUCTION INCLUDING: CURRENT CONTENT STANDARDS, RESEARCH, DIFFERENTIATED INSTRUCTION, LESSON PLANNING, MATHEMATICS INSTRUCTIONAL TECHNOLOGY, LEARNING AIDS AND INQUIRY BASED LEARNING. AN ACTION RESEARCH PROJECT IS REQUIRED. Required Previous: EDUC-3513

REVIEW OF LANGUAGE ARTS RESEARCH AND EXPERIMENTATION WITH VARIOUS MODELS AND MATERIALS TO AID IN TEACHING LANGUAGE ARTS SKILLS TO CHILDREN.

AN EXAMINATION OF SOCIAL STUDIES PROGRAMS AND A REVIEW OF RESEARCH OF CONTENT MATERIALS AND TEACHING TECHNIQUES. Required Previous: EDUC-3713

DIAGNOSING READING DIFFICULTIES AND TREATMENT OF READING PROBLEMS AS EXPERIENCED IN CLINICAL & CLASSROOM SITUATIONS. THE SUPERVISED PRACTICAL EXPERIENCES ARE CONTROLLED IN CERTAIN INSTANCES IN ORDER TO AFFORD THE STUDENTS EXPOSURE TO RESEARCH METHODS & PROCEDURES. EMPHASIS WILL BE DIRECTED TO PROVIDE AMPLE OPPORTUNITIES FOR INTERACTION W/STUDENTS EXPERIENCING READING DIFFICULTIES. A PROGRAM PORTFOLIO WILL ALSO BE SUBMITTED AND REVIEWED ACCORDING TO DEPARTMENTAL GUIDELINES.

EMPHASIS IS PLACED ON MATERIALS, METHODOLOGY & VOCABULARY UNIQUE TO CONTENT AREAS. SUGGESTIONS FOR TECHNIQUES BY WHICH READING SKILLS MAY BE DEVELOPED & IMPROVED IN THE INDIVIDUAL CONTENT SUBJECTS FOR STUDENTS EXPERIENCING VARIOUS LEVELS OF ACHIEVEMENT. ATTENTION GIVEN TO THE INFLUENCE OF READING UPON THE STUDENT'S CONTINUING ACADEMIC PROGRAM REGARDLESS OF CONTENT AREA.

EXAMINATIONS AND EVALUATIONS OF SCIENCE GOALS, TEACHING METHODS AND DESIGN OF PROGRAMS IN LIGHT OF CONTEMPORARY RESEARCH IN SCIENCE EDUCATION. Required Previous: EDUC-3613

AN ANALYSIS OF FORMAL AND INFORMAL DIAGNOSTIC DATA WITH TREATMENT PROCEDURES FOCUSED UPON INDIVIDUAL NEEDS. INSTRUCTIONAL STRATEGIES, TIME MANAGEMENT, AND CURRENT TECHNOLOGY, RESOURCES, AND MATERIALS WILL BE DISCUSSED IN ORDER TO ASSURE THE MOST EFFECTIVE EDUCATIONAL PRACTICES. Required Previous or Concurrent: EDUC-5243

THIS COURSE WILL EXPLORE THE LEGAL ASPECTS OF SPECIAL EDUCATION INCLUDING FORMULATION OF POLICIES AND PROCEDURES AND PROGRAM DEVELOPMENT. EMPHASIS WILL BE GIVEN TO INDIVIDUAL RIGHTS, SCHOOL RESPONSIBILITY AND DEVELOPMENT OF INDIVIDUALIZED EDUCATION PLANS.

THE PURPOSE OF THIS COURSE IS TO ASSIST STUDENTS IN THE FORMATION AND DEVELOPMENT OF A PROFESSIONAL PORTFOLIO ACCORDING TO THE DEPARTMENTAL GUIDELINES. CONTINOUS ENROLLMENT IN PROGRAM COURSEWORK OR EDUC 5681 PRACTICUM AND PORTFOLIO IN EDUCATION IS REQUIRED UNTIL A PORTFOLIO ACCEPTABLE TO THE PORTFOLIO COMMITTEE IS PRESENTED. ONLY ONE HOUR OF EDUC 5681 PRACTICUM AND PORTFOLIO IN EDUCATION MAY BE COUNTED TOWARD THE DEGREE. Required Previous: EDUC-5113

STUDENTS WILL GAIN A BASIC UNDERSTANDING OF ASSESSMENT, DIAGNOSIS AND EVALUATION PROCEDURES USED IN SPECIAL EDUCATION. EMPHASIS WILL BE GIVEN TO APPROPRIATE UTILIZATION OF ASSESSMENT, LEGAL ISSUES SURROUNDING ASSESSMENT, AND USING ASSESSMENT RESULTS TO PLAN INDIVIDUALIZED EDUCATION PROGRAMS.

