Courses
EDU 550C Curriculum: Design and Practice (3)
An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.
EDU 551C Psychological Foundations of Learning (3)
This course addresses developmental stages within the context of major learning theories. The psychology of learning will include motivation, humor, strategic learning, anchored instruction, mediated learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching. Successful completion of a field experience is required to pass this course.
EDU 552C Assessment for Excellence (3)
Models of assessment are examined to determine measures of student performance. These include authentic assessment, competency-based assessment, assessment instruments, and assessment reports. Emphasis is given to accountability, data-driven instruction, and current trends in assessment.
EDU 568C Legal, Ethical, and Diversity Issues in Education (3)
Legal and ethical responsibilities of teachers toward their students will be central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining an orderly classroom climate will be discussed. Political influences will be juxtaposed against moral and ethical responsibilities in decision making. Strategies for interacting with media are included.
EDU 6500 Classroom Organization and Management for Urban Educators (3)
Provides a proactive program of classroom management that has demonstrated increases in student appropriate and on-task behavior and in student achievement. The primary goal is to help teachers improve their overall instructional and behavioral management skills through planning, implementing, modeling, and maintaining effective classroom practices for both experienced and beginning teachers. Successful completion of a practicum in an ethnically diverse urban setting is required to pass this course.
EDU 6605 Math for Elementary Teachers (3)
This course is designed to provide an in-depth look at elementary mathematics. Mathematical concepts will be explored both conceptually and procedurally. Participants will be encouraged to explore mathematics not only through the formulas required to find answers but also through creative methods that promote understanding of the concepts. A variety of manipulatives will be used. Beginning in the Fall 2009 semester, this course will be a prerequisite to TMA 6630.
TMA 6610 K-6 Reading and Literacy Education (3)
This course is a survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic, corrective methods are included. Alternative strategies for special needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences will be a part of this course. Meeting the reading/literacy needs of students with special needs, including English language learners, will be addressed. Successful completion of a field experience is required to pass this course.
TMA 6620 K-6 Science Education (3)
Methods of science instruction will be examined, including inquiry-based learning and guided discovery. Scientific principles and instructional strategies will be emphasized and applied. Methods to assist the learning of science by students with special needs, including English language learners, will be included. Participants will apply concepts covered in class through a micro-teaching experience.
TMA 6630 K-6 Math Education (3)
Foundations of elementary and middle school mathematics, pedagogy, and materials of math instruction will be examined. Participants are challenged to construct new understandings of K-6 math and to look beyond rote procedures of math to the underlying principles. Methods to assist the learning of mathematics by students with special needs, including English language learners, will be included. Participants apply concepts covered in class through a microteaching experience. Successful completion of a field experience is required to pass this course.
TMA 6640 K-6 Social Studies Education (3)
An interdisciplinary approach to social studies instruction will be presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the national, state, and local curriculum standards in lesson planning and instructional formation. The course analyzes current trends in instructional strategies to accommodate differing learning styles, abilities, and interests and apply learning theories and principles of child development to instructional planning that includes long and short-range goals appropriate for students. Methods to assist the learning of social studies by students with special needs, including English language learners, will be included. An emphasis is placed on student participation in lessons, higher-order thinking, visual and performing arts, technology, language arts, inquiry based models, authentic assessment, and project based learning. The course also requires involvement with the professional community through various experiences.
TMA 6650 Student Teaching and Seminar (6)
The student must have taken and passed all specialty area tests required by the State Department of Education for licensure prior to enrolling in student teaching. Student teaching includes a 15-week, semester-long professional practice experience in two diverse elementary public school settings at different grade levels, an opening of school experience, and a seminar component for processing the application of knowledge and the analysis of teaching skills, lesson and unit planning, classroom management, and other professional issues. The culminating activity is the review of the portfolio by School of Education faculty. Successful completion of the seminar and the portfolio is required in order for the student to receive a pass in student teaching. This requirement may be waived upon acceptable documentation of two years of successful teaching experience.
TMA 6660 E-Portfolio Presentation (NC)
The student will maintain an E-portfolio throughout the program that will be evaluated at the time of the culminating activity of the student teaching seminar. A special session for this purpose will be arranged for the students who do not take the seminar as a result of having two years of successful teaching in lieu of student teaching.
An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.
