Division of Teaching and Learning Home Page
Prerequisites may be waived by consent of the department.
Early Childhood Education (ECH ED)
3303 Curriculum and Practice Laboratory: Infant/Toddler (1)
Classroom experience in infant or toddler classrooms under direction of university personnel. Must be taken concurrently with ECH ED 3313, Curriculum and Practice: Infant/Toddler.
3304 Curriculum and Practice Laboratory: Preschool (1)
Classroom experience in preschool classrooms under direction of university personnel. Must be taken concurrently with ECH ED 3314, Curriculum and Practice: Preschool.
3305 Curriculum and Practice Laboratory: Primary (1)
Classroom experience in primary classrooms under direction of university personnel. Must be taken concurrently with ECH ED 4315, Curriculum and Practice: Primary.
3312 Introduction to Early Childhood Education (3)
Prerequisites: Level I and TCH ED 3310, and TCH ED 3312. Students will use theoretical base as well as on‑site observations to develop an awareness of teaching‑learning strategies appropriate for the developmental needs of children from birth through age eight. Scheduling, classroom arrangement, and child management practices will be considered. Throughout the course, students will be expected to begin developing their own philosophy of early childhood Education.
3313 Curriculum and Practice: Infant/Toddler (2)
Prerequisite: ECH ED 3312. Focuses on planning integrated curriculum for child from birth to 30 months. Includes working with parents and community resources. Lab required.
3314 Curriculum and Practice: Preschool Education (2)
Prerequisite: ECH ED 3312. Focuses on planning integrated curriculum for the preschool classroom with emphasis on science, social studies, creative activities and technology. Working with parents and parent Education emphasized. Lab required.
3332 Literacy, Learning and Instruction for the Young Child (3)
Prerequisites: Level I and Level II. Attention on the home language and environment of young children as they construct knowledge of print from birth to age eight. Critical examination of the range of opportunities for early literacy learning available to children from economically advantaged and disadvantaged communities. Emphasis on meaningful, culturally, and developmentally appropriate activities for fostering beginning reading and writing. Focus on strategies for involving families and capitalizing on community resources in promoting language and literacy learning for young children. Eight hours of involvement in an early childhood setting is required. This course may be applied toward a Literacy Minor.
4315 Curriculum and Practice: Primary Education (2)
Prerequisite: ECH ED 3312. Focuses on planning integrated curriculum for the primary classroom with emphasis on science, social studies, creative activities and technology. Working with parents and parent Education emphasized. Lab required.
4317 Assessing Individual Needs for Early Childhood Instruction (3)
Prerequisites: Level I and Level II, admission to the teacher Education program, ECH ED 3312. Techniques of observing children and using assessment instruments to plan an individualized program for early childhood. Practicum experience required.
4320 Classroom Management (3)
Prerequisites: Level I and II courses or consent of instructor. Same as Spec Ed 4320, ELE ED 4320, SEC ED 4320. Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of Pre K-12 students within culturally diverse classrooms and engaging families in supportive interactions.
4331 Language Acquisition and Development in Early Childhood (3)
Prerequisite: ED PSY 3312. Development of language and the effects environmental and cultural factors have on the acquisition process. Identification of language problems for purpose of referral. Includes preschool classroom practices to support language development. Practicum experiences included.
4346 The Acquisition of Mathematical Concepts (3)
Prerequisites: Formal admission to the Teacher Education Program, ED PSY 3312, and MATH 1050. Applications of the major theorists to mathematics reasoning. Content is appropriate for pre-k to third grad learners. Research and its implications for practice in the areas of logical thinking, pre-number ideas, geometry, topology, problem solving and arithmetical operations are considered.
4989 Early Childhood Primary Internship (3)
Prerequisites: Level 1 & Level 2 requirements. This course is an intensive professional development experience (9 hours per week for 14 weeks) working in a primary classroom in an elementary school setting with students. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to literacy development. This course is to be taken during the semester immediately preceding student teaching. Not available for graduate credit.
4990 Student Teaching in Early Childhood Education I (6)
Prerequisites: Level II, ECH ED 3313, ECH ED 3314, ECH ED 4989. Must be taken with ECH ED 3291, and must immediately precede ECH ED 3291 in the semester.
This course is an intensive professional development experience (9 hours per week for 14 weeks) working in primary and/or preschool classroom with students. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken during the semester immediately preceding student teaching. Not available for graduate credit.
4991 Student Teaching in Early Childhood Education II (6)
Prerequisites: Level II, ECH ED 3313, ECH ED 3314, ECH ED 4989. Must be taken concurrently with ECH ED4991, and must immediately precede ECH ED 4991 in the semester. Must follow ECH ED 4990 in the same semester. Clinical teaching experience in early childhood Education classrooms in the schools under University and school supervision. Assignments will be in different school districts buildings, serving families of different socio-economic and cultural backgrounds, and at different age/grade levels from those of the ECH ED 4990 assignments, Required of all majors in early childhood Education. Not available for graduate credit.
6321 Parent and Community Resources in Early Childhood Education (3)
Prerequisite: Graduate standing. Competencies for working with parents and community agencies will be developed through a study of community and community resources. Procedures for parent participation and use of service agencies in the Education of all young children, including those with special needs, will be examined.
6413 The Educational Role of Play (3)
Prerequisite: ECH ED 3312 or equivalent. Emphasizes play as a constructive process with applications to cognitive and social development. Special attention to facilitating play in early childhood classrooms.
6415 Organization and Development of Early Childhood Programs (3)
Prerequisites: ECH ED 3312 or equivalent. Strategies for the effective organization and development of programs for children from diverse cultures, ages birth through eight years, will be studied. Research and theory in funding and budgeting, staffing and professional development, selection, development, and assessment of program curriculum will be emphasized. Long-range planning for program stability and involvement in advocacy issues will be covered.
6490 Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
6497 Problems (1-10)
Prerequisite: Graduate standing. Individual study on topics pertaining to early childhood Education.
Educational Foundations (ED FND)
6421 Philosophy of Education (3)
Prerequisites: Graduate standing or consent of instructor. (Same as PHIL 6421). Critical examination of selected issues in Education from the perspective of Western philosophy. Topics may include the distinctive features of Education as an activity and achievement, concepts of teaching and learning, relations between Education and values, and the role of public Educational institutions.
6422 Analysis of Educational Issues (3)
Prerequisite: A course in philosophy of Education or a course in history of Education, or consent of instructor. A critical examination of issues about the elementary and secondary schools. This is done through the analysis of the procedures, resources, and goals that guide school policies and practices.
6435 History of Western Education (3)
A course designed to survey the Educational development of Western civilization from approximately the eighth century BC until the present. Salient Educational theory and practice will be considered in their appropriate social context.
Educational Technology (ED TECH)
5301 Introduction to Computers and the Internet in Education (3)
The course focuses on how computers and the Internet have changed teaching and learning; how teachers can facilitate learning in inquire-based, technology-rich classrooms; and on the design and implementation of technology-rich activities and projects. Introduces students to the networked computer as an instructional tool. Course participants will be introduced to how teachers and their students can use computer tools in appropriate ways for different content areas and Educational levels. Practices to be explored include making presentations; searching for information and Educational resources; organizing, writing, and displaying information and data.
5340 Selection and Utilization of Educational Multimedia (3)
Prerequisites: ED TECH 5301 or consent of instructor. Prepares students for selecting and utilizing multimedia technologies for learning. Students will conduct projects involving Educational multimedia programs available on computers or over telecommunications networks. The projects will incorporate graphics, sound, and video. The goal of working on these projects is to prepare students to facilitate others’ use of multimedia in classrooms and other Educational contexts.
6404 Seminar (1-10)
Prerequisites: ED TECH 5340 or consent of instructor. Seminar in Educational technology addressing special issues and topics not normally included in the regular Educational technology courses.
6415 Teaching and Learning with Technology: Authoring Tools (3)
Prerequisite: ED TECH 5340 or consent of instructor. A practical course in the design and development of computer-based Educational materials and activities, utilizing “authoring” software tools. Authoring tools allow the development of interactive multimedia Educational modules without the need for command-line programming. Emphasis will be placed on principled, theoretically sound, learner-centered design that meets curriculum needs.
6416 Teaching and Learning with Technology: Graphical Representational Tools (3)
Prerequisites: ED TECH 5340 or consent of instructor. Examines how graphical representation tools can be used to enhance teaching and learning. Students will learn about techniques for visualizing and organizing information and data in science, math, the social sciences, and humanities, and will become familiar with research and practice pertaining to their use in a variety of learning activities and projects.
6417 Teaching and Learning with Technology: Geographic Information Systems (GIS) (3)
Prerequisites: ED TECH 5340 Provides a foundational understanding of the Geographical Information System (GIS) and how it is integrated into middle and high school classrooms. Students will learn how to represent data used in schools and carry out projects that can be used in middle and high school classrooms.
6435 Instructional Technology and Education Reform (3)
Prerequisite: ED TECH 5340 or consent of instructor. Students will learn how to foster changes in uses of technology for learning in schools, based on a historical understanding of previous technology reforms, and a critical assessment of recent reforms. Questions addressed include: What did stakeholders predict and hope for with earlier Educational technologies, early uses of the computer and networking, and present technological innovations? What actually happened? Why? How can teachers and other Educators help foster and spread effective use of technology for learning?
6436 Computer-Mediated Communication in Education (3)
Prerequisite: ED TECH 5340 or consent of instructor. Explores the theory, research, and practice of using computer-mediated communication and computer-supported collaborative learning in Education. Learning environments including elementary, secondary, higher, and adult Education will be considered.
6437 Distance Learning via Networks and Telecommunications (3)
Prerequisite: Graduate standing. This course is an investigation in the ways the learning and teaching across the barriers of time and distance are similar to and different from face to face learning and teaching. Students will study the influence of interactive media: Videoconferencing, asynchronous discussions and other commonly used methods.
6444 Cognition and Technology (3)
(Same as ED PSY 6444) Prerequisites: ED PSY 6111 or consent of instructor. Examines cognitive theories and computer-based tools for learning. Students will gain a critical understanding of the relationship between the design of technological tools, the use of those tools in Educational settings, and their implications for learning.
6448 Technology-Supported Inquiry Learning (3)
(Same as ED PSY 6448) Prerequisites: ED TECH 5340 and ED PSY 6310 or consent of instructor. Educational technology such as networked computers and software can play a supportive role in inquiry-based learning. Students will explore the theoretical background, design issues, and pragmatic realities of technology-supported inquiry learning environments. Such learning environments are best understood as systems involving social, cultural, material and psychological aspects. Consideration will be given to the important properties of settings, activities and technologies, as well as to the role of instructors.
