EACH 363 Early Literacy (3-0-3), fall, spring.  Addresses developmental issues and teaching strategies related to oral language development and early literacy development.  Explores developmentally appropriate, research-based strategies for promoting children’s literacy learning from age 3 through early primary.  Topics include oral language development, phonological awareness, early phonics and emergent literacy.  Also included are strategies to provide communication and language supports for young children with developmental challenges and strategies for teaching children with limited English proficiency in the early childhood classroom.  Prerequisite:  EDUC 211

EACH 451 Guidance in Early Childhood (2-2-3), fall, spring. Fundamental principles underlying behavior and methods of working with young children.  Co-requisite of EACH 466.

EACH 466 Education of Young Children (3-0-3), fall.  A required course for students who desire to certify age 3-4th grade..  A study of theory and practice in the education of young children. Includes 30 hours of field experience in public schools. Prerequisites: EDUC 211, 321, co-requisite with EACH 451.

EDUC 211 Education Foundations and Multicultural Perspectives (3-0-3), fall, spring, summer. A foundation course in professional education, including historical and philosophical backgrounds of the profession, and an introduction to multi-cultural education.   Includes observation in PK-12 classroom.  Required as the first course of the teacher certification sequence.  Prerequisite: THEA (TASP) Test.

EDUC 321 Educational Psychology (3-0-3), fall, spring, summer. A study of child and adolescent development, learning theories, measurement techniques, and special needs learners.  Prerequisite:  EDUC 211.

EDUC 331 Teaching Social Studies (3-0-3), fall, spring.  Designed to prepare the pre-service teacher to teach the social studies curriculum for age 3 through grade 8.  The focus will be on learning the content of the curriculum as outlined by the State of Texas.  In part, students will make practical application teaching an appropriate segment of the social studies curriculum.  Prerequisites:  EDUC 211; READ 263

EDUC 335 Teaching in the Middle School (3-0-3), fall.  An overview of the historical development of the middle school and a thorough discussion of adolescent psychology.  Analyzes middle grades content in language arts, math, social studies and science.  Includes shadow study experiences at a middle school and is required for any 4-8 teaching certificate.  Prerequisite:  admission to Teacher Education program.

EDUC 411 Elementary Curriculum, Materials, and Media (3-0-3), fall, spring. A field-based course designed to present basic elementary curriculum including lesson planning and the development, organization, and use of teaching materials. Prerequisites: EDUC 211, 321, TECH 210.  Must be taken concurrently with EDUC 431 and lab.  Should be taken the semester before student teaching. Admission to teacher education required.

EDUC 412 Secondary Curriculum and Media (3-0-3), fall, spring. A field-based course designed to present basic principles of curriculum development coordinated with textbook use and lesson planning.  Presents the Texas Essential Knowledge and Skills and an introduction to supporting media.  Prerequisites: EDUC 211, 321; READ 322, TECH 210. All 3 sections of the THEA (TASP) must be passed. Must be taken concurrently with EDUC 432 and lab. Should be taken semester before student teaching. Admission to teacher education required.

EDUC 424 Advanced Study/Problems Child Development (3-0 3), summer. The physical, emotional, mental, and social aspects of children as they develop in their environment. All 3 sections of the THEA (TASP) must be passed.

EDUC 431 Elementary Management and Methods (3-0-3), fall, spring. A study of classroom management and discipline, motivation, and a variety of teaching strategies. This course requires forty-five hours of field work in the classroom. Prerequisites: EDUC 211, 321; READ 263; TECH 210. Must be taken concurrently with EDUC 411. Should be taken semester before student teaching. Admission to teacher education required.

EDUC 432 Secondary Management and Methods (3-0-3), fall, spring. A concentrated study of classroom management, motivation, leadership, curriculum, and planning. This course requires forty-five hours of field work in the classroom. Prerequisites: EDUC 211, 321; READ 322; TECH 210. Must be taken concurrently with EDUC 412. Should be taken semester before student teaching. Admission to teacher education required.

EDUC 433 Advanced Study of Adolescence (3-0-3), summer. An extended study of the problems of adolescence.

EDUC 470 Teaching Mathematics in Elementary Grades (3-0-3),fall, spring, summer. A study of techniques of teaching mathematics with various teaching innovations. Prerequisites: EDUC 211, 321; MATH 147, 148. Admission to teacher education required.

