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List of Courses
* All credit hours are based on the current term, this may vary for previous terms.
| CURR101 - Educational Technology |
(3 credit hours) |
Educational Technology:
The aim of this course is to introduce educational technology as an essential and integral component of the teaching/learning process, and to highlight the different roles it plays in improving the effectiveness of learning and instruction. The course covers the learning principles and strategies for integrating technology into teaching. It emphasizes the teacher?s role in designing, developing, utilizing, and evaluating instructional technology effectively. The candidates will learn the production skills and the effective procedures of selecting, producing, utilizing and evaluating various instructional media. Prerequisite: CURR 210
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| Prerequisite: |
- CURR210
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| Corequisite: |
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| Semester: |
Fall Spring |
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| CURR102 - Princ. of Curriculum& Instruct |
(3 credit hours) |
Principles of Curriculum and Instruction
The course aims at introducing candidates to the basic principles of curriculum and instruction. Among the topics covered are curriculum planning, design, implementation and evaluation. Emphasis is placed on designing and adapting curriculum materials to suit various students? needs. Prerequisite: CURR 210
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| Prerequisite: |
- CURR210
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| Corequisite: |
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| Semester: |
Fall Spring |
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| CURR103 - Early Childhood Dev.& Learning |
(3 credit hours) |
Early Childhood Development and Learning:
This course focuses on the development and learning of young children (birth through age 6), emphasizing an in-depth understanding of children's developmental stages and implementing developmentally appropriate practices. It focuses on in-depth study of young children?s physical, cognitive, social, emotional and language development. Students will apply various theoretical perspectives of development and learning to teaching. Contextual factors that affect young children?s development and learning will also be studied.
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All |
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| CURR200 - Planing & Implement. ISAR CURR |
(3 credit hours) |
Planing and Implementation of earlychildhood Curriculum:
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence elementary school student?s development and learning of Islamic/Arabic curriculum. Student teachers will have the opportunity to learn the connection between theories of curriculum planning development and their applications in actual classroom practices in the elementary schools.
Prerequisite: CURR 102
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| Prerequisite: |
- CURR102
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| Corequisite: |
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| Semester: |
Fall Spring |
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| CURR201 - Language Educat in Elem School |
(3 credit hours) |
Language Education in the Elementary School
This course aims at helping candidates acquire skills necessary to improve elementary school children?s Arabic language as a medium of communication in various school subjects. It covers analysis of children?s discourse, listening, reading, and writing, and ways of improving these skills. Emphasis is placed on applications of language skills on texts drawn from various subject matters.
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Fall Spring |
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| CURR202 - Planing & Implement. SOCV CURR |
(3 credit hours) |
Planning and Implementation of Social studies / Civics Curriculum
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence elementary school student?s development and learning of Social studies./Civics curriculum. Student teachers will have the opportunity to learn the connection between theories of curriculum planning development and their applications in actual classroom practices in the elementary schools.
Prerequisite: CURR 102.
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| Prerequisite: |
- CURR102
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR204 - Planing & Implement. SCMA CURR |
(3 credit hours) |
Planning and Implementation of Math/Science Curriculum
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence elementary school student?s development and learning of mathematics/science curriculum. Student teachers will have the opportunity to learn the connection between theories of curriculum planning development and their applications in actual classroom practices in the elementary school science and mathematics.
Prerequisite: CURR 102, CURR 210
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| Prerequisite: |
- CURR102
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| Corequisite: |
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| Semester: |
Fall Spring |
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| CURR206 - Planing & Implement. ENGL CURR |
(3 credit hours) |
Planning and Implementation of English Curriculum
This course is designed to be an exploration of new trends and approaches to English as a second language curriculum (ESL). It provides an overview of contemporary issues relating to ESL curriculum planning and implementation. It offers theoretical framework and curriculum models for teaching ESL in elementary schools. Attention is given to major language issues as they affect ESL curricular activity. Systematic analysis of current ESL curriculum practices, with particular emphasis on instructional, learning and linguistic forces affecting elementary-school curriculum. It provides trainees with experiential activities into how to plan, organize and implement ESL curriculum in elementary schools.
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| Prerequisite: |
- CURR102
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| Corequisite: |
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| Semester: |
Fall Spring |
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| CURR210 - Exploratory Educational Experi |
(3 credit hours) |
Exploratory Educational Experiences
This course aims at providing students with a wide range of exploratory educational experiences including basic educational concepts combined with field experiences to enable them make a decision as to whether to join the teaching profession. It covers topics such as teaching as a profession, professional ethics, the future of teaching, teacher duties and responsibilities and school and its roles in the UAE society. Emphasis is placed on enabling students to develop portfolios. Students are expected to engage in field experiences. Prerequisite: ENGU 1303
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| Prerequisite: |
- ENGU1303
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| Corequisite: |
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| Semester: |
Fall Spring |
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| CURR211 - Plan&Implement. of ECE Curric |
(3 credit hours) |
Planning and Implementation of ECE Curriculum
This course provides students with knowledge and skills to design and implement a developmentally appropriate curriculum using a wide array of effective approaches, strategies, and tools to positively influence young children's development and learning. Students will have the opportunity to learn the connection between theories of child development and learning and actual practice with young children.
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| Prerequisite: |
- CURR103
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| Semester: |
Fall Spring |
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| CURR212 - Lang. Dev. & Emer. Liter./ ECE |
(3 credit hours) |
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All |
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| CURR221 - Language Education in ECE |
(3 credit hours) |
Language and Emergent Literacy in ECE
This course aims to explore language development and early literacy development and learning. It highlights the importance of setting a developmentally appropriate environment for literacy development and learning. It covers the stages of reading and writing and the implementation process of literacy in the early years. The course also emphasizes the integration of the language arts in the curriculum.
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| Prerequisite: |
- ENG200
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Fall Spring |
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| CURR222 - Children's Literature |
(3 credit hours) |
Children?s Literature
This course aims at providing teacher candidates with an overview of a range of literature in various genres. Candidates will evaluate children?s literature and their responses to the various genres. The course emphasizes the exposure of teacher candidates and children to literature throughout all subjects. Prerequisite.
