300

Prerequisites: Admission to Phase I. Focuses on differentiating instruction in primary classrooms (kindergarten-grade 3). This course gives students opportunities to apply their understandings to specific populations including English language learners, students with special needs and gifted/talented students.

Prerequisites: EDUC 204; EDUC 223; EDUC 224; EDUC 236. To be successful in all parts of the Education Program, students are required to master the art of lesson planning. This 1-credit course will prepare students to successfully write and implement lesson plans in Phases I-III.

Prerequisite: Completion of or concurrent enrollment in PSY 101. This course is an introduction to human growth, development, and learning through the lifespan with emphasis on physical, cognitive, and social-emotional development in the school years and particularly in adolescence. The course provides prospective Secondary Education candidates with principles of educational psychology, learning, motivation, and behavior management in shaping how students construct knowledge and understanding. Special attention is given to
how diversity (cognitive/social/cultural) and context (home/school/community) influences individual differences in development and learning.

Prerequisites: Admission to Phase I. Designed to present a variety of research-based instructional techniques and strategies in crafting literacy lesson plans. Requires a field experience in a Professional Development School.

Prerequisite: Admission to Phase II. An examination of instructional programs and materials for teaching reading and literacy. Activities to involve families and members of the school and surrounding community to promote reading both inside and outside of school will be presented.

Prerequisites: Admission to Phase I. An examination of modern science methods and materials using a constructivist-based instructional approach. Emphasis is on curricular innovations and Science-Technology-Engineering-Mathematics (STEM). Requires a field experience in a Professional Development School.

Prerequisite: Admission to Phase II. An examination of modern mathematics materials and methods through a constructivist-based instructional approach. Curricular topics include Science-Technology-Engineering-Mathematics (STEM), mathematics as problem solving, communication, reasoning and making connections with the learner’s world.

Prerequisites: Admission to Phase I. This course provides the basis for understanding typical and atypical patterns of development from conception through toddlerhood. Valuing the family's role in their young child's early development is a major component of this course which explores patterns of family dynamics and keys to building partnerships through effective communication and collaboration techniques. Other major influences on development will also be explored. Course includes a 10-hour per semester course-related
experience in an infant/toddler setting. The field placement is mandatory.

Prerequisites: Admission to Phase I. A study of philosophies, theories and methods of teaching young children in a preK-3 settings. Students apply the theoretic concepts they are learning in the lecture section of this course during guided teaching in the Onica Prall Child Development Laboratory School and in a Professional Development School.

Prerequisites: Admission to Phase I. Current methods and materials in teaching social studies are presented. Emphasis is on the integration of social studies with language arts and other subject disciplines, including the use of Science, Technology, Engineering, and Mathematics (STEM) with critical and creative thinking skills. Requires a field experience in a Professional Development School.

Prerequisite: Admission to Phase II. Instruction will focus on building knowledge of the types and purposes of assessment; how to administer, interpret and communicate assessment results.

Prerequisite: Admission to Phase II. A study of classroom management techniques appropriate for the general and special education classroom. Topics include behavior modification, interaction techniques, problem solving and group management strategies

Prerequisite: Admission to Phase II. Supervised teaching in a pre-kindergarten or kindergarten classroom in a designated elementary PDS. The early childhood candidate will be in this placement throughout the semester two to five days per week.

Prerequisite: Admission to Phase II. Supervised teaching in a primary classroom in a designated elementary PDS. The early childhood candidate will be in a grade 1-3 placement throughout the semester two to five days per week.

Prerequisite: Admission to Phase II. Supervised teaching in an elementary classroom in a designated elementary PDS. The elementary/special education candidate will be in a grade 1-5 placement throughout the semester two to five days per week.

Prerequisite: Admission to Phase II. Supervised teaching in a special education program for students with mild/moderate disabilities in a designated elementary or middle school PDS. The elementary/special education candidate will be in this placement throughout the semester two to five days per week.

Prerequisites: Admission to Phase I. A survey of assistive technologies available for students with high and low incidence disabilities. Examination of AT legal requirements, implementation models, and realities of using technology to teach students with disabilities. Emphasis is placed upon technological accommodations and modifications across all content areas for students with mild/moderate disabilities. Requires a field experience. This course must be taken in Phase I.

Prerequisites: Admission to Phase I. Must be taken prior to or concurrently with EDUC 353. A study of special education curriculum, methods, and materials used in a variety of educational settings. Instructional strategies are discussed in light of current theories and research. Topics include problem solving, remedial reading, comprehension, written expression, mathematics, science, social studies, and functional skills. Emphasis placed upon curriculum and methods for students with mild to moderate disabilities. A half day per week field experience in a professional development school is a requirement for this course. This course must be taken in Phase 1. 

Prerequisite: Admission to Phase II. A seminar taken during the first semester of the yearlong teaching internship. Early childhood and elementary/special education candidates acquire knowledge and skills to support their transition from students to teachers.

Prerequisite: EDUC 316. Open to juniors and seniors. Supervised work involving continuous diagnosis of disabled readers and the planning and implementation of appropriate corrective/remedial instructional programs. Each student will be placed with one graduate clinician and will work as an apprentice with that clinician assisting in planning, diagnosis, instruction and supervision for a group of students.

Prerequisites: Admission to Phase I. A study of theoretical and practical aspects of educational evaluation of children and youth with mild/moderate disabilities in grades 1-8. Topics include standard and informal procedures for assessing psycholinguistic processes, oral or written language and academic achievement. Requires a field experience in a Professional Development School.

Prerequisite: 6 credits in education. Open to juniors and seniors. A professional investigation or project evolving from individual interests in education. The project proposal must have the approval of the instructor. Weekly conferences with the instructor.

An upper-level special topics course offered at the discretion of the department. The content and methods vary with the interest of students and faculty members

Prerequisite: 9 credits in education. Supervised part-time work in educational settings approved by the department. Grading is on a satisfactory/unsatisfactory basis.