6449 Using Technology in Administration Processes (3)
Prerequisites: A course in measurement, statistics or evaluation, or consent of instructor. (Same as ED ADM 6449) The course will explore how the use of data analysis with technology can be applied in the administration of schools or other work settings. Administrators will explore software tools and their implications for making decisions. A case study will be completed on the implementation of a technology in a school or other appropriate setting.
6452 Educational Multimedia Design (3)
Prerequisite: ED TECH 5340 or consent of instructor. Examines principles and techniques for design of visually and functionally effective multimedia Educational resources. Emphasis on techniques for computer-based production of materials incorporating text, graphics, and video. Rapid prototyping and evaluation techniques incorporated.
6454 Instructional Video Production (3)
Prerequisites: ED TECH 5340 or consent of instructor. Elements of digital video production will be studied and used to produce video for a variety of formats. Students will develop the skill to produce and stream programs for school news programs, video annuals, documentaries and staff development programs.
6460 Technology Coordination in Schools (3)
Prerequisite: ED TECH 5340 & 6444 & 6448 or consent of instructor. This course provides theoretical and practical knowledge for implementing technology in schools. A major focus will be placed on analyzing the total cost of implementations and methods for measuring Educational success.
6462 Technical System Implementation for Educational Technology - Part I (3)
Prerequisites: ED TECH 5340. Provides a foundational understanding of technical systems used in educational institutions, with a special emphasis on preparing and configuring computers to connect to a network. Students will learn theory and practice enabling them to install, troubleshoot and configure networked computers for educational purposes.
Prerequisites: ED TECH 6462. Provides an in-depth understanding of technical systems used in educational institutions, with a special emphasis on preparing and configuring computers to connect to a network. Students will extend their knowledge of theory and practice, and will install, troubleshoot and configure networked computers for educational purposes.
6490 Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
6497 Problems (1-10)
Prerequisite: ED TECH 5340 or consent of instructor. Individual study on topics pertaining to Educational technology.
Elementary Education (ELE ED)
2192 Educational Laboratory/Field Experience (1-3)
A laboratory/field experience requiring systematic observation and/or participation in appropriate Educational settings. To precede student teaching. May be repeated to maximum of three hours.
3277 Curriculum and Methods of Teaching Elementary School Music (3)
Prerequisites: THRY COM 2311, 2312 and Level 1 Education courses. Same as MUS ED 3570. Prerequisites: THRY COM 2311 and ED FND 1111. For the music Education major. A study of the elementary school music curriculum emphasizing the objectives, methods of teaching and staffing music classes, and analysis of instructional materials and resources. This course must be completed in residence.
3330 Literacy, Literature and the Learner (3)
Prerequisite: Level I and Level II. Exploration of literature and literacy-related resources available to teachers for children and young people. Emphasis on critical reading of literature for a variety of purposes, including communication, instruction, information, and recreation. Focus on the development of criteria for evaluating and selecting culturally and developmentally appropriate materials for motivating students to read in school and at home, as well as strategies for using literature to build family and school partnerships around reading. Twelve hours of participation in a school classroom setting are required. This course may be applied toward a Literacy Minor.
3336 Communication Arts Learning and Instruction (3)
Prerequisites: Level I and Level II. Analysis of the six communication arts including listening, speaking, viewing, visually representing, writing, and reading across content areas. Attention on understanding children’s home language and how children learn and develop communication skills. Special emphasis on strategies for assessing and teaching reading and writing, including workshop models, spelling, grammar, and grand conversations to meet the needs of every child. Twelve hours of involvement in a school classroom setting required. This course may be applied toward a Literacy Minor.
3389 Classroom Based Assessment to Guide Literacy Instruction (3)
Prerequisites: TCH ED 3315 or TCH ED 4391 or equivalent reading methods course. Strategies for differentiating instruction for a range of readers and writers across content areas. Focus on cultural and language considerations in the assessment of students’ literacy skills. Emphasis on meeting the needs of individual readers and writers in the context of whole class instruction. Twelve hours of participation in a school classroom setting are required. This course may be applied toward a Literacy Minor.
3390 Elementary School Student Teaching III (6)
Prerequisites: ELE ED 3291 or equivalent and admission to student teaching. Clinical teaching experience in elementary school classrooms under university and school supervision with seminar included. For students who wish an additional student teaching experience.
4246 Teaching Mathematics in the Elementary School (3)
Prerequisites: ED FND 1111, junior standing, and completion of mathematics requirements in general Education. Organization and implementation of a modern elementary school mathematics program. A field experience involving several visits to local elementary schools is a required assignment of the course.
4253 Teaching of Social Studies in the Elementary School (3)
Prerequisites: ED FND 1111, junior standing, and completion of social science requirements in general Education. Study of elementary school social studies emphasizing the current social studies curricular content, methods of teaching, and instructional materials. Analysis of forces affecting objectives, materials, and teaching techniques.
4320 Classroom Management (3)
Prerequisites: Level I and II courses or consent of instruction. (Same as SPEC ED 4320, ECH ED 4320, SEC ED 4320.) Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of PreK-12 students within culturally diverse classrooms and engaging families in supportive interactions.
4341 Teaching Science in the Elementary School (3)
Prerequisites: Level I and Level II. An analysis of teaching science to elementary school children with emphasis on current science Education trends, science curricular materials, and strategies of instruction.
4342 Addressing Needs in Mathematics Teaching & Learning (3)
Prerequisite: ELE ED 4246. Instructional strategies for analyzing and addressing needs of students who have difficulties understanding and becoming proficient in mathematics. Conceptual development and procedural fluency are approached in a diagnostic and prescriptive context. Course requires that students participate in K-12 classrooms for a minimum of 10 hours, in addition to university class schedule.
4346 Advanced Methods in Elementary School Mathematics (3)
Prerequisites: ELE ED 4246 and consent of instructor. Review, evaluate, develop, and provide classroom trial of instructional components prepared for teaching mathematics. Course will develop greater depth of preparation in: elementary program content; programs for exceptional children; and curricular extensions such as transformational geometry, rational numbers, and intuitive algebra.
4989 Elementary Education Professional Internship (3)
Prerequisites: Level 1 & Level 2 requirements. This course is an intensive professional development experience (9 hours per week for 14 weeks) working in an elementary school setting with students. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to literacy development. This course is to be taken during the semester immediately preceding student teaching. This course is to be taken in conjunction with ELE ED 4253, ELE ED 4246 and ELE ED 4341. Assignments from these allied courses are carried out in the Internship, and Internship experiences inform the activities and discussions in these courses. Not available for graduate credit.
4990 Elementary School Student Teaching I (6)
Prerequisites: Completion of Level III and admission to teacher Education program. Clinical teaching experience in elementary school classrooms under university and school supervision. Required for all majors in elementary Education. Not available for graduate credit.
4991 Elementary School Student Teaching II (6)
Prerequisite: Completion of Level III courses. Clinical teaching experience in elementary school classrooms under university and school supervision. Required for all majors in elementary Education. Not available for graduate credit.
6387 Literacy Acquisition and Learning for Urban Students (3)
Prerequisites: Graduate standing. Designed to extend teacher understanding of children’s literacy acquisition, development, and learning through the elementary grades. Emphasis on development of a teaching philosophy and skills which include maintaining effective literacy learning environments in urban classrooms, fostering culturally responsive classroom communities, understanding social and environmental issues that affect the literacy learning of urban learners, using effective methods and materials to develop engaged and literate students, and fostering children’s participation in literacy activities.
6410 Current Research in Early Childhood and Elementary Program (3)
Prerequisite: Graduate admission. A systematic examination of research related to early childhood and elementary school programs. Students will be expected to become effective consumers of education research and to utilize appropriate research findings in their decision‑making processes when planning instruction.
6411 Curricular Issues in Early Childhood and Elementary Programs (3)
Prerequisite: ELE ED 6410. Selected contemporary problems that affect classroom decisions. Technology, literacy, meeting individual needs, diversity, and dealing with discipline are studied through investigative discussions, reading, and a research paper.
6422 Curriculum Construction in Early Childhood and Elementary Programs (3)
Prerequisite: ELE ED 6410 and 6411. A study of current and classic curricular models early childhood and elementary Education. Using developmental learning theory, students will select appropriate curriculum and develop activities for the early childhood or elementary classroom. Students begin a research project by gathering data and evaluating curricular designs from the models studied.
6423 Curricular Implementation in the Early Childhood and Elementary Programs (3)
Prerequisite: ELE ED 6422. Implementation of a culminating project designed in ELE ED 6422. Students will study implementation and evaluation strategies for the project. The project will be implemented during the semester and students will conduct an evaluation of the project by the end of the semester.
6426 Elementary School Curriculum Reform in the Earth/Space Sciences (1-4)
Prerequisite: Graduate standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the earth/space sciences. Emphasis is given to planning and implementing standards –based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
6428 Elementary School Curriculum Reform in the Life Sciences (1-4)
Prerequisite: Graduate standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the life sciences. Emphasis is given to planning and implementing standards-based inquiry science activities that include connections to other curricular areas. Credit to be determined by instructor.
6429 Elementary School Curriculum Reform in the Physical Sciences (1-4)
Prerequisites: Graduate standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the physical sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. The course may be repeated for a maximum of 4 credit hours.
6436 Children's Literature I: Survey and Analysis (3)
Prerequisite: ELE ED 3330 or equivalent. A survey of children's literature published in the last ten years. Special emphasis will be placed on the relationship between children's literature and contemporary issues of society. Students will experience the materials themselves rather than reading about books. In addition, students will begin to study the literary elements that make literature interesting and meaningful for children.
6441 Problems and Research in Teaching Elementary School Science (3)
Prerequisites: Eight hours of science, ELE ED 4341, and ED PSY 6111. A thorough examination of research related to elementary school science instruction with particular emphasis on innovative programs. Includes methods of investigation and techniques for interpreting the professional literature.
6442 Elementary School Curriculum Reform in the Health Sciences (1-4)
Prerequisites: Graduate Standing. Field-base experiences in improving the district-level elementary school science program, with special attention to the health sciences. Emphasis is given to planning and implementing standards–based inquiry on selected science activities that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on numbers of modules completed. The course may be repeated for a maximum of 4 credit hours.
6443 Teaching Physical Science in the Elementary School (3)
Activity‑oriented experiences with basic physical science concepts, laboratory skills, and techniques that are appropriate for elementary school teachers. The physical science concepts in elementary school curricula will be analyzed in depth.
6445 Problems of Teaching Mathematics in the Elementary School (3)
A study of the mathematics program in the elementary school from the viewpoint of goals, content, techniques, and evaluation.