THIS COURSE PRESENTS THE CONCEPTS, PRINCIPLES AND METHODS FOR DESIGNING EFFECTIVE INSTRUCTION. TOPICS STUDIED INCLUDE ALIGNING INSTRUCTION TO STANDARDS, DEVELOPING INSTRUCTIONAL OBJECTIVES, PLANNING INSTRUCTIONAL ACTIVITIES, DESIGNING INSTRUCTIONAL MATERIALS, ASSESSING LEARNING OUTCOMES, AND EVALUATING INSTRUCTIONAL EFFECTIVENESS.

THIS COURSE WILL EXPLORE THE PHILISOPHICAL AND HISTORICAL FOUNDATIONS OF SPECIAL EDUCATION FOR STUDENTS WITH SEVERE DISABILIITES, CHARACTERISTICS OF STUDENTS WITH SEVER DISABILITIES, AND PROFESSIONAL ETHICAL PRACTICES IN THE FIELD OF SPECIAL EDUCATION. Required Previous: EDUC-2402

THIS COURSE PRESENTS A CONCEPTUAL FRAMEWORK FOR LEARNING AND TEACHING AT A DISTANCE. THE COURSE TOPICS OF STUDY INCLUDE THE CHARACTERISTICS OF DISTANCE EDUCATION, PRINCIPLES OF COURSE DESIGN, THE ROLE OF THE TEACHER AS FACILITATOR, THE ROLE OF THE LEARNER AS ACTIVE PARTICIPANT, AND GUIDELINES FOR IMPROVING THE QUALITY OF DISTANCE LEARNING.

BASIC PRINCIPLES OF ORGANIZATION AND TREATMENT OF STATISTICAL DATA.

THIS COURSE MEETS THE STANDARDS FOR DESKTOP AND NETWORK RECOGNIZED INDUSTRY CERTIFICATION IN CURRENT OPERATING SYSTEMS. THE COURSE PRESENTS MATERIALS AND CURRICULUM FOR THE CERTIFIED PROFESSIONAL PROGRAM. STUDENTS WILL USE THE WORKSTATION OPERATING SYSTEM IN TEACHING AND LEARNING ENVIRONMENTS.

INTRODUCTION TO THE PRINCIPLES, PRACTICES AND PHILOSOPHY OF SCHOOL COUNSELING, INCLUDING ROLE AND FUNCTION OF A SCHOOL COUNSELOR WITHIN A SCHOOL SETTING DRAWING FROM A THEORETICAL AND DEVELOPMENTAL PERSPECTIVE. EXAMINES ALL ASPECTS OF PROFESSIONAL FUNCTIONING: HISTORICAL DEVELOPMENT, ORGANIZATIONAL STRUCTURE AND CREDENTIALING, AND STANDARDS. PRESENTS A DEFINITION AND DESCRIPTION OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAM. FOCUSES ON ETHICS PRACTICES AND RESPONSIBILITIES OF SCHOOL COUNSELORS.

THIS COURSE COVERS ORGANIZATION, PLANNING, MANAGEMENT, AND EVALUATION OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS. APPROPRIATE ROLES AND FUNCTIONS OF SCHOOL COUNSELORS, COORDINATION OF PROFESSIONAL SERVICES, AND PROFESSIONAL ETHICAL CODES SPECIFICALLY RELATING TO SCHOOL COUNSELING. CANDIDATES WILL DESIGN A COMPREHENSIVE SCHOOL COUNSELING PROGRAM FOR A SPECIFIC SCHOOL SETTING, PREPARE GUIDANCE AND COUNSELING UNITS AND SAMPLE LESSON PLANS, AND IMPLEMENT THESE UNITS IN SCHOOLS. CANDIDATES WILL INTE Required Previous: EDUC-5413

THE COURSE ENABLES SCHOOL COUNSELORS TO DEVELOP COUNSELING INTERVENTION STRATEGIES TO ASSIST STUDENTS, OTHER COUNSELORS, TEACHERS, ADMINISTRATORS, AND OTHER SCHOOL PERSONNEL. COUNSELING INTERVENTION STRATEGIES INCLUDE METHODS TO HELP STUDENTS IMPROVE ACADEMIC, CAREER, AND PERSONAL/SOCIAL SKILLS. INTERVENTION STRATEGIES INCLUDE REFLECTION AND MODIFICATION RELATED TO MULTICULTURAL AND ETHICAL CONCERNS. Required Previous or Concurrent: EDUC-5493

PLACEMENT IS IN AN ELEMENTARY OR SECONDARY (MIDDLE OR HIGH) SCHOOL SETTING WHERE THE PRACTICUM AND CAPSTONE WILL BE COMPLETED WHILE SUPERVISED BY A CERTIFIED SCHOOL COUNSELOR. HOURS: 150 CLOCK HOURS DURING THE 16-WEEK SEMESTER, INCLUDING AT LEAST 75 DIRECT SERVICE HOURS (E.G., INDIVIDUAL STUDENT PLANNING, STUDENT ASSESSMENT, INDIVIDUAL AND GROUP COUNSELING, CLASSROOM GUIDANCE AND/OR PSYCHOEDUCATIONAL ACTIVITIES, ETC.). THE REMAINING 75 NON-DIRECT SERVICE HOURS INCLUDE OBSERVATIONS, MAINTAINING C Required Previous or Concurrent: EDUC-5483

STUDY OF THE ORGANIZATION, STRUCTURE, AND POLITICS OF AMERICAN PUBLIC EDUCATION.

