| |
Dance |
| |
-
DA 332 - Costuming for Dance (3)
A practical approach to research, design, and construction of dance costumes.
|
| |
-
DA 390 - Special Topics in Dance (3)
An in-depth look at influential developments in the history of dance. Particular topic may change with each offering. Study abroad may sometimes be associated with this course. Permission of the Department Chair required for registration.
|
| |
-
DA 399 - Junior Practicum (1)
This practicum class further develops professional skills and personal artistic philosophy for the dance practitioner and artist. Required for all dance majors.
|
| |
-
DA 401 - Ballet Technique (audition required) (1-3)
Development of classical ballet technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
|
| |
-
DA 402 - Ballet Technique (audition required) (1-3)
Development of classical ballet technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
|
| |
-
DA 403 - Variations (audition required) (1)
Mastery of solos from the romantic ballet repertoire. May include pas de deux repertoire. Dance faculty placement or permission of department required.
|
| |
-
DA 404 - Variations (audition required) (1)
Mastery of solos from the classical ballet repertoire. May include pas de deux repertoire. Dance faculty placement or permission of department required.
|
| |
-
DA 405 - Modern Dance Technique (audition required) (1-3)
Development of modern dance technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
|
| |
-
DA 406 - Modern Dance Technique (audition required) (1-3)
Development of modern dance technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
|
| |
-
DA 409 - Teaching Practicum (2)
Continued experience in the studio through observing, demonstrating, and assisting professional teachers. Students will be required to assume all duties of the studio teacher for a minimum of four weeks while demonstrating competency in planning and materials, studio performance, and professional behavior. Prerequisite(s): DA 309
|
| |
-
DA 410 - Teaching Practicum (2)
Continued experience in the studio through observing, demonstrating, and assisting professional teachers. Students will be required to assume all duties of the studio teacher for a minimum of four weeks while demonstrating competency in planning and materials, studio performance, and professional behavior. Prerequisite(s): DA 409
|
| |
-
DA 420 - Choreography and Production (3)
Continued development of choreographic craft. Emphasis on creating fully-developed pieces with more sophisticated use of choreographic elements and forms, and attention to elements of production. Rehearsal time outside of class is required. Prerequisite(s): DA 319
|
| |
-
DA 426 - Dance Repertory III (.5)
Dancers learn repertory from various choreographers (faculty and guest) for performance. Dancers will be cast in a variety of roles depending on the repertory being taught. This course increases challenges and complexities of the dancers’ roles and requires more in-studio work time. Students will be expected to take leadership roles in the learning and rehearsal process. (.5 credit per semester. Repeatable for maximum of 2 credits.) Students must be enrolled in a minimum of one technique class as co-requisite for DA 426. Dance faculty placement or permission of department required.
|
| |
-
DA 490 - Senior Thesis (3)
This capstone course offers students a chance to select, define, research, and present under the guidance of a faculty mentor, a topic of appropriate depth and breadth that relates the students’ second area of study to dance. Prerequisite: senior standing as a dance major.
|
| |
-
DA 499 - Senior Seminar - Dance (1)
This practicum class provides capstone development of professional skills and completion of a personal artistic philosophy for the dance practitioner and artist. Required for all dance majors.
|
Education |
| |
-
ED 200 - Introduction to Teacher Education (3)
This course is designed to provide all students who wish to pursue a degree in Education and are enrolled in programs leading to initial teacher certification the basic information and resources for completing their course of study. The overall goal of the course is to provide students with the knowledge and skills needed to progress within the Teacher Education Program. Students will complete steps required for admission to Teacher Education and clinical placements as assignments; some assignments have a cost attached. Also, a one-day observation placement in a school is required during this course.
|
| |
-
ED 206 - Developmental Psychology (3)
Knowledge of the growth and development of the person from conception to adolescence are vital in effective teaching. The areas of physical, intellectual, social, emotional, and moral development are studied. Particular emphasis is given to foundational theories such as constructivism and behaviorism, and topics such as executive functioning, creativity, cultural diversity, motivation, discipline, and contextual factors in development. Practical applications of theory to practice, as well as global issues affecting children and families, are explored.
|
| |
-
ED 208 - School and Society * (3)
Prospective teachers should acquire a perspective into the origins of their discipline as well as a general understanding of education which should precede career decisions. The content of the course aids the students in acquiring concepts in the development and contemporary conditions of education and schools in the United States. The projects and activities promote the growth of students not only in the intellectual domain but also in the areas of social, emotional, and psychological development.