Prerequisite: ECH ED4346 or ELE ED 4246. Curricular development and implementation on reflecting recent research findings. Content, materials, methods of teaching the general topic: measurement. Applications in both the metric and standard systems.
6447 Problems and Research in Teaching Elementary School Mathematics (3)
Prerequisite: ELE ED 6445. A thorough examination of research related to recurrent problems in elementary school mathematics instruction, as well as current problems arising within modern programs. Includes methodology appropriate to investigation of such problems and techniques for assessment of the literature.
6448 Diagnosis and Remediation of Disabilities in Learning Mathematics (3)
Prerequisite: ELE ED 6445. Causes of mathematical disabilities. Materials and techniques for diagnoses and corrective programs for children and youth.
6450 Problems of Teaching Social Studies in the Elementary School (3)
A classroom‑oriented study of curricular and instructional problems encountered in social studies. Emphasis is placed upon development of materials, techniques, and resources.
6482 Problems and Research in Teaching Elementary School Reading (3)
This is the capstone course for the Master of Elementary Education-Emphasis in Reading. To be taken in the last 9 hours of Masters Program. The three foci for this course are (1) systematic study of research as it focuses on the problems of teaching reading in the elementary school, (2) innovations in the field, and (3) action research. Each student designs and completes an action research project related to literacy.
6490 Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
6493 Reading Specialist Practicum I (3)
Prerequisites: ELE ED 6684, ELE ED 6686, and ED REM 6707, 6709, or 6716. Application of reading theory and research in a supervised setting. Emphasis on assessing and analyzing the literacy strengths, needs, and interests of a range of readers with the goal of improving their reading abilities and attitudes. Focus is on establishing reading support for children with the assistance of formal and informal assessments, reading professionals, Educators, and children’s families.
6494 Reading Specialist Practicum II (3)
Prerequisite: ELE ED 6493. Application of reading theory and research in a supervised setting. Emphasis on using appropriate materials and providing effective instructional techniques to address children’s assessed literacy strengths, needs, and interests with the goal of improving their reading abilities and attitudes. Focus is on sustaining reading, support for children with the assistance of other reading professionals, Educators, and children’s families.
6495 Supervision of Practicum in Clinical Reading (3)
Prerequisites: ELE ED 6486, ELE ED 6494, ED REM 6716 or consent of instructor. Supervising graduate students in diagnosis and remedial process within the reading clinic.
6497 Problems (1-10)
Selected problems to meet the needs of individual students.
6630 Communication Arts Instruction (3)
Designed to extend teacher understanding of children’s acquisition, development, and learning of the six communication arts. Emphasis on development of a teaching philosophy and skills in which children actively engage in reading, writing, listening, speaking, viewing and visually representing. Focus on developing culturally responsive classroom communities using effective methods and materials to engage children while fostering their participation in authentic communication arts activities.
6684 Instructional Strategies for Teaching Reading (3)
Prerequisite: Graduate standing. Designed to extend teacher knowledge of effective instructional strategies for teaching reading. Emphasis on development of a teaching philosophy which acknowledges children gain considerable knowledge about reading from their families and communities, long before they encounter formal reading instruction. Focus on fostering culturally responsive classrooms using children’s prior experiences, their language systems, cross-cultural literature, authentic texts, and other print materials familiar to children’s home environments, as well as on teaching effective strategies to promote children’s reading success.
6686 Analysis and Correction of Reading Disabilities (3)
Prerequisites: ED REM 6707, 6709, or 6716 and at least one graduate level literacy course. Designed to develop teacher understanding of the roles and responsibilities of the teacher of reading, Reading Specialist, and Literacy Coach. Emphasis on the nature of specific reading difficulties, distinguishing reading difficulty/disability from language difference, becoming familiar with a range of tools for assessing reading skills and strategies, and developing a critical orientation for evaluating the purpose and utility of various literacy assessment tools. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.
6688 Literacy Assessment to Guide Instruction II (3)
Prerequisites: ED REM 6707, 6709, or 6716 and ELE ED 6686. Designed to apply teacher knowledge of the roles and responsibilities of the teacher of reading, Reading Specialist and Literacy Coach. Emphasis on using literacy assessment tools and techniques to guide instruction for a range of children, especially in the areas of writing, comprehension and vocabulary. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.
Middle Education (MID ED)
4246 Teaching Mathematics in the Middle School (3)
Prerequisites: Level 1 & Level 2 and completion of mathematics area of concentration. A study of the middle school math curriculum with state standards and appropriate instructional strategies, materials and assessments.
4253 Teaching Social Studies in the Middle School (3)
Prerequisites: Completion of Level 1 and Level 2 courses. Study of middle school social studies emphasizing the current social studies curricular content, methods of teaching, and instructional materials. Analysis of forces affecting objectives, materials, and teaching techniques. A minimum of 30 field experience hours are required.
4315 The Middle Level School (3)
Prerequisites: Level 1 and admission to teacher Education program. An in-depth study of the philosophical and historical basis of middle level schools, including a review of the research as the basis for organization, current trends and practices.
4316 Middle Level Curriculum and Instruction (3)
Prerequisites: Completion of Level 1. Preparation for teaching and learning in a middle school, grades 5-9. Content focuses on curriculum development, methods, techniques, materials, planning, organization, and assessment in middle level Education for early adolescents.
4317 The Middle-Level Child (3)
Prerequisites: Completion of Level 2. Developmental characteristics and needs of early adolescents are studied through field experience in middle school classrooms. The relationship between needs and behavior is explored and skills for effective student teacher relationship are highlighted.
4350 Teaching Science in the Middle School (3)
Prerequisites: Level 1 and Level 2 or equivalent preparation. Students will analyze both methodology and content, develop scientific thinking by learning and applying different and appropriate teaching and learning strategies and become acquainted with technological advances in teaching science. Students will have opportunities to use informal and formal assessment as well as design and use original science activities and instruction for all areas of science.
4989 Middle Level Education Professional Internship (3)
Prerequisites: Level 1 & Level 2 requirements, MID ED 4315, MID ED 4316. This course is an intensive professional development experience (9 hours per week for 14 weeks) working with students in a middle school setting. Activities on-site include assisting the classroom teacher in all areas of instruction, developing instructional materials, assessment, and classroom management. This course is to be taken prior to student teaching, ideally during the semester immediately preceding student teaching. This course should be taken concurrently with MID ED 4317. Not available for graduate credit.
5220 Science for the Middle School Teacher (5)
Prerequisites: 10 hours of science at the college level.
This course is intended to provide science content and pedagogical methods for middle school teachers. Science content includes investigations of the properties of solids and solutions, chemical changes, and conservation of matter, forces and simple machines, food webs, the environment and ecosystems, heat and radiation, waves and diffraction, and static electricity and currents.
Physical Education (PHY ED)
Prerequisites may be waived by consent of the department or the instructor.
1124 Principles and Practice in First Aid and Cardiopulmonary Resuscitation (1)
The course provides theory and supervised practice in first aid and cardiopulmonary resuscitation leading to American Red Cross certification in those areas.
2132 Personal Health (3)
A study of factors that contribute to physical and mental well-being at all stages of the life cycle. Particular attention will be given to the identification and analysis of individual health behaviors.
2134 Personal Physical Fitness (3)
A study of the relationship between vigorous physical activity and individual well‑being. Emphasis will be placed on an individualized analysis of health fitness, resulting in a prescribed program to develop optimal levels of physical fitness, including aerobic fitness, strength, muscular endurance, flexibility, body composition, and lifetime sports considerations.
3204 Special Topics in Physical Education (1-3)
Prerequisite: Consent of instructor. Independent study through readings, reports, field study, or research.
3261 Physical Activity for the Exceptional Learner (2)
Prerequisites: SPEC ED 3311 and SPEC ED 3313. A study of the special physical activity and exercise needs, interests, and problems of the exceptional learner, with considerable emphasis on the development of methods and competencies in modifying physical activities.
3267 Performance Analysis in Physical Education (3)
Prerequisite: College‑Level Mathematics. A study of quantitative and qualitative approaches processes and instruments used in assessing student progress in physical Education activities. Emphasis will be given to the application of statistical methods to the results of evaluations of human motor performance and the interpretation of those results, as well as to the construction and administration of measurement instruments.
3275 Psychological Aspects of Physical Education (3)
Prerequisites: PSYCH 1003. A study of the following aspects of psychology as they influence performance in sport and physical activity: learning, retention, transfer, practice, feedback, motivation, anxiety, perception, motor control, social facilitation, cohesion, leadership, and reinforcement.
3276 Sociocultural Aspects of Physical Education and Sport (2)
Prerequisite: Junior standing. Study of the theoretical, methodological, experimental, and applied foundations of sport and physical activity programs in society and the schools. Applied issues included cultural, political, economical, legal, and Educational aspects of sport and physical activity programs.
3277 Historical and Philosophical Foundations of Physical Education and Sport (2)
Prerequisite: Junior Standing. A study of the history of physical Education and sport programs, philosophical influences and issues related to the programs and applications of the knowledge base to current programs.
3280 Human Anatomy and Physiology (5)
Prerequisite: BIOL 1012 and BIOL 1003 or consent of instructor.. Study of the basic aspects of human anatomy and physiology and their relationship to concepts in sport and physical activity. Two hours of laboratory per week.
3282 Physical Growth and Motor Development (3)
Prerequisite: PSYCH 2270. An examination of the physical growth and aging, and motor development of the human being over the life span. Emphasis on evaluative tools, techniques, and studies of research findings. Laboratory field experience for observing individuals. Attention is directed toward acquisition of basic skills, perceptual‑motor development, fitness development, and age‑related changes in information processing. A required course for physical Education majors; an elective course for early childhood, special, and elementary Education majors.
3283 Kinesiology (3)
Prerequisite: PHY ED 3280. Study of the biomechanics of human motion with particular application to performance in sport activities.
3284 Physiology of Human Exercise (3)
Prerequisite: PHY ED 3280. Study of the physiological effects of human exercise, training, and sport activities upon the human body; understanding and evaluation of physical fitness components, with consideration given also to areas including work, fatigue, nutrition, age, sex, and environment.
3285 Sports Medicine (3)
Prerequisite: PHY ED 3280 or equivalent. A study of the prevention and care of athletic/sport participation injuries. Emphasis is given to proper conditioning and training of the sport participant and on emergency responses, including CPR certification.
3287 Seminar in Exercise Science (3)
Prerequisites: PHY ED 3283, 3284, or 3285. A review of current topics in the area of exercise science. Focus is on research and practice in various subdisciplines in the field. An emphasis will be placed on application of research to professional situations. Some field experience may be required.
