| source City University of New York (X) |
level |
department Education (X) |
This course will feature those early childhood educational activities that parents can develop at home to provide forms of intellectual and language stimulation in a relaxed atmosphere of supportive nurturance and love.
Score: 7.475733 Details | Listing | Web page
A course designed to facilitate home-school relationships for parents and teachers. Utilizes dual perspectives of teachers and parents of children in elementary schools for developmental analysis of and insights into the school as an institution; the problems and attitudes that affect relationships, roles, communications, and collaborative patterns are examined.
Score: 7.475733 Details | Listing | Web page
This course parallels EDU 1009, Parent Education for the Elementary Years. It is a course designed to prepare the student for the task of parenting teenagers. This course examines factors that are central to a teenager's life: high school and his/her physical, intellectual, social, and emotional development. Areas of potential conflict are examined with the goal of developing strategies for dealing with each.
Score: 7.475733 Details | Listing | Web page
Explores the challenges of teaching in urban settings and the skills, knowledge, understandings, and attitudes necessary for successful teaching within the cultural, social, and economic milieus of urban life.
Score: 7.475733 Details | Listing | Web page
An intensive study of the principles of human development from birth to young adulthood with special emphasis upon the education and psychological-engineering techniques derived from such principles.
Score: 7.475733 Details | Listing | Web page
Assigned and supervised field experience related to the study of education. Assignment will be in school and community agencies. Conferences required.
Score: 7.475733 Details | Listing | Web page
Assigned and supervised field experience related to the study of development, learning, and adjustment. Assignment will be in schools or in agencies connected with schools. Conferences required.
Score: 7.475733 Details | Listing | Web page
This course will examine all aspects of the teaching and learning processes: learning theory from a behaviorist, cognitivist, psychodynamic, and humanistic point of view; the practical applications of theory and research, with particular regard to motivation, management, and teaching objectives; measurement and evaluation and the concept of intelligence and the controversies surrounding it; group dynamics; language acquisition and bilingualism and their impact on the learning processes; current theory and research on the role of culture, gender, and race; and the use of computers and videodiscs in the classroom.
Score: 7.475733 Details | Listing | Web page
Considers selected ideas underlying current practice in American education. Emphasis will be placed on the foundations that have shaped modern American education.
Score: 7.475733 Details | Listing | Web page
This course presents literacy (reading, writing, listening, and speaking) development and instruction within a whole language philosophy. The interaction between the nature of the reader, the nature of the material read, and the instructional methodology is examined. This includes teaching literacy to children who may be learning English as a second language and who may be learning disabled. The value of multicultural children's literature in relation to literacy instruction is also emphasized.
Score: 7.475733 Details | Listing | Web page
The student will learn basic concepts of special education, emphasizing recognition of the characteristics and needs of exceptional children, and adaptation of methods and materials to meet these needs. Required field work placements will be made in selected settings.
Score: 7.475733 Details | Listing | Web page
Examines the sources, diagnosis, and remediation of reading difficulties in the context of the teacher's subject matter specialization.
Score: 7.475733 Details | Listing | Web page
The introduction of classroom teaching skills such as lesson planning, developing performance objective, diagnosis and prescription, and evaluation techniques.
Score: 7.475733 Details | Listing | Web page
The introduction of classroom teaching skills, such as lesson planning, developing performance objectives, diagnosis and prescriptions, and evaluation techniques in the variety of curriculum areas, adapted to the special needs of children in special education settings.
Score: 7.475733 Details | Listing | Web page
In their advanced field work settings, students will be concentrating on the study of instructional methods and materials related to the education of students in special education and bilingual special education settings. Students will learn to design and implement individualized educational programs in their field settings. Visits to a variety of facilities for persons with special needs will provide a basis for skill development in special education and bilingual special education methodology and strategies.
Score: 7.475733 Details | Listing | Web page
A course designed to help students develop competencies in basic skills appropriate to instruction at the secondary level. These will include skills in planning, presentation, evaluation, and interpersonal relations. An integral part of the course will be microteaching practice in these skills. Each student also tutors high school students in his subject area for two hours a week.
Score: 7.475733 Details | Listing | Web page
Prospective teachers are introduced to classroom teaching skills in the early childhood and elementary curriculum. The knowledge and skills acquired will be applied to selected content areas on site in early childhood and elementary school settings.
Score: 7.475733 Details | Listing | Web page
This course is for students who have not selected the humanities as an area of concentration. The purpose is to demonstrate the implementation of an integrated language arts approach utilizing the humanities to teach concepts required in elementary and early childhood curricula.
Score: 7.475733 Details | Listing | Web page
This course is for students who have not selected mathematics/computer science as a concentration. It enhances their understanding of the powerful ideas of mathematics. Prospective teachers review elementary school mathematics curricula and consider a variety of instructional techniques and how best to apply them to different concepts and topics. Presentation of motivating topics and hands-on activities that engage children's interest as well as interdisciplinary connections are kept in sharp focus. Students explore the development of children's mathematical thinking and thought processes.
Score: 7.475733 Details | Listing | Web page
This course is one of the required courses for the students who have not chosen the natural sciences as an area of concentration. It is a response to the belief that prospective teachers should have a strong knowledge base in the arts and sciences and that knowledge in the natural sciences be achieved. The focus of this course is the integration of the scientific process and fact and then transfer of this knowledge to young children.
Score: 7.475733 Details | Listing | Web page
This course is for students who have not chosen the social sciences as an area of concentration. It addresses the needs of students to understand the knowledge, skills, and attitudes necessary for effective teaching and learning in the social studies. The prospective teacher learns to examine critically the social concepts, skills, and practices that make up the early childhood and elementary school social studies curricula.
Score: 7.475733 Details | Listing | Web page
Instruction in the K-6 content areas integrated with the student teaching experience. The student teaching experience consists of 225 hours of supervised teaching in grades K-6, including 40 hours in the teaching of reading. The prospective teacher is supervised by public school personnel and College faculty.
Score: 7.475733 Details | Listing | Web page
Instruction in the N-2 content areas integrated with the student teaching experience. The student teaching experience consists of 225 hours of supervised student teaching in grades N-2, including 40 hours in the teaching of reading. The prospective teacher is supervised by public school personnel and College faculty.
Score: 7.475733 Details | Listing | Web page
Instruction in additional K-6 content areas integrated with the student teaching experience. The student teaching experience consists of 225 hours of supervised teaching in grades K-6, including 40 hours in the teaching of reading. The prospective teacher is supervised by public school and College faculty.
Score: 7.475733 Details | Listing | Web page
Instruction in additional N-2 content areas integrated with the student teaching experience. The student teaching experience consists of 225 hours of supervised teaching in grades N-2, including 40 hours in the teaching of reading. The prospective teacher is supervised by public school and College faculty.
Score: 7.475733 Details | Listing | Web page
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