EDU - Education

Explore current and future teaching profession. Introduces teacher education career opportunities. Learn about topics such as reflective inquiry, standards driven classrooms, use of technology, diverse learners, ethics -- including ethical behavior and practices in the classroom setting.

Designed to acquaint students with knowledge gained from educational psychologists in learning theory and practice, motivation and management, and effective instruction for preK-12 education. Meets required competencies in research, teaching methods and materials, media and technology, teaching effectiveness, interpersonal relations, educational ethics, understanding the learner, teaching-learning process, learning styles, and understanding the relationship between school and home. Emphasis placed on understanding management strategies, motivational techniques and assessments needed to maintain an effective learning environment and academic success. 

Designed to realize various emotional and behavioral disorders, health and physical impairments, and intellectual deviations associated with learners (birth through high school age) who are identified as exceptional. Areas of exceptionality include, but are not limited to the following: ADHD, autism, dyslexia, gifted, etc. Addresses strategies for meeting academic, social and emotional needs of these children and youth within the confines of the classroom (including IEPs and 504Bs). Examines criteria for effectively working with administrators, specialists, support personnel, family, and other resources who impact the educational experiences of these children.

Provides an understanding of historical, philosophical and social foundations of education in the United States. Addresses legal and ethical issues surrounding education. Learn how educational policy is formulated and affects classroom practice. Provides opportunities to gain knowledge from a variety of professionals from diverse backgrounds. This is the entry course to the School of Education: Teacher Education program.

Learn to design, implement and evaluate art and physical movement aspects that are interrelated with other disciplines and developmentally appropriate, meaningful and challenging for all preK to 8th grade learners. Lessons (designed and taught) demonstrate that the learners are developing a positive disposition towards artistic activism and physical movement exploration as well as expression. Explore the National Core Arts Standards

Examines a wide range of literary works appropriate to readers of middle school and high school age.  Study of types and themes of adolescent literature and issues related to its use in school programs.  Designed for teachers, librarians and parents. 

Develop an understanding of the tools of inquiry, structures of mathematics and content concepts of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability). Learn to plan, implement, and assess mathematical learning experiences that engage all learners (preK to 8th grade) in critical thinking, creativity, and collaborative problem solving. Investigate the NCTM (National Council of Teachers of Mathematics) standards and learn to apply the appropriate standards for academic achievement in the classroom setting.

Learn about how classrooms and middle and high schools work. Role play and observe instructional activities in action. Realize how different models of schools operate. Work on lesson design and balanced assessments for content specialization. Examine state and national standards for content area. Inspect national and state specialized professional associations. Practice aspects of data driven instruction. Explore aspects of classroom organization and learner motivation. 

Observe and work (plan lessons and activities) under the direction of a school-based setting. On-site mentors and university supervisors will guide this experience. A minimum of 40 hours in the field setting is required. 

The study of emergent language and linguistic development, including the processes of first and second language acquisition and the social cultural aspects of language. In addition, emphasis is placed on the role of linguistics in the acquisition of reading and writing skills and the implications for curriculum development.

The teaching of English to speakers of other languages. The study of curriculum and program development, teaching strategies, assessment procedures and material selection for ELL introduction. Review of practical aspects on organizing and managing the ELL classroom, including the why and when to transition students.

Identification and implementation of a variety of assessment tools to determine the placement of English language learners (ELL).

Develop an understanding of scientific disciplinary core ideas, cross-cutting concepts in engineering, general sciences, and health sciences. Engage in practices to plan, implement, and assess science and health learning experiences that assist all learners (preK to 8th grade) in curiosity, exploration, sense-making, conceptual development, and problem solving. Hands-on practicum lessons are required. Explore the Next Generation Science Standards and the National Health Education Standards.

Examine the central concepts, tools of inquiry, and disciplines of the social studies (civics and government, geography, economics, history) and the English language arts (reading, writing, speaking, listening, language, and ELL). Develop the understanding of the four-part processing system of proficient reading and writing. Identify and explain aspects of cognition and behavior that affect reading and writing development. Plan, implement, and assess developmentally appropriate social studies and English language arts learning experiences that enable all learners to develop the skills for problem solving, critical thinking, and decision making to understand and make informed decisions about their world.

