Early Childhood, Elementary, TESOL, and Special Education

Campus Address: 369 Marillac Hall
Web Site: http://coe.umsl.edu/dept/ECETS/index.html
Main Number: 314-516-6519
Fax Number: 314-516-5348

General Information

The Department of Early Childhood, Elementary, TESOL, and Special Education (ECETS) offers a non-teaching degree program leading to the Bachelor of Educational Studies (B.E.S.) degree in our emphasis areas listed below. Learning outcomes for students in the B.S., B.E.S., and M.Ed. degrees are listed under the general "College of Education" section of The Bulletin.


Through the integration of content in general, special, and second language learning, candidates may earn certifications and endorsements with valued skills that make them highly qualified and marketable. Nationally-recognized research faculty teach undergraduate and graduate courses that prepare future educators in instruction and assessment, with a strong foundation in working with diverse, urban populations.
 

Educator candidates actively engage in unique practicum experiences in the Studio School Model for clinical practice. As Missouri's leader, the College partners with 36 different public, private, and charter schools. As a College, we take great pride in preparing "community educators" who are well-experienced to impact all students in a wide variety of settings, and with a much broader understanding of education's role in society. Our candidates make a collective impact as faculty members in the differentiated staffing model. Sought after by partner districts and agencies, many of our graduates are hired directly into the studio schools or districts where they complete their clinical preparation.
 

Early Childhood Education (for students who began this program prior to Fall Semester, 2013)

The Early Childhood Education undergraduate certification program is designed for students who desire to teach children from birth through grade three. Students electing this program will engage in community agency experiences and work directly with young children as a part of their professional courses.

The graduate program is designed to develop master-level educators through a common core of essential knowledge and experiences drawn from current research and practice in the field of Early Childhood Education. Through this program, candidates are able to further their competencies as educators, directors, program planners, and curriculum developers in various early childhood settings. Graduate students can complete additional coursework to receive teaching certification.

 

Early Childhood/Early Childhood Special Education (begins Fall Semester, 2013, pending CBHE approval) - 127 credit hours

The Early Childhood/Early Childhood Special Education undergraduate program is designed for students who desire to teach children from birth through grade three. While students electing this program will engage in community agency experiences and work directly with young children as a part of the professional courses offered, the curriculum provides learning background, applied knowledge, and best practice interventions for children of diverse populations who demonstrate varied abilities and levels of developmental growth.

Dual certification in both Early Childhood Education and Early Childhood Special Education can be achieved with courses satisfactorily completed in this program of study.

The Early Childhood graduate program is designed to develop master-level educators through a common core of essential and advanced knowledge and experiences drawn from current research and practice in the field of Early Childhood Education. Through this program, candidates are able to further their competencies as educators, directors, program planners, and curriculum developers in various early childhood settings. Graduate students can complete additional coursework to receive teaching certification.

 

Elementary Education (for students who began this program prior to Fall Semester, 2013)

The Elementary Education undergraduate program prepares students to teach in grades one through six. In addition, students can earn an endorsement in a program leading to a middle school/junior high teaching certificate.

The graduate program strives to develop and refine the concept of the "teacher as researcher" and/or the "teacher as reflective decision maker or problem solver." It is based on the premise that, as professionals, teachers must understand both the products and findings of research and the underlying processes that influence their professional practice.

Students may choose a program leading to the M.Ed. in Elementary Education and/or Elementary Education with Missouri certification in reading.

 

Special Education (for students who began this program prior to Fall Semester, 2013)

The Special Education undergraduate program prepares students to acquire understandings of disability, knowledge of child support systems, and interventions helpful when instructing learners with diagnosed, cross-categorical/high-incidence learning and behavioral differences in K-12 and in Early Childhood Education settings.

Students may choose a program leading to the M.Ed in Special Education, and based upon completion of teaching certification coursework, can also earn Missouri teaching certification in Special Education.

 

Elementary Education/Special Education (begins Fall Semester, 2013, pending CBHE approval) - 126 credit hours

The Elementary Education/Special Education undergraduate program prepares students to teach in grades one through six.

 

While students electing this program will engage in community agency experiences and work directly with elementary school age children as a part of the professional courses offered, the curriculum provides learning background, applied knowledge, and best practice interventions for children of diverse populations who demonstrate varied abilities and levels of developmental growth.

Dual certification in both Elementary Education and Special Education can be achieved upon satisfactory completion of courses from this program of study.

 

Elementary Education/Special Education with TESOL Endorsement (begins Fall Semester, 2013, pending CBHE approval) - 141 credit hours

The Elementary Education/Special Education with TESOL Endorsement undergraduate program prepares students to teach in grades one through six. Students electing this program will engage in community agency experiences and work directly with elementary school age children in inclusive settings with learners of all abilities, along with learners whose native language differs from English. As a part of the professional courses offered, the curriculum provides learning background, applied knowledge, and best practice interventions for children of diverse populations who demonstrate varied abilities and levels of developmental growth, and for those whose first language represents another country or culture.

Dual certification in both Elementary Education and Special Education, along with an endorsement in ESOL, can be achieved by satisfactory completion of courses from this program of study.

 

Elementary Education with TESOL Endorsement (begins Fall Semester, 2013, pending CBHE approval) - 126 credit hours

The Elementary Education with TESOL Endorsement undergraduate program prepares students to teach in grades one through six. Students electing this program will engage in community agency experiences and work directly with elementary school age children in settings that include learners whose native language differs from English. As a part of the professional courses offered, the curriculum provides learning background, applied knowledge, and best practice strategies effective for typically-developing children, and for children whose first language represents another country or culture.

Certification in Elementary Education, along with an endorsement in ESOL, can be achieved upon satisfactory completion of courses from this program of study.

Elementary Education with Middle School Endorsement

The Elementary Education/Middle School undergraduate program prepares students to teach in grades one through nine. Students earn an endorsement in a program leading to a middle school/junior high teaching certificate.

While students electing this program will engage in community agency experiences and work directly with elementary and middle-school age children as a part of the professional courses offered, the curriculum provides learning background, applied knowledge, strong content, and best practice strategies that equip candidates to provide effective instruction.

Certification in Elementary Education, along with endorsement in Middle School Education, can be achieved upon satisfactory completion of courses from this program of study.

The BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) Program

This program, per its set of graduate courses listed below, is nationally-certified and approved at UMSL by the national Behavior Analyst Certification Board (BACB)in Florida. As one of only two university-based, BCBA-approved and BACB website-listed programs in Greater St. Louis, the program provides required content and processes that meet the criteria for the credential of BCBA Certification. The licensure-based curriculum of knowledge and skills, embedded in the courses, is taught by area behavior specialists who have earned the BCBA Therapist credential. The set of courses, listed below, are open only to cohort-based program participants who will later, and independently, apply to sit for the national BCBA Certification Examination (per the BACB website stipulations and instructions). COURSES: SPEC ED 6630 Fall Semester SPEC ED 6650 [practicum I] Spring Semester SPEC ED 6660 Summer Semester SPEC ED 6670 [practicum II] Fall Semester Following satisfactory completion of SPEC ED 6670, a brief, pre-examination seminar for the cohort members who apply to take the BCBA Licensure Examination is offered early in the Spring Semester.

Career Outlook

Undergraduate and graduate degrees in elementary education are most directly applicable to teaching at the level appropriate to the program emphasis. Demand for career-ready educators who have significant clinical experience working with youngsters, and who demonstrate contemporary, best-practice knowledge, skills, and strategies continue to create employment opportunities for UMSL graduates. As in the past, elementary education graduates are attractive candidates for employment in varied positions that require preparation and training in social and behavioral sciences. Positions that serve the general public, such as sales, service, public relations, and general business, are common examples. Future expansions of opportunities in schools are tied to population growth, increased specialization of services, and reduction in ratios between professional staff and children served. Many currently employed teachers will retire in years to come; consequently, a shortage of teachers is anticipated.

The employment outlook for special education teachers continues to be favorable, as they are in great demand among certain regions of the country. In addition to inclusion classroom teaching, graduates are typically employed as resource ¬room or self-contained classroom teachers, clinical diagnostic personnel, itinerant teachers, educational resource teachers, curriculum and/or behavior specialists, consultants, educational therapists, job coaches, supported employment and sheltered workshop evaluators, and in various supervisory and administrative positions among agencies and schools. In combination with related areas of expertise in systems supports, assessment, and educational psychology, for example, occupations exist nation- and worldwide that incorporate the skills, interventions knowledge, insightfulness, and programmatic expertise learned in the Master's of Special Education program of study at UMSL.

Bachelor of Science in Education: Early Childhood  Education
 

This program is designed for students wishing to teach and direct programs for children from birth through grade three.

 


General Education Requirements

 

Students who enter college for the first time in Fall 2002 or later should refer to the General Regulations section of this Bulletin for their General Education Requirements.

 

English and Communication9
First-Year Writing
Junior-Level Writing
Business Writing
Communication Course
Mathematics3
Biological Science: includes lab5
General Biology
   and General Biology Laboratory
Physical Science: includes lab4
Humanities8
Three courses preferably from two or more of the following fields: art, music, philosophy, or literature.
Social Science
PSYCH 1003General Psychology3
POL SCI 1100Introduction To American Politics (or equivalent)3
One of the following history courses:
American Civilization To 1865
American Civilization 1865 To Present
The following courses:
POL SCI 1850Global Ecology 13
SOC 1010Introduction To Sociology3
or any Anthropology course

1

This course will not be offered in 2013-2014. Please contact the department for information. 

Degree Requirements

Students are required to take the general education requirements as indicated for early childhood education above.

Note: All classes listed are 3 credit hours unless otherwise noted.

Level I: Exploring Education as a Profession
TCH ED 2209Foundations of Teaching in American Schools3
ED PSY 2212Introduction To Learners And Learning3
Level II: Analyzing the Nature and Process of Education
ECH ED 3300Introduction To Early Childhood Education3
PHY ED 3282Physical Growth And Motor Development3
PHY ED 3430Teaching Health In The Elementary School3
TCH ED 3310Introduction To Instructional Methods3
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
TCH ED 3313Psychology of the Exceptional Child3
TCH ED 3315Literacy Learning And Instruction3
Level III: Synthesizing Theory and Practice in Education
ELE ED 3330Literacy, Literature And The Learner3
ELE ED 3336Communication Arts Learning And Instruction3
ECH ED 3303Curriculum And Practice Laboratory: Infant/Toddler1
ECH ED 3304Curriculum And Practice Laboratory: Preschool1
ECH ED 3313Curriculum And Practice: Infant/Toddler2
ECH ED 3314Curriculum And Practice: Preschool Education2
ECH ED 3332Literacy, Learning and Instruction For The Young Child3
ECH ED 3350Child/Family and Education and Community Involvement3
ECH ED 4317Implementation, Evaluation, and Assessment in Early Childhood Education3
ECH ED 4320Classroom Management3
ECH ED 4348The Acquisition Of Mathematical and Science Concepts3
ECH ED 4989Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience3
ECH ED 4990Practicum II: Early Childhood Education/Early Childhood Special Education Site Based Experience12

Attention education majors : Professional education courses must be completed with a grade point average of 2.50 and no grade lower than a C (2.0).

Total: A minimum of 123 hours 

 

 

 

Bachelor of Science in Education in Early Childhood Education (pending CBHE approval)

 General Education Requirements 

Students who enter college for the first time in Fall 2002 or later should refer to the General Regulations section of this Bulletin for their General Education Requirements.

General Education Requirements: 6
COMM 1040Introduction To Public Speaking3
ENGL 1100First-Year Writing3
Mathematics
MATH 1150Structure Of Mathematical Systems I3
MATH 2510Structure Of Mathematical Systems II3
Biological Science: includes lab
BIOL 1012
  & BIOL 1013
General Biology
   and General Biology Laboratory
5
Physical Science: includes lab4
Humanities9
Three courses from two of the following fields: art, music, philosophy, and literature.
Social Science
PSYCH 1003General Psychology3
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
ANTHRO 1011Introduction To Cultural Anthropology3
or ANTHRO 1025 World Cultures
GEOG 1001Introduction To Geography3
or GEOG 1002 World Regions
ECON 1000Introduction To The American Economy3
or POL SCI 1100 Introduction To American Politics
or SOC 1010 Introduction To Sociology

 Related Area Requirements

HLTH PE 3432Teaching Health and Physical Education in the Elementary School4
EDUC 1000Effective Career Decision Making for Educators3
PHY ED 3282Physical Growth And Motor Development3
ENGL 3100Junior-Level Writing3

Program Requirements

All students must complete the program requirements as well as the emphasis area courses.

Professional education courses must be completed with a grade point average of 2.5 and no grade lower than a C.

Note: Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the relevant exit test to receive the B.S.Ed. degree.

