This course is a study of the physical, cognitive, and psychosocial development of the individual beginning with the early childhood period and continuing through early adolescence. This course also provides lateral entry teachers an introduction to learning theory, various styles of learning, and motivational factors involved in the learning process. Emphasis is placed on the development of cognitive skills using the eight types of intelligence and applying these to practical classroom situations. Upon completion, students should be able to describe theories and styles of learning. This course includes an on-site field experience.

The primary purpose of this course is to prepare teacher education candidates for classroom interaction by tracing influences of normal human development in all domains and showing how heredity and environmental factors affect the individuals' capacity to learn and function in a school environment. The teacher candidate will examine current research, concepts and issues related to normal adolescent development as well as exceptionalities that may be present. A range of cultural, social, and cognitive factors will be explored through reading, discussion, observation, literature search, interviews and case studies.

This course is designed to provide secondary teacher candidates with knowledge and understanding of the history of American Education, school law, and other contemporary education issues. This course will also address teaching/ learning strategies for content area learning and assessment.

This course introduces secondary teacher candidates to educational psychology as a research- oriented discipline and a science of practical application. The course also requires that students apply the theories and principles to instructional planning, teaching, managing and accessing students. The course consists of classroom instruction and a field component.

A minimum of twelve weeks of supervised full-time student teaching at both the elementary and secondary levels. Meets requirements for K 12 licensure in art and music and licensure at both the elementary and secondary levels for physical education.

A minimum of twelve weeks of supervised full-time student teaching at the secondary level.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

This course is designed to provide pre-service and in-service teachers and administrators with a knowledge of reading factors as they relate to various disciplines. Content of the course includes estimating students' reading ability, techniques for vocabulary, questioning strategies, and developing reading-related study skills.

The workshop will require the equivalency of fifteen clock hours of instruction per credit hour.

The workshop will require the equivalency of fifteen clock hours of instruction per credit hour.

The workshop will require the equivalency of fifteen clock hours of instruction per credit hour.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Directed research on a thesis topic. If the six (6) hour thesis (SEED 6993 and 6993 in the student's area of specialization) has not been completed during the semester(s) of enrollment, the student must register for SEED 6991 during subsequent semesters in which he/she is receiving faculty assistance with the thesis and/or using University library facilities.

Directed research on a thesis topic selected by the student in consultation with a supervising professor.