Education Database Online

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

This seminar, taken concurrently with EDUC 6687 Demonstration Teaching: Early Childhood Education, allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the program of study into employment in the field as professional educators.

This course examines the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs—from child care centers to preschools and primary-grade classrooms—in order to provide the teacher candidate with a range of professional insights and opportunities regarding effective practice. With an emphasis on establishing developmentally appropriate and culturally responsive learning environments and on maintaining effective partnerships with families, this course serves to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision-making in diverse settings. This in-depth course reviews early childhood learning and developmental theory, as well as the knowledge needed to support and enhance the development and learning of all children from birth through age 3.

This course presents research-based methods for developing literacy (reading, writing, listening, speaking, viewing, and visually representing) in grades P–3. Teacher candidates will gain a historical perspective on teaching reading and explore various purposes and types of literacy assessments Strategies for creating an effective literacy environment and for working with parents and families will be addressed. Candidates will learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, candidates will plan and implement assessment-driven, developmentally appropriate classroom lessons in each of these areas, addressing the diverse needs of individual children.

Offering an in-depth look at infant and toddler growth and development, this course focuses on developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include: health and safety; early mental health; brain development; creative development; and fostering respectful and responsive adult-child relationships and family involvement. In addition, teacher candidates learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

Offering an in-depth look at the development and learning of preschoolers, this course focuses on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; promoting pro-social, anti-bias learning communities; and being responsive to and inclusive of children’s family members.

Using the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through Grade 3, this course explores instructional and assessment strategies to develop children’s conceptual understanding of mathematics, including the best use of materials and technology. The National Council of Teachers of Mathematics (NCTM) content and process standards are embedded in this course with an emphasis on real-world problem-solving.

This course focuses on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through Grade 3. The course focuses primarily on the content areas of science, social studies, and the arts, and emphasizes the importance of integrating literacy and mathematics in meaningful and relevant ways. Teachers will examine standards in various content areas, apply effective methods and strategies—including approaches to meeting diverse needs—to plan instruction in specific content areas and the arts, and develop ideas for integrating multiple content areas.

Demonstration Teaching Is The Culminating Experience In The Teacher Preparation Program And Is An Opportunity To Apply Knowledge And Skills And To Demonstrate Required Competencies. Demonstration Teaching Takes Place In Two Different Classroom Settings During The Semester. During Demonstration Teaching, Candidates Will Gradually Assume Complete Teaching Responsibility Of The Classroom, Gaining Real-world Experience And The Opportunity To Translate Theory Into Practice And To Learn From Doing. Teacher Candidates Will Work Closely With, And Are Evaluated By, Their University Supervisor And Classroom Cooperating Teacher. The First 5 Weeks Of Demonstration Teaching Run Concurrently With Educ 6686 Teaching Across The Content Areas, P–3. The Remainder Of Demonstration Teaching Runs Concurrently With Educ 6611 Seminar: Professional Ethics, Communication, And Collaboration: Early Childhood Education.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, as well as current issues, laws, attitudes, and conundrums. The course also examines current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.

All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.

Gathering And Interpreting Assessment Information To Inform Curriculum Strategies And/or Intervention Techniques And Resources Promotes Maximum Achievement For All Learners, Especially Those Who Have Learning Disabilities Or Emotional/behavioral Disorders. Key Topics Presented In This Course Include Problem-solving Models And Response To Intervention (rti) Approaches, As Well As Laws Related To Eligibility; Ethics And Parents’ Rights; Standardized And Informal Assessments; And Data Analysis. Upon Completion Of This Course, Candidates Will Have The Skills To Write An Individualized Educational Program (iep) Based On Diagnostic Tools. Guided Field Experience Will Allow The Candidate To Interview Experienced Teachers About Current Issues And Practices In Assessment And Intervention.

This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities.

Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education teacher candidate will develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.

This course provides an overview of research-validated academic and behavioral strategies demonstrated to be effective for students with emotional and behavioral disabilities. The special education teacher candidate will examine specific content areas and the means for integrating strategies across the disciplines. As candidates continue to synthesize and develop material and experience from previous coursework (e.g., IEP Case Study, Classroom Management Plan), they will be expected to apply skills developed in this course to construct appropriate activities for the Collaborative Lesson Plan.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

Demonstration Teaching Is The Culminating Experience In The Teacher Preparation Program And Is An Opportunity To Apply Knowledge And Skills And To Demonstrate Required Competencies. Demonstration Teaching Takes Place In Two Different Classroom Settings During The Semester. During Demonstration Teaching, Candidates Will Gradually Assume Complete Teaching Responsibility Of The Classroom, Gaining Real-world Experience And The Opportunity To Translate Theory Into Practice And To Learn From Doing. Teacher Candidates Will Work Closely With, And Are Evaluated By Their University Supervisor And Classroom Cooperating Teacher. The First 5 Weeks Of Demonstration Teaching Run Concurrently With Educ 6697 Instructional Strategies For Students With Learning Disabilities. The Remainder Of Demonstration Teaching Runs Concurrently With Educ 6609 Seminar: Professional Ethics, Communication, And Collaboration: Special Education.

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, as well as current issues, laws, attitudes, and conundrums. The course also examines current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.

All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.

Gathering And Interpreting Assessment Information To Inform Curriculum Strategies And/or Intervention Techniques And Resources Promotes Maximum Achievement For All Learners, Especially Those Who Have Learning Disabilities Or Emotional/behavioral Disorders. Key Topics Presented In This Course Include Problem-solving Models And Response To Intervention (rti) Approaches, As Well As Laws Related To Eligibility; Ethics And Parents’ Rights; Standardized And Informal Assessments; And Data Analysis. Upon Completion Of This Course, Candidates Will Have The Skills To Write An Individualized Educational Program (iep) Based On Diagnostic Tools. Guided Field Experience Will Allow The Candidate To Interview Experienced Teachers About Current Issues And Practices In Assessment And Intervention.

This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities.

Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education teacher candidate will develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.

Students with learning disabilities (LD) tend to have deficits in four main areas: working memory, strategy knowledge, vocabulary knowledge, and language coding. Deficits in these areas affect learning across the curriculum. Instruction for students with learning disabilities needs to support learning in ways that enhance and strengthen their abilities. Specialized instruction for students with learning disabilities should be individualized and responsive to student progress.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

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This course provides students with an overview of educational leadership and with an understanding of the issues in educational leadership positions. Students analyze the various styles of leadership and explore how leadership enhances an educational environment. Students examine information on collaborative processes and on how educational leaders can create high performing teams.

This course focuses on the role of the school principal as a catalyst for developing and for maintaining collaborations with families, business and community groups, and the media to support a school’s vision and programs. Candidates analyze the research on school and community relations and its implications for their particular school. They also examine ways of learning about the nature of community resources, interests, and needs; establishing reciprocal relationships; the use of conflict resolution and decision making tools; and ethical issues when working with families, business, community, and media groups. In addition, candidates plan a social action project that involves school, families, community, and the media.

This course provides candidates the opportunity to examine and to reflect upon equity, diversity, and access in education. In particular, the course focuses on the potential for contributions of students, families, teachers, and staff through equitable participation in school practices, programs, and curriculum. Candidates examine their personal beliefs, as well as issues regarding equity, diversity, and access, in the context of leadership.

This course examines principals’ responsibilities related to supervision of curriculum, instruction, and assessment. Principal candidates study the relationships among supervision, curriculum design, national and state standards, and effective instructional practice for diverse learners. Candidates also review the types of assessments that school leaders must be familiar with, the use of assessments to measure and support student achievement, the continuous school improvement model, and the development of school improvement plans. In addition, candidates participate in field experiences related to curriculum, instruction, and assessment.

This course provides an overview of various federal, state, non-profit, and private funding programs and grants. Candidates study the components and requirements of these programs, practice grant-writing skills, and participate in field experiences related to special programs administration.

This course examines human relations and organizational behavior concepts, strategies, and theories from the public, business, and educational sectors and applies them to the educational realm. The key processes of conflict resolution and organizational change are explored, along with how they influence educational organizations in the areas of leadership, communication, decision making, problem solving, diversity issues and educational change.

In this course, candidates study the processes for managing business functions and school facilities. Principal candidates study school budgeting and accounting procedures and examine issues regarding facilities management. Principal candidates also participate in field experiences related to business and facilities management.

This course examines the concepts and theories that form the foundation of public school finance in America such as taxation, revenue sources, legislative issues, risk management, and other associated school finance considerations. The practical application of these concepts and theories will be experienced in the development of district/school budget planning and development.

This course allows students to examine legal theory and practice in the context of the educational setting. The constitutional framework, court systems, legal issues, and their subsequent impact on schools are discussed, analyzed, and applied to current educational practices.

This course is designed to provide a practical overview of human resources management from a district and school perspective. The role of the human resources department and its influence on individual schools is discussed. Current practices of recruitment, selection, retention, collective bargaining, staff development, and evaluation of personnel and their legal implications are emphasized.

This course is designed to examine instructional supervision, organizational techniques, and other skills needed to manage and evaluate the instructional program. The course focuses on methods of staff supervision, curriculum development, data-driven instructional improvement, assessment, evaluation of instructional standards, and staff development. Students are expected to demonstrate that they can engage staff and community as they develop student standards and assessments, help staff evaluate learning, coach effective instruction, and promote a school climate for learning.

This course examines legal theory and practice in the context of the educational setting. The United States Constitution, federal and state court systems, legal issues, and their impact on schools are discussed, analyzed, and applied to current educational practices.

This course focuses on the responsibilities involved in human resources administration in education. Methods of recruitment, selection, induction, development, compensation, and appraisal are examined. In addition, the course analyzes strategic planning, employment continuity, employment justice including laws, policies and procedures, and unionism.

This course examines the roles and functions of the principalship and explores educational leadership. Research, theory, and systemic change are studied and integrated to develop principals who are collaborative instructional leaders for schools of the 21st century.

This course focuses on the use of assessments in K-12 education and in developing school improvement plans from a principal perspective. Candidates review the types of assessments that a school leader needs to be familiar with, and how a school leader can use assessment data to measure student achievement. Additionally, the model and processes of continuous school improvement are explored.

This course focuses on the principles of adult learning and andragogical theory. It addresses the history of adult learning, the characteristics of adult learners, key adult learning theories, and learning processes and styles. Additionally, the course investigates factors that influence adult education and training environments such as motivation, critical thinking skills, and ethics. Topics and Objectives History of Adult Learning Explore the history of adult learning. Explain the impact of federal mandates on adult education and training. Compare and contrast andragogy and pedagogy. Examine adult learning in a contemporary society. Purposes and Principles of Adult Education and Training Analyze the purposes of adult education and training. Examine the fundamental principles of adult learning. Identify the providers of adult education and training. Explore subject-matter categories of adult learning. Adult Development and Learning Examine the biological and psychological development of adult learners. Analyze the influences of sociocultural and integrative perspectives on development. Explore cognitive development in adulthood. Examine the notion of intelligence in reference to adult learners. Learning Process Explain memory and cognition. Analyze the adult learning process and experience. Examine key theories of learning. Learning Transactions with Adults Identify characteristics of adult learners. Analyze the impact of learning styles on adult learning. Examine ways to utilize andragogical techniques. Compare and contrast traditional and non-traditional instructional models. Adult Learning Environment Describe the characteristics of formal and informal adult education and training settings. Apply ethics to adult learning environments. Explore the application of critical thinking in the adult learning environment. Examine the motivation of adults in the learning environment. Describe the most common challenges in an education or in a training environment.

