The Teacher Education Department offers a variety of undergraduate and graduate programs for pre-service and in-service teachers. While some department programs are organized with an orientation to preparing teachers for specific age/grade levels, it is the departmental goal to develop programs with a broader and more integrated perspective which acknowledges the theoretical base common to teacher education programs for all age levels. To achieve this goal, the resources of all of the following programs in the Teacher Education Department are being utilized:

Teacher Education Departmental Policy On Transfer Of Professional Education Courses in to Undergraduate Teacher Education Programs

Students who are admitted to an undergraduate program in Teacher Education or to the TLP Program (licensure only) may be credited with a maximum of 9 credit hours of professional education coursework provided that:

  1. The specific transfer coursework is deemed to be equivalent in scope and credit hours to the required coursework in the respective NEIU Teacher Education program as stated in the current NEIU Catalog.

  2. The specific transfer coursework has been completed within five years of the time of acceptance into the undergraduate NEIU Teacher Education Department or TLP Program.

  3. The specific transfer coursework was credited with a “B” grade or better.

Teacher Education Departmental Policy on “Field Experience Only” Requests

All students who seek to enroll in clinical experiences or student teaching in any approved Teacher Education program are required to be admitted to either an undergraduate program, a second B.A. program, TLP program or MAT program. No student with a “student-at-large” status will be admitted to clinical or student teaching experience. No student will be permitted to take clinical experience/ student teaching at NEIU unless they have successfully completed one of our program's requirements.

Focus Program for Subsequent Teaching Licensure

In accordance with the Illinois State Board of Education and the Illinois Administrative Code Section 25, Northeastern Illinois University now offers a Focus Program for teachers who hold a valid and current Illinois Teaching License.

The Focus Program allows licensed teachers to obtain subsequent endorsements in the area of Elementary Education and Early Childhood Education.

Candidates who complete a full focus subsequent endorsement program will be recommended for the endorsement. For further information, please contact the Teacher Education Department at (773) 442-5380.

Bilingual/Bicultural Education

Early Childhood Education

Elementary Education

Bilingual/Bicultural Education

Early Childhood Education

Elementary Education

Maria Teresa Garreton, Ph.D., Professor, Chair
Rachel A. Adeodu, Ph.D., Associate Professor
Lorie A. Annarella, Ed.D., Associate Professor
Elaine Pierce Chakonas, Ed.D., Associate Professor
Amina Chaudri, Ph.D., Assistant Professor
Yi Hao, Ph.D., Associate Professor
Eileen Kaiser, Ph.D., Associate Professor
Hyewon (Hanna) Kim, Ph.D., Assistant Professor
Alberto Lopez-Carrasquillo, Ph.D., Associate Professor
Hector Morales, Ph.D., Assistant Professor
Selina Mushi, Ph.D., Associate Professor
Ngoc-Diep T. Nguyen, Ph.D., Associate Professor
Steven Wolk, Ed.D., Professor,  Associate Chair
Judith Yturriago, Ph.D., Associate Professor

Bilingual/Bicultural Education

BLBC-301. Curriculum Of The Elementary School. 3 Hours.

The relationship of theory to practice is studied in a variety of elementary and middle school curricula. Analyses and interpretations of teaching-learning processes are conducted. Special attention is directed to: (1) instructional objectives in planning, (2) application of theories of child development, learning, classroom management, and instructional methodology to multicultural curriculum development, (3) unit and lesson planning, and (4) evaluation techniques. Strategies for meeting the needs of students with special needs are explored.
Prerequisites: EDFN-306 minimum grade of C and College of Education Admission YES.
Corequisite: BLBC-302.

BLBC-302. Writing Int Prog: Foundations Of Teaching Language Arts To Culturally & Linguistically Diverse Stdnt. 3 Hours.

This course is designed to provide BLBC candidates with an overview of the theory, best practices, curriculum design and materials used in teaching language arts in K-8 classrooms. Language arts instruction includes the mastery of six language arts competencies: reading, writing, listening, talking, viewing and visual representation, and also emphasizes integration of the arts including drama, movement and vocal expression. This course addresses differentiating instruction to meet the needs of culturally and linguistically divers (CLD) diverse learners with attention to special needs students and English learners (ELs). BLBC-302 WIP is a writing intensive course affording students the opportunity to demonstrate competency in writing in various genres throughout the course.
Prerequisite: College of Education Admission YES.
Corequisite: BLBC-301.

BLBC-306A. Literacy Development For Culturally & Linguistically Diverse Students. 3 Hours.

This course enables teacher candidates to learn and apply proven techniques derived from classrooms with culturally and linguistically diverse (CLD) students. This course offers candidates strategies for engaging in acts of advocacy and systemic approaches that effectively support high-quality, equitable literacy learning environments for CLD students based on research, practice, and meaningful strategies. This course addresses gaps in research surrounding literacy instruction for CLD students so that candidates can bridge theory to practice as they develop culturally responsive pedagogical methods and materials for developing literacy across content areas. All approaches presented in this course encourage the integration of all language skills as integral building blocks for literacy and bi-literacy development.
Prerequisites: BLBC-301 minimum grade of B and BLBC-302 minimum grade of B and College of Education Admission YES.
Corequisite: BLBC-328.

BLBC-306B. Methods Of Teaching Reading - Elementary School Without Clinical Experience. 3 Hours.


Prerequisite: College of Education Admission YES.

BLBC-328. Clinical Experience In Elementary Education. 1 Hour.

