Elementary Education, M.Ed.

Due to changes in certification requirements in Pennsylvania, as required by legislation, we are currently updating the Masters in Elementary Education program. During this time applications for our Master's program will be accepted. Please contact the Graduate Coordinator for the most current information.

33 credits

Purpose of Degree

The focus of the M.Ed. in Elementary Education is on becoming a master teacher in the elementary classroom and is based on the Advanced Teacher Education Conceptual Framework. The program is designed to guide in-service educators to become leaders who apply research and best practice theory to make reflective and synergistic decisions that consistently support and extend the learning of all students. Through the chosen program's core courses and individualized experiences, candidates are able to create a vision of themselves as reflective, synergistic decision makers.

National accreditation of the program:

National Council for Accreditation of Teacher Education

Mission statement of the department:

The mission of the Early Childhood and Elementary Education department is to develop educators who make reflective and deliberate decisions that support and extend the learning of all students.

Program of Study

Prerequisites required:

Master's degree candidates must hold teacher certification. Candidates must have a must have a 3.0 overall major GPA. Applicants must also submit all necessary documents with the Graduate School application, a Professional Goals Statement that reflects their professional objectives for this program, two letters of recommendation and a copy of their current teaching certificate.

Plan of Study

The Master of Elementary Education program (ELED) consists of a core area of required courses (15 credits) and a concentration area of 18 credits.

The concentration area includes a focus of 12 elementary education credits in addition to six credits of education electives that are chosen to meet the student's professional needs and personal interests. The 18 credits of the concentration are selected by the graduate student (in collaboration with the ELED Graduate Coordinator) from one of seven focus areas available for in-depth study.

The M.Ed. program supports the Advanced Teacher Education Conceptual Framework, developed by the ESU Teacher Education faculty. Core courses present research-based concepts related to teaching and learning as well as introduce various tools of inquiry. Concentration courses extend the master teacher's ability to articulate, apply, and adapt theoretical constructs to the classroom setting.

At the end of graduate course work, the master teacher candidate will be able to demonstrate reflective, collaborative, and creative teaching practice and professional leadership qualities. A student may have a maximum of six credits of workshop courses included in a plan of study.

The student shall, in consultation with the Graduate Coordinator, complete 12 ELED graduate credits in one of the following focus areas:

• Elementary School Teaching
• Early Childhood
• Middle School Teaching
• Language Literacy and the Arts
• Mathematics, Science, and Technology
• Differentiated Teaching and Learning
• The ESL Endorsement
• A student-designed concentration.

In addition, the student shall complete six graduate credits of electives.

Elementary School Teaching

Early Childhood – Birth through Age 8

Middle School Teaching

Language, Literature, and the Arts

Mathematics, Science, and Technology

Differentiated Teaching and Learning

English as a second language (ESL) Endorsement

Electives selected through advisement

Student Design

Students in collaboration with the graduate coordinator may design a concentration area that meets their professional needs and personal interests.

Final graduation requirement

Students select one of the following exit criteria to complete the M.Ed. program: Professional Portfolio, Curriculum Project, or Action Research.

The planning and developing of the Comprehensive Evaluation is an integral part of ELED 575, Graduate Seminar, a course taken between 24-27 credits.

Due to changes in teacher education requirements in Pennsylvania, as required by legislation, applications for the Extension of Teaching Certification to include Elementary Education Program will no longer be accepted.

39 credits

Purpose of program:

The Elementary Education Extended Certification Program is open to individuals who have successfully completed an undergraduate degree and who are certified in an area other than elementary education (e.g., special education, secondary education). The Certification Program is guided by the ESU Advanced Teacher Education Conceptual Framework and consists of specific ELED certification courses. The state of Pennsylvania is currently making changes in certification requirements which will impact program requirements for students completing their programs after 2012.

