This course prepares students for the Praxis 1 Pre-Professional Skills Math Test, necessary for students entering a teacher education program. Students conduct self-paced practice tests and learning activities.
Course is offered On-line
This course prepares students for the Praxis 1/PPST: Pre-Professional Skills Reading Test, necessary for students entering a teacher education program. Students conduct self-paced practice tests and learning activities.
Course is offered On-line
This course prepares students for the Praxis 1 Pre-Professional Skills Writing Test, necessary for students entering a teacher education program. Students conduct self-paced practice tests and learning activities.
Course is offered On-line
This course combines academic inquiry into the dynamics that exist between school and society with a field experience in public schools. This course is inherently foundational in that it includes units such as the history and philosophy of education. The state of Nebraska mandates a minimum of 100 hours in field experience prior to student teaching. The design of EDUC 1010 incorporates a minimum of 25 hours of early field experience in a public school setting through partner schools designated by neighboring public school systems. NOTE: Because there is strong emphasis on the writing component, including research, it is highly recommended that ENGL 1010 and ENGL 1020 be completed prior to registering for this course.
This course focuses on the growth, development, and learning processes of the individual from conception through adolescence. The class emphasizes how current educational practices and theories of development and learning impact and influence each other. Students investigate how physical and emotional development of children and teens impact their cognitive growth. Students apply their knowledge to field observations and laboratory experiences in order to adequately internalize and transfer the course content to the teaching environment.
This course provides the philosophical, historical, and social foundations background that enables teacher candidates to understand their roles as teachers and as orchestrators of the learning environment. The content is based on a study of the driving social forces as they relate to different time periods and philosophic positions and the impact these forces have in shaping the role of education. Teacher candidates study and understand the national and state standards relevant to K-12 education and teacher preparation in the United States. They acquire competency in using education technologies such as Internet-based course delivery systems, database software, and digital portfolios. Teacher candidates develop dispositions for ethics in teaching and a high-level commitment for the teaching profession.
This course is designed to increase multicultural knowledge and positively impact the diversity disposition of pre-service teachers. It is designed to help pre-service teachers become more aware of ways to motivate and positively impact the youth they encounter in their future classrooms. High value is placed on the discussion of human understanding, tolerance, and the acceptance of multiple worldviews. Teacher candidates examine existing attitudes toward various minority groups such as race, ethnicity, age, sex, and mental and physical disabilities and explore the ways in which these attitudes influence the assessment of learner needs and prescribed learning activities. Teacher candidates also examine the role of attitudes in implementing and assessing learning experiences. The course places special emphasis on skill development and the training of pre-service teachers to be effective orchestrators of the learning environment, which helps to ensure the performance assessment of teacher candidates.