LAT Academic Programs

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Overview: Our Bachelor of Science in Early Childhood Education (B. S. Ed.) degree program is designed to prepare candidates for initial teacher certification in grades Pre-Kindergarten through fifth grade school settings. Program coursework and field experiences promote research-based practices that ensure that all students can and do learn. Through a full year of field experiences in public schools candidates apply the content knowledge and pedagogical skills learned in professional education courses.

Program faculty are dedicated to the ideals of social justice and endeavor to equip graduates with the ability work within the existing systems or to change existing systems to bring about equitable environments for all learners.

Candidates who successfully complete this program will earn a Bachelor of Science in Early Childhood Satisfactory completion of this program results in a concentration in mathematics and reading and leads to a clear and renewable teaching certificate (T-4) in Georgia.

As a student in our degree program, you'll learn strategies to help all students succeed by focusing on subjects such as:

•    Knowledge and understanding of the classroom learner
•    Methodologies of content area instruction
•    Research in Early Childhood Education
•    Curriculum theory and developmenT
•    Infusion of technology in instructional practices   

Completion Requirements:
•    129 semester hours

Estimated time to completion is 4 years. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable.

Program Description

Method of Delivery

Accreditation

NCATE

Credit & Transfer

Total semester hours required to earn a degree: 129
Maximum Hours Transferable into program: 90

Tuition & Fees

Save money.

Online courses and programs can mean a huge cost-savings in many ways. No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Out-of-state students are not charged non-resident tuition rates.

Earn more.

The completion of an accredited online degree also increases your earning potential.

The bottom line - value.

Our online courses are as affordable as you will find among accredited schools.

For the most up-to-date and accurate cost information, see the Bursar's Office website at http://www.westga.edu/bursar/. (Fully online courses appear as NET charges on the bottom of the Bursar's spreadsheets.)

Coursework

This describes the general course work required for this program.

Major Required:

Educational Psychology - CEPD-4101

Description: An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.

Exploratory Activities in Music and the Fine Arts - ECED-3214

Description: An introductory course that surveys methods and activities to teach fundamental skills in movement/dance/drama, art and music in the early childhood/elementary curriculum. Field experience required. Admission to Teacher Education. Must be taken concurrently with ECED 3271, ECED 3282 and READ 3251, or with Advisor approval.

Integrating Curriculum, Instruction, and Classroom Management for Pre K-5 Classrooms - ECED-3271

Description: Students will examine theories and models for designing curriculum, instruction, and classroom management in Pre-K through fifth grade classrooms. Students will also observe and apply these theories and models during a field based experience.

Practicum I - ECED-3282

Description: Students are placed in a designated early childhood/elementary site. Requirements include observing children and planning and implementing learning activities with the guidance of a qualified supervisor. Must be taken concurrently with ECED 3214, ECED 3271 and READ 3251 or with advisor approval.

Assessment and Correction Mathematics Education - ECED-4251

Description: Overviews development of acquisition of mathematical concepts. The assessment/correction process is examined. Teaching strategies appropriate to children with learning difficulties are described. Individual assessment and analysis of a particular child's mathematical problems, including teaching to this analysis are developed in case study form. Current research on teaching mathematics to children with special needs is examined. Knowledge of teaching strategies and the assessment/correction process will be applied during field experience. Must be taken concurrently with ECED 4284, READ 3263 and READ 4251 or with advisor approval.

Teaching Content and Process: Social Studies Education - ECED-4261

Description: Students will examine the current content and methodology of social studies education for young learners (grades P-5). Students will design and implement learning experiences that incorporate the knowledge, skills, and attitudes appropriate for an elementary social studies program. Must be taken concurrently with ECED 4262, ECED 4263, ECED 4283, and READ 3262 or with Advisor approval.

