Elementary Education (ELED)

This course is an introduction to global issues shaping education policy and practice around the world. Students are invited to examine their own identities and actions and their implications for global issues at the local and transnational levels. Course readings, co-curricular activities and instruction are designed to promote an attainable global perspective in order to support the development of global competencies in future course taking and educational praxis. A portfolio of Global Education assignments, essays and curriculum materials will be established.

Skills for observing, recording and interpreting the behavior of children ages three through 12 will be developed so that adult intervention and guidance is appropriate and meaningful.

This course will examine how personal and professional values, attitudes, beliefs and behaviors affect teaching and learning. The pre-service teachers will develop an understanding of unique characteristics of Pre-K to 12th grade students and their families, including culture, race, ethnicity, heritage, language, learning abilities, gender socialization and sexual orientation. In this globalized version of the course, students will also develop global competencies by examining local and global issues, engaging in open and critical conversations with oneself and others, and acting for collective well-being and sustainable development. The course integrates the United Nations Sustainable Development Goals (SDGs) to foster a deeper understanding of global challenges and their relevance to elementary education.

Field experiences in grades PK-6 will provide for extensive observation and experience with learners in elementary classrooms and the opportunity to assist teachers in daily activities. Through direct observation and interactions with children in classroom settings, candidates will examine and reflect on how children develop and learn, exploring their own personal attitudes, assumptions and behaviors towards students and their families are influenced by class, cultural and linguistic backgrounds.

This course is designed to introduce elementary education students to teaching children in grades PK-6. Based on developmental and learning theories, the course focuses on building relationships with and among learners, establishing learning environments, guiding behavior, and providing instruction and assessment. Through observations and participation in practicum, seminars, workshops and lectures, students will construct an understanding of how teachers meet the developmental and learning needs of children by planning, implementing and assessing appropriate curriculum and instruction.

This course introduces a lifespan approach to human growth and development with emphasis on the social, physical, emotional and cognitive domains. Students will examine key theories, educational philosophies and research methods in the social sciences and child development. They will also develop skills for observing, recording and interpreting children's behavior to apply appropriate and meaningful guidance. In addition, the course emphasizes the professional development of future educators by fostering reflective and culturally responsive practice. Global perspectives are integrated throughout the course, encouraging students to consider cultural diversity, environmental sustainability and global interconnectedness in their understanding of children's growth and learning. Students will also connect local classroom practices to broaden global citizenship values and strengthen cross-cultural competence as part of their preparation for teaching in diverse contexts.

This course will examine how personal and professional values, attitudes, beliefs and behaviors affect teaching and learning. The pre-service teachers will develop an understanding of unique characteristics of Pre-K to 12th grade students and their families, including culture, race, ethnicity, heritage, language, learning abilities, gender socialization and sexual orientation.

This field experience, taken in the fall of junior year, provides candidates with a classroom of students and a mentor teacher with whom to practice building relationships with learners and conduct extensive observations of learners and learning, as well as practice the teaching of content related to their concurrent methods courses (either language arts, mathematics and science OR language arts, mathematics and social studies) with small groups of students. Accompanying monthly seminars will focus on reflecting on themes and experiences in the field and making content connections to methods courses.

This field experience, taken in the spring of junior year, provides candidates with a classroom of students and a mentor teacher with whom to practice the teaching of content related to their concurrent methods courses (either language arts, mathematics and science OR language arts, mathematics and social studies) with small groups of students as well as in full class contexts. The accompanying monthly seminar explores the integration and construction of meaningful curriculum in elementary education contexts and in classroom management as well as reflection along with field-based partners.

This course is a study of content, processes, pedagogy and materials for teaching science in the elementary classroom. Knowledge of cognitive development as applied to the selection of content and methodology for elementary learners will be examined.

The first of two courses that provides students with knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-6. This course will focus on mathematical instruction connected the following mathematical strands: Number and number sense, computation and estimation, and patterns, functions and algebra.

This course focuses on the content, processes, pedagogy and materials for teaching social studies in the elementary classroom. Knowledge of cognitive development as applied to the selection of content, methods, materials and strategies for organizing the learning environment for elementary learners will be examined.

