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Undergraduate Catalog 2014-2015

CatalogUndergraduateSchool of EducationMSSSCourse Descriptions

Middle Grades, Secondary, and Specialized Subjects Course Descriptions

All course descriptions carry behind the name and number a parenthesis ( ) indicating the credit hours, lecture hours, and the lab hours per week. For example: NSCI 110 (4-3-2). The first number in the parenthesis indicates the credit value of the course (4); the second number indicates the number of lecture hours (3) per week; and the third number indicates the number of lab hours per week (2).

EDUC 303  (3-3-0)  Teaching the Young Child with Special Needs: The course offers the foundations of early childhood education along with pioneers in the special education field as the base for child development. Policies and practices, early and current are examined along with assessment planning and screening processes, intervention practices, teaching strategies and reflection. Further, the student candidate will gain knowledge of the components needed to create an environment that supports all children's learning, teaching strategies and adaptations. Student candidates will engage in child study observations and develop two child case studies, conduct a parent interview. Thirty observation hours are included within the course.
Prerequisite: EDUC 308 And EDUC 350
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EDUC 306  (3-3-0)  Birth Through Kindergarten Curriculum Development: This course is geared for non-teaching Birth-Kindergarten students. The course covers child development for children aged birth-kindergarten and developmentally appropriate curriculum development for these ages. Other concepts introduced are the physical environment, teaching typical and atypical children, developing lesson plans, and teacher/parent relationships. Students will develop lesson plans and create an integrated approach to curriculum development.
Prerequisite: EDUC 350
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EDUC 308  (3-3-0)  Observation and Assessment in Preschool Education: This course is designed to focus on observation of young children, including techniques for recording observations and using them to inform instruction and parents. Emphasis is placed on understanding and using different assessment procedures and their purposes and limitations, including ongoing observation, data collection and analysis. Assessment techniques which support children's development and learning will be highlighted. Adaptations in assessments which are relevant to the children's backgrounds and values, health appraisal and referral practices as well as types of assessment specified in IEPs will be stressed. Observation, assessment, and reporting are treated as complementary process.
Prerequisite: EDUC 350
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EDUC 309  (4-4-0)  Infant and Toddler Curriculum Development and Field Study: This course will provide 21st century Birth-Kindergarten teacher candidates with content knowledge in infant and toddler development. BK student candidates will learn theoretical frames for infant and toddler development, strategies for teaching typical and atypical infants and toddlers, how to develop an appropriate curriculum, how to create adaptive environments, and the importance of working with families. The 60 hour field study allows the BK student candidate first hand field experience in infant and toddler early learning environments.
Prerequisite: EDUC 303 And EDUC 308 And EDUC 350 And PRAXIS I And a GPA of 2.5 or higher And Admission to Teacher Education. Corequisite: EDUC 314
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EDUC 310  (3-3-0)  Foundations of Education: A study of the origins, evolution, and interrelatedness of the principles and practices of disciplinary foundations of education and their influence on education. Field experience required. (Fall, Spring, Summer).
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EDUC 314  (4-4-0)  Preschool Curriculum Development and Field Study: This course will provide 21st century Birth-Kindergarten teacher candidates with the content knowledge needed to work with typical and atypical children. The student candidates will learn theoretical frames in early childhood education that allow them to adapt environments that meet the needs of all children, develop an integrated approach to curriculum development, foster parent involvement, and develop a global sense in the early childhood field. The 60 hour field study offers needed hands on experience in preschool and kindergarten settings.
Prerequisite: EDUC 303 And EDUC 308 And EDUC 350 And PRAXIS I And a GPA of 2.5 or higher And Admission to Teacher Education. Corequisite: EDUC 309
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EDUC 331  (3-3-0)  Instructional Design and Assessment of Learning: An exploration of instructional design and assessment principles and their application to the problems of teaching and learning, including the design of instruction; task analysis; curriculum development; instructional match; assessment of learning; types of assessment; and the alignment of curriculum, teaching, and assessment. (Fall, Spring, Summer)
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EDUC 350  (3-3-0)  Introduction to Birth through Kindergarten Education: This course is designed to provide an overview of child development and how the knowledge of growth and development is related to preparing appropriate experiences for birth through kindergarten children. Emphasis is placed on considering the child, family, and the community when planning curriculum experiences for preschool children. .
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EDUC 361  (3-3-0)  Family Culture and School: This course is designed to help B-K professionals to understand the characteristics of families and the role families play in the lives of their children as their first teachers. Emphasis is placed on respecting different family structures, and values. Strategies for dealing with children with learning disabilities, home language i.e., especially language which is different from the B-K professional's language is stressed. Ethnicity, at-risk, socio-economic and health care services will also be discussed. B-K professionals will also develop strategies for getting parents involved in the school and their children's learning and development.
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EDUC 421  (3-3-0)  Principles of Secondary Education: A comprehensive overview of the history and development of secondary education, the philosophy undergirding the knowledge base of the curriculum, and the influence of contemporary social forces in shaping the curriculum.
Prerequisite: Admission to teacher education and permission of instructor.
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EDUC 434  (3-3-0)  Current Issues and Trends in Early Childhood Education: This course is designed to provide 21st century Birth-Kindergarten teacher candidates with a global perspective of economic and social contexts that concern young children and their families in today's society.
