SCED 4102	Secondary School Context and Curriculum Coherence (3-0-3)
Using knowledge bases derived from educational research, from state, national, and local curriculum standards, and from secondary school effective practices, students will examine the secondary school curriculum in terms of the connections that exist among the subject area disciplines, and in terms of the strategies that secondary school teachers and learners use (including models of teaching, critical thinking techniques, and approaches to content area reading). Students will examine the secondary school in its historical and political context, as well as in relation to pertinent philosophical issues. Prerequisites: Admission to teacher education.
SCED 4201	Secondary Social Studies Content Pedagogy I (3-0-3)
Using strategic learning principles (Gowin & Novak, Jones, et.al.) and conceptual schema students will learn to organize the content of social science disciplines and history into typologies (factual knowledge, conceptual categories, descriptive, hypothetical and explanatory generalizations, etc.) using the work of Martorella, Gagne, Bloom, etc. Students will consider the structures of social sciences disciplines, their primary methods and protocols of inquiry in generating and testing knowledge claims; they will examine the implications of these structural features and methodologies for developing curriculum, instruction, and assessment for secondary social studies and history. They will critically consider national and state content standards in light of their knowledge of the disciplines and secondary students. Prerequisites: Admission to teacher education.
SCED 4202	Secondary Social Studies Content Pedagogy II (3-0-3)
This course emphasizes the process of applying the understandings developed in SCED 4201 to the design of instruction and assessment. In the instructional design portion of the course particular emphasis will be placed on incorporating: a) consideration of student diversity, b) questioning strategies, c) strategies for cultivating critical thinking and meta-cognition, d) strategies for honing content related reading comprehension skills. The assessment focused segment of the course will examine varied methods and modes of assessing learning; and the importance of aligning assessment with intended learning outcomes or objectives. Prerequisites: Admission to teacher education.
SCED 4301	Secondary Mathematics Pedagogy I (3-0-3)
Students will examine secondary school mathematics teaching and learning from a problem- solving perspective. The focus will be on skills in problem-solving, measurement, computation, hypothesis posing and hypothesis testing, and on algebraic and geometric analyses. Teaching and learning strategies will be examined in light of effective school practices and in light of national, regional, and local curriculum standards. Prerequisites: Admission to teacher education.
SCED 4302	Secondary Mathematics Pedagogy II (3-0-3)
Using knowledge bases derived from educational research, from national, state, and local curriculum standards, and from secondary school policies, students will plan, present, and evaluate instruction for the secondary school mathematics classroom. Techniques for assessment of learning will be examined, as well as teaching and learning strategies. Students will read, interpret, and evaluate
373	Augusta State University Catalog

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