Selection Criteria
The Library will purchase material at the Instructional Level (2) and Research Level (3), for the library's collection in support of the department's Degrees and programs. Specific selection criteria concentrate on, but are not limited to the following areas:
- Philosophical Foundations of Education
- Principles and Practices in the Elementary School
- Defines and interprets the newer trends in elementary school practices
- philosophy and objectives of the elementary school
- procedures for implementing these objectives
- classroom organization and management
- principles of unified learning as applied to school experiences, procedures for planning and developing experiences, meeting individual needs, and evaluation
- Classroom Management, Discipline, and Legal Issues
- Curriculum & Management in the Elementary/Middle School
- principles of curriculum development in K-8 curriculum
- planning various types of lessons and units across the K-8 curriculum
- integrating instruction across the curriculum and organizing and managing materials, classroom activities, and student behavior
- Teaching Strategies for Elementary Teachers
- Alternative teaching models based on learning theory
- selecting appropriate strategies for meeting student learning styles
- Strategies for Improving Secondary Teaching
- Children’s and Young Adult Literature in K-12 Curriculum
- current research and methods for using children’s and young adult literature, including multicultural literature
- examination of genres and evaluation/selection of literature for instruction
- Literacy Education for Culturally and Linguistically Diverse Children
- linguistic and literacy challenges unique to these students
- innovative methods for teaching literacy to these students
- issues and trends in the education of children from diverse language and/or cultural backgrounds
- second language acquisition
- cultural awareness and sensitivity
- culturally relevant instruction and effective teaching practice
- Language Arts
- Students with Disabilities
- research-based instruction for struggling readers, including basic literacy (phonological awareness, word study and spelling, fluency, comprehension, and writing across content areas) and adaptations to facilitate students’ access to the general education curriculum
- Content Reading
- effective use and selection of textbooks and trade books
- nature and purpose of content instruction and reading
- comprehension, inquiry learning and problem solving, and assessment
- Integrating Reading and Writing
- Assessing Reading and Writing
- characteristics, uses, and limitations of various types of assessment tools
- laws and policies related to assessment
- assessment-based planning and teaching
- Teaching reading
- Nature of Reading and Readers
- symbolic language representation
- models of the reading process
- writing as a process
- Psychology of, including writing
- include reading and writing theories and models, theoretical bases of literacy instruction, stages of literacy development, the relationship between oral language and literacy, and classic and current quantitative and qualitative literacy research
- Elementary/Middle
- curriculum in reading
- instructional assessment
- selection of materials
- alternative instruction and management procedures for reading success
- Middle/Secondary
- extension of reading skills beyond primary grades
- classroom assessment and development of reading strategies
- developing flexibility, critical thinking, lifelong reading attitudes, and interests
- strategies for content reading and study skills, remedial reading strategies
- supervision of secondary reading programs
- Content Areas
- selection and use of materials, including textbooks in print and electronic formats
- instructional strategies, assessment of comprehension, and adapting instruction to meet student needs
- For children with Special Needs, including writing
- nature and identification of literacy difficulties, including dyslexia
- modification of instruction for children with special needs
- diagnostic teaching
- Developmental Reading for EC-4
- Current reading strategies and materials for teaching developmental reading in EC-4
- approaches, materials, word recognition/analysis, comprehension, and vocabulary
- literature in the reading/writing program, instructional strategies with novice/expert readers at the EC-4 level
- Literacy Assessment
- assessing literacy from K-12 using formal and informal assessment tools
- writing case studies
- Language Acquisition and Development
- foundations for first and second language learning acquisition
- Central concepts in child language development with special emphasis on language-minority issues
- Design and Application of the EC-4 Curriculum
- including content, instructional methodologies and assessment
- organization of content, instructional strategies, classroom environment, utilization of materials, and assessment.
- Bilingual Education
- rationale, history, and philosophy/objectives of
- current trends/problems in bilingual education and elementary school practices
- classroom organization and management
- procedures for meeting individual needs
- planning for the provision of the cultural, motivational, and self-concept influences that mediate the learning process of the limited English proficiency pupil in the elementary classroom
- Content, methods and materials of elementary bilingual classroom instruction
- Teaching the bilingual curriculum and providing strategies and materials for meeting the needs of the Limited English Proficient (LEP) pupil
- Elementary Bilingual Content Areas
- mathematics, science, social studies, and language arts
- Psychological Foundations of Bilingual Education
- study of the educational foundation and development of bilingual education
- evaluation of achievement and learning ability of the Limited English Proficient (LEP) pupil
- psychological development of the LEP pupil and relationship of cultural values, socialization practices and learning styles
- Problems in Education
- Elementary, secondary, bilingual education
- Human Development
- Foundational theories
- increasing scientific knowledge of culture, self-development, and self-adjustive areas of development
- Adolescent Growth and Development
- Study of biological, cognitive, physical, emotional, and psychological theories and processes of adolescence
- understand abilities, behaviors, and needs of learners
- Roles of family, peer groups, and culture examined with the aid of contemporary adolescent literature
- physical processes, the affective processes, and peer relationships.