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Fall Spring |
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| CURR310 - ClassRoom Assessment in Elem E |
(3 credit hours) |
Classroom Assessment in Elementary Education
This course aims at introducing candidates to a variety of classroom techniques and tools of assessment to help them make better educational decisions and modify their own planning and teaching. The course covers topics such as formal and informal; alternative and authentic; performance and portfolio assessments in addition to test construction properties. Candidates will have the experience of using appropriate software to analyze test results. Prerequisite: CURR 102
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| Prerequisite: |
- CURR102
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| Semester: |
Fall Spring |
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| CURR311 - Creative Arts 4 Young children |
(3 credit hours) |
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All |
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| CURR312 - Dev. of Religiuos&So.l Con/ECE |
(3 credit hours) |
Development of Religious and Social Concepts in ECE
This course aims at helping teacher candidates provide opportunities for children to develop basic religious and social studies concepts. It covers the planning, implementation, and evaluation of religious and social studies activities. It emphasizes to children how activities in religious and social studies relate to everyday experiences. Prerequisite: GEO432 and HIS412
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| Prerequisite: |
- GEO432
- HIS412
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Fall Spring |
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| CURR313 - ClassRoom Environ in Elem Ed |
(3 credit hours) |
Classroom Environment in Elementary Education
This course aims at enabling students to acquire the knowledge, skills and dispositions necessary for improving classroom environment. Topics include importance of classroom environment, teacher role in creating positive classroom environment, developing classroom interaction and classroom management. Emphasis will be placed on creating an effective classroom environment. Prerequisite.
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Fall Spring |
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| CURR314 - Family,Community,Culture & ECE |
(3 credit hours) |
Family, Community, Culture and ECE
This course aims at providing teacher candidates with the skills necessary to effectively draw source of learning from the children?s family, community, and cultural contexts to advance their learning. It reviews the family systems theory and covers the processes and skills involved in the teacher?s collaborative relationships with colleagues, families, and community service agencies. The course emphasizes the teacher?s need to foster responsible relationships that support children?s well being.
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Fall Spring |
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| CURR316 - Tech.Meth.of Engl.Young Learne |
(3 credit hours) |
Teaching Methods of English for Young Learners
This course aims at introducing candidates to English language teaching approaches and techniques suitable for young learners. It covers topics such as characteristics of the young language learner, language development, approaches to teaching children and the development of language skills at the lower elementary level. Emphasis is placed on an activity-based approach to the teaching of English to children. Classroom observation and micro-teaching experiences are an integral part of this course. Prerequisites.
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR317 - Child Health and Care |
(3 credit hours) |
Child Health and Care
The course aims at familiarizing candidates with the knowledge and skills necessary for health and psychological care for kindergarten children. It covers topics such as: the basics in health and nutrition, ways of dealing with problems of health and safety. It places emphasis on first hand experiences and applications.
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Fall Spring |
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| CURR318 - Artistic & Aesthetic Apprecia. |
(3 credit hours) |
Artistic and Aesthetic Appreciation
This course focuses on planning and implementing curriculum in visual arts, music, movement, and drama in early childhood settings. An exploration of principles, methods, and materials for teaching children visual arts, music, movement and drama through process-oriented experiences to support creative thinking is an integral part of the course.
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All |
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| CURR319 - Science Education for young Ch |
(3 credit hours) |
Science Education for Young Children:
This course aims at providing students with the knowledge and skills needed to plan and implement an integrated science program for young children (birth through age 6). Students will be involved in an in-depth study of how young children develop science concepts and skills through interacting with their environment.
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| Prerequisite: |
- NSCI260
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| Semester: |
Fall Spring |
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| CURR320 - Mathematics Ed. 4 Young Child. |
(3 credit hours) |
Mathematics Education for Young Children
This course focuses on planning and implementing developmentally appropriate mathematics curricula for young children (birth through age 6). The application of principles of whole child development to the nurturance of mathematical and pre-mathematical concepts in early childhood education will be emphasized. Prerequisite.
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| Prerequisite: |
- MATH335
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All |
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| CURR321 - Dev. of Math & Sc. Conc./ECE |
(3 credit hours) |
This course aims at providing students with the knowledge and skills needed to plan and implement an integrated science program for young children (birth through age 6). Students will be involved in an in-depth study of how young children develop science concepts and skills through interacting with their environment. Prerequisite: NSCI260
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| Prerequisite: |
- NSCI260
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR323 - Music & Movement Ed. in ECE |
(3 credit hours) |
Music and Movement Education in ECE.
This course aims an introducing the concepts related to creativity in music and movement. This course combine experiences to introduce media, methods, and materials used to foster musical activity and creative movement. Special emphasis will be given to the integration of music and movement experiences in other curriculum areas.
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Fall Spring |
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| CURR324 - Children's Play |
(3 credit hours) |
Children?s Play:
This course provides students with theories on development of play and how it can be guided. It will place an emphasis on how young children use play to develop individually, to understand the physical, social, and cognitive environment, and to develop physical and motor skills and creative ability. It also includes a section on selection and construction of play materials.
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Fall Spring |
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| CURR326 - Children's Theater |
(3 credit hours) |
Children?s Theater
This course aims at familiarizing students with theater as a learning media in early childhood education. It covers the development of children?s theater, drama, role-play, stage preparation and production. The course places emphasis on the importance role of theater in the development of children?s skills and personality.
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Spring Summer |
Go To Index |
| CURR329 - Product of Com Based teaching |
(3 credit hours) |
Production of Computer Based Teaching materials
The course aims at introducing candidates to computer software and the use of computer in delivering instructions as an essential and integral component of the teaching/learning process. The course covers the learning principles and strategies for integrating computer technology into teaching as well as producing, utilizing and evaluating computer-based materials. It emphasizes the role of teacher in designing, developing, utilizing, and evaluating instructional materials effectively.