APPLICATION OF LEADERSHIP THEORY TO CLINICAL SUPERVISION, EXAMINATION OF THE ADMINISTRATOR'S ROLE AS AN INSTRUCTIONAL LEADER, EVALUATION OF INSTRUCTIONAL APPROACHES AND PROGRAMS, PRACTICES AND PROCEDURES OF CLINICAL SUPERVISION.

STUDY OF THE MANAGEMENT OF PUBLIC SCHOOL FACILITIES, PLANNING AND DEVELOPMENT, OPERATION AND MAINTENANCE, AND FISCAL SYSTEM PRINCIPLES.

BASIC PRINCIPLES AND PRACTICES IN MODERN SCHOOL ADMINISTRATION INCLUDING: HOW TO LEAD COLLABORATIVELY A SCHOOL THROUGH MISSION, VISION, AND SCHOOL IMPROVEMENT; ADVOCATING FOR ETHICAL DECISIONS AND CULTIVATE PROFESSIONAL NORMS; USING DATA TO DRIVE DECISIONS THAT ARE EQUITABLE, INCLUSIVE AND CULTURALLY RESPONSIVE; ENGAGING ALL STAKEHOLDERS TO STRENGTHEN AND ADVOCATE FOR THE NEEDS OF STAKEHOLDERS IN THE SCHOOL AND COMMUNITY; AND PROVIDING FOR A COLLABORATIVE PROFESSIONAL CULTURE. ASSIGNMENTS IN COU

A DETAILED COMPREHENSIVE PRESENTATION OF THE METHODS AND MEDIA FOR BUILDING AND SUSTAINING GOOD PUBLIC RELATIONS FOR PUBLIC EDUCATIONAL INSTITUTIONS.

A STUDY IN THE SOURCES OF SCHOOL FINANCE AND GENERAL PRINCIPALS OF FINANCIAL ADMINISTRATION INCLUDING SCHOOL-LEVEL GOVERNANCE AND OPERATIONS SYSTEM TO IMPROVE MANAGEMENT, COMMUNICATION, TECHNOLOGY AT THE BUILDING LEVEL. THE STUDENT WILL STUDY THE DEVELOPMENT AND IMPLEMENTATION OF DATA-INFORMED AND SCHOOL RESOURCE PLANS THAT ARE EQUITABLE AND APPLY LAWS, POLICIES, AND REGULATIONS. ASSIGNMENTS IN COURSE PROVIDE FOR CLINICAL EXPERIENCES RELATED AUTHENTIC LEADERSHIP ACTIVITIES.

AN EXAMINATION OF FEDERAL AND STATE CONSTITUTIONAL PROVISIONS, STATUES, JUDICIAL DECISIONS, AND AGENCY REGULATIONS THAT AFFECT EDUCATION. SPECIAL EMPHASIS ON ETHICS, PROFESSION NORMS, EQUITY, OPERATIONS, MANAGEMENT, AND BUILDING PROFESSIONAL CAPACITY THROUGH STAFF SUPERVISION, SUPPORT, AND EVALUATION AS WELL AS APPLICATION OF SCHOOL RELATED LAWS, POLICIES, AND REGULATIONS. ASSIGNMENTS IN COURSE PROVIDE FOR CLINICAL EXPERIENCES RELATED AUTHENTIC LEADERSHIP ACTIVITIES.

THE SURVEY OF INTELLECTUAL PROPERTY ADDRESSES THE CONCEPTS AND TRENDS RELATED TO OWNERSHIP AND TECHNOLOGY IN NAVIGATING THE WEB, RESPECT AND INTEGRITY, DISTRIBUTION OF WORKS, ALTERNATIVES TO INTELLECTUAL PROPERTY, DOMAIN NAMES, BUSINESS METHODS PATENTS ONLINE, AND JURISDICTION.

A STUDY OF PRINCIPAL AND BUILDING LEVEL LEADERSHIP SKILLS, KNOWLEDGE, AND APPLICATION OF P-12 SCHOOL ADMINISTRATION WITH AN EMPHASIS ON ORGANIZATIONAL STRUCTURE AND THE LEADERSHIP ROLE OF THE PRINCIPAL INCLUDING: HOW TO LEAD COLLABORATIVELY A SCHOOL THROUGH MISSION, VISION, AND SCHOOL IMPROVEMENT WITH A SET CORE OF VALUES WHICH INCLUDE DATA, TECHNOLOGY, DIGITAL CITIZEN, DIVERSITY, AND CONTINUOUS SCHOOL IMPROVEMENT; ADVOCATING FOR ETHICAL DECISIONS AND CULTIVATE PROFESSIONAL NORMS; USING DATA AND

THIS WORK IS OFFERED IN THE FALL AND SPRING SEMESTERS--NOT IN THE SUMMER SESSION.

