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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.
Requisites: TE 639 (Required, Previous).
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: XLIST 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.
XLIST: ENGL 553
Credits:3 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.
Requisites: TEMS 504 , TE 505 (Required, Previous).
XLIST: TE 605
Credits:3 cr
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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.
Requisites: TE 605 (Required, Previous).
XLIST: TE 606
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 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 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.
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 seminal 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.
Requisites: TEMS 503, TEMS 504, TEMS 506. (Required, Previous).
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.
Requisites: TEMS 570. (Required, Previous).
Credits:3 cr
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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.
Requisites: TEMS 570. (Required, Previous).
Credits:3 cr
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TEMS 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:4 cr
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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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