|
| |
-
ED 210 - Field Experience in Early Childhood Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 210 first, then ED 310, and ED 405. All students complete field placements spanning the chronological age range of early childhood certification. Placements in PreK or Kindergarten; grades 1, 2, or 3; and grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a combined total of 3 semester hours.
|
| |
-
ED 213 - History and Politics of Georgia (3)
History of the State of Georgia from its origins to present day with emphasis placed on political, social, and economic changes.
|
| |
-
ED 216 - Field Experience in Middle Grades (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 216 first, then ED 316, and ED 406. All students complete field placements spanning the chronological age range of middle grades certification. Placements in grade 8; grades 6 or 7; and grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a combined total of 3 semester hours.
|
| |
-
ED 243 - Classroom Writing and Speaking (3)
Required of all early childhood and middle grades majors, this course is not only designed to strengthen the oral and written skills of future teachers, but also to prepare them to become proficient teachers of speaking and writing for elementary;/middle level students. Students will also study the grammar characteristics of English in terms of how language functions. Corequisite(s): ED 200
|
| |
-
ED 250 - Introduction to Multicultural Education * (3)
This course is designed to provide an opportunity for students to study the existence of problems and the development of possible solutions for establishing and maintaining racial, ethnic, gender and cultural harmony within the early childhood and middle grades classroom. Emphasis is placed on variables that contribute to the development and maintenance of prejudice, stereotypes, racism, gender bias and oppressive conditions.
|
| |
-
ED 301 - Instructional Technology (3)
This is a three semester hour course designed for the pre-service teacher to provide familiarization with the use of the microcomputer, its software and the integration of technology into the instructional process. The course has a focus on creating teaching and learning environments that involve technology as an integral tool.
|
| |
-
ED 308 - Classroom Management (3)
This course introduces a variety of strategies in teaching and managing classroom behavior. Emphasis is placed on designing positive learning environments, and selecting and implementing behavior management strategies.
|
| |
-
ED 309 - Foundations in Arts Education (3)
This course provides students with an introduction to the history, purposes, and practice of dance, music, and visual arts instruction in schools. Topics in physical and cognitive learning development, planning and assessment strategies, learner diversity, classroom management, arts integration, standards, and instructional resources are addressed. Students also begin to form their personal arts teaching philosophy and professional relationships and affiliations. This is a placement embedded course; a 36-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 310 - Field Experience in Early Childhood Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 210 first, then ED 310, and ED 405. All students complete field placements spanning the chronological age range of early childhood certification. Placements in PreK or Kindergarten; grades 1, 2, or 3; and grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a combined total of 3 semester hours. Prerequisite(s): ED 210
|
| |
-
ED 311 - Effective Planning: Curr/Instr/Tech - ECE (3)
An introduction to basic lesson planning skills needed to provide a variety of teaching methods, media, materials and resources essential for supporting effective teaching practices in the pre-k through grade five classroom. Students will be guided in the preparation and presentation of a lesson plan that will serve as a foundation for completing lesson plans in the methods courses to follow. ED 311 should be taken early in the student’s program and before any methods courses
|
| |
-
ED 316 - Field Experience in Middle Grades (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 216 first, then ED 316, and ED 406. All students complete field placements spanning the chronological age range of middle grades certification. Placements in grade 8; grades 6 or 7; and grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a combined total of 3 semester hours. Prerequisite(s): ED 216
|
| |
-
ED 318 - Integrating Fine Arts Across the Curriculum (3)
The role of creative experiences in the living and learning of children is explored. Concepts and methods necessary for integrating the fine arts into the existing classroom curriculum to meet learner needs and enhance the learning environment are emphasized. The goal of this course is to understand the benefits of integrating the fine arts across the curriculum in order to provide learning experiences which will promote student engagement and learning.
|
| |
-
ED 321 - Effective Planning: Curr/Instr/Tech - MG (3)
An introduction to basic lesson planning skills needed to provide a variety of teaching method, media, materials and resources essential for supporting effective teaching practices in the grades four through eight classroom Students will be guided in the preparation and presentation of a lesson plan that will serve as a foundation for completing lesson plans in the methods courses to follow. ED 321 should be taken early in the student’s program and before any methods courses.