THIS WORK IS OFFERED IN THE FALL AND SPRING SEMESTERS--NOT IN THE SUMMER SESSION.

THIS WORK IS OFFERED IN THE FALL AND SPRING SEMESTERS--NOT IN THE SUMMER SESSION.

THIS WORK IS OFFERED IN THE FALL AND SPRING SEMESTERS--NOT IN THE SUMMER SESSION.

THIS COURSE WILL EXPLORE METHODS AND STRATEGIES USED TO EDUCATE STUDENTS WITH SEVERE DISABILITIES BIRTH THROUGH 21 ACROSS EDUCATIONAL ENVIRONMENTS. EMPHASIS WILL BE GIVEN TO RESEARCH-BASED EVALUATION TECHNIQUES, IEP DEVELOPMENT, INSTRUCTIONAL METHODS, TECHNIQUES AND CURRICULUM MATERIALS, AND CLASSROOM MANAGEMENT THEORY. Required Previous: EDUC-2402

THE STUDY OF VARIOUS TESTS AND EVALUATION INSTRUMENTS USED IN NON-DISCRIMINATORY MULTIDISCIPLINARY EVALUATIONS AND THE INTERPRETATION OF TEST DATA ALONG WITH PRE-REFERRAL INFORMATION IN DIAGNOSING CHILDREN WHO HAVE LEARNING DISABILITIES. F (ODD YEARS),SU

THIS COURSE WILL PROVIDE STUDENTS WITH THE MOST CURRENT UNDERSTANDING OF LITERACY CONSULTATION AND COACHING. TOPICS WILL INCLUDE LEADERSHIP FOR A SCHOOL LITERACY PROGRAM, COLLABORATION WITH TEACHERS AND OTHER PROFESSIONALS, DATA ANALYSIS, CURRICULUM ISSUES, KNOWLEDGE OF LITERACY STANDARDS, AND FACILITATION OF PROFESSIONAL DEVELOPMENT. THESE FOUNDATIONS WILL PROVIDE STUDENTS WITH EXPERIENCE IN WORKING WITH TEACHERS TO IMPROVE THEIR INSTRUCTIONAL PRACTICE AS WELL AS STUDENT ACHIEVEMENT. AN EMPHASI

PROCEDURES FOR PLANNING AND IMPLEMENTING A PROGRAM FOR THE EDUCATIONAL INTERVENTION FOR CHILDREN WHO HAVE BEEN DIAGNOSED WITH LEARNING DISABILITIES. INCLUDES STRATEGIES FOR CLASSROOM MODIFICATIONS, INDIVIDUALIZED PROGRAMMING, AND BEHAVIOR MANAGEMENT PLANS. Required Previous: EDUC-5653 or PSYCH-4213 or EDPSY-5353

DEVELOPMENT OF AN ACCEPTABLE PORTFOLIO ACCORDING TO DEPARTMENTAL GUIDELINES. THE ACCEPTABILITY OF THE PORTFOLIO WILL BE DETERMINED BY A 3 MEMBER FACULTY COMMITTEE. THIS COURSE ALSO REQUIRES DIRECT WORK IN AN EDUCATIONAL SETTING RELATED TO YOUR DEGREE FIELD. Required Previous: EDUC-5113

DEVELOPMENT OF AN ACCEPTABLE THESIS, ACCORDING TO THE DEPARTMENTAL GUIDELINES. A MAXIMUM OF 3 HOURS MAY BE COUNTED TOWARD THE DEGREE. CONTINUOUS ENROLLMENT IS REQUIRED UNTIL A THESIS ACCEPTABLE TO THE THESIS COMMITTEE AND THE GRADUATE DEAN IS PRESENTED. Required Previous: EDUC-5113

DEVELOPMENT OF AN ACCEPTABLE THESIS, ACCORDING TO THE DEPARTMENTAL GUIDELINES. A MAXIMUM OF 3 HOURS MAY BE COUNTED TOWARD THE DEGREE. CONTINUOUS ENROLLMENT IS REQUIRED UNTIL A THESIS ACCEPTABLE TO THE THESIS COMMITTEE AND THE GRADUATE DEAN IS PRESENTED. Required Previous: EDUC-5113

DEVELOPMENT OF AN ACCEPTABLE THESIS, ACCORDING TO THE DEPARTMENTAL GUIDELINES. A MAXIMUM OF 3 HOURS MAY BE COUNTED TOWARD THE DEGREE. CONTINUOUS ENROLLMENT IS REQUIRED UNTIL A THESIS ACCEPTABLE TO THE THESIS COMMITTEE AND THE GRADUATE DEAN IS PRESENTED. Required Previous: EDUC-5113

