Department of Teacher Education

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ECED 215 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION [+]
Introduction to educational programs serving children ages birth to 8 years. Considers early childhood history, programs, models and belief systems. Attention given to professional ethics and current trends and issues. Field experience required. Three hours per week.
ECED 320 DEVELOPING THE YOUNG CHILD [+]
Provides a foundation for examining, integrating, and evaluating practical and theoretical issues related to constructing developmentally appropriate programs for infants and toddlers. Emphasis on infant/toddler development, quality of adult-child interactions and they physical environment. Looks at family-school-community partnerships that relate to the child's ability to develop and learn with a focus on the central role of family involvement in early childhood programs. Field experience required. Prerequisites: Admission to Professional Teacher Education Program, ECED 215. Three hours per week.
ECED 324 PRIMARY CURRICULUM I [+]
Explores the teaching and learning of mathematics, science and health for first through third grades. Emphases include an integrated approach, family connections and child development principles. Focus is on the creation of effective learning environments for diverse learners through the examination of content, methods, materials and assessment. Field experience required. Prerequisites: Admission to Professional Teacher Education Program, ECED 215. Three hours per week.
ECED 325 PRIMARY CURRICULUM II [+]
Explores the teaching and learning of social studies, creative arts and movement for grades first through third through an integrated approach with an emphasis on family and child development principles. Focus is on the creation of effective learning environments for diverse learners through the examination of content, methods, materials and assessment. Field experience required. Prerequisites: Admission to Professional Teacher Education Program, ECED 215. Three hours per week.
ECED 327 INCLUSIVE EDUCATION FOR YOUNG CHILDREN [+]
Develops intervention tools and strategies that optimize the learning potential and well-being of young children in inclusive early childhood settings. Emphasis on collaborative efforts of educators, family and community agencies. Field experience required. Prerequisites: Admission to Professional Teacher Education Program, ECED 215. Three hours per week.
ECED 421 LANGUAGE, LITERACY AND PLAY [+]
Focuses on the development of the young child's receptive and expressive language and emergent literacy through play and a rich array of content related activities. The teacher's role in supporting and facilitating language and literacy development and community building is examined. Issues of language and literacy diversity are also explored. May not receive credit for both ECED 323 and ECED 421. Prerequisites: Admission to Professional Teacher Education Program, ECED 215. Three hours per week.
ECED 422 DISCOVERY THROUGH INTERDISCIPLINARY STUDIES [+]
Developmentally appropriated practices and current research in early childhood curricula areas (including math, social studies and science) are emphasized through inquiry learning and the arts to engage all children, ages 4-6. Techniques in classroom management include the responsive classroom. Field experience required. Prerequisite: Admission to Professional Teacher Education Program, ECED 215. Three hours per week.
ECED 445 EARLY CHILDHOOD EDUCATION INTERNSHIP I [+]
Engages pre-service teachers in the practice of teaching. Activities include planning, teaching, assessing and differentiating instruction by collaborating with other school professionals. Two, eight-week, full-time, supervised clinical experiences in a school. Direct supervision under the direction of a mentor teacher and University supervisor. Practice teaching in pre-primary (preK or K) and/or primary (1-3) grade levels. May not receive credit for both ELED 445 and ECED 445. Prerequisite: Admission to Internship. Corequisites: ECED 446, ELED 411. (P/F)
ECED 446 EARLY CHILDHOOD EDUCATION INTERNSHIP II [+]
Engages pre-service teachers in the practice of teaching. Activities include planning, teaching, assessing and differentiating instruction by collaborating with other school professionals. Two, eight-week, full-time, supervised clinical experiences in a school. Direct supervision under the direction of a mentor teacher and University supervisor. Practice teaching in pre-primary (preK or K) and/or primary (1-3) grade levels. May not receive credit for both ELED 446 and ECED 446. Prerequisite: Admission to Internship. Corequisites: ECED 445, ELED 411. (P/F)

EDUC 210 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.
EDUC 409 LITERATURE FOR ADOLESCENCE [+]
Study of literature for and about contemporary adolescents. Emphasis on methods of teaching that build adolescent appreciation for the more established literary selections in secondary school curriculum. Prerequisite: Admission to the Professional Teacher Education Program. Three hours per week.