|
| |
-
ED 328 - Legal and Ethical Issues in Education (3)
Legal Issues and Ethics in Education is a survey of the legal bases for education; rights and responsibilities of school board members, administrators, teachers, students and parents; and due process. Topics include the Georgia Code of Ethics for educators, teacher liability, labor law, tenure, dismissal and employment discrimination.
|
| |
-
ED 339 - Foundations and Cultural Issues for Teaching ESOL (3)
This course focuses on the particular needs of K-12 teachers and other professionals, including: historical and legal background of bilingual and ESOL education, literacy development, content-based instruction, and assessment to address the needs of English learners. The course will also explore concepts, principles, theories, and research for creating a culturally responsive environment. Note(s) Must be admitted to teacher education.
|
| |
-
ED 342 - Children’s Literature (3)
Focus on criteria for selecting children’s literature, an historical survey of children’s literature, study of outstanding literary and art styles in children’s books, and winners of children’s book awards for excellence. Emphasis on reading children’s books in the different genres.
|
| |
-
ED 345 - Literacy Concepts (3)
This course provides candidates with the foundational knowledge and understandings for teaching reading and writing processes. Experiences, both theoretical and practical in nature, will enable the prospective teacher to demonstrate the knowledge base for teaching the major components reading. The most consistent research findings on the reading process, the role of the reading teacher, and on cognition and language as they emerge and contribute to the developmental process of reading will be addressed. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 311 or ED 321 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 348 - Language Acquisition and Development for Teaching ESOL (3)
This course examines language development and how English learners acquire language proficiency. Prospective ESOL teachers will demonstrate and understanding of language as a system and apply theories and research in language acquisition and development to support English learners. Prerequisite(s): ED 339
|
| |
-
ED 349 - Methods and Materials for Teaching ESOL (3)
This course focuses on the development of instructional methods and the selection of appropriate materials to support English learners in academic content areas. Prospective ESOL teachers will develop abilities to assess learners’ needs and language development and apply strategies for teaching reading, writing, speaking, and listening to English learners. This course contains a practicum component. Prerequisite(s): ED 339, ED 348
|
| |
-
ED 350 - Educational Assessment (3)
A course which focuses on a variety of methods of assessment. Emphasis is on the communication of formative and summative assessment results to learners, parents, colleagues and the community at large.
|
| |
-
ED 383 - Teaching Math - Early Childhood Education (3)
Developmental concepts of arithmetic and problem solving are emphasized. Focus on methods and materials for early childhood education. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): Liberal Education math requirement. MS 101 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 384 - Teaching Science - Early Childhood Education (3)
Methods of teaching science concepts, process skills and scientific attitudes are developed through direct experiences. An examination of the variety of methods, available resources and materials that are utilized for the teaching of science in the early childhood classroom are examined. Particular emphasis is placed on the constructivist approach to instruction, as well as interdisciplinary curricular development. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 385 - Teaching Social Studies - Early Childhood Education (3)
This course is designed to prepare teacher candidates to teach Social Studies in the Elementary grades. Concepts, attitudes and skills necessary for effective social studies teaching are emphasized. Attention is paid to developing instructional skills and identifying methods and materials appropriate to the developmental level of young children. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 393 - Teaching Math - Middle Grades (3)
Methods and materials for teaching math (grades 4 - 8): developmental concepts of arithmetic and problem solving. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): Liberal education math requirement. MS 101 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 394 - Teaching Science - Middle Grades (3)
Methods of teaching science concepts, process skills and scientific attitudes in the middle grades classroom are developed through direct experiences. An examination of the variety of methods, available resources and materials utilized for instruction are examined. Particular emphasis is placed on the constructivist approach to instruction, as well as interdisciplinary curricular development. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 395 - Teaching Social Studies - Middle Grades (3)
This course is designed to prepare teacher candidates to teach Social Studies in the Middle Grades. Concepts, attitudes and skills necessary for effective social studies teaching are emphasized. Attention is paid to developing instructional skills and identifying methods and materials appropriate to the developmental level of early adolescents. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 401 - Directed Independent Study (3)
Guided independent study or research in specially selected problem areas; open to qualified students only. Note(s) Departmental Approval Required.
