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| EDTE 101 Foundations of American Educ |
3.00 credits |
|
 |
This course provides an overview of the teaching profession. It is designed as an exploration of teaching as a career choice, serving as an introduction to various philosophical positions regarding education, the laws that affect students and teachers, the global and historical background of our current educational systems, and the issues concerned with recognizing, accepting, and affirming diversity. This course should be taken concurrently with EDTE 10l. |
| |
|
| EDTE 101L Teacher Cert Orientation |
.00 credits |
|
|
Teacher candidates have an opportunity to learn about the professional requirements needed to become an effective educator. Successful completion of this lab course is prerequisite for admission to the Teacher Education program and further advancement through other EDTE classes. This course should be taken concurrently with EDTE 101. |
| |
|
| EDTE 201 Learning Theories |
3.00 credits |
|
|
This course is designed to introduce the undergraduate teacher candidate to theories of learning. The contributions of behaviorism, humanistic psychology, and cognitive psychology will be examined in order to give a basis for critically analyzing how and why human development and growth occur in the teaching/learning act. Based on the dynamics of respect for individual differences within the learning community, prior learning, and authentic scholarly exploration of historical and current literature, student teacher candidates will be able to articulate, develop, and seek alternatives to their theories-in-use. |
| |
| Prerequisite:
|
EDTE 101L Minimum Grade: S |
|
|
|
| EDTE 221E Elem Dif Instruct & Assess |
3.00 credits |
|
|
This course is designed to develop teacher candidate competencies and strategies for successful teaching across the content areas and with a wide range of student learning at the elementary level. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds. This course must be taken concurrently with EDTE 221L. |
| |
| Prerequisite:
|
EDTE 101 Minimum Grade: D
and EDTE 101L Minimum Grade: S |
| Concurrent:
|
EDTE 221L |
|
|
|
| EDTE 221L Field Experience I |
1.00 credit |
|
|
This is a lab course to be taken concurrently with EDTE 221E or 221S and may be taken concurrently or after EDTE 201. Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the teacher candidate to focus and integrate learning by observing, reflecting, and analyzing instructional events in the school site. The course will enable teacher candidates to observe and participate in instructional decision-making, strategies for differentiation, and various assessment models. Teacher candidates are required to complete a Field Experience Request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. This course must be taken concurrently with EDTE 221E or EDTE 221S. |
| |
| Prerequisite:
|
EDTE 101 Minimum Grade: D
and EDTE 101L Minimum Grade: S
and (EDTE 221E Minimum Grade: D
or EDTE 221S Minimum Grade: D) |
|
|
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| EDTE 221S Sec Diff Instruct & Assess |
3.00 credits |
|
|
This course is designed to integrate the planning, implementation, and assessment of instruction across content areas at the secondary level with a special emphasis on diversity. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds. This course must be taken concurrently with EDTE 221L. |
| |
| Prerequisite:
|
EDTE 101 Minimum Grade: D
and EDTE 101L Minimum Grade: S |
| Concurrent:
|
EDTE 221L |
|
|
|
| EDTE 231 Instruct Meth:Rdg/Wrtg/Comm I |
3.00 credits |
|
|
The primary purpose of this course is to provide understanding and opportunities for teacher candidates to understand theoretical constructs related to reading, writing, and communication in classroom curriculum. Teacher candidates will develop pedagogy from an analysis of the processes of natural learning, language acquisition, multiple intelligence, and learning styles. This knowledge will become the framework for instructional methodology for reading, writing, and communication skills. |
| |
|
| EDTE 241 Teaching in the Middle School |
3.00 credits |
|
|
The purpose of this course is to help the prospective middle level/secondary teacher develop in-depth knowledge and understanding of early adolescents. The developmental characteristics and needs of adolescents provide a framework for this course. |
| |
| Prerequisite:
|
EDTE 101L Minimum Grade: D |
|
|
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| EDTE 301L Field Experience II |
1.00 credit |
|
|