National accreditation of the program:

National Council for Accreditation of Teacher Education

Program of Study

Prerequisites required:

Candidates must hold teacher certification. Candidates for this program are admitted through the Graduate School and adhere to the graduate standards. Applicants must have a 3.0 major GPA. Candidates must also submit all necessary documents with the Graduate School application, a Professional Goals Statement that reflects their professional objectives for this program, two letters of recommendation and a copy of their current teaching certificate.

Plan of Study

The Certification Program consists of 39 credits and offers the option of taking courses at the undergraduate or graduate level. Some courses taken at the graduate level may be applied toward a master's degree in elementary education. All requirements and course work must be completed before receiving certification in elementary education. Field experience in elementary education classrooms may be required as determined by the graduate coordinator. All candidates must meet with ELED Graduate Coordinator to review transcripts and discuss the ELED certification and/or M.Ed. programs, screening requirements, and opportunities.

Prerequisite for all other ELED courses

Apprentice I Semester

Apprentice II Semester

Undergraduate courses taken as a cohort semester fulltime

3 additional credits by advisement

Final completion requirements

• Successfully complete All ELED Requirements – no Incompletes
• Maintain a GPA 3.0 overall
• Professional Field Experiences determined by the Graduate Coordinator
• File Application for certification
• Demonstrate proficiency on PRAXIS II: Elementary Education: Curriculum, Instruction, and Assessment (10011)

Due to changes in certification in Pennsylvania, as required by legislation, applications for the Initial Certification in Elementary Education Program will no longer be accepted.

53 credits

Purpose of program:

The Elementary Education Initial Certification Program is designed for individuals who have successfully completed an undergraduate degree in an area other than education. The purpose of the program is to develop beginning educators who make reflective and deliberate decisions that support and extend the learning of all students.

The Certification Program is completed primarily at the undergraduate level with some options for graduate course work that may be applied to the Master of Education degree (individuals working toward their initial certification in Elementary Education may choose to pursue their M.Ed. simultaneously).

The Certification Program is guided by the ESU Initial Teacher Education Conceptual Framework. The state of Pennsylvania is currently making changes in certification requirements which will impact program requirements for students completing their programs after 2012.

Program of Study

Prerequisites required:

Candidates for this program are admitted through the Graduate School and must fulfill all criteria for admission as determined by the Graduate School.

Candidates must have a 3.0 overall and 3.0 major GPA, demonstrate proficiency on PRAXIS I (Pre-Professional Skills Tests: Reading (10710), Writing (20720) and Mathematics (10730), submit a Professional Goals Statement that reflects their professional objectives for entrance into this program, and two letters of recommendation.

Candidates must meet with ELED Graduate Coordinator to review transcripts and discuss the ELED certification and/or M.Ed. programs, screening requirements and opportunities.

The candidate's undergraduate degree program is reviewed to see if the coursework meets the General Education requirements. Students are also required to have six credits of Mathematics and six credits of English composition and literature in order to meet State Standards for certification. Any student whose undergraduate transcript does not meet those requirements will be required to fulfill them, in addition to any other undergraduate deficiencies.

Plan of Study

For the initial certification program the department admittance process will be discussed during advisement with the Graduate Coordinator. Department admittance is a separate process after admission to the Graduate Program, and must be completed before students are allowed to take Apprentice I courses. Students will meet with the Graduate Coordinator to determine the necessary requirements and timetable for department admission.

The following checklist is not inclusive and may change, so it is advised that all candidates meet regularly with the ELED Graduate Coordinator for advisement and to discuss concerns about your academic program, department admittance procedure, or other advising matters.

• Graduate School admission
• PRAXIS I
• Completed General Education
• Clearances including negative TB test, Act 34, and ACT 151 and FBI clearance
• SPSEA Membership
• Professional Goals Statement
• Interview with Graduate Coordinator
• Department and Teacher Education Council approval

Apprentice I: Content Areas through Field Based Application

Apprentice II: Professional Development School

Cohort Semester

Final completion requirements

The following are requirements for the successful completion of the program.

