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TE 571 - Technology in Education
An overview of current technology systems in education. The design, development, utilization, and curricular integration of technology will be explored.
Credits: 3 cr
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TE 572 - Elementary School Curriculum
Social, economic and educational forces influencing changes in the curriculum of the elementary school. Attention is given to emerging patterns of elementary school curricula. A study of criteria for their evaluation and approaches for curricula change are considered.
Credits: 3 cr
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TE 574 - Incorporating Lit into the ECE Curriculum
An in-depth study of constructing high quality science content and literacy acquisition experiences for young children. Theoretical underpinnings will be applied to developmentally appropriate practices in a child-centered learning environment. An emphasis will be on developing science knowledge through children’s literature. Current research and theories on sciences and children’s literature will be reviewed and evaluated.
Prerequisite: Admission to the Teacher Education Program .
Credits: 3 cr
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TE 575 - Disability Sport
Designed to investigate sports organizations that serve individuals with disabilities. Topics to be explored include the role of the United States Olympic Committee’s Committee on Sports for the Disabled, classification of athletes for competition, role of the National Governing Bodies in promoting sports, and ways people with disabilities can access sports & noncompetitive opportunities.
Credits: 4 cr
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TE 577 - Methods of Teaching Inquiry
The heritage of learning is replete with accounts of inquisitive individuals observing, questioning, wondering, inquiring and opening new horizons for humans. How can teachers foster and nurture inquiry? This is the quest of this course. A variety of techniques applicable to most disciplines will be exhibited. Students plan and demonstrate successful inquiry lessons.
Credits: 3 cr
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TE 580 - Teaching Problem Solving in Math K-8
This course examines research and explores methods of teaching mathematical for, about, and through problem solving. The focus is on issues, the teacher’s role, tasks, and tools for teaching through problem solving. Strategies for making connections among mathematical ideas, other subjects, the real world, and curricula standards will be addressed.
Credits: 3 cr
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TE 582 - Language Dev in the Early Years Birth-8
An in-depth study of current research and practices regarding language and literacy acquisition for young children, birth to eight years will be explored. With the recent understanding of how the human brain develops, enhancing children’s language early on is deemed critical and a basis for future literacy development. An emphasis will be placed on the investigation of how young children interact and how teachers and parents can influence the way language develops. Current research and theories on language and literacy in the early years will be reviewed and evaluated.
Credits: 3 cr
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TE 583 - Advanced Methods of Teaching Math
This course examines recent research on how children develop mathematical ideas and provides experiences with methods of teaching that support the development of mathematical ideas and provides experiences with methods of teaching that support the development of mathematical proficiency in elementary school children.
Credits: 3 cr
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TE 584 - Teaching Math Through Literature K-8
This course explores the methods and theory for linking mathematics and literature for meaningful mathematics instruction. The focus is on developing strategies for making connections among mathematics and other subject areas that address curricula standards.
Credits: 3 cr
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TE 587 - Technology in Early Childhood
This course will focus on developmentally appropriate applications of technology in early childhood programs. Applications of technology to the development of children’s conceptual understanding and the use of computers to support children’s language and social interactions will be explained. Fieldwork is required.
Credits: 3 cr
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TE 588 - Strategies Diverse Learners Early Chldhd
This course provides participants with the opportunity to explore current research issues, theories, and teaching strategies that will help them to understand and support the diverse learners in their early childhood classrooms.
Credits: 3 cr
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TE 590 - Early Childhood Education & Leadership
An overview of leadership principles and current research on the cognitive, perceptual, physical, emotional and social development of children from birth through age eight. Program options available for young children will be explored. Fieldwork is required.
Credits: 3 cr
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TE 591 - Assessing the Young Child
This course is designed to prepare early childhood professionals in enhancing their knowledge and competencies related to the assessment of young children birth through age eight. Principles of assessment, the nature of various evaluative procedures, current issues, practice, and research will be examined. In addition, program evaluation and assessment for atypical and typical development will be covered. Fieldwork is required.
Credits: 3 cr
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TE 592 - Early Childhood Curriculum
This course is designed to explore developmentally appropriate curricular practices in early childhood programs serving children birth through age eight. The social, economic, and educational forces that influence changes in the curriculum for young children will be investigated.