THIS COURSE ENGAGES COMPLETERS OF THE M.ED. INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM IN A CULMINATING EXPERIENCE TO EXTEND LEARNING IN A TOPIC OF RELEVANCE AND INTEREST TO EACH INDIVIDUAL STUDENT. CAPSTONE PROJECTS ARE FLEXIBLE IN NATURE BUT ARE EXPECTED TO DEMONSTRATE A SYNTHESIS AND APPLICATION OF CONCEPTS LEARNED THROUGHOUT THE PROGRAM. THE CAPSTONE PROJECT WILL BE PRESENTED TO A FACULTY COMMITTEE AND POSSIBLY OTHER AUDIENCES.

STUDY OF FEDERAL PROGRAMS AFFECTING PUBLIC EDUCATION, INCLUDING SPECIAL EDUCATION, DISADVANTAGED EDUCATION, INDIAN EDUCATION, IMPACT AID, NATIONAL SCHOOL LUNCH ACT, BILINGUAL EDUCATION, AND FEDERAL ENFORCEMENT OF RIGHTS OF HANDICAPPED CHILDREN.

ADVANCED STUDY OF THE LEGAL ASPECTS OF EDUCATION, SPECIAL EMPHASIS ON RECENT DEVELOPMENTS IN PUBLIC SCHOOL LAW.

ADVANCED STUDY OF PRINCIPLES AND PRACTICES OF ADMINISTRATIVE LEADERSHIP THEORY AND ORGANIZATIONAL CHANGE, WITH SPECIAL EMPHASIS ON ORGANIZATIONAL CLIMATE AND CULTURE.

THIS COURSE WILL EXAMINE COLLABORATIVE LEARNING COMMUNITIES ALSO DESIGNATED AS WRAP AROUND SERVICES, FOR STUDENTS WITH MILD/MODERATE DISABILITIES FROM BIRTH TO 21 YEARS OF AGE. FAMILY SYSTEMS THEORY AND STRATEGIES USED TO PREPARE STUDENTS WITH MILD/MODERATE DISABILITIES FOR TRANSITION FROM SCHOOL TO COMMUNITY LIFE WILL ALSO BE EMPHASIZED.

THIS COURSE WILL EXAMINE RESPONSE TO INTERVENTION (RTI), USING IEP ASSESSMENT RESULTS TO DESIGN CURRICULUM, ALIGNING CURRICULUM WITH PASS SKILLS, AND STRATEGIES FOR MODIFYING CURRICULUM FOR STUDENTS WITH MILD/MODERATE DISABILITIES IN ACADEMIC CONTENT AREAS (I.E., READING, MATH, LANGUAGE ARTS, AND SCIENCE). SPECIFIC EMPHASIS WILL BE ON PROVIDING ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WITH MILD/MODERATE DISABILITIES.

THIS COURSE WILL PROVIDE ACTUAL CLASSROOM EXPERIENCES WITH STUDENTS WITH MILD/MODERATE DISABILITIES. STUDENTS WILL ATTEND SEMINARS TO REFLECT ON THE CLASSROOM EXPERIENCE, DEMONSTRATE EFFECTIVE PRACTICES AND DISCUSS RELEVANT ISSUES. THE COURSE MAY BE REPEATED WITH STUDENTS WITH SEVERE/PROFOUND DISABILITIES.

STUDY OF THE STRUCTURE, ORGANIZATION, POLITICS, POWER GROUPS, AND MULTICULTURALISM OF PUBLIC EDUCATION.

STUDY OF BASIC PRINCIPLES AND PRACTICES OF PERSONNEL ADMINISTRATION IN PUBLIC SCHOOLS, CURRENT ISSUES INVOLVING BOTH CERTIFIED AND NON-CERTIFIED PERSONNEL.

PRINCIPLES OF PUBLIC SCHOOL CENTRAL OFFICE ADMINSTRATION, WITH EMPHASIS ON THE LEADERSHIP ROLE OF THE SUPERINTENDENT.

SUPERVISED AUTHENTIC INTERNSHIP/PRACTICUM AND CAPSTONE EXPERIENCES IN AN APPROVED PUBLIC SCHOOL ADMINISTRATION ENVIRONMENT UNDER THE SUPERVISION OF A KNOWLEDGEABLE EXPERT IN EDUCATIONAL LEADERSHIP AT THE BUILDING LEVEL. STUDENTS WILL COMPLETE AUTHENTIC, COHERENT, AND SUSTAINED ACTIVITIES AND HOURS ALIGNED TO CURRENT PROGRAM STANDARDS. Required Previous: 21 hours in the program or department approval.

