This course focuses on curriculum (including the integration of reading in the content area), research-based instructional practices, and assessment. Candidates will analyze the scope, functions, and types of elementary, middle, and high school education. Research-based practices in content-specific subject areas are studied through lectures, cooperative group work, independent study, technologies, case studies, and simulations. Candidates are required to spend time with public school content area teachers to engage in coursework and pedagogical practice in an effort to develop, practice, implement, assess, and reflect teaching strategies and skills. Through this collaboration, candidates will create a unit with a pretest/posttest and lessons with differentiated activities and assessments that will be implemented and evaluated in the clinical classroom and by the candidate using data analysis. Candidates will also identify curriculum issues, disaggregate and analyze classroom, district, anecdotal, personal and school data in an effort to realize and understand the impact of current instructional and reform initiatives in the P-12 school environment. Candidates utilize conceptual, strategic, evaluative, and communicative knowledge as they prepare to help all students learn and close the achievement gap. Candidates will also participate in a variety of activities, including reading, lectures, clinical experiences, and reflections to enhance their ability to provide culturally responsive instruction for ELL students. The InTASC and University Teacher Standards, Kentucky Framework for Teaching (KFfT), Kentucky Academic Standards (KAS), and Unbridled Learning are an integral part of the course content. Clinical field experience hours are required. Prerequisite: Formal admission to Teacher Education program. This class is taken with Classroom Management the semester before student teaching. Credit, 3 hours. Offered Fall and Spring semesters.