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Spring |
Go To Index |
| CURR351 - Content & Ped. Dev. of ISLM-EL |
(3 credit hours) |
Content and Pedagogy Development of Islamic Studies in Elementary Schools
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school Islamic studies. It aims at fostering candidates? deep understanding of elementary school Islamic studies curriculum at grade 1 - 5, its organization, its planning, and its implementation in classrooms through frequent analysis and activities designed to familiarize candidates with different background and abilities with how particular concepts, skills related to Islamic studies are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 361
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| Prerequisite: |
- CURR361
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR352 - Content &Ped. Dev. of ARAB-EL |
(3 credit hours) |
Content and Pedagogy Development of Arabic Studies in Elementary Schools
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school Arabic language. It aims at fostering candidates? understanding of elementary school Arabic language curriculum, its organization, its planning, and its implementation in classrooms through frequent analysis and activities designed to familiarize candidates with how particular linguistic concepts are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 362
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| Prerequisite: |
- CURR362
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| Corequisite: |
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All |
Go To Index |
| CURR353 - Content & Ped. Dev. of SOCI-EL |
(3 credit hours) |
Content and Pedagogy Development Elementary School Social Studies
The course is designed to help candidates acquire the content and the pedagogical content knowledge needed to effectively teach elementary school in Social Studies. The course also aims at fostering candidates? understanding of elementary school curriculum through frequent content analysis and activities that are designed to familiarize candidates with how curriculum topics and major concepts are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 363
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| Prerequisite: |
- CURR363
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| Corequisite: |
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All |
Go To Index |
| CURR354 - Content & Ped. Dev. of CIVI-EL |
(3 credit hours) |
Content and Pedagogy Development of Elementary School Civic Education
The course is designed to help candidates acquire the content and the pedagogical content knowledge needed to effectively teach elementary school in Civic Education. The course also aims at fostering candidates? understanding of elementary school curriculum through frequent content analysis and activities that are designed to familiarize candidates with how curriculum topics and major concepts are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 364
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| Prerequisite: |
- CURR364
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| Corequisite: |
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All |
Go To Index |
| CURR356 - Content & Ped. Dev. of MATH-ED |
(3 credit hours) |
Content and Pedagogy Development of Mathematics Studies in Elementary School
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school mathematics. It is guided by the National Document of school Mathematics curriculum. It aims at fostering candidates? understanding of elementary school mathematics curriculum through frequent analysis and activities designed to familiarize candidates with how particular mathematical concepts are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 366
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| Prerequisite: |
- CURR366
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR357 - Content & Ped. Dev. of SCIE_EL |
(3 credit hours) |
Content and Pedagogy Development of Science Studies in Elementary School
This course is designed to help candidates acquire the content and pedagogical content knowledge needed to effectively teach elementary school science. It is guided by the National Document of school Science curriculum. It aims at fostering candidates? understanding of elementary school science curriculum through frequent analysis and activities designed to familiarize candidates with how particular science concepts are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 367
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| Prerequisite: |
- CURR367
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR358 - Content & Ped. Dev. of ENGL-EL |
(3 credit hours) |
Content and Pedagogy Development of English Language in Elementary School
The course is designed to help candidates acquire the content and the pedagogical content knowledge needed to effectively teach elementary school English. The course also aims at fostering candidates? understanding of elementary school English language curriculum through frequent content analysis and activities that are designed to familiarize candidates with how curriculum topics and major concepts are represented and adapted to learners? various interests and abilities. Prerequisite: CURR 368
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| Prerequisite: |
- CURR368
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR361 - Teach Islamic Ed in Elementary |
(3 credit hours) |
Teaching Methods of Islamic Education in the Elementary Schools
This course aims at introducing candidates to effective strategies used in the teaching of Islamic Education in the Elementary School. It covers the basic concepts of teaching Islamic Education and its nature. In addition, it covers planning skills, instruction and evaluation in an integrated way. Emphasis is placed on the application of Islamic Education activities and practices inside and outside school. The course includes field experiences. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR362 - Teaching Arabic in Elem School |
(3 credit hours) |
Teaching Methods of Arabic in the Elementary Schools
This course aims at introducing candidates to contemporary approaches and methods in the teaching of Arabic in the Elementary School. It covers recent approaches of teaching the mother tongue such as the integration approach, the communicative and ways of developing the four language skills. Emphasis is placed on the integration approach to develop the skills. The course includes field experiences. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR363 - Teach.Meth.of Social stu. ELEM |
(3 credit hours) |
Teaching Methods of Social Studies in the Elementary Schools
This course aims at enabling candidates acquire knowledge and skills of contemporary methods and strategies of Social Studies in the Elementary School. It covers topics such as nature of the discipline, strategies discovery and inquiry methods and cooperative learning. Emphasis is placed on applications of knowledge and skills in practical situations. Field experiences are part of the course. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR364 - Teach.Meth.of CIVICS in ELEM |
(3 credit hours) |
Teaching Methods of Civics in the Elementary Schools
This course aims at introducing candidates to the recent approaches and methods in teaching Civics in the Elementary School. It covers nature of the discipline as well as effective methods and strategies such as inquiry methods and cooperative learning, etc. Emphasis is placed on case studies and practical situations. Field experiences are part of the course. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR366 - Tech.Meth.of math in ELEM Sch |
(3 credit hours) |
Teaching Methods of Mathematics in the Elementary Schools
This course aims at introducing candidates to contemporary methods of teaching mathematics at the elementary school level. In this course, candidates will learn about the core of mathematical concepts, students? ways of reasoning about those concepts and effective teaching of these concepts at elementary school level. Candidates will also have the opportunities to develop pedagogical skills such as planning and implementing instruction as aligned with curricular standards at national and international level, using a variety of instructional tools in teaching, and assessing students? understanding and performance. Major emphasis will be placed on learning through goal-directed activities and teaching mathematics in ways that help students to construct their own knowledge. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR367 - Tech.Meth.of SC in ELEM Sch. |
(3 credit hours) |
Teaching Methods of Science in the Elementary Schools
This course aims at introducing candidates to the current methods of teaching science in the Elementary School. The course includes planning, organizing and using materials and resources, integrating technology into science teaching and applying science activities. Emphasis is placed on scientific literacy and candidates? ability to observe and think critically about children?s thinking. Field Experience is part of the course requirements. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR368 - Tech.Meth.of Engl.in ELEM Sch. |
(3 credit hours) |
Teaching Methods of English in the Elementary Schools
This course aims at introducing candidates to the major English as a Foreign Language (EFL) approaches and methods. It covers topics such as language acquisition and learning, the contemporary teaching approaches and the development of language skills. Emphasis is placed on the communicative approach and on techniques, which suit the UAE educational setting. Classroom observation and microteaching are an integral part of this course. Prerequisites: CURR 310+CURR 313
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| Prerequisite: |
- CURR101
- CURR102
- CURR310
- CURR316
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR411 - Special Topic in ECE |
(3 credit hours) |
Special Topics in ECE:
This course provides students with the opportunity to cover specialized topics not included in regular course offerings. It covers contemporary topics of interest to early childhood educators as well as the issues and challenges in early childhood education. Topics may include but not limited to early intervention, inclusive education in early childhood settings, childcare policy, global perspectives in early childhood education, and organization and administration of early childhood education.
