Elementary, Early and Special Education

Elementary Education (Undergraduate)

Curriculum Sheet (MS word file)

Elementary Education Courses:

100 Initial Experiences in Elementary Education—1 hour. An opportunity to look at the role of the elementary school teacher, children in instructional and non-instructional situations, and the requirements of the teaching profession, and the opportunity to assess capabilities, preferences, and commitments. Required laboratory work involves experiences in public schools. Prerequisites: admission to the elementary education major, 2.5 cumulative GPA, and required scores on the PPST.

100L Initial Experiences in Elementary Education—0 hours.

225 The Elementary School Community—3 hours. Focus on the elementary school community, specifically the school philosophy and curriculum, and the role that  eachers, family, and community members have in this setting. This course is specifically designed for students preparing to teach art, music, physical education, or special education in kindergarten- 12 licensure programs. A practicum experience in an elementary school will be included in this course.

250 Teaching-Learning and Classroom Management—3 hours. This course investigates children’s behavioral and interpersonal needs in relation to the way they learn and construct knowledge. For instructional and classroom management methodology, the effectiveness of various management systems will be examined with emphasis on understanding the role and responsibilities of teachers and children in the process. Prerequisites: successful completion of Block I and 2.5 cumulative GPA.

250L Teaching-Learning and Classroom Management—0 hours.

259 Measurement and Evaluation in the Elementary School—2 hours. This course is designed to assist the classroom teacher in developing skills to: gather information in a variety of ways (including observation, teachermade tests, and standardized tests); critique and select appropriate assessment methods and materials; relate evaluation results to instruction; and foster effective communication of evaluations to parents. Prerequisites: successful completion of Block I and 2.5 cumulative GPA.

272 Introduction to Classroom Computer Use—3 hours. Designed to familiarize education students with the microcomputer as an instructional tool. The student is expected to become familiar with the various uses teachers make of computers in classrooms, what characteristics to look for when selecting educational software, and how the hardware and software can be incorporated into the instructional process. General Education Credits [GE2000: Information Technology Literacy]

324 Emergent Literacy—3 hours. This course focuses on the study of young children’s development of listening, speaking, reading, and writing abilities from a holistic approach and examines the implications for practice. Field experience is required which involves on-going classroom teaching experiences with young children. Prerequisite: admission to Teacher Education Program I.

392 The Teaching of Elementary School Social Studies—3 hours. An overview of the social studies curriculum of the elementary school with emphasis on teaching-learning techniques and experiences, selection of content, skill development, and uses of instructional materials. Required laboratory work involves experiences with elementary children. Prerequisites: successful completion of Blocks I and II and admission to Teacher Education Program I.

392L The Teaching of Elementary School Social Studies—0 hours.

394 The Teaching of Elementary School Mathematics—3 hours. An overview of the mathematics curriculum of the elementary school with emphasis on activities, materials, devices, and teaching-learning techniques appropriate for children. Required laboratory work involves experiences with elementary pupils. Prerequisites: Mathematics 205 and 305 and admission to Teacher Education Program I.

394L The Teaching of Elementary School Mathematics—0 hours.

397 Teaching Developmental Reading and Other Language Arts—3 hours. Emphasis is placed on teaching-learning techniques and uses of instructional materials for developing foundations of reading skills instruction and oral and written language programs in the elementary school. Required laboratory work involves experiences with elementary pupils. Prerequisites: successful completion of Blocks I and II and admission to Teacher Education Program I.

398 Corrective Reading in the Classroom—3 hours. Analysis, diagnosis, prescription, and correction of reading problems in the elementary school classroom with emphasis on types of treatment and methods for aiding children with learning difficulties. Required laboratory work involves experiences with elementary pupils. Prerequisites: 397 and admission to Teacher Education Program I.

451 Supervised Teaching—6 hours. This course provides an opportunity for students majoring in elementary education and elementary/special education to apply the knowledge, skills, and dispositions into an elementary school setting. Students actively provide instruction to elementary aged students in a supervised setting. Prerequisites: concurrent enrollment in 453 and 457 and admission to Teacher Education Program II.

453 Supervised Teaching—3 hours. Supervised teaching and analyses of teaching in the elementary school. Prerequisite: admission to Teacher Education Program II.

454 Supervised Teaching in Early Childhood Education—3-6 hours. This course provides early childhood students an orientation, supervised teaching, and analysis of teaching effectiveness in a pre-kindergarten classroom/ setting. Prerequisite: admission to Teacher Education Program II.

455 Supervised Teaching in the Kindergarten—3 hours. This course provides early childhood students supervised teaching and analysis of teaching effectiveness in a kindergarten classroom. Prerequisite: Admission to Teacher Education Program II.

457 Elementary and Special Education Capstone—3 hours. This seminar serves as the General Education Capstone requirement for teacher candidates in Elementary Education and Special Education Programs. Students will utilize the content knowledge from their teacher preparation, professional judgment from the supervised teaching experience, and critical thinking skills emphasized in their Liberal Studies courses to assess the effectiveness of their teaching and pupils’ learning in their classrooms.

Elementary Education Faculty:

Diana Quatroche 
 
Kathryn Bauserman

Kevin Bolinger 

Irene Brock 

Lisa Cutter

Marylin Leinenbach

 Melissa Nail

Darrell Swarens

Thomas Tobey

Millie Vaughn

Patricia Wheeler

Beth Whitaker