Credits: 3 cr
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TE 593 - Math/Science Exper Young Chld (Pre K-3)
An in-depth study of developmentally appropriate mathematical and science experiences for young children. Child-centered learning environments and hands-on materials are emphasized. Current research and theories on logicomathematics are reviewed and evaluated.
Credits: 3 cr
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TE 594 - Administration of Early Childhd Program
This course will include organization, staff selection, equipment and budget factors in accordance with Michigan regulations.
Credits: 3 cr
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TE 595 - Infants and Toddlers
The focus of this course will be on the growth and development of the whole child in the context of the family from conception through age three. The importance of relationships and attachment between infants and adults in families and child-care settings and the components of high quality, nurturing care for infants and toddlers will be identified and reflected upon.
Credits: 3 cr
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TE 596 - Literacy Development for Young Children
Current research and theories in the literacy development of young children will be examined within the context of cultural and linguistic diversity among the family, culture and society. Developmentally appropriate practices in pedagogy and assessment will be applied in both home and educational environments. Fieldwork is required.
Credits: 3 cr
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TE 597 - Young Child in Home/School/Community
This course addresses the complexities of home-school relationships, methods of communicating effectively with parents, ways of establishing positive relationships with diverse families and the development of positive and productive partnerships with parents of young children. Fieldwork is required.
Credits: 3 cr
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TE 598 - Practicum Early Childhood Education
A supervised full-time practicum involving the successful planning, implementation, and evaluation of a group of children in an early childhood setting: infants, toddlers, preprimary (children ages 2 1/2 to 4) or primary (children, 5-8). Fieldwork is required.
Prerequisite: TE 590 , TE 592 .
Credits: 3 cr
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TE 599 - Individual Child Study
An analysis of the developmental stages of young children through observation and recording of behaviors. Understandings of young children will be applied to current research and theories of child growth and development.
Credits: 1-3 cr
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TE 600 - Issues in Adapted Physical Activity
This course is designed to provide graduate students in adapted physical activity the opportunity to explore the field in depth. Focus will be on examination of the issues in adapted physical activity as they relate to physical and motor performance behavior of individuals with disabilities. This course will primarily be designed around case study discussion, research, literature and analysis of program-related field observations.
Prerequisite: KINE 558 , TE 559 , TE 575 .
Credits: 4 cr
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TE 601 - Workshops in Teacher Education
Laboratory approach which provides opportunities for experienced educational personnel to concentrate their study on common educational problems.
Credits: 1-6 cr
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TE 605 - Intro to Research in the Elem Classroom
This course introduces the process of conducting educational research in the elementary classroom. Topics of study include action research design, professional ethics, methods of research and literature review. Current research in elementary classrooms will be analyzed and evaluated.
Prerequisite: TEMS 504 , TE 505 .
Credits: 3 cr
Notes: Must be taken in the last 9 credits of the Elementary Classroom Teaching - Master of Arts in Teaching (M.A.T.) program. Cross-listed with TE 696 .
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TE 606 - Research in Elementary Education
This is the capstone course for the elementary emphasis in the master’s program for classroom teaching. It is a culminating course in which elementary teacher synthesize the research, theories and instructional concepts learned throughout their program by applying them to the elementary classroom. A major paper, creative project or appropriate research activity is required.
Prerequisite: TE 605 .
Credits: 3 cr
Notes: Must be taken in the last 6 hours of the Elementary Classroom Teaching - Master of Arts in Teaching (M.A.T.) program.
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TE 610 - Professional & Inquiry in Early Child Ed
The early childhood professional will reflect on current issues in early childhood education, demonstrate an understanding of conditions of young children and their families, and explore advocacy issues as they relate to young children and their families. Professionalism, which includes the review, analysis, and evaluation of current research, action research design and methodology, are taught and applied.
Credits: 3 cr
Notes: Must be taken in the last 9 hrs of the Early Childhood Classroom Teaching - Master of Arts in Teaching (M.A.T.) program.
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TE 611 - Research in Early Childhool Education
Education is a capstone course culminating in an action research project or a research-based thesis. The research study initiated in TE 610, Professionalism and Inquiry in Early Childhood Education, will continue with the review of literature, data collection, data analysis, and the presentation of results.
Prerequisite: TE 610 .
Credits: 3 cr
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TE 612 - Adolescent Literacy
This course prepares teachers in all subject areas to understand adolescent literacy development by studying current theory and research in this field. It provides up-to-date teacher preparation in adolescent literacy in the three primary domains of adolescent development: biological processes, cognitive processes, and socio-emotional processes.