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| Semester: |
Fall Spring |
Go To Index |
| CURR413 - Teaching Thinking Strategies |
(3 credit hours) |
Teaching Thinking Strategies
This course introduces candidates to teaching thinking skills in schools. Topics covered include: student in-class thinking; critical analysis of programs and approaches for teaching thinking; thinking and assessment; infusion of thinking skills into the curriculum and current research on thinking and teaching thinking. There is a particular emphasis on large and small group discussion, debriefing, and hands-on activities on thinking skills programs, such as Edward de Bono?s CoRT Program. Candidates will examine their own "thinking about thinking (meta-cognition)." In addition, candidates will be introduced to coaching as a means of promoting "school as a home for the mind." Prerequisite: PSY 341
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| Prerequisite: |
- PSY341
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR414 - Early Childhood Learning Envi. |
(3 credit hours) |
Early Childhood Learning Environments:
This course will help prospective teachers of early childhood education to design and evaluate appropriate learning environments for young children. Students, in this course, will explore many aspects of the learning environment, such as physical arrangement of the classroom, materials, the curriculum, adaptations for individual children, the social environment created by the relationships among the children, the way the teacher interacts with the entire class and with individual children, and teacher guidance. Prerequisite: CURR317
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| Prerequisite: |
- CURR211
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR416 - Assessment in ECE |
(3 credit hours) |
Assessment in ECE:
This course is designed to help prospective teachers of young children conduct informal and formal assessments and develop an assessment system that draws information from various assessment sources. The course will help prospective teachers learn to work with young children, understand how changing development affects assessment and evaluation of these children. Teacher candidates will also learn effective ways for assessment partnerships with other colleagues, families, and children.
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| Prerequisite: |
- CURR312
- CURR320
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| CURR421 - Capstone Exp in Elem/Islm&Arab |
(3 credit hours) |
Capstone Experiences in Elementary Education Islamic Education and Arabic
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the student?s achievement of the institution?s general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
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| Prerequisite: |
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| Corequisite: |
CURR461 |
| Semester: |
Fall Spring |
Go To Index |
| CURR422 - Cap.Exp.in ELEM/Soci.St &CIVIC |
(3 credit hours) |
Capstone Experiences in Elementary Education Social Studies and Civics
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the student?s achievement of the institution?s general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
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| Prerequisite: |
- CURR363 or CURR364
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| Corequisite: |
CURR462 |
| Semester: |
Fall Spring |
Go To Index |
| CURR423 - Cap.Exp.in ELEM ED/MATH&SC |
(3 credit hours) |
Capstone Experiences in Elementary Education Mathematics and Science
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the student?s achievement of the institution?s general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
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| Prerequisite: |
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| Corequisite: |
CURR463 |
| Semester: |
Fall Spring |
Go To Index |
| CURR424 - Cap.Exp.in ELEM Sch/English |
(3 credit hours) |
Capstone Experiences in Elementary Education English
This course is crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the student?s achievement of the institution?s general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having professional focus, while demonstrating capacity for being a teacher leader and fostering school change
|
| Prerequisite: |
- CURR316 or CURR368
|
| Corequisite: |
CURR464 |
| Semester: |
Fall Spring |
Go To Index |
| CURR425 - Capstone Experience in ECE |
(3 credit hours) |
Capstone Experiences in ECE:
This course aims at integrating knowledge, concepts, and skills associated with the courses in the ECE program. It emphasizes situations and challenges that exist in the ?real world?. Students are expected to creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change. Co-requisite: CURR465
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| Prerequisite: |
|
| Corequisite: |
CURR465 |
| Semester: |
Fall Spring |
Go To Index |
| CURR461 - Std.Tch.in ELEM/ISLM.ED&AR |
(9 credit hours) |
Student Teaching in the Elementary School Islamic Education and Arabic in the Elementary
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE?s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools.
|
| Prerequisite: |
- CURR361
- CURR362
|
| Corequisite: |
CURR421 |
| Semester: |
Fall Spring |
Go To Index |
| CURR462 - Std.Tech.in ELEM/Soc.St&CIVICS |
(9 credit hours) |
Student Teaching in the Elementary School Social Studies and Civics in the Elementary School
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE?s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools.
|
| Prerequisite: |
- CURR363
- CURR364
|
| Corequisite: |
CURR422 |
| Semester: |
Fall Spring |
Go To Index |
| CURR463 - Std.Teach. in ELEM /MATH&SC |
(9 credit hours) |
Student Teaching in the Elementary School Mathematics and Science in the Elementary School
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE?s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools.
|
| Prerequisite: |
- CURR366
- CURR367
|
| Corequisite: |
CURR423 |
| Semester: |
Fall Spring |
Go To Index |
| CURR464 - Std.Tech.in ELEM Sch/ENGL |
(9 credit hours) |
Student Teaching in the Elementary School English in the Elementary School
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE?s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the elementary schools.