THIS COURSE WILL EXAMINE RESEARCH BASED STRATEGIES USED TO IMPROVE THE CLASSROOM LEARNING ENVIRONMENT. MODELS OF CLASSROOM MANAGEMENT RELATED TO STUDENT DEVELOPMENT WILL BE EXAMINED AS WELL. THIS COURSE MEETS THE STATE REQUIREMENT FOR ALTERNATIVE AND EMERGENCY CERTIFICATION CANDIDATES.

A VARIETY OF THE ASPECTS OF EDUCATIONAL PEDAGOGY WILL BE ADDRESSED INCLUDING, THE DEVELOPMENT OF LESSON PLANS, INSTRUCTIONAL OBJECTIVES, AND EVALUATION TECHNIQUES. THE CREATION OF EFFECTIVE LEARNING ACTIVITIES, ENGAGEMENT STRATEGIES, AND VARIOUS THEORIES ABOUT TEACHING AND LEARNING WILL ALSO BE COVERED. THIS COURSE MEETS THE STATE REQUIREMENT FOR ALTERNATIVE AND EMERGENCY CERTIFICATION CANDIDATES.

THIS COURSE WILL EXPLORE THE LATEST TRENDS IN TECHNOLOGY THAT ARE NOW, OR SOON WILL BE, IMPACTING K-12 EDUCATION. STUDENTS WILL EXAMINE THE POSSIBILITIES AND CHALLENGES OF THE CURRENTLY MOST PROMINENT EMERGING TECHNOLOGIES AS APPLIED TO A VARIETY OF LEARNING SPACES.

THIS COURSE PREPARES EDUCATIONAL LEADERS TO EFFECTIVELY PLAN, EVALUATE, AND MANAGE TECHNOLOGY INITIATIVES TO SUPPORT TEACHING, LEARNING AND OPERATIONS IN EDUCATIONAL SETTINGS.

DIRECTED GROUP STUDY ON A SPECIAL TOPIC, NORMALLY OF SHORT DURATION.GRADING IS USUALLY P OR F.

DIRECTED GROUP STUDY ON A SPECIAL TOPIC, NORMALLY OF SHORT DURATION.GRADING IS USUALLY P OR F.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

DIRECTED INTENSIVE STUDY ON DEFINITE PROBLEM OR SPECIAL SUBJECT, BASED ON APPROVED OUTLINE OR PLAN, CONFERENCES, ORAL AND WRITTEN REPORTS.

A COURSE DESIGNED TO PROVIDE SUPERVISED OPPORTUNITIES FOR OBSERVATIONAND CONTACT WITH EXCEPTIONAL CHILDREN SO THAT THE STUDENT MIGHT HAVE ANOVERALL VIEW OF ACTIVITIES ENCOMPASSED IN THE TEACHING OF SPECIAL EDUCATION.

PREREQ.: SIX HOURS OF EDUCATION METHODS COURSES OR DEPARTMENTAL APPROVAL. CAMPUS SEMINARS AND SUPERVISED EDUCATION FIELD EXPERIENCES WITH EXCEPTIONAL CHILDREN IN THE CLASSROOM OR THERAPEUTIC SETTING.

A COURSE DESIGNED TO PROVIDE SUPERVISED OPPORTUNITIES FOR OBSERVATION AND CONTACT WITH EXCEPTIONAL CHILDREN SO THAT THE STUDENT MIGHT HAVE AN OVERALL VIEW OF ACTIVITIES ENCOMPASSED IN THE TEACHING OF SPECIAL EDUCATION.

PREREQ.: SIX HOURS OF EDUCATION METHODS COURSES OR DEPARTMENTAL APPROVAL. CAMPUS SEMINARS AND SUPERVISED EDUCATION FIELD EXPERIENCES WITH EXCEPTIONAL CHILDREN IN THE CLASSROOM OR THERAPEUTIC SETTING.

AN INTRODUCTION TO INTELLECTUAL, BEHAVIORAL, SENSORY, PHYSICAL, AND LEARNING DEVELOPMENT OF SPECIAL NEEDS STUDENTS WITHIN THE GENERAL EDUCATION CLASSROOM. STUDENTS WILL GAIN UNDERSTANDING OF THE IMPACT DEVELOPMENTAL NEEDS OF LEARNERS IN A DIVERSE CLASSROOM ENVIRONMENT. STUDENTS WILL GAIN UNDERSTANDING OF BOTH STATE AND FEDERAL REGULATIONS WHICH IMPACT STUDENTS WITH EXCEPTIONALITIES. A MINIMUM OF FIFTEEN HOURS INTERACTION WITH INDIVIDUALS WHO HAVE DISABILITIES IS REQUIRED IN THIS COURSE.