Level I: Education in Community Contexts 6
TCH ED 2209Foundations of Teaching in American Schools3
ED PSY 2212Introduction To Learners And Learning3
Level II: Teaching and Learning Across Context and Clinical Experiences17
ECH ED 3300Introduction To Early Childhood Education3
ED TECH 3135Technology for Educators1
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ELE ED 3337Teaching and Learning Literacy in the Elementary Classroom4
ECH ED 3332Literacy, Learning and Instruction For The Young Child3
SPEC ED 3318Inclusive Classrooms3
Level III: Instructional Application in Studio Schools21
ELE ED 3338Literacy Assessment and Learning3
ECH ED 3350Child/Family and Education and Community Involvement3
ECH ED 4317Implementation, Evaluation, and Assessment in Early Childhood Education3
ECH ED 3313Curriculum And Practice: Infant/Toddler2
ECH ED 3303Curriculum And Practice Laboratory: Infant/Toddler1
ECH ED 3314Curriculum And Practice: Preschool Education2
ECH ED 3304Curriculum And Practice Laboratory: Preschool1
ECH ED 4348The Acquisition Of Mathematical and Science Concepts3
SPEC ED 4323Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings3

 

Emphasis in Early Childhood Special Education

All candidates must enroll in a program that includes levels I, II, and III course work above in the College of Education. In addition, students must complete the following Early Childhood Special Education courses:

ECH ED 3301Early Childhood Special Education Processes and Trends3
SPEC ED 4315Speech And Language Of Exceptional Children3
SPEC ED 3346Literacy Assessment and Reading for Students with Special Needs3
TCH ED 3212Sociolinguistics and communication in the Classroom3
ECH ED 4989Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience3
ECH ED 4990Practicum II: Early Childhood Education/Early Childhood Special Education Site Based Experience12

Total for the B.S.Ed. in Early Childhood: minimum of 129 hours

Bachelor of Science in Education: Elementary Education

The elementary education program prepares students to teach in grades one through six.

 

General Education Requirements

 

Students who enter college for the first time in Fall 2002 or later should refer to the General Regulations section of this Bulletin for their General Education Requirements.

  

English and Communication9
First-Year Writing
Junior-Level Writing
Business Writing
Communication Course
Mathematics3
Biological Science: includes lab5
General Biology
   and General Biology Laboratory
Physical Science: includes lab4
Humanities8
Three courses preferably from two or more of the following fields: art, music, philosophy, or literature.
Social Science
PSYCH 1003General Psychology3
POL SCI 1100Introduction To American Politics (or equivalent)3
One of the following history courses:
American Civilization To 1865
American Civilization 1865 To Present
The following courses:
POL SCI 1850Global Ecology 13
SOC 1010Introduction To Sociology3
or any Anthropology course

1

This course will not be offered in 2013-2014. Please contact the department for information. 

Program Requirements

Level I: Exploring Education as a Profession
TCH ED 2209Foundations of Teaching in American Schools3
ED PSY 2212Introduction To Learners And Learning3
EDUC 1000Effective Career Decision Making for Educators3
Level II: Analyzing the Nature and Process of Education
ECH ED 3332Literacy, Learning and Instruction For The Young Child3
ELE ED 3330Literacy, Literature And The Learner3
TCH ED 3310Introduction To Instructional Methods3
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
TCH ED 3313Psychology of the Exceptional Child3
Level III: Synthesizing Theory and Practice in Education
ELE ED 3336Communication Arts Learning And Instruction3
ELE ED 4246Teaching Mathematics In The Elementary School3
ELE ED 4253Teaching Of Social Studies In The Elementary School3
ELE ED 4320Classroom Management3
ELE ED 4341Teaching Science In The Elementary School3
ELE ED 4989Practicum I: Elementary/Special Education Site Based Experience3
ELE ED 4990Practicum II: Elementary/Special Education Site Based Experience12
ELE ED 4991Elementary School Student Teaching II6
TCH ED 3315Literacy Learning And Instruction3

Professional education courses must be completed with a grade point average of 2.5 and no grade lower than a C.

Total: minimum of 123 hours.

 

Bachelor of Science in Education in Elementary Education (pending CBHE approval)

 General Education Requirements

Students who enter college for the first time in Fall 2002 or later should refer to the General Regulations section of this Bulletin for their General Education Requirements.

English and Communication
ENGL 1100First-Year Writing3
COMM 1040Introduction To Public Speaking3
Mathematics
MATH 1150Structure Of Mathematical Systems I3
MATH 2510Structure Of Mathematical Systems II3
Biological Science: includes lab
BIOL 1012
  & BIOL 1013
General Biology
   and General Biology Laboratory
5
Physical Science: includes lab4
Humanities9
Three courses from two of the following fields: art, music, philosophy, and literature.
Social Science15
PSYCH 1003General Psychology3
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
ANTHRO 1011Introduction To Cultural Anthropology3
or ANTHRO 1025 World Cultures
GEOG 1001Introduction To Geography3
or GEOG 1002 World Regions
ECON 1000Introduction To The American Economy3
or POL SCI 1100 Introduction To American Politics
or SOC 1010 Introduction To Sociology

Related Area Requirements

HLTH PE 3432Teaching Health and Physical Education in the Elementary School4
MUS ED 3770An Introduction To Music For The Elementary School Teacher3
ART ED 2179Art Activities for Elementary School3
EDUC 1000Effective Career Decision Making for Educators3
ENGL 3100Junior-Level Writing3

 

Program Requirements

All students in the B.S.Ed. in Elementary Education program should take the following Level I, Level II, and Level III courses. Each student should then select an emphasis area and complete the required courses for that emphasis area.

Note for all emphasis areas:

Professional Education courses must be completed with a grade point average of 2.5 and no grade lower than a C.

Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.

Students must pass the relevant exit test to receive the B.S.Ed. degree.
 

Level I: Education in Community Contexts
TCH ED 2209Foundations of Teaching in American Schools3
ED PSY 2212Introduction To Learners And Learning3
Level II: Teaching and Learning Across Context and Clinical Experiences 13
SPEC ED 3318Inclusive Classrooms3
ED TECH 3135Technology for Educators1
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ELE ED 3337Teaching and Learning Literacy in the Elementary Classroom4
Level III: Instructional Application in Studio Schools15
ELE ED 3338Literacy Assessment and Learning3
ELE ED 4246Teaching Mathematics In The Elementary School3
ELE ED 4253Teaching Of Social Studies In The Elementary School3
ELE ED 4341Teaching Science In The Elementary School3
SPEC ED 4323Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings3

Level I: Education in Community Contexts
TCH ED 2209Foundations of Teaching in American Schools3
ED PSY 2212Introduction To Learners And Learning3
Level II: Teaching and Learning Across Context and Clinical Experiences 13
SPEC ED 3318Inclusive Classrooms3
ED TECH 3135Technology for Educators1
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ELE ED 3337Teaching and Learning Literacy in the Elementary Classroom4
Level III: Instructional Application in Studio Schools15
ELE ED 3338Literacy Assessment and Learning3
ELE ED 4246Teaching Mathematics In The Elementary School3
ELE ED 4253Teaching Of Social Studies In The Elementary School3
ELE ED 4341Teaching Science In The Elementary School3
SPEC ED 4323Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings3

 

 

Emphasis Area in Special Education 

All candidates must complete levels I, II, and III course work above in the College of Education. In addition, students must complete the following Emphasis Area courses:

SPEC ED 4315Speech And Language Of Exceptional Children3
SPEC ED 3346Literacy Assessment and Reading for Students with Special Needs3
SPEC ED 4342Transition Issues And Planning3
TCH ED 3212Sociolinguistics and communication in the Classroom3
ELE ED 4342Addressing Needs In Mathematics Teaching And Learning3
SPEC ED 3349Cross Categorical Special Education II3-6
ELE ED 4989Practicum I: Elementary/Special Education Site Based Experience3
ELE ED 4990Practicum II: Elementary/Special Education Site Based Experience12

Total for the B.S.Ed. in Elementary Education with Emphasis in Special Education: minimum of 126 hours.

 

Emphasis Area in Special Education and Teaching English to Speakers of Other Languages

All candidates must complete levels I, II, and III course work above in the College of Education. In addition, students must complete the following Special Education and TESOL courses:

SPEC ED 4342Transition Issues And Planning3
SPEC ED 4315Speech And Language Of Exceptional Children3
SPEC ED 3346Literacy Assessment and Reading for Students with Special Needs3
TCH ED 3212Sociolinguistics and communication in the Classroom3
ELE ED 4342Addressing Needs In Mathematics Teaching And Learning3
SPEC ED 3349Cross Categorical Special Education II3-6
TCH ED 3210Generl Linguistics in Tchg English to Speakers of Other Languages3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
TCH ED 3211Basic Principles of Second and Foreign Language Acquisition3
TCH ED 3213Performance-based Assessment for TOSOL3
TCH ED 3214Material Development and Methods for TESOL3
ELE ED 4992Practicum I: Elementary/Special Education/TESOL Site Based Experience3

Total for the B.S.Ed. in Elementary Education with Emphasis in Special Education and Teaching English to Speakers of Other Languages: minimum of 141 hours

 

Emphasis Area in Teaching English to Speakers of Other Languages

All candidates must complete Levels I, II, and III course work above in the College of Education. In addition, students must complete the following TESOL courses:

TCH ED 3210Generl Linguistics in Tchg English to Speakers of Other Languages3
TCH ED 3211Basic Principles of Second and Foreign Language Acquisition3
TCH ED 3213Performance-based Assessment for TOSOL3
TCH ED 3214Material Development and Methods for TESOL3
ELE ED 4994Practicum I: Elementary/TESOL Site Based Experience3
ELE ED 4995Practicum II: Elementary/TESOL Site Based Experience12

Total for the B.S.Ed. in Elementary Education with Emphasis in Teaching English to Speakers of Other Languages:minimum of 126 hours

 

 

Bachelor of Science in Education: Elementary Education (Middle School Certification)

This area of specialization in elementary education prepares students to teach in grades 5-9.

General Education Requirements

General education requirements are the same as for elementary education.

Program Requirements

Level I: Exploring Education as a Profession
ED PSY 2212Introduction To Learners And Learning3
TCH ED 2209Foundations of Teaching in American Schools3
Related Area Requirements
EDUC 1000Effective Career Decision Making for Educators3
ENGL 3100Junior-Level Writing3
HLTH PE 3432 Teaching Health and Physical Education in the Elementary School
Level II: Analyzing the Nature and Processes of Education
Must be admitted to the Teacher Education Program to enroll in the following courses:
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ED TECH 3135Technology for Educators1
MID ED 4315The Middle Level School3
SPEC ED 3318Inclusive Classrooms3
TCH ED 3213Performance-based Assessment for TOSOL3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3
Level III: Synthesizing Theory and Practice in Education
Entrance into Level III is based on successful completion of all course work in Levels I and II, as well as any prerequisite courses required by advanced methods courses.
MID ED 4316Middle Level Curriculum And Instruction3
MID ED 4317The Middle-Level Child3
Methods Course in Certification Area
SEC ED 4880Writing For Teachers3
SPEC ED 3346Literacy Assessment and Reading for Students with Special Needs3
MID ED 4989Practicum I: Middle LEvel Education Site Based Experience3
MID ED 4990Practicum II: Middle Level Education Site Based Experience12
Area of Concentration for State Certification
Middle School 5-9 requires a minimum of 21 hours for certification in one specific content area (math, science, social studies or language arts). Content requirements are listed on our website.

Total: minimum 120 hours

 

 

Bachelor of Science in Education: Special Education

This is designed for students wishing to teach special education and leads to Missouri Mild/Moderate Disability: Cross Categorical, Grades K-12, teaching certificate. This certificate allows graduates to teach individuals with mental handicaps, learning disabilities, behavior disorders, physical and other health impairments, as well as cross-categorical disabilities; hence graduates have a broad range of employment opportunities.

General Education requirements (46 hours required):

Students entering college first time, Fall 2002 should refer to this bulletin for their General Education Requirements.