This is a lab course to be taken concurrently with EDTE 331. Teacher candidates will have the opportunity to explore first-hand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable the teacher candidate to observe and participate in instructional decision making, strategies for differentiation, and various assessment modes. Teacher candidates are required to complete a Field Experience request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. |
| |
| Prerequisite:
|
(EDTE 221E Minimum Grade: C
or EDTE 221S Minimum Grade: C)
and EDTE 221L Minimum Grade: D |
| Concurrent:
|
EDTE 331 |
|
|
|
| EDTE 303 Elementary Meth: Math |
3.00 credits |
|
|
The primary purpose of this course is for teacher candidates to develop knowledge of mathematics, techniques for instruction and assessment in mathematics, as well as skill in the use and integration of technology in meeting the needs of all learners in the general education classroom. Teacher candidates will develop and implement instructional plans, within the framework of the EALRs and WASL, that will include a variety of strategies for large and small group instruction as well as individualized learning. Assessment skills will emphasize performance-based and developmental assessments. Fall |
| |
|
| EDTE 304 Concepts in Science |
3.00 credits |
|
|
This course presents earth, physical, and space science concepts for non-science majors. |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C |
|
|
|
| EDTE 331 Instruct Meth:Rdg/Wrtg/Comm II |
3.00 credits |
|
|
The purpose of this course is twofold: one, to prepare teacher candidates to create appropriate lesson plans for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and second, to become aware of available literary resources, including technology for thematic teaching. An emphasis of this course will be the compatibility of methods of instruction and assessment with regard to the EALRs and WASL. Spring |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C |
| Concurrent:
|
EDTE 301L |
|
|
|
| EDTE 390 Directed Study |
1.00 - 4.00 credits |
|
|
Topic to be decided by faculty. |
| |
|
| EDTE 400 Elementary Methods: Music |
1.00 credit |
|
|
This course presents theories and techniques appropriate to teaching Music in the elementary school. |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C
EDTE 231 Minimum Grade: C |
|
|
|
| EDTE 401L Field Experience III |
1.00 credit |
|
|
This is a lab course to be taken concurrently with EDTE 404. Teacher candidates will have the opportunity to explore first-hand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable teacher candidate to observe and participate in instructional decision-making, strategies for differentiation, and various assessment modes. Teacher candidates are required to complete a Field Experience request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C |
|
|
|
| EDTE 402 Elementary Methods:Social Stdy |
3.00 credits |
|
|
This course presents theories and techniques appropriate to teaching Social Studies in the elementary school. |
| |
|
| EDTE 403 Elementary Methods: Art |
1.00 credit |
|
|
Theories and techniques appropriate for teaching Art in the elementary school. |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C |
|
|
|
| EDTE 404 Elementary Methods: Science |
3.00 credits |
|
|
This course presents theories and techniques appropriate to teaching science in the elementary school. |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C
and EDTE 304 Minimum Grade: D
and BIOL 222 Minimum Grade: D |
| Concurrent:
|
EDTE 401L |
| Equivalent:
|
PHYS 100L - OK if taken since Fall 1996 |
|
|
|
| EDTE 418 Reading & Writing Across Curr |
3.00 credits |
|
|
This course presents the theory and practice for developing inter-disciplinary literacy in secondary classrooms, including the structure and development of language and its effective expression in specific disciplines. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
|
|
|
| EDTE 454D Secondary Meth- Theater Arts |
3.00 credits |
|
|
|
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
| Concurrent:
|
EDTE 454L |
|
|
|
| EDTE 454E Secondary Methods-English |
3.00 credits |
|
|
See 454L. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
| Concurrent:
|
EDTE 454L |
|
|
|
| EDTE 454F Secondary Methods-Social Study |
3.00 credits |
|
|
See 454L. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
| Concurrent:
|
EDTE 454L |
|
|
|
| EDTE 454L Secondary Field Experience II |
2.00 credits |
|
|
This is a lab course must be taken concurrently with EDTE 454D-T. Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. This course will enable teacher candidates to observe and participate in instructional decision-making, strategies for differentiation, and various assessment models. Teacher candidates are required complete a Field Experience request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