TEACHER CANDIDATES WILL DEMONSTRATE AND APPLY KNOWLEDGE LEARNED ABOUT FOUNDATIONAL READING AND WRITING THEORIES TO INCORPORATE FOUNDATIONAL COMMUNICATION AND READING SKILLS NECESSARY TO PROMOTE EARLY LITERACY DEVELOPMENT. CANDIDATES WILL DEVELOP COMPETENCY AND APPLY KNOWLEDGE OF COMPONENTS OF EMERGENT LITERACY, INCLUDING ORAL LANGUAGE DEVELOPMENT, DECODING, FLUENCY DEVELOPMENT AND WRITING AND SPELLING STRATEGIES TO PLAN FOCUSED, INTENSIVE INSTRUCTION TO MEET THE DIVERSE READING AND ORAL COMMUNIC Required Previous: Take EDUC-3463

STUDY AND APPLICATION OF DEVELOPMENTALLY APPROPRIATE SYNTHESIZED CREATIVE ARTS EXPERIENCES THROUGH THE INTEGRATION OF INSTRUCTIONAL CONTENT AND METHODS ASSOCIATED WITH PLAY, MOVEMENT, MUSIC/RHYTHMIC, AND VISUAL ARTS EXPLORATION THAT ALLOWS FOR INDIVIDUAL VARIATIONS OF EXPRESSION FOR EARLY CHILDHOOD AND ELEMENTARY-AGE LEARNERS AS WELL AS DEVELOPMENT OF EXECUTIVE FUNCTION SKILLS.

METHODS AND TECHNIQUES OF TEACHING DEVELOPMENT OF SKILLS IN LISTENING, SPEAKING, WRITING AND SPELLING IN THE ELEMENTARY GRADES.

STUDENTS WILL DEMONSTRATE AND APPLY KNOWLEDGE LEARNED FROM FOUNDATIONAL READING THEORIES INCLUDING READING DEVELOPMENT THROUGH PROCESSES OF EMERGENT READING INCLUDING PRINT AWARENESS, PHONOLOGICAL AND PHONEMIC AWARENESS AND PHONICS LEADING TO FLUENT READING. STUDY ALSO INCLUDES LEARNING AND APPLICATION OF FOUNDATIONAL EMERGENT WRITING STAGES OF PRELITERATE, EMERGENT, TRANSITIONAL TO FLUENT.

METHODS AND TECHNIQUES FOR PREPARING TEACHER CANDIDATES TO TEACH THE ELEMENTARY TRANSITION FROM LEARNING TO READ TO READING TO LEARN. THIS COURSE COVERS ALL ELEMENTARY GRADES, BUT WILL FOCUS ON STUDENTS IN GRADES 3-6.INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES CENTER ON USING READING STRATEGIES ACROSS THE CURRICULUM TO ENHANCE LEARNING, THE RECIPROCAL PROCESS OF READING AND WRITING INSTRUCTION, VOCABULARY DEVELOPMENT, FLUENCY, AND COMPREHENSION INSTRUCTION.

TEACHER CANDIDATES WILL ADMINISTER FORMATIVE AND SUMMATIVE ASSESSMENTS TO BOTH DETERMINE AND ENHANCE THE DIVERSE READING DEVELOPMENTAL NEEDS OF EARLY CHILDHOOD AND ELEMENTARY STUDENTS. CANDIDATES WILL UTILIZE ASSESSMENT DATA TO INFORM, MONITOR, AND PLAN DIFFERENTIATED FOCUSED AND INTENSIVE READING INSTRUCTION FOR BOTH SMALL GROUP AND INDIVIDUAL LEARNING TO ENHANCE THE DIVERSE NEEDS OF STRUGGLING READERS IN THE EARLY CHILDHOOD AND ELEMENTARY CLASSROOMS. Required Previous: Take EDUC-3463

APPLY MAJOR MATHEMATICS PRACTICES AND PROCESSES THROUGH PLANNING INSTRUCTIONAL STRATEGIES AND ENGAGING LEARNING ACTIVITIES TO CREATE CONNECTIONS BETWEEN MATHEMATICAL PRACTICES AND APPROPRIATE MATH CONTENT/CONCEPTS TO MEET THE MATHEMATICAL LEARNING NEEDS OF PK THROUGH 3RD GRADE STUDENT POPULATIONS. TEACHER CANDIDATES WILL ALSO APPLY SUMMATIVE AND FORMATIVE ASSESSMENT TECHNIQUES TO MONITOR STUDENT LEARNING AND TO GUIDE INSTRUCTIONAL PRACTICES THAT ARE DEVELOPMENTALLY APPROPRIATE, CULTURALLY AND LI

APPLY MAJOR MATHEMATICS PRACTICES AND PROCESSES THROUGH PLANNING INSTRUCTIONAL STRATEGIES AND ENGAGING LEARNING ACTIVITIES TO CREATE CONNECTIONS BETWEEN MATHEMATICAL PRACTICES AND APPROPRIATE MATH CONTENT/CONCEPTS TO MEET THE MATHEMATICAL LEARNING NEEDS OF 4TH THROUGH 8TH GRADE ELEMENTARY STUDENT POPULATIONS. TEACHER CANDIDATES WILL ALSO APPLY SUMMATIVE AND FORMATIVE ASSESSMENT TECHNIQUES TO MONITOR STUDENT LEARNING AND TO GUIDE INSTRUCTIONAL PRACTICES THAT ARE DEVELOPMENTALLY APPROPRIATE, CULTU