This list is not inclusive and may change, so it is advised that all candidates meet regularly with the ELED Graduate Coordinator for advisement and to discuss concerns about your academic program, department admittance procedure, or other advising matters.

Prior to Student Teaching Residency

• Successfully admitted into department
• Successfully complete all ELED Requirements – no Incompletes
• Demonstrate proficiency on PRAXIS II – Fundamental Subject Content Knowledge (30511) prior to Student Teaching Review (Passing scores needed by July 31 to student teach in the fall semester and by Nov. 30 to student teach in the spring semester,)
• An overall GPA of 3.0
• Complete Professional Field Experiences
• Clearances including Negative TB test, Act 34 and Act 151 and FBI Clearance
• SPSEA membership

Prior to Certification

• File application for certification
• Demonstrate proficiency on PRAXIS II: Elementary Education: Curriculum, Instruction and Assessment (10011).

Admissions deadlines

Graduate Assistantships:

Graduate assistantships are available through the department. These are awarded based upon merit and achievement to full-time students in the graduate program.

Graduate assistants do not teach classes, but complete projects and tasks assigned by professors.

The graduate assistantship is awarded for the first year of full-time study, with the possibility of extension through the first summer. Prospective students should apply for a graduate assistantship at the time of original application to the program, using the application form online.

Full consideration will be given to those students who meet the application deadlines. Candidates will be selected and interviewed by the department chair and/or graduate coordinator.

Please contact the department chair and/or graduate coordinator at 570-422-3356 for additional information.

ELED 502 Psychology of the Elementary School Child (3)

• This course deals with the principles and theories of human development; dimensions of growth; cognitive, social, and personality development of the child from five to thirteen; the impact of sociocultural change on the home and school as these relate to the developing child.

ELED 505 Classroom Management and Discipline Models (3)

• The course will emphasize classroom management from the viewpoint of effective teaching. Specific discipline models will be analyzed and evaluated. Students will assess their philosophies in regard to classroom management practices and discipline models.

  ELED 509 Instructional Methods, Materials, and Assessments for ELL (3)

  This course will offer an overview of a variety of materials that will benefit ELL students in the acquisition of the English language as well as in gaining knowledge in the content areas. This course will be an in-depth study of how to design ESL reading and writing classes and how to create instruction and assessment materials for these classes based on sound pedagogical principles. Much of the course will include hands-on experience, discussion, and practical application of course topics. A key component of the course is the student's participation in volunteer ESL teaching. Pre-requisite(s): ELED 506, ELED 507, ELED 508.

  ELED 510 English Language Learner (ELL) Family and Community Matters (2)

  This course will explore the development of effective community partnerships and the integral role of English Language Learner (ELL) families within communities and schools. Discussion will include the different community contexts of ELL families and how they affect family functioning. This course will emphasize the understanding of how ELL students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family, and community values. The students will be challenged to apply knowledge of the richness of contributions from our diverse linguistic and cultural society to your teaching field. Pre-requisite(s): ELED 506, ELED 507, ELED 508, ELED 509.

  ELED 511 State and Federal Issues Regarding ELL Students (2)

  This course will include specific local, state, and federal laws governing ESL programs and services that will be discussed in detail. The impact, application of the laws, and strategies for complying with them in the K-12 setting are major areas of focus. Students will explore the various ways in which issues of language intersect with issues of the law. We will study, through the analysis of specific pieces of legislation and specific court cases, how issues related to the ELL students are answered. The course will also focus on the ways in which legislation, policy and jurisprudence affect minority language cultures in the US schools. Pre-requisite(s); ELED 506, ELED 507, ELED 508, ELED 509, ELED 510.

ELED 512 Integrating the Arts into Elementary Education (3)

• This course deals with integrating all the arts into the elementary school curriculum with or without arts specialists. It concerns itself with education in, through, and about the arts for aesthetic and motivational purposes.