EDU 551C Psychological Foundations of Learning (3)
This course addresses developmental stages within the context of major learning theories. The psychology of learning will include motivation, humor, strategic learning, anchored instruction, mediated learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching. Successful completion of a field experience is required to pass this course.
EDU 552C Assessment for Excellence (3)
Models of assessment are examined to determine measures of student performance. These include authentic assessment, competency-based assessment, assessment instruments, and assessment reports. Emphasis is given to accountability, data-driven instruction, and current trends in assessment.
EDU 568C Legal, Ethical, and Diversity Issues in Education (3)
Legal and ethical responsibilities of teachers toward their students will be central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining an orderly classroom climate will be discussed. Political influences will be juxtaposed against moral and ethical responsibilities in decision making. Strategies for interacting with media are included.
EDU 6500 Classroom Organization and Management for Urban Educators (3)
Provides a proactive program of classroom management that has demonstrated increases in student appropriate and on-task behavior and in student achievement. The primary goal is to help teachers improve their overall instructional and behavioral management skills through planning, implementing, modeling, and maintaining effective classroom practices for both experienced and beginning teachers. Successful completion of a practicum in an ethnically diverse urban setting is required to pass this course.
EDU 6605 Math for Elementary Teachers (3)
This course is designed to provide an in-depth look at elementary mathematics. Mathematical concepts will be explored both conceptually and procedurally. Participants will be encouraged to explore mathematics not only through the formulas required to find answers but also through creative methods that promote understanding of the concepts. A variety of manipulatives will be used. Beginning in the Fall 2009 semester, this course will be a prerequisite to TMA 6630.
TMA 6610 K-6 Reading and Literacy Education (3)
This course is a survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic, corrective methods are included. Alternative strategies for special needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences will be a part of this course. Meeting the reading/literacy needs of students with special needs, including English language learners, will be addressed. Successful completion of a field experience is required to pass this course.
TMA 6620 K-6 Science Education (3)
Methods of science instruction will be examined, including inquiry-based learning and guided discovery. Scientific principles and instructional strategies will be emphasized and applied. Methods to assist the learning of science by students with special needs, including English language learners, will be included. Participants will apply concepts covered in class through a micro-teaching experience.
TMA 6630 K-6 Math Education (3)
Foundations of elementary and middle school mathematics, pedagogy, and materials of math instruction will be examined. Participants are challenged to construct new understandings of K-6 math and to look beyond rote procedures of math to the underlying principles. Methods to assist the learning of mathematics by students with special needs, including English language learners, will be included. Participants apply concepts covered in class through a microteaching experience. Successful completion of a field experience is required to pass this course.
TMA 6640 K-6 Social Studies Education (3)
An interdisciplinary approach to social studies instruction will be presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the national, state, and local curriculum standards in lesson planning and instructional formation. The course analyzes current trends in instructional strategies to accommodate differing learning styles, abilities, and interests and apply learning theories and principles of child development to instructional planning that includes long and short-range goals appropriate for students. Methods to assist the learning of social studies by students with special needs, including English language learners, will be included. An emphasis is placed on student participation in lessons, higher-order thinking, visual and performing arts, technology, language arts, inquiry based models, authentic assessment, and project based learning. The course also requires involvement with the professional community through various experiences.
TMA 6650 Student Teaching and Seminar (6)
The student must have taken and passed all specialty area tests required by the State Department of Education for licensure prior to enrolling in student teaching. Student teaching includes a 15-week, semester-long professional practice experience in two diverse elementary public school settings at different grade levels, an opening of school experience, and a seminar component for processing the application of knowledge and the analysis of teaching skills, lesson and unit planning, classroom management, and other professional issues. The culminating activity is the review of the portfolio by School of Education faculty. Successful completion of the seminar and the portfolio is required in order for the student to receive a pass in student teaching. This requirement may be waived upon acceptable documentation of two years of successful teaching experience.
TMA 6660 E-Portfolio Presentation (NC)
The student will maintain an E-portfolio throughout the program that will be evaluated at the time of the culminating activity of the student teaching seminar. A special session for this purpose will be arranged for the students who do not take the seminar as a result of having two years of successful teaching in lieu of student teaching.
SCHOOL OF EDUCATION HOME
Program coordinator,
Stella Simpson.
For more information,
please contact
my support specialist
Bonnie Stein,
or complete a
Request for Information.
M.A.T. Teacher Education Handbook
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Graduate Application
Reference Form (2 pages)