CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Previous course SPCM 101 effective through Spring 2012. 3 sh.

EDFD505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross-listed with SASE 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD509: Sociocultural Perspectives of Teaching (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with SASE 509. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross-listed with SASE 516. 1 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD519: Assessment for Authentic Learning (3 hours lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with SASE 519. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD582: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. Previous course ELRS 580 effective through Spring 2013. 3 sh.

GRADCMP: Comprehensive Examination

This course is a placeholder for matriculated master's students planning to take the departmental Comprehensive Examination. Successful completion of the Comprehensive Examination will result in a grade of P, unsuccessful students will receive a grade of NC. Students who do not successfully complete the Comprehensive Examination will be required to register for this placeholder course in each term for which they plan to take the examination (limited to three). 0 sh.

Prerequisites: Matriculation in Master's degree program required.

MSSN121: Secondary Instrument Guitar I (2 hours studio)

Basic techniques of guitar playing including chording and melodic work. Group instruction. 1 sh.

Prerequisites: Music majors or minors only.

MUCP511: Musical Style and Analysis (3 hours lecture)

Exploration of musical style found in the historical periods of the Western musical canon by examination of the principles and practice of music construction, aural skills and related formal analysis. Chant, modal and tonal counterpoint, diatonic tonal harmony in vocal and instrumental idioms in both small and large forms. 3 sh.

Prerequisites: Music majors only.

MUCP512: Music Systems of Analysis and Composition (3 hours lecture)

Examination of the process of structural analysis, using examples of Western tonal music of the 17th-19th centuries. Application to pre-tonal and post-tonal examples will be explored, as well as application in aural settings. Systems of composition in post-tonal music of the 20th and 21st centuries will also be surveyed. 3 sh.

Prerequisites: Music (MUSC) majors only.

MUED105: Instrumental Techniques: Strings I (2 hours lecture)

Basic playing skills and pedagogical techniques for teaching violin and viola at the elementary and secondary school levels. 1 sh.

Prerequisites: Music majors only.

MUED106: Instrumental Techniques: Strings II (2 hours lecture)

Basic playing skills and pedagogical techniques for teaching cello and string bass at the elementary and secondary school levels. 1 sh.

Prerequisites: Music (MUSC) majors only.

MUED132: Marching Band Techniques (2 hours lecture)

Methods, organization and planning; drill design, playing, rehearsal techniques. Music majors only. 1 sh.

Prerequisites: Music majors only.

MUED304: Instrumental Techniques: Brass I (2 hours lecture)

Basic playing skills and pedagogical techniques for teaching trumpet and French horn at the elementary and secondary school levels. Previous course MUED 205 effective through Spring 2014. 1 sh.

Prerequisites: MUED 203.

MUED305: Instrumental Techniques: Brass II (2 hours lecture)

Basic playing skills and pedagogical techniques for teaching trombone, baritone horn/euphanium, and tuba at the elementary and secondary school levels. May be repeated twice for a total of 3 credits. Previous course MUED 207 effective through Spring 2014. 1 sh.

Prerequisites: MUED 203.

MUED306: Percussion Instruments (2 hours studio)

Elementary skills on snare drum, bass drum, timpani, cymbals, bells, etc.; materials and methods for teaching these instruments in the classroom. Music majors only. 1 sh.

Prerequisites: MUED 203.

MUED307: Instrumental Techniques: Woodwinds I (2 hours lecture)

Basic playing skills and pedagogical techniques for teaching clarinet and saxophone at the elementary and secondary school levels. Previous course MUED 206 effective through Spring 2014. 1 sh.

Prerequisites: MUED 203.

MUED308: Instrumental Techniques: Woodwinds II

Basic playing skills and pedagogical techniques for teaching oboe, flute, and bassoon at the elementary and secondary levels. May be repeated twice for a total of 3 credits. Previous course MUED 208 effective through Spring 2014. 1 sh.

Prerequisites: MUED 203.

MUED419: Choral Methods (3 hours lecture)

This course will seek to provide an in-depth exploration of the teaching of choral music as applied to the school music program from the elementary level through secondary. Topics will include items such as program philosophy, recruitment and retention, program organization and management, literature selection and ensemble pedagogy. Previous course MUED 334 effective through Spring 2014. 3 sh.

Prerequisites: MUPR 335.

MUED420: Instrumental Methods (3 hours lecture)

This course will seek to provide an in-depth exploration of the teaching of instrumental music as applied to the school music program from elementary level through secondary. Topics will include items such as program philosophy, recruitment and retention, program organization and management, literature selection, and ensemble pedagogy. 3 sh.

Prerequisites: MUPR 335.

MUED435: Conducting for Music Educators (2 hours lecture)

Rehearsal and performance techniques involved in conducting elementary and secondary school ensembles. Hands on conducting of Lab Ensemble. Previous course MUED 335 effective through Spring 2014. 2 sh.

Prerequisites: MUPR 335.