|
|
|
| EDTE 454M Secondary Methods-Math |
3.00 credits |
|
|
See 454L. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
| Concurrent:
|
EDTE 454L |
|
|
|
| EDTE 454S Secondary Methods-Science |
3.00 credits |
|
|
See 454L. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
| Concurrent:
|
EDTE 454L |
|
|
|
| EDTE 454T Secondary Methods-World Lang |
3.00 credits |
|
|
See 454L. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
| Concurrent:
|
EDTE 454L |
| Equivalent:
|
MTSL 454 - Successful completion |
|
|
|
| EDTE 455L Fld Exp:Additional Endorsement |
1.00 credit |
|
|
This is a lab course to be taken concurrently with EDTE 454A-T which will accommodate teacher candidates who add-on an additional endorsement. Teacher candidates are required complete a Field Experience request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience |
| |
|
| EDTE 460E Clasrm Mgt & Comm Elem |
2.00 credits |
|
|
Teacher candidates are provided with strategies to manage the elementary classroom, create a motivating classroom climate, communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching. |
| |
| Prerequisite:
|
EDTE 231 Minimum Grade: C |
|
|
|
| EDTE 460S Classroom Management Sec |
3.00 credits |
|
|
Student teacher candidates are provided with strategies to manage the secondary classroom, create a motivating classroom climate, communicate with student teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations. |
| |
| Prerequisite:
|
EDTE 241 Minimum Grade: D |
|
|
|
| EDTE 461 Reading Diagnosis |
3.00 credits |
|
|
This course provides a wide range of reading assessment tools which are examined and applied to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed. This class incorporates field experience components. Spring |
| |
|
| EDTE 462 Child And Adol Literature |
3.00 credits |
|
|
This course surveys classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across the K-12 curriculum are presented. Fall |
| |
|
| EDTE 463 Reading In The Content Area |
3.00 credits |
|
|
The application of reading and writing strategies particularly suitable to content areas in the elementary grades K-8 is presented in this course. Strategies include use of readability assessments, schema theory, motivation techniques for reading, and study skills. Fall |
| |
|
| EDTE 464 Practicum-Reading |
1.00 credit |
|
|
This course creates and applies literacy instruction assessment strategies in K-12 classroom setting. A school location is arranged. 1 credit = 30 contact hours. |
| |
|
| EDTE 469 The Five Themes of Geography |
3.00 credits |
|
|
This course is an introduction to the five themes of geography, location, place, human environment interaction, movement, regions. This course fulfills the geography requirement for a Social Studies endorsement. Fall |
| |
|
| EDTE 490 Directed Reading |
1.00 - 4.00 credits |
|
|
Directed Reading requires completion of a form, and Department permission. |
| |
|
| EDTE 491 Directed Study |
1.00 - 3.00 credits |
|
|
Individualized study that is designed by the professor. Student teacher candidates follow a prescribed course outline. |
| |
|
| EDTE 492 Independent Study |
1.00 - 4.00 credits |
|
|
Individualized study that is designed by the student teacher candidate in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as resource. |
| |
|
| EDTE 494 Special Project |
1.00 - 6.00 credits |
|
|
Individualized study that is project-based. The study results in a practical application of educational theory. The project or a written report of the project is submitted to the professor for evaluation. |
| |
|
| EDTE 496E Elementary Student Teaching |
12.00 credits |
|
|
This is an intensive field experience in which the student teacher candidate assumes the full responsibility of an elementary teacher under the direction of a University supervisor and a co-operating teacher. Concurrent seminars are provided for student interaction, problem solving, certification requirements, and informational support. Prerequisite: Completion of all endorsement coursework and the Elementary WEST-E test must be taken prior to Student Teaching. |
| |
|
| EDTE 496S Secondary Student Teaching |
12.00 credits |
|
|
This is an intensive field experience in which the Student candidate assumes the full responsibility of a secondary teacher under the direction of a University supervisor and a co-operating teacher. Concurrent seminars are provided for student interaction, problem solving, certification requirements, and informational support. Prerequisite: Completion of all endorsement coursework and the West-E endorsement test taken prior to Student Teaching. |
| |