|
| |
-
ED 405 - Field Experience in Early Childhood Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 210 first, then ED 310, and ED 405. All students complete field placements spanning the chronological age range of early childhood certification. Placements in PreK or Kindergarten; grades 1, 2, or 3; and grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a combined total of 3 semester hours. Prerequisite(s): ED 310
|
| |
-
ED 406 - Field Experience in Middle Grades (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 216 first, then ED 316, and ED 406. All students complete field placements spanning the chronological age range of middle grades certification. Placements in grade 8; grades 6 or 7; and grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a combined total of 3 semester hours. Prerequisite(s): ED 316
|
| |
-
ED 413 - Literacy Methodology (3)
This course recognizes the necessity of a reading teacher to possess definite competencies in the planning, teaching, and managing the processes of reading and writing instruction. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. These will enable the pre-service reading teacher to acquire and/or upgrade competencies needed. Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 345 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 415 - Applied Instruction (3)
This full-semester capstone course is designed to accompany and enhance the student teaching experience. It is designed to provide an opportunity to synthesize the student teaching experience and move the student teacher towards the world of teaching at a professional level. Meeting once a week, it offers information on certification, employment search processes, and educator ethics/dispositions while also providing an avenue to analyze, evaluate and discuss the student teaching experience. A portfolio is required.
|
| |
-
ED 418 - Reading and Writing for Adolescents (3)
This course examines the reading, writing, and thinking connection and strategies that can be used with adolescents. Fiction and nonfiction will be used to develop students’ reading comprehension and writing abilities. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. These will enable the pre-service reading teacher to acquire and/or upgrade competencies needed.
|
| |
-
ED 419 - Literacy Assessment and Diagnosis (3)
This course recognizes the necessity of a reading teacher to possess definite competencies in the planning, teaching, managing, and assessment processes of reading and writing instruction. In order to facilitate these competencies, this course will focus on appropriate assessment methods, diagnosis and instruction. Experiences both theoretical and practical in nature will enable the pre-service reading teacher to acquire and/or upgrade these competencies. Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 413 or ED 418, ED 345 or ED 421 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 420 - Teaching Language Arts-ECE (3)
Current approaches to language arts instruction, including instructional strategies, skills to be taught, and activities and materials. Emphasis is on an integrated language arts program incorporating oral and written language skill areas. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 421 - Content Reading (3)
This course is designed to explore the problems of developing critical reading ability in a variety of curricular fields. The primary focus is on building and reinforcing students’ concepts of reading as an active process across all reading strands and all disciplines. Prerequisite(s): ED 413 or ED 418
|
| |
-
ED 429 - Student Teaching ECE (9)
A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take ED415 Applied Instruction during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Prerequisite(s): ED 415 and all professional core and methods courses. Note(s) Must have completed all professional core and methods courses. Taught on a pass/fail basis.
|
| |
-
ED 429A - Student Teaching-ECE (3)
A full-time, ten week experience in a public school classroom. Guidance and direction will be provided by the classroom teacher, with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 16 week semester and immediately follows ED 415 Applied Instruction. Prerequisites: ED 415 and all professional core and methods courses. Corequisite(s): ED 429B, ED 429C
|
| |
-
ED 429B - Student Teaching-ECE (3)
A full-time, ten week experience in a public school classroom. Guidance and direction will be provided by the classroom teacher, with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 16 week semester and immediately follows ED 415 Applied Instruction. Prerequisites: ED 415 and all professional core and methods courses. Corequisite(s): ED 429A, ED 429C
|
| |
-
ED 429C - Student Teaching-ECE (3)
A full-time, ten week experience in a public school classroom. Guidance and direction will be provided by the classroom teacher, with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 16 week semester and immediately follows ED 415 Applied Instruction. Prerequisites: ED 415 and all professional core and methods courses. Corequisite(s): ED 429A, ED 429B
|
| |
-
ED 440 - Teaching Language Arts - MG (3)
This Course focuses on current approaches to language arts instruction for grades 4-8, including methods, materials, instructional strategies and activities appropriate for the age group. Emphasis is on holistic integrated language instruction incorporating oral and written language skills across all strands and disciplines. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 449 - Student Teaching MG (9)
A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take ED415 Applied Instruction during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Prerequisite(s): ED 415 and all professional core and methods courses. Note(s) Must have completed all professional core and methods courses. Taught on a pass/fail basis.
|
| |
-
ED 450A - Internship in Teaching: ECE (3)
A year-long school experience designed to meet certification requirements for teaching students in early childhood settings. Students wishing to pursue an internship must be employed on a provisional teaching certificate.
