Jun 24, 2024  
2013-2014 Graduate Academic Catalog 
    
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2013-2014 Graduate Academic Catalog THIS CATALOG IS ARCHIVED. BE SURE YOU ARE ACCESSING THE MOST ACCURATE CATALOG FOR YOU.

Courses

 
  

  • TE 548 - Exceptional Adolescent

    Education of the secondary school student who is atypical in terms of intellectual, behavioral, academic, physical or sensory ability. This course will review student characteristics, classroom teachers’ responsibilities and methods of adapting/modifying instruction, management and evaluation for the adolescent with special needs.

    Credits: 3 cr

  

  • TE 550 - Language/Culture in Literacy

    The language that we speak and our cultural backgrounds are closely related to our identity. In this course, the connections between language, culture, and identity, political power structure, and cultural conflict are all explored as they relate to literacy education. Instruction that expands the language proficiency of all students, while preserving cultural connections is examined.

    Credits: 3 cr

  

  • TE 551 - Teaching Number Sense K-6

    Teachers examine children’s thinking about the structure of our number system and making meaning for operations with analysis of the mathematical ideas and pedagogical methods that emphasize teaching for mathematical proficiency. This course involves participating in a collaborative learning community of inquiry, evaluating curricula, examining research, and connecting to standards.

    Credits: 3 cr

  

  • TE 552 - Teaching Geometry & Measurement K-8

    Teachers examine children’s thinking about the structure of our number system and making meaning for operations with analysis of the mathematical ideas and pedagogical methods that emphasize teaching for mathematical proficiency. This course involves participating in a collaborative learning community of inquiry, evaluating curricula, examining research, and connecting to standards.

    Credits: 3 cr

  

  • TE 553 - Teaching Data Analysis & Probability K-8

    Teachers examine elementary and middle school children’s thinking about data analysis and probability with analysis of the mathematical ideas and pedagogical methods that emphasize teaching for mathematical proficiency. This course involves participating in a collaborative learning community of inquiry, critically evaluating curricula, examining research, and connecting to standards.

    Credits: 3 cr

  

  • TE 554 - Teaching Algebraic Reasoning K-8

    Teachers examine the development of elementary and middle school children’s algebraic reasoning with analysis of the mathematical ideas and pedagogical methods that emphasize teaching for mathematical proficiency. This course involves participating in a collaborative learning community of inquiry, critically evaluating curricula, examining, research, and connecting to standards.

    Credits: 3 cr

  

  • TE 555 - Research in Literacy

    This course focuses on literacy research and its application for teachers and reading specialists. Students examine general research methods; evaluate and synthesize major studies in the field of literacy; design and conduct literacy research; and examine the use of research to inform and evaluate teaching practices, professional development efforts, and curriculum.

    Prerequisite: TE 510  , TEMS 520  .

    Credits: 3 cr

  

  • TE 556 - Exploring Diversity K-12 Lit

    Society has many components that are shared and many that are distinct. These similarities and differences are explored in terms of presentation of diverse cultural images (including but not limited to race and ethnicity). This course focuses on evaluating how well authors sensitively, accurately, and respectfully depict diversity. Students prepare materials and position statements related to exploring diversity in literature.

    Credits: 3 cr

  

  • TE 557 - Literature for At-Risk Readers, K-12

    At-risk readers include a range of individuals, from those who cannot read to those who can read but chose not to. This course focuses on identifying different types of at-risk readers, selecting various literature specifically written for them, and creating materials and presentations that deal with reading response theory and reading role models as they apply to at-risk readers.

    Credits: 3 cr

  

  • TE 559 - Assessment & Program Planning

    Focus will be on assessment and program planning for students in a physical education setting. Students will be exposed to principles for adapting both curriculum and equipment in the physical education environment to meet the diverse needs of learners in inclusive and exclusive learning environments. This course will require practical experiences with students in a physical activity setting including assessment and application of the latest assessment instruments for students with and without identified disabilities.

    Prerequisite: Admission to the Teacher Education Program.

    Credits: 3 cr

  

  • TE 560 - Distance Education

    The study of how people learn over distance, emphasizing the issues, methods, assessment procedures, resources, and technologies related to the facilitation of learning.

    Credits: 3 cr

  

  • TE 561 - Directed Study in Education

    Student must submit a plan of study for approval before enrolling.