English and Communication (9 hours)
COMM 1030Interpersonal Communication I3
or COMM 1040 Introduction To Public Speaking
ENGL 1100First-Year Writing3
ENGL 3100Junior-Level Writing3
Math (6 hours)
MATH 1030College Algebra (prerequisited for 1150)3
MATH 1150Structure Of Mathematical Systems I3
Science (8-9 hours)
BIOL 1012
  & BIOL 1013
General Biology
   and General Biology Laboratory
5
Physical Science (Lecture and Laboratory)
Humanities (8 hours)
MUS ED 3770An Introduction To Music For The Elementary School Teacher (Recommended)3
plus two courses from art, music, philosophy, or literature
plus two courses from art, music, philosophy, or literature
Social Science (18 hours)
PSYCH 1003General Psychology3
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
POL SCI 1100Introduction To American Politics3
ECON 3052Microeconomics For The School Curriculum1-3
GEOG 1001Introduction To Geography3
or GEOG 1002 World Regions
SOC 1010Introduction To Sociology3
or ANTHRO 1025 World Cultures

 

Program Requirements (78 hours)

Related Area Requirements (5 hours)
HLTH PE 3432Teaching Health and Physical Education in the Elementary School4
PHY ED 3261Physical Activity For The Exceptional Learner2
Program Requirements (26 hours)
Level I: Exploring Education as a Profession
ED PSY 2212Introduction To Learners And Learning3
TCH ED 2209Foundations of Teaching in American Schools3
EDUC 1000Building Community, Culture, and Learning in Education3
Level II: Analyzing the Nature and Process of Education
CNS ED 3220Counseling Individuals With Special Needs3
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
ED REM 3721Psychoeducational Assessment and Evaluation3
SPEC ED 4315Speech And Language Of Exceptional Children3
SPEC ED 4342Transition Issues And Planning3
SPEC ED 3345Cross Categorical Special Education I3
TCH ED 3310Methods of Teaching With Technology3
TCH ED 3313Psychology of the Exceptional Child3
TCH ED 3315Literacy Learning And Instruction3
Level III: Synthesizing Theory and Practice in Education
ELE ED 3336Communication Arts Learning And Instruction3
ELE ED 4246Teaching Mathematics In The Elementary School3
ELE ED 4253Teaching Of Social Studies In The Elementary School3
ELE ED 4341Teaching Science In The Elementary School3
SPEC ED 4325Behavior Management3
ELE ED 4342Addressing Needs In Mathematics Teaching And Learning3
SPEC ED 3346Literacy Assessment and Reading for Students with Special Needs3
SPEC ED 3349Cross-Categorical Special Education (Must be taken concurrently with Internship)3-6
SPEC ED 4989Special Education Professional Internship3
Student Teaching 1
SPEC ED 4990Special Education Student Teaching I6
SPEC ED 4991Special Education Student Teaching II6

1

 SPEC ED 4990 andSPEC ED 4991 must be taken during the same semester.

Attention education majors: Professional education courses must be completed with a grade point average of 2.5 and no grade lower than a C.

Total: Minimum of 132 hours 
 

 

 

Bachelor of Educational Studies

The B.E.S. is a professional degree designed for individuals who wish to study Education as a scholarly discipline but who do not wish to prepare for the professional practice for Education in the K-12 schools of this state or nation. Available emphasis areas include Early Childhood Education and Professional Education Studies.

Students follow the University's General Education Requirements.

Communicative Skills
COMM 1040Introduction To Public Speaking3
ENGL 1100First-Year Writing3
ENGL 3100Junior-Level Writing3
See requirements under specific emphasis area.
Breadth of Study (minimum 42 hours in the following three areas with at least three courses in each area)
Humanities 9
Sciences
BIOL 1012General Biology3
Physical Science
Social Sciences
HIST 1001American Civilization To 18653
or HIST 1002 American Civilization 1865 To Present
POL SCI 1100Introduction To American Politics3
PSYCH 1003General Psychology3
Cultural Diversity Course 1

1

See General Education Section of the Bulletin.

 

 

Degree Requirements - Early Childhood Emphasis

 

Mathematical Skills
MATH 1030College Algebra3
MATH 1150Structure Of Mathematical Systems I3
Level I: Exploring Education as a Profession
CMP SCI 1010Introduction To Computers And The Internet3
ED PSY 2212Introduction To Learners And Learning3
PSYCH 2270Developmental Psychology: Infancy, Childhood And Adolescence3
TCH ED 2211Introduction To American Schools3
TCH ED 2209Foundations of Teaching in American Schools3
Level II: Analyzing the Nature and Processes of Education
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
TCH ED 3310Introduction To Instructional Methods3
TCH ED 3313Psychology of the Exceptional Child3
Level III: Synthesizing Theory and Practice in Education
ECH ED 3300Introduction To Early Childhood Education3
ECH ED 3303Curriculum And Practice Laboratory: Infant/Toddler1
ECH ED 3304Curriculum And Practice Laboratory: Preschool1
ECH ED 3313Curriculum And Practice: Infant/Toddler2
ECH ED 3314Curriculum And Practice: Preschool Education2
ECH ED 3332Literacy, Learning and Instruction For The Young Child3
ECH ED 4317Implementation, Evaluation, and Assessment in Early Childhood Education3
ECH ED 4320Classroom Management3
ECH ED 4348The Acquisition Of Mathematical and Science Concepts3
EDUC 2290Internship I6
EDUC 2291Internship II6
PHY ED 3282Physical Growth And Motor Development3
SEC ED 4880Writing For Teachers3
Second Concentration
Electives to total 12 hours to be chosen from ECH ED, ELE ED, SPEC ED, ED TECH, ED REM, or an area chosen in consultation with the adviser.

 

 

Degree Requirements - Professional Education Studies

Mathematical Skills
MATH 1020Contemporary Mathematics3
MATH 1030College Algebra3
Managing Information Skills - Goal 2 (one course) 1
Level I, Exploring Education as Profession
CMP SCI 1010Introduction To Computers And The Internet3
ED PSY 2212Introduction To Learners And Learning3
TCH ED 2209Foundations of Teaching in American Schools3
Level II: Analyzing the Nature and Process of Education
COMM 2231Communication In The Organization3
ED PSY 3312Psychology of Learning, Instruction, and Assessment3
TCH ED 3313Psychology of the Exceptional Child3
Level III, Synthesizing Theory and Practice in Education
Entrance into Level III is based on successful completion of all course work in Levels I and II.
A second series of courses in education or as approved by the advisor including a minimum of 15 hours of electives (see possible options below).

1

See General Education Section of the Bulletin.

 

 

Minor in Literacy

A minor in literacy can be earned by successfully completing 18 hours of the following:
 

ECH ED 3332Literacy, Learning and Instruction for the Young Child 13
ELE ED 3330Literacy, Literature And The Learner3
ELE ED 3336Communication Arts Learning And Instruction3
ELE ED 3389Classroom Based Assessment To Guide Literacy Instruction3
ELE ED 4387Promoting the Language and Literacy Development of Children Living in Poverty 13
ELE ED 4989Practicum I: Elementary/Special Education Site Based Experience3
TCH ED 3315Literacy Learning And Instruction3
TCH ED 4391Literacy for Adolescent Learners in Content Areas3

1

Course not offered in 2013-2014. Please contact the department for more information.

 

 

Minor in Mathematics Education K-5
A minor in Mathematics Education can be earned by successfully completing 18 hours of the mathematics education field.  The following mathematics education courses may be applied to the Mathematics Education Minor.
 

ECH ED 4348The Acquisition Of Mathematical and Science Concepts3
ED TECH 5301Introduction To Computers And The Internet In Education3
ELE ED 4246Teaching Mathematics In The Elementary School3
ELE ED 4342Addressing Needs In Mathematics Teaching And Learning3
MID ED 4246Teaching Mathematics In The Middle School3

 

 

Minor in Urban Education P-5
A minor in Urban Education P-5 can be earned by successfully completing the following 18 hours of Teacher Education, Early Childhood, and Elementary Education courses. Students must register for the special sections of these courses that are offered in urban settings to meet the requirements of this minor:
 

ECH ED 4989Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience3
ELE ED 4989Practicum I: Elementary/Special Education Site Based Experience3
or ECH ED 4989 Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience
ELE ED 3330Literacy, Literature And The Learner3
ELE ED 3336Communication Arts Learning And Instruction3
ELE ED 4320Classroom Management3
or ECH ED 4320 Classroom Management
ELE ED 4989Practicum I: Elementary/Special Education Site Based Experience3
or TCH ED 2311 Foundations In Urban Education And Social Justice
TCH ED 4988Teaching and Learning in Urban Schools3

 

 

Minor in Teaching English to Speakers of Other Languages K-12
A minor in Teaching English to Speakers of Other Languages (TESOL) can be earned by successfully completing 18 hours of coursework that is identified to prepare the student to earn a TESOL teaching endorsement as an additional area of teaching certification by the Missouri Department of Elementary and Secondary Education (DESE).
 

TCH ED 3210Generl Linguistics in Tchg English to Speakers of Other Languages3
TCH ED 3211Basic Principles of Second and Foreign Language Acquisition3
TCH ED 3212Sociolinguistics and communication in the Classroom3
TCH ED 3213Performance-based Assessment for TOSOL3
TCH ED 3214Material Development and Methods for TESOL3
TCH ED 3215Field Experiences in TESOL3

 

Master of Education: Elementary Education

 

General Curricular Program or Specialization in Selected Curricular Areas

The M.Ed. program in elementary education has a general program option, an emphasis in reading option, and an early childhood education option. All options consist of an initial required core of courses; a concentration area; an optional specialization area; a teacher research course; and a capstone or exit course. Areas of specialization are suggested below. A minimum of 33 hours is required for the degree; additional hours may be necessary for reading specialist certification.
 

 

1) Required Core (9 hours)
Students are required to complete the following courses within the first 15 hours of study.
TCH ED 6010Examining History, Community And Social Justice In Education3
TCH ED 6020Teacher Action, Advocacy And Leadership3
ED PSY 6030Instruction, Learning And Assessment3
2) Required Research Course (3 hours)
TCH ED 6909Teacher Action Research I 13
3) Elementary Education Concentration 12-18
A curriculum course (required):
Curricular Issues In Early Childhood And Elementary Programs
Students should select at least 9 additional hours in one or more of the following areas: children’s literature, early childhood, language arts, mathematics education, reading, science education, social studies education, special education, physical education, educational technology, curriculum development, improvement of instruction, or another area as identified in consultation with the faculty advisor.
4) Specialization Areas (Optional) 26
Students may follow one of the core competency courses with two additional courses to develop an area of specialization, such as:
Educational Psychology Option:
Instruction, Learning And Assessment
Life-Span: Individual and Family Development
Technology-Supported Inquiry Learning
and one of the following:
Life-Span: Individual and Family Development
Psychology Of Early Childhood Development
Psychology Of The Elementary School Child
Psychology Of The Elementary School Child
Educational Techonology Option:
Instruction, Learning And Assessment
Introduction To Computers And The Internet In Education
Selection And Utilization Of Educational Multimedia
5) Capstone Course (3 hours) 3
Students must enroll in the capstone course during their last semester and after completing Teacher Action Research I TCH ED 6909 for practicing teachers.
TCH ED 6910Teacher Action Research Capstone3

1
Take semester prior to Teacher Action Research Capstone (TCH ED 6910). For non-teacher candidates, ED REM 6040 or TCH ED 6909 can be taken.
2
Other specialization areas are available and information is available in the Graduate Education and Teaching & Learning Division office.
3
This course is not offered in summer sessions.

 

 

Emphasis in Reading

The M.Ed. program with emphasis in reading (literacy) is designed to enable candidates to further their competencies as teachers of reading, writing, and the other communication arts. The program also prepares them for positions as literacy coaches, reading specialists, curriculum specialist in communication arts and reading areas, consultants in areas of communication arts, and/or for further graduate study. The following program enables the student to earn a M.Ed. with an emphasis in Reading while fulfilling the Department of Elementary and Secondary Education’s requirements for special reading certification in Missouri. Students must complete the first two levels of the Required Core, an educational psychology course, an approved educational research course, 18 hours of literacy courses, and an action research capstone course. The minimum required and recommended courses are as follows:
  

Required Core (9 hours)
TCH ED 6010Examining History, Community And Social Justice In Education3
TCH ED 6020Teacher Action, Advocacy And Leadership3
ED PSY 6030Instruction, Learning And Assessment 13
Required Research Course – Evaluation of Abilities and Achievement (3 hours)
Choose one course. Dependent on student needs and interests.3
Classroom Measurement And Evaluation
Educational And Psychological Measurement
Academic Assessment and Intervention
Reading Concentration (18 hours):
Required Courses
ELE ED 6387Literacy Acquisition And Learning For Diverse Students3
ELE ED 6684Instructional Strategies For Teaching Reading3
ELE ED 6686Analysis And Correction Of Reading Disabilities3
ELE ED 6493Reading Specialist Practicum I3
ELE ED 6494Reading Specialist Practicum II3
And at least one course from the literacy-related elective list or from the certification-related elective list below (min. 3 hrs):
Literacy Related Electives
ELE ED 6436Children's Literature I: Survey And Analysis3
ELE ED 6688Literacy Assessment To Guide Instruction3
ENGL 6880Gateway Writing Project3-6
TCH ED 5312Differentiated Instruction4
Capstone Course (3 hours)
ELE ED 6482Problems And Research In Teaching Elementary School3

1
A graduate level course in child psychology or adolescent psychology may be substituted if needed for certification.

 

To be recommended for Missouri Department of Elementary and Secondary Education special reading certification, teachers must have a valid Missouri teacher’s certificate and two years of classroom teaching experience, and they must have had the following at either the undergraduate or graduate level: two additional courses in reading; language acquisition or development; classroom management techniques; counseling techniques (to include exceptional children and their families: child AND adolescent psychology; and testing, evaluation, and achievement. These certification requirements might be in addition to the courses listed in the program of study above. See your graduate advisor for information about these courses. M. Ed. Students needing any of the above can elect to take these courses at the graduate level where available and apply them to their concentration area.