3422 Teaching of Skills: Grades PK-4 (4)
Prerequisite: Completion of 27 designated credit hours of Level II courses. Study of skill analysis and techniques of teaching developmental games, Education gymnastics and perceptual‑motor activities. Emphasis will be given to biomechanical analysis of movement, application of motor learning concepts, and design and preparation of appropriate instructional experience and materials.
3423 Teaching of Skills: Grades 5-9 (4)
Prerequisite: Completion of 27 designated credit hours of Level II courses. Study of skill analysis and techniques of teaching track and field, outdoor Education, soccer, softball, flag football, basketball, and volleyball. Emphasis will be given to biomechanical analysis of movement, application of motor learning concepts, and design and preparation of appropriate instructional experience and materials.
3424 Teaching of Skills: Grades 9-12 (4)
Prerequisite: Completion of 27 designated credit hour of Level II courses. Study of skill analysis and techniques of teaching racquet sports, aquatics, bowling, golf, archery and team handball. Emphasis will be given to biomechanical analysis of movement, application of motor learning concepts, and design and preparation of appropriate instructional experience and materials.
3425 Teaching of Skills: Movement, Dance and Rhythms (3)
Prerequisites: Completion of 27 credit hours of Level II courses. Study of movement analysis and techniques of teaching fundamental movement skills, rhythmic activities, creative movement, and dance, including folk, square, ballroom, modern, and jazz, in school settings. Emphasis will be given to biomechanical analysis of movement, developmental sequences of fundamental movement, application of motor learning concepts, and design and preparation of appropriate instructional experience and materials.
3430 Teaching Health in the Elementary School (3)
Prerequisites: Level I courses and admission to teacher Education. A study of health programs in the elementary school. Emphasis is given to the teacher's responsibilities in the areas of health services, healthful school environment, and instruction in a comprehensive school health program.
3434 Teaching Wellness and Health-Related Fitness (4)
Prerequisite: PHY ED 3280 or the equivalent, or consent of the instructor. Study and techniques of teaching wellness and health‑related physical fitness concepts across the life span. Evaluation, interpretation, and application of wellness concepts to the individual and groups.
3465 Physical Education Activities in the Elementary School (3)
Objectives of physical education for the elementary school child with applications of choice of activities, organization of program, theory, and practices.
3468 Curriculum and Methods of Teaching Physical Education (3)
Prerequisite: PHY ED 101 or SEC ED 3213. Study of the scope and sequence of the school program in physical Education with emphasis on planning processes, content selection, management procedures, instructional strategies, and program assessment.
4989 Physical Education Professional Internship (3)
Prerequisites: Level II designated course requirement. This course is an intensive professional development experience (9 hours per week for 14 weeks) working in a school setting with students. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken prior to student teaching, ideally during the semester immediately preceding student teaching. Assignments from allied courses (PHY ED 3422, 3423, 3424) are carried out in the Internship, and Internship experiences inform the activities and discussions in these courses. Not available for graduate credit.
4990 Student Teaching in Physical Education: PK-5 (6)
Prerequisites: Admission to Student Teaching clinical teaching experience in physical Education settings in the schools under university and school supervision. Required for all majors in physical Education receiving certification in physical Education. Not available for graduate credit.
4991 Student Teaching in Physical Education: 5-9 (6)
Prerequisites: Admission to Student Teaching clinical teaching experience in physical Education settings in the schools under university and school supervision. Required for all majors in physical Education receiving only K-9 certification in physical Education. Not available for graduate credit.
4992 Student Teaching in Physical Education: 9-12 (6)
Prerequisites: Admission to Student Teaching clinical teaching experience in physical Education settings in the schools under university and school supervision. Required for all majors in physical Education receiving K-12 certification in physical Education. Not available for graduate credit.
5240 Community Health Education (3)
Prerequisites: TCH ED 2211 or equivalent, junior or graduate standing, or permission of instructor. Study of community health issues and programs, within the school and the community, including spread and control of communicable diseases. Treatment and prevention programs, community resources, and educational issues for both communicable and chronic diseases will be examined.
5248 Teaching Health in the Secondary School: Grades 9-12 (3)
Prerequisites: TCH ED 2211 or equivalent, junior or graduate standing, or permission of instructor. Study of methods of health Education in the secondary school. Class will examine instructional program, ways to provide healthful environment in the school, and health services for high school student.
5330 Prescribing Physical Activity (3)
Same as GERON 5330. Prerequisite: PHY ED 3280 or consent of instructor. Prescription of physical activity for individualized and group programming based upon physical fitness assessment. Health, nutrition, age, physical fitness, and testing aspects are considered in developing specialized exercise programming based upon current physiological and biomechanical research.
5380 Nutrition for Human Performance (3)
A study of human nutrition and its relationship to human performance. Consideration is given to nutrients--function, food source, health concerns and implications, and energy intake and expenditure. Special consideration is given to the following: body composition including weight gain and loss, ergogenic aids, competitive athletes, older adults, children and teens, pregnant women, disease risk, fluid and electrolyte balance, and specific sport activities.
5931 Adult Exercise Leadership (3)
Prerequisites: PHY ED 3284 or equivalent. A study of the roles, functions, and skills necessary to become certified as an American College of Sports Medicine Health/Fitness Instructor for adult exercise programs.
5990 Student Teaching in Physical Education III (5)
Prerequisites: PHY ED 3991 or equivalent and admission to student teaching. Clinical teaching experience in physical Education settings in the school under university and school supervision with seminar included. For students who wish an additional student teaching experience.
Same as GERON 5992. Prerequisites: PHY ED 1190 or consent of instructor. Supervised clinical experience in selected gerontological settings as a physical education practitioner under the supervision of university and program professionals. Internship may include two or more separate experiences completed concurrently or sequentially and involve planning of instruction, participant and program evaluation, research, and related activities.
6404 Seminar in Physical Education (1-10)
Prerequisites: Graduate Standing. Seminar in health and physical Education addressing special topics not normally included in the regular health and physical Education courses. May be repeated up to ten hours.
6462 The Physical Education Curriculum (3)
Prerequisite: Consent of instructor. A study of current practices, problems, trends, and research involved in the analysis and development of the physical Education curriculum.
6464 Analysis of Teaching in Physical Education (3)
Prerequisite: Consent of instructor. A study of trends and research relating to teaching methodology, teacher effectiveness, and supervision of instruction in physical Education. Emphasis will be given to the application of research on teacher effectiveness in the instructional process in physical Education.
6474 Psychological Dynamics of Sport Performance (3)
Prerequisite: PHY ED 3275 or consent of instructor. Application of specific principles of social psychology to the teaching of physical Education and sport and of mental aspects of peak physical performance. Explores the techniques of improving team and individual performance in interscholastic and elite competition through sport psychology. Attention is given to motivation, competitive anxiety, attitude, aggression, team cohesion and leadership, exercise adherence, personality, individual differences, and gender roles as they pertain to sport performance.
6475 Motor Learning and Control (3)
Prerequisite: PHY ED 3275 or consent of instructor. Application of specific principles of learning and the control of movement to the teaching of motor skills in physical Education and sport. Surveys neurologic systems involved in perception and motor performance. Explores theoretical perspectives, including open versus closed loop control, schema theory, information processing, and dynamical systems theory. Attention is given to efficiency of learning skills by accommodating transfer of training, utilizing feedback, manipulating practice schedules, and promoting retention.
6476 Social Inquiry of Sport (3)
Prerequisite: PHY ED 3276 or consent of instructor. A study of basic social processes in sport, such as socialization, social facilitation, and assimilation.
6478 Problems and Research in Physical Education (3)
A study of potential research problems and research processes in specific physical Education subdisciplines. A research project will be completed in the student's physical Education subdiscipline interest area.
Prerequisite: PHY ED 3282 or consent of instructor. A study of sensory and perceptual development and change, and the age‑related qualitative and quantitative changes in motor skill. Both current theory and current empirical findings are stressed. Attention is given to methods of structuring learning environments to maximize development. Study is from a life span perspective.
6483 Biomechanics of Sport Techniques (3)
Prerequisite: PHY ED 3283 or consent of instructor. A study of the biomechanical concepts important to analysis of techniques used in selected sports. Explores recent research findings on efficient sports techniques. Provides experience in the analysis of skill performance.
6484 Physiological Bases of Physical Performance (3)
Prerequisites: PHY ED 3280 and PHY ED 3284 or consent of instructor. Physiological bases and contemporary trends in the study of human performance and exercise stress; will analyze research literature and study experimental strategies with the focus upon application to teaching and coaching.
6485 Theory of Exercise and Cardiovascular Disease Risk Factor Management (3)
Prerequisite: Completion of PHY ED 6484 or equivalent. A study of the effects of exercise on the basic epidemiology, physiology, and management of unavoidable and avoidable cardiovascular risk factors. Special attention will be given to the examination of the effect of exercise in the management of cardiovascular disease risk.
6497 Problems (1-10)
Prerequisite: Consent of instructor. Selected problems to meet the needs of individual students.
6990 Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
7492 Directed Readings in Curriculum and Instruction (1-6)
Prerequisites: Graduate standing, one graduate course in curriculum and instruction, and consent of instructor. Independent study into the current research, literature, and issues I the areas of physical Education and curriculum and instruction.
7494 Directed Readings in Motor Behavior (1-6)
Prerequisites: Graduate standing, one graduate course in motor behavior, and consent of instructor. Independent study into the current research, literature, and issues in the area of motor behavior.
Secondary Education (SEC ED)
3240 Curriculum and Methods of Teaching Physical Sciences (3)
Same as CHEM 4802 and PHYSICS 4802. Prerequisite: TCH ED 3310 and a near major in the subject matter. A study of the scope and sequence of the physical science courses in the school curriculum, with emphasis on the selection and organization of materials and methods of instruction and evaluation. Attention is also directed toward learning the techniques and research tools of the scholar in the field of science. To be taken prior to student teaching. This course must be completed in residence.
3277 Curriculum and Methods of Teaching Middle School/Junior High School General Music (2) Prerequisites: Music Prerequisites: THRY COM 2311 and 2312. MUS ED 3570/ELE ED 3277, and Level I Education courses. Concurrent registration in MUS ED 3670/SEC ED 3275 and MUS ED 3710/SEC ED 3279. (Same as MUS ED 3690). For the Music Education major. A study of the middle school/ junior high school general music program emphasizing a conceptually based curriculum, objectives, methodologies, materials, innovations, classroom organization, and management. This course must be completed in residence.
3328 Art Education: Theory to Practice (3)
Prerequisites: TCH ED 2210, 2211, 2212 and completion of Foundation Art Program. Same as Art Ed 3328. Development and application of concepts related to comprehensive art Education and standards-based curriculum in art Education, with an examination of current theories, trends, publication, and on-line resources in the field.