EDUC 472 Principles of Guidance (3-0-3), summer. An introduction to the field of guidance services, including counseling, in the schools.

EDUC 487 Internship: Elementary (0-3- 3), fall, spring. All-day, all-semester experience completing the Post Baccalaureate program. Takes the place of student teaching. Student is cooperatively supervised by University personnel and school personnel. NOTE: Must be taken two (2) consecutive semesters. Prerequisite: Approval by program supervisor. Pass/Fail grade.

EDUC 488 Student Teaching: Elementary ( 1-0-3) fall, spring. The culmination of undergraduate education, student teaching includes directed teaching and related activities in elementary schools. The total student teaching experience must earn six semester hours of credit. This course should be taken if certification in ESL, Early Childhood, or Special Education is desired along with elementary certification. (Students should also enroll for either EDUC 490, 491, or 495.) This course should also be taken along with EDUC 498 for all-level certification in Art, PE, or Music. If certification is for elementary education only, EDUC 489 should be taken. Formal application for student teaching is made with the director of field experiences. Pass/Fail grade. Admission to teacher education and approval of the teacher education admissions committee required.

EDUC 489 Student Teaching: Elementary (1-0-6), fall, spring. The culmination of undergraduate education, student teaching includes directed teaching and related experiences in elementary schools. Requires one semester of all day student teaching. Formal application for student teaching is made with the director of field experiences. Pass/Fail grade.

EDUC 490 Student Teaching (1-0-3), fall, spring. The culmination to undergraduate teacher education, student teaching includes directed teaching and related activities in PK-12 schools. ESL student teaching is all day for a minimum of six weeks during the senior year. The rest of the semester may be used for a second student teaching assignment. Formal application for student teaching is made with the director of field experiences. Pass/Fail grade.  Admission to the teacher education and approval of the teacher education committee required.

EDUC 491 Student Teaching: ESL Elementary (1-0-3), fall, spring.  The culmination to undergraduate teacher education, student teaching includes directed teaching and related activities in PK-12 schools.  ESL student teaching is all day for a minimum of six weeks during the senior year.  The rest of the semester may be used for a second student teaching assignment.  Formal application for student teaching is made with the director of field experiences.  Pass/Fail grade. Prerequisites: EDUC 411, 431.  Admission to teacher education and approval of the teacher education admissions required.

EDUC 493 Student Teaching: ESL Secondary (1-0-3), fall, spring. The culmination to undergraduate teacher education, student teaching includes directed teaching and related activities in PK-12 schools. ESL student teaching is all-day for a minimum of six weeks during the senior year. The rest of the semester may be used for a second student teaching assignment. Formal application for student teaching is made with the director of field experience. Pass/Fail grade. Admission to the teacher education and approval of the teacher education committee required.

EDUC 495 Student Teaching: Special Education (1-0-3), fall, spring. The culmination to undergraduate teacher education, student teaching includes directed teaching and related activities in PK-12 schools. Special Education student teaching is all day for a minimum of six weeks during the senior year. The rest of the semester may be used for a second student teaching assignment. Formal application for student teaching is made with the director of field experiences. Pass/Fail grade. Admission to the teacher education and approval of the teacher education committee required.

EDUC 497 Internship: Secondary (0-3-3), fall, spring. All-day, all semester experience completing the Post-Baccalaureate program. Takes the place of student teaching. Student is cooperatively supervised by University personnel and school personnel. NOTE: Must be taken two (2) consecutive semesters. Prerequisite: Approval of program supervisor. Pass/Fail grade.

EDUC 498 Student Teaching: Secondary (1-0 -3), fall, spring. The culmination of undergraduate teacher education, student teaching includes directed teaching and related activities in secondary schools. The total student teaching experience must earn six semester hours of credit. This course should be taken if certification in ESL or Special Education is desired along with secondary certification. (Students should also enroll for either EDUC 493 or 495.) This course should be taken along with EDUC 488 for all-level Art, PE, or Music certification. If certification is for secondary education only, EDUC 499 should be taken instead of EDUC 498. Formal application for student teaching is made with the director of field experiences. Pass/Fail grade. Admission to the teacher education and approval of the teacher education committee required.

EDUC 499 Student Teaching: Secondary (1-0-6), fall, spring. The culmination of undergraduate education, student teaching includes directed teaching and related experiences in secondary schools. Requires one semester of all day student teaching. Formal application for student teaching is made with the director of field experiences. Pass/Fail grade. Admission to the teacher education and approval of the teacher education committee required.

