81. Belize Student Teaching Program: Spring 2000 You should register for the Belize Student Teaching Program in the same way as departments Business, The Arts, Vocational, Science, General Studies. http://www.d.umn.edu/~hrallis/belize/

Belize Student Teaching Program Field Experience Program coordinators: jsersha@d.umn.edu or Helen Mongan-Rallis at (218) 726-6272 e-mail: hrallis@d.umn.edu (To see more photos go to Photo Page The purpose of this web site is to provide students with an overview of UMD's Belize Student Teaching Program. You can read through the whole page by scrolling down or you can click on one of the links below to take you directly to the section that is of interest to you. Description of the program Who is eligible How to apply Registration for Belize Student Teaching Program ... Useful web links on Belize Hear what students have to say... Read stories from the Spring 2001 Belize student teachers Description of the Belize Student Teaching Program Purpose/goals : To provide an international experience for prospective teachers through which they will come to understand the impact of culture and colonization on education of diverse races Length of student teaching experience : You will student teach for the same length of time as other UMD student teachers (a total of 16 weeks). Half of your student teaching experience will be in Duluth at a middle school, while the other half of your experience (the high school component) will be in Belize. However, because the Belize Student Teaching Program requires a week-long orientation period, you will need to be in Belize for a a total of 9 weeks (one week of orientation, and then 8 weeks of student teaching). This orientation consists of and overview of the program, the school, and to the culture and customs of the people of Belize.

82. Westmont College - Academics - Education & Liberal Studies Programs leading to a Multiple Subject K6 teaching credential Mathematics;Physical Education/Kinesiology; Science - General; Science - Biology http://www.westmont.edu/_academics/pages/departments/education/programs.html

Introduction Programs Costa Rica Program Frequently Asked Questions ... Useful Links Catalog Education Program Liberal Studies Faculty Gayle Tucker Ruth Tucker Andrew Mullen Support Faculty ... Part-time Faculty Contact Information Westmont College Education Department 955 La Paz Road Santa Barbara, CA 93108 education@westmont.edu Elementary Programs leading to a Multiple Subject [K-6] teaching credential In California, those who wish to pursue a career in elementary education usually major in Liberal Studies. The Liberal Studies major is a degree primarily in academic content, allowing you to develop expertise in all of the fields of study that would normally be taught in the elementary classroom. Among other purposes, the major is specifically designed to prepare candidates for the CSET exam, required for entrance into a California credential program. Regular track Fast-track option Secondary Programs leading to a Single Subject teaching credential (typically grades 7-12) In California, those who want to teach high school generally major in the subject area they want to teach. Then, having completed the state subject-area requirements (see Subject Matter Preparation, below), they take a fifth year to complete a teaching credential. Fast Track Option It is often possible at Westmont, with careful planning and extra classes over the summer, to complete both the subject area requirements and the requirements for a preliminary credential in four years.

83. Archived: RILEY URGES STUDENTS TO TAKE TOUGHER COURSES: CHALLENGES SCHOOLS AND S CHALLENGES SCHOOLS AND STATES TO RAISE ACADEMIC, TESTING AND TEACHING STANDARDS o On the assessment of science general knowledge, the US average score http://www.ed.gov/PressReleases/02-1998/timss.html

A r c h i v e d I n f o r m a t i o n Contact: David Thomas (202) 401-1576 RILEY URGES STUDENTS TO TAKE TOUGHER COURSES: CHALLENGES SCHOOLS AND STATES TO RAISE ACADEMIC, TESTING AND TEACHING STANDARDS IN MATH AND SCIENCE Responding to results of an international study, U.S. Secretary of Education Richard W. Riley today said America must dramatically accelerate and fundamentally change its efforts to improve math and science achievement for its students to rank among the top performing students internationally. According to the Third International Math and Science Study (TIMSS), released today by the Education Department's National Center for Education Statistics (NCES), U.S. 12th graders outperformed only two (Cyprus and South Africa) of the 21 participating countries in math and science. Asian countries chose not to participate in the TIMSS 12th-grade study. U.S. students' scores in science were not significantly different from those of seven other countries, including Italy, Germany, France and the Russian Federation; in math their scores were similar to those of four other countries, including Italy and the Russian Federation. "This is unacceptable, and it absolutely confirms what the president and I have been saying, that academic standards must be raised dramatically across America," Riley said. "The standards of many state assessments in math are far lower than national and international standards of excellence; too many science and math teachers are teaching out-of-field; and far too few high school seniors have taken physics, trigonometry, calculus and advanced placement courses."