4011 The Curriculum and Methods of Teaching History and Social Studies (3)
Prerequisites: Junior standing and TCH ED 3310
(Same as Hist 4011) A study of the scope and sequence of history and social studies courses in the school curriculum, with emphasis on the selection and organization of materials and methods of instruction and evaluation. This course must be taken in conjunction with SEC ED 3289, Secondary Education Professional Internship. May not count toward history hours required for history major. Must be completed prior to student teaching. This course must be completed in residence. Not available for graduate credit.
4012 Social Studies Teaching Intern Seminar (1)
Prerequisites: Concurrent enrollment with student teaching. (Same as Hist 4012) Addresses the application of teaching strategies, social studies curriculum, and classroom management. Offered concurrently with Secondary School Student Teaching, SEC ED 4990. Not available for graduate credit.
4013 United States History for the Secondary Classroom (3)
Prerequisites: TCH ED 3310 or consent of the instructor.
(Same as History 4013). This course is required for Social Studies Certification. Adapts the themes and subject matter of American history to the secondary classroom and trains teachers in techniques particularly designed to maximize the use of primary sources, foster critical inquiry, and encourage knowledge of subject matter. Particular emphasis will be placed on defining the broad and connecting themes of American history, on expanding bibliography, and on choosing methods of inquiry for use in an interactive classroom. Cannot be counted towards the minimum 39-hour history major requirement, but can be counted towards the 45-hour maximum for Social Studies Certification. Not available for graduate credit.
4014 World History for the Secondary Classroom (3)
Prerequisite: TCH ED 3310 or consent of instructor. Same as Hist 4014. This course is required for Social Studies Certification. Adapts the themes and subject matter of World history to the secondary classroom and trains teachers in techniques particularly designed to maximize the use of primary sources, foster critical inquiry, and encourage knowledge of subject matter. Particular emphasis will be placed on defining the broad and connecting themes of World history, on expanding bibliography, and on choosing methods of inquiry for use in an interactive classroom. Cannot be counted towards the minimum 39-hour history major requirement, but can be counted towards the 45-hour maximum and for Social Studies Certification. Not available for graduate credit.
4090 American Government for the Secondary Classroom (3)
Prerequisites: SEC ED 4090 must be taken concurrently with Hist/SEC ED 4011 except with special consent of the School Studies Coordinator . (Same as POL SCI 4090) Adapts the themes and subject matter of American government to the secondary classroom and trains teachers in techniques particularly designed to maximize the use of primary sources, foster critical inquiry, and encourage knowledge of subject matter. Particular emphasis will be placed on defining the broad and connecting methods of inquiry for use in an interactive classroom. Can be counted towards the Political Science major requirement, but not the American Politics subgroup. Counts toward Social Studies certification. Not available for graduate credit.
4273 Curriculum and Methods of Teaching Art (3)
Prerequisites: SEC ED 3328 and completion of, or concurrent enrollment in TCH ED 3310, 3312, 3313, 3386. Same as Art Ed 4273.
A study of the scope and sequence of art Education in the school curriculum, with emphasis on the preparation, selection, organization and application of materials and methods of instruction and assessment. Attention is also given to learning the research tools of the scholar in the field of art Education. Not available for graduate credit.
4320 Classroom Management (3)
Prerequisites: Level I and II courses or consent of instructor. (Same as SPEC ED 4320, ECH ED 4320, ELE ED 4320.) Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of PreK-12 students within culturally diverse classrooms and engaging families in supportive interactions.
4589 Curriculum and Methods of Teaching Foreign Language (3)
Same as FLL 4589. Prerequisites: TCH ED 3310 and passing the departmental language skill test. A study of the scope and sequence of the foreign language courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Attention is also directed toward learning the techniques and research tools of the scholar in the field of foreign language. To be taken prior to student teaching. This course must be completed in residence.
4590 Foreign Language Teaching Seminar (2)
(Same as FLL 4590). Prerequisite: Concurrent enrollment in SEC ED 4990 or consent of instructor. A practicum course in the teaching of foreign languages. Review and explanation of drills, dialogues, and a variety of classroom techniques, oral and written. A continuation of SEC ED 4589, Curriculum and Methods, with an emphasis on specific practical skills. To be taken concurrently with SEC ED 4990, Student Teaching.
4646 The Curriculum and Methods of Teaching Mathematics (3)
Prerequisites: TCH ED 3310 and a near major in the subject matter. A study of the scope and sequence of the mathematics courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Attention is also directed toward learning the techniques and research tools of the scholar in the field of mathematics. To be taken prior to student teaching. This course must be completed in residence. Not available for graduate credit.
4648 Mathematics Teaching Seminar (2)
Prerequisites: Concurrent enrollment in SEC ED 4990. A seminar in the integration of mathematics curricula, Educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with Secondary Student Teaching, SEC ED 4990. Not available for graduate credit.
4880 Writing for Teachers (3)
(Same as ENGL 4880). Prerequisite: ENGL 3100 or a comparable course in advanced composition. Designed for prospective as well as in‑service teachers, the course includes: (1) writing--short papers to be shared in workshop groups; (2) reading--current theory and research on writing and the implications for teachers; (3) teaching--classroom activities that foster growth in writing.
4885 The Curriculum and Methods of Teaching English (3)
Prerequisites: TCH ED 3310 and a near major in the subject area. (Same as ENGL 4885). A study of the scope and sequence of the English courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. The course prepares students for reflective teaching by relating course readings to field experiences and theory to practice. To be taken prior to student teaching and concurrently with Secondary Education Professional Internship, SEC ED 4989. This course must be completed in residence. Not available for graduate credit.
4886 The Curriculum and Methods of Teaching Speech and Theatre (3)
Prerequisites: TCH ED 3310 or TCH ED 5310; students must be within three hours of completing a major in either Communication or Theatre, with 15-18 hours completed in the other subject area. Same as TH DAN 4886. A study in the scope and sequence of the Speech and Theatre courses in the school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. The course prepares students for reflective teaching by relating course readings to field experience and theory to practice. To be taken prior to student teaching and concurrently with SEC ED 4989; Secondary Professional Internship. This course must be completed in residence. Not available for graduate credit.
4888 English Teaching Seminar (2)
Prerequisites: ENGL 4885/SEC ED 4885, Curriculum & Methods of Teaching English. (Same as ENGL 4888) A seminar in the integration of English curricula, Educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with Secondary Student Teaching, SEC ED 4990. Not available for graduate credit.
4985 Curriculum and Methods of Teaching Life Sciences (4)
(Same as BIOL 4985). Prerequisites: TCH ED 3310 and a near major in biology. A study of the scope and sequence of the life science courses in the school curriculum, with emphasis on the selection and organization of materials and methods of instruction and evaluation. The analysis of teaching/learning and field experience observations in secondary school classrooms will be integrated into classroom activities and discussions. This course must be completed in residence.
4986 Laboratory in Teaching Life Sciences (2)
(Same as BIOL 4986). Prerequisite: TCH ED 3310. Discussion, development, utilization, and evaluation of
equipment, materials, and techniques applicable to instruction in the life sciences. Must be taken concurrently with BIOL 4985/SEC ED 4985.
4989 Secondary Education Professional Internship (3)
Prerequisites: Level I and Level II requirements. This course is an intensive professional development experience (9 hours per week for 14 weeks) working in a secondary school setting. Activities on site include assisting the classroom teaching in all areas of instruction, assessment, and classroom management. This course is to be taken during the semester immediately preceding student teaching. This course must be taken in conjunction with methods of instruction course in specific content area. Assignments from these allied courses are carried out in the Internship, and Internship experiences inform the activities and discussions in these courses. Not available for graduate credit.
4990 Secondary School Student Teaching (12)
Prerequisites: Completion of Level II courses, the appropriate curriculum and methods course in the teaching field, and admission to student teaching. Clinical teaching experience in secondary school classrooms under university and school supervision. Not available for graduate credit.
4993 Student Teaching in Music, K-6 (6)
Prerequisites: Level I and Level II Education Courses.
*MUS ED 3570/ELE ED 3570, *MUS ED 3670/SEC ED 3670, PRACTM 2180. *Music 3680/SEC ED 3680 *MUS ED 3700(SEC ED 3700) (Instrumental emphasis majors); MUS ED 3290, *MUS ED 3690/SEC ED 3690, *MUS ED 3710/SEC ED 3710 (Choral/Vocal emphasis majors); and admission to student teaching. Must be taken “in block” with SEC ED 3294 and must immediately precede it in the semester. Clinical teaching experience in music Education settings in the schools under university and school supervision with seminar included. Required of all majors in music Education. *Courses must be taken in residence. Not available for graduate credit
4994 Student Teaching in Music Education, 7-12 (6)
Prerequisite: SEC ED 4993. Must be taken "in block" with SEC ED 4993 and must immediately follow it in the semester. Clinical teaching experience in music Education settings in the schools under university and school supervision with seminar included. Assignments will be in different settings from those of SEC ED 4993. Required of all majors in music Education. *Courses must be taken in residence. Not available for graduate credit.
4996 Student Teaching in Elementary Art (6)
Prerequisites: SEC ED 4273, 45 hours Studio Art, 15 hours Art History and admission to student teaching. Intensive clinical teaching experience under university and school supervision, with seminar included. Must be taken in block with SEC ED 4997. Not available for graduate credit.
4997 Student Teaching in Secondary Art (6)
Prerequisites: SEC ED 4273, 45 hours Studio Art, 15 hours Art History, and admission to student teaching. Clinical teaching experience under university and school supervision in middle/junior high and/or high school, with seminar included. Must be taken in block with SEC ED 4996. Not available for graduate credit.
4999 Biology Teaching Seminar (3)
(Same as BIOL 4999). Prerequisites: SEC ED 4985 and SEC ED 4986.The application of Educational philosophy, science curriculum, teaching strategies, and instructional technology in the classroom setting. Offered concurrently with Secondary School Student Teaching, SEC ED 4990. Not available for graduate credit.
5000 Teacher Practicum Research (1-3)
Prerequisites: Admission into Student Teaching. Students conduct research on their own teaching in order to modify their instruction, curriculum and assessment practices. Concurrent enrollment in SEC ED 4990, Secondary Student Teaching.
5012 Social Studies Teaching Advanced Seminar (2)
Prerequisites: Hist 4011/SEC ED 4011. An advanced seminar in the analysis and synthesis of current research and best practice of social studies curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 4990, Secondary Student Teaching.
5374 Foreign Language Teaching Advanced Seminar (2)
Prerequisites: SEC ED 4589 or FGN LANG 4589. An advanced seminar in the analysis and synthesis of current research and best practice of foreign language curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 4990, Secondary Student Teaching.