MUED500: Workshop in Music Education

Changing conditions in the schools and new methods and materials for in-service and pre-service teachers. Lectures, demonstrations. Literature and materials selected according to workshop focus. 1 - 3 sh.

Prerequisites: John J Cali School of Music approval.

MUED501: Psychology of Music (3 hours lecture)

Psychological foundations of music, including cognition, perception, emotional meaning; musical development and learning; testing for musical ability; research methodology. Cross listed with Music, MUTH 501. 3 sh.

MUED502: Critical Issues in Music Education (3 hours lecture)

This course focuses on developing students' abilities to think, write, and speak thoughtfully about the fundamental issues and concepts of music education towards effective and ethical music teaching and learning. 3 sh.

MUED510: Selected Topics in Music Education

This course provides a forum for in-depth examination of a selected topic in classroom music teaching. May be repeated twice for a maximum of 9.0 credits. 1 - 3 sh.

MUED518: Technology for Music Teachers (3 hours lecture)

A history and overview of computer platforms and applications for music. A review of pre-college, collegiate, and professional music software; the basics of music programming; a review of MIDI applications and interfaces; the use of interactive media in music pedagogy; and the future of computer applications in this field. 3 sh.

MUED519: Music Learning Theory (3 hours lecture)

Study of sequential steps in learning musical concepts and skills by examination of research in musical content and its perception. 3 sh.

MUED520: General Music in Secondary School (3 hours lecture)

Examination and practicum of methods, materials and philosophies of non-performance courses in the junior and senior high school. 3 sh.

MUED521: Creative Movement and Dance Experiences for Children

Investigating the principles of movement in relationship to the principles of music as a format for designing dance and movement experiences which enhance the music learning process. A focus on strategies appropriate for the elementary music classroom. Active participation. Field component. Mid-term/final project. 3 sh.

MUED522: Pedagogy of the Piano (2 hours lecture)

Principles, materials, and techniques for teaching piano to individuals or groups, in school or studio situations. 2 sh.

MUED523: Pedagogy of Brass Instruments (2 hours lecture)

Principles, materials, and techniques for teaching brass instruments to individuals or groups, in school or studio situation. 2 sh.

MUED525: Pedagogy of Stringed Instruments (2 hours lecture)

Principles, materials, and techniques for teaching stringed instruments to individuals or groups, in school or studio situation. 2 sh.

MUED549: Piano for Music Teachers (3 hours lecture)

To synthesize and reinforce intermediate piano skills for use in multiple classroom and educational settings. Classroom work is on a group and an individual basis in order to meet the needs of different ability levels. This course is geared toward students with intermediate skills. 3 sh.

MUED550: Music Education Techniques for Children with Disabilities (3 hours lecture)

Special education techniques as applied to music education; teaching music through movement and simple rhythm instruments. Covers all areas of a broad-based education program as it applies to K-12 populations with mild to moderate handicaps. 3 sh.

MUED555: Teaching Music As Democratic Practice (3 hours lecture)

This course examines foundational principles of democracy as a starting place for inquiry into the kinds of classroom procedures, structures, and strategies that model democratic practice. Appreciation for diverse points of view, collaborative projects, and student decision-making, for instance, are some examples of classroom structures that promote a democratic climate. Equally important is the study of composers and works of art that are tied directly to political events and social justice. 3 sh.

MUED556: Teaching Methods for the Elementary Music Class (3 hours lecture)

Methods of teaching elementary general music in the public schools. Designing hands-on strategies that encourage the development of music skills, critical and creative thinking, and informed music listening. Attention to current methodologies and progressive trends in the field. 3 sh.

Prerequisites: Music majors only.

MUED557: Teaching Methods for Music in the Secondary Schools (3 hours lecture)

Methods of teaching secondary general music in the public schools. Discussion about unique issues of adolescence. Hands-on strategies for teaching music theory and music appreciation as well as learning labs for beginning guitar, music technology, beginning keyboard, and songwriting. Attention to current methodologies and progressive trends in the field. 3 sh.

Prerequisites: Music (MUSC) majors only.

MUED560: Teaching World Music (3 hours lecture)

World musics from cultural and pedagogical perspective. Following a geographic approach, i.e., Asia, Africa, selected musics will serve as a basis for exploring the musical stylistic dimensions, regional influences, cultural influences, and interrelationships with other art forms. Hands-on application to classroom music teaching K-12. 3 sh.

MUED570: Critical and Creative Thinking in Music (3 hours lecture)

Theories of critical and creative thinking with application to the music classroom; developing music strategies that facilitate problem solving and thinking development. Field component. 3 sh.

MUED579: Band Literature for the Music Educator (3 hours lecture)

This course presents a broad-based examination of band literature for the elementary- through high-school level. The two primary components include (1) a survey of literature appropriate to the ensemble skill level, and (2) rehearsal techniques that facilitate expressive performance. Instruction will also include technological tools for research and programming effectiveness. 3 sh.