|
| EDTE 505 Field Experience I |
1.00 credit |
|
|
Graduate students engage in a minimum of 30 hours of classroom observation and application associated with the EDTE 511 Foundations course. This experience exposes students to contemporary educational methods and assists in identifying appropriate pedagogical practices. Teacher candidates are required to submit a placement request prior to taking this course. |
| |
|
| EDTE 506 Field Experience II |
1.00 credit |
|
|
Graduate students engage in a minimum of 30 hours of classroom observation and application associated with the methods courses. This experience exposes students to contemporary educational methods and assists in identifying appropriate pedagogical practices. Teacher candidates are required to submit a placement request prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. Attendance at a Student Teaching Application meeting is required at the beginning of this course. |
| |
| Prerequisite:
|
EDTE 505 Minimum Grade: C |
|
|
|
| EDTE 507 Field Experience III |
1.00 credit |
|
|
Graduate students engage in a third field experience of observation and application associated with the courses taken concurrently and assists in identifying appropriate pedagogical and managerial practices This experience exposes students to contemporary educational methods and assist in identifying issues and methods for research Teacher candidates are required to submit a placement request prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. |
| |
| Prerequisite:
|
EDTE 506 Minimum Grade: C |
|
|
|
| EDTE 509 Math And Science Methods |
3.00 credits |
|
|
This course is designed to engage student teacher candidates in the process of building integrated science and mathematics units of study for students in grades K-8. It takes into consideration knowledge of child development, learning theories, and methods in instruction as well as relevant concepts and skills pertaining to mathematics and science. |
| |
|
| EDTE 511 Instructional Foundations |
3.00 credits |
|
|
This course examines the philosophical foundations of learning, intelligence, and instruction in the context of culturally diverse populations.The course also addresses issues and needs pertaining to contemporary American society from both ethical and legal perspectives. |
| |
|
| EDTE 512E Elem Diff Instr & Assmnt |
3.00 credits |
|
|
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms. |
| |
|
| EDTE 512S Sec Diff Instr & Assmnt |
3.00 credits |
|
|
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms. |
| |
|
| EDTE 518 Reading-Writing Across Curr |
3.00 credits |
|
|
This course presents the theory and practice for developing interdisciplinary literacy including the structure and development of language and its effective expression in specific disciplines are presented in this course. |
| |
|
| EDTE 520 Teaching in the Middle School |
3.00 credits |
|
|
The purpose of this course is to provide the opportunity for secondary education candidates to learn about the unique developmental characteristics of middle level students. Additionally, the course is designed to expose candidates to the unique structures and formats of middle schools. |
| |
|
| EDTE 531 Inst Meth:Rdg/Wrtg/Comm II |
3.00 credits |
|
|
The purpose of this course is twofold: one, to prepare teachers to create appropriate methods for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and, second, to become aware of available literary resources, including technology for thematic teaching. |
| |
|
| EDTE 537 Integrated Instruction |
3.00 credits |
|
|
Students will become proficient- in creating appropriate opportunities for children to engage in a meaningful way with authentic literature through a variety of methods. Students will develop an integrated curriculum for classroom implementation at a designated grade level which appeals to different learning styles and is compatible with state mandates. This integrated curriculum will be in a thematic format which will connect the content areas through the fine arts and the Language arts. |
| |
|
| EDTE 540 Fndn of Reading And Language |
3.00 credits |
|
|
Through the examination of theories and practices supporting reading and language arts instruction in K-8 schools, students develop referenced rationale for the development of instructional practices in reading development, writing, grammar, and spelling. Practical approaches to assessment are addressed. |
| |
|
| EDTE 550 Social Studies Methods |
3.00 credits |
|
|
Theories and techniques for developmentally appropriate units of study in the K-8 social sciences researched and evaluated. Teaching strategies addressing the broad range of social science concepts such as unit planning, map making, interviewing, historical research, and global education are developed. A process approach for developing critical thinking skills and problem solving is emphasized. |
