Successfully complete the Comprehensive Examination. Communication Requirement 3 hours lecture This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process.
Communication Requirement 3 hours lecture This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process.
The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility.
Meets Gen Ed - Communication, Communication. Learning Theories 3 hours lecture Study of the learning process and its measurement as it applies in the classroom and non-school settings. Adolescence 3 hours lecture Students utilize developmental and ecological approaches to study physical, cognitive, and social development of adolescents years in terms of change within and differences between individuals.
Students also examine how family, peer, neighborhood, sociocultural factors, and politics can have an influence on adolescents. Successful completion of the Comprehensive Examination will result in a grade of P, unsuccessful students will receive a grade of NC.
Students who do not successfully complete the Comprehensive Examination will be required to register for this placeholder course in each term for which they plan to take the examination limited to three.
Advanced Educational Psychology 3 hours lecture A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course.
Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics.
Techniques of Reading Improvement in the Secondary School 3 hours lecture Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties.
Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa.
Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD May be repeated once for a maximum of 6.
Meeting the Needs of English Language Learners 1 hour lecture This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum.
Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners.
Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs.The Master of Arts in Teaching Program in Subject Area and Teacher of Students with Disabilities is a credit program designed to provide graduate students with a master's degree as well as dual certification: initial certification to teach in a subject area (P) and certification to teach students with disabilities in those settings.
Milosz escuela attheheels.com Uploaded by Joaquín s adopting of anecdotes as a constructive principle in his later poetry recalls a similar tendency in the type of Romanticism of which Wordsworth was the acknowledged master. The form of poetic epiphany that Miłosz preached and explored was certainly the forefront of such .
Provides an overview of research design and methods utilized in the social/behavioral sciences and public health. It introduces a ‘top-down,’ problem-oriented approach to question development, sample selection, design decisions, specific methods, data analysis.
This course examines contemporary Latin American poetry and changing poetic movements from the Avant-garde through to the Neo-romantic and Neo-baroque. direction of their choice (English>Spanish) in large conference settings, smaller scale corporate meetings, and more personalized The emphasis is on research-based .
The poetic tradition in Western culture traces its roots to the Mediterranean civilizations of the ancient world, and from the first, the devotional impulse has found expression in poetry.
appeared in , and was followed the next year by another book of poems. His friendship with William Wordsworth produced the collaborative work. The poetic tradition in Western culture traces its roots to the Mediterranean civilizations of the ancient world, and from the first, the devotional impulse has found expression in poetry.