This course explores trends, issues, and innovative programs in adult education and training. It focuses on the demographics of adult learners and on the implications of diversity for instruction. Learners examine political, cultural, social, and ethical issues that impact adult education and training. The course also examines these issues within an historical context. Topics and Objectives Adult Education and Training as a Growth Industry Describe enrollment trends in various adult education and training settings. Examine the redefinition and implications of work environments, workplace productivity, personal well-being, and retirement on adult learning. Analyze the lack of standardization in adult education and training. Globalization of Adult Education and Training Describe the impact of globalization on adult education and training. Analyze the roles of educators and trainers in preparing learners to participate in a global world. Analyze instructional implications of globalization. Compare and contrast adult education and training opportunities in the United States with those of other countries. Adult Learners in a Contemporary Society Examine demographic trends and the impact of diversity on adult learners. Explore the implications of social change on adult learning opportunities. Public Policy and Economic Influences on Adult Education and Training Analyze the impact of public policy on adult education and training. Describe economic factors in adult education and training. Social Responsibility and Ethical Issues in Adult Education and Training Describe issues of social responsibility related to adult education and training. Analyze inequities impacting adult education and training. Analyze ethical issues related to adult education and training. Innovative Programs in Adult Education and Training Analyze innovative programs in adult education and training and how they reflect the theory of andragogy. Describe the challenges of innovative programs in adult education and training.

This course focuses on systematic approaches to instructional design. Learners create an instructional plan that outlines each of the five components of a systematic instructional design model (i.e., ADDIE: analysis, design, development, implementation, and evaluation). The course identifies trends and issues in instructional design for adult learners. Topics and Objectives Instructional Design Models and Analysis Analyze systematic approaches to instructional design. Examine the components of a needs assessment. Identify performance gaps based on a needs assessment. Design Construct goals for an instructional plan. Create performance-based objectives that align with instructional goals. Describe a summative assessment to support learner outcomes. Analyze the impact of learner characteristics and learning context on instructional design. Development Determine delivery modality. Select instructional strategies. Implementation Create an implementation schedule for the instructional plan. Evaluate resources for instructional delivery. Analyze the purposes of formative evaluations. Evaluation Examine strategies for evaluating a systematic approach to instructional design. Identify criteria for determining that design goals, performance-based objectives, and learning outcomes were achieved. Analyze possible recommendations for future use. Trends and Issues in Instructional Design Describe issues and trends in various instructional settings. Analyze issues and trends in the use of various instructional modalities. Predict how current issues and trends will impact the future of instructional design.

This course builds upon the foundation provided in the instructional design course and focuses on development and implementation of instruction that facilitates adult learning. Learners examine and apply models, strategies, and methods for planning and for implementing instruction. Instructional approaches, engagement strategies, and management of the instructional environment are explored. Topics and Objectives Effective Communication and Instructional Techniques Describe effective communication for facilitators. Analyze the relationship between interpersonal skills and instruction. Examine information components of an instructional module/training plan. Instructional Planning Explain components in the development of an instructional module/training plan. Analyze components in the implementation of an instructional module/training plan. Examine planning and instructional variables. Engagement of Adult Learners Analyze methods of engaging the adult learner. Describe the essential components of collaborative learning. Describe compelling questioning techniques. Instructional Approaches Examine the roles of the facilitator and the learner in various instructional approaches. Examine teaching/training concepts. Explain the rationale for selected instructional approaches. Create an audience-appropriate instructional module/training plan. Critical Thinking and Problem-Based Learning for Adults Examine problem-based learning. Employ components of critical thinking to improve cognitive skills. Management of the Instructional Environment Identify elements of effective course syllabi/instructional agendas. Analyze proactive management strategies. Describe appropriate responses to challenging participant behavior.

This course focuses on facilitation strategies for meeting the needs of diverse adult learners. It examines differences among adult learners in language, literacy skills, and learning styles. It also utilizes previous learning experiences and provisions of the Americans with Disabilities Act (ADA) to provide differentiated instruction to address different needs. In addition, this course covers the challenges and the opportunities that diversity and multiculturalism present in facilitating adult education and training. Topics and Objectives Connecting with the Adult Learner Review characteristics of adult learners. Identify learning styles of diverse adult learners. Describe the diverse adult learner population. Analyze characteristics of effective facilitators for diverse learners. Challenges and Opportunities of Diversity and Multiculturalism in Adult Learning Examine demographic profiles influencing adult learning. Examine the psychographic factors influencing adult learning. Identify categories of special needs learners. Explore challenges and opportunities of diversity and multiculturalism in adult education and training. Implications for the Facilitation of Instruction for Diverse Adult Learners Analyze types of regulations and policies that impact facilitation of instruction for diverse adult learners. Examine the facilitation implications for multicultural adult learners. Examine the implications of multicultural facilitators on adult learners. Strategies for Effective Facilitation of Instruction for Diverse Adult Learners Examine how to establish a foundation for working with adult learners. Explore effective learning environments for diverse learners. Analyze differentiated instruction as an effective means of facilitating learning. Supportive Strategies for Diverse Adult Learners Examine strategies for engaging diverse adults in their learning. Examine classroom communication strategies that support diverse adult learners. Identify support services for diverse adult learners. Explore language and literacy challenges that impact facilitation of instruction for diverse adult learners. Effective Diverse Curriculum Explore continuous improvement techniques to monitor and to adjust facilitation methods. Examine best practices to monitor diverse adult learners’ achievement of outcomes. Demonstrate modification strategies for assignments, instruction, and assessments for diverse learners

This course focuses on developing the skills necessary to become effective assessors of adult learners in postsecondary and training environments. It provides the fundamentals of varied classroom assessments and training evaluation models, such as formative and summative tests and authentic assessments. Learners develop assessments and analyze how assessment data is used to improve instruction and learning. Additionally, the purposes, the methods, and the reporting of evaluation for trainers are explored. Topics and Objectives Overview of Assessment Identify what assessment is and how it is used in learning environments Differentiate between assessment, evaluation, measurement, and testing Compare and contrast formative and summative assessment Assessment in Adult Education Explore the purposes of assessment in adult education Analyze the types of summative assessment Analyze ethical standards for assessments Using Assessment to Improve Instruction Describe effective assessment techniques Analyze the use of assessment to improve instruction and learning Evaluation Principles and Purposes Examine the guiding principles of evaluation Explore the purposes of evaluation in training Examine decision-making in evaluation Describe effective evaluation models Evaluation for Trainers Identify data sources for evaluation Explore data analysis for evaluation Examine the purpose and process of evaluation reporting

This course provides an exploration into how mentoring and coaching improves teaching and learning. This course examines mentoring and coaching competencies, including ethical guidelines, creating collegial relationships, building learning communities, effective communication, problem-solving and conflict resolution, and facilitating learning and accountability. Candidates will be equipped with the knowledge and skills to integrate and apply these competencies in real life and instructional leadership situations. Topics and Objectives Foundations of Coaching and Mentoring Identify characteristics of coaching. Identify characteristics of mentoring. Compare and contrast coaching and mentoring. Identify the dispositions necessary to be an effective coach and mentor. Explore the International Coach Federation Code of Ethics. Collegial Relationships Identify the role and responsibilities of a coach and of a mentor. Examine the elements of cognitive coaching. Analyze the 16 Habits of Mind. Demonstrate effective collaboration skills. Effective Communications Describe factors that impact communication. Describe effective communication processes. Illustrate strategies for promoting dialogue, resolving conflict, and problem solving. Mentors as Instructional Coaches Examine topics for instructional coaching. Analyze opportunities to cultivate learning focused relationships. Facilitating Results Explain the stages of mentoring. Identify ways to create awareness. Establish realistic goals and objectives. Design an action plan. Analyze effective modeling and motivation strategies. Develop a process to monitor progress and accountability. Coaches as Leaders of Change Develop an understanding of the effects of change on school culture. Identify ways to create and communicate support. Examine ways to manage change effectively. Explore mentoring and coaching as elements of professional growth.

This Course Provides Adult Learners The Opportunity To Design A Web-based E-learning Tutorial. The Focus Is On The Importance Of Planning, Principles Of Good Web-page Design, Storyboarding, And Elements Of Multimedia. Web-based Design Standards, As Well As Appropriate Use Of Web Pages And Multimedia, Are Analyzed. It Reviews E-learning Software, Computer-mediated Delivery Platforms, And Learning Management Systems. Topics And Objectives Analysis Phase And Introduction To Multimedia Review The Addie Instructional Design Process. Perform A Needs Assessment To Address A Training Need That Will Be Solved By A Web-based Tutorial. Identify Performance Gaps Based On The Needs Assessment. Identify Different Types Of Multimedia That Can Be Integrated Into E-learning. Design Phase And Storyboarding Write Instructional Goals And Performance Objectives Based On The Needs Analysis (gap Analysis). Apply Storyboard Principles For Creating A Web-based Tutorial. Select Appropriate Web-based Platforms For E-learning. Identify Different Strategies That Increase Adult Learner Engagement. Development Phase And Introduction To Web Design Analyze Effective E-learning Instructional Strategies And Delivery Modalities. Examine Html Development Techniques For An Effective Web-based Tutorial. Review Effective Web Design Techniques. Creation Of A Web-based Tutorial Create An Effective Web-based Tutorial. Analyze Page Layout Techniques. Compare And Contrast Multimedia Elements. Determine A Summative Assessment For A Web-based Tutorial. Implementation Of E-learning Publish An E-learning Tutorial To The Web. Analyze The Preparedness Of Learners For E-learning. Review E-learning Standards. Evaluation Of A Web-based Tutorial Examine E-assessment Tools. Evaluate The Instructional Effectiveness Of A Web-based Tutorial.

This Course Provides Learners With An Overview Of Performance Improvement Principles. Learners Identify And Analyze Organizational Performance Gaps, Create Learning Interventions To Diminish Those Gaps, And Evaluate Training Using Kirkpatrick’s Four Levels. Topics And Objectives Human Performance Technology Define Performance Improvement Describe The Human Performance Technology (hpt) Process Demonstrate That Performance Improvement Is Systems-based Compare And Contrast The Components Of Performance Improvement And Of Instructional Design Relate The Performance Improvement Process To The Addie Model Human Performance Management Define Performance Management Examine The Key Features Of Ideal Performance Management Analyze Learning Theories And Their Impact On The Performance Management Process Performance Gaps Determine The Nature Of A Performance Gap Based On Motivation (affective Domain), Declarative Knowledge (cognitive Domain), And Procedural Knowledge (psychomotor Domain) Examine The Role Of The Performance Model In Identifying Performance Gaps Inspect The Causes Of Performance Gaps Performance Interventions Define Performance Interventions And The Role They Play In The Hpt Process Examine The Types Of Performance Interventions Inspect The Factors That Influence The Selection Of Performance Interventions Determine The Risks In Selecting An Inappropriate Intervention Performance Evaluations Examine The Four Levels Of Kirkpatrick’s Evaluation Model Examine The Types Of Performance Evaluations To Measure Results Of An Intervention Analyze The Factors That Influence The Evaluation Of Performance Justify The Success Of The Performance Intervention Becoming A Practitioner In Performance Management Inspect Roles Of Successful Practitioners In The Field Of Performance Management Review Opportunities In Performance Management Outline A Career Development Plan That Includes Certification, Continuing Education, And Job Outlook Examine Ethical Standards In Performance Management