Course examines the acquisition of language and effective strategies for supporting English Language Learners in the classroom. Assessments and instructional strategies align with the ELL proficiency standards and applies sheltered instruction and differentiated instruction approaches within diagnostic, formative, and summative assessments. In addition, the course describes the legal, historical and educational precedents currently impacting ELL instruction and support within public schools. The course further identifies and uses multiple strategies to improve student achievement by ensuring candidates are able to provide: comprehensible input, ongoing, specific and immediate feedback, various grouping structures and techniques, opportunities for building background knowledge, vocabulary development, and student engagement. Cultural and social influences such as language shift, identity issues, and the role of culture in learning are also reviewed. 

Learn to design, implement, and evaluate materials and instructional techniques for early through late adolescent learner. Topics include the pillars of the science of reading, assessing readability of materials across content areas. Learn to evaluate student reading skills, teaching vocabulary, comprehension and study skills, working with at risk students, and incorporating writing into curriculum.

Identify and apply the theoretical and foundational knowledge for reading, writing, listening, and speaking as set forth in the five pillars of literacy instruction supported by the science of reading research. Realize and apply current evidence-based best practices aligned to the science of reading and utilizes the principles and individual elements of structured literacy (i.e. phonology, alphabetic principle, syllable types and division, morphology, syntax, and semantics) when planning and implementing engaging literacy instruction for Pre-K and elementary students. Develop an understanding of the interrelated components of general literacy and disciplinary specific literacy processes that serve as a foundation for all learning (preK to 8th grade).

Realize appropriate and various literacy assessment strategies (phonological awareness, phonics, fluency, vocabulary, reading comprehension, listening comprehension, writing, and emergent literacy) to engage learners (preK to 12th grade) in their own growth. Develop an understanding of the impact of external factors (eg. language, culture, and socioeconomic differences) on student learning. Acquire skills to determine how to select, implement and analyze screening, diagnostic and progress monitoring data of learners’ language acquisition and literacy development for instruction. Learn to use appropriate data for accountability purposes, to identify students at risk for specific difficulties and disabilities (such as but not limited to dyslexia and dysgraphia), and to create individualized interventions.

Explores challenges of teachers in evaluating the needs of individual students in the diverse and inclusive classroom. Learn to innovative possibilities for differentiating instruction to enhance learning for all students. Realize the benefits of personalized instruction.

Course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze and apply disaggregated data to differentiate instruction as well as integrate diagnostic, formative, and summative assessments for ELLs. In addition, the course will describe the legal, historical and educational reasons for SEI. The course will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement. It will also identify the socio-cultural influences on ELLs such as Language shift, identity issues, and the role of culture in learning.

The course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze the content and use of the Stanford English Language Proficiency (SELP) Assessment in guiding ELL instruction, as well as describing the legal, historical and educational reasons for SEI. The course will build upon the systemic foundation and skill development set forth in EDU 44033 and will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement.

Observe and work under the direction of a school-based setting. On-site mentors and university supervisors will guide this experience. A minimum of 60 hours in the field setting is required. 

Supervised application of course content in a PreK - 12 setting. Emphasis on strategies for English language learner in lesson planning, implementation and evaluation for both small and large group instruction.

Reflective Practice activities associated with preservice student teaching experiences or teacher apprenticeship culmination. Activities include reflective journals, disposition reflections and components of identifying present and future professional development needs. On-site mentors and university supervisors will guide this experience. This is a school classroom-based experience. 

Students will create and submit an electronic portfolio, selecting from a variety of strategies for development, organization, storage, and presentation. The portfolio is a collection of material that demonstrates proficiency in relation to national and state standards.

Clinical Practice activities associated with preservice student teaching experiences or teacher apprenticeship culmination. On-site mentors and university supervisors will guide this experience. Activities include, observations, feedback evaluations, planning and designing, implementing, and assessing lessons and instructional units. This is a school classroom-based experience. 

Capstone activities associated with preservice student teaching experiences or teacher apprenticeship culmination. Activities may include, but not limited to, professional development in trauma informed care, ELL instruction, dyslexia, balanced assessments, life-career balance and parent-community involvement. Final teaching worksample portfolio (action research) will be submitted in this course. Other programming gaps may be covered in this course. This is a classroom-based experience. 

Explores challenges of teachers in evaluating the needs of individual students in the diverse and inclusive classroom. Learn to innovative possibilities for differentiating instruction to enhance learning for all students. Realize the benefits of personalized instruction.