The study of different organizational plans for Early Childhood programs from infancy through age 8. Includes discussion of school philosophy, goals, curriculum, housing, staffing, budget, policies for admission, grouping, health, licensing requirements, and school-community relations.

Not Repeatable for Credit

Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas. A one- semester course; should be followed by E525 in the same year.

Not Repeatable for Credit

The child as a learner; goals for early childhood programs; organizing the instructional setting including teacher roles and methods of assessing behaviors, Use of this knowledge in organizing and evaluating self and a child in a program.

Not Repeatable for Credit

Seminar will be based on current interests of students and will serve as a means of synthesizing their experiences. An interdisciplinary approach will be taken to exploring current issues and problems in early childhood education, current happenings as they relate to the issues, and major research efforts to support programs.

Repeatable for Credit: 15 credits and 5 completions

Means for improving the teaching of social studies in the elementary school. One credit hour is offered for each week of full-time work.

Repeatable for Credit: 9 credits and 99 completions

For experienced teachers. Ideas on analysis of problems; curriculum trends and teaching techniques; development of new educational materials; and recent resource materials. One credit hour is offered for each week of full- time work.

Repeatable for Credit: 99 credits and 99 completions

In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis will be placed on the beliefs of a number of figures (such as Dewey, Piaget, Vygotsky, Montessori), and knowledge of their beliefs influences each student's educational belief system. Should follow E506 in the same year.

Repeatable for Credit: 99 credits and 99 completions

In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis on the beliefs of Dewey, Piaget, Vygotsky, Montessori, Eisner, and Bruner and how they influence each student's educational belief system. Should follow E506 in the same year.

Not Repeatable for Credit

Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum and methods of evaluating it.

Not Repeatable for Credit

Modern concepts of supervision and the evaluation processes through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system.

Not Repeatable for Credit

Designed to help the teacher improve the teaching of mathematics. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs.

Not Repeatable for Credit

Explores the purposes, substantive issues, essential pedagogies, and content of elementary social studies curriculum. Also examines innovative approaches to designing and implementing social studies curriculum for elementary classrooms.

Not Repeatable for Credit

Designed for experienced teachers to gain greater proficiency in the teaching of science in the elementary school. Individualized learning experiences will be provided for persons interested in middle school teaching.

Not Repeatable for Credit

Explores issues related to teaching in a complex and diverse culture. Through this class students will become familiar with a range of diversity issues that teachers confront in our increasingly pluralistic society, including cognitive abilities, learning styles, and cultural, racial, ethnic, and socio-economic backgrounds of children.

Not Repeatable for Credit

A study of the methodology of inquiry, including the teacher as a researcher and the use of inquiry as a classroom learning technique. Required: An inquiry project to be designed and implemented in an elementary classroom.

Not Repeatable for Credit

Individual research or study with an Elementary Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, E590 should not be used for study of material taught in a regularly scheduled course.

Repeatable for Credit: 99 credits and 99 completions

Development of professional projects and reflection upon current teaching practices.

Not Repeatable for Credit

For experienced elementary teachers. Individual and group study of organizational and teaching problems. Techniques of problem analysis, identification, and use of resources contributing to the alleviation of teaching problems.

Repeatable for Credit: 99 credits and 99 completions

Students work under the guidance of a principal or supervisor and under the general supervision of an Indiana University supervisor.

Not Repeatable for Credit

Individualized experience is planned on the basis of the student's professional goals, previous educational background and experience. Arrangements must be made prior to the semester during which the credit is desired.

Repeatable for Credit: 99 credits and 99 completions

The nature of the internship would be determined by the students' personal goals and previous educational and teaching background. In this individualized program, it would be possible to elect one of many work/study-type experiences.

Repeatable for Credit: 99 credits and 99 completions

In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis will be placed on the beliefs of a number of figures (such as Dewey, Piaget, Vygotsky, Montessori), and knowledge of their beliefs influences each student's educational belief system. Should follow E506 in the same year.

Repeatable for Credit: 99 credits and 99 completions

Repeatable for Credit: 6 credits and 2 completions