Credits: 3 cr
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TE 613 - Differentiated Elementary Literacy Instr
This course introduces students to a wide array of literacy assessment tools and remedial reading strategies. Students select diagnostic and differentiated teaching strategies appropriate to their teaching situation and put these into practice with individuals/small groups.
Credits: 3 cr
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TE 615 - Reading Assessment and Instruction I
This course is the first half of a year-long practicum in the assessment and instruction of students expressing difficulty with reading. The principles and procedures of informal diagnostic assessment and instruction are applied through work with K-12 students in a clinical setting. TE 615 and TE 617 are the capstone courses for the reading endorsement and must be taken within the last 9 credits of the program.
Prerequisite: TE 510 , TEMS 520 , TE 555 .
Credits: 3 cr
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TE 617 - Reading Assessment & Instruction II
This course is the second half of a year-long practicum in the assessment and instruction of students expressing reading difficulties. The principles and procedures of informal diagnostic assessment and instruction are applied through work with K-12 students in a clinical setting.
Prerequisite: TE 510 , TEMS 520 , TE 555 .
Credits: 3 cr
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TE 620 - Special Education Research & Practice
The purpose of this course is to develop a project or research proposal generated from the theories, methods, and practices presented in the special education core courses. Students will be introduced to research design, measurement, procedures, data collection and analysis skills necessary to complete a proposal. Additionally, the course will introduce principles and procedures for evaluation of programs in special education.
Prerequisite: TE 430 , TEMS 504 , TE 505 , TE 516 , TE 532 , TE 535 , TE 541 and TE 431 , TE 432 , TE 433 or TE 434 ; and 12 credits from the cognate section options listed in the catalog and/or advisor approval.
Credits: 3 cr
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TE 621 - Applications in Special Ed Research
Using the proposal developed in TE 620 , the student will conduct directed research, complete the thesis, and present the results.
Prerequisite: TE 620 .
Credits: 4 cr
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TE 624 - Research in Instructional Technology
This course introduces the process of conducting educational research in instructional technology. Topics of study include action research design, professional ethics, methods of research, and review of literature. Current research in instructional technology will be analyzed and evaluated.
Credits: 3 cr
Notes: Must be taken in the last 9 hours of the Instructional Technology and E-Learning - Master of Arts (M.A.) program.
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TE 625 - Capstone in Instructional Technology
This course is the culminating course for instructional technology. It will enable students to plan and develop a research project that is focused for classroom, building, district, or region.
Credits: 3 cr
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TE 627 - Crisis Prevention Intervention for Students With ASD
This course provides an opportunity to learn practical theory and applied skills necessary to prevent or deescalate developing crisis behavior of students with autism spectrum disorders. the focus will be on working within ethical, legal, and community standards of positive behavior support that promotes the care, welfare, and safety of all involved in crisis events. Special consideration will be given to identifying and meeting unique needs of students so that they do not find it necessary to engage in a repeating cycles of aggressive acting out behavior. Cultural and skill diversity of the individuals with disabilities will be explored as a means of understanding and better addressing the challenges these students face.
Prerequisite: TE 431 , TE 516 , and TE 431 or TE 432 or TE 433 or TE 434 .
Credits: 3 cr
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TE 628 - Asst Comm & Tech for Students With ASD
This course provides a basis for understanding communication and language disorders unique to students with ASD. It addresses the characteristics of these communication and language disorders, methods of identification of student needs in these areas, and how to provide instructional programs based on these needs.
Prerequisite: TE 430 , TE 434 .
Credits: 3 cr
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TE 629 - Advanced Theory & Practice: ASD
This course addresses advanced methods of identification, instruction, and programming for students with ASD; inclusion of students with ASD in the general education classroom and the process for identification of appropriate general education and/or adapted curriculum.
Prerequisite: TE 430 , TE 434 , TE 516 , TE 532 , TE 541 .
Credits: 3 cr
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TE 630 - Effective Transition Planning
Theoretical models and research-based strategies are examined to enable educators to implement transition services that support students with disabilities. Emphasis is placed on using transition-related assessments, using strategies that promote student self-determination, and facilitating family involvement. Supporting transitions in the context of school reform is addressed.
Prerequisite: TE 342, TE 430 or instructor permission.