|
| Prerequisite: |
- CURR368
- CURR316
|
| Corequisite: |
CURR424 |
| Semester: |
Fall Spring |
Go To Index |
| CURR465 - Student Teaching in ECE Educat |
(9 credit hours) |
Student Teaching in Early Childhood Education:
During this course, candidates will demonstrate mastery of all standards for beginning teachers that have been adopted by Faculty of Education?s teacher education programs. Planning, instruction, the learning environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. Students are expected to spend a full semester practice teaching in one of the public kindergartens. Co-requisite: CURR425
|
| Prerequisite: |
- CURR414
- CURR321
|
| Corequisite: |
CURR425 |
| Semester: |
Fall Spring |
Go To Index |
| CURR552 - PRINCIPLES OF CURR& INSTR/DPLM |
(3 credit hours) |
The course aims at introducing candidates to the basic principles of curriculum and instruction. Among the topics covered are curriculum planning, design, implementation and evaluation. Emphasis is placed on designing and adapting curriculum materials to suit various students? needs.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR553 - clsrom.eviro.&assess. in pr&s |
(3 credit hours) |
This course is designed for candidates to apply the principles of proactive classroom management, to maintain productive classroom environment, and to promote student responsibility. On the other hand, this course enables candidates to understand what the various assessment tools mean for the individual student within the total classroom environment and to more accurately assess students' learning/instructional levels of performance and thereby judge the effectiveness of the learning process. Several topics are covered including management and planning techniques, motivation, conflict resolution, a variety of informal and formal assessment practices, systems of grading student performance, and ways to assign grades effectively and fairly. Field-based experience in the local preparatory and secondary schools is included.
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| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR555 - Teach.Meth.Of Sc. For Elem |
(3 credit hours) |
Aims at providing students with knowledge and skills of Teaching Methods of Science in Elementary School. It deals with formulating behavioral objectives at different cognitive levels preparing lessons, designing models for curriculum activities, performing lessons in natural science.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR556 - EDUCATIONAL TECHNOLOGY/DIPLOMA |
(3 credit hours) |
The aim of this course is to introduce educational technology as an essential and integral component of the teaching/learning process, and to highlight the different roles it plays in improving the effectiveness of learning and instruction. The course covers the learning principles and strategies for integrating technology into teaching. It emphasizes the role of teacher in designing, developing, utilizing, and evaluating instructional technology effectively. The candidates will learn the production skills and the effective procedures of selecting, producing, utilizing and evaluating various instructional media
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR570 - Teach.Meth./ ISLAMIC St.DIPLOM |
(3 credit hours) |
This course aims at introducing candidates to effective strategies, methods and techniques used in the teaching of Islamic Education in the preparatory and secondary schools. It covers basic concepts in teaching Islamic Education, its nature, planning, skills, instruction and evaluation. Emphasis is placed on connecting Islamic Education with students? real life. Field experience is an integral part of this course.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR571 - Teach.Meth./ARABIC Lan. DIPLOM |
(3 credit hours) |
This course introduces candidates to the main Arabic Language teaching methods and approaches in the Preparatory and Secondary Schools. It covers knowledge and skills needed to design teaching and learning situations related to Arabic language with its social and communicative implications. Emphasis is placed on a communicative approach, which deals with integrated language skills. Field experience is part of the course.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR572 - Teach. Meth. SOCIAL St.DIPLOM |
(3 credit hours) |
This course enables candidates to understand strategies and approaches of teaching social studies in preparatory and secondary schools. It covers studying the nature, structure, concepts, interdisciplinary relationships, inquiry and discovery methods, cooperative learning, and problem solving. The course focuses on application of knowledge and skills in practical situations. Field experience is part of this course.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR575 - Teach Methods /ENGLISH DIPLOMA |
(3 credit hours) |
This course aims at introducing candidates to various contemporary English as a foreign language (EFL) approaches and methods. It covers the major eight approaches and techniques, which have been used by ELT professionals at different times such as the direct method, the situational and the audio lingual. Emphasis is placed on the communicative approach and on techniques suitable for the UAE school setting. Classroom observation and microteaching experiences are an integral part of this course.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR576 - Teach. Meth. / CIVICS DIPLOMA |
(3 credit hours) |
This course aims at developing candidate?s abilities to use strategies and approaches of teaching civics in the Preparatory and Secondary Schools. It covers the nature, structure and concepts as well as planning, instruction and evaluation of civics. Emphasis is placed on application of knowledge and skills in practical situations. Field experience is part of the course.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR577 - Teach. Meth./MATHEMATIC DIPLOM |
(3 credit hours) |
This course aims at introducing candidates to the recent and contemporary strategies and methods in the teaching of mathematics at the Preparatory and Secondary levels. Among the topics covered are: trends in mathematics education reform, history of mathematics, instructional planning, assessment techniques relevant to mathematics, effective classroom discourse, and the role of technology as a teacher resource and classroom tool. Emphasis is placed on knowledge and applications of different perspectives on teaching mathematics at the preparatory and secondary levels. The course, also, involves field experience in local schools.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR578 - Teach Meth./SCIENCE DIPLOMA |
(3 credit hours) |
This course aims at introducing candidates to contemporary methods and approaches for teaching science effectively for all students in preparatory and secondary schools. Among topics included is science teaching standards, nature of science, instructional strategies, instructional planning, and instructional technology integration, safety in the classroom, science classroom management and assessment. Emphasis is placed on inquiry-oriented instruction and on reconstructing, reflecting upon and applying personal and professional knowledge, skills, beliefs and attitudes regarding effective science teaching. Field experience is part of this course.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
Fall Spring |
Go To Index |
| CURR580 - Stud Teach. ISLAMIC St. DIPLOM |
(9 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR570
|
| Corequisite: |
CURR581 |
| Semester: |
All |
Go To Index |
| CURR581 - Capstone Exp-ISLAMIC ST DIPLOM |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR580 |
| Semester: |
Fall Spring |
Go To Index |
| CURR582 - Stud Teach. ARABIC La. DIPLOMA |