ELED 515 Individualizing Instruction in Elementary Education (3)

• This course will examine individual differences, types of learning styles, and various strategies which are used to individualize instruction. Students will work on individual projects which can be applied directly to their own teaching assignment. Although emphasis is placed on elementary education, many topics will apply to the K-12 classroom.

ELED 517 Creative Teaching Methods for the Advanced Student (3)

• This course examines current research in creativity. Students are encouraged to investigate their own creative process and develop strategies for enriching teaching strategies. Best teaching practices for enhancing creativity in the classroom are studied.

ELED 520 Current Trends in Elementary School Language Arts (3)

• This course examines current elementary school language arts curricula, newer approaches to organization of elementary schools and classrooms for implementation of learning in the language arts; modern techniques of teaching, listening, speaking, and written communications; investigation of research studies in elementary school language arts.

ELED 521 Children's Literature for Advanced Students (3)

• This course presents a critical evaluation of materials which will meet the needs of teachers and children in the use of literature in the curriculum. Special attention is paid to the social and personal issues in the child's life and the use of bibliotherapy in the elementary classroom. Emphasis is also placed on building a literature-based classroom curriculum.

ELED 523 Diversity in Children's Literature (3)

• This course enhances the learners' knowledge of the uses of children's literature within the elementary classroom. Literature representative of diverse cultural and ethnic groups will be explored, evaluated, and utilized. Prerequisite: Completion of an undergraduate or graduate course in children's literature or permission of the professor.

ELED 524 Teaching ELLs in the Diverse Classroom Setting (3)

• This course provides an understanding and appreciation for linguistic and cultural diversity, and enhances the knowledge and skills of teachers working with culturally and linguistically diverse students in the classroom. The areas of emphasis include: a) the legal, historical, and cultural implications of ELLs in the mainstream classroom and differences among home and school cultures, especially as they relate to language; b) a brief overview of first and second language acquisition theories; c) developmentally appropriate teaching strategies to enhance English language proficiency and academic success of ELLs; and d) Pennsylvania standards and the Pennsylvania ELL assessment systems. Prerequisites: ECED 232, ECED 263, and Department Admittance.

ELED 525 Creative Drama (3)

• This course develops knowledge and skills in using creative drama and theatre activities with children to enhance and assess dramatic learning ability. Dramatic behaviors, theatre skills, imagery ability, imagination, group skills, and the connection between imagination and action are actively explored.

ELED 527 Second Language Acquisition: Theories for ESL Teachers (3)

• This course focuses on historical and current theories of second language acquisition and development for the Pre K-12 limited-English student. Topics addressed include cognitive, psychological, sociocultural, and political factors for second language learners, content area instruction, models of bilingual education, assessment options, and technology resources.

ELED 528 Linguistics for ESL Teachers (3)

• This course focuses on linguistics for ESL teachers and their students, covering phonology, morphology, syntax, semantics and pragmatics. Additional emphasis is given to sociocultural linguistics and language contact. Connections to classroom applications are explored, with a review of idiosyncratic elements of English grammar as they pertain to second language learning.

ELED 529 Methods and Materials for Teaching ESL (3)

• This course focuses on pedagogical techniques, tools, resources and activities that can enable Pre K-12 ESL students to improve their proficiency in reading, writing, listening, and speaking. Participants learn to plan methods and materials for the ESL classroom creating various activities and assessments and incorporating technology when appropriate. Communication about the purpose of ESL education to colleagues, parents and community is also covered. This class requires a field experience working with students acquiring English as their second language.

ELED 530 Science in the Elementary School (3)

• This course probes in depth the content and methodology of elementary school science. Emphasis will be given to the development of a classroom science program that will further the child's ability to solve problems logically, objectively, independently, and creatively.