EDUC 432 LITERACY AND ESOL READING [+]
Introduces students interested in questions of language acquisition to the theories and practices relating to learning to read in a second language or second dialect. Topics include models for acquiring foreign language reading skills, teaching strategies for second language/dialect literacy, evaluating literacy skills, current research about acquisition of literacy skills, and political and social implications of second language/dialect literacy. May be offered for undergraduate or graduate credit. Prerequisite: ENGL 430 or permission of instructor. Three hours per week.
EDUC 440 INTRODUCTION TO EARLY CHILDHOOD EDUCATION [+]
Introduction to curriculum and methods in early childhood education, including theories, practices, techniques and materials. Attention to art, music, nutrition, safety, health education, motor activities and positive teacher-parent relations. Field experience required. Prerequisites: EDUC 300 and declared elementary education major. Three hours per week.
EDUC 443 LITERACY AND ESOL WRITING [+]
Introduces students interested in questions of language acquisition to the theories and practices of learning to write in a second language or second dialect. Topics include writing theory, writing strategies, evaluating writing, and writers and rhetorical concerns. Students develop a literacy project, writing materials for specific ESOL students. May be offered for undergraduate or graduate credit. Prerequisite: ENGL 430 or permission of instructor. Three hours per week.
EDUC 463 SEM IN HEALTH EDUCATION [+]
Designed to facilitate the transition of candidates from the role of student to professional. Provides a forum for discussion of issues pertinent to current practices, trends and issues in health education during the student teaching experience. Prerequisites: Admission to Professional Teacher Education Program, student teaching criteria. Co-requisite: EDUC 462. Three hours per week. (P/F)
EDUC 470 PRACTICUM IN MIDDLE SCHOOL SCIENCE EDUCATION [+]
Provides theoretical background and practical experience with current trends and issues in middle school science education. Consists of a distributed practicum in which candidates take part in a series of encounters in middle school classrooms, schools and/or afterschool programs requiring at least three hours per week in field placements. Not all of those encounters are necessarily in the same placement, but all are under the mentorship of a middle school science teacher. In conjunction with the practical encounters, candidates read appropriate background literature relating to middle school science instruction and complete assignments that combine ideas from reflections from their practical experiences, readings and additional resources located by the candidate. Additional 1.5 hours per week meeting with the instructor may be scheduled as needed. Prerequisites: EDUC 210, EDUC 304, ELED 312; 15 credits of science from at least three science department prefixes, and junior standing; admission into the Professional Teacher Education Program (PTEP) or permission of the instructor. Candidates not accepted into the PTEP have to demonstrate readiness to work directly with middle school candidates in terms of knowledge, skills and dispositions, and may have to meet other requirements imposed by the school system for individuals working with children in the school. Three hours per week.
EDUC 475 METHODS AND MATERIALS IN ENVIRONMENTAL EDUCATION [+]
Increases students' awareness of their immediate environment with the aim of developing a broad philosophy of environmental education. Existing teaching methods and materials analyzed and new methods developed for use in interdisciplinary, problem-focused situations. May be offered for undergraduate or graduate credit. Prerequisite: Senior standing. Three hours per week.
EDUC 491 INDEPENDENT STUDY [+]
Permits self-study of problems not considered in other courses. May be taken twice under different subtitles. Prerequisites: Approval of course instructor and department chair.
EDUC 500 HISTORICAL, PHILOSOPHICAL AND SOCIAL FOUNDATIONS [+]
Selected topics in intellectual and educational history from the time of ancient Greece to the present. The relation of education to historic traditions and social trends. Three hours per week.
EDUC 502 INTRODUCTION TO RESEARCH [+]
Introduction to quantitative and qualitative methods of scientific inquiry. Gain experience in the use, interpretation and application of research to solve organizational and instructional problems. Must be taken within the first 12 hours of M.Ed. program. Prerequisite: Admission to graduate study. Three hours per week.
EDUC 503 CLASSROOM MANAGEMENT [+]
Aids teachers in developing practical skills needed to manage their classes more effectively. Recent research related to effective management techniques and its application in classrooms will be considered. Appropriate management strategies will be selected, implemented and evaluated in the classroom. Three hours per week.