This course provides an overview of the community college. It examines global, national, and local perspectives of the community college. The course also examines the history and development, mission and purpose, functions, governance and organization, and trends and issues of community colleges. Topics and Objectives Historical Perspectives, Philosophies, and Missions Examine the history of community colleges Describe the historical and current functions of community colleges Explore the general mission of community colleges Governance and Organizational Structure Compare community college governance models Explore national and local governance issues Investigate community college organizational structures and their effects Examine the purpose of accreditation Investigate measurements of accountability Funding and Finances Identify sources of community college funding Analyze the relationship among funding, services, course and program offerings, and local and national economic issues Student Populations and Student Services Describe community college student populations Explore admission, enrollment, and registration policies Examine services offered to community college students Evaluate essential and non-essential services Explore retention issues Examine the role of articulation and its relationship to community college students Curriculum Explore community college curricula Examine curriculum development processes Identify types of degrees and certificates awarded by community colleges Instruction Examine instructional methodologies and delivery modalities Explore developmental education and its role in student success Describe services that support student learning Identify methods and challenges of assessment Roles and Challenges for Faculty Identify faculty roles Analyze faculty challenges and their effects on the institutional environment Examine faculty qualification and certification processes Explore the role and challenges of technology in the educational environment The Future of Community Colleges Describe research in and about community colleges Analyze trends and challenges related to the community college Investigate how community colleges respond to local social, political, and economic influences

This course examines action research and its role in decision-making and in educational practices. Students are introduced to various types of action research and to the elements of the action research process, including identifying a problem, determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action research study. Topics and Objectives Introduction to Action Research Define action research. Distinguish between types of action research. Identify the components of action research. Review examples of action research. Explain how action research can be utilized to effect school improvement and change. Examine opportunities to conduct action research collaboratively. Introduction to the Action Research Process Examine the role of reflection on practice in generating ideas for a research focus. Determine appropriate topics for an action research study. Identify the elements of an effective research question. Determine varied sources relevant to a research problem. Explain the importance of the literature review. Compare qualitative and quantitative research methodologies. Collecting Data Explain processes for selecting research participants. Describe varied types of data that can be collected to answer research questions. Examine qualitative research designs, methods, and issues in collecting data. Initial Steps in Developing an Action Research Study Examine quantitative research designs and methods, and issues in collecting data. Explain ways of ensuring validity in action research. Develop a plan for collecting data. Analyzing and Interpreting Data Explain the purpose of interim data analysis and its importance in action research. Describe ways to analyze and report results for qualitative data. Describe ways to analyze and report results for quantitative data. Draw conclusions from data. Ethical Issues Related to Educational Research Outline guidelines for conducting research using human subjects. Analyze the impact of technology on the ethical issue of confidentiality in educational research. Discuss the ethical use of data in educational decision-making. Assess ethical considerations when publishing reports of a research study. Develop a process for following ethical guidelines throughout an action research study. Creating a Proposal for an Action Research Study Produce a proposal for an action research study. Prepare an overview of the proposal for presentation.

Course Description This course focuses on e-learning for adult learners. Students apply instructional design techniques, learning theory, and technical tools for e-learning activities. The course also addresses the challenges associated with the e-learning environment. Topics and Objectives Foundations of E-Learning Identify the characteristics of e-learning. Summarize the evolution of e-learning. Analyze the purposes, benefits, and challenges of e-learning. Describe the instructional methods of an e-learning environment. Designing E-Learning Summarize the principles for designing effective e-learning instruction. Analyze the effect of personalization on e-learning. Evaluate the benefits of segmentation and pretraining. Explain methods for incorporating worked examples in e-learning environments. Instructional Considerations: Text and Graphics Summarize the principles for effective use of text in e-learning. Summarize the principles for integrating graphics in e-learning. Evaluate the use of text and graphics in instruction. Integrate text and graphics for effective instruction. Instructional Considerations: Text and Audio Identify the various technologies for audio in e-learning. Determine appropriate uses of audio in e-learning. Integrate text and audio for effective instruction. Analyze the application of audio in e-learning environments. Effective E-Learning Practices Describe the principles behind the effective use of practice in e-learning. Determine the effectiveness of feedback in practice exercises. Apply multimedia principles in practice exercises. Justify collaboration in e-learning. Evaluate the level of learner control in e-learning. Applications of E-Learning Guidelines Summarize e-learning principles that promote thinking skills. Analyze the role of simulations and games in e-learning. Prioritize guidelines for developing e-learning courseware.

This course explores a variety of ways in which technology can support and facilitate instruction for adult learners, including the use of web resources and multimedia.It also addresses the facilitator’s role in researching, selecting, integrating, and managing technology in an adult learning and training environment. The course focuses on technologies, software applications, and the evaluation of technology. Additionally, the course analyzes the effects of 21st century technology tools on intellectual property and other legal matters. Topics and Objectives Transformation of Online Learning Analyze how the delivery of adult education has changed over the past 50 years. Analyze the effect of modern technologies on adult education. Identify technology skills required by instructors. Facilitating Online Instruction Compare technology-based learning tools that enhance student learning. Analyze the importance of collaboration for student learning. Identify assessment strategies for the online environment. Synchronous Learning Identify the advantages and disadvantages of synchronous learning. Explain how technology tools can enhance synchronous learning. Identify strategies for facilitating synchronous online learning. Synchronous Versus Asynchronous Learning Identify the advantages and disadvantages of asynchronous learning. Identify strategies for facilitating asynchronous online learning. Compare synchronous learning to asynchronous learning. Administration of Technologies Identify challenges associated with managing the use of technologies. Evaluate an organization’s capacity for integrating technology to aid instruction. Analyze the functionality and purpose of various communication tools. Legal Matters Analyze the effect of modern technology tools on legal and ethical issues. Identify the key components of an acceptable use policy.

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This course is designed to provide an orientation to the primary components of the Curriculum and Instruction-Reading program. Candidates are introduced to the program's progression and degree completion requirements. Field experience, the practicum, the teacher work sample, and completion of an e-portfolio are discussed.

This course focuses on applying curricular theory to best practices in the 21st century classroom. Candidates explore the social and political foundations of curriculum and instruction and current research in this area. They analyze curriculum philosophy and planning as well as practical applications and innovations in curriculum design. Special attention is given to the use of technology in the development of effective curriculum and to learning environments in the 21st century classroom.

This course explores historical, political, social, and cultural constructs of contemporary education and investigates how these contexts influence national, state, and local educational settings. Additionally, the course examines how policies influence school decision making and the practice of teaching. Candidates apply an inquiry-based process to identify individual, social, and cultural contexts in education. They analyze contemporary trends and issues, and develop an understanding of education in a global community in order to evaluate and determine their individual role in taking action in their local setting.

In this course, teachers define, clarify, and reflect on their leadership roles. They explore leadership processes that utilize collaboration, coaching, mentoring, and inclusion. Additionally, they examine broad educational issues, as well as school-based issues and determine possibilities for initiating, sustaining, and building upon systemic change.

This course focuses on the most current research for teaching reading and writing to students at the middle and secondary levels. Various comprehension strategies, technology lessons, and assessment techniques are addressed. The connection between reading and writing is analyzed. Critical issues in reading and writing instruction for adolescents are researched and examined.

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This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This course examines action research and its role in decision-making and in educational practices. Students are introduced to various types of action research and to the elements of the action research process, including identifying a problem, determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action research study. Topics and Objectives Introduction to Action Research Define action research. Distinguish between types of action research. Identify the components of action research. Review examples of action research. Explain how action research can be utilized to effect school improvement and change. Examine opportunities to conduct action research collaboratively. Introduction to the Action Research Process Examine the role of reflection on practice in generating ideas for a research focus. Determine appropriate topics for an action research study. Identify the elements of an effective research question. Determine varied sources relevant to a research problem. Explain the importance of the literature review. Compare qualitative and quantitative research methodologies. Collecting Data Explain processes for selecting research participants. Describe varied types of data that can be collected to answer research questions. Examine qualitative research designs, methods, and issues in collecting data. Initial Steps in Developing an Action Research Study Examine quantitative research designs and methods, and issues in collecting data. Explain ways of ensuring validity in action research. Develop a plan for collecting data. Analyzing and Interpreting Data Explain the purpose of interim data analysis and its importance in action research. Describe ways to analyze and report results for qualitative data. Describe ways to analyze and report results for quantitative data. Draw conclusions from data. Ethical Issues Related to Educational Research Outline guidelines for conducting research using human subjects. Analyze the impact of technology on the ethical issue of confidentiality in educational research. Discuss the ethical use of data in educational decision-making. Assess ethical considerations when publishing reports of a research study. Develop a process for following ethical guidelines throughout an action research study. Creating a Proposal for an Action Research Study Produce a proposal for an action research study. Prepare an overview of the proposal for presentation.

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program’s progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This Course Provides An Overview Of Early Childhood Education For Children, Birth Through Age Eight. Topics Include Theories And History Of Early Childhood Education, Play Theories, Program Types And Models, And Public Policy Trends. The Course Examines The Significance Of Developmentally Effective Learning Experiences Throughout Early Childhood Programs. Prerequisites: Com 516 And Mte 507.

This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan. Topics and Objectives Lesson Planning Describe the components of a lesson plan. Compare and contrast different approaches to lesson planning. Explain the role of standards in planning and instruction. Learning Goals and Objectives Analyze the difference between goals and objectives. Relate Bloom's Taxonomy to writing goals and objectives. Learning Goals and Objectives continued Write developmentally appropriate objectives. Develop a task analysis based on your lesson plan objective. Theoretical Models and Lesson Plan Designs Examine the three domains (affective, psychomotor, and cognitive)of learning. Examine educational theories. Analyze how the domains affect planning and instruction. Identify different theoretical models. Identify a variety of lesson plan designs. Apply the principles of theoretical models to planning and instruction. Instructional Strategies Compare and contrast different instructional strategies, such as direct instruction, individual study, indirect instruction, experiential instruction, and collaborative learning. Explain how different questioning strategies contribute to learning. Examine graphic organizers, concept mapping, and how they can enhance lesson planning and instruction. Examine how technology can be used to support instruction. Promoting Student Learning and Development Describe how students' critical thinking can be promoted through effective objectives, questioning, and activities. Demonstrate how to use various instructional strategies to promote student-centered learning. Describe how addressing student diversity in lesson planning can promote student learning. Evaluation Evaluate a lesson plan. Evaluate your personal disposition toward the teaching profession. Examine basic management skills that foster a positive, productive learning climate. Describe how assessment and evaluation of student learning can be used in lesson planning. All topics and objectives apply All topics and objectives apply.

This course examines developmentally effective strategies used in managing a positive learning environment within the framework of today’s diverse early childhood population. Topics include models of discipline, establishing expectations and procedures, motivating children, family communication, managing disruptive children, technology integration, and materials management and record keeping. Students will develop an individual classroom management plan for an early childhood setting.

This course examines the theories, concepts, and trends related to early childhood growth and development from prenatal development through the early school years. It examines the physical, social, emotional, cognitive, and language and literacy development of children from birth through age eight. The course discusses both typical and atypical development of young children of diverse cultural backgrounds. It includes observation and activities to guide teachers and caregivers in providing opportunities that support the physical, social, emotional, language, and cognitive development of children from birth through age eight. Prerequisite: COM 516.

This course provides exposure to a variety of assessment techniques in early childhood education, including children with special needs. There is a focus on structured observations, use of behavioral rating scales, psycho-educational screening tests, and assessment of parent-child interactions. Formal and informal parent contacts, interviewing techniques, the use of technology in the assessment process, and referrals to school and community resources are also explored. Emphasis is placed on developmental and differentiated assessment strategies for children birth through age eight. Prerequisite: MTE 508.

This course focuses on children’s language and literacy development from birth to age eight. Students examine theories of language development, including theories of second language acquisition and the needs of English Language Learners. They also explore strategies for engaging children in integrated listening, speaking, reading, and writing experiences. Integration of content area standards and development of hands-on learning experiences are emphasized. Additionally, developmentally effective assessments are discussed as a means of informing instruction. Prerequisite: ECH 548.

