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Education

A study of research and theory in the psychology of learning, cognition, and motivation, factors that impact learning, and application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of the college-level student academic strategies. Students use assessment instruments (e.g. learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned. Cross-listed as PSYC1300

Meets NCTC Core Curriculum Requirement

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An enriched, integrated pre-service course and content experience that:

  • Provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields
  • Provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse students populations
  • Provides students with support from college and school faculty for the purpose of introduction to and analysis of the culture of schooling and classrooms
  • Course content is aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards
  • Course must include a minimum of 16 contact hours of field experience in P-12 classrooms.

48 lecture hours + 16 hour lab

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A study of the child, family, community, and schools, including parent education and involvement, family and community lifestyles, child abuse, and current family life issues.

Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. The course includes a minimum of 16 hours of field experiences.

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An introduction to the education of the young child, including developmentally appropriate practices and programs, theoretical and historical perspectives, ethical and professional responsibilities, and current issues. Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations and the course includes a minimum of 16 hours of field experiences.

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A study of the factors that impact the well-being of the young child including healthy behavior, food, nutrition, fitness, and safety practices. Focuses on local and national standards and legal implications of relevant policies and regulations. Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth to age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. Course includes a minimum of 16 hours of field experiences.

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A study of the physical, emotional, social, and cognitive factors impacting growth and development of children through adolescence. 48 lecture hours

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An enriched, integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning. The course provides students with opportunities to participate in early field observations of P- 12 special populations and should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special populations. 48 lecture hours + 16 hour lab

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Last updated: 06/29/2017