| |
|
| EDTE 554 Discipline Specific Methods |
3.00 credits |
|
|
Students will become proficient- in creating appropriate opportunities for children to engage in a meaningful way with authentic literature through a variety of methods. Students will develop an integrated curriculum for classroom implementation at a designated grade level which appeals to different learning styles and is compatible with state mandates. This integrated curriculum will be in a thematic format which will connect the content areas through the fine arts and the Language arts. |
| |
|
| EDTE 554E Secondary Methods-English |
3.00 credits |
|
|
See EDTE 554A. |
| |
|
| EDTE 554F Secondary Methods-Social Study |
3.00 credits |
|
|
See EDTE 554A. |
| |
|
| EDTE 554M Secondary Methods-Math |
3.00 credits |
|
|
See EDTE 554A. |
| |
|
| EDTE 554S Secondary Methods-Science |
3.00 credits |
|
|
See EDTE 554A. |
| |
|
| EDTE 554T Secondary Methods-World Lang |
3.00 credits |
|
|
See EDTE 554A. |
| |
|
| EDTE 555E Clssrm Env:El Mgmt, Proc & Rtn |
3.00 credits |
|
|
The contributions of foundational theories and application models are critically analyzed with a view toward the development of a personal, comprehensive system of classroom leadership in the elementary school setting, including preventive classroom management, instructional approaches, corrective measures and communication with other professionals and parents. The teacher as leader is the primary metaphor and requires students to investigate the role of power and communication in teaching. |
| |
|
| EDTE 555S Clssrm Env:Sec Mgmt, Proc &Rtn |
3.00 credits |
|
|
The contributions of foundational theories and application models are critically analyzed with a view toward the development of a personal, comprehensive system of classroom leadership in the secondary school setting, including preventive classroom management, instructional approaches, corrective measures and communication with other professionals and parents. The teacher as leader is the primary metaphor and requires students to investigate the role of power and communication in teaching. |
| |
|
| EDTE 561 Reading Diagnosis |
3.00 credits |
|
|
A wide range of reading assessment tools are examined and applied to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed. This class incorporates field experience components. |
| |
|
| EDTE 562 Child And Adol Literature |
3.00 credits |
|
|
Survey of classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across K-12 curriculum. |
| |
|
| EDTE 563 Reading In The Content Area |
3.00 credits |
|
|
The application of reading and writing strategies particularly suitable to content areas in the elementary grades K-8 is presented in this course. Strategies include use of readability assessments, schema theory, motivation techniques for reading, and study skills. |
| |
|
| EDTE 564 Practicum Reading |
1.00 - 4.00 credits |
|
|
This course creates and applies literacy instruction/ assessment strategies in a K-12 classroom setting. School location arranged. Practicum requires completion of a form, and Dept. permission and cannot be registered for via zagweb. |
| |
|
| EDTE 565 History of Read/Critical Lit |
3.00 credits |
|
|
This course is designed with an emphasis on the relationship of critical reading to critical thinking. An emphasis will be placed on the development of critical thinking skills with application in the interpretation, analysis, criticism and advocacy of ideas encountered in academic readings. Included in the course will be a background in the major theoretical approaches and changes in reading research. |
| |
|
| EDTE 566 Literacy & Engl Lang Learner |
3.00 credits |
|
|
This course provides literacy knowledge related to working with English as a Second Language learners. Teacher candidates and tutors will create classroom materials for K to adult learners to support their learning of literacy knowledge. Students will develop knowledge will translated into practical application through the creation of lesson plans, stories and tutoring. |
| |
| Equivalent:
|
MTSL 514 - OK if taken since Fall 2004 |
|
|
|
| EDTE 567 Teaching the Writing Process |
3.00 credits |
|
|
The purpose of this course is for students to understand children's writing development and to design and implement instructional strategies for teaching composition in an integrated Language Arts curriculum. |
| |
|
| EDTE 568 Psychology of Reading |
3.00 credits |
|
|
This course develops knowledge about the principles of learning and readiness, perception, psychological and physiological aspects of reading. |