This course provides an overview of special populations in early childhood education. The course focuses on developmentally effective methods and techniques used for the identification, assessment, and instruction of children with special needs from birth to age eight. Legal structures, public policy, and information related to current practices serving special populations in early childhood are also examined.

This Course Will Introduce Students To The Concept Of And Methods For Instructing In A Structured English Immersion (sei) Environment. Students Will Learn About Assessment Of K-12 Students, State Standards, Research-based Instructional Activities, And Lesson Planning And Implementation Models. Students Will Study How A Learner-centered Approach To Teaching Can Provide English Language Learners (ell), As Well As Native English Speakers, With A Greater Opportunity To Interact Meaningfully With Educational Materials As They Learn Subject Matter And El Learners Acquire English.

This course focuses on understanding and using developmentally effective practices to teach and to integrate music, creative movement, dance, drama, and art in early childhood education. Curricular content, modifications, development of hands-on learning experiences, and integration of content area standards are explored. A foundation in effective teaching and assessment methodologies in the early childhood setting is provided. Prerequisite: ECH 548.

This course focuses on understanding and using developmentally effective practices to teach and to integrate mathematics and science concepts and skills in early childhood education (birth through age eight). Developing meaningful curricular content, modifications, hands-on learning experiences, and integration of early childhood content area standards are explored. A foundation in developmentally effective teaching and assessment of the content area is provided. Prerequisite: ECH 548.

This course provides a foundation in content and methodology for the teaching of social studies in early childhood education (birth through age eight). Developing meaningful curricular content, hands-on learning experiences, integration of early childhood content area standards, and the impact of technology are explored. A foundation in developmentally effective teaching and assessment of the content area is provided. Prerequisite: ECH 548.

This course provides a foundation in content and methodology for the teaching of physical education, including movement and health, for children birth through age eight. It focuses on understanding and using developmentally effective practices in teaching and integrating movement, physical activity, and physical education in early childhood settings. Curricular content, modifications, development of hands-on learning experiences, integration of content area standards, and the impact of new technology are explored. Prerequisite: ECH 548.

This Course Addresses Structured English Immersion (sei) Instruction And Assessment Of K-12 English Language Learners (ells), And Is Designed To Meet The Standards Set By The Arizona Department Of Education. It Examines The Legal, Historical, And Educational Reasons For Sei, As Well As Theoretical Principles Of Language Acquisition And The Role Of Culture In Learning. It Also Emphasizes The Alignment Of Ell Proficiency Standards To Arizona’s Academic Standards And Their Application To Lesson Planning. The Arizona English Language Learner Assessment (azella), Use Of Alternative Assessments, Analysis Of Data, And The Application Of Data To Instruction, Are Emphasized As Well. A Final Project Synthesizes The Concepts And Instructional Strategies Taught In The Course. Prerequisite: Sei 500.

This course emphasizes the practical application of educational theories and methods. The course will focus on the following topics: the student teaching experience, the school/learning center culture, the learning environment, and planning, preparing, and implementing the Teacher Work Sample. The seminar also provides a forum for open discussion and problem solving based on student teaching classroom experiences. This seminar course will be completed simultaneously during the first of two required student teaching practicum experiences. Prerequisite: 38 credits.

This course will focus on the design and implementation of the Teacher Work Sample. It also provides students practical guidance in securing a teaching position. Students will examine resumes and cover letters, teaching applications, and interview strategies. Assistance in preparing an employment portfolio will be provided. This seminar also provides a forum for open discussion and problem solving based on student teaching classroom experiences. This course will be completed simultaneously during the second of two required student teaching practicum experiences. Prerequisite: ECH 546.

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program’s progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This course introduces teaching as both an art and a science. Topics for discussion include an historical overview, basic philosophies, professionalism, legal/ethical ramifications, in addition to trends and issues in education. Students will reflect on their motivations to teach and will begin developing a personal philosophy of education.

This course explores the range of issues related to human development from birth through age 18. The focus of the course is on defining the various stages as they impact instructional practice and decisions in a K-12 environment. Emotional, intellectual, physiological, social, and cultural factors are discussed. Peer and family influences, along with issues related to media themes and gender bias, are examined.

This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan. Topics and Objectives Lesson Planning Describe the components of a lesson plan. Compare and contrast different approaches to lesson planning. Explain the role of standards in planning and instruction. Learning Goals and Objectives Analyze the difference between goals and objectives. Relate Bloom's Taxonomy to writing goals and objectives. Learning Goals and Objectives continued Write developmentally appropriate objectives. Develop a task analysis based on your lesson plan objective. Theoretical Models and Lesson Plan Designs Examine the three domains (affective, psychomotor, and cognitive)of learning. Examine educational theories. Analyze how the domains affect planning and instruction. Identify different theoretical models. Identify a variety of lesson plan designs. Apply the principles of theoretical models to planning and instruction. Instructional Strategies Compare and contrast different instructional strategies, such as direct instruction, individual study, indirect instruction, experiential instruction, and collaborative learning. Explain how different questioning strategies contribute to learning. Examine graphic organizers, concept mapping, and how they can enhance lesson planning and instruction. Examine how technology can be used to support instruction. Promoting Student Learning and Development Describe how students' critical thinking can be promoted through effective objectives, questioning, and activities. Demonstrate how to use various instructional strategies to promote student-centered learning. Describe how addressing student diversity in lesson planning can promote student learning. Evaluation Evaluate a lesson plan. Evaluate your personal disposition toward the teaching profession. Examine basic management skills that foster a positive, productive learning climate. Describe how assessment and evaluation of student learning can be used in lesson planning. All topics and objectives apply All topics and objectives apply.

This course focuses on developing the skills necessary to become effective assessors. It provides the fundamentals of a variety of classroom assessments, including standardized, formative and summative, traditional, and performance classroom assessments. Learners focus on using a variety of assessment tools and construct objective and performance assessments. Additionally, the purposes, the methods, and the reporting of evaluations are explored.

This course focuses on the most current research, theory, and methods of reading instruction, while providing students with the background knowledge in language arts necessary to prepare an integrated unit of instruction. Various instructional and assessment techniques, including research-based phonics, are modeled. A practical application project, based on work with a student in a K-8 school setting, is incorporated into the course requirements. Topics and Objectives Theories and Strategies for Reading Instruction * Analyze the reading process * Identify theories and principles on which effective reading is based * Examine the components of phonology, morphology, semantics, graphophonics, and syntax * Identify the effective components of a lesson plan Preparation for the Practicum * Investigate the use of informal assessments * Plan for initial tutoring sessions Assessing Growth in Literacy * Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level * Analyze ways to organize and manage diagnostic information * Implement a program of remediation based on assessment findings Children’s Literature * Explore a variety of genres * Integrate children’s literature into units and lessons Learning to Read * Examine the roles of listening comprehension and oral expression in the development of literacy * Examine the use of effective oral reading practices to support literacy development * Analyze the relationship of listening, speaking, reading, writing, and thinking * Analyze the interrelationships among cognitive development, metalinguistic awareness, and language learning * Examine the concept of early literacy * Apply the relationship of listening, speaking, reading, writing, and thinking to lesson planning and an integrated unit Language Learning and Literacy * Identify instructional strategies and activities for language acquisition * Examine the value and importance of parental support and involvement in literacy development The Place of Explicit and Systematic Phonics in Learning to Read and Write * Examine word attack strategies readers use to process written language for meaning * Investigate the utility of phonics and structural analysis generalizations * Analyze the place of phonics in a reading program * Analyze methods of evaluating phonics mastery * Analyze print processing techniques and how they relate to developing appropriate and useful reading strategies * Analyze student writing to evaluate application of phonics elements * Examine the depth of present knowledge of phonics elements through pretest/posttest measures Comprehension Connections * Examine schema theory and how it relates to reading comprehension * Examine pre-reading, during-reading, and post-reading activities that enhance comprehension * Evaluate the use of pre-reading, during-reading, and post-reading activities in a tutorial/small group/classroom context * Identify instructional practices and methods for teaching comprehension * Deliver and evaluate lessons based on continuous diagnostic assessment * Examine the relationship between fluency and comprehension Reading to Learn * Examine the elements of reading comprehension in reading to learn * Analyze various study strategies and their application Vocabulary Building * Evaluate pedagogical approaches in vocabulary development Applications of Writing in the Classroom * Describe the stages of the writing process Applications of Writing in the Classroom (continued) * Identify student ...show more »and teacher behaviors during the various stages of the writing process * Compare and contrast methods for evaluating student writing, including analytic scoring * Analyze the integration of grammar, spelling, and handwriting during writing Managing the Reading Language Arts Classroom * Analyze the strengths and weaknesses of basal programs * Examine the ways in which basals are used in a classroom * Identify ways in which teachers can organize and group students for reading instruction * Examine the use of effective oral reading practices to support literacy development «show less

This course focuses on education for the English Language Learner (ELL). It emphasizes knowledge of and sensitivity to the history and to the culture of other languages and ethnic groups, as well as to multiethnic curriculum and instruction. It provides strategies for effective instruction, including standards-based lesson planning and implementation models, and assessment of linguistically diverse K-12 students. In addition, the course addresses ways in which a learner-centered approach to teaching can provide English Language Learners with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and acquire English.

This Course Will Introduce Students To The Concept Of And Methods For Instructing In A Structured English Immersion (sei) Environment. Students Will Learn About Assessment Of K-12 Students, State Standards, Research-based Instructional Activities, And Lesson Planning And Implementation Models. Students Will Study How A Learner-centered Approach To Teaching Can Provide English Language Learners (ell), As Well As Native English Speakers, With A Greater Opportunity To Interact Meaningfully With Educational Materials As They Learn Subject Matter And El Learners Acquire English.

This course provides an overview of special populations in early childhood education. The course focuses on developmentally effective methods and techniques used for the identification, assessment, and instruction of children with special needs from birth to age eight. Legal structures, public policy, and information related to current practices serving special populations in early childhood are also examined.

This course examines developmentally effective strategies used in managing a positive learning environment within the framework of today’s diverse early childhood population. Topics include models of discipline, establishing expectations and procedures, motivating children, family communication, managing disruptive children, technology integration, and materials management and record keeping. Students will develop an individual classroom management plan for an early childhood setting.

Course Description This course defines and provides a context for teaching and assessing K-8 students in the area of history and social science based on scope, sequence, and national and state standards. Instructional approaches for the content area within the framework of an integrated curriculum are explored, including the use of critical thinking skills and study skills. Students develop alternative assessments and traditional testing tools based on clear criteria, which are designed to yield accurate information on student progress. Topics and Objectives Defining History and Social Science Content •Examine the content and skills associated with history and social science instruction. •Analyze the nature of citizenship education and its potential impact on students. •Compare and contrast the different content areas that comprise history and social science. •Examine ways in which history and social science may fit within an elementary curriculum. •Apply national and state history and social science standards. •Evaluate applicable Internet resources for use in history and social science instruction. The History and Social Science K-8 Curriculum •Analyze the elementary student's perspective on history and social science. •Devise curriculum that expands children's knowledge of the world community. •Devise strategies for curriculum mapping. •Integrate history and social science instruction with other content areas. Teaching a Diverse Population •Examine how personal experiences shape teaching/learning perceptions in the history and social science classroom. •Accommodate instruction and assessment for diverse learners. Unit Planning •Create a unit skeleton that includes goals, objectives, essential questions, sample activities, and assessment tasks. •Create lessons that require students to utilize critical thinking and study skills. •Explain how to use questioning to encourage critical thinking. •Create lessons that incorporate strategies for active learning. •Integrate the use of primary sources into history and social science lessons. •Create assessments that appropriately match the established objectives and include performance-oriented tasks. Integrating History and Social Science and Other Content •Construct themes and content connections for integrated units of study. •Design an integrated instructional unit. •Evaluate integrated and/or interdisciplinary lessons.