5648 Mathematics Teaching Advanced Seminar (2)
Prerequisites: SEC ED 4646. An advanced seminar in the analysis and synthesis of current research and best practice of mathematics curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 4990, Secondary Student Teaching.
5837 Physical Science Teaching Advanced Seminar (2)
Prerequisites: SEC ED 3240 or CHEM/PHYSICS 4802. An advanced seminar in the analysis and synthesis of current research and best practice of physical science curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 4990, Secondary Student Teaching.
5888 English Teaching Advanced Seminar (2)
Prerequisites: ENGL 4885/SEC ED 4885. An advanced seminar in the analysis of current research and best practice of English curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 4990, Secondary Student Teaching.
5999 Biology Teaching Advanced Seminar (3)
Prerequisites: SEC ED 4985 and SEC ED 4989. An advanced seminar in the analysis and synthesis of current research and best practice of science curricula, educational philosophy, teaching strategies, and instructional technology in the classroom setting. To be taken concurrently with SEC ED 4990, Secondary Student Teaching.
6387 Literacy Acquisition and Learning for Urban Students (3)
Prerequisites: Graduate standing. Designed to extend teacher understanding of adolescent’s literacy acquisition, development, and learning through the secondary grades. Emphasis is on development of a teaching philosophy and skills which include maintaining effective literacy learning environments in urban classrooms, fostering culturally responsive classroom communities, understanding social and environmental issues that affect the literacy learning of urban learners, using effective methods and materials to develop engaged and literate students, and fostering adolescent’s participation in literacy activities.
6404 Seminar (1-10)
6415 The Secondary School Curriculum (3)
Prerequisites: Graduate standing. Learn foundations of curriculum development. Analyze district, school and content area curriculum according to national and state standards, educational philosophies, and theories of human development and learning. Identify and evaluate various area curriculum trends.
6416 Curriculum Construction for Secondary Schools (3)
Prerequisite: TCH ED 6030 or SEC ED 6415 or consent of instructor. Learn to revise and design district, school content area and integrated curriculum based on national and state standards for secondary schools. Compare and contrast curriculum design approaches while connecting curriculum and instruction to student performance.
6420 The Improvement of Secondary School Teaching (3)
Prerequisites: TCH ED 6030, or consent of instructor.
Students will learn to improve their teaching effectiveness through the use of various models of instruction that are based on current learning theories and research in secondary teaching methodology in order to meet diverse student learning needs. Prior teaching experience is recommended.
6426 Secondary School Curriculum Reform in the Earth/Space Sciences (1-4)
Prerequisites: Graduate standing. Field-based experiences in improving the district-level secondary school science program, with special attention to the earth/space sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-lapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
6428 Secondary School Curriculum Reform in the Life Sciences (1-4)
Prerequisites: Graduate standing. Field-based experiences in improving the district-level secondary school science program, with special attention to the life sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
6482 Problems and Research in Teaching Secondary Reading (3)
This is the capstone course for the Master of Secondary Education-Emphasis in Reading. To be taken in the last 9 hours of Masters Program. The three foci for this course are (1) systematic study of research as it focuses on the problems of teaching reading in the secondary school, (2) innovations in the field, and (3) action research. Each student designs and completes an action research project related to literacy.
6484 Secondary School Curriculum Reform in the Health Sciences (1-4)
Prerequisites: Graduate standing. Field-based experiences in improving the district- level secondary school science program, with special attention to the health sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
6485 Secondary School Curriculum Reform in the Physical Sciences (1-4)
Prerequisites: Graduate standing. Field-based experiences in improving the district-level secondary school science program, with special attention to the physical sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.
6490 Internship (1-10)
Prerequisite: Consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation, and related professional activities.
Prerequisites: SEC ED 6684, SEC ED 6686, and ED REM 6707, 6709, or 6716. Application of reading theory and research in a supervised setting. Emphasis is on assessing and analyzing the literacy strengths, needs, and interests of a range of readers with the goal of improving their reading abilities and attitudes. Focus is on establishing reading support for adolescents with the assistance of formal and informal assessments, reading professionals, educators, and adolescents’ families.
6494 Reading Specialist Practicum II (3)
Prerequisites: SEC ED 6493. Application of reading theory and research in a supervised setting. Emphasis is on using appropriate materials and providing effective instructional techniques to address adolescent’s assessed literacy strengths, needs, and interests with the goal of improving their reading abilities and attitudes. Focus is on sustaining reading, support for adolescents with the assistance of other reading professionals, educators, and adolescents’ families.
6497 Problems (1-10)
6686 Analysis and Correction of Reading Disabilities (3)Prerequisites: ED REM 6707, 6709, or 6716 and at least one graduate level literacy course. Designed to develop teacher understanding of the roles and responsibilities of the teacher of reading, Reading Specialist, and Literacy Coach. Emphasis is on the nature of specific reading difficulties, distinguishing reading difficulty/disability from language difference, becoming familiar with a range of tools for assessing reading skills and strategies, and developing a critical orientation for evaluating the purpose and utility of various literacy assessment tools. Teachers will use informal and formal literacy assessment tools to guide instructional planning for adolescents in the UMSL Reading Center.
Special Education (SPEC ED)
3332 Educating Learners with Developmental Disabilities, Physical or other Health Impairments (3)
Prerequisites: TCH ED 2211, SPEC ED 3313, and SPEC ED 3345. Methods and techniques for Educating learners with developmental disabilities, physical or other health impairments. Required of all who are preparing for certification in special Education with endorsement in Developmental Disabilities or Cross Categorical.
3345 Cross Categorical Special Education (3)
Prerequisites: TCH ED 3313 or equivalent or consent of instructor. Study of characteristics of students with cross categorical disabilities and other pertinent issues including inclusion, assessment, and evaluation practices.
3346 Literacy Assessment & Reading for Students with Special Needs (3)
Prerequisites: Level I and Level II. Examination of current research and issues specific to educating students with disabilities in the area of reading. Topics will include historical and contemporary perspectives on reading instruction and assessment, and implementation of evidence-based practice to improve phonological awareness, decoding, word recognition, fluency, comprehension, and vocabulary. Written language will also be addressed as it pertains to reading instruction.
3347 Teaching Learners with Learning Disabilities (3)
Prerequisites: SPEC ED 3313 and SPEC ED 3345. Application of instructional techniques for learners with learning disabilities, including assessment for instruction, interdisciplinary teamwork, parental involvement, individualized Education plans, and classroom techniques. Required for certification in special Education of learners with learning disabilities.
3349 Cross Categorical Special Education II (3)
Prerequisites: All Level II courses and SPEC ED 3345. Study of research-based instructional and behavior management methods for use with students with cross-categorical disabilities. Students seeking special education teacher certification must take this during the same semester as SPEC ED 4989, Special Education Professional Internship.
3350 Teaching Learners with Emotional/Behavioral Disorders (3)
Prerequisites: SPEC ED 3313 and SPEC ED 3345. A course designed to instruct students in the management and instructional strategies necessary to the Education of learners with emotional/behavioral disorders.
4301 Special Education Orientation (2)
Prerequisites: Admission to Special Education Transition Program or consent of instructor. This course examines characteristics of students in cross-categorical placements. Examination of special Education philosophy, historical and legal issues, special Education process, and personal traits.
4302 Special Education Process and Performance Assessment (2)
Prerequisite: SPEC ED 4301 or consent of instructor. This course examines the special Education process from pre-referral to placement, and the roles of Educators, parents and auxiliary personnel. Examines informal and formal assessment procedures and instruments for screening, diagnosis, placement and performance of school-aged individuals.
4315 Speech and Language Problems of Exceptional Children (3)
Prerequisites: ED FND 1111, SPEC ED 3313, and admission to the College of Education. Study of the problems associated with speech and language development and the techniques employed by classroom teachers to lessen these problems for children. Required for all majors in special Education.
4320 Classroom Management (3)
Prerequisites: Levels I and II courses or consent of instructor. (Same as ECH ED 4320, ELE ED 4320, SEC ED 4320.) Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of PreK-12 students within culturally diverse classrooms and engaging families in supportive interactions.
4325 Behavior Management (3)
Prerequisites: Level I and Level II classes. Study of classroom management and applied behavior analysis strategies. Focus on teacher as decision maker in the design, implementation, and evaluation of individual and group management programs with emphasis on functional assessment and positive behavior support.
4342 Transition Issues and Planning (3)
Prerequisite: TCH ED 3313, or equivalent, or consent of instructor. This course provides information to teachers and human service professionals who work closely with adolescents and young adults with disabilities. Emphasis is placed on understanding and planning for the transition from school to adult life for students with disabilities. Transition outcomes include employment, residential options, and other developmental concerns. Topics include self-determination, career Education and planning, interagency collaboration, vocational and residential issues and resources, and family support and involvement.
4382 An Introduction to Gifted Children (3)
Prerequisite: SPEC ED 3313. This course provides an introduction to gifted children. Their characteristics, cognitive abilities, special abilities, and creativity will be reviewed. Current problems, research, and issues concerning the gifted are covered.
4390 Student Teaching in Special Education III (6)
Prerequisites: SPEC ED 3291 or experience in special Education classrooms in schools equivalent and admission to student teaching. Clinical teaching under university and school supervision with seminar included. For students who wish an additional student teaching experience.
4989 Special Education Professional Internship (3)
Prerequisites: Level I & Level II requirements and ELE ED 4989. This course is an intensive professional development experience (9 hours per week for 14 weeks) working in a school setting with students with disabilities. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken in conjunction with SPEC ED 3349. Assignments from this course are carried out in the Internship, and Internship experiences inform the activities and discussions in this course. Not available for graduate credit.
Prerequisites: Level III classes and admission to student teaching. Clinical teaching experiences in elementary level special education program under university and school supervision. Required for all special education majors; must be taken during the same semester as SPEC ED 4991. Not available for graduate credit.
4991 Special Education Student Teaching II (6)Prerequisites: Completion of Level III courses. Clinical teaching experiences in secondary school classrooms under university and school supervision. Must be taken the same semester as SPEC ED 4990. Required for all majors in special education. Not for graduate credit.
5303 Instructional Practices (3)
Prerequisite: SPEC ED 4301 or consent of instructor. This course provides an in-depth examination of methods and techniques for use in the Education of students in cross-categorical placements.
5304 Structure of Teaching and Communication (2)
Prerequisite: SPEC ED 5303 or consent of instructor. This course provides a study of the problems associated with speech and language development and the techniques employed by classroom teachers. Examination of transition requirements and strategies for students in cross-categorical placements in order to utilize communication skills for effective collaboration with students, parents, colleagues, and community agency representatives.