Credits: 3 cr
Notes: Cross-listed with ETD 630 .
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TE 631 - Career and Postsecondary Preparation
This course examines employment and vocational models for individuals with disabilities. Theory and research-based practices are emphasized that relate to the infusion of career development into academic curricula; facilitation of business relationships; facilitation of consumer-directed job development and placement; as well as determination of follow-up strategies. Postsecondary planning is addressed.
Prerequisite: TE 342 or TE 430 or instructor permission.
Credits: 3 cr
Notes: Cross-listed with ETD 631 .
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TE 632 - Organizational and Community Systems
This course provides essential information regarding school and community services/systems that impact the education and transition from school to adult living of learners who have special needs. Emphasis is placed on theory and evidence-based practice related to interagency collaboration; system change initiatives and strategies necessary to support students with disabilities and their families.
Prerequisite: TE 342 or TE 430 or instructor permission.
Credits: 3 cr
Notes: Cross-listed with ETD 632 .
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TE 633 - Foundations of Urban Education
This course will expose students to the major theoretical frameworks that shape successful teaching in urban educational environment. Students will be expected to develop an in-depth understanding of these frameworks as well as the urban education research. This course will also provide students an opportunity to become skilled at critically reading and understanding education research.
Credits: 3 cr
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TE 634 - Intro to Research Meth for Urban Educ
This course will introduce students to various educational research methods and methodologies. Students will be provided with opportunities to become skilled at accessing electronic and hard copy sources necessary for academic writing. Knowledge gained from this course will serve as the foundation for further exploration of research methods and methodologies. Students will be required to develop a clear and concise topic, comprehensive literature review and theoretical framework for their research project.
Credits: 3 cr
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TE 635 - Family, School, Teachers & Community
This course will introduce the students to current research and practice in establishing and maintaining home/school partnerships in urban communities. The historical context of parent involvement philosophies and programs for children living in urban communities will be explored. Critical race theory and multicultural education theories will be used to examine parent involvement practices with school aged children. Application of knowledge of race, class, and gender oppressions as well as the significance of the sociocultural and political contexts for learning will be addressed. The benefits of involving parents in the education of their children will be explored from multiple perspectives. Parents will also be considered an important educational resource and partner. The role of the teacher will be discussed with special emphasis on the teacher as an introspective and interactive decision maker in the learning environment. Recognition will be given to the notion that children are best understood and served in the context of their family, race, class, culture, and society.
Credits: 3 cr
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TE 636 - Facilitating Instruction in Urban Setting
This course will educate teachers to facilitate the achievement of all students by utilizing an in depth understanding of subject matter to construct meaningful learning activities for all students at various developmental stages. Established best practice teaching methodology will focus on issues of urban education where teachers understand how students from different cultures learn and develop and use this understanding to construct appropriate, positive learning environments, curriculum and assessments to achieve equity and democracy in their classrooms, schools and society.
Credits: 3 cr
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TE 637 - Assessment in Urban Settings
This course will provide candidates an opportunity to acquire the knowledge and skills to assess students from other cultures. Candidates will gather data about their students to better understand what and how to teach them. Candidates will examine and conduct academic evaluations that are culturally neutral, understand how individual differences can be utilized in learning and determine how the results apply to students in urban settings.
Credits: 3 cr
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TE 638 - Learn Disabilities: Practical Info
This course will provide general and special education teachers and other related professionals with current information about learning disabilities that is relevant to daily practice, especially in diverse and inclusive settings. The course will provide an overview of learning disabilities, theoretical approaches, response to intervention, and evidence based instructional strategies that can be implemented with diverse populations.
Credits: 3 cr
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TE 639 - Urban Education Research
This course will provide candidates an opportunity to apply the research information and techniques gained in TE 634 , Introduction to Research Methods in Urban Education, to a classroom setting. Students will formulate questions, set about proposing and devising a quantitive or qualitative study to investigate their research question in their own classroom or a classroom within the local urban area.
Prerequisite: TE 546 , TE 556 , TE 633 , TE 634 , TE 635 , TE 636 , TE 637 , TE 638 , ENGL 553 /TE 653 , ENGL 555 .
Credits: 3 cr
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TE 640 - Practicum/Seminar in Urban Teaching
Candidates in Practicum/Seminar in Urban Settings will investigate their knowledge and pedagogy as applied in urban teaching in an open exchange of ideas with a professor and their peers. Candidates will share artifacts from their own action research and receive the support of the other candidates in a problem solving environments.
