3470. Foundations of Bilingual and English as a Second Language Education. 3 hours. Examination of philosophies and theoretical underpinnings of bilingual and ESL education, including a review of historical antecedents of bilingual education and evolution of federal and state language policies governing the education of language-minority children. Required for students seeking EC–6 or 4–8 generalist certification with specialization in bilingual or ESL education.
3480. Bilingualism/Multiculturalism for English Language Learning: Issues and Perspectives. 3 hours. Study of the bilingual/ESL learner; perspectives on multiculturalism; discussions of cognitive, social and affective factors impacting second language development; insights into education in a pluralistic society. Three lecture hours a week. Fifteen (15) hours of field experiences are required. Required for students seeking EC–6 or 4–8 generalist certification with specialization in bilingual or ESL education or 4–8 certification with mathematics/ESL, science/ESL, social studies/ESL or reading/LA/ESL.
4470. Curriculum and Assessment for Bilingual/ESL Education. 3 hours. Examination of the organization of curriculum for second language learners with special focus on testing and evaluation procedures appropriate for bilingual and ESL classrooms; study of formal and informal assessment of language proficiency for instructional purposes and use of standardized achievement tests. Required for students seeking EC–6 or 4–8 generalist certification with specialization in bilingual or ESL education.
4480. Bilingual Approaches to Content-Based Learning. 3 hours. (3;0;1.5) Study of appropriate first language usage in bilingual classrooms, focusing on different core curriculum areas, methods and materials and review of language distribution strategies. Focus on responsive instruction that makes use of effective communication techniques and instructional strategies that actively involve students in the learning process. Required for students seeking EC–6 or 4–8 generalist certification with specialization in bilingual or ESL education. Requires 1.5 hours per week field experience in a bilingual education classroom. Language of instruction is Spanish.
4490. Teaching ESL EC–12: Instructional Strategies and Resources. 3 hours. (3;0;1.5) Study of methods and techniques of teaching English as a second language in elementary and secondary schools. Language development techniques and materials for students at different levels of English proficiency. Focus on helping students to develop strategies (consistent with state standards for language and content learning) that can improve the English language proficiency and grade level subject matter knowledge of English language learners. Required for students seeking EC–6 or 4–8 generalist certification with specialization in bilingual or ESL education. Requires 1.5 hours per week field experience.
4951. Honors College Capstone Thesis. 3 hours. Major research project prepared by the student under the supervision of a faculty member and presented in standard thesis format. An oral defense is required of each student for successful completion of the thesis.
2900. Special Problems. 1–3 hours. Open to lower-level students capable of developing a problem independently. Problems are chosen by the student and developed through conferences with the instructor.
3613. Introduction to Early Childhood Education. 3 hours. Historical foundations of early childhood education, current programs, best practices and legal and ethical issues. Introduction of how understanding development of typical and atypical young children influences objectives, activities, materials, and teaching strategies and techniques in an early childhood classroom.
4243. Environmental Processes and Assessment. 3 hours. (3;3;0) Considers early childhood learning processes as well as implications for individual, group, and program assessment. Areas of emphasis include development of skills in selection, use and interpretation of developmentally appropriate practices. Focus areas include formal, informal and holistic assessment instruments as well as learning environment materials and resources. Implications for technology in assessment and management are discussed. Laboratory experiences required.
4633. Nurturing Children’s Social Competence. 3 hours. Facilitating the social and emotional skills of young children. Incorporates an ecological approach to significant influences on self-esteem and self-concept including diversity, family, creativity and individual differences. Includes analysis of play theory and research. Field experience required.
4800-4810. Studies in Development, Family Studies and Early Childhood Education. 1–3 hours. Organized classes for specific program needs and student interests.
4900. Special Problems. 1–3 hours. Open to advanced students capable of developing a problem independently. Problems chosen by student and developed through conferences with the instructor.
4951. Honors College Capstone Thesis. 3 hours. Major research project prepared by the student under the supervision of a faculty member and presented in standard thesis format. An oral defense is required of each student for successful completion of the thesis.
4800-4810. Studies in Education. 1–3 hours each. Organized classes for specific program needs and student interest.
4900-4910. Special Problems. 1–3 hours each.
2000. Exploring Diversity Through Social Action. 3 hours. (3;0;45) Exploration of issues related to race and ethnicity, gender, social class, learning differences, and sexual orientation as they impact education in the U.S. Required for students seeking grades 4–8 teacher certification. Satisfies a portion of the Understanding the Human Community requirement of the University Core Curriculum.
