Elementary Education (E)
- EDUC–E 201 Multicultural Education & Global Awareness (3 cr.) B-I Examines educators’ and students’ responsibilities in a complex and interdependent world. Students will be guided to develop the skills, knowledge, and attitudes needed to live effectively in a world of limited resources, ethnic diversity, cultural pluralism, and increasing interdependence, and confidence with which to face the future.
- EDUC–E 210 Learning in Social Context (9 cr.) B An interdisciplinary exploration of the processes of learning, language, and social development from psychological, social, and cultural perspectives. Issues of diverse learner characteristics in the elementary classroom will be addressed. Course includes a field experience in an elementary school setting.
- EDUC–E 215 Curriculum and Pedagogy (3 cr.) B Addresses the nature of the public school curriculum and pedagogy, their historical antecedents, and a variety of associated issues. It provides the intellectual undergirding to curriculum and teaching that is necessary for more specific activities associated with curriculum development and teaching practices.
- EDUC–E 300 Elementary Education for a Pluralistic Society (3 cr.) B An overview of the principles of multicultural education. An introduction to major ethnic and minority groups in the United States. An historical view of the status of culturally different learners in elementary schools. A focus upon teaching strategies and curricular innovations for culturally diverse classrooms.
- EDUC–E 305 Infusion of Technology (3 cr.) B One of the goals for the Democracy, Diversity, and Social Justice Program is to infuse the study, use, and teaching about technology throughout the entire program. Instead of being a tool that preservice teachers learn about, technology will be studied as a subject and a means to expand research opportunities, stimulate and enhance models of inquiry, and broaden teaching abilities.
- EDUC–E 310 Seminar on Legal Issues in Education (1–3 cr.) B Students in this course will (1) examine issues related to legal and ethical rights and responsibilities of teachers and students; (2) discuss legal cases that have had an impact on our educational system; (3) discuss ethical perspectives on educational dilemmas.
- EDUC–E 320 Envisioning, Exploring, and Creating Our Social Worlds Through Multiple Literacies in the Elementary School (9 cr.) B This interdisciplinary course explores the social studies as ways of knowing about our world; the language arts and language learning theory; aesthetics and the arts; and the multiple roles of the teacher as facilitator of learning, social researcher, and curriculum creator. A field experience is included.
- EDUC–E 321 Science for Early Childhood (1 cr.) B Explores early childhood conceptions of natural phenomena as well as inferences children draw from them. Children’s learning from ages two through eight is of primary interest. Required of students seeking the standard license for kindergarten through primary teaching (K-3), including early childhood (infant-four years). Open to non-early childhood majors by permission of the instructor. (Sem. II only)
- EDUC–E 322 Diversity and Social Justice I (3 cr.) B Students will develop curricula for social studies, language arts, aesthetics, and the arts that responds to multicultural and disability concerns. Curriculum planning and teaching strategies will attend to issues of student diversity in home and community contexts and school settings.
- EDUC–E 324 Teaching Mathematics and Science for All Students (9 cr.) Prepares prospective elementary school teachers to teach mathematics and science in an integrated, discovery-based environment. A major goal of this course is to promote student familiarity with the conceptual understanding and skills necessary for teaching in a manner that promotes the inclusion of all pupils. Constructivism, the History and Philosophy of Science, and Technology and Society comprise three strands that further the aim of democratic teaching as applied to mathematics and science.
- EDUC–E 325 Social Studies in the Elementary Schools (3 cr.) B Emphasizes the development of objectives, teaching strategies, and evaluation procedures that facilitate the social learning of young children. Special attention given to concept learning, inquiry, decision making, and value analysis.
- EDUC–E 326 Diversity and Social Justice II (3 cr.) Students will develop curriculum for mathematics and science that responds to multicultural and disability concerns. Curriculum planning and teaching strategies will attend to issues of student diversity in home and community contexts and school settings.
- EDUC–E 328 Science in the Elementary Schools (1–3 cr.) P: Q 200; Select one from Geology G 103, G 104, or Q 201; Q 202 must be taken either as a prerequisite or corequisite with E 328. B-I The focus of this course will be on developing teacher competencies in writing performance objectives, question asking, evaluating, and sequencing. These competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children.
- EDUC–E 330 Infant Learning Environments (3 cr.) P: EDUC-P 249-M 101 or taken concurrently. B-I Appropriate instructional strategies to enhance infant-toddler development, care giving skills, and knowledge of appropriate learning environments. Students will apply strategies and knowledge in providing care and educational experiences. Open to students from allied health, psychology, pediatric nursing, and social work. (Sem. I only)
- EDUC–E 333 Inquiry in Mathematics and Science (3 cr.) B Focuses on planning and managing appropriate science and math experiences with children of three to eight years of age. Opportunity for exploring, developing, experimenting, and evaluating instructional materials. Planning appropriate inquiry-oriented experiences will be stressed.
- EDUC–E 335 Introduction to Early Childhood Education (3 cr.) B-I This course has a dual focus. The first involves an overview of the field including an historic perspective, program models, goals of early childhood education, and professional organizations. The second emphasizes the study of observation skills, the characteristics of young children, teacher-child interaction, and classroom management skills. (Sem. I and II)
- EDUC–E 336 Play as Development (3 cr.) B-I Includes theories on development of play and how it can be guided. Shows how children use play to develop individually; to understand the physical, social, and cognitive environment; and to develop physical and motor skills and creative ability. Includes a section on selection and construction of play materials.
