51黑料网

Credit Hours: 3

A review of legal processes as they affect American education and Arkansas Public Schools with emphasis on student rights, tort liability, and contractual relationships of teachers, teacher rights and responsibilities, and other legal knowledge necessary for effective teacher rights.

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws. Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes.

Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3

A study of the relationship between language and culture including the impact of cultural experiences on language development, disposition, and learning. Understanding acculturation and assimilation and their influence on people鈥檚 perception of immigrants. Emphasis on continual professional development and research in ESOL and the importance of the educator as a professional resource and advocate for English learners and their families.

Credit Hours: 3

The philosophy, administration, and practice of supervision for the improvement of instruction on the elementary and secondary levels. The course will prepare the candidates with skills needed to implement the TESS evaluation system in Arkansas public schools.

Credit Hours: 3

This course focuses on the interaction between curriculum, instruction, and assessment as essential to student achievement. It examines the role of the principal as a facilitator of curriculum design and implementation.

Credit Hours: 3

This course focuses on the use of technology across all functions of a school system. The course focuses on the leader鈥檚 role for the utilization of technology in the schools.

Credit Hours: 3

This course will provide the candidate with the knowledge and dispositions needed to facilitate and engage in effective collaboration with both internal and external publics within the school and community. Emphasis will be placed on involvement of all stakeholders in the development and implementation of an effective school-community relations program that mobilize community resources needed to ensure success of all children.

Credit Hours: 3

A study of the relationship between language and culture including the impact of cultural experiences on language development, disposition, and learning. Understanding acculturation and assimilation and their influence on people鈥檚 perception of immigrants. Emphasis on continual professional development and research in ESOL and the importance of the educator as a professional resource and advocate for English learners and their families.

Credit Hours: 3

A study of federal laws and policies impacting English learners In K-12 public education; identification, placement, and exit of English language programs; formative and summative assessments of language proficiency and content knowledge; validity, reliability, and culture and language bias in assessments; norm referenced and criterion referenced assessment.

Credit Hours: 3

Planning, creating, or selecting materials appropriate for K-12 English learners; implementing effective instructional strategies for all ELLs at any English Language Proficiency Level based on valid and reliable formative and summative assessment data. Aligning learning objectives with state and national standards and using backward design to differentiate learning activities and assessments.

Credit Hours: 3

A study of factors influencing language acquisition and literacy development, including the foundations of linguistics, the social and academic functions of language, English syntax, the conventions of written English, rhetorical patterns and ranges of genres in written English, and pragmatics and sociolinguistics. An introduction to the International Phonetic Alphabetic Alphabet (IPA).

Credit Hours: 3

A study of federal laws and policies impacting English learners In K-12 public education; identification, placement, and exit of English language programs; formative and summative assessments of language proficiency and content knowledge; validity, reliability, and culture and language bias in assessments; norm referenced and criterion referenced assessment.

Credit Hours: 3

A study of the relationship between language and culture including the impact of cultural experiences on language development, disposition, and learning. Understanding acculturation and assimilation and their influence on people鈥檚 perception of immigrants. Emphasis on continual professional development and research in ESOL and the importance of the educator as a professional resource and advocate for English learners and their families.

Credit Hours: 3

A study of factors influencing language acquisition and literacy development, including the foundations of linguistics, the social and academic functions of language, English syntax, the conventions of written English, rhetorical patterns and ranges of genres in written English, and pragmatics and sociolinguistics. An introduction to the International Phonetic Alphabetic Alphabet (IPA).

Credit Hours: 3

Planning, creating, or selecting materials appropriate for K-12 English learners; implementing effective instructional strategies for all ELLs at any English Language Proficiency Level based on valid and reliable formative and summative assessment data. Aligning learning objectives with state and national standards and using backward design to differentiate learning activities and assessments.