This course focuses on the pedagogy and assessment strategies that enhance learning in science and mathematics. Integrated content, interdisciplinary teaching, and curriculum and assessment issues are emphasized. Multiple perspectives of students as learners of math and science are explored. This course provides students with an opportunity to develop the ability to evaluate and use instructional methods, curricular materials and resources, and appropriate assessment strategies. Topics and Objectives Science and Mathematics Content and Standards * Identify the specific content and process standards in P-8 science and mathematics. * Apply national, state, and local science and mathematics standards to instruction and assessment. * Integrate national, state, and local technology standards with science and mathematics. Management in the Science and Mathematics Classroom * Identify specific classroom management issues related to successful teaching when implementing instructional strategies in science and mathematics. * Examine a classroom environment that provides opportunities for productive discourse. Students as Learners of Science and Mathematics * Analyze the impact that student culture, ethnicity, ideas, and learning styles have on science and mathematics instruction. * Examine various models of differentiated instruction for science and mathematics. Problem Solving in Science and Mathematics * Apply questioning strategies and learning activities that elicit, engage, and challenge a student’s thinking for successful problem solving in real-life scenarios. * Analyze a variety of learning tools designed to help students reason, solve problems, and communicate effectively in science and mathematics. Inquiry and Interactive Learning in Mathematics * Identify the key components of inquiry-based learning in mathematics. * Use appropriate, interactive learning strategies in the teaching of mathematics. * Demonstrate understanding of the principles and standards for school mathematics. Inquiry and Interactive Learning in Science * Identify the key components of inquiry-based learning in science. * Use appropriate, interactive learning strategies in the teaching of science. * Demonstrate understanding of the principles and standards for school science. Assessment in Mathematics and Science * Determine the need for ongoing program evaluation in both science and mathematics. * Develop formative and summative assessments in science and mathematics that are aligned with standards and guide instruction. * Evaluate assessment techniques, tools, and strategies used to measure student learning in science and mathematics. Integration of Science and Mathematics in Curriculum, Instruction, and Technology * Develop an integrated unit involving mathematics, science, technology, and other content areas as appropriate. * Examine the impact of technology on science and mathematics content and processes.

This Course Addresses Structured English Immersion (sei) Instruction And Assessment Of K-12 English Language Learners (ells), And Is Designed To Meet The Standards Set By The Arizona Department Of Education. It Examines The Legal, Historical, And Educational Reasons For Sei, As Well As Theoretical Principles Of Language Acquisition And The Role Of Culture In Learning. It Also Emphasizes The Alignment Of Ell Proficiency Standards To Arizona’s Academic Standards And Their Application To Lesson Planning. The Arizona English Language Learner Assessment (azella), Use Of Alternative Assessments, Analysis Of Data, And The Application Of Data To Instruction, Are Emphasized As Well. A Final Project Synthesizes The Concepts And Instructional Strategies Taught In The Course. Prerequisite: Sei 500.

This course addresses instructional reading/language arts strategies, student activities, and resources that can be utilized, based on students’ contextual information and assessment results. It provides foundational information about stages of reading, factors that impact reading ability, and the nature of reading difficulties. This information serves as a context for learning about the administration and interpretation of formal and informal classroom assessments for the purposes of screening, diagnosing difficulties, monitoring progress, and evaluating instruction. In addition, a final case study report and intervention plan is developed based on student data provided.

This course emphasizes the practical application of educational theories and methods. The course will focus on the following topics: the student teaching experience, the school culture, the learning environment, and planning, preparing, and implementing the Teacher Work Sample. The course also provides a forum for open discussion and problem solving based on student teaching classroom experiences.

This course will focus on the design and implementation of the Teacher Work Sample. It also provides students practical guidance in securing a teaching position. Students will examine resumes and cover letters, teaching applications, and interview strategies. Assistance in preparing an employment portfolio will be provided. This seminar also provides a forum for open discussion and problem-solving based on student teaching classroom experiences.

This course defines and provides a context for teaching and assessing students in the area of visual and performing arts based on scope, sequence, and national and state standards. An emphasis is placed on integrating art across the curriculum.

This course defines and provides a context for the classroom teacher to teach and assess K-8 students in the area of physical education and health based on a scope and sequence, and on state and national standards. This course includes framework-based teaching strategies effective in helping K-8 students develop a variety of motor skills and abilities, recognize the importance of a healthy lifestyle, gain knowledge of human movement, learn the rules and strategies of games and sports, and develop self-confidence and self-worth. This course also includes framework-based teaching strategies effective in helping K-8 students achieve the goals of lifelong health; understand growth and development; and utilize health-related information, products, and services. Instructional approaches for the integration of physical education and health with other content areas are explored.

This course will examine the use of children's literature in the elementary school classroom. Various genres will be studied as well as the application of children's literature to instruction and assessment in reading. Methods for incorporating the use of children's literature in all content areas will also be examined.

This course expounds upon the basic premise that systematically integrated phonics instruction is a fundamental component of effective reading programs. Students will study the relevant research and applications that support principles of sequential phonics instruction and phonological awareness and review traditional and contemporary phonics approaches.

This Course Focuses On Education For The English Language Learner (ell). It Emphasizes Knowledge Of And Sensitivity To The History And To The Culture Of Other Languages And Ethnic Groups, As Well As To Multiethnic Curriculum And Instruction. It Provides Strategies For Effective Instruction, Including Standards-based Lesson Planning And Implementation Models, And Assessment Of Linguistically Diverse K-12 Students. In Addition, The Course Addresses Ways In Which A Learner-centered Approach To Teaching Can Provide English Language Learners With A Greater Opportunity To Interact Meaningfully With Educational Materials As They Learn Subject Matter And Acquire English. Topics And Objectives Historical, Philosophical, And Legal Overview Of Ell Education * Examine The Historical, Philosophical, Legal, Social, And Political Issues Regarding Educational Programs For Non-english Speakers And Limited English Proficient (lep) Students * Demonstrate An Awareness Of Ell Terms * Identify Language Acquisition Theoretical Principles * Demonstrate An Awareness Of The State Laws Governing Ell Requirements * Outline The Role Of Culture In Learning * Introduce Basic Interpersonal Communication Skills (bics) And Cognitive Academic Language Proficiency (calp) Ell Proficiency Standards For Listening And Speaking, Reading, And Writing * Examine The Format And The Alignment Of Ell Proficiency Standards To State Language Arts (listening And Speaking, Reading, And Writing) Academic Standards * Use Ell Proficiency Standards To Plan, Deliver, And Evaluate Instruction * Demonstrate The Integration Of Ell Proficiency Standards Into Content Areas Impact Of Culture On Language Use And Acquisition * Demonstrate The Ability To Integrate Cultural Diversity Into The Classroom By Preparing Students To Maintain Identification With And Pride In Their Native Culture Including Language, Customs, And Traditions, And By Enabling Them To Successfully Interact In Cross-cultural Settings * Evaluate The Impact Of Culture-related Factors Used In Determining Educational Strategies And Interventions * Demonstrate A Basic Awareness Of How Different Cultures Impact Schools And Districts Second Language Acquisition * Examine Current Theory And Research In Second Language Acquisition Data Analysis And Application * Analyze And Apply Disaggregated Data To Differentiate Instruction * Interpret And Use “snapshots” Of Longitudinal Data * Track Student Status And Progress On The Ell Proficiency Standards Using The Stanford English Language Proficiency (selp) Results Formal And Informal Assessment * Integrate Diagnostic, Formative, And Summative Assessments For Ells * Create And Offer Multiple Assessments * Use Assessment Results For Placement And Accommodation For Special Education And Gifted Students * Use Standardized Testing And Language Proficiency As Methods For Monitoring Student Progress Learning Experiences: Sei Strategies * Identify And Use Multiple Strategies To Improve Student Achievement * Integrate Comprehensible Input; On-going, Specific, And Immediate Feedback; Grouping Structures And Techniques; Building Background And Vocabulary Development; And Student Engagement * Extend Sei Methods For Beginning English Language Development (eld) (tpr Storytelling®, Contextual Clues, Narrative Approach) * Describe The Silent Period (ways Of Responding, Developmental Processes) * Grasp Meaning Of Pre- And Early Production Strategies Of Students * Integrate Current Materials In Eld Instruction (lesson And Text Modifications) * Extend Sei Content Methods (preview/review, Content Area Reading And Writing Strategies, Experiential Methods) * Analyze And ...show more »Apply Vocabulary Development Approaches In The Content Areas * Plan Lessons Based On Prior Knowledge * Select, Adapt, And Sequence Current Curricular Materials Parent/home/school Scaffolding * Identify The Socio-cultural Influences On Ells (language Shift, Identity Issues, Role Of Culture In Learning) * Discuss The Impact Of Bilingualism And Home Language Use * Examine Parental And Community Sources For Aiding English Acquisition * Cultivate Home And School Partnerships Sheltered Instruction Observation Protocol (siop) * Evaluate A Lesson Using The Siop Instrument. «show less

This course focuses on the methodology and assessment strategies that enhance learning at the secondary level. Integrated content, interdisciplinary teaching, and curriculum and assessment issues are emphasized. Multiple perspectives of students as learners of secondary content, along with current research on pedagogy, are explored. This course provides students with an opportunity to develop the ability to use and evaluate instructional and curricular materials and appropriate assessment strategies. Topics and Objectives Educational Needs of Secondary Students * Identify the educational needs and attitudes of secondary students. * Analyze social and developmental issues that impact secondary classrooms. Instructional Planning in the Secondary School * Apply methods of integrating secondary curricula. Methods of Teaching in Specific Content Areas * Analyze basic teaching methods and their application in a secondary school setting. * Apply current methods for teaching in a specific content area. * Demonstrate an awareness of the variety of materials available for instructional use. Classroom Assessment * Evaluate effective pre-assessment strategies to determine what to teach and assess. National, State, and Local Curriculum and Instruction Standards * Apply national, state, and local standards for instruction in a specific content area. Role of Assessment * Analyze personal beliefs about classroom assessment. Instructional Planning in the Secondary School (continued) * Apply the concept of “backwards design” to instructional planning. Role of Assessment (continued) * Explain the role of assessment in learning and instruction. * Examine the characteristics of sound classroom assessments. * Analyze critical issues related to assessment. Classroom Assessment (continued) * Analyze various assessment methods. * Describe the appropriate uses of various assessment methods. * Compare and contrast formative and summative assessment. * Select appropriate achievement targets to measure. * Construct appropriate objective tests. Performance Assessments * Describe various types of performance assessments. * Examine scoring tool(s), either analytic or holistic, that accompany performance assessments. * Design a complete performance assessment for students in (a) selected content area(s) and level(s). Special Needs Students and Educational Assessment * Examine various assessment tools for evaluation of special needs students. Student Portfolio Assessments * Describe the key elements of an effective student portfolio. Standardized Testing: Norm- and Criterion-Referenced Tests * Examine standardized testing formats and terms and the vocabulary used to explain student results. * Analyze appropriateness of standardized tests and procedures for administration and score reporting. * Compare and contrast norm-referenced and criterion-referenced tests. * Examine critical issues related to assessment. Reporting Student Progress * Analyze factors in report card grades. * Compare and contrast arguments for each factor in report card grades. * Examine methods for recording student progress and determining final grades.