- Learning Theory
- social and cultural factors that affect learning
- Implications for classrooms and teaching will be discussed
- Public Education in America
- examination of learners
- educators, curriculum, learning processes, teaching, instructional materials, and assessment
- historical, legal, and political contexts
- current trends and issues are addressed
- examine education as a profession
- Classroom Management and Teacher-Student Relationships
- theories and models
- Personal philosophy, beliefs, and style of teaching will be examined as they relate to the various methods of classroom management, student discipline, and teacher-student relationships
- Secondary Teaching: Curriculum and Technology
- history, organization, development, and representation in instructional materials
- how curriculum is decided, impacted, and assessed
- local, state, and national standards, trends, and roles of culture and technology in teaching and learning
- Evaluative Techniques for the Classroom Teacher
- objectives of evaluation, teacher-made tests, interpretation of standardized test results, self-evaluation, program evaluation, school evaluation, socio-metric techniques and their use, and reporting to parents
- Instructional Strategies for the Secondary Teacher
- models for instruction, with attention to assessment and classroom management
- develop and practice strategies for building classroom communities, teaching all learners, and integrating technology into instruction
- meeting needs of individual learners
- Gifted/Talented
- history and philosophy for teaching gifted/talented students
- characteristics, identification, and special needs
- theoretical models will be studied of activities for the gifted/talented with emphasis on program content, materials, resources, guidance, and development of related curriculum materials
- designing and evaluating instructional materials, assessing competencies and planning appropriate instruction
- methods and materials for teaching GT
- models, methods, and knowledge of materials
- critique materials and write curriculum units for use with gifted students
- Social-Emotional Development of the Gifted
- review of current research on the affective characteristics, personality traits, and affective growth and adjustment of gifted children
- understanding giftedness, guidance concerns, social, and emotional development and educational characteristics of gifted students, self-concept and adjustment concerns, expanding career options, the affective needs of special gifted populations, and problems pertinent to this population
- learn about program content, materials, resources, and development of related curriculum
- creativity
- concepts in creative thinking and creative crafting
- instruments and techniques for identifying creative potential, theories of creativity, theoretical models, strategies for enhancing creativity in content areas, and evaluation of resources and materials
- Middle School Curriculum and Instruction
- Physical, social, emotional, cognitive, and moral characteristics of young adolescents in contexts of family, community, school, society
- History and philosophy of middle school as a developmentally appropriate environment for young adolescents adhering to state and national standards for grades 4-8
- Application of learning theory in a safe classroom environment with a focus on:
- cooperative learning
- direct instruction
- discovery learning
- technology
- learner-centered instruction
- constructivist strategies that adhere to state and national standards and assessments
- Humanities in the Integrated Elementary Curriculum
- knowledge and skills needed to use the major concepts and processes from the fine arts/social sciences to develop appropriate curriculum
- Assessment of student needs relevant to the fine arts and social studies curriculum
- Planning lessons and integrated units
- effective instructional delivery
- evaluation of student progress
- Elementary Social Studies
- Curriculum Problems
- Development and purposes of the social studies curriculum
- contributions of the social sciences to the social studies curriculum
- relation of the social studies to the total elementary program
- curriculum construction, supervision, and evaluation
- current issues and trends
- Elementary School Science Curriculum
- philosophies of discovery and inquiry as they relate to the elementary school science curriculum
- laboratory experiences related to the objectives, content, methods, and materials of selected innovative programs like:
- Inquiry Development Program
- Elementary Science Study
- Science-A Process Approach
- Introductory Science Study
- Science Curriculum Improvement Study
- Minnesota Mathematics
- Science Teaching Project
- Science in the Integrated Elementary Curriculum
- content and processes of science in producing integrated, developmentally appropriate elementary science curriculum
- use the major concepts and themes of science to organize activity-driven, process-rich, interdisciplinary instructional units
- management of materials, students, and instructional time during inquiry and other problem-solving activities, and the assessment of student progress
- Educational Diagnostician
- professional roles, ethics, standards, laws, rules, and regulations
- evaluation process for identifying problems, developing interventions, and participating in school-based teams
- procedures for selecting, administering, and interpreting standardized instruments utilized for evaluation of exceptional learners
- Assessing/Evaluating Students with Disabilities
- formal and informal assessment for the identification of cognitive aptitude, academic achievement, social, emotional, and motor development
- Development Perspectives of the Mildly Disabled
- language, cognitive, psychosocial, and motor development, from infancy to adulthood, in the mildly disabled
- relationship between these developmental problems and the learning process