This is the second course in a series providing students with knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-6. Emphasis is on children's mathematical learning about geometry, measurement, data analysis and probability.

This course is a study of content, processes, pedagogy and materials for teaching science in the elementary classroom. Knowledge of cognitive development as applied to the selection of content and methodology for elementary learners will be examined. Students explore methods for fostering scientific literacy within a global context, emphasizing interconnected challenges such as sustainability and public health. The course also examines diverse cultural perspectives on scientific knowledge and practices to create more inclusive classrooms.

This is the first of two courses that provides students with knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-6. This course will focus on mathematical instruction connected to the following mathematical strands: number and number sense, computation and estimation, and patterns, functions and algebra. In this globalized version of the course, students will also develop global competencies by examining how mathematics is taught differently around the world, and engaging in open and critical conversations with oneself and others to foster a deeper understanding of different mathematical strategies and how to teach them.

This course focuses on the content, processes, pedagogy and materials for teaching globally-aware social studies in the elementary classroom. Knowledge of cognitive development as applied to the selection of inclusive and global content, culturally sustaining methods, materials, and strategies for organizing the learning environment for elementary learners will be examined.

In this course students will explore the needs and challenges of elementary school learners and reflect on what they've learned about teaching young children in a global context. Throughout the semester, students will be prompted to reflect on their experiences with teaching in a global context. Reflections will focus on understanding the complexities inherent in teaching as well as their own personal beliefs, strengths and areas for growth. Students will revisit and expand upon the portfolio begun in ELED 200.

Upon completion of this course, teacher candidates will be able to build upon the unique strengths and contributions of K-6 students in order to create and teach lessons in various subject areas as well as reflect on that process.

The first of two courses that provides students with knowledge, skills and understanding of design and implementation for effective, developmentally appropriate mathematics instruction for grades PreK-6. Emphasis is on children's mathematical learning and pre-numerical stages through the acquisition of advanced numerical processes and operations and connections to geometric and algebraic reasoning.

This is the first of two courses that helps prospective elementary education teachers (PreK-6) develop mathematical content and pedagogical knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-6. Emphasis is on children's mathematical learning in the following mathematical strands: number and number sense, computation and estimation, and patterns, functions and algebra.

This is the second of two courses that helps prospective elementary teachers (PreK-6) develop mathematical content and pedagogical knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-6. Emphasis is on children's mathematical learning of geometry, measurement, data analysis and probability.

Elementary education teacher candidates will learn the process of planning, implementing curriculum and using instructional strategies and assessments that promote and monitor students' understanding of content beyond memorization. Students will design units of instruction that utilize evidence-based practices for active engagement strategies, specifically for providing an inclusive environment for a diverse student population. Students will gain the knowledge and skills necessary to use assessments that allow for data-driven instructional decisions and inform subsequent teaching and learning.

Study of the role of the teacher in relating to and working with families, school personnel and communities. Methods of involving stakeholders and providing effective communication among groups are emphasized. Resources for supporting parents and engaging community stakeholders are examined.

In this course, students will explore challenges and opportunities in developing a globally focused praxis for teaching content and skills to diverse elementary school learners. Students will integrate learning in teaching placements with content from education courses taken in the ELED major. Throughout the semester, students will be prompted to reflect on their experiences with teaching in a global context. Reflections will focus on understanding the complexities of planning curricula that expand students' worldviews and promote critical global citizenship. Students will revisit and expand upon the portfolio begun in ELED 200 and expanded in ELED 375.

This internship provides a context in which to demonstrate and integrate the skills, knowledge and dispositions that are essential for success as an elementary classroom teacher. Under the guidance of a university supervisor, students are expected to reflect on the teaching role as they assume the full responsibilities of a teacher in grades PreK-6. Students majoring in elementary education must complete this course twice for a total of 16 credit hours.

This course presents an overview to classroom management for the early childhood and elementary classroom teacher. It includes an historical look at the guidance tradition, a review of traditional approaches to classroom management and a focus away from punishment toward proactive strategies. Best practices in classroom management will be presented from an inclusive perspective for teachers of all children.

Designed to give students opportunities to complete independent research on educational problems under faculty guidance. The plan for the study must be presented to the department head in prescribed form for approval prior to registration.