Directories
Holloway Hall

Directories

Operator: 410-543-6000

Weaver, Starlin

NCATE Coordinator, Education Specialties
Teacher Education & Technology Center (TE) 383C
410-548-5787 or ext 85787
sdweaversalisburyedu



Courses  []

2015 Spring

  • EDUC 210-601 SCHOOL IN A DIVERSE SOCIETY
    Sociological, historical and philosophical approach to the role of the school in an increasingly diverse society. Emphasis on development of knowledge, values and skills needed to live, learn, interact and work in a global society. Field experience required. Credit cannot be received for both EDUC 210 and 305. Three hours per week.
  • EMAT 507-012 MAT INTERNSHIP I
    Two full-time, eight-week clinical experiences providing opportunities to actualize the latest educational research and theory into practice, including but not exclusive to observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor (experienced public school teacher) with guidance and support from the university supervisor. Prerequisites: EMAT 501, 503, 505, 506, 512, 515 and required methods course. Three hours per week each.
  • EMAT 527-091 SCIENCE & READ IN SEC SCH I
    Analysis of secondary school science teaching methods, materials and existing programs. Curricula and materials for the middle school and senior high school levels investigated by the students in biology, chemistry, earth science and general science, physical science and physics. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.
  • SCED 374-001 SCIENCE & READING METHODS I
    Analysis of middle and high school science teaching methods, materials and programs. Emphasis on instruction in biology, chemistry, earth science and physics. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Required classroom visitations and field experiences for students as necessary to complete assignments. Prerequisite: Admission to Professional Teacher Education Program. Corequisite: EDUC 318 or 319. Three hours lecture and three hours field experience per week. (spring semester only)
  • SCED 426-018 INTERN IN MID/HIGH SCHOOL ED
    Engages pre-service teachers in planning, teaching, assessment and collaboration in order to support and enhance student learning and well-being. Prerequisite: Admission to internship. Corequisite: SCED 433. Two, eight-week, full-time, supervised clinical experiences under the direction of the mentor teacher and University supervisor. One placement each in middle and high school. (P/F, IP)
  • SCED 433-151 REFL & INQU IN TEACH PRACT
    Forum for discussion of issues pertinent to current practices, trends and issues in the middle and high school during the internship. Prerequisite: Admission to internship. Corequisites: SCED 426 and SCED 428. Three hours per week for ten weeks. (spring semester only)
  • SCED 465-151 ESOL INTERNSHIP SEMINAR
    Forum for discussing issues and problems pertinent to current ESL practices encountered during the student teaching internship. Colloquium for developing strategies to resolve these problems and address classroom management concerns. Prerequisites: Completion of all coursework in the BA-ESOL sequence prior to the internship, admission to Professional Teacher Education Program, and compliance with student teaching criteria. Co-requisites: SCED 462 and 463. Three hours per week.

2015 Fall

  • EMAT 512-610 CLASSROOM MANAGEMENT
    Provides the student with a repertoire of strategies to create a classroom environment that facilitates optimal learning. Different classroom management theories will be explored and evaluated for appropriateness in a given situation. Special attention given to accomodating diversity, and strategies for effectively communicating with families considered. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.
  • EMAT 529-091 SCIENCE & READ IN SEC SCH II
    Analysis of secondary school science teaching methods, materials and existing programs. Curricula and materials for the middle school and senior high school levels investigated by the students in biology, chemistry, earth science and general science, physical science and physics. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 527. Three hours per week.
  • SCED 434-151 CLASSROOM MANAGEMENT
    Explores the ability to create and maintain productive learning environments in the middle and high schools. Emphasis on development of learner responsibility, promotion of positive social relationships, interdependence of effective instruction and management, and prevention/intervention strategies. Consideration given to accommodating diversity and communicating with families. Field activities required. Prerequisite: Admission to Professional Teacher Education Program. Three hours per week.
  • SCED 474-001 SCIENCE & READING METHDS II
    Continuing analysis of middle and high school science teaching methods, materials and existing programs. Emphasis on instruction in biology, chemistry, earth science and physics. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Continuation of SCED 374. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisites: Admission to Professional Teacher Education Program and SCED 374. Pre- or Corequisite: SCED 367. Three hours lecture and six hours internship per week. (fall semester only)

Visit the GullNet Logon Page to logon and view the entire schedule of classes.


Awards, Scholarship & Creative Works:  []

Awards(s)

Starlin Weaver (2013). Faculty Appreciation Award - Salisbury University Alumni Association, Salisbury, MD.

Book Chapters

Klein, B.S. & Weaver, S.D. (In press). Using podcasts to address nature-deficit disorder. A. Bodzin, B.S. Klein & S. D. Weaver (Eds.), The inclusion of environmental education in science teacher preparation. New York, NY: Springer.
Yeotis, C. Klein, B.S. & Weaver, S.D. (2009). Enculturation into science education: Comparing pathways & dilemmas. M.H. Weinberg & K. Weisemann (Eds.), Becoming & being: Women's experiences in leadership in K-16 science education communities. The Association for Science Teacher Education Monograph. New York, NY: Springer.
Michelson, N. L. & Weaver, S. D. (2008). Part II. Developing a research project. Part Opener: Moving from reflective practitioner to teacher researcher. Teachers taking action: A comprehensive guide to teacher research. Newark, DE: International Reading Association.

Edited Books

(2010). The inclusion of environmental education in science teacher preparation. New York, NY: Springer.

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Please send any updates to lahanscom@salisbury.edu.


Press Releases: []

Visit the Press & Publications site for more information.




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