21:300:292
Social Foundations in Urban Education (3)
This
course examines the relationship between schools and society. Through an
exploration of the scholarly field of social foundations (history, philosophy,
and sociology of education), students explore the dynamic interaction between
dominant ideology, political economy, and changes in American public schooling
since its inception. Special attention
is given to the ideal relationship between democracy and urban schooling. Students complete 20 hours of field
experience, including a minimum of six hours with the Abbott Leadership Institute.
Prerequisites: Grades of B in two English composition courses (101 and 102).
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21:300:295
Adolescent Psychology and the Urban Experience (3)
Examines
human development from puberty
(10-12 years) to physiological maturation (18-19 years). It will provide
students with an understanding of psychological theories of human development
and learning. The primary focus will be on the urban adolescent
and the urban experience, specifically experiences in urban education. Students will examine the relationship between
development, learning theory, and culturally responsive teaching
strategies. This course will discuss the
behaviors and attitudes of urban adolescents and the challenges they face and
how those challenges influence and interact with academic achievement. Furthermore, we will move from theory to
practice by examining the differences in the way students receive information
and how teachers can transmit information successfully. Teacher candidates will better understand the
opportunities and challenges they will face in an urban school. This course will assist teacher candidates in
better understanding diverse populations and the urban classroom.
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21:300:298
21st-Century Urban Educator (3)
This course will analyze the
complexities of teaching and learning in urban schools, as well as examine how
urban schools throughout the United States can be structurally and
pedagogically transformed. It provides an
overview of a wide range of topics related to how students learn, in an attempt
to ensure that as a teacher you will customize your instruction and management
strategies to impact effective student learning. We will analyze the complexities of teaching
and learning in today's urban classrooms including the great diversity of race,
ethnicity, social class, language use, gender, sexual orientation, and ability
among students. The course concludes by
examining how learning can be pedagogically transformed
via the adept manipulation of the curriculum, differentiation, and the
implementation of effective instructional strategies. The course will draw upon
case studies of urban school districts in New Jersey.
NOTE: Only accepted teacher candidates can advance to the other clusters.
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21:300:386
Methods of Teaching Secondary Schools (3)
Through this course teacher
candidates will develop the knowledge and skills necessary to become effective
urban teachers, with a particular focus on understanding how students build
ideas, and the impact this has on practice. The goal is to help you plan and implement lessons that are based upon
current state and national standards and that emphasize the following: a personal and relevant understanding of the content that you are expected to teach by the state of New Jersey and
local districts like Newark; a deep knowledge of the ways in which students
learn that content; how to choose appropriate tasks that allow
students to grapple with cognitively complex problems and issues; familiarity with curricular materials--especially
those used in the Newark Public Schools; choosing and using appropriate pedagogies that
promote understanding; the creation of a classroom atmosphere that
fosters the development of conceptual understanding; and helping students experience the content as
processes that demand thought, creativity, and understanding. In
sum, this course is designed to help you to become reflective teachers who can
incorporate these ideas into your own classrooms with a high degree of fidelity
and integrity. It is also designed to
help you to become lifelong learners so that you grow in ways that continually
enhance your teaching practice.
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21:300:388
Curriculum and Instruction In Secondary Classrooms (3)
This course will introduce
teacher candidates to the concept of curriculum, how it has been developed
throughout the 20th and 21st centuries in the United
States, and how it will influence their classroom practice. Particular attention will be paid to the ways
in which the larger social and political developments have influenced the
curriculum of specific disciplines since World War II in America.
Several topics will be explored including:
guidance documents at the national, state, and local level; tensions between the
overt, covert, and hidden curricula; use of resources to enact and augment the
curriculum; the need for interdisciplinary instruction, differentiated
instruction, and special education; and the integration of assessment into
curriculum planning and implementation.
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21:300:390
Understanding Educational Evaluation (3)
This course examines concepts
related to educational evaluation including methods of data gathering,
interpretations of data, as well as understanding and use of findings to inform
and improve classroom practice. The
course provides teacher candidates with the knowledge and tools of evaluation
necessary to become proactive gathers and users of data to plan and to improve
instruction. Through this course, teacher candidates will be able to define and
understand the various types of evaluations, how they are developed,
administered, and analyzed, as well as their appropriate uses for the
classroom. This course will enable
teacher candidates to organize, carry out, and monitor activities such as
planning and providing instruction, determining students' achievements,
grading, lesson planning, and improvement of student learning. In addition, it
will provide teacher candidates with a full understanding of the role of
teachers in evaluation and introduce practical strategies for using various
types of evaluations that provide valid and reliable information needed for a
wide range of needs such as student progress, summative grading, districts and
statewide tests, national and international measures of achievement, etc. Some specific concepts to be covered include: public debate over
tests and assessments; relation of assessment
to instruction; purposes and forms of
classroom assessment; process of planning a
classroom assessment; advantages and
limitations of different item types (true-false, essay, etc.); strategies for
constructing good test items; compiling and administering
classroom assessments; evaluating and
improving your classroom assessments; grading and reporting
systems; uses of standardized
tests; interpreting
standardized test scores.
