TCH-ED 484      Early Childhood Reading II: Assessing and Teaching Diverse Learners
This course introduces focuses on understanding the major components of reading processes ( Phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading for individual students at different stages of literacy development. The major projects for the course involves assessing and teaching an individual student over the course of the semester.Teacher candidates should also assess and teach in small groups of readers.Prerequisite: Students must be admitted to the teacher education program
Credits: hours
back to top

TCH-ED 485      Language Arts in the Early Childhood Claassroom
This course provides instruction in planning, implementing, and assessing early childhood (birth thought third-grade) language arts activities. Critical analysis in classroom settings is emphasized. Other issues discussed include: literature-based instruction, multicultural perspectives, special needs students and professional behaviors.
Credits: 3 hours
back to top

TCH-ED 492      Integrated Instruction: Language Arts and Social Studies
This course will focus on teaching Language Arts and Social Studies in the Urban Elementary School. Methods, techniques, tools and materials for the effective teaching will be observed and practiced. Students will work closely with in-service teachers and their university instructor.
Credits: hours
back to top

TCH-ED 497      Introduction to Teaching Internship
The teaching of this course will occur at urban elementary school sites. The focus will be on basic curriculum development, developing and understanding of teaching/learning styles and varied instructional methodologies. The utilization of technology as an instructional aid, the purpose and creation of varied assessments, for instructional use will be addressed. Continued emphasis will be placed on reflective thinking through class discussion, modeling acticities and written assignments. Students will prepare units of study and long range plans for their student teaching internship. Students will have opportunities to apply their learning to urban classrooms. Students will spend a minimum of 300 hours in their teaching internship classroom.Prerequisite: Must be admitted to the Institute for Urban Education.
Credits: 3 hours
back to top

TCH-ED 498      Urban Education Seminar VII
This seminar meets weekly for 2 hours and is led by a clinical professor who serves as a mentor for the students throughout their program. Students will work closely with mentor teachers in the application and integration of social justice and the elementary school curriculum. A critical analysis of current practices, teaching methode, materials and how social justice manifests in curriculum and instruction. Emphasis is on understanding cultural diversity and cultural influence on learning. Concepts of a classroom community, parental relations and democratic classroom processes will be addressed.
Credits: 1 hours
back to top

TCH-ED 499      Capstone
This seminar is designed to complement the student teaching experience through the discussion and analysis of school-based issues. It is intended to help further develop a reflective, critical and analytical approach to pedagogical decision making through supportive collaboration.
Credits: 2 hours
back to top

TCH-ED H152      Urban Education Seminar 1: Social Justice
Introductory seminar to the field of urban education. This seminar aligns with the other fall semester experiences and allows students an opportunity to dialogue about the possible application of their experience work as it applies to teaching in an urban school. Students will be introduced to current topics in education and society; identify, develop and enhance study strategies; observe, listen and think critically, sharpen writing skills; and work effectively in groups.
Credits: hours
back to top

TCH-ED H400      Child Development
Intellectual and social development from birth through middle childhood and their implications for the educative process.
Credits: hours
back to top

TCH-ED H408      Advanced Foundations
The course will concentrate on the development of a philosophical, historical and social model to assist in understanding the complexities, strengths and problems of present day education. Prerequisite: Admission to the Teacher Education program as an undergraduate student Offered: Fall
Credits: hours
back to top

TCH-ED H410      Teacher in the Classroom
Teacher in the Classroom is the second of a three-part sequence designed to assist the preservice teacher in acquiring the knowledge and skills to become an effective practitioner in a world of constant change. The preservice teacher in turn will become a professional educator and facilitator of learning by developing an understanding of the varied roles and relationships that are an integral part of the teaching/learning process. It is designed to assist preservice teachers in not only make the transformation from to student to professional educator, but also in developing the knowledge, management, and reflective skills to implement a well-planned and effective curriculum that meets the needs, interests challenges and lives of students who live in and will function in an increasingly culturally diverse, democratic society in an interdependent world.Restrictions: You must be admitted to the Teacher Education program in Elementary or Middle School Education or the IUE to take this course
Credits: hours
back to top

TCH-ED H413      Mathematics in the Elementary School
Mathematics-specific pedagogy. Methods, techniques, tools and materials for the effective teaching of mathematics. Emphasis on problem solving and reasoning skills in applying mathematics and on teaching in the context of diverse student backgrounds. Four contact hours per week include a two-hour laboratory. Fall.
Credits: hours
back to top

TCH-ED H415      Reading 1: Intro to Literacy and Reading Instruction
This course introduces concepts about literacy processes; i.e., social, cultural, cognitive and linguistic foundations of reading and writing processes. The major focus of the course is on learning components of a comprehensive reading curriculum, and a range of instructional approaches and methods appropriate for learners at different stages of literacy development.
Credits: hours
back to top

TCH-ED H416      Reading II: Assessing and Teaching Diverse Learners
This course focuses on understanding the major components of reading processes (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading for individual students at different stages of literacy development. The major project for the course involves assessing and teaching an individual student of the course of the semester. Teacher candidates should also assess and teach small groups of readers. Prerequisites: TCH-ED 415Restrictions: Students admitted to teacher education program.Offered: Winter
Credits: hours
back to top

TCH-ED H432      Special Methods Of Teaching English to Middle School and High School Students
This course stresses the understanding, skills and information pertinent to teaching English/language arts in middle schools and junior and senior high schools. Fall.
Credits: hours
back to top

TCH-ED H460      Middle School Curriculum
This course offers the pre-service teachers an overview of middle school goals, basic principles, and organizations. The course explores interdisciplinary teaming, flexible scheduling, exploratory and advisory programs, and other aspects of the organization within the context of middle school goals and practices. Offered: Summer/Fall
Credits: hours
back to top

TCH-ED H462      Middle School Principles And Organization
This course offers the pre-service teachers an overview of middle school goals, basic principles, and organizations. The course explores interdisciplinary teaming flexible scheduling, exploratory and advisory programs, and other aspects of the organization within the context of middle school goals and practices Offered: Summer/Fall
Credits: hours
back to top