Courses
ELE ED 3338 Teaching Elementary Literacy in Inclusive Settings: Literacy Assessment and Learning: 3 semester hours
Prerequisites: Completion of Level I requirements. This course explores literacy achievement and assessment to guide developmentally appropriate instruction, including consideration of elementary students' cultural and linguistic backgrounds as well as special education services received. Assessment practices explored include running records, informal reading inventories, orthographic inventories, and analytic writing assessment. Teacher candidates will utilize assessment findings, children's literature, and global technologies to create purposeful, targeted literacy instruction for students.
ELE ED 3339 Teaching Elementary Literacy in Inclusive Settings: Literacy Instruction and Learning: 4 semester hours
Prerequisites: Completion of Level II requirements and ELE ED 3338. This course continues to explore developmentally appropriate literacy instruction for elementary students through deep exploration of methods of teaching reading and writing, including reading and writing workshops, guided reading, and word work / phonics. Particular attention will be paid to how these instructional methods might be adapted based upon students' cultural and linguistic backgrounds as well as special education services received. Teacher candidates will utilize a variety of assessments, children's literature, and global technologies to create a series of purposeful, targeted literacy lessons that reflect students evolving abilities over time.
ELE ED 4246 Teaching Elementary Mathematics in Inclusive Settings I: 3 semester hours
Prerequisites: Completion of mathematics requirements in General Education. This course explores pedagogical techniques and best practices for the creation and delivery of elementary mathematics curriculum to all students, including consideration of elementary students' cultural and linguistic backgrounds as well as special education services received. The mathematical content includes number and operations in base ten, fractions, decimals, percents, and proportional reasoning. Additional field experience may be required.
ELE ED 4253 Teaching Elementary Social Studies in Inclusive Settings: 3 semester hours
Prerequisites: Admission to Teacher Education Program and completion of social science requirements in general education. This course explores the teaching of current social studies curricular content in elementary settings. Topics include US history, geography, civics and government, economics, culture, and technology, and the appropriate teaching methods and development of related instructional materials. Particular attention will be paid to how these topics and strategies might be adapted based upon students' cultural and linguistic backgrounds as well as special education services received. Ten (10) clinical hours required to complete course assignments.
ELE ED 4341 Teaching Science in Inclusive Elementary Schools: 3 semester hours
Prerequisite: Admission into Teacher Education Program required. An analysis of teaching science to K-6 students with emphasis on current science education trends, science curricular materials, and strategies of instruction.
ELE ED 4342 Teaching Elementary Mathematics in Inclusive Settings II: 3 semester hours
Prerequisite: ELE ED 4246. This course explores pedagogical techniques and best practices for the creation and delivery of elementary mathematics curriculum to all students, including consideration of elementary students' cultural and linguistic backgrounds as well as special education services received. The mathematical content of this course includes geometry, measurement, probability, statistics, and data analysis. Additional field experience may be required.
ELE ED 4989 Practicum I: Elementary/Special Education Site-Based Experience: 3 semester hours
Prerequisites: Completion of Level II requirements and successful practicum application. This course is a two-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Concurrent Level III methods course assignments will be completed in Practicum I. Taking the Missouri Content Exam (MOCA) is required during Practicum I. Not available for graduate credit.
ELE ED 4990 Practicum II: Elementary/Special Education Site Based Experience: 12 semester hours
Prerequisites: Grade of B or higher in ELE ED 4989, completion of Level III requirements, and taking the Missouri Content Exam (MOCA). This course is a four-day per week intensive, collaborative professional experience in diverse school settings with students, emphasizing improving K-12 student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Certification requirements include passing scores on the Missouri Content Exam (MOCA) and the Missouri Preservice Teacher Assessment (MOPTA). Not available for graduate credit.