Prerequisite: TE 546 , TE 556 , TE 633 , TE 634 , TE 635 , TE 636 , TE 637 , TE 638 , TE 639 , ENGL 553 /TE 653 , ENGL 555 .
Credits: 3 cr
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TE 641 - K-12 Physical Education Curriculum
Physical Education Practitioners will review their current physical education curriculum. The focus will be on curriculum planning and revision with an emphasis on recent models for curricular decisions and the effective selection and sequencing of developmentally appropriate activities. Practitioners will work to ensure instructional alignment between the NASPE and MDE Physical Education Standards, Benchmarks and Grade Level Content Expectations.
Credits: 4 cr
Notes: Cross-listed with TE 478.
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TE 642 - Effective Teaching & Technology in Pe
Review of physical education teacher effectiveness, literature and application in the K-12 physical education setting. Demonstration and use of current technology and application in K-12 physical education settings for the purpose of designing and implementing student learning experiences that integrate technology. Emphasis on use of technologies to communicate, network, locate resources, and enhance continuing professional development.
Credits: 4 cr
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TE 653 - Language & Dialect in the Urban Setting
This class explores heritage languages and English language variety in urban home and educational, environments, with implications for teaching in the urban setting.
Credits: 3 cr
Notes: Cross-listed with ENGL 553 .
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TE 660 - Practicum Special Education
A supervised structured assignment in a K-12 classroom setting. The student is required to demonstrate the ability to assess student needs, plan and implement instruction and evaluate the effectiveness of the instruction specific to the endorsement category.
Prerequisite: All other required courses for endorsement.
Credits: 4 cr
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TE 690 - Advanced Study of Cognitive Development
This course extends and deepens student knowledge of children’s cognitive development. Current research and theories of social constructivism are explored in depth. The course is designed as advanced work for students with a state-approved early childhood endorsement or its equivalent.
Credits: 3 cr
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TE 692 - Contemporary Issues in Early Childhood
This course is designed to explore developmentally appropriate practices in early childhood programs serving children from birth through age 8. The curriculum incorporates an in-depth view of current research on the interaction of children in a variety of settings and on the development of their individual needs, strengths and abilities. It is designed as advanced course work for students with a state-approved early childhood endorsement or its equivalent.
Credits: 3 cr
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TE 693 - Methods in Early Childhood Special ED
This course will focus on the early intervention services for young children with special needs, best practices for programming with emphasis on curriculum and program implementation across developmental domains, methods of intervention for the whole child/family, and administering a multidisciplinary program. Fieldwork is required.
Credits: 3 cr
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TE 696 - Introduction to Research in PE
This capstone course is a culminating course in which teachers synthesize research theories and instructional concepts learned throughout their program. Topics of study include action research, design, professional ethics, methods of research, and literature review. Teachers will create an action research or grant application project.
Prerequisite: TEMS 504 , TE 505 .
Credits: 3 cr
Notes: Cross-listed with TE 605 .
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TE 697 - Family and Culture
This course explores the complex relationships among family, culture and schooling. Students are required to synthesize and apply current research and theories on diversity. The course is designed as advanced work for students with a state-approved early childhood endorsement or its equivalent.
Credits: 3 cr
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TE 698 - Leadership in Early Childhood
This course explores current theories of educational leadership in early childhood settings. Social, economic, educational, cultural, and political forces affecting changes in early childhood will be addressed. The course is designed as advanced work for students with a state-approved early childhood endorsement or its equivalent.
Credits: 3 cr
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TE 699 - Research in Physical Education
This capstone course is a culminating course in which teachers implement an action research or grant application project based upon the instructional concepts learned throughout their program.
Prerequisite: TE 605 .
Credits: 3 cr
Notes: Cross-listed with TE 606 .
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TEMS 412 - Seminar in Secondary Teaching
Discussion of significant aspects of secondary education as they become relevant to student teachers.
Prerequisite: Corequisite: TEMS 422.
Credits: 2 cr
Notes: Pass/Fail.
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TEMS 422 - Secondary Student Teaching
See Student Teaching Requirements.
Prerequisite: All requirements for secondary education and approval of the director of clinical experiences.
