Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.
Students confer individually with the instructor. May be repeated to a maximum of 15 credits.
This course addresses the use technologies such as presentation tools, image manipulation software, and video editing software to design media to enhance instructional effectiveness. Additionally, the course introduces design and education concepts (such as cognitive load, Universal Design for Learning, and multimedia theory) that help guide the use of media in learning environments.
The general purpose of the course is to provide opportunities for pre- service teacher candidates to observe, implement, assess, and reflect on standards-based instruction in a supportive elementary school classroom. To achieve these purposes, candidates complete a five-week full-day classroom placement. While working in the field placement, candidates observe instruction; assist the cooperating teacher with planning, implementing, assessing, and reflecting on instruction; and plan, implement, and reflect upon their own instruction.
Teacher candidates will develop competencies for managing and developing procedures that will create an inclusive classroom environment. The general purpose of this course is to strengthen the teacher candidates' understanding of the relationships among classroom environment, classroom behavior, and learning. Activities, readings, children's literature, discussions, and observations will focus on effective decision-making about classroom management and on developing alternatives for preventing and dealing with management and discipline problems.
The social studies include history, economics, geography, and civics. Each discipline becomes relevant to young members of our democracy as they formulate their understanding of roles in our society.
The development of competencies for the teaching of reading and other language arts (writing, speaking, listening, viewing and visual representation) is the focus of this course. Course will also provide an overview of reading and language arts development from grades K-5. Twenty hours of laboratory work in the schools are required. Course aligns with all current international, national, and state accreditation and teacher preparation standards.
Development of competencies for the teaching of writing and other language arts, including digital texts and other 21st century platforms, to groups. This course is in conjunction with a four-week field experience, consisting of 2 two-week placements in the candidate's areas of content concentration.
A study of materials and procedures for developing reading and language arts skills with elementary students. Course will emphasize how to diagnose individual student skill strengths and challenges and build a prescriptive program based upon the diagnosis. core components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) are addressed as applicable to elementary-aged students within the larger context of a literacy block (whole group, small group, individualized intervention).
Designed to give the student practical experience through observation, planning, teaching, and evaluating procedures. The student works with children on all grade levels under the guidance of the supervising teacher. TO BE OFFERED ON A PASS/FAIL BASIS ONLY.