ELE ED 4992 Practicum I: Elementary/Special Education/TESOL Site-Based Experience: 3 semester hours
Prerequisites: Accepted Practicum I application. This course is a two-day per week intensive, collaborative professional experience in inclusive K-12 settings with emphasis in elementary classrooms. This course emphasizes improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Practicum I includes mandatory on-site and on-campus seminars which could be scheduled outside of normal class time. Students are required to take the appropriate DESE-mandated content exam during Practicum I.
ELE ED 4993 Practicum II: Elementary/Special Education/TESOL Site-Based Experience: 12 semester hours
Prerequisites: Successful completion of Practicum I requirements. This course is a four-day per week intensive, collaborative professional experience in inclusive K-12 settings with emphasis in elementary classrooms. This course emphasizes improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Practicum II includes mandatory on-site and on-campus seminars which could be scheduled outside of normal class time. Students are required to take the appropriate DESE-mandated content exam during Practicum II.
ELE ED 4994 Practicum I: Elementary/TESOL Site-Based Experience: 3 semester hours
Prerequisites: Accepted Practicum application. This course is a two-day per week intensive, collaborative professional experience in inclusive K-12 settings with emphasis in elementary classrooms. This course emphasizes improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Practicum I includes mandatory on-site and on-campus seminars which could be scheduled outside of normal class time. Students are required to take the appropriate DESE-mandated content exam during Practicum I.
ELE ED 4995 Practicum II: Elementary/TESOL Site-Based Experience: 12 semester hours
Prerequisites: Successful completion of Practicum I requirements. This course is a four-day per week intensive, collaborative professional experience in inclusive K-12 settings with emphasis in elementary classrooms. This course emphasizes improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. Particular emphasis will be given to differentiated instruction and impacting student achievement for diverse populations. Practicum II includes mandatory on-site and on-campus seminars which could be scheduled outside of normal class time. Students are required to take the appropriate DESE-mandated content exam during Practicum II.
ELE ED 5989 Practicum I: Elementary/Special Education Site-Based Experience: 2-3 semester hours
Prerequisites: Graduate standing and completion of Level I and Level II requirements. This course is a two-day per week intensive, collaborative professional experience in diverse K-12 settings with students. There is an emphasis on improving student learning outcomes, data-driven instruction, classroom management, and video use and analysis. The course includes mandatory on-site and on-campus seminars, which could be scheduled outside of normal class time. Concurrent Level III methods course assignments may be completed in Practicum I.
ELE ED 5990 Practicum II: Elementary/Special Education Site Based Experience: 8 semester hours
Prerequisites: Grade of B- or higher in ELE ED 5989 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 education exclusively. Teacher candidates collect data for a research project.
ELE ED 5992 Practicum I: Elementary/Special Education/TESOL Site Based Experience: 2 semester hours
Prerequisites: Completion of Level I and Level II requirements. 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. Activities to acquire research skills are included. Practicum I is taken in the semester immediately preceding Practicum II.
ELE ED 5993 Practicum II: Elementary/Special Education/TESOL Site Based Experience: 8 semester hours
Prerequisites: Grade of B- 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 education exclusively. Teacher candidates collect data for a research project.
ELE ED 5994 Practicum I: Elementary/TESOL Site Based Experience: 2 semester hours
Prerequisites: Completion of Level I and Level II requirements. 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. Activities to acquire research skills are included. Practicum I is taken in the semester immediately preceding Practicum II.
ELE ED 5995 Practicum II: Elementary/TESOL Site Based Experience: 8 semester hours
Prerequisites: Grade of B- 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. Teacher candidates collect data for a research project.
ELE ED 6241 Science Content, Inquiry-Based Instruction, and Assessment: STEM-Integrated Pedagogy: 2-3 semester hours
Prerequisites: Graduate standing. The course is designed to provide teacher candidates with research-based theories and practices focused upon the teaching and learning of science. Candidates will acquire skills to plan and implement lessons to facilitate each learner's ability to conceptualize science concepts. The course will integrate related disciplines, such as technology, engineering and mathematics, in order to provide prospective teachers with a context for understanding the content of science, how science knowledge is acquired and understood, and how the sciences are connected across disciplines. Through course experiences and scholarly readings, prospective teachers will realize that to become an effective teacher one must acquire a positive attitude toward learning science, technology, engineering and mathematics; know how to acquire scientific information; and know how to facilitate learners' construction of scientific understandings.