ELED 531 Life Science Workshop for Elementary Teachers (3)

• This course is designed to enhance the teaching of life science concepts in the elementary schools. Participants will experience a variety of hands-on activities and develop a set of activity-based materials for use in their own classrooms. Instruction in environmental education will also be provided. (Workshop Course)

ELED 532 Physical Science Workshop for Elementary Teachers (3)

• This course is designed to enhance the teaching of physical science concepts in the elementary schools. Participants will experience a variety of hands-on activities and develop a set of activity-based materials for use in their own classrooms. There will also be opportunities to explore the use of emerging technologies such as microcomputer-based laboratories and interactive multimedia. (Workshop Course)

ELED 533 Designing and Implementing Programs for Professional Development (Arranged)

• This workshop will emphasize the knowledge and skills needed for teachers to participate in designing and facilitating their own professional development programs. Teaching styles and activities will be explored, while participants utilize self-assessment to evaluate their needs and establish goals. Strategies for implementation will be discussed. (Workshop Course)

ELED 534 Seminar in Elementary School Science (3)

• Current issues, problems, research, and theoretical and philosophical aspects of elementary science education are discussed. Prerequisite: Approval of instructor.

ELED 535 Classroom Diversity: Creating a Positive Environment (3)

• This course encourages educators to identify their own values, prejudices, and goals; to examine their thoughts and/or misconceptions about culturally diverse communities. Designed to help them create school climates that celebrate diversity and meet the needs of students of different races, ethnicities, gender, and ability levels.

ELED 540 Mathematics in the Elementary School (3)

• This course places emphasis on recent developments in the teaching and learning of elementary school mathematics. Additional emphasis will be placed on the evaluation of mathematical learning, instruction, and programs. Course participants will also become familiar with the use of technology and how to integrate its use appropriately in an elementary mathematics program.

ELED 542 Current Trends in Elementary School Mathematics (3)

• An investigation and analysis of current local, state, and national mathematics projects and their implications are made. Prerequisite: ELED 540 Mathematics in the Elementary School.

ELED 544 International Collaborative Learning Project (1P3)

• This course enables students to participate in a unique learning event in a foreign country. Students will have the opportunity to experience different styles in teaching and learning, how reflective teaching practice can become an integral part of the teaching process, and how teacher education reform occurs in different contexts through seminars and observations. The class will deal with exploring differences and similarities between cultures and philosophies. Prerequisite: Permission of instructor.

ELED 545 BookArts (3)

• This course examines the history of writing, paper and book making and the current artistic form of BookArts. Students will create a wide assortment of books as they explore the unique relationship between visual and verbal literacies. Instructional strategies to connect, set up, integrate, document and evaluate BookArts in the classroom will be delineated.

ELED 546 Learning to Read through the Arts (3)

• The workshop prepares teachers to develop and use an individualized reading program designed to improve reading skills through the integration of a total arts program with a total reading program. Upon completion, participants are qualified to adopt the Learning to Read Through The Arts program of the U.S.O.E. National Diffusion Network. (Workshop Course)

ELED 547 Success-Oriented Reading: Whole Language Development (Semester hours arranged)

• The workshop provides opportunities for teachers to explore the reading process from a variety of current viewpoints and to help the participants develop their own personal classroom teaching programs to put these ideas into practice. The course is designed to stimulate new thinking, to have participants experience activities that can be used with students, and to give participants confidence in creating personalized reading activities and materials for their own students. Prerequisites: ELED/PSED 581 or ELED/PSED 582. (Workshop Course)

ELED 549 Reducing Classroom Conflict (Semester hours arranged)

• This workshop is designed to provide participants with skills in developing pathways to build strength and success in themselves and their students. It focuses on specific classroom activities that will help develop a climate for effective self-discipline and positive classroom interaction. Prerequisite: ELED 581. (Workshop Course)

ELED 550 Current Trends in Elementary School Social Studies (3)

• Participants in this course will review current research in social studies education and discuss current trends in relation to national standards. Participants will also utilize social studies learning strategies and develop activities consistent with current literature.

