• EDUC 4065: Assess of English Lang Learner

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: Transition 2;Description: Topics will train teachers to survey varying approaches to evaluatinglanguage and communication skills; distinguish between tests designed for language proficiency from those designed to detect learning problems; investigate models of language assessment; distinguish between tests designed to assess knowledge of language structure from those that evaluate communicative skill; critique research being done in the area of testing in a second language.
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• EDUC 4080: Classroom Organization and Mgt

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: Transition 2;Description: Theories of classroom organization and management and their application. A field experience is required. Must be taken semester prior to student teaching.
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• EDUC 4081: Class Organize_Mgmt-Secondary

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: Transition 2;Description: Theories of classroom organization and management and their application designed for secondary education. A field experience is required. Must be taken semester prior to student teaching.
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• EDUC 4090: Mid Sch Method and Curriculum

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: Transition 2;Description: Curriculum, program, and philosophy uniquely focused on the middle grades student. A field experience is required.
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• EDUC 4160: Teaching Diverse Students

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: Transition 2;Description: This course addresses the impact of student diversity on teaching and learning. Differences in beliefs, effective instruction of linguistic minorities, and socialization among groups are analyzed, with a focus on the relationship of these differences to learing outcomes in U.S. classrooms. Instructional strategies based on multicultural models of education are examined, and alternative assessments are reviewed. A field experience is required.
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• EDUC 4161: Tchng Divrs Stu Sec, Mid, SPED

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: As part of the Practicum block of courses for those seeking secondary (6-12), middle school (6-8), and Special Education licensure, Milestone II status is required.Description: This course addresses the impact of student diversity on teaching and learning for those seeking secondary (6-12), middle school (6-8), or Special Education licensure. Differences in beliefs, effective instruction of linguistic minorities, and socialization among groups are analyzed, with a focus on the relationship of these differences to learning outcomes in U.S. classrooms. Instructional strategies based on multicultural models of education are examined, and alternative assessments are reviewed. As part of the Practicum block ofcourses, a field experience is required.
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• EDUC 4200: Capstone: Contemp Probs

  2.00 Credits

  Austin Peay State University

  
  A culminating course for the student seeking licensure to teach. Topics include school law, problems of the beginning teacher, seeking a teaching position, and professional growth.
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• EDUC 4270: Classroom Eval and Assesment

  3.00 Credits

  Austin Peay State University

  
  Prerequisites: Transition 2;Description: Pupil assessment; evaluation of programs; self-assessment; differentiated instruction; contemporary assessment strategies; and related research applications.
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• EDUC 4271: Classroom Eval and Assessment

  3.00 Credits

  Austin Peay State University

  
  Prerequisite: Transition 2;Course Description: Student assessment; evaluation of programs; self-assessment; differentiated instruction; contemporary assessment strategies; and related research applications designed for secondary education.
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• EDUC 4300: Essentls Teachng ELL Students

  3.00 Credits

  Austin Peay State University

  
  Prererquisite: Transition 2;Description: This course addresses practical approaches and concerns related to teaching English Language Learner students in K-12 environments. Leading theories and their emergent approaches as well as strategic use of the student's native language and culture in ELL instruction are examined and used in planning, instruction, and assessment. A ten-hour field placement is required.
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