MUED580: The Comprehensive Choral Educator (3 hours lecture)

Appropriate for the middle and high school choral director, this course will provide a philosophical/theoretical foundation for effective classroom practice. Using choral literature as a basis, this course will focus on pedagogy, conducting, and rehearsal techniques. Repertoire will include literature from the western music canon, non-western cultures, and a variety of choral genres. 3 sh.

MUED581: Orff Workshop I-Concepts and Skills

Study of basic philosophy of the Orff Schulwerk through movement, melodic and rhythmic training, improvisation and the use of relevant instruments and materials. 1 - 3 sh.

Prerequisites: John J Cali School of Music approval.

MUED582: Orff Workshop II-Pedagogy and Practices

Refinement of skills in the use of Orff concepts, materials and techniques; practicum in the Orff pedagogy as applicable to American children. 1 - 3 sh.

Prerequisites: MUED 581; John J Cali School of Music approval.

MUED599: Independent Study in Music Education

Regularly listed courses pursued in greater depth, by arrangement with graduate program coordinator for music prior to registration. May be repeated twice for a maximum of 9.0 credits but may be taken only once each semester. 1 - 4 sh.

Prerequisites: John J Cali School of Music approval.

MUED600: Independent Study in Music Education

Individual pursuit of a research topic culminating in a written document of length and scholarly integrity. May cover two semesters. Student registers for the semester in which the work will be completed. May be repeated twice for a maximum of 9.0 credits. 1 - 4 sh.

Prerequisites: John J Cali School of Music approval.

MUPR335: Elementary Conducting (2 hours lecture)

Baton techniques and clef reading in orchestral and choral scores. 2 sh.

Prerequisites: MUCP 202.

MUPR410: Beginning Jazz Improvisation (2 hours studio)

Study and application of techniques of jazz improvisation for beginning improvisers, including pedagogical considerations. Both the modal and pentatonic methods will be explored with a constant emphasis upon stylistic consideration based in the aural tradition. May be repeated once for a total of two credits. 1 sh.

Prerequisites: MUCP 101 and MUCP 102 or permission of the instructor.

PSYC560: Advanced Educational Psychology (3 hours lecture)

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.

SASE505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. Previous course CURR 505 effective through Spring 2014. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

Examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. Previous course CURR 509 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. Previous course CURR 514 effective through Spring 2014. 4 - 8 sh.

Prerequisites: Departmental approval.

SASE516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. Previous course CURR 516 effective through Spring 2014. 1 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE517: Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture)

This course presents the central issues in the inclusion of students with disabilities in United States middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. Previous course CURR 517 effective through Spring 2014. 1 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE518: Technology Integration in the Classroom (1 hour lecture)

This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. Students also explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and merging technologies. It enables the students to drawn upon field-based experiences in READ 501 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals - as stated in institutional, state and national standards for technology in education. May be repeated once for a maximum of 2.0 credits. Previous course CURR 518 effective through Spring 2014. 1 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE519: Assessment for Authentic Learning (3 hours lecture)

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Students consider assessment practices from the point of view of learners and how they experience learning opportunities. Teacher candidates also analyze assessment policies and practices, both local and national, in order to maximize both student and teacher performance. They draw on aspects of assessment policy and practice to evaluate their own understandings of assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. Previous course CURR 519 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505, SASE 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (SASE 526, SASE 543). This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills developed in previous courses in the professional sequence. In conjunction with SASE 527-Fieldwork, students have the opportunity to observe in classrooms and to do individual, small group, and whole class teaching. Students investigate democratic classroom practice by focusing on curriculum development; creating a positive, well-structured climate for learning in their classrooms; learning and practicing techniques for effective classroom management; and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. Previous course CURR 526 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; SASE 509 or EDFD 509; SASE 516 or EDFD 516; SASE 517; SASE 518; READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE527: Fieldwork (3 hours lecture)

Students spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. Previous course CURR 527 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and EDFD 519 or SASE 519; and READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE529: Student Teaching (6 hours lab)

Full time student teaching in the public schools of New Jersey for the duration of a semester is required of all students who complete the regular program of certification requirements. 6 hour lab requirements. May be repeated once for a maximum of 12.0 credits. Previous course CURR 529 effective through Spring 2014. 6 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and SASE 519 or EDFD 519; and SASE 526; and SASE 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SASE543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (SASE 526, SASE 543). This course focuses on putting into practice all the knowledge and skills students have developed throughout their professional sequence in their full-time, supervised student teaching experience. A primary focus is on planning and implementing curriculum. In addition to curriculum planning and using appropriate instructional and assessment strategies, students learn about the impact of the school and classroom culture and climate on student learning and on relationships between and among students, teachers, and other professionals in school. May be repeated once for a maximum of 6.0 credits. Previous course CURR 543 effective through Spring 2014. 3 sh.

Prerequisites: SASE 505 or EDFD 505; and SASE 509 or EDFD 509; and SASE 516 or EDFD 516; and SASE 517; and SASE 518; and SASE 526; and SASE 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).