Credits: 3-12 cr
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TEMS 502 - Middle/Secondary Pedagogical Theory&appl
This course asks secondary ACE students to explore the practical application of pedagogical theory. Using case studies, instructional planning, class discussions, analysis of videotaped teaching, written reflection, and other course activities graduate students will interact with secondary students to create meaningful connections to subject matter. A successful student teaching experience within a high school or middle school is required.
Credits: 3 cr
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TEMS 503 - Nature & Dir of Learning in the Mid/Sec
This course examines the unique nature of the learner in secondary schools. The course addresses learner development, learner diversity, and current societal issues that affect the middle school and high school student. Central to the course is an examination of research-based instructional practices considered essential for the specific learner characteristics found in the middle level and high school classroom.
Credits: 3 cr
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TEMS 504 - Foundations of Teacher Education
This course provides practicing teachers with an in-depth analysis of the Western traditions, underlying the American system of public and private education. The influence of major thinkers and theories will be thoroughly examined. Participants will demonstrate their ability to apply course concepts to current issues and problems impacting teacher education.
Credits: 3 cr
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TEMS 506 - Introduction to Educational Research
Designed to introduce the process of conducting educational research. Through various exercises and by participating in the designing of a researchable study, the kinds of operations that researchers perform are actively explored. Topics include methods of research, major educational resources, data collection essential of research design and its application and the processing and analysis of research data.
Credits: 3 cr
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TEMS 507 - Middle/Secondary Curriculum Development
This course asks ACE secondary students to develop curriculum and utilize effective teaching strategies to deliver that curriculum. Special attention is given to meeting the needs of the students from a variety of cultural backgrounds as well as special learning needs. Use of technology is required. A successful student teaching experience with a high school or middle school is required.
Prerequisite: TEMS 502, ACE student.
Credits: 3 cr
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TEMS 508 - Advanced Methods in Content Areas: 5-12
An advanced course in the methodology of various academic disciplines. The specific content area will be indicated in the course title as included in the class schedule and will change from semester to semester. The course will concentrate on the relationship between the ways in which knowledge is generated and organized in a subject and the appropriate methodology for teaching in middle and high schools.
Credits: 3 cr
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TEMS 509 - Special Topics in Middle/Secondary Educ
Check current course schedule for specific course titles related to middle and high schools.
Credits: 1-6 cr
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TEMS 512 - Methods in Secondary Reading Instruction
The nature and organization of the junior and senior high school reading program will be explored. Emphasis will be placed on planning, organizing and providing developmental and corrective reading experiences.
Credits: 3 cr
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TEMS 520 - Reading in the Content Areas
Understanding the reading process as it applies to learning subject matter in elementary, middle school, secondary classes. Current research and theories are examined and applied within the context of content literacy. Specific strategies are developed in the areas of comprehension, vocabulary, listening, thinking, and study skills.
Credits: 3 cr
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TEMS 521 - Teach Writing in Content Areas
This course reflects current theory and research for teaching writing in all subject matter areas. Using a theory-into-practice approach, the course is designed to provide students with opportunities for appropriate classroom applications.
Credits: 3 cr
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TEMS 522 - Teaching Young Adult Literature
This course provides the critical reading of literature written for and about young adults. The course focuses upon both contemporary and traditional works that are used in the upper elementary, middle school and high schools.
Credits: 3 cr
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TEMS 525 - Leadership In Literacy
This course focuses on literacy leadership and its applications for teachers and reading specialists. Students examine theories and research related to school improvement; coaching pedagogy; tools and resources for promoting effective literacy instruction at the school, district, and state levels; and techniques for assessing, monitoring, and supporting school/program/district progress in literacy.
Prerequisite: Prerequisite: TE 510.
Credits: 3 cr
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TEMS 555 - Middle Grades Teaching and Learning
This course introduces the philosophy, instructional strategies, and curriculum practices appropriate to teaching in middle level grades and/or schools. Emphasis is on understanding the instructional role and responsibilities of the middle grades teacher, instructional planning, and design principles specific to emerging adolescents in grades five through nine. Course participants will experience these instructional practices, through in-class and field-based requirements.
Credits: 3 cr
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TEMS 556 - Secondary Level Teaching & Learning
This course introduces the philosophy, instructional strategies, and curriculum practices appropriate to teaching in secondary grades and/or schools. Emphasis is on understanding the instructional role and responsibilities of the secondary teacher, instructional planning, and design principles specific to emerging adolescents in grades nine through twelve. Course participants will experience these instructional practices through in-class and field-based requirements.