READ 263 Methods of Teaching Developmental Reading (3 –0-3), fall, spring. Introduces current reading theory, practice, and approaches in developmental reading, PK-12. Required of all elementary certification students and all secondary certification students who specialize in reading.

READ 322 Reading in Secondary Content Areas (3-0-3), fall, spring. A course designed to analyze reading skills involved in secondary content areas, including techniques of teaching study skills, improving comprehension, and vocabulary growth. This course may be taken concurrently with EDUC 211 for secondary certification. Writing intensive course. Required as the first course in the teacher education sequence for secondary certification students.

READ 460 Reading Assessment and Correction (3–0-3), fall, spring. A field-based course emphasizing informal and observational assessment and a holistic approach to correction of reading problems. Required for elementary and secondary certification students with a reading specialization. Prerequisites: EDUC 211, 321; READ 263; TECH 210. Admission to teacher education required.

READ 464 Reading-Writing Connection (3-0-3), fall, spring, summer. A study of the related language arts taught in the elementary school. Writing intensive course. Prerequisites: READ 263, TECH 210. Admission to teacher education required.

 

READ 477 Teaching Students with Mild Disabilities (3-0-3), fall, spring, summer. A survey of teaching children and adolescents with learning disabilities. Required for elementary and secondary students with a reading specialization. Prerequisite: READ 222 or READ 263. Same as COMP 471; SPED 477.

READ 480 Problems in Reading (3-0-3). A course designed for elementary and secondary certification students who have a reading specialization. Individual tutoring of children is required. This course should be taken near the end of the program. Prerequisites: READ 263, 460. Admission to teacher education required.

SPED 235 Introduction to Speech Pathology (3-0-3), fall, spring. An introduction to speech-language pathology as an applied behavioral science in human communication sciences and disorders. Same as COMP 235.

SPED 353 Hearing Rehabilitation (3-0-3), spring. Theory and practice of acoustic amplification, auditory training, speech reading, speech habilitation, and educational considerations for the hearing impaired. Educational programming, cultural influences, and social adjustments for the deaf. Same as COMP 353.

SPED 471 Teaching Students with Special Needs (3-0-3), fall, spring,summer.  Provides prospective teachers with an introduction to teaching students with disabilities.  State and federal laws, regulations, policies and procedures for identifying and teaching students with disabilities in schools will be addressed.  Students will gain knowledge in effective strategies and resources for teaching students with special needs.  Prerequisites:  admission to  Teacher Education Program; pass all sections of the THEA with at least 260 on the reading portion, 240 on the math portion and 220 on the writing portion; EDUC 211 and 321.

SPED 473 Characteristics and Needs  of Exceptional Children (3-0-3), fall. A survey of the nature and needs of exceptional children, such as the mentally retarded, gifted, and emotionally disturbed. Same as PSYC 373.

SPED 474 Emotionally Disturbed Child (3-0-3), spring, summer. A study of social and emotional deviance in children including intervention and prevention strategies. Same as PSYC 374.

SPED 476 Psychology of Mental Retardation (3-0-3), spring, summer. The nature and characteristics of mental retardation and its social, emotional, and cognitive aspects. Same as PSYC 376.

SPED 477 Teaching Students with Mild Disabilities(3-0-3), fall, spring, summer. A survey of teaching children and adolescents with learning disabilities. Same as COMP 471; READ 477. Admission to Teacher Education required.

SPED 478 Seminar in Special Education (1-0-1), fall, spring. Designed to culminate current issues in special education as they relate to the regular classroom teacher. Prerequisites: EDUC 211, 321. Admission to teacher education required.

SPED 481 Teaching Students with Moderate Disabilities (3-0-3), spring. A study of adapted and modified curriculum for special education students. Twenty-five hours of field experiences are included. Admission to teacher education required.

TECH 210 Technology in Education (2-1-3), fall, spring, summer. Required for teacher certification . Includes a study of the use of word processing, databases, spreadsheets for education, software used in education, use and integration of the Internet, developing instructional lessons using technology and multimedia.  NOTE:  An additional section for secondary science education students is also provided in the spring of even years that includes the planning and preparation of labs, as well as safety factors, and the application of the scientific method.