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21:300:410
Information Communication and Technologies for Secondary Education (3)
This
course examines the integration of information and communication technology
(ICT) into instruction to foster community, collaboration, conceptual
development, and exceptional academic performance. The course pays particular
attention to present and potential access and academic uses of ICT in
under-resourced urban schools with racially, ethnically, and linguistically
diverse students whose families tend not to be participants in the U.S. society's
culture of power.
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21:300:418
Clinical I: Practicum Seminar (2)
In a student-centered,
differentiated environment, teacher candidates will create and become a part of
a professional learning community. In this learning community we will
investigate and practice the process of planning, implementation, evaluation,
reflection, and sharing (PIERS)
and review best practices in curriculum development, teaching, learning, and
assessment. Using field experiences as
a basis, we will explore the process of teaching effectively and addressing the
needs of a variety of learners in an urban setting.
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21:300:419
Clinical I: Practicum Experience (1)
Practicum teacher candidates
will be assigned to a school site in the Newark Public Schools District for
their field experience. Candidates will complete a minimum of 50 hours of
on-site activities including observing and assisting the Cooperating Teacher, writing and
implementing daily lessons and/or implementation of units of study, and other
activities as required by the Clinical I instructor. These activities must be documented
(maintained in a journal/log) by the Practicum teacher candidate for submission
at the end of the semester. Additionally, Practicum teacher candidates will
undergo at least three clinical evaluations to be completed by their cooperating
teachers and university supervisors.
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21:300:487
Clinical II: Student Teaching Seminar (3)
Through the systematic and
collaborative examination of the art and science of teaching, student-teacher
candidates will engage in adding to the knowledge and skills that reflect and
enhance best practices in curricula development, student learning and
assessment, and teacher professional development. Having successfully completed
21:300:418 Clinical I: Practicum Seminar and Field courses, student-teacher candidates
will further engage in amassing and developing pedagogical knowledge, content
knowledge, and pedagogical content knowledge and concomitant skills.
Through the cyclical process
of planning lessons, peer observation and critique of lesson implementation,
reflection on and revision of lessons, student-teacher candidates will learn from teaching: have a more accurate
understanding of how subject matter content is taught and learned, and be able
to more readily identify, collect, analyze, and use multiple and varied forms
of data to assess student learning. Student teacher candidates will be immersed
in and see modeled the very practices that many teachers are being asked to use
in current educational reforms.
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21:300:488
Clinical II: Student Teaching Experience (3)
Teacher candidates will be
required to be at their assigned school placement full time as per the
established district calendar and school-day schedule of their assigned
Cooperating Teacher (CT). All on-site activities--observations of the CT,
peer observations, implementation of daily lessons, implementation of longer
units of study, and other activities as required by the Clinical II instructor--must be documented (maintained in an annotated journal/log) by the student
teacher candidate for submission at the end of the semester. During the course
of the semester, student teacher candidates will be responsible for
coordinating and scheduling CT, University Supervisor, and Subject Area
Specialists' observations/evaluations. Additionally, at the end of the semester,
all student candidates will participate in the
Great Urban
Teacher Showcase: Portfolio Exhibition.
In the context of this exhibition, student-teacher
candidates will demonstrate, through the careful selection, analysis, and
description of portfolio artifacts, each of the UTEP TEAC Claims.
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Restricted Electives for UTEP
Only students admitted to
UTEP are permitted to take the electives below.
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21:300:395
Special Topics (3)
Independent study supervised by a member of the department. For qualified students who wish to investigate a specific area or topic in education in greater depth than is normally covered elsewhere in the curriculum.
Prerequisite: Permission of instructor.
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21:300:397
Internship (3)
Fieldwork at accredited educational agencies under the supervision of a departmental faculty member and an agency supervisor. This placement in a suitable off-campus educational organization encourages students to understand and to test the applicability of their classroom educational experiences. Eight to 10 hours per week of work, weekly log of internship-related activities, and a final paper are required.