Credits: 3 cr
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TEMS 562 - Teacher As Culturally Resp Decision-Make
This course provides a theoretical background about multicultural education, but its main emphasis is on how individuals in institutions implement culturally responsive policies and practices. Influences on the development of personal attitudes toward diversity will be examined through a developmental approach to becoming multiculturally competent. The course aims to heighten the cultural consciousness and subsequent self-critical capacities of teachers.
Credits: 3 cr
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TEMS 570 - Assessment in Middle & Secondary Schools
Practicing teachers will identify and examine various assessment approaches presented through seminar and current research; use and evaluate assessment approaches in relation to cultural, social, economic and language background of their students; determine their personal historical development of their current assessment pedagogy; identify the compatibility or incompatibility of assessment methods with various instructional approaches; design written structure-response assessments for their classrooms.
Prerequisite: TEMS 503, TEMS 504, TEMS 506 or instructor permission.
Credits: 3 cr
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TEMS 576 - The Transescent
This course will provide participants with the
opportunity to investigate the general
physiological, social-emotional and intellectual
development of the pre-teen (ages 10-12). The
course will emphasize educational programs that
facilitate and account for sudden growth changes
and intellectual development of the transescent.
The participants will be prepared to incorporate
this information into their curriculum planning
and teaching strategies.
Credits: 3 cr
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TEMS 578 - Learning Styles in the Classroom
This course is designed to introduce participants to learning styles theory and is appropriate for the classroom teacher as well as the reading teacher. Central to the course is the development of materials for use in participants’ classrooms.
Credits: 3 cr
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TEMS 579 - Teaching Thinking Skills
The purpose of this course is to introduce participants to the thinking skills movement and the variety of programs available to teach higher level thinking. A primary intent is to give a broad overview as well as to focus on specific program and teaching strategies that promote skillful thinking. The course is appropriate for the elementary, middle school and secondary classroom teacher.
Credits: 3 cr
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TEMS 581 - Classrm Climate in Middle & Sec Schools
This course explores theories of secondary classroom organization and provides a forum in which to discuss policies and practices for classroom climate across multiple middle-level and secondary school settings. The focus of the course will be on classroom organizational plans that respect student diversity, reduce disruptions, motivate students, and ultimately create a quality climate for learning.
Credits: 3 cr
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TEMS 585 - The Constructivist Teacher
This course is designed to introduce participants to constructivism as an educational philosophy and practice. The primary focus of the course is on instructional practices appropriate to the constructivist classroom. Central to the course is designing materials that will assist pupils in grades five through twelve in constructing their own understanding of knowledge to be learned.
Credits: 3 cr
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TEMS 601 - Workshops in Middle/Secondary Teacher Ed
Laboratory approach which provides opportunities for experienced educational personnel to concentrate their study on common educational problems in middle and secondary classrooms and schools.
Credits: 1-6 cr
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TEMS 607 - Classroom Teaching: Middle Sch Seminar
This is the capstone for the middle school, emphasis in the master’s program for classroom teaching. It is a culminating course in which middle school teachers synthesize the research, theories and instructional concepts learned throughout their program by applying them to the middle school classroom. A major paper, creative project or appropriate research activity is required.
Prerequisite: TEMS 570.
Credits: 3 cr
Notes: Must be taken in the last 6 credits of the master’s program for middle school teachers.
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TEMS 608 - Classroom Teaching: Secondary Sch Semin
This is the capstone course for the secondary school emphasis in the master’s program for classroom teaching. It is a culminating course in which secondary school teachers synthesize the research theories and instructional concepts learned throughout their program by applying them to the secondary school classroom. A major paper, creative project, or appropriate research activity is required.
Prerequisite: TEMS 570.
Credits: 3 cr
Notes: Must be taken in the last 6 credits of the master’s program for secondary school teachers.
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TEMS 614 - Differentiated Mdl/Sec Literacy Instr
This course will focus on the diagnosis and remediation of reading disabilities and differentiated instruction. The course will include the following elements: interest, inventories, English language learning screening, visual and auditory discrimination tools, language, expression and processing screening, phonemics, phonics, vocabulary, fluency, comprehension, spelling and writing assessment tools, and instructional strategies. Additionally, students will participate in a field experience.
Credits: 3 cr
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