ArkansasIDEAS Course Catalog

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652 course(s) found.

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ELE14041: In Search of the Novel: Where Do Novels Come From?
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

This program explores the genesis of characters, plot, themes, and interpretation from the novelist's point of view. Participants examine the relationship between the novel and the objective reality from which it may spring.

ELE14042: In Search of the Novel: Why Do I Have to Read This Book?
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0}}
TESS Domain: {"5fcfcb7df376059d0075cb892b2cc37f":{"option":"3c","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

The workshop's ten novels are examined to see why they appear on recommended reading lists and why they have earned numerous awards. The program looks at the essential elements of good writing and storytelling and explores positive reasons for reading. It also examines ways in which novels are challenged by students and communities.

ELE14043: In Search of the Novel: What's in it for Me?
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0}}
TESS Domain: {"5fcfcb7df376059d0075cb892b2cc37f":{"option":"3c","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

A novel can transport readers to other places and times, real or imaginary, allowing the readers to meet people and experience life in many different ways. In this program, teachers explore ways to help students respond to novels on deeply personal levels.

ELE14044: In Search of the Novel: Who Am I in This Story?
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0}}
TESS Domain: {"5fcfcb7df376059d0075cb892b2cc37f":{"option":"3c","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

A reader can take on a number of roles in a novel: the protagonist, the narrator, the author, or another character. In this program, students and novelists examine the complex ways readers may identify with characters in a novel.

ELE14045: In Search of the Novel: Am I Getting Through?
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Credit Hours: 1

In this summary, teachers examine their effectiveness in helping students comprehend and appreciate novels and become lifelong readers. Teachers also discuss and demonstrate strategies for evaluation.

ELG14055: Teaching The Great Gatsby: A Common Core Close Reading Seminar
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TESS Domain: {"6dd9492e661a752a49bcb32a7857b360":{"option":"3b","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2

The following course is a webinar from National Humanities Center, America in Class. The webinar was originally recorded on February 28, 2013. 

Published in 1925, F. Scott Fitzgerald’s The Great Gatsby has transcended the era of its creation to become a classic. It describes the moral and spiritual toll exacted by that quintessentially American quest, the pursuit of happiness. This National Humanities Center, America in Class seminar will explore the novel’s themes and language and suggest ways to teach it through close reading.

Topics covered include: F. Scott Fitzgerald's lifestyle, the narrative of The Great Gatsby, the friends Fitzgerald kept, and the importance of the novel itself. The goals of this webinar are listed below.

ELG14057: Academic Literacy Instructions for Adolescents: A Guidance Document from the Center on Instruction
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 5.5

Welcome to Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction. This course consists of 4 modules that provide an overview of the introduction and key recommendations found in the document Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction. It is designed for literacy specialists, particularly those working at the national level or with states to improve educational policy and practice in the area of adolescent literacy. It assumes more than a beginning level of familiarity with literacy and literacy concepts.

NOTE:  This course does NOT count toward the 45 hours used for Disciplinary Literacy Endorsement. For credit, ALL courses MUST be taken as part of Disciplinary Literacy Program of Study.  To enroll in the Program of Study, please see the Programs of Study box on the left side of the home tab.

ELG14085: Bringing Literacy Strategies to Content Instruction: Professional Learning for Secondary-Level Teachers
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TESS Domain: {"033ebfb9d4175dfd8a5f2b5219a13a9d":{"option":"4d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 5.5

Welcome to Bringing Literacy Strategies into Content Instruction: Professional Learning for Secondary-Level Teachers. This self-paced online course is a series of four modules based on the guide Bringing Literacy Strategies into Content Instruction: Professional Learning for Secondary-Level Teachers

ERA16066: Bullying: Separating Fact from Fiction
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Credit Hours: 1.5

By the end of this course, learners will be able to define the principal elements of bullying and cyberbullying behavior, describe the impact of bullying on the health and well-being of young people, and recognize the role of teachers and educational professionals in bullying prevention. This course also dispels many myths about bullying and focuses on intervention and prevention and what educators can do to help.

This course features Dr. Joseph Wright of Howard University College of Medicine, who led this in-service training on May 24, 2016 at Lonoke High School in Lonoke, AR.

ERC15037: Recognizing and Reporting Child Abuse: Training for Arkansas Reporters
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Credit Hours: 1.5

Only a small percentage of students actively disclose abuse. The goal of this course is to combat that by fostering an understanding of the process for disclosure and the ways in which a child might disclose abuse. Janice McCutcheon-Beaver, Director of the Cooper-Anthony Mercy Child Advocacy Center, and Kathy Helpenstill, Forensic Interviewer at the White County Children's Safety Center, co-present detailed information on the stages of disclosure, considerations for talking to a child, and the many ways in which a reporter can maintain open and honest communication during disclosure.

This course was taped on March 20, 2015 at the AETN studios in Conway, Arkansas. 

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