EDUC 504 DIVERSITY IN A DEMOCRACY [+]
Examination of contemporary cultural diversity within the United States educational environments. Special attention given to cultural problems and issues that influence opportunities and performance in educational institutions. Human relations skills considered for improving success within culturally diverse populations. Must be taken within the first 12 hours of M.Ed. program. Prerequisite: Admission to graduate study. Three hours per week.
EDUC 506 SEMINAR IN TEACHING OF MATHEMATICS [+]
Analysis of recent theory and results of research for the teaching of mathematics. Students investigate developments at either the elementary or secondary school level. Three hours per week.
EDUC 507 TESOL INTERNSHIP I [+]
One full-time, seven week clinical experience provides opportunity 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. Prerequisite: Completion of all course work in the M.A./TESOL certification sequence prior to the internship, with an overall program GPA of 3.0; passing scores on Praxis I. Co-requisite: EDUC 509 and 511. Three hours per week.
EDUC 508 SEMINAR: RESEARCH IN HUMAN DEVELOPMENT [+]
Survey of research techniques and findings in the field of human growth and development. Research related to developmental characteristics of students considered. Prerequisite: EDUC 300 or consent of instructor. Three hours per week.
EDUC 509 TESOL INTERNSHIP II [+]
One full-time, seven week clinical experience provides opportunity 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. Prerequisite: Completion of all course work in the M.A./TESOL certification sequence prior to the internship, with an overall program GPA of 3.0; passing scores on Praxis I. Co-requisite: EDUC 507 and 511. Three hours per week.
EDUC 510 SEMINAR: RECENT ISSUES IN EDUCATION [+]
Analysis of selected issues in education. Students required to survey and critically evaluate pertinent research on at least one issue. Three hours per week.
EDUC 511 TESOL INTERNSHIP SEMINAR [+]
Forum for discussing problems encountered during the internship. Colloquium for developing strategies to resolve problems. Prerequisite: Completion of all course work in the M.A./TESOL sequence prior to the internship and passing scores on the Praxis I. Co-requisite: EDUC 507, 509. Three hours per week.
EDUC 512 SEMINAR IN THE TEACHING OF SOCIAL STUDIES [+]
Analysis of theory and research in the social sciences as applied to developing and teaching social studies at either the elementary or secondary school level. Three hours per week.
EDUC 513 SEMINAR IN THE TEACHING OF SCIENCE [+]
Analysis of recent advances in the teaching of science and the development of skills in applying these to classroom teaching at the elementary or secondary school level. Three hours per week.
EDUC 515 EASTERN SHORE WRITING PROJECT SUMMER INSTITUTE [+]
Explores current theories about the composing process and their implications for teaching writing and using writing to teach other content areas. Focuses on adapting and evaluating classroom activities for different grade levels and educational settings. Cross-listed with ENGL 515. Prerequisite: Consent of the instructor.
EDUC 527 SPECIAL TOPICS IN MATHEMATICAL PEDAGOGY [+]
Examines current trends and issues in elementary/early childhood mathematics pedagogy. Focuses on helping educators understand and facilitate mandated and non-mandated curricular changes that have the real potential to improve the teaching and learning of mathematics at the elementary and early childhood levels. Focuses on research-based teaching/learning processes that facilitate conceptual and critical understandings of mathematics as well as the required mathematical understandings that teachers need in order to teach in conceptual ways. Prerequisite: Admission to graduate study. Three hours per week.
EDUC 533 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION [+]
Explores the historical and philosophical foundations of early childhood education. Includes an introduction to curriculum and methods with an emphasis on theories, practices, strategies and materials. Three hours per week.
EDUC 545 LEARNING, INSTRUCTION AND ASSESSMENT IN THE SCHOOLS [+]
Identification of classroom problems and issues related to and involving instruction, learning and student assessment; the development and application of strategies to aid in resolving issues and solving problems; the coordination of student characteristics and environmental factors to improve the quality of learning experiences in the schools; and the exploration of the relationship between assessment and instruction. Must be taken within the first 12 hours of M.Ed. program. Prerequisite: Admission to graduate studies. Three hours per week.