|
| |
-
ED 450B - Internship in Teaching: ECE (3)
A year-long school experience designed to meet certification requirements for teaching students in early childhood settings. Students wishing to pursue an internship must be employed on a provisional teaching certificate.
|
| |
-
ED 460A - Internship in Teaching: MG (3)
A year-long school experience designed to meet certification requirements for teaching students in middle grades settings. Students wishing to pursue an internship must be employed on a Georgia Non-renewable Teaching certificate.
|
| |
-
ED 460B - Internship in Teaching: MG (3)
A year-long school experience designed to meet certification requirements for teaching students in middle grades settings. Students wishing to pursue an internship must be employed on a Georgia Non-renewable Teaching certificate.
|
| |
-
ED 471 - Practicum in Teaching (3 to 9)
This course is a continuation of the student teaching experience for students who were unable to meet competencies within the normal ten week period. Note(s) Departmental Approval Required.
|
| |
-
ED 481 - EdTPA Retake Decision-Making (1)
This course provides teacher education candidates (whose performance does not meet the performance standard for Georgia Certification) the support required to retake the edTPA by submitting only one task. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and/or assessment in support of student learning. A field placement is required.
|
| |
-
ED 482 - EdTPA Retake Decision-Making and Support (3)
This course provides teacher education candidates (whose performance does not meet the performance standard for Georgia Certification) the support required to retake the entire edTPA. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and/or assessment in support of student learning. A field placement is required.
|
| |
-
ED 500 - Introduction to Teacher Education (3)
Introduction to Teacher Education is designed to provide the initial, basic information and resources required to participate effectively in education course work to all students enrolled in programs leading to initial teacher licensure. The overall goal of the course is to provide students with the knowledge and skills needed to progress successfully within the teacher education program. Note(s) This course contains a field experience component.
|
| |
-
ED 581 - EdTPA Retake Decision-Making (1)
This courses provides teacher education candidates (whose performance does not meet the performance standards for Georgia Certification) the support required to retake the EdTPA by submitted only one task. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and or/or assessment in support of student learning. A field placement is required.
|
| |
-
ED 582 - EdTPA Retake Decision-Making and Support (3)
This courses provides teacher education candidates (whose performance does not meet the performance standards for Georgia Certification) the support required to retake the entire EdTPA. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and or/or assessment in support of student learning. A field placement is required
|
| |
-
ED 590A - Art Education Methods and Materials (3)
This course introduces the MAT candidate to theoretical and philosophical foundations, best practices, and current issues in K-12 teaching of the visual arts. Course emphases are on basic instructional planning and assessment strategies, media and safety standards, and the materials and resources essential for effective visual arts teaching. This course is required for the preparation of a degree and certification in Art Education at the Masters level.
|
| |
-
ED 590B - Music Education Methods and Materials (3)
This course focuses on methods and materials used to teach music in the schools. Candidates will examine and evaluate a variety of current approaches and instructional strategies of engaging students (P-12) to learn and perform music. The music pedagogies of Dalcroze, Kodaly, Orff and others will be examined with candidates developing their own eclectic approach to teaching music. The course also examines a variety of music resources made available to music educators through NAME (National Association for Music Education) and various music businesses that supply instructional materials for the purpose of teaching music.
|
| |
-
ED 590D - Theatre Education Methods and Materials (3)
This course offers an introduction to teaching drama and the practice of theatre on the middle and secondary level, with particular focus placed upon an understanding of the curricular and extracurricular aspects of the work of a teacher of theatre. Students will experience, explore and discuss various teaching strategies and curricular choices in course content and materials to form personal teaching methodologies, as well as developing a working knowledge of past and current trends in theatre education.
|
| |
-
ED 605 - Understanding & Managing Learners (3)
This course introduces the student to understand a study of child and/or adolescent development and how to design a positive learning environment based on the needs of the learners. Students will apply knowledge of the physical, cognitive and psychosocial development of children as they develop effective classroom management plans.
