Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior.
Please note that this course is cross-listed with GR, CO-5040 (CRN: 10042).
Provides the pre-service elementary education classroom teacher with knowledge of theories of children's growth and development for the purpose of building capacity for developmentally appropriate decision-making ('habit of mind') throughout the career. Examines the characteristics and needs of children, and the multiple interacting influences and the interrelated domains of development - physical, cognitive, social, emotional, linguistic, and aesthetic. Reviews child development knowledge base, research, and theoretical perspectives. Introduces a multitude of means for assessing children's growth and development in schools, including, but not limited to: observation and record keeping, informal and formal classroom assessments, district-wide standardized test data, interviews with families and/or caregivers, children's self-assessment, and testing done to determine the presence or absence---and nature of---an "educationally handicapping condition", as defined by federal special education law. Requires ten (10) field hours of observation, teaching, or interview.
This culminating field-based teaching experience for elementary certification candidates affords the candidate with an opportunity to apply theory to practice, and to build upon the dispositions, understandings, knowledge and skills developed thus far in the program. The successful candidate does not leave the experience knowing fully "how to teach", but instead has a strong and balanced practice, and knows how to learn to teach---an important distinction given the dynamic nature of the field, and of our times. The successful candidate will demonstrate competence in all state and national initial teacher certification standards for elementary education professionals. Candidates will work with a University supervisor and field-based mentor teacher to determine a schedule for the experience that includes observation, co-teaching, and solo teaching. Four (4) observations will be conducted by the University supervisor. The mentor teacher provides daily feedback. Both will complete formal midterm and final evaluations of candidate's teaching. Participation in an online seminar is required of all teaching interns. There are three (3) options for scheduling 300 hours of the teaching internship experience: 1. a focused 300 hour (12 weeks) full-time public school placement approved by the Office of Educator Preparation. 2. a part-time (minimum 2 days per week) public school placement totaling 300 hours approved by the Office of Educator Preparation. 3. 300 hours integrated into the work responsibilities of an employed elementary education paraprofessional or professional, per approval of the employing school district and the Office of Educator Preparation. Candidates must submit passing Praxis II: Elementary/Multiple Subjects Scores to the University prior to registration.
PRIOR TO REGISTERING, students must schedule a meeting with a representative from the Office of Educator Preparation (psu-oep@plymouth.edu) for Seminar One, and contact instructor (sashapiro@plymouth.edu) to discuss course requirements. A Placement Confirmation Form must be submitted to: psu-oep@plymouth.edu prior to the student teaching term.