EDUC 547 ESOL METHODS [+]
The study of philosophy, aims and methods of teaching English as a second language in grades 1-12 with emphasis upon theories, techniques and materials in current use. Graduate scholarship expected. Prerequisite: Admission to the M.A./TESOL program; completion of four program courses at graduate level, to include ENGL 439; must successfully pass Praxis I. Three hours per week.
EDUC 558 PRACTICUM FOR TEACHING PROFESSIONALS [+]
A five-week course under the direction of an experienced teacher/mentor and a university supervisor that provides classroom experience in an additional area of teaching certification for those who already hold certification in one area. Interns will observe teaching, participate in work with children, participate in planning sessions, teach and participate in all activities for which regularly employed teachers are responsible. Prerequisites: Teaching certification; all requirements for the additional certification area sought; at least six graduate credits at Salisbury University; a graduate GPA of 3.0 or higher; permission of M.Ed. program coordinator.
EDUC 560 COLLEGE TEACHING [+]
Research-based investigation of theories and practices involved in teaching in institutions of higher education. Intended for graduate students aspiring to college teaching or academic leadership positions. Examines the roles and responsibilities of college instructors with emphasis on practical applications in college and university settings. Three hours per week.
EDUC 561 SEMINAR: ISSUES AND TRENDS IN POST-SECONDARY EDUCATION [+]
Opportunities for research-based examination of selected current issues in postsecondary education and for students to share the efforts of their investigations on topics of interests. Three hours per week.
EDUC 562 COLLEGE STUDENT DEVELOPMENT THEORY [+]
Explores college student development, utilizing the approach of practice to theory to practice. Students conceptualize how college students grow and develop during the critical college years. Students are challenged to hypothesize and theorize en route to creating developmentally based practical applications. The process results in the practitioner's ability to consider developmental implications for all student interactions. Prerequisites: EDUC 502. Three hours per week.
EDUC 563 TEACHING ADULTS [+]
For students in the post-secondary education track of the M.Ed. and those in other fields seeking information and contemporary methods of effective adult instruction. Assumes no prior knowledge or experience about instructional methods, theories or practices. Three hours per week.
EDUC 567 COLLABORATIVE TEACHING AND MENTORING [+]
This course seeks to equip teachers with strategies for co-teaching and for mentoring both intern novice teachers and paraprofessionals. While the primary focus will be on the intern-mentor relationship in professional development school (PDS) settings, the strategies of collaboration, differentiation of instruction and mentoring are relevant for all teachers. Three hours per week.
EDUC 570 CURRENT ISSUES IN EDUCATIONAL TECHNOLOGY [+]
Examines selected current issues in educational technology. Focuses on on the impact of technology on schools and a global society, safety issues, the digital divide and the impact of distance learning. Introduces a framework for teacher knowledge for technology integration. Research topics and prepare multimedia presentations. Must be taken within the first 12 hours of M.Ed. program. Prerequisites: Admission to graduate study and basic computer skills (file management, word processing, Web-based communication and researching skills). Three hours per week.
EDUC 571 WEB-BASED TEACHING AND LEARNING [+]
Examines the use of emerging Web-based technologies that enhance learning environments. Develops pedagogy to use Web-based tools that promote collaborative projects, global correspondence with teachers and students, gathering and analyzing data, and conducting research in K-16 learning environments. Prerequisites: Admission to graduate study, EDUC 570 and basic computer skills (file management, word processing, Web-based coummincation and research skills). Three hours per week.
EDUC 578 SEMINAR IN TEACHING SECONDARY ENGLISH [+]
Engages students in in-depth examination of current issues in literacy instruction for secondary students. General nature of issues remains constant but particular focus varies semester to semester, to reflect current thought. Three hours per week.
EDUC 579 TRENDS IN ELEMENTARY LITERACY EDUCATION [+]
Grounds methods of teaching language and literacy in current knowledge and theory of language and literacy acquisition. Students take an active role in building personal theory to guide their practice in elementary literacy instruction. Three hours per week.
EDUC 580 TRENDS IN MATHEMATICS AND SCIENCE EDUCATION IN THE ELEMENTARY SCHOOL [+]
Critical review and analysis of current issues, research and practices in the teaching and learning of science and mathematics in the elementary school. Emphasis on exploring the expanding knowledge base in each discipline. Three hours per week.