ELED 552 Together: Mainstreaming in Schools (3)

• The purpose of the workshop is to cause meaningful interaction of special and regular education teachers. The interaction enables them to review and to develop positive models for their particular schools that allow for exceptional and non-exceptional children to learn together, to respect each other, to know each other. A major emphasis will be to devise, through group interaction, a plan for implementation of mainstreaming in the particular schools. (Workshop Course)

ELED 553 Teaching and Motivating (3)

• The course provides educators with the theory and skills to motivate students to learn and to accelerate their academic achievement. Brain function and dominance will be reviewed in light of how these processes result in different student learning styles. Participants will build teaching strategies to deal with learning styles. (Workshop Course)

ELED 555 The Clinical Supervision of Elementary Student Teachers (3)

• Course participants will examine the objectives of the student teaching program and relate them to the specific roles and needs of both student teachers and cooperating teachers. The primary emphasis of the course will be on developing the skills necessary to work with student teachers using the clinical supervision model. Participants will become effective at accurately collecting data on classroom verbal interaction, teacher non-verbal behavior, questioning techniques, movement patterns, student involvement, student behavior, time allocation, classroom management, and teacher effectiveness.

ELED 556 Cooperative Learning (3)

• This course allows educators to explore methods useful in establishing cooperative learning in the classroom. Cooperative learning provides the educators with a framework for maximizing student achievement through the use of critical thinking, problem solving skills, and teamwork. The course will introduce the educator to the fundamentals of control theory as it applies to cooperative learning, and will provide the educator with the opportunity to develop a teaching plan or implementing cooperative learning in the classroom. (Workshop Course)

ELED 557 Reducing Stress in the Classroom (3)

• This course explores ways to manage stress, establish realistic goals, and develop relaxation techniques so that stress is minimized through creative thinking and effective classroom management. The course provides techniques for reducing classroom stress in both teachers and students. Prerequisites: PSED 161, 242. (Workshop Course)

ELED 559 Enhancing Self-Esteem (3)

• This course will introduce educators to elements of self-esteem and how those elements can be used to establish an atmosphere where high self-esteem and motivation can flourish. This course takes theory of self-esteem and translates it into practice. It also emphasizes basic human relations and interpersonal skills necessary to create a classroom environment conducive to the teaching/learning process. (Workshop Course)

ELED 560 Adaptive Education for Exceptional Students (3)

• This course is designed for the teacher of the non-specialized class. Emphasizes the skills and understanding necessary for the following: recognition of various forms of exceptionality in children; establishment of good interpersonal relationships; selection and adaptation of suitable curriculum materials, content, and methodology; and awareness of proper procedures in referring exceptional students for specialized help.

ELED 569 Research Laboratory in Early Childhood and Elementary Education (1)

• The preparation of the research proposal includes the development of purpose and design of the proposed research problem or thesis. This course must be repeated until a "satisfactory" grade is earned; failure to design an acceptable proposal results in "no record" which carries no credit or penalty. Prerequisite: Completion or concurrent enrollment in ELED 570.

ELED 570 Introduction to Research (3)

• This course is an introduction to the basic principles and major methods used in investigation of educational problems. Attention is given to the significant steps involved in compiling a research proposal. Required of all graduate students in the degree program. In compliance with the Graduate School policies, students are advised to complete this course early in their program. Prerequisite: ELED 502 — Elementary Education majors only.

ELED 571 Research Problems (Semester hours arranged)

• This course involves the solution of a problem that requires the utilization of research methodology. Emphasis is placed upon the kinds of problems that frequently confront the elementary school teacher in the normal teaching situation. Required of all students in the Non-Thesis program. It may be repeated with permission of the chair of the program faculty. It requires prior completion of ELED 570.