84. Part 80 Requirements For Teachers' Certificates And Teaching Practice Part 80 Requirements for Teachers146 Certificates and Teaching Practice. earth science, general science) and citizenship education (civics, economics, http://www.highered.nysed.gov/tcert/part80-1.htm

Quick Links: Select here Applications and Forms Frequently Asked Questions Having Problems Using This Site? News Regulations Related Links Search Certification Requirements Topics A-Z Go to Topics A-Z Teaching in New York Certification Resources - Educators ... Fingerprinting OFFICE OF TEACHING INITIATIVES Teaching in New York Certification Resources - Educators Resources - Public ... regulations of the commissioner of education SUBPART 80-1 GENERAL REQUIREMENTS FOR TEACHERS’ CERTIFICATES Text is current through November 15, 2004. Section 80-1.1 Application of this Subpart and definitions. Section 80-1.2 Certificates, dates of issuance. Section 80-1.3 Citizenship. Section 80-1.4 Required study in child abuse identification and reporting, and school violence prevention and intervention. ... Section 80-1.11 Criminal history record check. Section 80-1.1 Application of this Subpart and definitions. (a) Candidates who are subject to the requirements of Subparts 80-2, 80-3, 80-4 and 80-5 of this Part, shall also be subject to the requirements of this Subpart, unless the subject matter or terms of the requirements in this Subpart or such other Subparts prescribe otherwise.

85. USD: Undergraduate Bulletin Students should fulfill as many of the nonscience General Education requirements as in the teaching laboratory, and routines supportive of research. http://www.sandiego.edu/bulletin/as/Physics.html

Libraries Bookstore Find People A to Z Index ... Search Undergraduate Bulletin Publications Undergraduate Bulletin Graduate Bulletin Physics Gregory D. Severn, Ph.D., Program Director Michelle D. Chabot, Ph.D. Marlene Rosenberg, Ph.D. Daniel P. Sheehan, Ph.D. THE PHYSICS MAJOR The student must satisfy all General Education requirements as set forth in this Bulletin and complete the following courses: Preparation for the Major Physics 270, 271, 272, 272L Mathematics 150, 151, 250 Chemistry 151, 151L, 152, 152L Major Requirements The 24 units of upper-division work must include Physics 314, 320, 324, 325, 330, 331 plus an additional upper-division physics laboratory course (Physics 477L, 479L, or 480W). In exceptional circumstances, a student may substitute experimental physics research for this laboratory course. Note: A minor in Mathematics is required for the Physics major. All students, whether expecting to attend graduate school or expecting to work in industry, will benefit from an upper-division experimental laboratory experience, and such an experience is required to complete the major. In addition, the student is advised to take additional course work in mathematics and as many as possible of the following elective courses in Physics: 480W, 494, 495, 498. Students should fulfill as many of the non-science General Education requirements as possible during the freshman and sophomore years.

86. Connecticut College - M.A.T. Program For Secondary Certification The Master of Arts in Teaching program for secondary certification enablesgraduates of biology, chemistry, earth science, general science, and physics. http://www.conncoll.edu/offices/cont_ed/grad_programs/matsec.html

GRADUATE PROGRAMS General Information M.A. in Biological Sciences and Chemistry M.A. in Music ... Home Graduate Programs M.A.T. for Secondary Certification Please Note: As of spring 2005, the Master of Arts in Teaching program is not accepting new applicants in order to conduct a curricular review. Please check back for updates. The Master of Arts in Teaching program for secondary certification enables graduates of approved colleges or universities to complete the initial certification requirements for teaching at the secondary school level (Grades 7-12) while broadening and deepening the candidates' knowledge of the subjects they plan to teach. When the area of specialization is different from the undergraduate major, the applicant may be required to take additional courses as part of the approved program of study. Can I get certified to teach elementary or middle school? Connecticut College's programs do not offer initial certification at the elementary or middle school levels. What are the possible areas of specialization at the secondary level?

87. Undergraduate Studies In Education Introduction iv) The opportunity to observe effective teaching and to apply and develop Physical and Health Education, Science General*, and Visual Arts. http://calendar.lakeheadu.ca/current/programs/Faculty_of_Education/educusieintro

Undergraduate Studies in Education FACULTY MEMBERS The Department of Undergraduate Studies in Education prepares students for careers as teachers by focusing on courses meant to enhance skills, knowledge and attitudes which support effective teaching. Four elements characterize the Faculty's programs: (i) A foundation in liberal studies considered likely to foster the intellectual curiosity, creativity, and broad knowledge necessary for effective teaching. ii) The study of human learning and development, within a social and cultural context and in relation to instructional and management techniques within educational settings. iii) The study of curriculum and methods of instruction. iv) The opportunity to observe effective teaching and to apply and develop instructional approaches in classroom settings through supervised student teaching. Programs, Specializations and Teachables Programs are divided according to the age and grade level at which the student intends to teach as follows: Primary-Junior (Kindergarten to Grade 6). Teachers at this level must be prepared to teach students all subjects so programs include courses in a variety of subjects taught in the elementary school. No specific teachable is required.