|
| |
-
ED 607 - Literacy Knowledge and Foundations (3)
This course provides candidates with the foundational knowledge and understandings for teaching reading and writing processes. Experiences, both theoretical and practical in nature, will enable the prospective or practicing teacher to demonstrate the knowledge base for teaching the major components reading at an advanced level. The most consistent research findings on the reading process, the role of the reading teacher, and on cognition and language as they emerge and contribute to the developmental process of reading will be addressed. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 500, ED 605, ED 612 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 608 - Literacy Methods and Materials (3)
This course focuses on the teacher’s competencies in planning, teaching, and managing the processes of reading and writing instruction. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. These will enable the pre-service or practicing reading teacher to acquire and/or upgrade competencies needed. Prerequisite(s): ED 607
|
| |
-
ED 609 - Reading and Writing Methods for Adolescents (3)
This course examines the reading, writing, and thinking connection and strategies that can be used with adolescents. Fiction and nonfiction will be used to develop students reading comprehension and writing abilities. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. These will enable the pre-service or practicing reading teacher to acquire and/or upgrade competencies at an advanced level. Prerequisite(s): ED 607 Note(s) Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department.
|
| |
-
ED 612 - Instructional Practices & Assessment (3)
An introduction to basic lesson planning skills needed to provide a variety of teaching methods, media, materials and resources essential for supporting effective teaching practices in the classroom. Students will also be introduced to methods of assessment in order to meet the varying challenges of accountability, standards based instruction, and state mandated testing. Students will identify school curriculum and testing trends, issues, and materials to support classroom instruction. The Georgia Professional Standards will be reviewed as a basis for public school instruction.
|
| |
-
ED 613 - Effective Management Strategies (3)
This course introduces the student to a variety of strategies in teaching and managing classroom behavior. Emphasis is place on designing positive learning environments, and selecting and implementing behavior management strategies.
|
| |
-
ED 614 - Content Applications (3)
Required for all candidates in the Masters of Arts in Teaching program, this course is designed to acquaint students with instructional strategies and philosophies for teaching in the content areas; to familiarize students with structures for use in the planning of daily and long term instruction; to give students opportunities to acquire strategies for integrating content knowledge with effective methods of instruction; and to provide students with pre-teaching experiences designed to build proficiency in teaching in the content areas. Prerequisite(s): ED 612
|
| |
-
ED 616 - Student Teaching: SEC/ECE (9)
A full-time ten week experience in a public school classroom or in a regionally accredited private school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 15 week semester. Prerequisites: all professional education coursework.
|
| |
-
ED 617 - Student Teaching: SEC/MG (9)
A full-time ten week experience in a public school classroom or in a regionally accredited private school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 15 week semester. Prerequisites: all professional education coursework.
|
| |
-
ED 618 - Student Teaching: SEC/HS (9)
A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take Clinical Experience Seminar during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Note(s) Must have completed all professional education coursework.
|
| |
-
ED 619 - Assessment for Literacy Instruction (3)
This course recognizes the necessity of a reading teacher to possess definite competencies in the planning, teaching, managing, and assessment processes of reading and writing instruction. In order to facilitate these competencies, this course will focus on appropriate assessment methods, diagnosis and instruction. Experiences both theoretical and practical in nature will enable the pre-service or practicing reading teacher to acquire and/or upgrade these competencies at an advanced level. Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 608 or ED 609 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 620 - Advanced Language Arts Methods - ECE (3)
This course focuses on current approaches to language arts instruction for grades pre-K-5 including content knowledge, curriculum design, instructional strategies appropriate for this age group, skills to be taught, activities, and materials. Emphasis is on holistic, integrated language arts instruction, incorporating the oral and written language skill areas. Note: A clinical component is required.
|
| |
-
ED 621 - Teaching for Understanding Science Concepts (3)
This course provides an in-depth integrated review of the concepts and concept schemes of life, physical, and earth and space sciences presented in the 4th-8th grade environment. Class activities will focus on the correlation of science concepts to the Georgia Performance Standards and Next Generation Science Standards. The course is designed around the 3 D Learning Model of incorporating Science and Engineering Practices and Crosscutting Concepts in discovering ways to teach NGSS/Georgia’s New Science Standards in the MG classroom.
|
| |
-
ED 623 - Advanced Math Methods - ECE (3)
Math methods, materials, content and activities for the young child are included. Note(s) Contains a practicum component.
|
| |
-
ED 624 - Advanced Science Methods - ECE (3)
Emphasis is placed on recent curricular developments and changes in the philosophical approaches to the teaching of science in the early childhood classroom. Student activities include the research of instructional and the creation of instructional materials incorporating current techniques for teaching science. Note(s) Contains a practicum component.