(9 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR571
|
| Corequisite: |
CURR583 |
| Semester: |
Fall Spring |
Go To Index |
| CURR583 - Capstone Exp-ARABIC La. DIPLOM |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR582 |
| Semester: |
Fall Spring |
Go To Index |
| CURR584 - Stud Teach. ENGLISH La. DIPLOM |
(9 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR575
|
| Corequisite: |
CURR585 |
| Semester: |
Fall Spring |
Go To Index |
| CURR585 - Capstone Exp-ENGLISH - DIPLOMA |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR584 |
| Semester: |
Fall Spring |
Go To Index |
| CURR586 - Stud Teach. SOCIAL St. DIPLOMA |
(9 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR572
|
| Corequisite: |
CURR587 |
| Semester: |
Fall Spring |
Go To Index |
| CURR587 - Capstone Exp-SOCIAL ST. DIPLOM |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR586 |
| Semester: |
Fall Spring |
Go To Index |
| CURR588 - Stud Teach. MATHEMATICS DIPLOM |
(9 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR577
|
| Corequisite: |
CURR589 |
| Semester: |
Fall Spring |
Go To Index |
| CURR589 - Capstone Exp-MATHEMATIC DIPLOM |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR588 |
| Semester: |
Fall Spring |
Go To Index |
| CURR590 - Stud Teach. SCIENCE DIPLOMA |
(9 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR578
|
| Corequisite: |
CURR591 |
| Semester: |
Fall Spring |
Go To Index |
| CURR591 - Cap.Exp.Pre&Sec.Sch/SC./DPL |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR590 |
| Semester: |
Fall Spring |
Go To Index |
| CURR592 - Stud Teach. CIVICS DIPLOMA |
(3 credit hours) |
This course is designed for candidates to demonstrate mastery of all standards that are adopted by the COE teacher education programs and hence are required of beginning preparatory and secondary school teachers. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained throughout courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the preparatory or secondary schools.
|
| Prerequisite: |
- CURR576
|
| Corequisite: |
CURR593 |
| Semester: |
Fall Spring |
Go To Index |
| CURR593 - Capstone Exp- CIVICS DIPLOMA |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the ?real world? and measures the candidate?s achievement of the COE general objectives and the learning outcomes of the teacher education program. It is expected that candidates in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
|
| Prerequisite: |
|
| Corequisite: |
CURR592 |
| Semester: |
Fall Spring |
Go To Index |
| CURR6012 - Intro. to educational research |
(3 credit hours) |
CURR 6012 Introduction to Educational Research: This course aims at introducing Master Degree students to basic concepts in statistics and measurement in educational research discipline. The course will mainly provide students with essential statistical skills in both qualitative and quantitative research. It will also emphasize ethical issues in educational research, scholarship, copyright and rights protection of human subjects.
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR6013 - Advanced Tch.Application in ED |
(3 credit hours) |
Advanced Technology Applications in Education: This course will focus on the application of contemporary learning theories in the design of interactive environments for information retrieval and performance support. Students learn a variety of tools appropriate for computer-based development. They are also expected to work in teams to produce and evaluate products for interactive learning and technology-enhanced educational environments such as hypertext, hypermedia, micro-worlds, simulations, internet resources, instructional games and virtual learning environments.
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR6014 - Advanced Educational Research |
(3 credit hours) |
Advanced Educational Research: This course aims at developing graduate students? research skills in applying statistical concepts. Using a statistical package to analyze data will be emphasized. Students are expected to critique and interpret published research articles. Furthermore, this course will highlight the process of developing and reporting research studies. Thus, students are expected to develop research topics, select study designs, develop research instruments, collect and analyze data, etc.
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR6017 - Current issues in Teaching & L |
(3 credit hours) |
Current Issues in teaching and learning: Students in this course will be exposed to new developments in the areas of teaching and learning and are expected to think critically, reflectively, reasonably, creatively, and ethically about these new trends. In this course, students will be challenged to purposefully examine their beliefs and knowledge about teaching and learning based on new trends in this filed. Students will view teaching as a practice grounded in a system of values, theories and beliefs. Also, they will utilize inquiry as a tool for professional development. Implications for teaching and learning will be explored. Thus, this course will focus on students? field experiences and improving practices in teaching and learning based on research and scholarship work of others.
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR611E - Advanced Teach. Meth./ELEM Eng |
(3 credit hours) |
Advanced Teaching Methods in Elementary English
This course explores instructional theories and strategies for teaching elementary English language. The course provides comprehensive views about instruction in elementary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in English language as well as opportunities to read, analyze, and critique related literature in this field. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual classroom contexts.
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR611M - Advanced Teach.Meth./Elem.Math |
(3 credit hours) |
Advanced Teaching Methods in Elementary Mathematics
This course explores instructional theories and strategies for teaching elementary mathematics. The course provides comprehensive views about instruction in elementary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in mathematics as well as opportunities to read, analyze, and critique related literature in this field. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual classroom contexts.
|
| Prerequisite: |
|
| Corequisite: |
|
| Semester: |
All |
Go To Index |
| CURR611S - Advanced Teach.Meth./Elem.Sci. |
(3 credit hours) |
Advanced Teaching Methods in Elementary Science: This course explores instructional theories and strategies for teaching elementary science. It provides comprehensive views about instruction in elementary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in science as well as opportunities to read, analyze, and critique related literature in this field. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual classroom contexts.
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR6121 - Advanced Study in Curr.& Instr |
(3 credit hours) |
Advanced Study in Curriculum & Instruction: The primary purpose of this course is to enable learners to critically examine current curriculum practices and approaches and explore a range of curriculum theories and models. The course will also focus on curriculum design and development with an emphasis on anticipating future change. Students will be involved in curriculum evaluation activities such as examining curriculum research attempts particularly those within the UAE context and designing a research study to evaluate selected curriculum development efforts. The overall intent is to enable educators to more critically analyze both school curricula and proposals for curricular change and construct sound alternative proposals of their own.