Certification Related Electives

CNS ED 3220Counseling Individuals With Special Needs3
ED PSY 6220Psychology Of The Elementary School Child3
ED PSY 6225The Psychology Of Adolescence3
ED REM 6707Classroom Measurement And Evaluation3
ED REM 6709Educational And Psychological Measurement3

 *Only one 4000 level course can be applied to the M.Ed.

Certification Options

A combined M.Ed. and certification option exists. Options include elementary education (1­8), early childhood education (PK­3), and middle school/junior high (4­9). Students should consult certification advisers. Graduate credit will not be given for courses at the 1000 to 3000 levels and only one 4000 level course can be applied to an M.Ed. degree.

 

 

Early Childhood Education Emphasis

The M.Ed. program with an emphasis in early childhood education is designed to enable candidates to further their competencies as teachers or program administrators in public and private early childhood program. The program also prepares them for positions in community agencies that support families and young children. The minimum required and recommended courses are as follows. Students must complete the required Core Competencies and Capstone Course as listed above.

 

Required:
ECH ED 6412Foundations Of Early Childhood Education3
ECH ED 6413Educational Role Of Play3
ECH ED 6415Organization And Development Of Early Childhood Programs3
Elective hours6

Total: 33 hours

 

Master of Education: Special Education

The M. Ed. Program in special education includes a representation of the important core knowledge in Special Education. The primary goal is to empower professionals to be thoughtful teachers who use best practice when working with students with disabilities. Research and data-based decision making are emphasized throughout the program. Graduate students will translate research into practice in their courses, and learn to analyze multiple types of assessment data. The M. Ed. Program in Special Education consists of an initial required core of courses; an opportunity to develop an area of specialization; and a capstone or exit course.

When graduate students are accepted into the program they are required to have their transcripts analyzed for state certification discrepancies. Students who wish to be certified in cross-categorical disabilities will be required to fulfill general certification requirements as well as graduate coursework. Upon completion of this advanced degree, professionals will have developed an in-depth knowledge-base related to 
 

  • various learning contexts within and outside of the school setting
  • the multiple influences on educational practices in schools
  • the characteristics and instructional needs of learners with disabilities
  • assessment strategies for monitoring instruction
  • instructional best practice
  • using research to direct practice in the classroom
  • diversity
  • contexts that affect student learning
  • the powerful interactions between setting events and specific learner outcomes
  • a life-perspective of students with exceptional learning needs that addresses the need to successfully meet the needs of young children who transition into kindergarten as well as preparing older students for their transition into adulthood.
1) Required Core (9 hours)
Students are required to complete the following courses within the first 15 hours of study.
TCH ED 6010Examining History, Community And Social Justice In Education3
TCH ED 6020Teacher Action, Advocacy And Leadership3
ED PSY 6030Instruction, Learning And Assessment3
2) Required Research Course (3 hours)
TCH ED 6909Teacher Action Research I 13
3) Special Education Concentration (9 hours )
ED PSY 6545Consultation In Schools And Related Settings3
SPEC ED 6325Advanced Studies in Classroom & Behavior Management3
SPEC ED 6415The Law And Special Education3
4) Special Education Concentration Electives (9 hours):
Cross Categorical Disabilities (6 hours)
Students have the option of enrolling in a 3 credit hour course from either the Early Childhood Special Education concentration, Autism Studies concentration or an additional course in the Cross-Categorical concentration, in order to meet the 9 credit hour course requirement.
SPEC ED 6437Individual and Schoolwide Systems of Positive Behavior Support3
SPEC ED 6345Characteristics and Education of Students with High-Incidence Disabilities3
SPEC ED 6346Reading Instruction and Intervention in Special Education3
SPEC ED 6443Characteristics and Education of Students with Learning Disabilities3
SPEC ED 6450Characteristics and Education of Students with Emotional/Behavioral Disorders3
ED PSY 6542Social-Emotional and Behavior Interventions3
Autism and Developmental Disabilities (9 hours)
SPEC ED 6430Characteristics and Education of Individuals with Low-Incidence Disabilities3
SPEC ED 6610Foundations of Autism Spectrum Disorder: Research to Practice3
SPEC ED 6620Assessment and Interventions for Children and Youth with Autism Spectrum Disorder3
Early Childhood Special Education (9)
SPEC ED 6372Screening And Diagnosis Of Developmental Delays: Birth To 5 Years3
SPEC ED 6462Introduction To Early Childhood Special Education3
SPEC ED 6463Curriculum, Methods, And Materials For Early Childhood Special Ed3
5) Capstone Course (3 hours)
Students must enroll in the capstone course during their last semester and after completing TCH ED 6909 for practicing teachers.
TCH ED 6910Teacher Action Research Capstone 23

1

 Take semester prior to Teacher Action Research Capstone (TCH ED 6910). For non-teacher candidates, ED REM 6040 or TCH ED 6909 can be taken.

2

 This course is not offered in summer sessions.

Total hours: minimum 33 credit hours

 

The Graduate Certificate in Autism Studies

The mission of the certificate program is:

  • To improve current preparation of teachers and related educational practitioners in the greater St. Louis area with dedicated coursework that increases program participants’ understanding and skills necessary to providing comprehensive and holistic programming (in areas of academic, social, functional, and life skills) that addresses the unique characteristics of individuals with Autism.
  • To provide contemporary, best practices-based preparation of professionals who specialize in the treatment of individuals with autism spectrum disorders (ASD) and/or who work collaboratively with school personnel to recognize and follow the ASD profile that best educates the students
  • To gain greater understanding of challenges faced by families of individuals with ASD
  • To prepare personnel to educate and support individuals with ASD, which includes autism, Asperger Syndrome, and other pervasive developmental disorders
  • To address the complex needs of students with ASD, including those who require intensive and highly individualized programs, to those who require less intensive modifications to succeed in their educational, functional, and life goals
  • To increase the current body of scholarly and applied knowledge pertaining to the science and practice in areas of cognitive disability studies.
Required Courses
SPEC ED 6325Advanced Studies in Classroom & Behavior Management3
SPEC ED 6415The Law And Special Education3
ED PSY 6545Consultation In Schools And Related Settings3
SPEC ED 6430Characteristics and Education of Individuals with Low-Incidence Disabilities3
SPEC ED 6610Foundations of Autism Spectrum Disorder: Research to Practice3
SPEC ED 6620Assessment and Interventions for Children and Youth with Autism Spectrum Disorder3

Total Hours: Minimum 18 credit hours

Early Childhood Education Courses

ECH ED 3300 Introduction To Early Childhood Education: 3 semester hours

Prerequisites: Level I. Students will use theoretical bases as well as on site observations to develop an awareness of teaching learning strategies appropriate for the developmental needs of children from birth through age eight. Scheduling, classroom arrangement, and child management practices will be considered. Students will develop their own philosophy of early childhood education.

ECH ED 3301 Early Childhood Special Education Processes and Trends: 3 semester hours

Prerequisites: Completion of Level 1 requirementsBulletin description: Focus on the history and federal laws related to the early childhood special education process. Examination of child development theories and assessment to determine if developmental delays exist. Emphasis on the importance of collaboration between teachers and therapists for service delivery, designing effective transition plans and integrating intervention services into a developmentally appropriate curriculum.

ECH ED 3303 Curriculum And Practice Laboratory: Infant/Toddler: 1 semester hour

Classroom experience in infant or toddler classrooms under directions of university personnel, Must be taken concurrently with ECH ED 3313 Curriculum and Practice: Infant/Toddler.

ECH ED 3304 Curriculum And Practice Laboratory: Preschool: 1 semester hour

Classroom experience in preschool classrooms under direction of university personnel. Must be taken concurrently with ECH ED 3314 Curriculum and Practice: Preschool.

ECH ED 3313 Curriculum And Practice: Infant/Toddler: 2 semester hours

Prerequisites: ECH ED 3300. Design and implementation of integrated curriculum for children from birth to 30 months. Must be taken concurrently with ECH ED 3303.

ECH ED 3314 Curriculum And Practice: Preschool Education: 2 semester hours

Prerequisites: ECH ED 3300. Design and implementation of integrated curriculum for the inclusive preschool classroom with emphasis on science, social studies, creative activities and technology. Must be taken concurrently with ECH ED 3304.

ECH ED 3332 Literacy, Learning and Instruction For The Young Child: 3 semester hours

Prerequisites: Level I. Attention on the home language and environment of young children as they construct knowledge of print from birth to age eight. Critical examination of the range of opportunities for early literacy learning available to children from economically advantaged and disadvantaged communities. Emphasis on meaningful, culturally, and developmentally appropriate activities for fostering beginning reading and writing. Focus on strategies for involving families and capitalizing on community resources in promoting language and literacy learning for young children. This course may be applied toward a Literacy Minor.

ECH ED 3350 Child/Family and Education and Community Involvement: 3 semester hours

Prerequisites: ECH ED 3300, Formal Admission to the Teacher Education Program. This course is designed to provide students with the knowledge and skills needed to work successfully with diverse families and family groups in individual and community settings. The focus will be on strengthening adult-child relationships and family-staff relationships in the home, school, and community settings. Family involvement in early childhood programs and sharing information with families will be stressed.

ECH ED 4315 Curriculum And Practice: Primary Education: 2 semester hours

Prerequisite: ECH ED 3300. Focuses on planning integrated curriculum for the primary classroom with emphasis on science, social studies, creative activities and technology. Working with parents and parent education emphasized. Lab required.

ECH ED 4317 Implementation, Evaluation, and Assessment in Early Childhood Education: 3 semester hours

Prerequisites: Level I and Level II, admission to the teacher education program, ECH ED 3300. Techniques of observing children and using assessment instruments to plan and implement individual program plans for early childhood. Practicum experience required.

ECH ED 4320 Classroom Management: 3 semester hours

Same as SPEC ED 4320, ELE ED 4320, SEC ED 4320. Prerequisites: Level I and II courses or consent of instructor. Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of Pre K-12 students within culturally diverse classrooms and engaging families in supportive interactions.

ECH ED 4341 Exploring The Physical World With Young Children: 3 semester hours

Prerequisite: ECH ED 3312 and completion of science requirements in general education. A study of and experiences with materials, techniques and resources for broadening the child's awareness and understanding of science.

ECH ED 4348 The Acquisition Of Mathematical and Science Concepts: 3 semester hours

Prerequisites: Formal admission to the Teacher Education Program, ED PSY 3312, and MATH 1150. Applications of the major theorists to mathematics reasoning and scientific inquiry. Content is appropriate for pre-K to third grade learners. Research and its implications for practice in the areas of logical thinking, pre-number ideas, geometry, topology, arithmetical operations, problem solving, observation, inquiry and documentation are considered.

ECH ED 4351 Exploring The Social World With Young Child: 3 semester hours

Prerequisite: ECH ED 3312 and completion of social science requirements in general education. A study of and experience with materials, techniques and resources for furthering the child's mastery of the skills of communication; his understanding of people, social roles, society and various cultures; his ability to develop satisfying relationships with peers and adults.

ECH ED 4390 Student Teaching In Early Childhood Education III: 5 semester hours

Prerequisite: ECH ED 3291 or equivalent and admission to student teaching. Clinical teaching experience in early childhood education classrooms in the schools under university and school supervision with seminar included. For students who wish an additional student teaching experience.

ECH ED 4989 Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience: 3 semester hours

Prerequisites: Level I and Level II requirementsBulletin description: This course is an intensive professional development experience (2 days per week) working in a preschool and elementary (as applicable) setting with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to impacting students' achievement for diverse populations and differentiated instruction. Level III methods course assignments may be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceeding Practicum II. Not available for graduate credit .

ECH ED 4990 Practicum II: Early Childhood Education/Early Childhood Special Education Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in ECH ED 4989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur with two different age levels (infant/toddler; pre-k; or k-3) within preschool and elementary schools. These sites offer settings where classrooms implement inclusion (combined general education and special education) and/or have pull-out resources room setting and may also have self-contained settings where students with complex disabilities are educated exclusively. Not available for graduate credit.

ECH ED 4991 Practicum II: Early Childhood Education Site Based Experience: 12 semester hours

Prerequisites: Level II, ECH ED 3313, ECH ED 3314, Grade of C or higher in ECH ED 4989 and admission to the Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur with two different age levels (infant/toddler; pre-k; or k-3) within pre-school and elementary schools. Required of all majors in Early Childhood Education. Not available for graduate credit.