ELE ED 6246 Math Content Pedagogy, Inquiry-Based Instruction, and Assessment: 3 semester hours
Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. This course provides the teacher candidate with math content and math pedagogical techniques to lead them to prepare and deliver best practices of teaching that are aligned with the elementary math learning standards and research-based practices. The students are encouraged to adopt interdisciplinary resources including multicultural children's literature and coping strategies for diverse students in the classroom settings. The students will develop lessons that entail using inquiry-based instructional materials, and reflective practice with assessment data.
ELE ED 6253 Teaching Social Studies through Reading, Writing, and English Language Learners: 3 semester hours
Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. Examines the teaching of social studies through reading elementary children's literature about U.S. history and examines writing instruction as a complex and dynamic process. The course integrates a standards-based, backward-planning approach; authentic literacy instruction through the lens of social studies; attention to the linguistic and cultural demands of social studies; and differentiation in instruction so that each student has access to meaningful and challenging learning opportunities using Sheltered Instruction Observation Protocol (SIOP). It focuses on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, help students make connections between new information and previous knowledge and skills that are research-based, and support students to transfer new information to real-life contexts and environments using critical thinking skills.
ELE ED 6253A Teaching Social Studies through Reading, Writing, and English Language Learning: A: 1 semester hour
Prerequisites: Admission to Teach For America or Alternative Certification Program; must be practicing teacher with Bachelor Degree. Examines the teaching of social studies through reading elementary children's literature about U.S. history and examines writing instruction as a complex and dynamic process. The course integrates a standards-based, backward-planning approach; authentic literacy instruction through the lens of social studies; attention to the linguistic and cultural demands of social studies; and differentiation in instruction so that each student has access to meaningful and challenging learning opportunities. There is an emphasis on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, the ability to help students make connections between new information and previous knowledge, and support students to transfer new information to real-life contexts and environments using critical thinking skills.
ELE ED 6253B Teaching Social Studies through Reading Writing and English Language Learning: B: 1 semester hour
Prerequisites: Admission to Teach For America or Alternative Certification Program; must be practicing teacher with Bachelor Degree. Examines the teaching of social studies through reading elementary children's literature about U.S. history and examines writing instruction as a complex and dynamic process. The course integrates a standards-based, backward-planning approach; authentic literacy instruction through the lens of social studies; attention to the linguistic and cultural demands of social studies; and differentiation in instruction so that each student has access to meaningful and challenging learning opportunities. There is an emphasis on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, the ability to help students make connections between new information and previous knowledge, and support students to transfer new information to real-life contexts and environments using critical thinking skills.
ELE ED 6253C Teaching Social Studies Through Reading, Writing, and English Language Learning: C: 1 semester hour
Prerequisites: B- or better in ELE ED 6253B. This course examines the teaching of social studies through reading elementary children's literature about U.S. history and examines writing instruction as a complex and dynamic process. The course integrates a standards-based, backward-planning approach; authentic literacy instruction through the lens of social studies; attention to the linguistic and cultural demands of social studies; and differentiation in instruction so that each student has access to meaningful and challenging learning opportunities. There is an emphasis on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, help students make connections between new information and previous knowledge, and to support students to transfer new information to real-life contexts and environments using critical thinking skills. Must be practicing teacher with a bachelor's degree.