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR6122 - Classro. Assessement & prog.Ev |
(3 credit hours) |
Classroom Assessment and Program Evaluation: The aim of this course is to enable candidates to gain an advanced knowledge and understanding of current issues and research topics in classroom assessment in schools, acquire conceptual and technical skills in developing authentic standard-based assessments, and explore the impact of those assessments on student learning in the classroom. The course will also emphasize reflection on current research in assessment and evaluation and on how that research can be incorporated into classroom practices and otherwise used in schools. This course focuses on the use of assessment evidence in evaluating secondary school programs and improving classroom instruction
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| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR612A - Advanced teach. meth.in Arabi1 |
(3 credit hours) |
|
| Prerequisite: |
|
| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR612E - Advanced Teach. Method in Eng1 |
(3 credit hours) |
Advanced Teaching Methods in Secondary English
This course explores instructional theories and strategies for teaching preparatory and secondary English. The course provides comprehensive views about instruction in preparatory and secondary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in English language as well as opportunities to read, analyze, and critique related literature on instruction. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual preparatory and secondary classroom contexts.
|
| Prerequisite: |
- CURR6121
- CURR6122
|
| Corequisite: |
|
| Semester: |
All |
Go To Index |
| CURR612H - Advanced Teach.Method in Soc 1 |
(3 credit hours) |
|
| Prerequisite: |
- CURR6121
|
| Corequisite: |
|
| Semester: |
All |
Go To Index |
| CURR612S - Advaned teach. Meth.in Scienc1 |
(3 credit hours) |
Advanced Teaching Methods in Secondary Science (3 cr. hrs)
This course explores instructional theories and strategies for teaching preparatory and secondary science. The course provides comprehensive views about instruction in preparatory and secondary schools to help candidates manage and monitor instruction as well as consolidate their knowledge of teaching through applying a number of instructional methods. The course will provide students with theoretical bases needed for understanding the multifaceted nature of instruction in mathematics as well as opportunities to read, analyze, and critique related literature in this field. Social, psychological, philosophical, and practical influences are explored through the analysis of research and applied to international, national, regional, local, and individual preparatory and secondary classroom contexts.
|
| Prerequisite: |
- CURR6121
- CURR6122
|
| Corequisite: |
|
| Semester: |
All |
Go To Index |
| CURR621E - Ped. Content Knowle./ELEL ENGL |
(3 credit hours) |
Pedagogical Content Knowledge in Elementary English
Students will analyze the content of English textbooks at the elementary school level and relate that knowledge to both curriculum and pedagogy. Students will develop specialized language skills for teaching EFL/ESL and analyze and practice language conventions related to teaching methodology. Students will consider current trends of practice and issues of subject-matter content and how they impact pedagogical content knowledge development. Examples of pedagogical and content knowledge will be analyzed in the light of related theory and research.
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All |
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| CURR621M - Ped.Content.Knowle./Elem.Math |
(3 credit hours) |
Pedagogical Content Knowledge in Elementary Mathematics: This course aims at enhancing the development of elementary mathematics teachers? pedagogical content knowledge (PCK). It helps teachers develop a broad range of presentations and representations of mathematics content within the instructional context. Course instruction will be guided by elementary mathematics school curriculum in UAE and the standards of the National Council of Teachers of Mathematics. Elementary mathematics textbooks taught in UAE public schools will be heavily used.
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All |
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| CURR621S - Ped.Content Knowle./Elem.Sci. |
(3 credit hours) |
Pedagogical Content Knowledge in Elementary Science: This course explores instructional theories and strategies for teaching elementary science to enhance teachers? pedagogical content knowledge. It provides comprehensive views about how science content is presented and represented to school children and thereby offers candidates with a range of alternatives to consolidate their knowledge of both content and teaching methods through the exploration of various strategies for representation of science content.
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All |
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| CURR622E - Advanced Teach.Methods in Eng2 |
(3 credit hours) |
Pedagogical Content Knowledge in Secondary English
Students will analyze the content of English textbooks at middle and high school levels and relate that knowledge to both curriculum and pedagogy. Students will develop their specialized language skills for teaching EFL/ESL, and analyze and practice language conventions related to teaching methodology. Students will consider issues of practice and issues of subject-matter content and how this might impact their practice and their pedagogical content knowledge development. Examples of pedagogical knowledge identified from practice will be analyzed in the light of related theories and research.
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| Prerequisite: |
- CURR612E
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All |
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| CURR622M - Advanced Teach.Method in Math2 |
(3 credit hours) |
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| Prerequisite: |
- CURR612M
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All |
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| CURR622S - Advanced Teach.Methods in Sci2 |
(3 credit hours) |
Pedagogical Content Knowledge in Secondary Science (3 cr. hrs)
The purpose of this course is to establish connections between the content learned in various science courses and the teaching demands of science in middle and high schools. Science teachers will examine and analyze instances of pedagogical content knowledge in middle and high school and relate that knowledge to both curriculum and pedagogy. Science teachers will consider structure and organization of ?Science? and issues of subject-matter content and how these might impact teachers? knowledge of content and pedagogical content knowledge development. Examples of pedagogical knowledge and pedagogical content knowledge of specific content will be analyzed in the light of related theories and research. Understanding what makes the learning of specific topics easy or difficult, the conceptions and preconceptions and backgrounds that students bring with them to learn those most frequently taught topics and lessons will constitute the main focus of the course.
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| Prerequisite: |
- CURR612S
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All |
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| CURR6400 - Thesis |
(3 credit hours) |
Project or Portfolio Preparation and Defense
M.Ed. Project or Portfolio: Each student will conduct a project or construct a portfolio that is a culminating experience in the M.Ed. program. The project or portfolio is intended to document mastery of knowledge, understanding, and applications of important ideas in the area of their study and must be consistent with professional standards for the program of study. Each student should select the standards that apply to his or her project or portfolio and will earn 6 credit hours of research work under the supervision of an advising committee. The advising committee should consist of three members, one of whom is the major advisor who must be a faculty member from the relevant department. The second member should be from the college of education, and the third one may be from any college within the university. Each student should work on the project or portfolio for a minimum of two semesters.
