It is a multipurpose foundation course designed to give an overview of teaching and learning. Requires 10 clock hours of field-based activity.

This 3 hr. course is designed to prepare potential teachers for the PRAXIS CORE Mathematics Exam that is necessary to be admitted into Teacher Education. Emphasis is placed on content specifications of the PRAXIS CORE Mathematics Exam, study skills and simulated examinations. Upon completion, candidates should be able to demonstrate an understanding of the content necessary for successful completion of the PRAXIS CORE Mathematics Exam.

This course is designed to prepare potential teachers for the PRAXIS CORE Reading Exam that is necessary to be admitted into Teacher Education. Emphasis is placed on content specifications of the PRAXIS CORE Reading Exam, study skills and simulated examinations. Upon completion, candidates should be able to demonstrate an understanding of the content necessary for successful completion of the PRAXIS CORE Reading Exam.

This course is designed to prepare potential teachers for the PRAXIS CORE Writing Exam that is necessary to be admitted into Teacher Education. Emphasis is placed on content specifications of the PRAXIS CORE Writing Exam, study skills and simulated examinations. Upon completion, candidates should be able to demonstrate an underwriting of the content necessary for successful completion of the PRAXIS CORE Writing Exam.

Designed to introduce the students to a variety of personnel certification programs and to assist in the preparation for assessment when appropriate (i.e., Child Development Associate [CDA] and National Association of Education for Young Children¿s Validation [NAEYC]). Includes an in-depth review of the functional areas providing the basis for competency goals as designated by validating agencies. (D)

A comprehensive study of the growth and development of the infant and toddler¿including physical environment, care and handling, immunizations and health care, toilet training, developmentally appropriate activities, and the special needs of infants and toddlers. (D)

Discuss the development of family structures and the various types and functions of families. Emphasizes basic communication skills and their application within the family; family values; and the caregiver¿s role in the family. (D)

The foundations for this course are the Professional Standards for Teaching Mathematics set forth by the National Council of Teachers of Mathematics and the Career and College Readiness Standards for Mathematics. This course centers on children's thinking in mathematics and classroom practices that support and develop children's thinking.

This course is designed to investigate curricula methods and materials for teaching nursery, kindergarten and primary children. This includes preparation, executive, and evaluation of materials and methods within the subject matter areas of mathematics, science, social science, music, art, and language arts. (F, S)

Instructional strategies of content and materials, and evaluation of child care procedures in programs designed for infants, toddlers, and pre-school children. (D)

Leadership styles, director-staff relationships, staff training, and goal setting are explored within the framework of developing lessons with appropriate developmental activities for young children. Construction of lesson plans, integration of yearly curriculum goals with weekly plans and evaluation of curriculum should be included. (D)

This course explores theories and various models of discipline that enhance student motivation, classroom management, and learning. Its focus is to develop an understanding of the needs of diverse student populations and creating an atmosphere for learning in the classroom. Emphasis will be placed on the development of a personal discipline system, learning environment creation and management, and parental involvement.

This course examines the importance of developing good relationships between parent, children and teachers during the early childhood and elementary years. The goal is to assist students to delineate nonblaming environments where dialogue and mutual planning can take place between families and school personnel.

This course is designed to provide comprehensive information on the nature and need of infants, toddlers, and pre-school children. Emphasis is placed on psychological, sociological, and physiological development and growth.

Application of psychological principles of student learning and achievement, teaching methods, and performance assessment.

This course is of the practical learning experiences engaged in a more intensified and concrete manner. These experiences occur in off-campus, school, and community situations where opportunity is given to the student to test theories of teaching and learning, to initiate and test ideas with children. With guidance and supervision, the student is also given the opportunity to develop the ability, initiative, and responsibility for planning, guiding, and evaluating the total child care program. (D)

This course is designed to prepare potential teachers for the PRAXIS Curriculum, Instruction and Assessment the Principles of Learning and Teaching exams tat are required for teacher certification. Emphasis is placed on content specifications of the PRAXIS CIA & PLT Exams, study skills and simulated examinations. Upon completion, candidates should be able to demonstrate an understanding of the content necessary for successful completion of the PRAXIS CIA & PLT Exams.

This course is concerned with the basic history, philosophy, theories, and principles underlying early childhood education. (D)

This course is designed to integrate research on effective teaching and learning with theory and practice. Candidates will develop an understanding of unit planning, traditional and authentic assessment, and how they are used to guide instructional practice. Additionally, candidates will be introduced to classroom management strategies and teaching routines through video analysis and rehearsal. Candidates will apply skills in unit planning, assessment, data analysis, and classroom management during a clinical experience parallel to each candidate's respective discipline.

(A¿Elementary Education, B¿Secondary Education). This course is a continuation of the practical learning experiences engaged in during the 401C course, but in a more intensified and concrete manner. These experiences occur in an off-campus school and community situations for twelve weeks where opportunity is given to the student teacher to test theories of teaching and learning, to initiate and test ideas with children. With guidance and supervision, the student teacher is also given the opportunity to develop the ability, initiative and responsibility for planning, guiding and evaluating the total program of the children with whom he/she is working.