This course explores the application of basic instructional methods to the content area of English/language arts in middle school and high school settings. Participants identify the educational needs of middle level and secondary students by exploring current instructional theory, models, and strategies; state, local, and national standards as they relate to instruction, assessment, and accountability; and social issues that impact reading, listening, speaking, and writing in the classroom. The course also helps prospective educators develop skills in selecting and adapting delivery methods and behavior management plans for diverse individual students and student populations. Topics and Objectives English/Language Arts State Standards * Understand the progression of K-12 state standards in English and language arts. Envisioning the English/Language Arts Professional * Describe the role and function of an English and language arts professional. Lesson Planning and Assessment * Utilize state and national standards to create lesson plans and develop units of study. * Analyze the elements of an effective lesson plan that integrates assessment strategies. Factors that Impact English/Language Arts Instruction * Define the developmental differences between middle- and secondary-level students and how this impacts lesson design and instructional strategies. * Identify strategies for promoting positive learning environments in English and language arts classrooms. Teaching Reading * Examine strategies for building students' comprehension and vocabulary skills in reading. * Develop strategies for helping students become reflective readers. State Assessments * Identify the state-approved assessment tools and the academic areas they measure. English/Language Arts Curriculum * Examine the course outlines for local education agencies (districts). Media and Technology in the English/Language Arts Classroom * Develop strategies for establishing critical reading skills for various media. * Analyze the role of technology in English and language arts instruction. Teaching Literature * Utilize state standards to define the skills students must develop to read and respond to a variety of texts critically. * Develop strategies for expanding student literacy through the study of a wide variety of genres. Factors that Impact English/Language Arts Instruction (cont.) * Analyze instructional strategies that meet the learning needs of diverse students. State Assessments (cont.) * Identify the state-approved assessment tools and the academic areas they measure. Teaching Writing * Define the developmental stages of writing. * Analyze the elements of an effective writing workshop and adapt those elements to meet student needs. * Analyze the use of rubrics in teaching and evaluating writing. Reporting Student Achievement * Define the state's method for reporting student achievement. Oral Language and Speech * Analyze the components of an effective speech. * Create a rubric for evaluating speeches. Media and Technology in the English/Language Arts Classroom (cont.) * Analyze the influence of visual and print media in our society and its impact on learning. Federal Legislation and Accountability * Examine the implications of the No Child Left Behind Act of 2001.

This course explores the application of basic instructional methods and strategies of teaching social studies in middle school and high school settings. Participants identify the educational needs of secondary students by exploring current instructional and assessment theory; national, state, and local standards; and social issues that are found in various social studies courses. The course also helps prospective educators develop skills in selecting and adapting delivery methods and behavior management plans for diverse individual students and student populations. Topics and Objectives Rationale for Social Studies Education * Compare and contrast different rationales for the teaching of social studies. * Analyze differing visions of social studies education. * Develop a class mission statement for teaching social studies. * Identify the historical developments that have impacted social studies education. Teaching Skills and Values * Identify skills and values that should be developed in social studies classrooms. Standards-Based Instruction * Identify relevant content standards to use in structuring lessons and units. * Develop essential questions in order to focus a standards-based unit of study. * Select appropriate standards for chosen learning goals. * Analyze the use of standards-based teaching and learning strategies when constructing social studies lessons and units. Planning Lessons and Units * Write lesson plans that provide clear instructions for conducting social studies lessons. * Analyze social studies lessons that meet the needs of diverse learners and take into account multiple learning styles. Classroom Teaching Strategies and Management * Analyze the use of a wide variety of teaching strategies in the social studies classroom. * Identify traditional and alternative instructional strategies to use with middle and high school students. * Integrate the use of literature, other non-textbook resources, and technology into social studies instruction. * Integrate writing into social studies instruction. * Identify strategies for promoting positive learning environments in social studies classrooms. Assessment in the Social Studies Classroom * Identify the goals of assessment in the social studies classroom and the different means of assessing student learning. * Evaluate effective assessment strategies for the social studies classroom. * Develop standards-based assessments appropriate for the social studies classroom. Question-Asking Strategies * Compare and contrast different levels of questioning using Bloom's Taxonomy. * Analyze specific questioning strategies using different levels of questioning for the social studies classroom.

This course is designed to prepare students to teach science at the secondary school level. To meet this objective, students will explore the instructional methods in science content areas in middle level and high school settings. Participants will identify the educational needs of secondary students by exploring current instructional theory; national, state, and local standards; and social issues that impact the science classroom. The course also helps prospective educators develop skills in selecting and adapting instruction and management plans for diverse student populations.

This course provides an overview of adolescent development, including the biological, cognitive, and social changes during the period between childhood and adulthood. The psychosocial developmental period is explored, and current trends and methods of teaching and learning in a middle school are examined and practiced. Topics and Objectives Fundamental Changes During Adolescence * Examine biological transitions in adolescence including puberty and somatic development. * Examine cognitive transitions during adolescence. * Evaluate popular theoretical perspectives on adolescent thinking. * Analyze changes in social status. * Identify the process of social redefinition. Psychosocial Development * Compare and contrast the theoretical perspectives of the adolescent identity crisis. * Examine the development of emotional and behavioral autonomy. * Assess the importance of intimacy and sexuality as adolescent issues. * Examine psychosocial problems in adolescence. * Utilize technology to access reliable adolescent development resources from electronic media. Contexts of Adolescence * Examine adolescent relationships with family and peer groups. Contexts of Adolescence Cont. * Inspect the role of the school in adolescent development. Middle-Level Factors, Characteristics, and Effects on Adolescence * Classify factors that affect adolescent achievement in middle school. Middle-Level Factors, Characteristics, and Effects on Adolescence Cont. * Evaluate characteristics of effective middle-level instruction, management, and organization.

This course examines middle level education. It evaluates the structure of middle schools and their characteristics, including curriculum, instruction, and learning in middle level education. It also addresses issues such as managing the middle level environment. Students in this course will demonstrate knowledge through application, analysis, and observation of middle level environments. Topics and Objectives Middle School Structure * Examine the history of junior high and middle schools. * Analyze how the components of the school affect the learning environment. * Describe an appropriate classroom configuration for adolescent learners. * Appraise resources and opportunities unique to the middle level. Characteristics of Middle Level Education * Analyze how physical, intellectual, emotional, character, and social development impact learning. * Examine the implications of diversity for instruction and for learning in middle level education. * Describe important ideas, principles, and understandings needed to be effective middle level teacher. Curriculum and Instruction in Middle Level Education * Assess the benefits and the disadvantages of tracking or grouping students in middle school. * Correlate a middle level content curriculum area to national and state standards. * Analyze the interdisciplinary/multidisciplinary curriculum approach. * Examine the implications of No Child Left Behind (NCLB) for middle school education. Curriculum and Instruction in Middle Level Education (cont.) * Evaluate middle school instructional strategies. * Apply assessment tools used to measure instructional success. * Determine effective uses of technology in a middle school setting. Managing the Middle Level Learning Environment * Analyze classroom management theories used in the middle school. * Describe a positive and productive middle school learning environment. * Examine the link between effective teaching and classroom management. Managing the Middle Level Learning Environment (cont.) * Evaluate physical, emotional, and academic safety of a middle school campus. * Examine the importance of family and community involvement.

This course examines how emerging technology can affect the classroom teacher, school administrator, school board members, students, and parents. It explores how technology influences curriculum, instructional design, and educational standards. Equity issues and the consequences to students who lack technological skills and knowledge are also the focal points of this course. This course uses a variety of media and technologies to prepare teaching materials, develop curriculum, and deliver instruction. Topics and Objectives Current State of Educational Technology * Identify professional associations that represent technology teachers. * Justify the use of technology in education. * Analyze the impact of cultural diversity and educational equity on current uses of technology in education. * Examine aspects for planning technology integration at a district/school level. * Apply the five phases of a technology integration model. * Evaluate emerging trends in educational technology. * Demonstrate appropriate strategies essential to continued growth and development of skills in understanding and implementing emerging technology concepts. Integrating Software and Applications * Coordinate instructional software and software tools to learner needs. * Compare and contrast various types of instructional software. * Analyze Integrated Learning Systems (ILS) and other networked products. * Devise criteria and methods for educational software selection. * Identify uses of software applications in the classroom. * Evaluate software applications integration in the classroom. * Examine effective distance learning instructional strategies. * Assess Internet integration in the classroom. Integrating Technology in Language Arts, Mathematics, Science, and Social Studies * Identify exemplary Internet sites and software packages for subject-area instruction in language arts, math, science, and social studies. * Examine current issues in language arts, math, science, and social studies instruction that may impact the selection and use of technology. Integrating Technology in Art, Music, Physical Education and Special Education * Identify exemplary Internet sites and software packages for subject-area instruction in art, music, physical education, and special education. * Examine current issues in art, music, physical education, and special education instruction that may impact the selection and use of technology. Hypermedia and Multimedia * Compare and contrast hypermedia and multimedia. * Examine planning models to implement hypermedia and multimedia projects. * Generate effective presentation software techniques. Computers as a Tool for Teachers * Assess ways teachers can use computers as a productivity tool for teaching. * Examine ways teachers can use computers as a management tool.

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This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program’s progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This course introduces teaching as both an art and a science. Topics for discussion include an historical overview, basic philosophies, professionalism, legal/ethical ramifications, in addition to trends and issues in education. Students will reflect on their motivations to teach and will begin developing a personal philosophy of education.

This course explores the range of issues related to human development from birth through age 18. The focus of the course is on defining the various stages as they impact instructional practice and decisions in a K-12 environment. Emotional, intellectual, physiological, social, and cultural factors are discussed. Peer and family influences, along with issues related to media themes and gender bias, are examined.

This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan. Topics and Objectives Lesson Planning Describe the components of a lesson plan. Compare and contrast different approaches to lesson planning. Explain the role of standards in planning and instruction. Learning Goals and Objectives Analyze the difference between goals and objectives. Relate Bloom's Taxonomy to writing goals and objectives. Learning Goals and Objectives continued Write developmentally appropriate objectives. Develop a task analysis based on your lesson plan objective. Theoretical Models and Lesson Plan Designs Examine the three domains (affective, psychomotor, and cognitive)of learning. Examine educational theories. Analyze how the domains affect planning and instruction. Identify different theoretical models. Identify a variety of lesson plan designs. Apply the principles of theoretical models to planning and instruction. Instructional Strategies Compare and contrast different instructional strategies, such as direct instruction, individual study, indirect instruction, experiential instruction, and collaborative learning. Explain how different questioning strategies contribute to learning. Examine graphic organizers, concept mapping, and how they can enhance lesson planning and instruction. Examine how technology can be used to support instruction. Promoting Student Learning and Development Describe how students' critical thinking can be promoted through effective objectives, questioning, and activities. Demonstrate how to use various instructional strategies to promote student-centered learning. Describe how addressing student diversity in lesson planning can promote student learning. Evaluation Evaluate a lesson plan. Evaluate your personal disposition toward the teaching profession. Examine basic management skills that foster a positive, productive learning climate. Describe how assessment and evaluation of student learning can be used in lesson planning. All topics and objectives apply All topics and objectives apply.

This course focuses on developing the skills necessary to become effective assessors. It provides the fundamentals of a variety of classroom assessments, including standardized, formative and summative, traditional, and performance classroom assessments. Learners focus on using a variety of assessment tools and construct objective and performance assessments. Additionally, the purposes, the methods, and the reporting of evaluations are explored.

This Course Will Introduce Students To The Concept Of And Methods For Instructing In A Structured English Immersion (sei) Environment. Students Will Learn About Assessment Of K-12 Students, State Standards, Research-based Instructional Activities, And Lesson Planning And Implementation Models. Students Will Study How A Learner-centered Approach To Teaching Can Provide English Language Learners (ell), As Well As Native English Speakers, With A Greater Opportunity To Interact Meaningfully With Educational Materials As They Learn Subject Matter And El Learners Acquire English.