Prerequisite: Permission of instructor.
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21:300:398
Research in Education (3)
Independent study supervised by a member of the department. For qualified students who wish to investigate a specific area or topic in education in greater depth than is normally covered elsewhere in the curriculum.
Prerequisite: Permission of instructor.
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21:300:427
Supervised Teaching (3)
Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching Seminar. This course investigates selected topics in education. See program coordinator for special permission number.
Corequisite: 21:300:487 Clinical II: Student Teaching and Seminar.
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21:300:428
Supervised Teaching (3)
Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching Seminar. This course investigates selected topics in education. See program coordinator for special permission number.
Corequisite: 21:300:487 Clinical II: Student Teaching and Seminar.
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Mathematics Education Track
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21:300:418:02
Clinical I: Secondary Mathematics Practicum Seminar (2)
The goal of this course is to help you begin the process of actual teaching
mathematics according to the Common Core Standards in Mathematics. As part of this
process, you will develop a deep knowledge of the content that you will be teaching,
as well as the ways in which these ideas should be taught. This includes an
in-depth analysis of the ways in which students learn these mathematical ideas.
Central to this will be your ability to establish an emotionally,
intellectually, and mathematically safe student-centered environment for your
students.
As part of this process, you will also participate with your peers,
mentors, and colleagues in the development of a learning community in an
effort to inform reflective practice, applying classroom based research
methods. Through such practices, you will explore mathematical topics and ideas
in an effort to build mathematical and pedagogical content knowledge;
problem-based learning, student motivation, affect, engagement, and teaching practices that enhance
understanding. In addition, you should also come to better understand the classroom
and social contexts that impact the students (including the schools and
neighborhoods in which the students reside).
All
students will be assigned to one or more school sites within the Newark Public Schools
District in order to complete the fieldwork component of the course. In addition
to conducting observations, student teacher candidates will undergo at least three
clinical evaluations to be completed by their cooperating teachers and university
supervisors and peers.
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21:300:419:02
Clinical I: Secondary Mathematics Practicum Experience (1)
The goal of this course is to help you begin the process of actual
teaching mathematics according to the Common Core Standards in Mathematics. As
part of this process, you will develop a deep knowledge of the content that you
will be teaching, as well as the ways in which these ideas should be taught.
This includes an in-depth analysis of the ways in which students learn these
mathematical ideas.Central to this will be your ability to establish an emotionally,
intellectually, and mathematically safe student-centered environment for your
students.
As part of this process, you will also participate with your peers,
mentors, and colleagues in the development of a learning community in an
effort to inform reflective practice, applying classroom based research
methods. Through such practices, you will explore mathematical topics and ideas
in an effort to build mathematical and pedagogical content knowledge;
problem-based learning, student motivation, affect, engagement, and teaching practices that enhance
understanding. In addition, you should also come to better understand the
classroom and social contexts that impacts the students (including the schools
and neighborhoods in which the students reside).
All students will be assigned to one or more school sites within the
Newark Public Schools District in order to complete the fieldwork component of
the course. In addition to conducting observations, student teacher candidates
will undergo at least three clinical evaluations to be completed by their
cooperating teachers and university supervisors and peers.
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21:300:450
Mathematics Curriculum for Middle and Secondary School Teachers (3)
This course is part of a two-course sequence collectively designed help to prepare you to teach mathematics
at the middle and high school levels according to the Common Core Content
Standards in Mathematics with a focus on the teaching practices and underlying
content trajectories contained within them. As part of this course, you will
become familiar with past, current, and future trends in mathematics teaching,
learning, assessment, and curriculum and their instructional implications.
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21:300:451
Mathematics Methods for Middle and Secondary School Teachers (3)
This course is designed to help prepare you to teach mathematics in
middle and high schools, according to state and national mathematics standards. These
standards emphasize the need for ALL teachers to have a strong understanding
of: the mathematical content they are
expected to teach; the specialized knowledge that will
enable them to know and understand how-to-teach the content; the ways in which students learn
the mathematical content, including the many ways students may come to
understand the content and the associated cognitive hurdles that may
occur; how to choose appropriate tasks
that allow students to build an understanding of cognitively complex
mathematics as well as develop fluency with procedures and algorithms; how to select and implement tasks
with a high degree of cognitive demand; appropriate pedagogies that
promote understanding; allow students to experience
mathematics as processes that demand thought, creativity, and deep understanding; how to create a classroom atmosphere that
fosters the development of conceptual understanding in mathematics; and how to engage and motivate
students.
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