ECH ED 6321 Parent And Community Resources In Early Childhood Education: 3 semester hours

Prerequisite: Graduate Standing Competencies for working with parents and community agencies will be developed through a study of community and community resources. Procedures for parent participation and use of service agencies in the education of all young children, including those with special needs, will be examined.

ECH ED 6412 Foundations Of Early Childhood Education: 3 semester hours

Prerequisite: A course in child psychology or equivalent. A study of the various types of early childhood programs and the philosophy upon which they are based. Attention will also be directed to the implementation of such programs, problems of parent involvement and the social environment of the children.

ECH ED 6413 Educational Role Of Play: 3 semester hours

Prequisites: ECH ED 3312 or Equivalent. Emphasizes play as a constructive process with application to cognitive and social development. Special attention to facilitating play in early childhood classrooms.

ECH ED 6415 Organization And Development Of Early Childhood Programs: 3 semester hours

Prerequisites: ECH ED 3312 or equivalent. Strategies for the effective organization and development of programs for children from diverse cultures, ages birth through age eight years, will be studied. Research and theory in funding and budgeting, staffing and professional development, and selection, development, and assessment of program curriculum will be emphasized. Long-range planning for program stability and involvement in advocacy issues will be covered.

ECH ED 6490 Internship: 1-10 semester hours

Prerequisite: consent of instructor. Closely supervised experience in a field setting under the direction of a graduate faculty member. An appropriate level of competence and evidence of growth in the professional role must be demonstrated by the intern. The internship will include planning, research, evaluation and related professional activities.

ECH ED 6497 Problems: 1-10 semester hours

Prerequisite: Graduate standing. Individual study on topics pertaining to early childhood education.

Elementary Education Courses

ELE ED 2192 Educational Laboratory/Field Experience: 1-3 semester hours

A laboratory/field experience requiring systematic observation and/or participation in appropriate educational settings. To precede student teaching. May be repeated to maximum of three hours.

ELE ED 3330 Literacy, Literature And The Learner: 3 semester hours

Prerequisites: Level I requirements. Exploration of literature and literacy-related resources available to teachers for children and young people. Emphasis on critical reading of literature for a variety of purposes, including communication, instruction, information, and recreation. Focus on the development of criteria for evaluating and selecting culturally and developmentally appropriate materials for motivating students to read in school and at home, as well as strategies for using literature to build family and school partnerships around reading. Twelve hours of participation in a school classroom setting are required. This course may be applied toward a Literacy Minor.

ELE ED 3336 Communication Arts Learning And Instruction: 3 semester hours

Prerequisites: Level I and Level II requirements. Analysis of the six communication arts (listening, speaking, viewing, visually representing, writing, and reading) across content areas. Attention on understanding children's home language and how children learn and develop communication skills. Special emphasis on strategies for assessing and teaching reading and writing, including workshop models, spelling, grammar, and grand conversations to meet the needs of every child. This course may be applied toward a Literacy Minor.

ELE ED 3337 Teaching and Learning Literacy in the Elementary Classroom: 4 semester hours

Prerequisite: Level I. The course, emphasizing literacy development, literacy instruction and children's literature, is the first in a sequence of two courses on teaching reading and writing. The purposes of this course are to survey literacy and literacy development as social practices, to focus on methods of teaching reading and writing, and to utilize children's literature within classroom practice. Instructional practices explored will include reading and writing workshops, guided reading, word work and phonics alongside matching texts (print and digital) and readers. Assessment strategies that inform these instructional practices will be introduced. Particular attention will be given to learning to teach literacy within diverse contexts and with multicultural groups of student.s.

ELE ED 3338 Literacy Assessment and Learning: 3 semester hours

Prerequisites: Level II and ELE ED 3337. The purposes of this course are to address issues of the differences and difficulties that may occur in literacy processes, evaluation of students' literacy skills, analysis of texts for their use by readers, and to design classroom literacy engagements that utilize a variety of instructional strategies and materials. Assessment practices explored will include running records, qualitative reading inventories, spelling inventories and writing assessment. Teacher candidates will learn to assess and create literacy instruction that is multicultural and integrates global technologies.

ELE ED 3389 Classroom Based Assessment To Guide Literacy Instruction: 3 semester hours

Prerequisites: TCH ED 3315 or TCH ED 4391 or equivalent reading methods course. Analysis of strategies for differentiating instruction for a range of readers and writers across content areas. Focus on cultural and language considerations in the assessment of students' literacy skills. Emphasis on meeting the needs of individual readers and writers in the context of whole class instruction. This course may be applied toward a Literacy Minor.

ELE ED 4246 Teaching Mathematics In The Elementary School: 3 semester hours

Prerequisite: Junior standing and completion of mathematics requirements in General Education. Organization and implementation of a modern elementary school mathematics program. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, then K-6 based field experiences are required in addition to scheduled course time.

ELE ED 4253 Teaching Of Social Studies In The Elementary School: 3 semester hours

Prerequisite: Junior standing and completion of social science requirements in general education. Study of elementary school social studies emphasizing the current social studies curricular content, methods of teaching and instructional materials. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, the K-6 based field experiences are required in addition to scheduled course time.

ELE ED 4320 Classroom Management: 3 semester hours

Same as SPEC ED 4320, ECH ED 4320, SEC ED 4320. Prerequisites: Level I and II courses or consent of instructor. Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of Pre K-12 students within culturally diverse classrooms and engaging families in supportive interactions.

ELE ED 4341 Teaching Science In The Elementary School: 3 semester hours

Prerequisites: Level I and Level II requirements. An analysis of teaching science to K-6 students with emphasis on current science education trends, science curricular materials, and strategies of instruction. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, then K-6 based field experiences are required in addition to scheduled course time.

ELE ED 4342 Addressing Needs In Mathematics Teaching And Learning: 3 semester hours

Prerequisite: ELE ED 4246. Instructional strategies for analyzing and addressing needs of students who have difficulties understanding and becoming proficient in mathematics. Conceptual development and procedural fluency are approached in a diagnostic and prescriptive context. Course requires that students participate in K-12 classrooms for a minimum of 10 hours, in addition to university class schedule.

ELE ED 4989 Practicum I: Elementary/Special Education Site Based Experience: 3 semester hours

Prerequisites: Level I and Level II requirements. This course is an intensive professional development experience (2 days per week) working in K-12 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to impacting students achievement for diverse populations and differentiated instruction. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceeding Practicum II. Not available for graduate credit.

ELE ED 4990 Practicum II: Elementary/Special Education Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in ELE ED 4989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms implement inclusion (combined general education and special education) and/or have pull-out resource room settings and may also have self-contained settings where students with complex disabilities are educated exclusively. Not available for graduate credit.

ELE ED 4991 Practicum II: Elementary Education Site Based Experience: 12 semester hours

Prerequisite: Grade of C or higher in ELE ED 4989 and admission to the Teacher Education Program. Clinical teaching experiences 4 days per week where placements occur in elementary school settings. Required for all majors in Elementary Education. Not available for graduate credit.

ELE ED 4992 Practicum I: Elementary/Special Education/TESOL Site Based Experience: 3 semester hours

Prerequisites: Completion of Level I and Level II requirements. This course is an intensive professional development experience (2 days per week) working in K-12 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceding Practicum II. Not available for graduate credit.

ELE ED 4993 Practicum II: Elementary/Special Education/TESOL Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in Practicum I and admission to the Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms have ESOL and implement inclusion (combined general education and special education), and/or have pull-out resource room settings and may also have self-contained settings where students with complex disabilities are educated exclusively. Not for graduate credit.

ELE ED 4994 Practicum I: Elementary/TESOL Site Based Experience: 3 semester hours

Prerequisites: Completion of Level I and Level II requirements. This course is an intensive professional development experience (2 days per week) working in K-12 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceeding Practicum II. Not available for graduate credit.

ELE ED 4995 Practicum II: Elementary/TESOL Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in Practicum I and admission to the Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms include ESOL. Not for graduate credit.

ELE ED 6387 Literacy Acquisition And Learning For Diverse Students: 3 semester hours

Prerequisite: Graduate Standing.Designed to extend teacher understanding of children's literacy aquisition, development, and learning through the elementary grades. Emphasis on development of a teaching philosophy and skills which include maintaining effective literacy learning environments in diverse classrooms, fostering culturally responsive classroom communities, understanding social and environmental issues that affect the literacy learning of diverse learners, using effective methods and materials to develop engaged and literate students, and fostering children's participation in literacy activities.

ELE ED 6410 Current Research In Early Childhood And Elementary Programs: 3 semester hours

Prerequisites: Graduate Admission A systematic examination of research related to early childhood and elementary school programs. Student will be expected to become effective consumers of educational research and to utilize appropriate research findings in their decision-making processes when planning instruction.

ELE ED 6411 Curricular Issues In Early Childhood And Elementary Programs: 3 semester hours

Prerequisite: ED REM 6040 Selected contemporary problems that affect classroom decisions. Technology, literacy, meeting individual needs, diversity, and dealing with discipline are studied through investigative discussions, reading, and a research paper.

ELE ED 6422 Curriculum Construction In Early Childhood & Elementary Programs: 3 semester hours

Prerequisites: ELE ED 6410 and ELE ED 6411. A study of current and classic curricular models early childhood and elementary education. Using developmental learning theory, students will select appropriate curriculum and develop activities for the early childhood or elementary classroom. Students begin a research project by gathering data and evaluating curricular designs from the models studied.

ELE ED 6423 Curricular Implementation-Early Childhood & Elementary Programs: 3 semester hours

Prerequisites: ELE ED 6422 Implementation of a culminating project designed in ELE ED 6422. Students will study implementation and evaluation strategies for the project. The project will be implemented during the semester and students will conduct an evaluation of the project by the end of the semester.

ELE ED 6426 Elementary School Curriculum Reform In The Earth/Space Sciences: 1-4 semester hours

Prerequisites: Graduate standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the earth/space sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. To reflect the number of modules selected by the student, this course may be repeated for a maximum of 4 credit hours.

ELE ED 6428 Elementary School Curriculum Reform In The Life Sciences: 1-4 semester hours

Prerequisite: Graduate Standing. Field-based experiences in improving the district-level elementary school science program, with special attention to the life sciences. Emphasis is given to planning and implementing standards-based inquiry on selected science topics that include connections to other curricular areas. This course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. The course may be repeated for maximum of 4 credit hours.

ELE ED 6429 Elementary School Curriculum Reform In The Physical Sciences: 1-4 semester hours

Prerequisite: Graduate standing Field-based experiences in improving the district-level elementary school science program, with special attention to the physical sciences. Emphasis is given to planning and implementing standards-based inquiry science activities that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. The course may be repeated for a maximum of 4 credit hours.

ELE ED 6436 Children's Literature I: Survey And Analysis: 3 semester hours

Prerequisite: ELE ED 3330 or equivalent. A survey of children's literature published in the last ten years. Special emphasis will be placed on the relationship between children's literature and contemporary issues of society. Students will experience the materials themselves rather than reading about books. In addition, students will begin to study the literary elements that make literature interesting and meaningful for children.

ELE ED 6441 Problems And Research In Teaching Elementary School Science: 3 semester hours

Prerequisite: Eight hours of science, ELE ED 6441, ED PSY 6411. A thorough examination of research related to elementary school science instruction with particular emphasis on innovative programs. Includes methods of investigation and techniques for interpreting the professional literature.

ELE ED 6442 Elementary School Curriculum Reform In The Health Sciences: 1-4 semester hours

Prerequisite: Graduate standing Field-based experiences in improving the district-level elementary school science program, with special attention to the health sciences. Emphasis is given to planning and implementing standards-based inquiry science activities that include connections to other curricular areas. The course is organized into 4 non-overlapping modules. Credit hours are determined based on number of modules completed. The course may be repeated for a maximum of 4 credit hours.

ELE ED 6445 Problems Of Teaching Mathematics In The Elementary School: 3 semester hours

A study of the mathematics program in the elementary school from the viewpoint of goals, content, techniques, and evaluation.

ELE ED 6447 Problems And Research In Teaching Elementary School Mathematics: 3 semester hours

Prerequisite: ELE ED 6455. A thorough examination of research related to recurrent problems in elementary school mathematics instruction, as well as current problems arising within modern programs. Includes methodology appropriate to investigation of such problems and techniques for assessment of the literature.

ELE ED 6448 Diagnosis And Remediation Of Disabilites In Learning Mathematics: 3 semester hours

Prerequisite: ELE ED 6445. Causes of mathematical disabilities. Materials and techniques for diagnoses and corrective programs for children and youth.