This course focuses on the most current research, theory, and methods of teaching reading at the secondary level. Various instructional and assessment techniques are modeled. A practical application project, based on work with a student in a 7th -12th-grade setting, is incorporated into the course requirements.

This course provides an overview of special populations in early childhood education. The course focuses on developmentally effective methods and techniques used for the identification, assessment, and instruction of children with special needs from birth to age eight. Legal structures, public policy, and information related to current practices serving special populations in early childhood are also examined.

This course examines developmentally effective strategies used in managing a positive learning environment within the framework of today’s diverse early childhood population. Topics include models of discipline, establishing expectations and procedures, motivating children, family communication, managing disruptive children, technology integration, and materials management and record keeping. Students will develop an individual classroom management plan for an early childhood setting.

This course explores the secondary mathematics classroom, curriculum, and teaching and assessment strategies. Participants identify the educational needs of secondary students by exploring current instructional theory, National Council of Teachers of Mathematics Standards, state standards, and social issues that impact the mathematics classroom. The course also helps prospective educators develop skills in selecting and adapting instruction for diverse student populations. The course will also emphasize classroom management skills as they relate to mathematics instruction. EFFECTIVE 2/1/2008: The Field Experience Observation Record no longer needs to be submitted to TaskStream.

This Course Addresses Structured English Immersion (sei) Instruction And Assessment Of K-12 English Language Learners (ells), And Is Designed To Meet The Standards Set By The Arizona Department Of Education. It Examines The Legal, Historical, And Educational Reasons For Sei, As Well As Theoretical Principles Of Language Acquisition And The Role Of Culture In Learning. It Also Emphasizes The Alignment Of Ell Proficiency Standards To Arizona’s Academic Standards And Their Application To Lesson Planning. The Arizona English Language Learner Assessment (azella), Use Of Alternative Assessments, Analysis Of Data, And The Application Of Data To Instruction, Are Emphasized As Well. A Final Project Synthesizes The Concepts And Instructional Strategies Taught In The Course. Prerequisite: Sei 500.

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This course emphasizes the practical application of educational theories and methods. The course will focus on the following topics: the student teaching experience, the school culture, the learning environment, and planning, preparing, and implementing the Teacher Work Sample. The course also provides a forum for open discussion and problem solving based on student teaching classroom experiences.

This course will focus on the design and implementation of the Teacher Work Sample. It also provides students practical guidance in securing a teaching position. Students will examine resumes and cover letters, teaching applications, and interview strategies. Assistance in preparing an employment portfolio will be provided. This seminar also provides a forum for open discussion and problem-solving based on student teaching classroom experiences.

In the Business Systems Analysis concentration, you'll examine analysis methodologies, the use of analysis tools and the components of project planning and management.

This course provides an overview of the different categories of exceptionality. Students will be introduced to special education laws and their implications for delivery systems, transition plans, and identification and placement procedures. Topics and Objectives Philosophical, Historical, and Cultural Foundations of Special Education * Summarize the theories and philosophies that form the basis for special education practice. * Explain how cultural differences impact the identification and education of individuals with exceptional learning needs. Basic Terminology and Acronyms in Special Education * Examine current terminology used in the education of individuals with exceptional learning needs. Legal Foundations of Special Education * Analyze the laws, regulations, and policies related to special education. Prereferral and Individualized Education Program (IEP) Procedures * Analyze procedures for initiating special education services. Characteristics of Learners * Compare and contrast the characteristics of learners with and without exceptional learning needs. Professional Collaborative Partnerships * Analyze the process of collaboration. * Generate strategies that promote successful collaboration. Family Collaborative Partnerships * Explore the dynamics of families who have individuals with exceptional learning needs. * Propose strategies for parental involvement in the education of individuals with exceptional learning needs.

This Course Provides An Overview Of Methodologies Used In Teaching Learners With Special Needs From Early Childhood On, With An Emphasis On Students With Learning Disabilities, Mental Retardation, And Emotional Handicaps. Students Explore The Relationship Between Individual Student Characteristics And The Development Of The Individualized Education Program, Instructional Implications Of Special Education Categories, Characteristics Of Various Service Delivery Models, Task Analysis, Unit And Lesson Development, Instructional Strategies, Classroom Organization And Management, Behavior Management, Crisis Prevention, And Transition Planning/career Counseling. Communication Through Consultation And Collaboration And Professional/ethical Practices Are Also Considered. Topics And Objectives Synthesis Of Assessment * Examine Formal And Informal Assessments Used To Evaluate Student Strengths And Needs. * Distinguish Among Special Education Categories Based On Idea Eligibility Criteria And Their Implications For Instruction. Overview Of The Individualized Education Program (iep) * Identify Components Of The Individualized Education Program (iep) As Defined In The Idea. * Explain The Process Of Iep Development And Implications For Due Process. * Analyze An Iep That Results In Appropriate Educational Services Based Upon Evaluation Of Student Strengths, Needs, Category Of Disability, And State And/or District Standards. * Describe Iep Considerations That Maximize Opportunities For Learning In The Least Restrictive Environment (lre). Planning For And Implementing Instruction * Describe Differing Learning Styles Of Individuals With Exceptional Learning Needs. * Describe Characteristics Of Culture And Implications For Instructional Practice. * Apply Task Analysis To The Development Of Instructional Sequences. * Evaluate The Effectiveness Of Instructional Materials For Varying Student Needs. * Explain Effective Unit And Lesson Development Based On The Essential Elements Of Instruction. * Examine Instructional Strategies That Promote Student Success And Modifications And Accommodations That Support Student Needs. * Analyze Informal Assessment Strategies To Measure Student Progress. * Propose Various Grading Methods. Managing The Teaching And Learning Environment * Describe Basic Classroom Management Theories And Strategies For Individuals With Exceptional Learning Needs. * Propose Environmental Modifications That Contribute To Student Learning. Managing Student Behavior And Social Interaction * Describe Social Skills Needed For Educational And Other Environments. * Describe Approaches That Influence Behavior Of Individuals With Exceptional Learning Needs. * Describe Components Of A Behavioral Intervention Plan (bip). * Describe Crisis Prevention And Intervention. Planning For Other Needs * Identify Processes Of Assisting Students In Making Transitions From One Setting To Another. * Identify Issues In Management Of Health Care Needs. * Describe Career Awareness And Vocational Activities For Students With Special Needs. * Describe Strategies That Promote Cultural Diversity And Disability Awareness. Communication And Collaborative Partnerships * Describe Models Of Consultation And Collaboration Among Professionals. * Describe The Role Of The Paraprofessional In Special Education. * Propose Ways In Which Parents And Non-professional Community Resources Contribute To Student Success. * Identify Advantages And Disadvantages Of Consultation And Collaboration In An Instructional Environment. Professionalism And Ethical Practices * Examine Professional And Ethical Practices Related To Educating A Student With Special Needs. * Describe A Personal Philosophy Of Educating A Student With Special Needs Based Upon Appropriate Professional And Ethical Practices.

This course focuses on the task of assessing the exceptional child, with an emphasis on measuring a child's abilities and diagnosing his or her strengths and needs. Commonly used tests and evaluation systems used in public school special education programs are examined. The course also addresses specific diagnostic procedures and the link between interpretation and the instructional process. Basic instructional, assessment, and behavioral recommendations are discussed. Topics and Objectives Foundations of Special Education Assessment and Interpretation * Compare and contrast current assessment practices with historical foundations of assessment. * Explain the legal requirements of assessment and evaluation. * Analyze the differences between assessment practices as mandated by the Individuals with Disabilities in Education Act (IDEA) and Section 504 of the 1973 Vocational Rehabilitation Act. * Define the steps in the special education evaluation and disability determination process. * Identify key terms in assessment terminology. Assessment Instruments * Identify the purposes of a variety of assessment instruments. * Identify assessments used in determining current performance levels. Collection of Assessment Data * Analyze effective data collection procedures. * Determine performance levels. Interpretation of Assessment Data * Interpret assessment data by analyzing attributes of student learning and performance. * Evaluate components of an educational assessment report. * Explain how assessment data contributes to disability determination. Linking Assessment and Instruction * Recommend instructional strategies, modifications, and accommodations. * Recommend classroom assessment strategies. * Recommend behavioral and social strategies. Communication and Collaborative Partnerships * Examine attributes of effective communication.

This Course Examines Teaching And Managing Students With Mild Disabilities. Special Emphasis Is Placed On Learning Disabilities, Mental Retardation, And Emotional Disabilities. The Etiology, Characteristics, Philosophies, Service Delivery Models Available, Methods Of Instruction, And Behavior Management Techniques Of Each Disability Area Are Discussed In Depth. Topics And Objectives Background And Characteristics Of Learning Disabilities * Analyze The Federal Definition Of “specific Learning Disabilities,” As Well As Some Common Components Of Various Definitions Of Learning Disabilities * Examine The Phases In The History Of Learning Disabilities * Identify The Legal Classifications Of Specific Learning Disabilities * Identify Legislation That Addresses Issues In The Field Of Learning Disabilities * Examine The Etiology And Prevalence Of Learning Disabilities Among Children And Young Adults * Examine Various Characteristics Of Students With Learning Disabilities Background And Characteristics Of Mental Retardation And Developmental Disabilities * Examine Early Advocates And Issues In The Field Of Mental Retardation And Developmental Disabilities * Analyze Laws And Litigation In The Field Of Mental Retardation And Developmental Disabilities * Analyze Current Definitions And Issues Of Students With Mental Retardation And Developmental Disabilities * Evaluate Current Perspectives On Students With Mental Retardation And Developmental Disabilities * Examine The Etiology And Prevalence Of Mental Retardation Among Children And Young Adults * Examine Various Characteristics Of Students With Mental Retardation And Developmental Disabilities Background And Characteristics Of Emotional And Behavioral Disorders * Identify The Purpose And Impact Of The Individuals With Disabilities Education Act (idea) On Students With Emotional And Behavioral Disorders * Examine Federal And State Definitions For Emotional And Behavioral Disorders * Analyze Historical Roots Of Emotional And Behavioral Disorders * Analyze Key Legislation In The Field Of Emotional And Behavioral Disorders * Summarize The Differing Perceptions Of Deviance In The Context Of Emotional And Behavioral Disorders * Analyze The Effects Of Dysfunctional Behavior On Learning * Examine Various Characteristics Of Students With Emotional And Behavioral Disorders Instructional Planning For Students With Mild Disabilities * Identify Educational Considerations For Students With Mild Disabilities * Describe The Nature And Function Of Curriculum For Students With Mild Disabilities * Describe Curriculum Structure And Implementation For Students With Mild Disabilities * Apply Concepts Of Curriculum Development To Unit Planning For Students With Mild Disabilities Methods Of Instruction For Students With Mild Disabilities * Identify The Purpose And Components Of The Individualized Education Program (iep) * Analyze Methods Of Instruction For Students With Mild Disabilities * Compare And Contrast Instructional Methods For Students With Mild Disabilities * Identify Assessment Alternatives For Students With Mild Disabilities Creating An Effective Learning Climate For Students With Mild Disabilities * Describe Attributes Of An Effective Learning Climate For Students With Mild Disabilities * Identify Strategies For Teaching And Managing Student Behavior Of Students With Mild Disabilities Service Delivery Models Available For Mild Disabilities * Describe The Continuum Of Service Delivery Models For Students With Mild Disabilities