ELED 572 Thesis I (3)

• This focuses on the procedure, analysis, and writing of the thesis and includes an extensive study of a problem that merits the utilization of thesis-level investigative skills.

ELED 574 Problems and Issues in Early Childhood Education (3)

• This course consists of a review of recent research in early childhood education and an examination of current controversial issues, with an attempt at synthesis.

ELED 575 Graduate Seminar (3)

• This course explores models of assessment and evaluation in education. It also develops the framework and focus for graduate students' degree program comprehensive evaluation. Prerequisites: ELED 570 and completion of at least 18 graduate credits.

ELED 577 Independent Study in Elementary Education (Semester hours arranged)

• Under the auspices of a qualified member of the faculty of the Graduate School the student pursues a pattern of readings, study, and research related to professional knowledge and understanding in elementary education. Topics should be established prior to enrollment. Prerequisite: Approval of the department chair.

ELED 580 Guidance in Elementary Education (3)

• This course emphasizes that the teacher is a focal point and primary source of guidance in the elementary school. Supportive functions of the supervisor, principal, nurse, elementary school counselor, psychologist, community service agencies, and mental health agencies are examined. Procedures for referrals and typical case reports are studied. Emphasis is placed on preventative measures through early recognition and treatment of children needing special guidance services.

ELED 581 Introduction to Schools Without Failure (Semester hours arranged)

• The workshop is built on involvement, relevance, and thinking. Much time is devoted to attitudinal change, communication skills, group processes, and problem solving. The focus is on meeting the needs of the individual school. Its purpose is to assist school personnel to develop a positive, personal philosophy of education; to present a process for developing classroom skills and procedures; to implement a success-oriented curriculum; and to provide ways for building constructive communication within the school and between the school and the community. (Workshop Course)

ELED 582 Discipline in the Classroom (Semester hours arranged)

• This workshop is designed for participants to take part in learning activities that will enable them to develop positive techniques for preventing and handling student behavior problems. (Workshop Course)

ELED 583 Theory and Practice of Schools Without Failure I (Excellence in Teaching) (Semester hours arranged)

• This workshop offers participants an opportunity to investigate the effects of school success and failure on the life of a child. Study of these concepts will be taken from the points of view of William Glasser, M.D., in his books Schools Without Failure, Identify Society, and Reality Therapy. Participants will be introduced to a hybrid teaching style designed to elevate teaching to maximize learning in the classroom. (Workshop Course)

ELED 584 Theory and Practice of Schools Without Failure II (Perception Psychology) (Semester hours arranged)

• Educators will gain experience in conducting diagnostic class meetings and in providing the educational climate necessary for self-discipline. Curriculum planning related to self-directed learning will be explored. Recent advancements in brain research, psychology, and learning theory will be presented. (Workshop Course)

ELED 585 Planning for Change (3)

• The goals of quality education will be analyzed as a basis for curriculum change. The relationship between affective education and cognition will be reviewed and assessed through a group process. Systems for change will be developed utilizing personal influence and power. The workshop also helps participants acquire additional skill in expanding their knowledge and use of Reality Therapy in the educational environment. (Workshop Course)

ELED 586 Internship: Methods and Materials in Early Childhood Education (6)

• This course consists of practical experience in a laboratory situation with young children. Emphasis is on understanding behavioral patterns of young children, development of insight into various theories and methods in early childhood education, and familiarization with varied materials. Prerequisite: Approval of department chair.

ELED 589 Organization and Administration of Early Programs (3)

• This course emphasis is on organization and administration of high- quality preschool programs; including supervising, staffing, housing, equipment, programs, records, financing and budgeting, and parent involvement. The course is directed toward prospective early childhood teachers and day care center personnel.

ELED 592 Elementary School Curriculum (3)

• This course will center around a survey of the elementary school curriculum with emphasis on fundamental principles of curriculum development. Historical materials related to the curriculum are used to illustrate trends and innovations. Attention will be given to articulation in curriculum.