ELE ED 6450 Problems Of Teaching Social Studies In The Elementary School: 3 semester hours

A classroom-oriented study of curricular and instructional problems encountered in social studies. Emphasis is placed upon development of materials, techniques, and resources.

ELE ED 6482 Problems And Research In Teaching Elementary School: 3 semester hours

This is the capstone course for the Master of Elementary Education-Emphasis in Reading. To be taken in the last 9 hours of Masters Program. The three foci for this course are (1) systematic study of research as it focuses on the problems of teaching reading in the elementary school, (2) innovations in the field, and (3) action research. Each student designs and completes an action research project related to literacy.

ELE ED 6490 Internship: 1-10 semester hours

Prerequisite: Consent Of Instructor. Closely Supervised Experience In A Field Seting Under The Direction Of A Graduate Faculty Member. An Appropriate Level Of Competence And Evidence Of Growth In The Professional Role Must Be Demonstrated By The Intern. The Internship Will Include Planning, Research, Evaluation, And Related Professional Activities.

ELE ED 6493 Reading Specialist Practicum I: 3 semester hours

Prerequisites: ELE ED 6684, ELE ED 6686, and ELE ED 6707, ELE ED 6709, or ELE ED 6716. Application of reading theory and research in a supervised setting. Emphasis on assessing and analyzing the literacy strengths, needs, and interests of a range of readers with the goal of improving their reading abilities and attitudes. Focus is on establishing reading support for children with the assistance of formal and informal assessments, reading professionals, educators, and children's families.

ELE ED 6494 Reading Specialist Practicum II: 3 semester hours

Prerequisite: ELE ED 6493 Application of reading theory and research in a supervised setting. Emphasis on using appropriate materials and providing effective instructional techniques to address children's assessed literacy strengths, needs, and interests with the goal of improving their reading abilities and attitudes. Focus is on sustaining reading support for children with the assistance of other reading professionals, educators, and children's families.

ELE ED 6495 Supervision Of Practicum In Clinical Reading: 3 semester hours

Prerequisites: ELE ED 6486, ELE ED 6494, ED REM 6716 or consent of instructor Supervising graduate students in diagnosis and remedial process within the reading clinic.

ELE ED 6497 Problems: 1-10 semester hours

Selected problems to meet the needs of individual students.

ELE ED 6684 Instructional Strategies For Teaching Reading: 3 semester hours

Prerequisites: Graduate standing. Designed to extend teacher knowledge of effective instructional strategies for teaching reading. Emphasis on development of a teaching philosophy which acknowledges children gain considerable knowledge about reading from their families and communities, long before they encounter formal reading instruction. Focus on fostering culturally responsive classrooms using children's prior experiences, their language systems, cross-cultural literature, authentic texts, and other print materials familiar to children's home environments, as well as on teaching effective strategies to promote children's reading success.

ELE ED 6686 Analysis And Correction Of Reading Disabilities: 3 semester hours

Prerequisites: ED REM 6707, ED REM 6709, or ED REM 6716 and at least one graduate level literacy course. Designed to develop teacher understanding of the roles and responsibilities of the teacher of reading, Reading Specialist, and Literary Coach. Emphasis on the nature of specific reading difficulties, distinguishing reading difficulty/ disability from language difference, becoming familiar with a range of tools for assessing reading skills and strategies, and developing a critical orientation for evaluating the purpose and utility of various literacy assessment tools. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.

ELE ED 6688 Literacy Assessment To Guide Instruction: 3 semester hours

Prerequisites: ED REM 6707, ED REM 6709, or ED REM 6716 and ELE ED 668.6 Designed to apply teacher knowledge of the roles and responsibilities of the teacher of reading, Reading Specialist and Literary Coach. Emphasis on using literacy assessment tools and techniques to guide instruction for a range of children, especially in the areas of writing, comprehension, and vocabulary. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.

Middle Education Courses

MID ED 4246 Teaching Mathematics In The Middle School: 3 semester hours

Prerequisites: level 1 and Level 2 and completion of mathematics area of concentration A study of the middle school math curriculum with state standards and appropriate instructional strategies, materials, and assessments.

MID ED 4253 Teaching Social Studies In The Middle School: 3 semester hours

Prerequisites: Completion of level 1 and level 2 courses. Study of middle school social studies emphasizing current social studies curricular content, methods of teaching, and instructional materials. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, middle school based field experiences are required in addition to scheduled course time.

MID ED 4315 The Middle Level School: 3 semester hours

Prerequisites: level 1 and admission to teacher education program An in-depth study of the philosophical and historical basis of the goals and organization of middle level schools, including a reveiw of research as the basis for current trends and practices.

MID ED 4316 Middle Level Curriculum And Instruction: 3 semester hours

Prerequisites: Completion of Level 1 and MID ED 4315. Preparation for teaching and learning in a middle school,grades 5-9. Content focuses on curriculum development, methods, techniques, materials, planning, organization, and assessment in middle level education for early adolescents.

MID ED 4317 The Middle-Level Child: 3 semester hours

Prerequisites: Completion of level 2. Developmental characteristics and needs of early adolescents are studied through field experience in middle school classrooms. The relationship between needs and behavior is explored and skills for effective student teacher relationships are highlighted. This course to be taken concurrently with MidEd 4989.

MID ED 4350 Teaching Science In The Middle School: 3 semester hours

Prerequisites: Level I and Level 2 or equivalent preparation. Students will analyze both methodology and content, apply appropriate teaching and learning strategies, and become acquainted with technological advances in teaching science. Students will use informal and formal assessment as well as design and implement original science activities and instruction for all areas of science. If taken concurrently with internship, field hours will be combined within the internship experience. If this course is taken separately, then middle school based field experiences are required in addition to scheduled course time.

MID ED 4989 Practicum I: Middle LEvel Education Site Based Experience: 3 semester hours

Prerequisites: Level I and Level II requirementsBulletin description: This course is an intensive professional development experience (2 days per week) working in grades 6-8 settings with students. Activities on site include partnering with the classroom teacher in all areas of instruction, assessment, and classroom management. Particular emphasis will be given to impacting students achievement for diverse populations and differentiated instruction. Level III methods course assignments will be completed during the practicum day at school sites and Practicum I experiences inform Level III coursework. Practicum I is taken in the semester immediately preceeding Practicum II. Not available for graduate credit.

MID ED 4990 Practicum II: Middle Level Education Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in MID ED 4989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in grades 6-8 school settings in the subject area of certification. Not available for graduate credit.

Special Education Courses

SPEC ED 3318 Inclusive Classrooms: 3 semester hours

Prerequisites: Completion of Level I courses. This class is an introductory overview of inclusive education, the characteristics of special populations in diverse classrooms, and issues related to compliance with state and federal law in serving students with varying needs. In addition, Individualized Education Plans (IEPs) and the eligibility process will be emphasized. Applicable strategies for the successful inclusion of all students that enhance collaboration among relevant stakeholders will be provided.

SPEC ED 3345 Cross Categorical Special Education I: 3 semester hours

Prerequisites: TCH ED 3313 and Admission to the Teacher Ed Program.Study of characteristics of students with cross categorical disabilities and other pertinent issues including inclusion, assessment, and evaluation practices.

SPEC ED 3346 Literacy Assessment and Reading for Students with Special Needs: 3 semester hours

Prerequisites: Admission to the Teacher Education Program, completion of all Level II education courses. Must be taken during the same semester as SPEC ED 4989. Examination of current research and issues specific to educating students with disabilities in the area of reading. Topics include historical and contemporary perspectives on reading instruction and assessment, and implementation of evidence-based practice to improve phonological awareness, decoding, word recognition, fluency, comprehension, and vocabulary. Written language will also be addressed as it pertains to reading instruction.

SPEC ED 3349 Cross Categorical Special Education II: 3-6 semester hours

Prerequisites: Admission to the Teacher Education Program, completion of all Level II education courses. Study of research-based instructional and behavior management methods for use with students with cross-categorical disabilities. Students seeking special education teacher certification must take this during the same semester as SPEC ED 4989, Special Education Professional Internship.

SPEC ED 4301 Special Education Orientation: 2 semester hours

Prerequisites: Admission to Special Education Transition Program or consent of instructor This course examines characteristics of students in crosscategorical placements. Examination of special education philosophy, historical and legal issues, specail education process, and personal traits.

SPEC ED 4315 Speech And Language Of Exceptional Children: 3 semester hours

Prerequisites: SPEC ED 3318 and Admission to the Teacher Education Program. Study of speech and language development for students with exceptional needs and the techniques employed by classroom teachers to support their learning. Not available for graduate credit.

SPEC ED 4320 Classroom Management: 3 semester hours

Same as ECH ED 4320, ELE ED 4320, SEC ED 4320. Prerequisites: Level I and II courses or consent of instructor. Understanding classroom management as the development of engaging instruction that establishes healthy and culturally appropriate teacher-student relationships, builds successful classroom community and enhances student learning. Participants develop a culturally relevant classroom management plan that includes rules, procedures, expected behaviors and uses problem solving strategies to resolve behavior problems. Emphasis is on the teacher developing the social competence of Pre K-12 students within culturally diverse classrooms and engaging families in supportive interactions.

SPEC ED 4323 Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings: 3 semester hours

Prerequisites: Completion of Level I and Level II courses. This course establishes healthy and culturally appropriate teacher-student relationships that build successful classroom community and enhance student learning. Teacher candidates develop a culturally appropriate classroom management plan that includes rules, procedures, and expected behaviors and uses problem-solving strategies to resolve behavior problems. In addition, teacher candidates will develop skills to assess, design and implement extensive, individualized, positive behavioral supports. Emphasis is on the candidates developing the social competence of PreK-12 students within diverse inclusive classrooms and engaging families in supportive interactions. Not available for Graduate Credit.

SPEC ED 4325 Behavior Management: 3 semester hours

Prerequisites: Admission to the Teacher Education Program, completion of all Level II Education courses. Study of classroom management and applied behavior analysis strategies. Focus on teacher as decision maker in the design, implementation, and evaluation of individual and group management programs with emphasis on functional assessment and positive behavior support.

SPEC ED 4342 Transition Issues And Planning: 3 semester hours

Prerequisites: RCH ED 3313 and Admission to the Teacher Education Program. This course provides information to teachers and human service professionals who work closely with adolescents and young adults with disabilities. Emphasis is placed on understanding and planning for the transition from school to adult life for students with disabilities. Transition outcomes include employment, residential options, and other developmental concerns. Topics include self-determination, career education and planning, interagency collaboration, vocational and residential issues and resources, and family support and involvement.

SPEC ED 4989 Special Education Professional Internship: 3 semester hours

Prerequisites: Level I & Level II requirements and ELE ED 4989 This course is an intensive professional development experience (9 hours per week for 14 weeks) working in a school setting with students with disabilities. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken during the semester immediately preceeding student teaching. This course is to be taken in conjunction with SPEC ED 3349. Assignments from this course are carried out in the Internship, and Internship experiences inform the activities and discussions in this course. Not available for graduate credit.

SPEC ED 4990 Special Education Student Teaching I: 6 semester hours

Prerequisites: Completion of Level I, II & III coursework. Must enroll in both SPEC ED 4990 and SPEC ED 4991. Clinical teaching experience in elementary level special education program under university and school supervision. Required of all special education majors; must be taken during the same semester as SPC ED 4991. Not available for graduate credit.

SPEC ED 4991 Practicum II: Special Education Site Based Experience: 12 semester hours

Prerequisites: Grade of C or higher in SPEC ED 4989 and admission to the Teacher Education Program. Clinical teaching experiences 4 days per week where placements occur in K0-12 school settings. Required for all majors in Special Education. Not available for graduate credit.

SPEC ED 5303 Instructional Practices: 3 semester hours

Prerequisites: SPEC ED 4301 or consent of instructor This course provies an in-depth examination of methods and techniques for use in the education of students in crosscategorical placements.

SPEC ED 5305 Planning And Managing The Teaching And Learning Environment: 3 semester hours

Prerequisites: SPEC ED 4303 or consent of instructor This course provides an in-depth exploration of various behavior management techniques that are particularly applicable for students in cross-categorical placements. Projects on functional behavioral assessment and behavior support plans will be conducted.

SPEC ED 6315 Understnding/Implmnting Speech & Lang Interventions that Assist Chldrn w/ Sp Needs: 3 semester hours

Prerequisites: Graduate Standing. Study of speech and language development for students with exceptional needs and the techniques employed by classroom teachers to support their learning.

SPEC ED 6325 Advanced Studies in Classroom & Behavior Management: 3 semester hours

Prerequisite: Graduate Standing. Advanced study of classroom management and applied behavior analysis strategies. Focus on teacher as decision maker in the design, implementation, and evaluation of individual and group management programs with emphasis on functional assessment and positive behavior support.