DEMONSTRATION AND APPLICATION IN DEVELOPING TEACHING METHODS WITHIN PHYSICAL SCIENCE, LIFE SCIENCE, EARTH AND SPACE SCIENCE, AND ENGINEERING DESIGN USING THE THREE DIMENSIONS: 1) SCIENCE AND ENGINEERING PRACTICES, 2) CROSS-CUTTING CONCEPTS, AND 3) DISCIPLINARY CORE IDEAS. STUDENTS PLAN INSTRUCTION INCLUDING GOALS, MATERIALS, LEARNING ACTIVITIES AND ASSESSMENTS FOR DIVERSE STUDENT POPULATIONS, INCLUDING VARIOUS INSTRUCTIONAL PRACTICES AND DIFFERENTIATION. CLASS ACTIVITIES UTILIZE PROFESSIONAL LEA

METHODS AND TECHNIQUES FOR PREPARING TEACHER CANDIDATES TO USE MATERIALS AND UNDERSTAND THE PROCEDURES FOR TEACHING HISTORY, CIVICS, GEOGRAPHY SKILLS, CURRENT EVENTS, EARLY ECONOMICS AND ANTHROPOLOGY CONCEPTS. SPECIAL EMPHASIS WILL BE PLACED ON USING LITERACY STRATEGIES IN ORDER TO CONVEY SOCIAL STUDIES CONTENT AND USING THE INQUIRY PROCESS AND HANDS-ON ACTIVITIES TO FACILITATE DIVERSE ELEMENTARY STUDENT LEARNING.

TEACHER CANDIDATES WILL PLAN LEARNING ACTIVITIES TO DEMONSTRATE THEIR UNDERSTANDING OF THE DIVERSE FACTORS CONCERNING THE GROWTH, DEVELOPMENT AND LEARNING OF CHILDREN IN EARLY CHILDHOOD EDUCATION. CURRICULUM FOCUS WILL BE CENTERED UPON AGE AND DEVELOPMENTALLY APPROPRIATE CURRICULAR CONTENT AND TEACHING MATERIALS FOR YOUNG CHILDREN. TEACHER CANDIDATES WILL APPLY KNOWLEDGE OF BUILDING RELATIONSHIPS WITH FAMILIES TO GAIN INSIGHT TO THE VARIOUS LEARNING AND DEVELOPMENTAL NEEDS OF CHILDREN.

THIS COURSE WILL EXPLORE THE PHILOSOPHICAL AND HISTORICAL FOUNDATIONS OFSPECIAL EDUCATION FOR STUDENTS WITH MILD DISABILITIES, CHARACTERISTICSOF STUDENTS WITH MILD DISABILITIES, AND PROFESSIONAL ETHICAL PRACTICES I N THE FIELD OF SPECIAL EDUCATION.

A STUDY OF POLICY AND PROCEDURES IN SPECIAL EDUCATION AND CURRICULARCONTENT, TEACHING METHODS AND LEARNING CHARACTERISTICS OF CHILDREN WITHMENTAL RETARDATION AND PHYSICAL DISABILITIES.

DURING THIS SEMINAR COURSE THE TEACHER WORK SAMPLE WILL BE COMPLETED. Required Previous or Concurrent: Take two sections of the following: EDUC-4954 OR EDUC-4964 OR EDUC-4974

THIS COURSE INCLUDES INCORPORATION OF TECHNOLOGY INSTRUCTION, DIGITAL COMMUNICATION AND ONLINE CLASSROOM MATERIALS GIVING TEACHER CANDIDATES OPPORTUNITIES TO INCORPORATE BOTH DIGITAL AND ONLINE RESOURCES AS INSTRUCTIONAL TOOLS. TEACHER CANDIDATES WILL DEMONSTRATE AND APPLY UNDERSTANDINGS OF BOTH DIGITAL AND ONLINE RESOURCES IN USING TECHNOLOGY FOR ENHANCEMENT AND DIFFERENTIATION OF INSTRUCTIONAL STRATEGIES FOR DIVERSE STUDENT LEARNING POPULATIONS. Required Previous: Take EDUC-3001

COMPREHENSIVE STUDY OF MENTAL RETARDATION INCLUDING THE HISTORY, CLASSIFICATION SYSTEMS, ETIOLOGIES AND SYNDROMES, THEORETICAL APPROACHES TO ANDEDUCATIONAL PROGRAMS FOR CHILDREN WITH MENTAL RETARDATION.

DIRECTED INDIVIDUAL STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED GROUP STUDY ON SPECIAL SUBJECT OR PROBLEM.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.

DIRECTED INTENSIVE STUDY ON SELECTED PROBLEM OR SPECIAL TOPIC.