TCH-ED 461      Student Teaching In Middle School
Observation and student teaching under supervision in a middle school setting.
Credits: 6-12 hours
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TCH-ED 462      Middle School Principles And Organization
This course offers the pre-service teachers an overview of middle school goals, basic principles, and organizations. The course explores interdisciplinary teaming flexible scheduling, exploratory and advisory programs, and other aspects of the organization within the context of middle school goals and practices
Credits: 2 hours
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TCH-ED 464      Math Methods for Urban Teachers
Mathematics-specific pedagogy for urban teachers. Methods, techniques, tools and materials for the effective teaching of mathematics. Emphasis on problem solving and reasoning skills in applying mathematics and on teaching in the context of diverse student backgrounds. Portions of this course will occur in urban school classrooms. Students will apply learning to urban classrooms.
Credits: 3 hours
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TCH-ED 465      Urban Education VI: Teaching Diverse Students
This interactive course will investigate and examine the principals of teaching diverse students and factors influencing effectiveness of instruction, including empowering African American males, teaching student from diverse populations and working with students with special needs. Some of the class sessions will be taught electronically and work will be submitted electronically.
Credits: 1 hours
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TCH-ED 466      Field Experience: Diverse Learners
Students will spend a minimum of 90 hours in an urban school classroom. Students will have the opportunity to apply learning and lessons designed in the semester's pedagogical courses, particularly Best Practices for Teaching Math, Science, and strategies for working with diverse learners. Students will work with their seminar leader, having the opportunity to be observed and conference about their teaching.
Credits: 1 hours
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TCH-ED 470      Philosophy And History Of Science And Technology
This course uses an historical survey to introduce the main philosophical interpretations of the nature and structure of both science and technology. Core concepts such as prediction, explanation, progress, truth, and utility will be examined in light of various philosophical perspectives. Following this, case study methodology will be used to examine interactions among science, technology, and society. Although the major focus will be upon modern Western culture, some attention will be paid to earlier and non-Western cultures. Case studies to be examined include: under the topic of Risk: Perception and Estimation, nuclear power and pesticides; the impact of high technology upon medicine; and the estimated cost/benefit of computer-mediated communications, for example, the Internet. Offered: Fall Semester.
Credits: 3 hours
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TCH-ED 475      Working with Families and Communities
This course provides an in-depth examination of research and theory relative to children, family, and community which have implications for and application to learning and instruction, Emphasis will be placed on the exploration and critical examination of and insights into the challenge or parenting, knowledge about the development and support programs, and the significance of school-family relationships. In addition, this course seeks to facilitate students' understanding of and sensitivity to families' perspectives regarding the care and education of their children and adolescents. The course is for students in the elementary education program and Institute for Urban Education.
Credits: 3 hours
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TCH-ED 480      Practicum I Early Childhood
Early Childhood students will participate in observation, assessment, and screening activities as they explore the complex nature of primary school settings. Students will be expected to spend 60 hours at classroom sites during the semester.
Credits: 1 hours
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TCH-ED 481      Practicum II Early Childhood
Early Childhood students will participate in classroom management and guidance practices as they explore the complex nature of pre-kindergarten settings. Students will be expected to spend 60 hours at classroom sites during the semester.
Credits: 1 hours
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TCH-ED 485      Language Arts in the Early Childhood Claassroom
This course provides instruction in planning, implementing, and assessing early childhood (birth thought third-grade) language arts activities. Critical analysis in classroom settings is emphasized. Other issues discussed include: literature-based instruction, multicultural perspectives, special needs students and professional behaviors.
Credits: 3 hours
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TCH-ED 492      Integrated Instruction: Language Arts and Social Studies
This course will focus on teaching Language Arts and Social Studies in the Urban Elementary School. Methods, techniques, tools and materials for the effective teaching will be observed and practiced. Students will work closely with in-service teachers and their university instructor.
Credits: hours
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TCH-ED 493      Mathematics Capstone
This seminar will develop academic excellence, inquiry and reflective problem solving, and skills to create caring and safe environments. It is designed to complement the student teaching experience through discussing and analyzing school and school-based issues. It is intended to help further development of reflective, critical, and analytical approaches to pedagogical decision making through supportive collaboration, Students are asked to use knowledge of child/adolescent development, learning, classroom dynamics society, history, culture, and subject area to analyze classroom situations, and develop and defend alternatives to observed teaching practices and problems.
Credits: 2 hours
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TCH-ED 494      Language Arts Capstone
Designed for students in their last professional semester of the TE program, and are in a full-time student teaching placement. The course will serve as a culminating experience of the major concepts from the previous three semesters. Topics covered include: school of law, classroom management, working with special needs students, building critical thinking activities into the curriculum, planning and implementing authentic assessments, and examining the obligations, challenges, and realities of the teaching profession.
Credits: 2 hours
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TCH-ED 495      Science Capstone
This course is a continuation of science teaching methods to prepare prospective middle and high school science teachers with the necessary background knowledge and laboratory skills to become effective professional science teachers. This course is pragmatic in nature to assist you during student teaching and will stress application of inquiry instruction, science assessment, data analysis, and analysis of learning, The blended and online synchronous format allows maximum contact time in a classroom setting, Topics include science safety, classroom management, behavior management, homework, and NSTA position statements, working with students with disabilities, and professionalism in science education, The objectives will be addressed in a seminar setting within the context of student teaching. Application of materials developed during science methods and subsequent preparation the Teacher Work Sample are a major emphasis area. Prerequisites: TE 435 and concurrent student teaching.
Credits: 2 hours
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TCH-ED 496      Social Studies Capstone
This seminar is designed to complement the student teaching experience through the discussion and analysis of school-based issues. It is intended to help you further develop a reflective, critical and analytical approach to pedagogical decision making through supportive collaboration, You will be asked to use your knowledge of child/adolescent development, learning, classroom dynamics, society, history, culture and your subject area to analyze classroom situations, as well as to defend alternatives to observed teaching practices and problems.
Credits: 2 hours
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TCH-ED 497      Introduction to Teaching Internship
The teaching of this course will occur at urban elementary school sites. The focus will be on basic curriculum development, developing and understanding of teaching/learning styles and varied instructional methodologies. The utilization of technology as an instructional aid, the purpose and creation of varied assessments, for instructional use will be addressed. Continued emphasis will be placed on reflective thinking through class discussion, modeling acticities and written assignments. Students will prepare units of study and long range plans for their student teaching internship. Students will have opportunities to apply their learning to urban classrooms. Students will spend a minimum of 300 hours in their teaching internship classroom.Prerequisite: Must be admitted to the Institute for Urban Education.
Credits: 3 hours
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TCH-ED 497      Teaching Internship
Teacher candidates will work 3 to 5 days at the school site in which the candidate will complete the year-long teaching internship.
Credits: 3-8 hours
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TCH-ED 498      Urban Education Seminar VII
This seminar meets weekly for 2 hours and is led by a clinical professor who serves as a mentor for the students throughout their program. Students will work closely with mentor teachers in the application and integration of social justice and the elementary school curriculum. A critical analysis of current practices, teaching methode, materials and how social justice manifests in curriculum and instruction. Emphasis is on understanding cultural diversity and cultural influence on learning. Concepts of a classroom community, parental relations and democratic classroom processes will be addressed.
Credits: 1 hours
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TCH-ED 499      Capstone
This seminar is designed to complement the student teaching experience through the discussion and analysis of school-based issues. It is intended to help further develop a reflective, critical and analytical approach to pedagogical decision making through supportive collaboration.
Credits: 2 hours
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