EDUC 581 TRENDS IN SOCIAL STUDIES EDUCATION IN THE ELEMENTARY SCHOOL [+]
Examines the current perspectives, trends, issues and controversies in the field of social studies education, both in relation to content and pedagogy. Considers social studies in terms of its relationship to the social science disciplines. Three hours per week.
EDUC 582 TEACHING READING IN THE CONTENT AREAS: PART I [+]
Provides knowledge of the reading process, instructional strategies and materials used, drawn from research-based recommendations for using text in secondary content areas. Intended for M.Ed. candidates and other in-service teachers. Prerequisite: Admission to graduate study. Three hours per week.
EDUC 583 TEACHING READING IN THE CONTENT AREAS: PART II [+]
Provides in-depth study of literacy needs of diverse populations. Includes instructional and assessment methods in reading and writing. Intended for all secondary and K-12 teachers. Prerequisite: Admission to graduate study. Three hours per week.
EDUC 585 TECHNOLOGY TOOLS FOR TEACHING AND LEARNING [+]
Examines the use of graphics, productivity tools and interactive technologies to enhance learning. Develops ability to plan, organize and design products that effectively communicate information and challenges the use of specific tools to solve problems. Use technology applications to design and develop interactive learning environments to support authentic, constructivist, problem-based learning for all learners. Critically evaluate tools appropriate for learners. Prerequisites: Admission to graduate study, EDUC 570 and basic computer skills (file management, word processing, Web devlopment, Web-based communication and research skills). Three hours per week.
EDUC 588 SEMINAR: EDUCATING INDIVIDUALS WITH DISABILITIES [+]
Special education services and issues from the perspective of elementary and secondary teachers. Focus on the inclusion model for various categories of disability. Prerequisite: EDUC 502.
EDUC 590 SEMINAR IN EDUCATION [+]
Topics vary semester to semester. May be taken twice under different course subtitles. Prerequisite: Consent of instructor.
EDUC 592 SPEC TOPICS IN TECHNOLOGY [+]
Focuses on specific content areas and investigates strategies for integrating technology into performance-based teaching and learning to enhance student achievement. Students design performance-based teaching and assessment tasks that integrate technology into curriculum. Topics and issues will change to focus on different subject areas. May be repeated once under different topic. Prerequisites: Enrollment in the master's track or the Certificate for Advanced Study: Teaching and Learning with Technology track, EDUC 571, 589. Three hours per week.
EDUC 619 THE LAW AND PUBLIC EDUCATION [+]
Study of school law which affects the teacher and the public school. Nature and scope of school law considered as generally applied to the purpose and functions of the school system. Prerequisites: EDUC 502 and any two EDUC 500-level courses. Three hours per week.
EDUC 620 LEGAL ISSUES IN HIGHER EDUCATION [+]
Introduction to important legal concepts and case law that influence decision making in post-secondary educational contexts. Topics inlude a general overview of legal concepts and case law (mainly federal case law) from around the country on the following issues: college governance, faculty freedom and tenure, student rights and responsibilities, liability, disability access, and athletics. Prerequisite: Admission to graduate study. Three hours per week.
EDUC 630 DIRECTED RESEARCH [+]
Preparation of optional research project in master's degree program under direction of departmental supervision.
EDUC 632 CLASSROOM ASSESSMENT [+]
Examination of the role of evaluation in assessing classroom learning. Evidence of student learning gathered from traditional and alternative assessment practices. Benefits and limitations of these assessment practices identified. Prerequisites: EDUC 502 and any two EDUC 500-level courses.Three hours per week.
EDUC 634 EARLY CHILDHOOD CURRICULUM AND ASSESSMENT [+]
Analysis of early childhood program models, curricula and assessment methods. Examines philosophical and theoretical orientations, related research and societal needs. Prerequisite: EDUC 502 and any two EDUC 500-level courses. Three hours per week.
EDUC 636 CREATIVITY IN EARLY CHILDHOOD EDUCATION [+]
In-depth study of the creative process and the techniques that will promote creativity. Prerequisites: EDUC 502 and any two EDUC 500-level courses.Three hours per week.
EDUC 638 LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD [+]
Advanced study of the development of language, literacy and communication skills in children, birth through age eight. Examines current issues and research with emphasis on classroom application. Prerequisite: EDUC 502 and any two EDUC 500-level courses. Three hours per week.
