Analysis and discussion of the various aspects of school programs of physical education, intramurals, and recreational activities.

A study of the structure of the human body and its role in physical activity.

This class examines the history, principles, philosophies, and trends in the fields of sport management.

Current theories and principles explaining motor behavior and the psychological factors related to and effecting motor skill acquisition and performance.

Physical Activity Course

Physical Activity Course

This course presents various alternatives for classroom management and the development of classroom management plans for students at both the elementary and secondary levels.

Provides an overview of current writing theory and practices in multicultural, public educational settings. Course themes include: culture (including issues in ESL and nonstandard dialects), literacy, writing pedagogy (process, expressive, narrative, collaborative, student-sponsored), conferencing, assessment, and technology. Students will develop demonstrations of teaching practices, as well as a portfolio that will include teaching philosophy, a dialogic learning log, a strategy for assessment, and a final paper addressing one of the class themes. Students will work with Appalachian Writing Project teacher consultants, who will model cutting-edge practices in teaching writing K-12. This course is cross-referenced because it is appropriate both to students who plan to become K-12 teachers, and English students who plan to attend graduate school and may be teaching composition. This course requires 20 hours of field experience/observation in a 6-12 school setting. (Dual listing with E

The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, foreign language, business, theatre, music/vocal, etc.).  Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and content concepts. This course requires 30 hours of field experience in a 6-12 school setting.

This course is designed to provide information for integrating the study of the language arts (listening, speaking, reading, and writing) with the study of children?s literature in a K-6 classroom setting. Specific topics addressed will include: understanding the theoretical foundations for integration, selecting and evaluating children?s literature, identifying categories of children?s literature, utilizing children?s literature across the curriculum, constructing thematic units, conducting activities for sharing and responding to literature (through read-alouds, shared reading, and guided reading activities, etc.), guiding children through the writing process, constructing listening and speaking activities, and assessing children?s success with the language arts.

This course is designed to provide information on balanced reading instruction in grades Pre-K-6. Specific topics addressed will include: theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). Students enrolled in this course are required to complete 30 hours of field experience in a K-6 classroom setting.

A study of literature for readers from grades six through twelve with presentation of appropriate bibliographies, indexes, review sources, and teaching methods. The course is required for English majors seeking licensure for teaching in grades 6-12 and for all students seeking licensure for teaching in grades 6-12 and for all students seeking licensure in library science. The course may not be used to satisfy general education requirements.

An introduction to educational and computer technologies, this course is required of all students seeking a license to teach. Students taking this course will develop an understanding and familiarity with computers. This course will rapidly cover advanced computer topics. Students will explore the State Standards of Learning (SOL) and demonstrate computer competencies in their respective educational discipline. A number of required projects will be assigned; however, individual exploration will also be incorporated into the course.

This workshop course may address assessment remediation for the Praxis, VCLA or RVE for no credit. If this workshop course is designed to address special topics for credit the credit hours may not be counted toward a major at The University of Virginia?s College at Wise.

A study of American education including the history of education and the major philosophical and sociological forces affecting education, with emphasis on contemporary issues, problems, and patterns relative to curriculum design and development in American schools, as well as an introduction to a teacher?s role in understanding and developing collaborative relationships with their students? families to support students? physical, cognitive, and social development. Attention is also given to the legal status of teachers and students with respect to federal and state regulations. Requires 20 logged hours of observation in an elementary and/or secondary school setting.