88. Effective And Responsible Teaching To consider the question of what is effective and responsible teaching from anyother on the assessments of mathematics and science general knowledge, http://www.dyscalculia.org/edu505.html

Effective and Responsible Teaching by Renee M. Newman, M.S., Special Education Henderson, Michigan, U.S.A. 1998 R. M. Newman Communications Visitor http://www.dyscalculia.org/Edu505.html Direct all inquiries to the author at: reneenew@dyscalculia.org For a bound hard copy of this paper send a check for $23. US$ to Renee M. Newman, 8053 N. Delaney Rd., Henderson, MI 48841-9724. EDUC 505 EFFECTIVE AND RESPONSIBLE TEACHING LA SALLE UNIVERSITY Professor: Shelia Richardson Master of Science Special Education CONTENTS INTRODUCTION: WHAT IS EFFECTIVE AND RESPONSIBLE TEACHING?..1 PUBLIC EDUCATION: THE SOCIAL CONTRACT......................3 THE IDEAL VS. REALITY.....................................15 CONCLUSION................................................20 ... REFERENCES................................................24 INTRODUCTION WHAT IS EFFECTIVE AND RESPONSIBLE TEACHING? A judgment of whether a teacher or organization is engaged in effective and responsible teaching will naturally be colored by the the judge's definition of what constitutes effective and responsible teaching. Is it determined by student performance on standardized tests, by student feedback, by social and emotional characteristics, by applied creative reasoning measures, or by demonstrations of memory and skill? The debate over educational philosophy has remained the same throughout the educational reforms of the last eighty years. It is a debate over both the methods and aims of teaching, between those who believe that education should concern itself with intellectual discipline and the succeeding waves of innovators who offer the child's interest or the welladjusted personality, selfexpressiveness, or selfesteem as more attractive alternatives (Sykes 1995, 13).

89. BU SED Students Prospective Graduate Programs Special Curriculum Teaching. Special Education. Program Coordinator Donna H. Lehr history, English, political science, general science, physics, etc. http://www.bu.edu/sed/deptofspecialed/specialed/

90. Requirements For Teaching Endorsements 154 Science - General science. 7-12. Completion of twenty-four semester hoursin science Methods and materials of teaching elementary mathematics. http://www.state.ia.us/boee/addition.html

Requirements for Teaching Endorsements Please note: In addition to the required number of content semester hours of credit for each endorsement area, it is possible that you will have to complete elements of the professional education core as you seek to add endorsements. Among those elements that you might need to complete are the following: Human growth and development related to the grade level of the endorsement desired. Classroom management with an emphasis related to the grade level of the endorsement desired. Instructional planning and strategies for teaching related to the grade level of the endorsement desired. Curriculum organization, development with an emphasis on the subject and grade level of the endorsement desired. Methods of teaching with an emphasis on the subject and grade level of the endorsement desired. Student teaching in the subject area and grade level of the endorsement desired. a b c d ... f g h i j k l m n o p q r s t u v w x y z Athletic Coach Agriculture . 7-12. Completion of twenty-four semester hours in agriculture to include course work in agronomy, animal science, agricultural mechanics, and agricultural economics.

91. Secondary Education Program Overview For The University Of Pittsburgh's School O earth and space science, general science, and physics) for science area Master of Arts in Teaching (MAT) This degree option, Master of Arts in http://www.education.pitt.edu/programs/secondaryed/degreeoptions.asp?spec=8&

92. D. SUBJECT/FIELD CODES The Subject/field Codes Are Used By UNIV LEVEL EDUCATION 5076 EDUCATION TEACHING, UNIV SOC SCI/LIT/LIB ARTS 5077 5700 LIBRARY SCIENCE LIBRARY SCIENCE, GENERAL 5720 LIBRARY SCIENCE http://dosfan.lib.uic.edu/usia/GC/gc_docs/J_Exchange/ROTraining/ivd.htm

D. SUBJECT/FIELD CODES The subject/field codes are used by responsible officers and alternate responsible officers in completing Forms IAP-66 for exchange visitors in their program. These codes indicate what subject or field of knowledge the exchange visitor is engaged in during the period of his or her program. The codes derive from the USIA publication entitled "Codes for Educational and Cultural Exchange." They must be used unless the responsible officer or the sponsoring organizations are notified by USIA of changes to these codes. Specifically, these codes are used for completing block 4 of the Form IAP-66, in the space marked "SUBJ/FIELD CODE." It is important to be as specific as possible. For example, if an exchange visitor is going to study literary criticism or speech, use the codes for those subjects, rather than the code for "literature, general." All the major subject fields (e.g., medicine, agronomy, etc.) in the subject/field code lists begin with a specialty field titled "general." Use this code if the activity is of a generalized nature, such as an undergraduate studying physics. Almost all major categories have a specialty field titled "miscellaneous" or "other", as in "languages, other." Use this code when a visitor is going to study a topic which is specific but which does not appear in the list. However, because the list of specialty fields is already quite inclusive, you should attempt to fit most subjects into the codes shown. If the responsible officer or alternate responsible officer has a question on the codes, contact the Program Designation Branch of the Exchange Visitor Program Services at USIA.

93. Undergraduate Catalog PREREQUISITE NATURAL SCIENCE GENERAL EDUCATION REQUIREMENT, MTH 243, 244, SM145, Student teaching and ED 440 constitute a full load for the quarter. http://www.wright.edu/cgibin/catalog/ugradcourses.cgi?action=desc&department=ed

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