3320. Foundations of Education: The School Curriculum. 3 hours. Principles and foundations of curriculum for grades EC–8 in public schools. Includes the study of professional ethics/responsibilities, educational philosophies, the history of American education, schools and society, school and community/parent relationships, legal/political control and financial support, school/classroom organizational patterns, and curriculum development/alignment.
3380. Teaching and Learning in Grades EC–6. 3 hours. Effective teaching practices through reflective decision making in grades EC–6. Includes the fundamental teaching skills of planning for instruction, implementing appropriate teaching strategies, integrating the curriculum, integrating technology into teaching, grouping children for instruction, acquiring appropriate materials/resources, assessing student learning, and establishing and maintaining a safe and effective learning environment.
4101-4102. Student Teaching in Pre-K through Grade 4. 3 hours each. Teaching under supervision in pre-kindergarten through grade 4.
4330. Science in Grades EC–6. 3 hours. (3;0;16) Subject matter background and material organization for an integrated science program in primary and elementary school. Students experience firsthand the scope and sequence of science education. Assignments, directed field experience and other class activities take place on site in an EC–6 school setting.
4340. Social Studies in Grades EC–6. 3 hours. (3;0;16) Principles of teaching social studies in the primary and elementary school. Students observe social studies instruction and materials in real settings, apply principles of social studies instruction in classroom settings and experience first-hand the scope and sequence of the curriculum in a school setting. Assignments, directed field experience and other class activities take place in grades EC–6.
4350. Mathematics in Grades EC–8. 3 hours. (3;0;16) Principles in mathematics teaching and learning based on national curriculum and assessment standards. The learning process in the development of mathematical thinking and skills in children. Students observe mathematics instruction and materials in real settings and experience firsthand the scope and sequence of mathematics in a primary/elementary/middle school setting. Assignments, directed field experience and other class activities take place on site in a school setting.
4800-4810. Studies in Education. 1–3 hours each. Organized classes for specific program needs and student interest.
4900-4910. Special Problems. 1–3 hours each.
4951. Honors College Capstone Thesis. 3 hours. Major research project prepared by the student under the supervision of a faculty member and presented in standard thesis format. An oral defense is required of each student for successful completion of the thesis.
3380. Teaching and Learning in the Middle Grades. 3 hours. Provides middle-level teacher candidates with the knowledge and skills to teach young adolescents. Topics include young adolescent development; the middle level philosophy and school organization; middle level curriculum, instruction and assessment teaching skills; and middle level professional roles.
4103-4104. Student Teaching in Grades 4–8. 3 hours. Teaching under supervision in grades 4 through 8.
Pass/no pass only.
4330. Science in Grades 4–8. 3 hours. Subject matter background and material organization for an integrated science program in the upper-elementary and middle school. Students experience first-hand the scope and sequence of science education. Assignments, directed field experience, and other class activities take place on site in an upper-elementary or middle school setting.
4340. Social Studies in Grades 4–8. 3 hours. Principles of teaching social studies in the upper-elementary and middle school. Students observe social studies instruction and materials in real settings, apply principles of social studies instruction in classroom settings, and experience first-hand the scope and sequence of the curriculum in an upper-elementary or middle-school setting. Assignments, directed field experience and other class activities take place in a school setting.
4351. Teaching Mathematics in Grades 4–8. 3 hours. Offers candidates a constructivist approach to helping students develop a knowledge of mathematics in grades 4–8. Teaching strategies are presented with developmental activities that are used with middle grade students. Students reflect on what it means to teach mathematics and explore the factors that influence teaching.
4951. Honors College Capstone Thesis. 3 hours. Major research project prepared by the student under the supervision of a faculty member and presented in standard thesis format. An oral defense is required of each student for successful completion of the thesis.
1200. Developmental Reading. 3 hours. Strategies for improving comprehension of college texts. Includes vocabulary development, comprehension monitoring, critical reading, summarizing and rate flexibility. Credit in this course does not fulfill any degree requirement. Pass/no pass only.
4450. Reading and Writing (Birth through Grade 4). 3 hours. (3;0;0) Examines theoretical and practical aspects of emergent literacy. The course focuses on developmentally appropriate practices that foster motivated, strategic readers and writers. Emphasizes development of early language and pre-literacy skills, common school literacy practices, parental/social influences and affective elements related to early reading. Includes an additional hour of field experience per week.
4800-4810. Studies in Education. 1–3 hours each. Organized class for program needs and student interest needs.
4820. Reading and Writing in Grades 4–8. 3 hours. Examines reading and writing processes, the development of reading and writing abilities and skills, theories and models of reading, the nature of the balanced reading program, instructional strategies, planning and materials for the 4–8 literacy learning environment.