EDUC 665 INTERNSHIP IN POST-SECONDARY EDUCATION [+]
Supervised, on-site field experiences and a series of seminars with other interns. Experimental learning enhanced by guided readings, interaction with professional practitioners, participation in activities of the host agency, completion of a major project and seminar discussions. Prerequisite: Consent of M.Ed. coordinator.
EDUC 689 MULTIMEDIA IN THE CONSTRUCTIVIST CLASSROOM [+]
Examines advanced multimedia authoring tools for designing K-16 classroom instruction. Develops multimedia skills with audio, video, graphics, interactive PowerPoint and Web 2.0 multimedia tools. Examines principles of constructivism, lesson design for project-based learning and assessment strategies. Prerequisites: Intermediate computer skills (file management, word processing, Internet searching, and PowerPoint). EDUC 570 and any two EDUC 500-level courses. Three hours per week.
EDUC 691 DIRECTED INDEPENDENT STUDY [+]
Permits self-study of problems not considered in other courses. May be taken twice under different course subtitles. Prerequisites: Approval of course instructor and M.Ed. coordinator, EDUC 502 and 6 additional graduate credits.
EDUC 694 LEADERSHIP AND TECHNOLOGY FOR SCHOOL IMPROVEMENT [+]
Examines the role of professional development in the process of school improvement. Focuses on research and best practices for most effective uses of technology, literature on the change process, professional development standards and use of technology to address goals for school improvement. Examine strategies for providing effective professional development and create professional development plans for the school settings. Prerequisites: EDUC 570 and any two graduate-level technology courses. Three hours per week.
EDUC 695 RESEARCH SEMINAR [+]
Capstone experience for students in the M.Ed. program. Students utilize research skills in completing a project based on a topic related to their concentration. Project must be presented to a professional audience. Students also reflect on how the M.Ed. program has made a difference in their professional lives. Prerequisite: EDUC 502, 24 hours of M.Ed. graduate credit.

ELED 304 LEARNING AND ASSESSMENT [+]
Examines concepts, principles, theories and research related to teaching and learning for diverse populations across grade levels. Explores traditional and nontraditional strategies for assessing student learning. Field experience is included. Credit cannot be received for both EDUC 300 and EDUC 304. Prerequisite: EDUC 210. Three hours per week.
ELED 309 CLASSROOM VISITATIONS [+]
Students in either the elementary and early childhood Professional Teacher Education Program (PTEP) must take ELED 309 along with any 300-level methods classes, unless the student is enrolled in ELED 409. Students who are taking 400-level PTEP classes but are not taking ELED 409 also sign up for ELED 309 concurrently with those classes. ELED 309 involves students in school field placement in which they make classroom observations and/or take part in other professional activities (e.g., team planning) that are appropriate to the methods classes being taken concurrently. Plan to spend at least one hour per week in classroom observations and/or professional activities at field placement for each methods class being taken. Prerequisite: Admission to Professional Teacher Education Program. Corequisite: Any of the following elementary professional education courses: ELED 310, 311, 312, 313, 316, 317, 408*, 415*, 416*, 427* (*unless enrolled in ELED 409).
ELED 310 LANGUAGE ARTS INSTRUCTION [+]
Introduces the processes of communication and strategies for promoting growth in these areas in the elementary and middle school. Emphasis on language acquisition, oral and written language development, viewing, diverse language learners, and the relationship of language proficiency to literacy development. Field experiences and reflective evaluation included. Prerequisite: Admission to Professional Teacher Education Program. Co-requisite: ELED 309. Three hours per week.
ELED 311 MATHEMATICS INSTRUCTION [+]
Selection and creation of meaningful mathematics learning experiences for elementary and middle school students. Attention given to use of technology, manipulatives, literature, and assessment that support mathematical thinking and learning in diverse classrooms. Field experiences and reflective evaluation included. Prerequisites: Admission to Professional Teacher Education Program, MATH 130, 150, 230. Three hours per week.
ELED 312 SCIENCE INSTRUCTION [+]
Introduces the processes of science that facilitate student learning in elementary and middle schools. Emphasis on planning, teaching and assessment with a focus on inquiry and understanding of everyday phenomena. Attention given to environmental education. Field experiences and reflective evaluation included. Prerequisites: Admission to the Professional Teacher Education Program; BIOL 101, CHEM/PHYS 101, GEOG 104. Co-requisite: ELED 309. Three hours per week.