    Prerequisite: Instructor permission.

    Credits: 1-5 cr

  

  • TE 563 - Advanced Motor Development

    Skills will be developed in observation and analysis of locomotor, non-locomotor and manipulative skill sequences. Relationships among growth, maturation, motor performance and the persons’ context will be discussed and explored in laboratory activities. This is a theoretical and application based class that has been structured to provide educators with the knowledge and skill to create appropriate movement programs for children.

    Credits: 3 cr

  

  • TE 564 - Instructional Video Production

    This is a hands-on course allowing the students to experience video production from planning and pre-production to shooting and editing. The focus will be on creating instructional videos for use in schools and other venues.

    Credits: 3 cr

  

  • TE 565 - Hypermedia Research

    This course will focus on immersing the student in the pedagogical theory and research in the educational uses of hypermedia. Students will have the opportunity to explore hypermedia, research from a variety of theoretical perspectives, and create new applications.

    Credits: 3 cr

  

  • TE 566 - Grant Writing for Educational Technology

    This course provides the student with experience writing educational technology grant proposals. Students will examine successful grants, research databases to identify grant sources, develop action plans and practice writing proposals using criteria required by funding agencies. Attention is paid to addressing elements of the grant proposal, as well as grant management to include accountability to fiscal agents and composition of periodic reports.

    Credits: 3 cr

  

  • TE 567 - Advanced Instructional Design

    This course will deal with advanced concepts and theories of instructional design. Emphasis will be placed on both andragogical and pedagogical aspects of instructional design in traditional learning environments, as well as individualized learning systems and programs. Learners will apply these design principles to a project using a full range of technological applications.

    Credits: 3 cr

  

  • TE 568 - Educ Youth W/Multiple Disabil

    Areas addressed include: information on teaming and establishing an inclusive curriculum; integrating health care; and exploring technology available for adapting computers and other devices to educate youth who are multiply impaired. Students will also learn strategies to assess, plan for, teach, and evaluate language and communication, including alternative forms of communication.

    Prerequisite: TE 430  , TE 433  , TE 516  , TE 532  , TE 541  .

    Credits: 3 cr

  

  • TE 569 - Adv Theory & Prac: Cognitive Impairments

    With the intent of including youth with cognitive impairments into the general education classroom and community, this course presents a process to identify appropriate general education and/or functional curriculum content. It also emphasizes research-based instructional methods in the areas of promoting social competent, vocational training/employment, personal care, community participation, and recreation/leisure. Community agency service coordination and transition planning are emphasized.

    Prerequisite: TE 430  , TE 433  , TE 516  , TE 532  , TE 541  .

    Credits: 3 cr

    Notes: Fieldwork required.
  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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.

    Credits: 3 cr

    Notes: Field work is required.
  

  • 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

  

  • 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

  

  • TE 594 - Administration of Early Childhd Program

    This course explores current theories and practical knowledge of educational leadership in early childhood settings. Social, economic, educational, cultural and political forces affecting changes in early childhood will be addressed.

    Credits: 3 cr

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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: XLIST TE 696 
  

  • 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.
  

  • TE 609 - EC Policy & Practice Internship

    Students will participate in a faculty approved and supervised practice internship.  In addition to exploring and experiencing a professional opportunity in the field of Early Childhood, students will reflect upon current perspectives associated with the field. The practice internship will include professional experiences and opportunities within the areas of government, community, or higher education.

    Credits: 3 cr

    Notes: This course must be taken in the last twelve credits of the master’s program for early childhood.
  
  

  • TE 611 - Research in Early Childhood 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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.
  

  • 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

  

  • 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 cycle 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

  

  • 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

  

  • 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

  

  • 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  .
  

  • 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  .
  

  • 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: XLIST ETD 632 
  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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.
  

  • 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

  

  • 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: XLIST ENGL 553 
  

  • 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: Instructor permission.

    Credits: 4 cr

  

  • 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

  

  • 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

  

  • 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

  

  • 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  .
  

  • 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

  

  • 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

  

  • 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  .
  

  • 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.
  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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

  

  • 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.

    Prerequisite: TEMS 503  , TEMS 504  , TEMS 506 

    Credits: 3 cr

  

  • 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

  

  • 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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