| |
|
| EDTE 591 Directed Study |
1.00 - 3.00 credits |
|
|
Directed Study requires completion of a form, and Dept. permission and cannot be registered for via Voice Response Phone System. |
| |
|
| EDTE 592 Independent Study |
1.00 - 4.00 credits |
|
|
Independent Study requires completion of a form, and Dept. permission and cannot be registered for via Voice Response Phone System. |
| |
|
| EDTE 611 Continuing Thesis Education |
1.00 credit |
|
|
|
| |
|
| EDTE 622 Clinical Practicum |
4.00 credits |
|
|
This course involves one-to-one instructional sessions in literacy development. Appropriate diagnostic literacy assessment procedures are administered. The results are interpreted and used to plan and implement effective tutoring sessions. A total of 50 contact hours with children is required. |
| |
|
| EDTE 631 Ed Research Introducation |
1.00 credit |
|
|
This introduction to practitioner based research will lay the groundwork and expectation for a masters level publication to be completed by the end of the MIT program. Content to be introduced include: characteristics of practitioner research , applicable research terminology, qualitative and quantitative methodologies, topic selection, teacher-as-researcher skills and the literature review structure. |
| |
|
| EDTE 632 Ed Research and Assessment |
2.00 credits |
|
|
This course will reinforce research concepts and tasks introduced in 630A, with an emphasis on completing the literature review and finalizing the research topic. New content to include developing a research timeline, assessing student work samples, writing an analysis of instructional context/knowledge of students, practicing the skills of data interpretation and demonstrating an understanding of validity and reliability |
| |
|
| EDTE 633 Ed Research & Data Eval |
1.00 credit |
|
|
This seminar based individualized course will review major research components presented earlier: literature review, research topic, research timeline, date collection, data analysis and interpreting the data for informed decision making. Course contact time will be delivered in two cohort classes and additional candidate scheduled meetings to individualize the candidate research process. Data analysis and interpretation of the data methodologies will be emphasized. |
| |
|
| EDTE 689 Professional Seminar |
2.00 - 3.00 credits |
|
|
This seminar focuses on the final preparation and presentation of capstone curriculum project. It provides the opportunity for critical review by peers and professors. The Professional Seminar is the formal presentation of the completed Curriculum Project. Graduate students present their Curriculum Project before a committee of graduate faculty, peers, and members of the university community. Successful completion of the the Curriculum Project is required for granting of the MIT degree. |
| |
|
| EDTE 696A Student Teaching I -Elementary |
6.00 credits |
|
|
This is an intensive field-supervised teaching experience in which the student teacher assumes full responsibility of elementary classroom teaching under the direction of University supervisor and a master teacher. Graduate students demonstrate competency in instructional planning, implementation of teaching strategies, content delivery, student evaluation, parent communication, and day-to-day management. Successful completion of student teaching is required for granting of the MIT degree. |
| |
|
| EDTE 696B Student Teaching I -Secondary |
6.00 credits |
|
|
Application must be completed in conjunction with the application to EDTE 507. This is an intensive field-supervised teaching experience in which the student teacher assumes full responsibility of secondary classroom teaching under the direction of University supervisor and a master teacher. Graduate students demonstrate competency in instructional planning, implementation of teaching strategies, content delivery, student evaluation, parent communication, and day-to-day management. Successful completion of student teaching is required for granting of the MIT degree. |
| |
|
| EDTE 699 Comprehensive Oral Exam |
.00 credits |
|
|
Orals are the formal presentation of the completed major research project in its final written form. Graduate students present their research before a committee of graduate faculty, peers, and members of the university community. Students describe how their research extends the knowledge base of education in their field. Successful completion of the orals is required for granting of the MIT degree. |
| |
|
| EDTE 900 Workshop |
1.00 - 12.00 credits |
|
|
|
| |
|
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