SPEC ED 6345 Characteristics and Education of Students with High-Incidence Disabilities: 3 semester hours

Prerequisites: TCH ED 3313 or an equivalent course in psychology of the exceptional child. Advanced study of characteristics of students with high-incidence and cross categorical disabilities and other pertinent issues including inclusion, assessment, and evaluation practices.

SPEC ED 6346 Reading Instruction and Intervention in Special Education: 3 semester hours

Prerequisites: Graduate Standing. This course examines current research and issues specific to educating students with disabilities in the area of reading. Topics will include historical and contemporary perspectives on reading instruction and assessment, and implementation of evidence-based practice to improve phonological awareness, decoding, word recognition, fluency, comprehension, and vocabulary. Written language will also be addressed as it pertains to reading instruction. (No credit earned if credit previously earned from SPEC ED 3346).

SPEC ED 6372 Screening And Diagnosis Of Developmental Delays: Birth To 5 Years: 3 semester hours

Prerequisite: ED REM 3721 This course addresses the content, techniques, and special problems related to the assessment of children at risk for developmental delays in the birth to five year age range. Students gain experience in construction, administration and interpretation of assessment tools used with young children. Required for certification in severe handicaps and early childhood-special education.

SPEC ED 6412 Psychology Of Exceptional Children: 3 semester hours

An in-depth analysis of the unique psychological problems of exceptional children and youth. Current psychological theories and research emphasized.

SPEC ED 6415 The Law And Special Education: 3 semester hours

Prerequisite: Graduate Standing. Special education is governed by an elaborate and extensive body of statutes, regulations, and court decisions. This course will focus on the requirements, history, and evolution of laws impacting special education services; current legal requirements in providing a free appropriate public education (FAPE) to students with disabilities and the procedures to obtain legal information in law libraries and on the Internet; and how to conduct legal research using a variety of sources.

SPEC ED 6416 Current Research In Psychology Of Learners With Disabilities: 3 semester hours

Prerequisites: Permission of the instructor/adviser. Study of current trends, issues, and research in special education. Areas of investigation focus on major developments in disabilities, situations related to programming for projected needs, and consideration and utilization of investigative techniques with learners with disabilities. Students should have experience or undergraduate background in the education of learners with disabilities prior to enrolling in this course.

SPEC ED 6430 Characteristics and Education of Individuals with Low-Incidence Disabilities: 3 semester hours

Prerequisites: TCH ED 3313 or equivalent course in psychology of the exceptional child; graduate standing. An advanced study of the theoretical and methodological problems related to autism and developmental (low-incidence) disabilities. Particular emphasis on the application of current research findings to issues confronting individuals with autism and developmental disabilities, and family-and community-systems dynamics. Required course for concentration area: Autism and Development Disabilities.

SPEC ED 6437 Individual and Schoolwide Systems of Positive Behavior Support: 3 semester hours

Prerequisites: Graduate Standing. Focus on the design of comprehensive, multicomponent behavior support plans for individuals with disabilities who engage in challenging behaviors. Emphasis on simultaneously teaching social behavior and building supportive environments that improve targeted social skills. Based upon research foundations and current developments in maintaining primary (school-wide), secondary (classroom and targeted group), and tertiary (individual) systems of support, skills taught increase the capacity of schools, communities, and families to enjoy improved lifestyles.

SPEC ED 6440 Disability, Schooling And Culture: 3 semester hours

Prerequisites: TCH ED 3313 or equivalent An advanced course that will examine foundational issues in social and educational policy for students with disabilities. The course explores the historical, philosophical, sociological and economic dimensions of the recent emphasis on inclusive and community-based support systems for individuals with disabilities and their families. The course will review recent research and experience in the U.S. (primarily) concerning the evolving roles and relationships of families, teachers, administrators, and students with and without disabilities in disabilities in increasingly diverse schools and communities.

SPEC ED 6443 Characteristics and Education of Students with Learning Disabilities: 3 semester hours

Prerequisites: TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the theoretical and methodological problems related to learning disabilities. Particular emphasis on the application of current research findings to the problems confronting learners with learning disabilities.

SPEC ED 6450 Characteristics and Education of Students with Emotional/Behavioral Disorders: 3 semester hours

Prerequisites: TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the problems and characteristics of learners with emotional/behavioral disorders. Particular emphasis on the application of current research findings to problems confronting learners with emotional/behavioral disorders.

SPEC ED 6462 Introduction To Early Childhood Special Education: 3 semester hours

Prerequisites: SPC ED 3313 or equivalent Study of issues and concepts central to special education of young children with disabilities, and at-risk for disabilities, and their families. Focus on program models, screening and assessment procedures, and curriculum concepts. An ecological perspective is emphasized.

SPEC ED 6463 Curriculum, Methods, And Materials For Early Childhood Special Ed: 3 semester hours

Prerequisites: SPC ED 6462 In-depth study of integrated assessment-based curriculum development for learners in early childhood special education. Emphasis on individualized educational planning and implementation for learners and their families.

SPEC ED 6492 Practicum In Special Education: 3-6 semester hours

Prerequisites: Two courses in the area of concentration (developmental disabilities, early childhood special education, emotional/behavioral disorders, or learning disabilities). Supervised experience in the education of learners with disabilities in a school or other appropriate setting.

SPEC ED 6497 Problems: 1-10 semester hours

Prerequisites: SPC ED 3313 or equivalent and consent of instructor Investigation of a selected problem related to the education of learners with disabilities. To be conducted under the direction of a graduate faculty member.

SPEC ED 6510 History Of Disability And Special Education: 3 semester hours

Prerequisite: Consent of Instructor. Provides a historical context for approaching contemporary issues in the education and support of people with disabilities and their families. Requires students to become familiar with methods of retrieval and analysis of historical material.

SPEC ED 6610 Foundations of Autism Spectrum Disorder: Research to Practice: 3 semester hours

Prerequisites: Teaching Certificate or Consent of Instructor. The course focuses on characteristics of children and youth with autism spectrum disorders (ASD); trends and issues connected with ASD; and effective practices and strategies for structuring, managing, and promoting functional/behavioral skills development and interaction among children and youth with ASD.

SPEC ED 6620 Assessment and Interventions for Children and Youth with Autism Spectrum Disorder: 3 semester hours

Prerequisites: SPEC ED 6610; Teaching Certificate or Consent of Instructor. The course reviews functions of behavior as a foundation for understanding and completing functional behavior assessments; entails interpreting and graphing collected data; and incorporates intervention practice and applied curriculum modifications.

SPEC ED 6630 Principles of Applied Behavior Analysis: 3 semester hours

Prerequisites: Graduate Standing. Provides a detailed look at the theories, philosophy, and principles of applied behavior analysis. Focus is on applying these principles to assess behavior and develop and implement best practice interventions for reducing problem behaviors and teaching new behaviors to individuals with autism and other developmental disabilities in a variety of settings. Partially meets requirements of national Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6650 Practicum I in Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6630. Provides the opportunity for students to practically apply the principles and standards of ABA in applied settings. Focus is on students actively demonstrating skills in the areas of behavior assessment, behavior intervention development, and implementation, consultation, on-going evaluation, and training others in a variety of settings with a variety of clients. Access to field site required. Partially meets requirements of National Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6660 Advanced Applications of Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6630 and SPEC ED 6650. Provides a detailed look at methods of data collection, teaching new skills, and evaluating teaching strategies. Focus is on applying these methods to develop and implement best practice strategies that teach new behaviors to individuals with autism and other developmental disabilities, and evaluating the efficacy of these methods. Partially meets requirements of national Board Certified Behavior Analyst licensure exam preparation.

SPEC ED 6670 Practicum II in Applied Behavior Analysis: 3 semester hours

Prerequisites: SPEC ED 6630, SPEC ED 6650, and SPEC ED 6660. Provides the opportunity for students to practically apply the principles and standards of ABA in applied settings. Focus is on students actively demonstrating skills in the areas of behavior assessment, behavior intervention development, and implementation, consultation, ongoing evaluation, and training others in a variety of settings with a variety of clients. Access to field site required. Partially meets requirements of national Board Certified Behavior Analyst licensure exam preparation.

Teacher Education Courses

TCH ED 2209 Foundations of Teaching in American Schools: 3 semester hours

Explores the multiple roles and functions of professional teaching including: communication, leadership, management skills, use of technology, identification of needs of diverse populations and an examination of other selected concepts and philosophies underlying American public education. Portfolio preparation will be introduced. A minimum of 15 field experience hours required.

TCH ED 2210 Introduction To Teaching: 3 semester hours

Explores the multiple roles and functions of professional teaching including: communication, leadership, management skills, use of technology, and identification of needs of diverse populations. Portfolio preparation will be introduced. A minimum of 15 field experience hours required.

TCH ED 2211 Introduction To American Schools: 3 semester hours

One of three introductory, prerequisite courses to the Teacher Education program. An examination of selected concepts and principles underlying American public education. A minimum of 4 field experience hours required.

TCH ED 2311 Foundations In Urban Education And Social Justice: 3 semester hours

Prerequisites: Enrollment in the Minor in Urban Education or permission of the instructor. An introductory course that examines the concepts and principles underlying American public education with specific attention to urban school systems. Issues of equity and social justice in public education are analyzed from multiple perspectives.

TCH ED 3100 Education for Social & Civic Responsibility: 3 semester hours

Equips students with the knowledge and skills needed to integrate an emphasis on civic and social responsibility, including social justice, into their own teaching. Includes a service learning project and requires reflection on project and in-class experiences, course readings, and personal and professional goals and development.

TCH ED 3210 Generl Linguistics in Tchg English to Speakers of Other Languages: 3 semester hours

Prerequisites: Completion of Level I An introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL), and bilingualism. Students explore principles of language systems including English and the function of language in social and academic settings. ____________________________________________________________.

TCH ED 3211 Basic Principles of Second and Foreign Language Acquisition: 3 semester hours

Prerequisites: TCH ED 3210. Covers the principles of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors in relation to second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics, and discourse, within a communicative framework, which directly relates to instructional strategies.

TCH ED 3212 Sociolinguistics and communication in the Classroom: 3 semester hours

Prerequisites: TECH ED 3210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intracultural communication. Students develop strategies to enhance home, school and community relations and impact of culture on perceptions, communication, behaviors, and learning.

TCH ED 3213 Performance-based Assessment for TOSOL: 3 semester hours

Prerequisite: TCH ED 3210. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can reinforce instruction.

TCH ED 3214 Material Development and Methods for TESOL: 3 semester hours

Prerequisites: TCH ED 3210, TCH ED 3211, TCH ED 3212, TCH ED 3213, and TCH ED 4391. Students integrate knowledge of second language acquistion research in instructional methodologies in this course. Students will also incorporate theories of linguistics, assessment models, and instructional technology into their material development to meet the needs of diverse English language learners.

TCH ED 3215 Field Experiences in TESOL: 3 semester hours

Prerequisites: Tch Ed 3210, Tch Ed 3212, and Tch Ed 3214 or concurrently taking Tch Ed 3214. Students observe and reflect on actual classroom practices as well as complete a student's needs analysis and placement tests. The students implement the strategies for advocating an collaborating on behalf of students from diverse language backgrounds. This is a supervised field experience.

TCH ED 3310 Introduction To Instructional Methods: 3 semester hours

Prerequisite: TCH ED 2209, TCH ED 2212, or equivalent and admission to Teacher Education Program. Skill development in planning instruction, selecting content, use of various teaching methods, designing assessment, and developing classroom climate and management strategies. Participation in professional development including microteaching, using educational technology, and portfolio development.

TCH ED 3313 Psychology of the Exceptional Child: 3 semester hours

Prerequisites: level I or equivalent. Introductory overview of the field of special education including historical developments, characteristics of special populations, and compliance with state and federal regulations.

TCH ED 3315 Literacy Learning And Instruction: 3 semester hours

Prerequisites: Admission to Teacher Education program. May take concurrently with TCH ED 3312 and TCH ED3313 or equivalents; may not be taken before TCH ED 3312 and TCH ED 3313 or equivalents. Analysis of methods, materials, frameworks, and technology for the effective teaching of literacy to young children, children with special needs, and children in PreK-6 education settings. Emphasis on the role of language experience, phonics, semantics, syntactics, pragmatics, schema theory, and metacognition in literacy development, A total of 20 field experience hours including observation, assessing children's literacy interests and development, and teaching lessons in a school classroom setting are required in addition to scheduled course time. This course may be applied toward a Literacy Minor.

TCH ED 3316 The Professional Portfolio: 1 semester hour

Prerequisites: Junior standing or consent of instructor Students learn the knowledge and skills to develop an electronic teaching portfolio, writing reflective rationales for standards and choosing appropriate artifacts and using technology tools for successful presentation. _______________________________________________________________.