Teaching Content and Process: Science Education - ECED-4262

Description: Students will examine content, methodology, skills, and materials used to teach science to children in grades P-5 by means of course discussions and assignments, field placements/assignments and course readings. Emphasis will be placed on developmentally appropriate practices and integration with mathematics and other appropriate subject areas.

Teaching Content and Process: Science Education - ECED-4263

Description: Mathematics education content, methods and materials which are appropriate for the cognitive development of the young child from Pre-K to Grade 5 will be investigated. Students will apply knowledge of content, methods and materials during field experience. Must be taken concurrently with ECED 4261, ECED 4262, ECED 4283 and READ 3262 or with advisor approval.

Practicum II - ECED-4283

Description: Students are placed in a designated early childhood/ elementary site. Requirements include observing children and planning and implementing learning activities with the guidance of a qualified supervisor. Must be taken concurrently with ECED 4261, ECED 4262, ECED 4263 and READ 3262 or with advisor approval.

Practicum III - ECED-4284

Description: Application for field experience required prior to enrollment. Students are placed in a designated early childhood/elementary site. Requirements include observing children and planning and implementing learning activities with the guidance of a qualified supervisor.

Teaching Internship - ECED-4286

Description: Students will be involved 15 weeks (one semester) in a full-time, supervised and directed classroom setting. Application to field experience required prior to enrollment Must be taken concurrently with ECED 4289; a practicum/intership fee will be charged.

Teaching Internship Seminar - ECED-4289

Description: Designed to engage interns in a critical reflection of issues, topics materials and skills appropriate to their professional development and teaching experience during their internship. Will also serve as a capstone experience for satisfying exit requirements of the program. Must be taken concurrently with ECED 4286 or ECED 4288.

Algebra for P-8 Teachers I - MATH-3803

Description: (Non-credit for mathematics major or minor.) Special emphasis for teachers of grades P-8. Broadens understanding of the fundamental concepts of algebra, with particular attention to specific methods and materials of instruction. Special emphasis for teachers of grades P-8.

Probability and Statistics for P-8 Teachers - MATH-4713

Description: Non-credit for mathematics major or minor. Special emphasis for teachers of grades P-8. Broadens understanding of the fundamental concepts of probability and statistics, with particular attention to specific methods and materials of instruction.

Integrating Technology into the Classroom - MEDT-3402

Description: Hands on technology integration techniques are provided scaffolding from the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) Integration of Modern and Emerging Technologies into Instructional Practice, (3) Classroom Management in Classrooms, Computer Labs and 21st Century Learning Environments, (4) New Designs for Teaching and Learning, and (5) Enhanced Pedagogical Practices.

Health and Physical Activity in Elementary Education - PHED-4650

Description: This course provides students with the knowledge and skills necessary for teaching health and integrating physical activity in the elementary school curriculum. This course is designed for early childhood education majors.

Children's Literature - READ-3251

Description: A survey of the past and current literature available for use with the young child as well as the role literature should play in early literacy development. Field placement is required.

Teaching Content and Process: Reading Education - READ-3262

Description: An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.

Teaching Content and Process: Integrated Literacy Education and Process Writing - READ-3263

Description: A study of language acquisition and the development of the language arts curriculum with an emphasis on reading-writing connections. Admission to Teacher Education. Must be taken concurrently with ECED 4251, ECED 4283, READ 4251, SPED 3715 and MATH 3803.

Assessment and Correction Reading Education - READ-4251

Description: Course will provide undergraduate students with knowledge and skills to administer informal assessments to determine children's strengths and weaknesses in reading. Students will be able to analyze test results and prescribe reading strategies to help children advance through the reading process. Field experience required.

The Inclusive Classroom: Differentiating Instruction - SPED-3715

Description: Study of characteristics, identification and assessment of exceptional children and youth across age ranges and levels of severity, including individualizing instruction in inclusive classrooms. 'Best' ranges and levels of severity, teaching practices for this population also will be examined. Designed for non-special education majors.

Guidelines for Admittance

Each UWG online degree program has specific requirements that you must meet in order to enroll.