ELED 313 SOC STUDIES INSTRUCTION [+]
Selection, organization, presentation and assessment of meaningful social studies learning experiences for elementary and middle school students. Attention given to technology, literature, and local resources that support learning in diverse classroom settings. Field experiences and reflective evaluations included. Prerequisites: Admission to Professional Teacher Education Program; ELED 310, 316, 317, EDUC 318. Co-requisite: ELED 309. Three hours per week.
ELED 316 READING INSTRUCTION [+]
Introduction to balanced literacy instruction. Includes developmentally appropriate word recognition and comprehension strategies, activities, materials and programs coupled with organization and grouping procedures to maximize literacy learning for diverse populations. Field experiences and reflective evaluations included. Prerequisite: Admission to Professional Teacher Education Program. Co-requisite: ELED 309. Three hours per week.
ELED 317 CREATIVE ARTS INSTRUCTION [+]
Provides a basic arts knowledge base along with reasons and techniques for incorporating the arts throughout the elementary and middle-school curriculum. Emphasizes infusing the arts in teaching, an alternative approach to the traditional view of the arts solely as enjoyable “add-ons.” Prerequisite: Admission to Professional Teacher Education Program. Co-requisite: ELED 309. Three hours per week.
ELED 318 COMPUTERS IN EDUCATION [+]
Overview of the role of computers in education. Examination of computer applications as they relate to specific teaching/learning operations and educational functions in the pre-K-12 classroom. ELED 318 is crosslisted with SCED 318. May not receive credit for EDUC 318, ELED 318 and SCED 318. Prerequisite: Admission to Professional Teacher Education Program. Three hours per week.
ELED 390 STUDIES IN ELEMENTARY EDUCATION [+]
Focused study of a particular topic, trend and/or issue relevant to elementary education. Mayb be taken twice under different course titles. Prerequisite: Permission of instructor. Three hours per week.
ELED 401 ELEMENTARY EDUCATION INTERNSHIP I [+]
Engages pre-service teachers in the practice of teaching. Activities include planning, teaching, assessing and differentiating instruction by collaborating with other school professionals. Two, eight-week, full-time, supervised clinical experiences in a school. Direct supervision under the direction of a mentor teacher and University supervisor. Practice teaching in lower (grades 1-3) and/or upper elementary (grades 4-6). Prerequisite: Admission to Internship. Corequisites: ELED 402, ELED 411. (P/F)
ELED 402 ELEMENTARY EDUCATION INTERNSHIP II [+]
Engages pre-service teachers in the practice of teaching. Activities include planning, teaching, assessing and differentiating instruction by collaborating with other school professionals. Two, eight-week, full-time, supervised clinical experiences in a school. Direct supervision under the direction of a mentor teacher and University supervisor. Practice teaching in lower (grades 1-3) and/or upper elementary (grades 4-6). Prerequisite: Admission to Internship. Corequisites: ELED 401, ELED 411. (P/F)
ELED 408 CHILDREN'S LITERATURE [+]
Study of classic and contemporary literature for children. Emphasis on selecting and incorporating a wide variety of literature into the elementary and middle school curriculum. Technological and media resources are included. Prerequisites: Admission to Professional Teacher Education Program; ELED 310, 316, 317, EDUC 318. Three hours per week.
ELED 409 INTERNSHIP VISITATION [+]
Students in either the elementary and early childhood Professional Teacher Education Program (PTEP) must take ELED 409 in a semester immediately prior to or following the semester in which ELED 401 and 402 are taken. ELED 409 is considered part of the student's professional internship. Spend at least one full day per week in classroom observations and/or professional activities at the field placement, as well as additional days during University breaks. Keep the same in-school hours as professionals in placement (i.e., with respect to contracted arrival and departure times, and out-of-school meetings such as parent conferences). Accrue and log at least 20 days of internship during ELED 409. This time should be in full-day increments as much as possible, and no less than half-day increments may be counted. Time spent in the field placement for ELED 409 may not be counted concurrently with ELED 309. If ELED 309 and ELED 409 are taken in the same semester, the two field placement time commitments must be scheduled and logged separately. Prerequisite: Admission to Professional Teacher Education Program. Corequisite: Any of the following elementary professional education courses: ELED 408, 415, 416, 427, when taken as part of the 20-day internship block. Six hours per week.