TCH ED 3320 Home, School And Community Relations For The Classroom Teacher: 3 semester hours

Exploration and discussion of common communication strategies used by teachers in the classroom. Topics covered include a review of grammar, punctuation, and spelling; development of paragraphs, memos, letters reports, and newsletters; and effective oral communication with peer, supervisors, volunteers, assistants, and parents. Students will work to develop intercultural competence through communication. Students will also use technology to prepare effective communication materials.

TCH ED 4391 Literacy for Adolescent Learners in Content Areas: 3 semester hours

Prerequisites: Admission to the Teacher Education Program. Examines the teaching of multiple literacies including reading, writing, speaking and critical thinking in the content areas. Implications of diverse cultures and languages and their relationship to reading will be explored. Field experience hours are required in addition to scheduled course time.

TCH ED 4988 Teaching and Learning in Urban Schools: 3 semester hours

Prerequisites: Enrollment in the Minor in Urban Education or permission of the instructor. The capstone course for the Minor in Urban Education. Students design and implement a classroom-based, action research project in an urban school that integrates differentiated instruction, culturally relevant and sensitive teaching strategies, assessing children's learning to meet individual needs, and implementing inquiry-based projects.

TCH ED 5310 Instructional Design: 3 semester hours

Prerequisites: Graduate standing, TCH ED 5311, participation in an initial teacher preparation program, & consent of instructor Skill development in planning teaching units, instructing lessons, selecting content, using various teaching methods, designing assessment, developing classroom climate and in management strategies. Professional skills are developed through reflecting on one's own practice, using educational technology, and developing a professional portfolio.

TCH ED 5311 Foundations Of Education: 4 semester hours

Prerequisite: Acceptance into the post-baccalaureate teacher education certification program Investigation into the history, philosophies, and purposes of public schools and the multiple roles played by professional educators. Emphasis will be on the history of public education, the role of the teacher as change agent, the influence of technology, and the impact of diversity of American classrooms.

TCH ED 5312 Differentiated Instruction: 4 semester hours

Prerequisites: Graduate Standing. Explores differentiated instruction as an approach to meeting the diverse instructional needs of all students in the classroom. Differentiated instruction can be used to enhance literacy developments of adolescent learners in functional literacy, content literacy, technological literacy and creative/innovative literacy. Twenty hours of field experience are required in addition to scheduled course time.

TCH ED 5850 Topics In The Teaching Of Writing: 1-3 semester hours

Same as ENGL 4850. Prerequisite: ENGL 3100 or equivalent.

TCH ED 6010 Examining History, Community And Social Justice In Education: 3 semester hours

Addresses the issues of equity and social justice from the context of personal and educational history. Students will develop a cultural understanding of their own previous school, community and family experiences and generalize those findings to their current work as educators. They will develop an understanding of the historical foundations of American education and the role of the teacher to be a catalyst for change. Curriculum, instruction and learning will be examined through a variety of lenses including race, class, gender, ability, sexual orientation and religion to become culturally responsive teachers.

TCH ED 6020 Teacher Action, Advocacy And Leadership: 3 semester hours

Investigates the relationships among students, general and special education teachers, counselors, principals, parents, and other support and specialist personnel typically present in schools in Missouri and the changing roles of all these individuals as a consequence of general and special education reform initiatives. Develop systemic action plans and become advocates and leaders whthin the school and larger community for children, families, and the profession. Assists teachers to analyze and improve their management, planning and record keeping systems and professional development planning.

TCH ED 6115 Historical Thinking in Theory and Practice I: 3 semester hours

Same as HIST 6115. Prerequisites: Graduate Standing or consent of instructor. This course explores theoretical and research literature on historical thinking. It further examines effective teaching strategies and curriculum materials that facilitate historical thinking and reading skills while also broadening content knowledge. It will familiarize students with text and web-based resources available for instruction.

TCH ED 6116 Historical Thinking in Theory and Practice II: 3 semester hours

Same as HIST 6116. Prerequisites: HIST 6115 / TCH ED 6115 or consent of instructor. Building upon HIST 6115/ TCH ED 6115, this course emphasizes the design, implementation, and assessment of teaching materials and practices that foster historical thinking and reading. In this hands-on, action research course, students will focus on their own teaching materials and practices to improve their capacity to teach and assess students' historical thinking.

TCH ED 6200 Building Character and Competence with Diverse Learners: 4 semester hours

Prerequisites: Graduate Standing. This course introduces theories and offers research-based strategies, materials, and resources designed to meet the needs of diverse learners in elementary school settings, including those with special needs and English language learners. Students will also learn ways to promote character and citizenship development, cross-cultural communication, and positive behavior supports.

TCH ED 6210 Foundations Of Teaching English To Speakers Of Other Languages: 3 semester hours

Prerequisites: Graduate Standing This course is an introduction to the historical, legal and pedagogical frameworks relating to Teaching English to speakers of Other Languages (TESOL) and bilingualism. Students explore current issues, trends and influential factors in second language acquisition (SLA) instructional and assessment models.

TCH ED 6220 Principles Of Second/Foreign Language Acquisition: 3 semester hours

Prerequisite: TCH ED 6210. This course is a research-based study of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors, as well as linguistic research about second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics and discourse, within a communicative framework, which directly relates to instructional strategies.

TCH ED 6230 Cross-Cultural Communication In The Classroom: 3 semester hours

Prerequisite: TCH ED 6210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Within this theoretical context, students recognize their own socio-cultural identity and its impact on teaching models. Students develop strategies to enhance home, school and community relations.

TCH ED 6240 Assessment for Teaching English to Speakers of Other Languages: 3 semester hours

Prerequisites: TCH ED 6210 and TCH ED 6220 are recommended. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can inform instruction.

TCH ED 6250 Methods and Materials for Teaching English to Speakers of Other Languages: 3 semester hours

Prerequisites: TCH ED 6220, TCH ED 6230, and TCH ED 6240, or consent from instructor. Students integrate knowledge of second language acquisition research in instructional methodologies, linguistics, assessment models, and awareness of socio-cultural dynamics, in order to design and critique a unit plan including materials and needed technology support.

TCH ED 6260 Practicum in Teaching English to Speakers of Other Languages: 3 semester hours

Prerequisites: TCH ED 6220, TCH ED 6230, TCH ED 6240, and TCH ED 6250 or concurrently taking TCH ED 6250. Students observe and reflect on actual classroom practices, complete a student's needs analysis and placement test, and implement a unit plan in the classroom with reflection. This is a supervised field experience.

TCH ED 6350 Gender, Language & Identity: 3 semester hours

Same as GS 6350. Prerequisites: Graduate level standing. An interdisciplinary look at the ways gendered and racial identities are developed and shaped through language and culture. Readings will address the complex, yet sometimes invisible, ways that identity, language and gender intersect, creating and assigning roles, responsibilities, and possible selves to individuals and groups in a global world.

TCH ED 6440 Experiential Education: 3 semester hours

Prerequisites: TCH ED 6010 This course addresses facets of experiential learning beginning with the theoretical background. Reflection will be examined as a key component of the experiential learning cycle and reflective questioning techniques developed and practiced. Adventure education, cultural journalism, apprenticeship education and related areas will be investigated as approaches to experiential learning. Students will develop an understanding of the relationship between experience and learning and develop techniques for using that relationship to enhance learning in their own teaching situation.

TCH ED 6442 Outdoor Education Leadership: 3 semester hours

Prerequisite: TCH ED 6010 or permission of instructor. Explore concept of a bioregion and development of a sense of place using historic journals, land based essays, outdoor activities, research, discussion and personal reflection. Planning, teambuilding, outdoor leadership skills, regional ecology and culture will be addressed. A 3 day field experience will explore stream, canyon, forest, and cave ecosystems in cooperation with resource professionals. Cultural ad economic folkways of the region will be considered.

TCH ED 6444 Environmental Education: 3 semester hours

Activity-oriented coursework in developing environmental awareness, field and/or laboratory skills and techniques, and the use of environmental curricula. Materials and activities appropriate for a variety of educational settings, including outdoor locales, will be developed. This course is designed to give educators experience in developing and implementing environmental education curricula, especially in an outdoor setting.

TCH ED 6880 Gateway Writing Project: 3-6 semester hours

Same as ENGL 6880. An intensive course in the writing process and the writing curriculum, designed for experienced teachers. Readings of current theory and research will be related to participants' experience as writers and as teachers. Topics may vary. may be repeated for credit. No more than 6 hours may be applied toward the M.Ed. Counts toward the Graduate Certificate in Teaching Writing.

TCH ED 6890 Seminar In Professional Writing For Teachers: 3 semester hours

Prerequisites: TCH ED 6880 / ENGL 5880 and near completion of Graduate Certificate in the Teaching of Writing. Capstone seminar for the Graduate Certificate in the Teaching of Writing. Participants will pursue the dual role of writer/ writing teacher by designing individual projects with one of these emphases: (1) research writing based on a classroom inquiry into the teaching of writing; (2) expository and creative writing based on an inquiry into the teacher's own evolution as a writer. Seminar meetings will include both face-toface and on-line communication.

TCH ED 6909 Teacher Action Research I: 3 semester hours

Prerequisites: Graduate Standing Minimal of 21 hours of M.Ed coursework completed. Students learn the knowledge, skills and tools for systematic reflective practice in preparation for completing the Masters Capstone Action Research project in TCH ED 6910.

TCH ED 6910 Teacher Action Research Capstone: 3 semester hours

Prerequisites: TCH ED 6909 for teachers and all but the last 6 hours of the M.Ed. program or TCH ED 6909 or ED REM 6040 for non teachers. Students apply research knowledge, skills, and dispositions developed in TCH ED 6909 to an Action Research project, reflecting on and evaluating an aspect of one's own practice within a situated context. Students identify focused questions, collect and analyze data, using both analytic and practice tools, and review literature to research multiple factors in order to improve student learning. The research findings and insights will be shared in a public forum as a capstone for the M.Ed.

TCH ED 7100 Research in Literacy Studies: 3 semester hours

Prerequisites: Admission to the doctoral program. Participants will critically examine foundational, theoretical and historical work in the intersection of language, literacy and culture. An analysis of seminal research will explore related traditions and contemporary theories in literacy (K-12).

TCH ED 7200 Historical and Theoretical Foundations of Curriculum and Instruction: 3 semester hours

Prerequisites: Admission to the doctoral program. Examines foundational, theoretical and historical work in the field of Curriculum and Instruction. Students will read and analyze key texts, engage in discussions with peers and divisional faculty, build coherent and well-informed arguments, and apply new understandings to problems of practice.

TCH ED 7210 Issues And Trends in Content and Language Acquisition for English Language Learners: 3 semester hours

Prerequisites: Doctoral Standing. Analysis of current issues on simultaneous development of academic content and English language learning. Current trends in teaching English to Speakers of Other Languages (TESOL) include Sheltered Instruction Observation Protocol (SIOP), Teaching and Learning Cycle, Teaching Proficiency through Reading and Story Telling (TPRS), and English as an international language. Students will identify an area of inquiry, and design and complete a research project.

Patricia Kopetz
Des Lee Endowed Professor of Education of Children with Disabilities and Chair
Ed.D., Saint Louis University

William C. Kyle
E. Desmond Lee Family Professor of Science Education
Ph.D., University of Iowa

James Shymansky
E. Desmond Lee Family Professor of Science Education
Ph.D., Florida State University

Lloyd Richardson
Curators Teaching Professor
Ph.D., Peabody College of Vanderbilt University, Ed.D., Indiana University

Judith Walker de Felix
Professor, Vice Provost Academic Affairs and Dean of Graduate School
Ph.D., University of Florida

Helene J. Sherman
Professor and Associate Dean for Schools and Community Partnerships
Ed.D., University of Missouri St. Louis

Rebecca Rogers
Associate Professor
Ph.D., University of Albany-SUNY

Kim Song
Associate Professor
Ed.D., Southern Illinois University-Edwardsville

Ralph Cordova
Assistant Professor
Ph.D., University of California-Santa Barbara

Nicholas Husbye
Assistant Professor
Ph.D. Candidate, University of Indiana-Bloomington

April J. Regester
Assistant Professor
Ph.D., University of California-Santa Barbara

Alina Slapac
Assistant Professor
Ph.D., University of Northern Iowa

Lynn Navin
Lecturer, Director and University Child Development Center
M.Ed., Michigan State University

Margaret Ann Niederberger
Lecturer
M.Ed., Lindenwood University

Nicole Nordin
Lecturer
M.Ed., University of Missouri-St. Louis

Randall Sommers
Lecturer
Ph.D., University of Missouri-St. Louis

Richard W. Burnett
Professor Emeritus
Ed.D., Indiana University

Huber M. Walsh
Professor Emeritus
Ed.D., University of California-Los Angeles

George J. Yard
Associate Professor Emeritus
Ph.D., Saint Louis University