|
| |
-
ED 625 - Advanced Social Studies Methods - ECE (3)
This course moves the experienced teacher beyond the usual reliance upon textbooks found in the typical social studies classroom and into the level of teacher as lead instructor. Students in this course will explore innovative topics and instructional practices found in the social studies and will use them in their own classrooms to enhance learning. Note(s) Contains a practicum component.
|
| |
-
ED 630 - Computer Literacy in Education (3)
Designed for the in service teacher to develop skills in the use of the microcomputer. A non technical survey course in the effective and efficient use of computers as an instructional medium. The integration of computer software into the curriculum is stressed.
|
| |
-
ED 631 - Literacy for Teachers (3)
This course focuses on current approaches and strategies for language arts instruction for grades K-5; 4-8, All strands of language arts and children’s literature are included. Focus is placed on content necessary for a balanced literacy program. Instructional strategies appropriate for these age groups, skills to be taught, and activities and materials will be used. Emphasis is on holistic language instruction incorporating oral and written language skill areas and all strands of language arts as defined by the NCTE. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 607, ED 612, ED 608 or 609 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 632 - Social Studies for Teachers (3)
This is a social studies methods course that is designed to refine the instructional skills of teachers through content exploration. The course will focus on national and state standards for Early Childhood and Middle Grades as well as a variety of instructional approaches to social studies education. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 633 - Advanced Math Methods - MG (3)
Math methods, materials, content and activities for the middle grade learner are included. Note(s) Contains a practicum component.
|
| |
-
ED 634 - Advanced Science Methods - MG (3)
Emphasis is placed on the most recent curricular developments in the philosophical approaches to the teaching of science in the middle grades classroom. Student activities include the research of instructional strategies and the creation of instructional materials incorporating current techniques for teaching science. Note(s) Contains a practicum component.
|
| |
-
ED 635 - Advanced Social Studies Methods - MG (3)
This course moves the experienced teacher beyond the usual reliance upon textbooks found in the typical social studies classroom and into the level of teacher as lead instructor. Students in this course will explore innovative topics and instructional practices found in the social studies and will use them in their own classrooms to enhance learning. Note: Contains a practicum component.
|
| |
-
ED 638 - Trends & Issues In Social Studies - MG (3)
This course explores the content in the Social Science disciplines of political science, geography, history, and stereotypes of ethnic groups, anthropology and the uses of television and media in teaching children. Additionally, the course addresses the current trends and issues in social studies instruction. This course is not limited to these concepts but emphasizes content research and instructional design. An examination of the media and professional journals will support the study in the course.
|
| |
-
ED 639 - Foundations & Cultural Issues for Teaching ESOL (3)
This course explores concepts of culture and its relationship to teaching and learning in the classroom. Prospective ESOL teachers will examine major concepts, principles, theories, and research on culturally responsive learning environments and strategies for teaching English learners.
|
| |
-
ED 640 - Advanced Language Arts Methods - MG (3)
This course focuses on current approaches to language arts instruction for grades 4-8 including content knowledge, curriculum design, instructional strategies appropriate for this age group, skills to be taught, activities, and materials. Emphasis is on holistic, integrated language arts instruction, incorporating the oral and written language skill areas. Note: A clinical component is required.
|
| |
-
ED 642 - Language Acquisition for Teaching ESOL (3)
This course examines language development and how English learners acquire language proficiency. Prospective ESOL teachers will demonstrate an understanding of language as a system and apply theories and research in language acquisition and development to support English learners. Prerequisite(s): ED 639
|
| |
-
ED 643 - Reading in the Content Areas (3)
Since reading is the basis of and the vehicle for all curricular areas, it is critical that teachers be especially skilled in reading instruction as it relates to individual disciplines. This course enhances the teacher’s skills that deal with the nature of instruction in content areas and factors inherent in reading to learn. The course is designed to explore the problems of developing critical reading ability in a variety of curricular fields. The primary focus is on building and reinforcing students’ concepts of reading as an active process
|
| |
-
ED 645 - Content Methods - ECE (3)
Required for all candidates in the Masters of Arts in Teaching program, this course is designed to acquaint students with instructional strategies and philosophies for teaching in the content areas; to familiarize students with structures for use in the planning of daily and long term instruction; to give students opportunities to acquire strategies for integrating content knowledge with effective methods of instruction; and to provide students with pre-teaching experiences designed to build proficiency in teaching in the content areas. This course is taken the same semester as student teaching. Prerequisite(s): ED 612 Note(s) Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 15 |
Print this Page