ELED 411 INTERNSHIP SEMINAR [+]
Seminar approach to current practices and trends in teaching. Involves interaction analysis, evaluation techniques and strategies, instructional planning, self-assessment and reflection, and preparation of professional portfolio. Prerequisite: Admission to Internship. Corequisites: ECED 445, 446, ELED 401, 402. Three hours per week.
ELED 415 INSTRUCTIONAL TECHNIQUE FOR INCLUSION [+]
Develops skills for creating and implementing curricular, instructional and environmental modifications/accommodations to meet the social, affective, behavioral and cognitive needs of exceptional students. In depth study of collaborative processes involving family, community, school staff and special education teachers in developing and implementing IEPs as well as developing the support system necessary for inclusion. Prerequisites: Admission to Professional Teacher Education Program, senior standing and one semester successful completion professional program courses.Three hours per week.
ELED 416 CLASSROOM MANAGEMENT [+]
Explores the ability to create and maintain productive learning environments. 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 experience included. Prerequisites: Admission to Professional Teacher Education Program, senior standing and one semester successful completion of professional program courses. Three hours per week.
ELED 419 TEACHING MUSIC AND READING IN THE ELEMENTARY SCHOOL [+]
Techniques for teaching music and reading content in preschool through grade 6. Emphasis on vocal, instrumental and general music. Comprehensive overview of creative activities utilizing music/reading materials and their application to the elementary school curriculum. Offered for undergraduate credit. Prerequisite: Admission to Professional Teacher Education Program. Co-requisite: ELED 309. Three hours per week.
ELED 427 CLASSROOM ASSESSMENT AND INTERVENTION IN READING [+]
Deals with a variety of formal and informal assessment techniques, processes and instruments from classroom, state, and national sources used to make appropriate instructional decisions in literacy for diverse populations. Includes early intervention strategies and reporting to parents. Prerequisites: Admission to Professional Teacher Education Program; ELED 310, 311, 312, 313, 316, 317, 408, EDUC 318. Co-requisite: ELED 309. Three hours per week.
ELED 430 DIRECTED TEACHING IN MUSIC IN THE ELEMENTARY SCHOOL [+]
Student teaching experience in all aspects of the elementary school music curriculum at several grade levels under the direction of public school music teacher, with supervision from the University staff. Includes observation and participation in the classroom as well as actual teaching and other activities and duties normally performed. Prerequisites: Completion of courses in the music concentration through the third year, EDUC 419 and 429, written approval of the Music Department, admission to Professional Teacher Education Program. (P/F)
ELED 441 EARLY CHILDHOOD EDUCATION INTEGRATED CURRICULUM I [+]
Study of materials and methods for teaching language arts to kindergarten and pre-kindergarten level children. Emphasis on curriculum planning, use of space, class management and lesson planning. Prerequisites: EDUC 440 and admission to professional teacher education program. Three hours per week.
ELED 442 EARLY CHILDHOOD EDUCATION INTEGRATED CURRICULUM II [+]
Study of materials and methods for teaching science, social studies and math readiness to kindergarten and pre-kindergarten level children. Emphasis on curriculum planning, room design, class management, lesson planning, field trip planning and professional development. Prerequisites: EDUC 440 and admission to professional teacher education program. Three hours per week.

ISED 208 EIGHT GREAT INVENTIONS [+]
Explore at least eight inventions that have significantly influenced modern societies and their potential use as the focus of K-8 curricula. Analyze ways in which the technologies resulting from various inventions function by applying disciplinary core ideas from STEM fields at a conceptual level, especially in physical sciences, as well as the practices in STEM fields that supported the development of the technologies. The specific inventions that will be the focus of the course will change. Prerequisite: C or better in ELED 304, MATH 130. Three hours per week.
ISED 390 STUDIES IN INTEGRATED STEM EDUCATION [+]
Focused study of a particular topic, trend and/or issue relevant to integrated STEM education. May be taken twice under different course titles. One to four hours per week.