5305 Planning and Managing the Teaching and Learning Environment (3)
Prerequisite: SPEC ED 5303 or consent of instructor. This course provides an in-depth exploration of various behavior management techniques that are particularly applicable for students in cross-categorical placements. Projects on functional behavioral assessment and behavior support plans will be conducted.
5306 Research Into Practice (4)
Prerequisite: SPEC ED 5305 or consent of instructor. This course provides an examination of current trends, issues and research in the Education of students in cross-categorical placements with particular emphasis on instructional and management issues, effective inclusive Education practices, and behaviorist and constructivist strategies for delivering instructional content and reflective practices.
5307 The Reflective Practitioner (4)
Prerequisite: SPEC ED 5306 or consent of instructor. This course provides reflection on all competency areas associated with the Education of students in cross-categorical placements. Self-assessment on abilities and self-reflection on professional development. Selected problems on student-learner exceptionalities. A selective portfolio for K-12 Mild/Moderate Cross-Categorical endorsement is required.
6320 Advanced Studies in Classroom Management (3)
An advanced course designed for practicing Educators examining current research, theory, and practice of classroom and behavior management. Emphasis will be given to the analysis of research and development of practical skills in the areas of conflict resolution, social problem-solving, classroom and school community building, and the promotion of social competence among children and youth.
Prerequisites: Graduate standing. Advanced study of classroom management and applied behavior analysis strategies. Focus on teacher as decision maker in the design, implementation, and evaluation of individual and group management programs with emphasis on functional assessment and positive behavior support.
6345 Characteristics of Cross Categorical Disabilities (3)
Prerequisites: TCH ED 3313 or an equivalent course in psychology of the exceptional child. Advanced study of characteristics of students with cross categorical disabilities and other pertinent issues including inclusion, assessment, and evaluation practices.
6349 Education of Learners with Cross Categorical Disabilities (3)
Prerequisites: SPEC ED 6345. Advanced study of research-based instructional and behavior management methods for use with students with cross-categorical disabilities.
6372 Screening and Diagnosis of the Developmental Delays: Birth to 5 Years (3)
Prerequisites: ED REM 3721. This course addresses the content, techniques, and special problems related to the assessment of children at risk for developmental delays in the birth to five year age range. Students gain experience in construction, administration, and interpretation of
assessment tools used with young children. Required for certification in severe handicapped and early childhood‑special Education.
6410 Families and Schools in Inclusive Communities (3)
Prerequisite: Graduate standing. This course focuses on how parents and other family members, teachers, administrators (and other Education professionals) can collaboratively increase the capacity of families and schools to support inclusive Education and community participation for all students, especially those with significant disabilities. This course draws upon the multiple perspectives of families, schools and the general culture to explore a shared context of family and disability history, Educational issues, and personal perspectives.
6411 Law, Policy and Bureaucracy in Education and Disability Studies (3)
Prerequisite: Graduate Standing. This course focuses on the evolution and current status of law and Educational policy affecting individuals with disabilities and their families. The course will provide a basic review of governmental structure and Educational policy analysis in the United States, and explore statues, policies, and judicial decisions in areas of special Education, adult services, family supports, and civil rights.
6412 Psychology of Exceptional Children (3)
An in-depth analysis of the unique psychological problems of exceptional children and youth. Current psychological theories and research emphasized.
Prerequisites: Graduate standing. Special education is governed by an elaborate and extensive body of statutes, regulations, and court decisions. This course will focus on the requirements, history, and evolution of laws impacting special education services; current legal requirements in providing a free appropriate public education (FAPE) to students with disabilities and the procedures to obtain legal information in law libraries and on the Internet; and how to conduct legal research using a variety of sources.
6416 Current Research in Psychology of Learners with Disabilities (3)
Prerequisite: Consent of instructor/adviser. Study of current trends, issues, and research in special Education. Areas of investigation focus on major developments in disabilities, situations related to programming for projected needs, and considerations and utilization techniques with learners with disabilities. Students should have experience or an undergraduate background in the Education of learners with disabilities prior to enrolling in this course.
6430 Characteristics of Developmental Disabilities (3)
Prerequisite: TCH ED 3313 or equivalent course in psychology of the exceptional child; graduate standing. An advanced study of the theoretical and methodological problems related to developmental disabilities. Particular emphasis on the application of current research findings to the problems confronting learners with developmental disabilities.
6431 Education of Learners with Developmental Disabilities (3)
Prerequisite: SPEC ED 6430. A systematic study of current Educational practices and procedures for the Education of learners with developmental disabilities. Methods and materials are stressed.
6435 Schoolwide Systems of Positive Behavior Support (3)
Prerequisites: Graduate Standing. This course will focus on the research foundations and recent developments in the creation and maintenance of primary (school-wide), secondary (classroom and targeted group), and tertiary (individual) systems of support to increase the capacity of schools, communities, and families to improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth.
6436 Individual Systems of Positive Behavior Support (3)
Prerequisites: Graduate standing. Focus on the design of comprehensive, multicomponent behavior support plans for individuals with disabilities who engage in challenging behaviors. Emphasis on simultaneously teaching social behavior and building supportive environments to support the use of targeted social skills. Taught from a noncategorical perspective.
6440 Disability, Schooling and Culture (3)
Prerequisites: TCH ED 3313 or equivalent. An advanced course that will examine foundational issues in social and Educational policy for students with disabilities. The course explores the historical, philosophical, sociological and economic dimensions of the recent emphasis on inclusive and community-based support systems for individuals with disabilities and their families. The course will review recent research and experience in the U.S. (primarily) concerning the evolving roles and relationships of families, teachers, administrators, and students with and without disabilities in increasingly diverse schools and communities.
6441 Instructional Methods for Exceptional Students (3)
Prerequisites: Graduate standing. Study of effective instructional models as applied to academic and functional skills. Examination of instructional materials, media, and technology applied to instruction of exceptional students.
6443 Characteristics of Learning Disabilities (3)
TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the theoretical and methodological problems related to learning disabilities. Particular emphasis on the application of current research findings to the problems confronting learners with disabilities.
6444 Education of Learners with Learning Disabilities (3)
Prerequisite: SPEC ED 6443. Systematic study of current Educational practices and procedures for the Education of learners with learning disabilities. Methods and materials are stressed.
6446 Reading Instruction and Intervention in Special Education (3)
This course examines current research and issues specific to educating students with disabilities in the area of reading. Topics will include historical and contemporary perspectives on reading instruction and assessment, and implementation of evidence-based practice to improve phonological awareness, decoding, word recognition, fluency, comprehension, and vocabulary. Written language will also be addressed as it pertains to reading instruction
6450 Characteristics of Emotional/Behavioral Disorders (3)
Prerequisite: TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the problems and characteristics of learners with emotional/behavioral disorders. Particular emphasis on the application of current research findings to problems confronting learners with emotional/behavioral disorders.
6452 Education of Students with Emotional/Behavioral Disabilities (3)
Prerequisite: SPEC ED 6450 or consent of instructor. This course provides advanced students with the research, theory, and practices of providing support to students with disabilities and other students experiencing emotional and behavioral problems. This course focuses on the development of professional skills necessary to assist and teach students with difficult behaviors. Additionally, this course helps classroom teachers learn how to work collaboratively with parents and other professionals in order to construct classroom environments that are supportive and productive for all students.
6462 Introduction to Early Childhood Special Education (3)
Prerequisite: SPEC ED 3313 or equivalent. A study of issues and concepts central to special Education of young children with disabilities, and at-risk for disabilities, and their families. Focus on program models, screening and assessment procedures, and curriculum concepts. An ecological perspective is emphasized.
6463 Curriculum, Methods, and Materials for Early Childhood Special Education (3)
Prerequisites: SPEC ED 6462. In‑depth study of integrated assessment‑based curriculum development for learners in early childhood special Education. Emphasis on individualized Educational planning and implementation for learners and their families.
6492 Practicum in Special Education (3-6)
Prerequisite: Two courses in area of concentration (developmental disabilities, early childhood special Education, emotional/behavioral disorders, or learning disabilities). Supervised experience in the Education of learners with disabilities in a school or other appropriate setting.
6497 Problems (1-10)
Prerequisite: SPEC ED 3313 or equivalent and consent of instructor. Investigation of a selected problem related to the Education of learners with disabilities. To be conducted under the direction of a graduate faculty member.
6510 History of Disability and Special Education (3)
Prerequisites: Permission of Instructor.
Provides a historical context for approaching contemporary issues in the Education and support of people with disabilities and their families. Requires students to become familiar with methods of retrieval and analysis of historical material.
Teacher Education (TCH ED)
2210 Introduction to Teaching (3)
Explores the multiple roles and functions of professional teaching including: communication, leadership, management skills, use of technology, and identification of needs of diverse populations. Portfolio preparation will be introduced. A minimum of 15 field experience hours required.
2211 Introduction to American Schools (3)
One of three introductory, prerequisite courses to the Teacher Education Program. An examination of selected concepts and principles underlying American public Education. A minimum of 4 field experience hours required.
2212 Introduction to Learners and Learning (3)
Prerequisites: PSYCH 1003. Same as ED PSY 2212.
Foundational study of the development of infants,
children, and adolescents focusing on the role of
appropriate educational environments in fostering positive physical, cognitive, social and moral outcomes. Reading relevant research will be combined with experiences in the field and technology-based assignments to investigate both biological and sociocultural forces that shape the development process. A minimum of 10 field experience hours required.
Prerequisites: enrollment in the Minor in Urban Education or permission of the instructor. An introductory course that examines the concepts and principles underlying American public education with specific attention to urban school systems. Issues of equity and social justice in public education are analyzed from multiple perspectives.
3210 General Linguistics in Teaching English to Speakers of Other Languages (TESOL) (3)Prerequisites: Completion of Level I. An introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL), and bilingualism. Students explore principles of language systems including English and the function of language in social and academic settings.
3211 Basic Principles of Second and Foreign Language Acquisition (3)Prerequisites: TCH ED 3210. Covers the principles of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors in relation to second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics, and discourse, within a communicative framework, which directly relates to instructional strategies.
3212 Sociolinguistics and Communication in the Classroom (3)
Prerequisites: TCH ED 3210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language
acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Students develop strategies to enhance home, school and community relations and impact of culture on perceptions, communication, behaviors, and learning.
3213 Performance-based Assessment for TESOL (3)
Prerequisites: TCH ED 3210. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can reinforce instruction.