- EDUC–E 337 Classroom Learning Environments (3 cr.) P: EDUC-E 335. B-I Focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences; and on planning, utilizing, and evaluating learning environments. Selection of materials and activities, and the acquisition of skills for using them to stimulate children’s development, are major focuses. (Sem. II only)
- EDUC–E 338 The Early Childhood Educator (3 cr.) P: EDUC-E 335 and E 337. B-I Includes the role of the teacher as a professional educator, including professional responsibilities, legal rights and responsibilities of teachers and students, school and community relations, and involvement in professional organizations. A major emphasis is on parent involvement and parent education. (Sem. I only)
- EDUC–E 339 Methods of Teaching Language Arts in the Elementary School (2–3 cr.) B-I Describes the methods, materials, and techniques employed in the elementary language arts program.
- EDUC–E 340 Methods of Teaching Reading I (2–3 cr.) B-I Describes the methods, materials, and techniques employed in elementary school developmental reading programs.
- EDUC–E 341 Methods of Teaching Reading II (2–3 cr.) P: EDUC-E 339 and E 340 for Bloomington. P: E 345 and E 340 for Indianapolis. B-I Describes the methods, materials, and techniques employed in diagnosis and corrective instruction in elementary school reading programs.
- EDUC–E 342 Survey of Reading and Language Arts Methods (K-12) (3 cr.) B Surveys contemporary issues in teaching reading and English language arts in grades K through 12. Includes methods, materials, and procedures for language arts, developmental reading, and reading-improvement strategies.
- EDUC–E 343 Mathematics in the Elementary Schools (1–3 cr.) B-I Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child.
- EDUC–E 345 Language Arts and Mathematics for Young Children (4–6 cr.) I Methods of developing language literacy and mathematical thinking through play, arts, and directed experiences. Design of curriculum and appropriate teaching strategies for children ages 3-6.
- EDUC–E 348 Foundations of Early Care and Education I: Focus on Birth to Age 3 (1–10 cr.) B Students will examine the foundations of the fields of early childhood education and early intervention. They will explore the teacher/caregiver role; review contemporary theories of best practices with young children; and begin developing the knowledge and skills needed to facilitate healthy growth, development, and learning in all young children.
- EDUC–E 349 Teaching and Learning for All Young Children I: Focus on Birth to Age 3 (7 cr.) B Students will connect theory with typically and atypically pedagogical skills in real-life settings with typically and atypically developing young children, birth to age three. They will learn how to become keen observers of children and will acquire proficiency in designing, implementing, and assessing environments that are developmentally appropriate and literacy-rich.
- EDUC–E 350 Personal and Professional Growth Groups (1 cr.) B Prepares students for the emotional, social, and intellectual challenges of student teaching; and to help students make a successful transition from undergraduate to professional culture.
- EDUC–E 351 Foundations of Early Care and Education II (1–10 cr.) B Students will examine how historical, social, cultural, and political factors influence the growth, development, and learning of the preschool/kindergarten child. They will examine how these factors influence the preschool/kindergarten child’s educational experiences and how programs should be designed to address the needs of all children.
- EDUC–E 352 Teaching and Learning in Preschool/Kindergarten II (10 cr.) B Engages students in the development, implementation, and assessment of curricula for all children ages 3-5 years. Content areas of mathematics, social studies, science, literacy and art will be emphasized.
- EDUC–E 353 Foundations of Early Care and Education III (5 cr.) B Students will examine how historical, social, cultural, and political factors influence the growth, development, and learning of the K-3 child. They will examine how these factors influence the K-3 child’s educational experiences and how programs should be designed to address the needs of all children.
- EDUC–E 354 Teaching and Learning for All Young Children III: Focus on K/Primary (12 cr.) B Engages students in the development, implementation, and assessment of curricula for all children in K-Grade 3 classrooms. Content areas of mathematics, social studies, science, literacy, and art will be emphasized.
- EDUC–E 425 Senior Seminar in Teaching and Schooling (3 cr.) Assists students in reflecting on their university education and on their experiences in the public schools. Students will explore in depth an educational issue that has significant philosophical, social, and ethical dimensions, and that has implications for the practice of teaching. The course will help synthesize previous activities and investigations, as students develop further their own values and orientations on the meaning of teaching for a democratic society.
- EDUC–E 449 Trade Books and the Teacher (3 cr.) I Emphasis on the use of trade books for teaching language arts and reading K-8. Historical and contemporary folk literature will be used to examine objectives and techniques of instruction.
- EDUC–E 450 Senior Seminar and Student Teaching I (1–15 cr.) B Students will student teach in a preschool or early primary grade placement for 12 weeks. An accompanying seminar will be team-taught by a university instructor and a practicing teacher to help student make connections among professional issues, theories of curriculum, and instruction.
- EDUC–E 451 Senior Seminar and Student Teaching II (1–15 cr.) B Students will student teach in a preschool or early primary grade placement for 12 weeks. An accompanying seminar will be team-taught by a university instructor and a practicing teacher to help students make connections among professional issues, theories of curriculum and instruction, and classroom practice. Students who student teach in the early primary placement (K-third grade) in E 450 will student teach in a preschool during E 451, and those who teach in a preschool classroom for E 450 will engage in their early primary placement for E 451. At the completion of E 451, students will present a professional portfolio, demonstrating that they meet professional standards of practice.
- EDUC–E 490 Research in Elementary Education (1–3 cr.) B-I Individual research.
- EDUC–E 495 Workshop in Elementary Education (cr. arr. cr.) B-I For elementary school teachers. Gives 1 credit hour for each week of full-time work.
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