4840. Linguistically Diverse Learners. 3 hours. Designed to enhance the awareness and understanding of pre-service teachers regarding the linguistically diverse learner. Includes study of the language and learning needs of language minority students, affective aspects of the immigrant and refugee experiences and their impact on academic and linguistic development. Students will explore how to make practical application of course content in both the regular and the English-as-a-Second-Language classrooms.
4850. Assessment and Evaluation of Reading. 3 hours. Examines a variety of assessment and evaluation strategies that are appropriate for the classroom teacher to utilize. Although both formal and informal procedures are introduced, the main focus is on non-intrusive, naturalistic procedures. Observations are required.
4860. Reading and the Language Arts in Grades EC–8. 3 hours. Problems related to the comprehension and expansion of symbols of meaning; the interrelationship of reading with other areas of language arts.
4870. Cross-Curricular (Content Area) Literacy Materials and Resources. 3 hours. Prepares pre-service teachers within both EC–6 and 4–8 certificate programs to plan for and implement literacy instruction across the curriculum. Selecting, evaluating and using developmentally and culturally appropriate materials and resources will be a focus as well as using content literacy strategies which support independent reading and writing in the content areas.
4900-4910. Special Problems. 1–3 hours each.
3500. Knowing and Learning in Mathematics and Science. 3 hours. Psychological foundations of learning. Problem solving in mathematics and science education utilizing technology. Principles of expertise and novice understanding of subject matter. Implications of high stakes testing. Foundations of formative and summative assessment.
3800. Professional Issues in Teaching. 3 hours. An overview of American secondary education, including history, purposes, legal bases, school organization, education as a profession and analysis of characteristics required for professional success.
3830. Teaching/Learning Process and Evaluation. 3 hours. Examines the processes of learning and the phenomena of adolescent development as they relate to teaching in the secondary school.
4000. Classroom Interactions. 3 hours. Principles of delivering effective instruction in various formats (lecture, lab activity, collaborative settings). Examination of gender, class, race and culture in mathematics and science education. Overview of policy related to mathematics and science education.
4060. Content Area Reading in Secondary Schools. 3 hours. (0;0;3) Provides an overview of the reading process with emphasis on reading to learn in the secondary school content areas. Course provides knowledge and skills for identifying reading problems, modifying instructional materials and processes, and using writing to promote learning and thinking in the content areas. Instruction, assignments, directed field experience and other class activities may take place on site in a school setting.
4070. Teaching Diverse Populations. 3 hours. (0;0;3) Provides knowledge and skills required for developing and implementing challenging instruction for students who are culturally different, students who receive special education services and students who are identified as gifted and talented. Instruction, assignments, directed field experience and other class activities may take place on site in a school setting.
4108-4118. Student Teaching in the Secondary School. 3 hours each. Teaching under supervision.
4128. Student Teaching Seminar in Science, Math and Computer Science. 1 hour. Discussions include student teaching experiences. Contemporary critical issues in education. Preparation for the state certification exam.
4500. Project-Based Instruction in Math, Science and Computer Science. 3 hours. Foundations of project-based, case-based and problem-based learning environments. Principles of project-based curriculum development in mathematics and science education. Classroom management and organization of project-based learning classrooms. This capstone course should be taken just prior to student teaching.
4608. Student Teaching I in Mathematics and Science. 3 hours. (0;0;6) Teaching under supervision. Required for students seeking secondary certification. See the Teach North Texas program for details.
4618. Student Teaching II in Mathematics and Science. 3 hours. (0;0;6) Teaching under supervision. Required for students seeking secondary certification. See the Teach North Texas program for details.
4800-4810. Studies in Education. 1–3 hours each. Organized classes for program needs and student interest.
4840. Instructional Strategies and Classroom Management. 3 hours. (0;0;3) Taken during the semester immediately preceding student teaching, this course provides knowledge and skills required for organizing and directing various instructional strategies in the secondary classroom. Content includes teaching strategies, approaches to classroom management and discipline, student motivation, student and teacher assessment and evaluation, and the use of media and technology in the classroom. Instruction, assignments, directed field experience and other class activities may take place on site in a school setting. Must complete 55 hours of field experience in assigned middle and high schools.
4900-4910. Special Problems. 1–3 hours each.
4951. Honors College Capstone Thesis. 3 hours. Major research project prepared by the student under the supervision of a faculty member and presented in standard thesis format. An oral defense is required of each student for successful completion of the thesis.
Date of initial release: July 1, 2009 — Copyright © 2008 University of North Texas
Page updated:
March 22, 2010
— Comments or corrections: catalog@unt.edu
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