Prerequisite: EDUC 308 And EDUC 350
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EDUC 464  (3-3-0)  Methods and Materials in Health and Physical Education: An introduction to activities, teaching strategies, materials, and resources applicable to the physical education of students in grades K-12.
Prerequisite: Admission to teacher education and permission of instructor.
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ELEM 320  (3-3-0)  Teaching Healthful Living in K-6: This course will provide 21st century K-6 teacher candidates with foundational knowledge and understanding of the need to develop and use healthful living choices. Teacher candidates will learn to make explicit connections to healthy choices that lead to the improvement of student learning, interpersonal and intrapersonal relationships, and overall quality of life.
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ELEM 335  (3-3-0)  Math for 21st Century K-6 Teaching Candidates: This course provides students with foundational knowledge and understanding of school mathematics. Content will include common mathematical knowledge, problem solving, reasoning and proof, number sense, numerical operations, spatial sense, patterns, relationships and functions, and algebraic thinking.
Prerequisite: Admission to Teacher Education
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ELEM 400  (6-6-0)  Teaching Communication Skills in K-6: This course is designed to give an introduction to the basics of reading instruction with emphasis on emergent reading, the initial stages of reading development, and primary and intermediate reading programs. Also, it is designed to encourage critical study of current practices, teaching methodologies, strategies, and resources for teaching language arts and visual arts in the elementary school. Course requirements include a practicum in a partner elementary school classroom.
Prerequisite: Admission to Teacher Education
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ELEM 401  (6-6-0)  Teaching Math and Science in K-6: In this course, K-6 teacher candidates develop their understanding of mathematical conventions and process skills as well as the principles of scientific inquiry. Emphasis is placed on the use of best practices that promote integrative teaching and inquiry based learning, such as problem solving, reasoning, communication, connection, representation, and debating issues involving science and technology from a global perspective.
Prerequisite: Admission to Teacher Education
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ELEM 402  (6-6-0)  Teaching Social Sciences, Humanities, and the Arts in K-6: This course enables K-6 teacher candidates to develop teaching approaches that help students to develop global literacy and critical thinking skills. The course focuses on the creation of interdisciplinary lessons and units that integrate the social sciences, humanities, and the arts in ways that enhance classroom instruction and student learning.
Prerequisite: Admission to Teacher Education
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ELEM 451  (3-3-0)  Classroom Management for Elementary Teachers: An introduction to the strategies for facilitating learning through effective classroom management, parent counseling, and guidance strategies for the elementary classroom. This course helps elementary pre-service and in-service teachers develop systematic strategies and techniques for effectively leading students to cooperate with the teacher and each other, and to be on task and engaged in planned learning activities. An internship in an elementary school is required.
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ELEM 471  (12-12-0)  Elementary Teacher Internship: An internship in the public schools providing prospective elementary education professionals with opportunities to observe professionals in the classroom, to plan and deliver instruction under supervision, to participate in professional development activities, and to engage in other activities expected of regular in-service teachers.
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ELEM 491  (2-2-0)  Professional Seminar: A series of seminars on selected teacher education topics, to include teaching strategies, knowledge, skills, abilities, and documentation needed for the initial teaching year, and preparation for the assessments required for North Carolina licensure.
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READ 316  (3-3-0)  Corrective and Remedial Reading: A course in the prevention, diagnosis, and correction of reading difficulties.
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READ 320  (3-3-0)  Teaching Reading in the Content Areas: A study of methods, materials, classroom procedures, and evaluation techniques for facilitating reading in the content areas in middle and secondary schools. (Fall, Spring, Summer)
Prerequisite: Admission to teacher education and permission of instructor.
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READ 370  (3-3-0)  Linguistics and Reading: This course focuses on the purposes of literacy instruction, which includes helping children develop their oral language skills, and describing how reading and writing develop. Emphasis is placed on providing a wide variety of activities for preschoolers to stimulate language development and literacy. Assessing children's progress in literacy is also addressed.
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READ 380  (3-3-0)  Practicum in Teaching Reading to Adult Non-Readers: A practical course in assessing the reading needs of adult non-readers and in designing remedial programs to address reading deficiencies.
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READ 390  (3-3-0)  Methods and Materials in Teaching Reading: A study of reading problems, materials, methods, and instructional media basic to the effective teaching of reading.
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READ 400  (3-3-0)  Practicum in the Correction of Reading and Related Disorders: A clinical experience in diagnosing reading problems and deficiencies of disabled readers, with emphasis on methods of assessing disabled readers, writing reports and lesson plans according to assessed needs, and tutoring.
Prerequisite: READ 390
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READ 422  (3-3-0)  Teaching Reading to Culturally Diverse Children: An examination of materials and approaches for teaching reading effectively in a multicultural setting.
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READ 441  (3-3-0)  The Psychology of Reading: A study of learning theories related to the process of reading, with emphasis on language development, including linguistic, cognitive, perceptual, and sensory aspects, and the relationship of language development to reading growth and development.
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READ 490  (3-3-0)  Seminar in Reading: Analyses of problems, issues, and trends in reading education.
Prerequisite: READ 320
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