Open only to selected undergraduate students who wish to study an individual problem in depth which relates to their preparation as teachers. The project must be approved and supervised by a department faculty member.

This field component is an intensive experience completed during the integrated semester in Language Arts and Social Studies in the inclusive classrooms. (S-U)

A broad overview of education, teaching and schools; a survey of historical, philosophical and social foundations; orientation to professional education; and the code of ethics. A minimum of 30 hours of field experience is required as part of the course. This is the first of three prerequisite core courses (9 hours) for students who plan to be teachers. For the other two courses, see Education Psychology: EDG 2701, Teaching Diverse Populations and under the School of Teaching and Learning, see EME 2040, Introduction to Educational Technology.

The development of American schools and major problems in American education, with emphasis upon the relationships among the schools, intellectual movements and social institutions. (H)

A study of the educative effects of our social structures, the social values and issues involved in appraising these effects, and the resulting social demands upon the schools. (S)

A sociological and historical analysis of schooling in American society. Aims of education are examined in relation to social structures, institutions, and values; subcultures; social stratification; school law; and democracy and the sociology of the teaching profession.

A survey of educational problems in contemporary foreign countries with emphasis upon their implications for the United States. (S, I)

Techniques and methods for teaching preschool to third grade mathematics and science. Topics include psychological understandings, problem solving processes, integration of mathematics and science curricula, organizing for instruction, teaching methodology, alternative assessments and applying the process approach to learning activities through use of centers, cooperative learning, hands-on manipulatives and discovery type experiments.

Purposes, organization, curriculum and issues of elementary and secondary schools and roles of educators.

Topics will vary.

This field component is an intensive experience completed during each of the senior year methods semesters.

Examination and development of beliefs about teaching, learning, children, subject matter and the purposes of early childhood education in a democratic society.

Ethical standards, professional guidelines, informed advocacy, and collaboration to support the development of children in child care and preschool settings.

Development and promotion of skills, concepts, creativity and enjoyment in music and visual arts in the preschool years.

Provides students an understanding of the phases of language and literacy development in children ages 3-5.

The role of family and influence of community on development and learning of young children in diverse society.

Study of content selected from art, curriculum, language arts, mathematics, reading, science and social studies.

Field experience in pre-service early childhood education.

Design, implementation and evaluation of curriculum to support the development of infants and toddlers in child care programs.

Development and promotion of mathematics and science skills, concepts and dispositions in the preschool years.

Integrated curriculum course on subject areas of science and social studies from the perspective of constructivist theory. Designed to promote understanding of similarities in ways in which children construct basic science and social studies concepts.

Using theme-based units and play to integrate curriculum for preschool aged children.

Understanding, preventing, and responding to challenging behavior in preschool age children.

Methods to facilitate peer interaction and promote the development of social competence for preschool age children.

Techniques of implementing developmentally appropriate strategies to promote children's self-responsibility and self-discipline. Examination of practices to help young children learn conflict resolution, effective interaction skills and prosocial behavior.

An introduction to computer productivity (word processing, data base, spread sheet, painting, drawing, layout presentations); multi-media (media design, digital video, presentation); communications (Internet, ERIC); educational software (computer-aided instruction, public domain software); interactive media (linked environments, one-to-many, presentations using electronic tools); reference (electronic encyclopedia, atlases, clip art, libraries, Internet); instructional applications (techniques); ethical, legal and social issues.

Study of educational production and utilization concepts. Experience will be gained in using media hardware and producing media in instructional/informational situations.

Prepares elementary majors to effectively use technology in teaching and learning.

Course designed to provide early childhood education students with approaches to teaching that assume technology. Students gain experience with curriculum design and course development which assumes the use of technology.

Basic strategies for curriculum planning, instruction, classroom organization, and student behavior management

Open only to selected undergraduate students who wish to study an individual problem in depth which relates to their preparation as secondary education teachers. The project must be approved and supervised by a department faculty member.

Introductory class on genres of children's literature, critical response theory, strategies for critically evaluating books for instructional and aesthetic purposes, and strategies for generating personal, critical and aesthetic responses to literature from diverse and inclusive student populations.

This course is designed to present an analysis of content, materials, and methods for teaching language arts in an inclusive elementary school classroom.

This course focuses on child language development and use as it influences classroom practice and literacy development. Study of oral language development of children from birth through age eight.

Course designed to present an analysis of content, materials, and methods of teaching mathematics in the inclusive elementary classroom. The goal of this course is to prepare the future teacher of mathematics for facilitation of instruction that meets the needs of all children, including those children with disabilities.

Mathematics materials, planning, presentation and assessment for the middle school classroom.

Methods and materials associated with the teaching of math in grades 6-12.

Utilizing effective presentation techniques, activities and evaluation strategies appropriate for secondary school mathematics classes.

Effective strategies for helping children who struggle in reading in one-on-one tutor situation at school or community setting.

Study of Constructivist theory of how children learn and sociopsycholinguistic theory of language learning. Focuses on how children construct knowledge about and learn to use written language.

A study of fundamental knowledge necessary to teach the basic reading skills in the elementary school classroom.

Theories, methods, and materials for teaching and assessing reading in Pre-K through third grade.

Theory and practice for teaching reading in grades 3-6. This course focuses on developing expertise in explicit literacy strategy instruction in the classroom. Instruction is always embedded in the context of current educational policies. Participants will also become familiar with current research on reading, recent educational policy development and issues of teaching in a diverse society.

Strategies to develop types and level of literacy sufficient for learning across the curriculum, critical thinking and personal growth.

Course designed to present materials and methodology related to teaching the concepts and processes of science. The pre-service teacher who completes this course will be prepared to teach the concepts and processes of science to all children, including those with disabilities.

This course provides an introduction to the history, philosophy, and status of environmental education as well as exposure to current environmental education teaching approaches, activities, programs and curricula in both school and non-school settings.

Study of goals, methods, and evaluation procedures for social studies curriculum in elementary schools (K - 6).

Examines issues of language and culture that are relevant for school-age learners of English as a Second Language (ESOL).

Provide teachers with an overview of issues relevant to ESOL learners and with skills to effectively teach ESOL students in content area classes.