Program-specific Admittance Guidelines

University of West Georgia General Admission Policies:  The admissions policy of West Georgia is designed to admit students who will have a reasonable chance of success and who seemingly will profit from the educational program of the University. A student is considered for admission without regard to race, creed, sex, marital status, or national origin. Application forms may be obtained from the Admissions Office and are available from many high school guidance counselors. An admission application also can be found at www.westga.edu.

Admission to Teacher Education:  Admission to the teacher education program is a prerequisite to enrollment in professional education courses. Students should file application for admission with their advisor. Admission to the program is based on meeting specific qualifications. Those are as follows:

* Completion of the Core Curriculum
* Minimum overall GPA  of 2.7
* Passing scores on all three sections of the GACE Basic Skills Test or qualifying for exemption of the GACE by documenting a cumulative score of 1000 on the SAT (Verbal and Math) or a cumulative score of 43 on English and Math

Application Deadlines

Admission Process Checklist

  1. Review Admission Requirements for the different programs and guides for specific populations (non-traditional, transfer, transient, home school, joint enrollment students, etc).
  2. Review important deadlines:
    • Fall semester: June 1 (undergrads)
    • Spring semester: November 15 (undergrads)
    • Summer semester: May 15 (undergrads)
      See program specific calendars here
  3. Complete online application
    Undergraduate Admissions Guide

    Undergraduate Application

    Undergraduate International Application

  4. Submit $40 non-refundable application fee
  5. Submit official documents

    Request all official transcripts and test scores be sent directly to UWG from all colleges or universities attended. If a transcript is mailed to you, it cannot be treated as official if it has been opened. Save time by requesting transcripts be sent electronically.

    Undergraduate & Graduate Applicants should send all official transcripts to:
    Admissions – Mandeville Hall
    University of West Georgia
    1601 Maple Street
    Carrollton, GA 30118-4160
  6. Submit a Certificate of Immunization, if required. If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
  7. Check the status of your application

Contact

Lynn Wilkinson
Staff Assistant
678-839-6050
lwilkins@westga.edu

Advisors (based on first letter of student last name)

A-D – Elaine Heath-Ward
E-J – Sabra Broome
K-Q – Kim Rajczyk
R-Z – Beth Freeman

Dates

 Admission DeadlineRegistrationBegin/EndPayment DueDrop/AddExams
Fall 2014 June 1 Open Apr 7 - Jul 27 Jul 28 Aug 25 - Sep 2 Dec 6 - 12

Learning Objectives

  • 1.0 Development, Learning and Motivation: Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation (ACEI 1)
  • 2.1 Reading, Writing, and Oral Language: Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situation, materials, and ideas. 2.2 Science: Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for persona; and social applications, and to convey the nature of science. 2.3 Mathematics: Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation. 2.4 Social Studies: Candidates know, understand, and use the major concepts and modes of inquiry from the social studies, the integrated study of history, geography, the social sciences, and other related areas to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. 2.5 The Arts: Candidates know, understand, and use-as appropriate to their own understanding and skills-the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students. 2.6 Health Education: Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. 2.7 Physical Education: Candidates know, understand, and use-as appropriate to their own understanding and skills-human movement and physical activity as
  • 3.1 Integrating and applying knowledge for instruction: Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. 3.2 Adaptation to diverse students: Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. 3.3 Development of critical thinking, problem solving, performance skills: Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking, problem solving, and problem solving. 3.4 Active engagement in learning: Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments. 3.5 Communication to foster collaboration: Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom (ACEI 3).
  • 4.0 Assessment for instruction: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student (ACEI 4).
  • 5.1 Professional growth, reflection, and evaluation: Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally. 5.2 Collaboration with families, colleagues, and community agencies: Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children. 5.4 Collaboration with colleagues and the community: Candidates foster relationships with school colleagues and agencies in the larger community to support students' learning and well-being (ACEI 5).