- Management of Autistic Behavior
- Examination of etiological theories
- Characteristics of
- specialized assessment methods
- specific instructional strategies pertaining to the management of autistic children/youth
- Educating Students with Mild Disabilities
- modifications for students with mild disabilities
- characteristics of special education categories and learning disabilities
- role of classroom management and classroom teacher’s role with these students
- methods for individualizing instruction
- Educating Students with Mental Retardation and Other Severe Disabilities
- overview of student characteristics
- appropriate instructional techniques pertaining to these individuals
- specialized assessment and instructional strategies
- functional curriculum development
- transition planning
- positive behavior supports
- medical management
- physical management
- assistive technologies
- Positive Behavior Interventions and Supports in Schools
- theory, issues, and applications of Positive Behavior Interventions and Supports (PBIS)
- history and foundations of PBIS
- PBIS assessment and evaluation
- best practices in behavior and academic interventions in PBIS programs
- Behavioral Expectations and Management in the Home and School
- utilize behavioral techniques
- functional assessment/analysis
- behavioral recording
- differential reinforcement
- antecedent manipulation
- generalization training
- self-management
- Teaching in College
- Teaching strategies for teaching/instructional assistants
- creating syllabi, adapting to diverse student populations, collaborating with colleagues and staff
- implementing active learning strategies
- fostering assigned reading
- assessing learning
- integrating technology
- Basic research procedures needed in the preparation of thesis or other research reports and development or skill in reading, analysis, and application of educational and behavioral research
- Multicultural Teaching and Learning
- Multicultural education theory and principles
- Research/current issues and trends
- Culturally responsive curriculum
- Teaching methods and materials
- Teaching English language learners
- Explore various cultures
- Mathematics in Elementary Curriculum
- mathematics content and methodology derived from principles of learning and research
- development of mathematics understanding and relevant applications rather than manipulation of numbers without context, purpose, or concepts
- develop the skills needed in cooperative planning, provide methods of organizing mathematical principles into lessons for pupils, and develop techniques for evaluating pupils
- Early Childhood Development
- principles of physical, cognitive language, social and emotional development
- Curriculum for Preschool and Kindergarten Children
- research of
- program development
- developmentally appropriate teaching strategies
- materials and activities for children ages 3-6 and collaboration with families
- Connecting Reading and Writing in the Classroom
- relationships between reading and writing
- connections between written language, oral language, and thinking
- organization of integrated reading and writing instruction in grades K-12, including “workshop” techniques and thematic teaching
- Classroom Diagnostic-Prescriptive Reading Instruction
- introduction to classroom reading diagnosis, prescription, and corrective techniques applicable to problem readers in the regular classroom
- Informal diagnostic techniques and group corrective techniques
- Teaching Reading to Older Students and Adults
- special reading needs of older high risk students, competent and gifted students, and adult basic education students
- nature of the learners
- appropriate assessment strategies
- methodologies
- instructional materials and resources
- study of groups, schools, and agencies which service these students
- Educational Technology
- in early childhood, elementary, middle, and high schools
- integration into curriculum based on learning theory, learners’ needs, teaching strategies/practices, social and psychological factors, and state/national standards
- integration and management, hardware issues, software issues, and personnel issues
- leadership skills required for implementing technology in an education program
- instructional design
- developing teacher training materials, courses, individualized instruction, web sites, multimedia projects, workshops, and on-line instruction in the education setting
- Exceptionality
- examination of types, characteristics, and causes of various exceptionalities
- identifies federal laws as they relate to various populations
- introduction to the education of exceptional students in the home, school, and community
- Emotional/Behavioral Disorders
- topics associated with teaching these students
- overview of definitions and characteristics
- etiological factors
- assessment for diagnosis and intervention planning
- treatment options, including methods and materials for effective instruction, collaborative interagency services, and current issues
- Languages of Children
- psychology of language
- first and second language and dialect acquisition and development
- theories and stages of language development
- characteristics, systems, and functions of language
- language diversity
- language disorders
- research and study language development of K-12 children from varying linguistic backgrounds
- development of language and cognition in pre-school and school-aged children
- language structure and sequence of development
- cognitive and social aspects of
- language acquisition and use
- methods of child study, such as instruction
- practice in using observational techniques and anecdotal records
- design and evaluation of specific readiness activities
- readiness for learning and language abilities
- cognitive, affective, and psychomotor factors bearing on the young child’s readiness for learning and acquisition
