Studies of K-12 teaching, learning, and schooling in the United States; historical, philosophical, and social foundations of education as well as self-study to reimagine educational futures. CA 2.

Service learning course. Interdisciplinary analysis of the development and structure of schooling, teaching, and learning in American society; impact of public education on its many and diverse stakeholders. Includes topics such as: equity and excellence, historical, socio-cultural, philosophical, political, and legal frameworks of education, and current educational reform efforts. Recommended for students considering applying to the Neag School of Education their sophomore year. CA 2. CA 4.

Introduction to the University of Connecticut's Integrated Bachelor's/Master's Teacher Preparation Program. Includes the philosophical and theoretical foundations of the program, its structure and components, the nature and purposes of schooling, the relationship of the school and society, and recent educational reform movements, including the work of the Holmes Group and John Goodlad's National Network for Educational Renewal, and the nature and purposes of reflective practice for the educational professional.

We will utilize national curriculum standard documents to critically analyze curricular materials and elementary-level teaching. We will focus on language arts, mathematics, science, and social studies curriculum standards.

Pedagogical techniques in choral settings, evaluation of vocal and choral literature and texts, and guidelines for choral performance at elementary and secondary levels.

Introduction to multicultural education. Includes the nature and purposes of schooling, the relationship between diversity, schooling and society, and the concepts and practices of multicultural education and equity pedagogy.

Introduction to multicultural education. Includes the nature and purposes of schooling, the relationship between diversity, schooling and society, and the concepts and practices of multicultural education and equity pedagogy.

Pedagogical techniques in middle and high school agriculture classroom settings, including setting student learning goals, planning and engaging students in activity that is authentic to the discipline of agriculture, with an increased focus on facilitating productive small group and whole class task-based discourse in agriculture classrooms.

Drawing upon current research related to the teaching of writing, this course invites students to examine and participate in a workshop approach that fosters skill development and engagement with writing.

Focuses on developing a deep understanding of mathematics content and goals for secondary mathematics education, and developing pedagogical techniques and competencies necessary for effective teaching in middle and high school math classroom settings. Focal areas include: setting student learning goals, planning and engaging students in activity that is authentic to the discipline of math, and facilitating meaningful, task-relevant discourse in math classrooms.

Pedagogical techniques in middle and high school science classroom settings, including setting student learning goals, planning and engaging students in activity that is authentic to the discipline of science, with an increased focus on facilitating productive small group and whole class task-based discourse in science classrooms.

Introduction to the teaching and learning of social studies. The social studies include many disciplines such as history, political science/government/civics, geography, economics, and others. The focus will be on the discipline of history - the heart of the social studies curriculum - but time is also spent on civics, geography, and economics, and on an inquiry approach to teaching.

Preparation for world language instruction in early grade levels in alignment with research and theory in the field as well as CT and national standards for language teaching. Students will be able to: Articulate rationales for early world languages study; discuss current research findings and trends in early language learning and world languages methodology and apply these to planning in the elementary classroom; identify the developmental stages of pre-school and elementary age children and create developmentally-appropriate objectives and activities for this age group. A weekly clinic will allow students to put ideas learned in the course into practice.

Development of pre-service music teachers' skills in elementary learning (grades Pre-K-5; 6-8) and teaching through hands-on experience and observation. Students will explore the fundamental standard terms, concepts, musical skills, and understandings, and dispositions to be effective elementary music teachers through the lenses of curriculum, instruction, and assessment. Music activities, materials, and teaching methods for elementary music classes, based on research and theories in music education, will be discussed.

A study of the role of reading and writing in the learning of the content areas taught in secondary schools.

Designed primarily for qualified students who wish to extend their knowledge in some specialized area. Students must present the instructor with a problem well laid out for investigation.

An introduction to the teaching of reading and writing in the elementary school. Field experiences may be included.

An introduction to current approaches and methods for teaching mathematics in the elementary school. Opportunities will be provided for participants to develop awareness of the Common Core State Standards for Mathematics to inform instruction and enhance student learning.

A study of curriculum materials, laboratory experiences and teaching techniques in science.

A study of the organization of learning experiences and teaching methods emphasizing the social sciences as the foundation of the social studies.

A study of current theory and approaches to teaching the language arts effectively by connecting the teaching of speaking, listening, reading, and writing and by integrating this instruction with children's literature and content learning. Field experiences may be included.

Student teaching in selected elementary schools. Provides opportunity for students to observe teaching, to develop teaching skills through practice, and to engage in other school activities for which elementary teachers are responsible. Application, signed by the advisor, must be made to the Coordinator of Student Teaching for the fall semester prior to March 1; for the spring semester prior to October 1.

Preparation of candidates and instructors for world language instruction at the middle and high school levels in alignment with research and theory in the field as well as CT and national standards for language teaching. Students will be able to: discuss current research findings and trends in world language learning and languages methodology and apply these to planning in middle and high school classrooms; identify the developmental stages of adolescents and create developmentally appropriate objectives and activities for this age group. Course activities include a combination of lecture, seminar, and clinical experiences in local schools.

A study of the selection and organization of learning experiences, instructional materials and teaching methods. Course activities will include a combination of lecture, seminar, and clinical experiences in local schools.

Methods of teaching reading to middle and high school students.

Class meetings providing orientation to student teaching followed by teaching in schools supervised by a member of the staff of the Curriculum and Instruction Department. It is the policy of the department to extend its practice-teaching opportunity to a point sufficient to indicate adequately a student's teaching ability and aptitude. Application, signed by the advisor, must be made to the Coordinator of Student Teaching for the fall semester prior to March 1; for the spring semester prior to October 1.