Provides intensive instruction in the concepts, strategies, and content covered on the GACE Basic Skills assessments. The strategies will include both generic and subject matter test-taking strategies.

Candidates gain experience with a variety of computer applications and technological tools used in education. Candidates have hands-on training with applications including word processing, Internet, spreadsheet, database, presentation, and digital technology tools. Significant focus is placed on the development of Web sites and electronic portfolios. This course is designed to satisfy the Georgia Teacher Certification Computer Skills Competency Requirement. Prerequisite: Admission to the Post-Baccalaureate Certification Program.

Opportunity for students to enhance their skills in interpersonal relationships. The course uses role-playing and other drama techniques to examine the quality of human relations between various groups. Prerequisite: Admission to Educational Studies.

This course includes a review of organization and scheduling practices which maximize a positive learning environment. Candidates explore the use of guidance and discipline techniques for managing classroom behavior. Through simulations of typical management problems in the classroom, candidates gain understanding of how to structure and organize the environment for effective learning. Prerequisite: Admission to the Teacher Education, Educational Studies, or Postbaccalaureate Programs.

Simulated situations in which students practice the skills needed for effective oral presentations in their major areas. Through closed-circuit video presentations, students examine situations encountered by teachers, school administrators, sales representative managers, supervisors, and group leaders. Prerequisite: Admission to Educational Studies.

Study of statistical concepts and terminology for education. Students gain knowledge of widely used standardized education tests, such as CAT and ITBS. The course explores test construction, selection, administration, and interpretation of test results to pupils and parents. This course is designed to provide experiences in test taking, analysis, construction, and interpretation of results. Prerequisite: Admission to the Teacher Education or Post-Baccalaureate Certification Program.

This course includes a review of organization and scheduling practices which maximize a positive learning environment. Candidates explore the use of guidance and discipline techniques for managing classroom behavior. Through simulations of typical management problems in the classroom, candidates gain understanding of how to structure and organize the environment for effective learning. Prerequisite: Admission to the Teacher Education, Educational Studies, or Postbaccalaureate Programs.

Introduces teacher education candidates to concepts, principles, practices, and implications of multicultural and global education. Major attention is given to the social justice dimension of multicultural education and to candidates' skill in developing lessons which achieve social justice objectives in urban schools and communities. Prerequisite: Admission to Teacher Education or Educational Studies.

Candidates will study different educational research methods, with a particular focus on Action Research and Case Study Methodology. Candidates will develop a proposal to undertake practice-based research incorporating standards of EdTPA, InTASC, NAEYC, and ISTE, and other appropriate professional organizations. Proposals will be based on an aspect of student achievement data (NAEP) with the aim of improving literacy or numeracy outcomes within a subject area, across a full range of skill levels. the plan should include the development or selection of diagnostic tools to measure the impact of teaching. Each proposal must include, but is not limited to the major tasks of EdTPA - 1) planning for literacy; 2) instructing in literacy learning; 3) assessing student literacy learning; and 4) assessing for student learning in mathematics.

Educational Studies candidates spend a full semester (at least 12 weeks) working in an education related agency appropriate to their concentration or career goal. Experiences are supervised and monitored by a University professor and an onsite supervisor. Experiences are accompanied by a weekly seminar and require that candidates submit evaluations and reports that may include action research. Prerequisite: Admission to Educational Studies and acceptable recommendations and interviews (course is completed during the last semester).

Identification and investigation of a particular topic, issue, or problem in the field of education. Under the supervision of a major area professor, students conduct in-depth studies of specific problems and produce written accounts of their studies. Varying credit hours require specific activities as follows: one credit hour requires students to attend colloquia; two credit hours require attendance at symposia; three credit hours may include attendance at four seminars. Prerequisites: Admission to Teacher Education or Educational Studies, approval of the supervising professor and at least a 2.5 GPA.

Examines theories of behavior and development in young children.

The study of earth systems and changes in relation to astronomy, physical geology, meteorology and oceanography. Laboratory and technology experiences are included.

Emphasizes integrating music, movement, creative writing, dramatics, and art into the curriculum.

Explores concepts of culturally responsive and culturally relevant pedagogy and analyzes research and theoretical frameworks upon which the concepts are based. Practices which support these concepts are observed and examined, and activities engaging students in the application of these practices are undertaken in the field. Corequisite: CEDC 530P.

This course is designed to explore the past decade of reform and major curricular dilemmas in middle and secondary education; the effects of ethnic and culturally diverse curriculum content on student achievement; and creating new curricular paradigms for high achievement for all developmental levels. Technology resources are used for research and documenting results. Corequisite: CEDC 538P.

The introduction of concepts, ideas, methodology, and issues related to the research process. It will include both qualitative and quantitative research design and the evaluation processes in education (Web-Enhanced; 25 field hours).

This course is the continuation of CEDC 552 Action Research Seminar. The Action Research Plan developed in EDC552 is implemented at the field-school site, analyzed, and a publishable manuscript written. Analysis of the data collected through qualitative/quantitative measures is performed. An Action Research thesis is a requirement for fulfillment of this course.

A comprehensive study of instructional strategies, materials, and modes for teaching/learning limits, differentiation, and integration. The focus is on instructional media and technologies for teaching concepts through real-world applications based on computer and calculator problem-solving platforms.

Involves methods, materials, and technology for teaching Euclidean and Non-Euclidean geometry. Prerequisite: College algebra content knowledge or departmental approval.

Involves overall curriculum objectives, structure, and materials for mathematics in secondary schools and colleges; examines standards-based techniques for instruction, assessment and technology for teaching algebra, geometry, calculus, statistics and probability in diverse student environments (100 field hours). Prerequisite: Completion of all mathematics courses in the program or departmental approval.

Examines standards-based science secondary- and college-level curriculum. Investigates philosophy, issues and trends in science education. Learning theories and methods are explored, as they relate to science teaching in biology, physics, chemistry and earth systems science. Technology activities and 100 field hours are included.

Focuses on the physics of real solids, liquids, surfaces, and classical mechanics. Laboratory experiences are included.

Study of chemistry concepts, theories and principles at an advanced level. Lab and technology activities are included.

Study of biological theories, principles and concepts at the advanced level; molecules and cells, heredity and evolution, organisms and populations. Laboratory, multimedia and other technology activities are included.

Provides cooperative guidance and supervision by University and local educational agency personnel for students as they assume the responsibilities of instructor in an educational setting (16-week field experience - 8 weeks in two of the following grades levels: P-K, 1-3, 4-5).

Provides cooperative guidance and supervision by University and local educational agency personnel for students as they assume the responsibilities of instructor in an educational setting (16-week field experience - 8 weeks in grades 6-8 and 8 weeks in grades 9-12).

Directs student inquiry into theoretical and practical interests of students; contractual arrangement with professor. Prerequisite: Permission of professor.