This course focuses on the most current research, theory, and methods of reading instruction, while providing students with the background knowledge in language arts necessary to prepare an integrated unit of instruction. Various instructional and assessment techniques, including research-based phonics, are modeled. A practical application project, based on work with a student in a K-8 school setting, is incorporated into the course requirements. Topics and Objectives Theories and Strategies for Reading Instruction * Analyze the reading process * Identify theories and principles on which effective reading is based * Examine the components of phonology, morphology, semantics, graphophonics, and syntax * Identify the effective components of a lesson plan Preparation for the Practicum * Investigate the use of informal assessments * Plan for initial tutoring sessions Assessing Growth in Literacy * Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level * Analyze ways to organize and manage diagnostic information * Implement a program of remediation based on assessment findings Children’s Literature * Explore a variety of genres * Integrate children’s literature into units and lessons Learning to Read * Examine the roles of listening comprehension and oral expression in the development of literacy * Examine the use of effective oral reading practices to support literacy development * Analyze the relationship of listening, speaking, reading, writing, and thinking * Analyze the interrelationships among cognitive development, metalinguistic awareness, and language learning * Examine the concept of early literacy * Apply the relationship of listening, speaking, reading, writing, and thinking to lesson planning and an integrated unit Language Learning and Literacy * Identify instructional strategies and activities for language acquisition * Examine the value and importance of parental support and involvement in literacy development The Place of Explicit and Systematic Phonics in Learning to Read and Write * Examine word attack strategies readers use to process written language for meaning * Investigate the utility of phonics and structural analysis generalizations * Analyze the place of phonics in a reading program * Analyze methods of evaluating phonics mastery * Analyze print processing techniques and how they relate to developing appropriate and useful reading strategies * Analyze student writing to evaluate application of phonics elements * Examine the depth of present knowledge of phonics elements through pretest/posttest measures Comprehension Connections * Examine schema theory and how it relates to reading comprehension * Examine pre-reading, during-reading, and post-reading activities that enhance comprehension * Evaluate the use of pre-reading, during-reading, and post-reading activities in a tutorial/small group/classroom context * Identify instructional practices and methods for teaching comprehension * Deliver and evaluate lessons based on continuous diagnostic assessment * Examine the relationship between fluency and comprehension Reading to Learn * Examine the elements of reading comprehension in reading to learn * Analyze various study strategies and their application Vocabulary Building * Evaluate pedagogical approaches in vocabulary development Applications of Writing in the Classroom * Describe the stages of the writing process Applications of Writing in the Classroom (continued) * Identify student ...show more »and teacher behaviors during the various stages of the writing process * Compare and contrast methods for evaluating student writing, including analytic scoring * Analyze the integration of grammar, spelling, and handwriting during writing Managing the Reading Language Arts Classroom * Analyze the strengths and weaknesses of basal programs * Examine the ways in which basals are used in a classroom * Identify ways in which teachers can organize and group students for reading instruction * Examine the use of effective oral reading practices to support literacy development «show less

This course focuses on the pedagogy and assessment strategies that enhance learning in science and mathematics. Integrated content, interdisciplinary teaching, and curriculum and assessment issues are emphasized. Multiple perspectives of students as learners of math and science are explored. This course provides students with an opportunity to develop the ability to evaluate and use instructional methods, curricular materials and resources, and appropriate assessment strategies. Topics and Objectives Science and Mathematics Content and Standards * Identify the specific content and process standards in P-8 science and mathematics. * Apply national, state, and local science and mathematics standards to instruction and assessment. * Integrate national, state, and local technology standards with science and mathematics. Management in the Science and Mathematics Classroom * Identify specific classroom management issues related to successful teaching when implementing instructional strategies in science and mathematics. * Examine a classroom environment that provides opportunities for productive discourse. Students as Learners of Science and Mathematics * Analyze the impact that student culture, ethnicity, ideas, and learning styles have on science and mathematics instruction. * Examine various models of differentiated instruction for science and mathematics. Problem Solving in Science and Mathematics * Apply questioning strategies and learning activities that elicit, engage, and challenge a student’s thinking for successful problem solving in real-life scenarios. * Analyze a variety of learning tools designed to help students reason, solve problems, and communicate effectively in science and mathematics. Inquiry and Interactive Learning in Mathematics * Identify the key components of inquiry-based learning in mathematics. * Use appropriate, interactive learning strategies in the teaching of mathematics. * Demonstrate understanding of the principles and standards for school mathematics. Inquiry and Interactive Learning in Science * Identify the key components of inquiry-based learning in science. * Use appropriate, interactive learning strategies in the teaching of science. * Demonstrate understanding of the principles and standards for school science. Assessment in Mathematics and Science * Determine the need for ongoing program evaluation in both science and mathematics. * Develop formative and summative assessments in science and mathematics that are aligned with standards and guide instruction. * Evaluate assessment techniques, tools, and strategies used to measure student learning in science and mathematics. Integration of Science and Mathematics in Curriculum, Instruction, and Technology * Develop an integrated unit involving mathematics, science, technology, and other content areas as appropriate. * Examine the impact of technology on science and mathematics content and processes.

This course examines the roles of special educators when including students with disabilities into general education classrooms. Options for success that consider peer relationships, systematic instruction, behavior management, and collaboration are explored. This course focuses on inclusion strategies and collaborative activities that enable special educators, general classroom teachers, and administrators to successfully provide an optimal educational environment for students with disabilities. Topics and Objectives Philosophical, Historical, and Legal Foundations for Inclusion * Examine the impact of personal and United States philosophies of education * Identify historical and legal foundations of inclusion Issues of Inclusion * Contrast inclusion and mainstreaming * Identify resistance to inclusion * Describe the Regular Education Initiative * Define inclusion as an instructional intervention Professional Roles for Successful Inclusion * Identify contributions of general education teachers * Outline the role of the special education teacher * Examine the role of administrators * Examine the issues related to training and working with paraprofessionals Inclusive Learning Environments * Examine the role of technology in instruction * Describe the impact of culturally and linguistically diverse settings * Examine the impact of heterogeneous groupings * Recognize the value of cooperative learning * Identify the use of multiple intelligences in instruction * Identify the need for adaptation of curriculum Planning and Managing the Inclusive Teaching and Learning Environment * Determine a process for meeting individual student needs * Develop a systematic approach for inclusion * Describe the need for a systems-level plan Managing Student Behavior and Social Interaction Skills * Recognize the importance of peer relationships and support * Identify the benefits of social skills training programs * Outline the steps of contingency management * Examine aspects of contracting for behavior management Communication and Collaborative Partnerships * Identify communication as the foundation of cooperation and collaboration * Describe the key components of the communication process * Examine the roadblocks to communication * Recognize the steps in conflict management * Identify the key characteristics of collaborative consultation * Define collaborative teamwork * Identify the key characteristics of a collaborative team * Outline collaborative strategies for educators and families Professionalism and Ethical Practices * Identify ethical issues in managing behavior * Examine issues related to culturally and linguistically diverse populations

This course emphasizes the practical application of educational theories and methods. The course will focus on the following topics: the student teaching experience, the school culture, the learning environment, and planning, preparing, and implementing the Teacher Work Sample. The course also provides a forum for open discussion and problem solving based on student teaching classroom experiences. Topics and Objectives The Student Teaching Experience * Review the procedures, expectations, and requirements for student teaching * Analyze stress management techniques and strategies * Examine the importance of appropriate attire for the professional educator * Examine expectations of the formal student teaching observation process * Analyze the attributes of an effective cooperating teacher and student teacher relationship * Review the components, process, and timeline of the Teacher Work Sample The School Culture * Compare and contrast the cultures of various districts, schools, and classrooms * Analyze the different demographics of schools and school districts * Examine relationships within the school among teachers, colleagues, administrators, support staff, and students * Develop techniques for collaborating with grade-level or subject-level teachers * Describe various ways to create a team atmosphere within the school setting Planning and Preparation * Develop goals and objectives for the Teacher Work Sample instructional unit based on the teaching and learning context * Justify selected learning goals and objectives based on teaching and learning contexts * Examine various classroom arrangements and available resources Preparing and Implementing Assessments * Compare and contrast formative and summative assessments * Evaluate the usability and applicability of a variety of assessment methods * Design an assessment plan to monitor students’ progress Instructional Design * Compare and contrast different lesson plan formats * Design standards-based lesson plans * Demonstrate the use of differentiated instructional strategies * Apply technology to the creation of instruction and instructional activities The Learning Environment * Compare and contrast various methods of classroom management * Analyze the implications that contextual factors may have on learning and the learning climate * Evaluate the aspects of the classroom environment that contribute to positive learning experiences * Explore how brain-based research can contribute to building a positive learning climate * Analyze strategies for remediation of disruptive and non-disruptive student behaviors * Compare and contrast various classroom and school procedure

This course will focus on the design and implementation of the Teacher Work Sample. It also provides students practical guidance in securing a teaching position. Students will examine resumes and cover letters, teaching applications, and interview strategies. Assistance in preparing an employment portfolio will be provided. This seminar also provides a forum for open discussion and problem-solving based on student teaching classroom experiences. Topics and Objectives Instructional Decision-Making * Apply formative assessment information to make instructional planning decisions. * Analyze examples of instructional decision-making based on students’ learning or responses. Analysis of Learning Results * Evaluate assessment data to diagnose student learning. * Analyze data to report performance of the following groups: whole class, subgroups, and individual students. * Create visual representations to profile student performance. Reflection and Self-Evaluation * Identify areas for improving instructional skills and classroom management skills. * Evaluate your teaching performance relative to the instructional unit implemented for the Teacher Work Sample. Seeking a Teaching Position * Evaluate the components of a teaching employment portfolio. * Compare and contrast various teaching application formats. * Evaluate personal and professional considerations when applying for a teaching position. Managing the First Year of Teaching * Describe effective personal and professional time management strategies. * Identify best practice strategies. Program Reflection * Evaluate personal and professional growth throughout the University of Phoenix Special Education Program.

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program’s progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan. Topics and Objectives Lesson Planning Describe the components of a lesson plan. Compare and contrast different approaches to lesson planning. Explain the role of standards in planning and instruction. Learning Goals and Objectives Analyze the difference between goals and objectives. Relate Bloom's Taxonomy to writing goals and objectives. Learning Goals and Objectives continued Write developmentally appropriate objectives. Develop a task analysis based on your lesson plan objective. Theoretical Models and Lesson Plan Designs Examine the three domains (affective, psychomotor, and cognitive)of learning. Examine educational theories. Analyze how the domains affect planning and instruction. Identify different theoretical models. Identify a variety of lesson plan designs. Apply the principles of theoretical models to planning and instruction. Instructional Strategies Compare and contrast different instructional strategies, such as direct instruction, individual study, indirect instruction, experiential instruction, and collaborative learning. Explain how different questioning strategies contribute to learning. Examine graphic organizers, concept mapping, and how they can enhance lesson planning and instruction. Examine how technology can be used to support instruction. Promoting Student Learning and Development Describe how students' critical thinking can be promoted through effective objectives, questioning, and activities. Demonstrate how to use various instructional strategies to promote student-centered learning. Describe how addressing student diversity in lesson planning can promote student learning. Evaluation Evaluate a lesson plan. Evaluate your personal disposition toward the teaching profession. Examine basic management skills that foster a positive, productive learning climate. Describe how assessment and evaluation of student learning can be used in lesson planning. All topics and objectives apply All topics and objectives apply.

This course focuses on education for the English Language Learner (ELL). It emphasizes knowledge of and sensitivity to the history and to the culture of other languages and ethnic groups, as well as to multiethnic curriculum and instruction. It provides strategies for effective instruction, including standards-based lesson planning and implementation models, and assessment of linguistically diverse K-12 students. In addition, the course addresses ways in which a learner-centered approach to teaching can provide English Language Learners with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and acquire English.