3214 Material Development and Methods for TESOL (3)
Prerequisites: TCH ED 3210, 3211, 3212, 3213 and 4391. Students integrate knowledge of second language acquisition research in instructional methodologies in this course. Students will also incorporate theories of linguistics, assessment models, and instructional technology into their material development to meet the needs of diverse English language learners.
3215 Field Experiences in TESOL (3)
Prerequisites: TCH ED 3210, TCH ED 3212 and TCH ED 3214 or currently taking TCH ED 3214. Students observe and reflect on actual classroom practices as well as complete a student’s needs analysis and placement tests. The students implement the strategies for advocating and collaborating on behalf of students from diverse language backgrounds. This is a supervised field experience.
3310 Introduction to Instructional Methods (3)
Prerequisites: TCH ED 2210, 2211, 2212, or equivalent and admission to Teacher Education Program. Beginning methods course for K-12 teachers. Skill development in planning instruction, selecting content, use of various teaching methods, designing assessment, developing classroom climate and management strategies. Participation in professional development through observing students in a school setting, microteaching, using Educational technology, and portfolio development. A minimum of 12 field experience hours required.
3312 The Psychology of Teaching and Learning (3)
Prerequisites: TCH ED 2210, TCH ED 2211, TCH ED 2212 or equivalents and admission to Teacher Education program. Same as ED PSY 3312. Application of the principles of psychology to an understanding of the dynamics of teaching behavior and learning behavior. Involves both theoretical and practical approaches to analysis of the learning environment of the school. Required of all who are preparing to teach.
3313 Psychology of the Exceptional Child (3)
Prerequisites: Level I or equivalent. Introductory overview of the field of special education including historical developments, characteristics of special populations, and compliance with state and federal regulations.
3315 Literacy Learning and Instruction (3)
Prerequisites: Admission to the Teacher Education program. May take concurrently with TCH ED 3312 and TCH ED 3313 or equivalents; may not be taken before TCH ED 3312 and TCH ED 3313 or equivalents. Methods, materials, frameworks, and technology for the effective teaching of literacy to young children, children with special needs, and children in elementary Education settings. Emphasis on role of language experience, phonics, semantics, syntactics, pragmatics, schema theory, and metacognition in literacy development. Observation, assessing children's literacy interests and development, and teaching lessons in a school classroom setting are required. This course may be applied toward a Literacy Minor.
3316 The Professional Portfolio (1)
Prerequisites: Junior standing or consent of instructor. Students learn the knowledge and skills to develop an electronic teaching portfolio, writing reflective rationales for standards and choosing appropriate artifacts and using technology tools for successful presentation.
4320 Educational Issues in the Cultural Construction of Diversity (3)
Prerequisites: none In this course students will explore issues of human diversity and how these issues impact a wide range of Educational settings. Students will be involved in a continued process of self-assessment regarding how each of us deals with others not like ourselves. Human similarity and diversity will initially be examined using anthropological and biological research. Socio-cultural constructions of this diversity will then be investigated. Diversity will be explored on the individual, local, national and global levels. Students will become familiar with the science of diversity and will investigate how this diversity plays out in a variety of socio-cultural contexts. This class will provide students with a knowledge base about human diversity and will promote multicultural competencies for Educators.
4391 Teaching Reading in Secondary School Content Areas (3)
Prerequisite: TCH ED 3310 and 3312, or consent of instructor or equivalent. Methods and materials for improving reading and study strategies in content area classes in upper grades.
Prerequisites: Enrollment in the Minor in Urban Education or permission of the instructor. The capstone course for the Minor in Urban Education. Students design and implement a classroom-based, action research project in an urban school that integrates differentiated instruction, culturally relevant and sensitive teaching strategies, assessing children’s learning to meet individual needs, and implementing inquiry-based projects.
5310 Instructional Design (3)
Prerequisites: Graduate standing, TCH ED 5311, participation in an initial teacher preparation program, and consent of instructor. Skill development in planning teaching units, instructing lessons, selecting content, using various teaching methods, designing assessment, developing classroom climate and in management strategies. Professional skills are developed through reflecting on one’s own practice, using Educational technology, and developing a professional portfolio.
5311 Foundations of Education (4)
Prerequisites: Acceptance into the post-baccalaureate teacher Education certification program. Investigation into the history, philosophies, and purposes of public schools and the multiple roles played by professional Educators. Emphasis will be on the history of public Education, the role of the teacher as change agent, the influence of technology, and the impact of diversity on American classrooms.
Prerequisites: Graduate standing. This course explores Differentiated Instruction, (DI) as an approach to meeting the instructional needs of diverse and mixed ability students in the classroom. DI can be used to enhance literacy developments of adolescent learners in functional literacy, content literacy, technological literacy and creative/innovative literacy. Ten hours of field experience are required.
5850 Topics in the Teaching of Writing (3-6)
(Same as ENGL 4850). Prerequisite: ENGL 3100 or equivalent. Special topics in the practice of and pedagogy of writing designed for in-service teachers. Topics may include writing at specific grade levels, writing/reading workshops, writing in urban settings, writing across the curriculum, action research, new technology, classroom and district-level assessment. May be repeated once for credit if topics differ. Counts toward Certificate in Writing and Graduate Certificate in the Teaching of Writing.
Prerequisites: SEC ED 4990 and admission to the Graduate Certificate in Secondary School Teaching. The first of two courses forming a capstone for the Graduate Certificate in Secondary School Teaching. Online discussion with school-based mentors will be supplemented with readings and small group sessions that support the development of first and second-year teachers through such topics as classroom management, social justice, diversity, and analysis of teacher work samples.
5990 New Teacher Learning Community II (2)Prerequisites: TCH ED 5989. This course continues to assist new teachers in developing their teaching skills and advancing their professional transition into teaching. The course consists of online discussion, reading, and small group sessions with school-based mentors.
6010 Examining History, Community and Social Justice in Education (3)
Addresses the issues of equity and social justice from the context of personal and Educational history. Students will develop a cultural understanding of their own previous school, community and family experiences and generalize those findings to their current work as Educators. They will develop an understanding of the historical foundations of American Education and the role of the teacher to be a catalyst for change. Curriculum, instruction and learning will be examined through a variety of lenses including race, class, gender, ability, sexual orientation and religion to become culturally responsive teachers.
6020 Teacher Action, Advocacy and Leadership (3)
Investigates the relationships among students, general and special Education teachers, counselors, principals, parents, and other support and specialist personnel typically present in schools in Missouri and the changing roles of all these individuals as a consequence of general and special Education reform initiatives. Develop systemic action plans and become advocates and leaders within the school and larger community for children, families, and the profession. Assists teachers to analyze and improve their management, planning and record keeping systems and professional development planning.
6030 Instruction, Learning and Assessment (3)
Prerequisites: Admission into Graduate School
(Same as ED PSY 6030) Uses learning as the basis for the design of classroom instruction. By applying learning theories, teachers can improve their own unit development, lessons plans, assessment strategies, and the use of technology for effective teaching. Deals with the impact of cognitive Educational research on the subject content and what is known about how people learn. Teachers will learn to critically evaluate and improve their own Educational practices, design principled and appropriate assessments based on their instructional goals, and to assess their own professional development.
Prerequisites: Graduate Standing. This course is an introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL) and bilingualism. Students explore current issues, trends and influential factors in second language acquisition (SLA) instructional and assessment models.
6220 Principles of Second/Foreign Language Acquisition (3)Prerequisites: TCH ED 6210. This course is a research-based study of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors, as well as linguistic research about second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics and discourse, within a communicative framework, which directly relates to instructional strategies.
6230 Cross-Cultural Communication in the Classroom (3)Prerequisites: TCH ED 6210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Within this theoretical context, students recognize their own socio-cultural identity and its impact on teaching models. Students develop strategies to enhance home, school and community relations.
6240 Assessment for Teaching English to Speakers of Other Languages (TESOL) (3)Prerequisites: TCH ED 6210 & TCH ED 6220 are recommended. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can inform instruction.
6250 Methods and Materials for Teaching English to Speakers of Other Languages (3)Prerequisites: TCH ED 6220, 6230, and 6240, or Consent from Instructor. Students integrate knowledge of second language acquisition research in instructional methodologies, linguistics, assessment models, and awareness of socio-cultural dynamics, in order to design and critique a unit plan including materials and needed Technology support.
6260 Practicum in Teaching English to Speakers of Other Languages (3)Prerequisites: TCH ED 6220, 6230, 6240, and 6250 or concurrently taking TCH ED 6250. Students observe and reflect on actual classroom practices, complete a student’s needs analysis and placement test, and implement a unit plan in the classroom with reflection. This is a supervised field experience.
6350 Gender, Language & Identity (3)Prerequisites: Graduate level standing. Same as WGST 6450. An interdisciplinary look at the ways gendered and racial identities are developed and shaped through language and culture. Readings will address the complex, yet sometimes invisible, ways that identity, language and gender intersect, creating and assigning roles, responsibilities, and possible selves to individuals and groups in a global world
6440 Experiential Education (3)
Prerequisites: TCH ED 6010
This course addresses facets of experiential learning beginning with the theoretical background. Reflection will be examined as a key component of the experiential learning cycle and reflective questioning techniques developed and practiced. Adventure Education, cultural journalism, apprenticeship Education and related areas will be investigated as approaches to experiential learning, Students will develop an understanding of the relationship between experience and learning and develop techniques for using that relationship to enhance learning in their own teaching situation.
6880 Gateway Writing Project (3-6)
(Same as ENGL 6880). An intensive course in the writing process and the writing curriculum, designed for experienced teachers. Readings of current theory and research will be related to participants' experience as writers and as teachers. Topics may vary. May be repeated for credit. No more than six hours may be applied toward the M.Ed. Counts toward the Graduate Certificate in the Teaching of Writing.
6890 Seminar in Professional Writing for Teachers (3)
Prerequisite: TCH ED /ENGL 6880, and near-completion of Graduate Certificate in the Teaching of Writing. Capstone seminar for the Graduate Certificate in the Teaching of Writing. Participants will pursue the dual role of writer/writing teacher by designing individual projects with one of these emphases: (1) research writing based on a classroom inquiry into the teaching of writing. (2) expository and creative writing based on an inquiry into the teacher’s own evolution as a writer. Seminar meetings will include both face-to-face and on-line communication.
6910 Teacher Action Research Capstone (3)
Prerequisites: Completion of ED REM 6040 and all but the last 6 hours of M.Ed. program. (Same as ED REM 6910) This course applies the research knowledge, skills, and practice of experienced practitioners to a final research project that results from reflectively evaluating their own practice within educational systems and situated contexts. Educators will use both analytic and practice tools to research multiple factors that impact their own students learning. The final project will be displayed in a public forum as a capstone project for the M.Ed.