ELE ED 6337 Teaching and Learning Literacy in the Elementary Classrooms: Teaching Reading and Writing: 4 semester hours
Prerequisites: Completion of Level I requirements. Emphasizes literacy development, literacy instruction, and children's literature in the process of teaching reading and writing. Students survey literacy and literacy development as social practices, to focus on methods of teaching reading and writing, and to effectively 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. Includes readings of academic research articles and book chapters that promote critical thinking in the design and implementation of literacy instruction. Particular attention will be given to learning to teach literacy within diverse contexts and with linguistically and culturally diverse students.
ELE ED 6338 Literacy Assessment for Guided Instruction: 3 semester hours
Prerequisites: ELE ED 6337 and completion of Level I requirements. Addresses assessment issues that include examining the differences and difficulties that may occur in literacy learning processes. Topics covered include the effective use and evaluation of assessment instruments to prevent student literacy difficulties and promote accelerated learning. Students design classroom literacy engagements utilizing a variety of instructional strategies and materials. Includes reading peer-reviewed research articles and book chapters that promote critical thinking in the assessment and evaluation of literacy achievement. Assessment practices explored include running records of oral reading, an observation survey of early literacy behaviors (e.g., phonemic awareness, letter identification), 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 6342 Addressing the Mathematical Needs of Students: 3 semester hours
Prerequisites: Graduate standing and ELE ED 6246. Educators will learn 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. The course will cover research based approaches to help develop assessments and strategies for addressing needs of students who have difficulties understanding and becoming proficient in mathematics.
ELE ED 6342A Addressing the Mathematical Needs of Students: A: 1 semester hour
Prerequisites: Graduate standing. Educators will learn instructional strategies for analyzing and addressing needs of students having difficulties understanding and becoming proficient in mathematics. This course will provide an overview of the current landscape of issues in mathematics education around the topic of learners who struggle, as well as introduce research-based approaches to help develop assessments for addressing needs of students having difficulties understanding and becoming proficient in mathematics.
ELE ED 6342B Addressing the Mathematical Needs of Students: B: 1 semester hour
Prerequisites: Graduate standing. Educators will learn instructional strategies for analyzing and addressing needs of students having difficulties understanding and becoming proficient in mathematics. This course will help students develop strategies for identifying and addressing student error patterns as well as introduce research based strategies to address the needs of students having difficulties understanding and becoming proficient in mathematics.
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 acquisition, 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 standing. 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 Curriculum Leadership Elementary Programs: 3 semester hours
Prerequisite: ED PSY 6030. Learn strategies for development and implementation of-up-to date curriculum. Using current research of innovative programs and new approaches, students will develop skills in analyzing and evaluating content area curriculum according to Common Core and national content standards in order to lead curriculum development in an educational setting.
ELE ED 6422 Curriculum Design of Elementary Programs: 3 semester hours
Prerequisites: ED PSY 6030, ELE ED 6411 or consent of instructor. A study of current and classic curricular design models of elementary education. Students will select a grade level or subject area curriculum and develop an integrated or differentiated curriculum based on the Common Core and national content standards. Compare and contrast curriculum design approaches while connecting curriculum and instructional practices to student performance.
ELE ED 6423 Learning Through Inquiry: 3 semester hours
Prerequisites: ED PSY 6030 or consent of instructor. Students will learn to improve their instruction through using various inquiry models of teaching which develop the thinking skills required by the Common Core standards. Prior instructional experience is recommended.
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 6431 STEM Instruction in Elementary Education: 3 semester hours
Prerequisites: TCH ED 6010, TCH ED 6020; or consent of instructor. This course will integrate related Science, Technology, Engineering and Math (STEM) disciplines through examination, analysis and application of the national science standards (NGSS) and scholarly readings. In the course, students will develop STEM curriculum and instruction that facilitate the learners' construction of scientific understandings.
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 6448 Diagnosis and Remediation of Disabilities 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 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 master's 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 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.
ELE ED 6493 Reading Specialist Practicum I: 3 semester hours
Prerequisites: ELE ED 6684, ELE ED 6686, and ED REM 6707, ED REM 6709, or ED REM 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 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.