Each student is responsible for gathering evidence to be included in the project or portfolio. At least five of the relevant professional standards must be addressed, with three pieces of supporting evidence for each standard included as documentation. The project or portfolio proposal course is designed to introduce students to the expectations and methods by which evidence may be collected and presented. Upon completion, the documents must be evaluated and the project or portfolio defended before a three-member examination committee consisting of the major advisor, a faculty member from the university and an external examiner appointed by the Dean of Graduate Studies upon recommendation of the major advisor and approval of the executive program committee. Decisions discussed and made by the examination committee concerning the defense are closed and confidential; however the presentation and questions during the defense are open to the university community.
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| Prerequisite: |
- CURR6401
- CURR6402
- CURR6403
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All |
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| CURR6401 - Thesis Proposal Dev. Seminar1 |
(1 credit hours) |
Project or Portfolio Preparation and Defense
M.Ed. Project or Portfolio: Each student will conduct a project or construct a portfolio that is a culminating experience in the M.Ed. program. The project or portfolio is intended to document mastery of knowledge, understanding, and applications of important ideas in the area of their study and must be consistent with professional standards for the program of study. Each student should select the standards that apply to his or her project or portfolio and will earn 6 credit hours of research work under the supervision of an advising committee. The advising committee should consist of three members, one of whom is the major advisor who must be a faculty member from the relevant department. The second member should be from the college of education, and the third one may be from any college within the university. Each student should work on the project or portfolio for a minimum of two semesters.
Each student is responsible for gathering evidence to be included in the project or portfolio. At least five of the relevant professional standards must be addressed, with three pieces of supporting evidence for each standard included as documentation. The project or portfolio proposal course is designed to introduce students to the expectations and methods by which evidence may be collected and presented. Upon completion, the documents must be evaluated and the project or portfolio defended before a three-member examination committee consisting of the major advisor, a faculty member from the university and an external examiner appointed by the Dean of Graduate Studies upon recommendation of the major advisor and approval of the executive program committee. Decisions discussed and made by the examination committee concerning the defense are closed and confidential; however the presentation and questions during the defense are open to the university community.
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| Prerequisite: |
- CURR6012C
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| Semester: |
All |
Go To Index |
| CURR6402 - Thesis Proposal Dev. Seminar2 |
(1 credit hours) |
Project or Portfolio Preparation and Defense
M.Ed. Project or Portfolio: Each student will conduct a project or construct a portfolio that is a culminating experience in the M.Ed. program. The project or portfolio is intended to document mastery of knowledge, understanding, and applications of important ideas in the area of their study and must be consistent with professional standards for the program of study. Each student should select the standards that apply to his or her project or portfolio and will earn 6 credit hours of research work under the supervision of an advising committee. The advising committee should consist of three members, one of whom is the major advisor who must be a faculty member from the relevant department. The second member should be from the college of education, and the third one may be from any college within the university. Each student should work on the project or portfolio for a minimum of two semesters.
Each student is responsible for gathering evidence to be included in the project or portfolio. At least five of the relevant professional standards must be addressed, with three pieces of supporting evidence for each standard included as documentation. The project or portfolio proposal course is designed to introduce students to the expectations and methods by which evidence may be collected and presented. Upon completion, the documents must be evaluated and the project or portfolio defended before a three-member examination committee consisting of the major advisor, a faculty member from the university and an external examiner appointed by the Dean of Graduate Studies upon recommendation of the major advisor and approval of the executive program committee. Decisions discussed and made by the examination committee concerning the defense are closed and confidential; however the presentation and questions during the defense are open to the university community.
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| Prerequisite: |
- CURR6401
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR6403 - Thesis Proposal Dev. Seminar3 |
(1 credit hours) |
Project or Portfolio Preparation and Defense
M.Ed. Project or Portfolio: Each student will conduct a project or construct a portfolio that is a culminating experience in the M.Ed. program. The project or portfolio is intended to document mastery of knowledge, understanding, and applications of important ideas in the area of their study and must be consistent with professional standards for the program of study. Each student should select the standards that apply to his or her project or portfolio and will earn 6 credit hours of research work under the supervision of an advising committee. The advising committee should consist of three members, one of whom is the major advisor who must be a faculty member from the relevant department. The second member should be from the college of education, and the third one may be from any college within the university. Each student should work on the project or portfolio for a minimum of two semesters.
Each student is responsible for gathering evidence to be included in the project or portfolio. At least five of the relevant professional standards must be addressed, with three pieces of supporting evidence for each standard included as documentation. The project or portfolio proposal course is designed to introduce students to the expectations and methods by which evidence may be collected and presented. Upon completion, the documents must be evaluated and the project or portfolio defended before a three-member examination committee consisting of the major advisor, a faculty member from the university and an external examiner appointed by the Dean of Graduate Studies upon recommendation of the major advisor and approval of the executive program committee. Decisions discussed and made by the examination committee concerning the defense are closed and confidential; however the presentation and questions during the defense are open to the university community.
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| Prerequisite: |
- CURR6402
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| CURR701 - Curriculum Theory and Practice |
(3 credit hours) |
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| Semester: |
Fall Spring |
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| CURR710 - Quantitative Res. Meth./Edu. 1 |
(3 credit hours) |
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| Semester: |
Fall Spring |
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| CURR713 - Qualitative Res. Meth. in ED 1 |
(3 credit hours) |
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| Prerequisite: |
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| Semester: |
All |
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| CURR760 - Language,Literacy and Culture |
(3 credit hours) |
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| Prerequisite: |
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| Semester: |
All |
Go To Index |
| CURR762 - First&Second lang.Develop.Asse |
(3 credit hours) |
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| Semester: |
All |
Go To Index |
| CURR763 - Socail& psych. Asp.of lang.ler |
(3 credit hours) |
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| Semester: |
All |
Go To Index |
| CURR770 - Resr.Method&Analys. inLang,Lit |
(3 credit hours) |
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All |
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