Seminar sessions and intensive clinical experiences in elementary schools are undertaken by teacher education candidates concurrent with BLBC-306A / ELED-306A. The field experience involves supervised, graduated, interactive teaching situations with students in culturally and linguistically diverse school settings. The seminar's focus revolves around topics for reflection on issues and practices in the school community. This course fulfills the State of Illinois' certification requirement of a minimum of 100 clock hours in a K-8 classroom before student teaching.
Prerequisite: College of Education Admission YES.
Corequisite: BLBC-306A.

BLBC-328A. Clinical Experience I. 2 Hours.

This course provides teacher candidates who are enrolled in ELED-338 / BLBC-338 Foundations in Teaching English Learners with intensive clinical experience in elementary classrooms with culturally and linguistically diverse (CLD) students. This course provides candidates with opportunities for supervised interactions with children in selected content areas. Candidates meet with a university supervisor in weekly seminars. This course fulfills 50 clock hours of the 100 clinical experience hours required by the State for certification/licensure. Requisite: ELED BLBC Program consent. Passing score on ILTS Content Area Test: Elementary/Middle Grades.
Prerequisites: ELED-300 minimum grade of C and (ELED-302 minimum grade of C or BLBC-302 minimum grade of C).
Corequisite: BLBC-338.

BLBC-329. Student Teaching In Elementary Education, K-9. 9 Hours.

This course provides the teacher candidate with sixteen weeks of full day supervised classroom teaching experience combined with weekly class discussions. Teacher Candidates must submit a completed edTPA portfolio.
Prerequisites: Illinois Content Area Test PASS and College of Education Admission YES and BLBC-328 minimum grade of B.
Corequisite: EDFN-308.

BLBC-338. Bilingualism And Education. 3 Hours.

Bilingualism and education in different parts of the world, its sudden importance in the United States as a method of teaching the Spanish-speaking child in the metropolitan areas to become self-directing in a culture different from his own. Emphasis will be placed upon the educational problems of large ethnic groups in urban centers, such as Puerto Ricans, Mexicans and Cubans.

BLBC-339. Culturally Responsive Teaching in Diverse Classrooms. 3 Hours.

This course will explore the social and educational issues faced by teachers in diverse classrooms. Students will examine the different cultural groups to which students and their families belong, paying special attention to issues of race, ethnicity, gender, class, language, sexual orientation, religion, ability, geography and age. This course will explore instructional strategies and culturally responsive practices for diverse learners.
Prerequisite: College of Education Admission YES.

BLBC-340. Teaching English Learners In Diverse Classrooms. 3 Hours.

This course presents candidates with the necessary academic and pedagogical preparation for teaching culturally and linguistically diverse (CLD) students in elementary classrooms who are limited English proficient (English learners). The aim of this course is to provide candidates with the research-based knowledge and skills necessary to differentiate instruction and assessment practices in the content areas for English learners. The focus is also on enabling candidates to create an effective learning environment in which English learners develop English language proficiency and literacy skills. Requisite: Admission to the College of Education.
Prerequisite: College of Education Admission YES.

BLBC-341. Methods of Teaching in Bilingual Classrooms. 3 Hours.

This course provides the necessary academic, pedagogical, sociocultural, and clinical preparation for teaching in diverse classrooms that serve culturally and linguistically diverse (CLD) students who are learning through the medium of the first (L1) and second languages (L2). A primary focus is on analyzing,evaluating, and developing the most appropriate materials, approaches, methods, and strategies that foster an effective learning environment in which CLD students acquire literacy, content knowledge and essential academic skills as well as respect for diverse languages and cultures.
Prerequisite: College of Education Admission YES.

BLBC-342. Assessment In The Bilingual Classroom. 3 Hours.

Study of recent developments and trends in the assessment of language in the context of bilingual education. Analysis and evaluation of bilingual tests in current use. Review of relevant assessment procedures.

BLBC-438. Foundations Of Bilingual Education. 3 Hours.

Introduces the fundamentals of bilingual education through the understanding of language and culture diversity and the emergence of different bilingual and bicultural teaching and learning situations in our schools and communities. It is necessary to understand the politics and policies that govern those situations and the probolems associated with them and the manner in which the emerging problems are handled and solved. All instructional problems and solutions are managed in line with the latest philosophies, theories, and principles of bilingual education and their application to culture and language diverse classroom situations.

BLBC-439. Ethnic Diversity In Our Schools: A Cross Cultural/Linguistic Survey. 3 Hours.

Surveys the ethnic, cultural and linguistic history and evolution of the U.S. as a pluralistic nation. This survey covers precolonial America, colonization, forced displacement and exploitation of Africans and the following immigration waves since the 18th century. The cultural and linguistic characteristics of each group are discussed with highlights on language and culture maintenance, erosion or disappearance across generations. Erosion and disappearance of language and culture are approached in terms of the processes of acculturation and assimilation, whereas their maintenance is portrayed through recent practices in pluralism of which the implementation of bilingual education and multicultural education are typical examples.
Prerequisite: (BLBC-438 minimum grade of C or CIBB-438 minimum grade of C).

BLBC-440. Methods For Teaching English Learners In Diverse Classrooms. 3 Hours.

This course presents candidates with the necessary academic and pedagogical preparation for teaching linguistically and culturally diverse students in elementary classrooms who are limited English proficient (English learners). The aim of this course is to provide candidates with the research-based knowledge and skills necessary to differentiate instruction and assessment practices in the content areas for English learners. The focus is also on enabling candidates to create an effective learning environment in which English learners develop English language proficiency and content knowledge.
Prerequisites: ELED-506 minimum grade of B and INMD-410 minimum grade of B.
Corequisite: ELED-428B.

BLBC-441. Materials, Methods And Techniques For Teaching Limited English Proficient Students. 3 Hours.

With the steady increase in the number of language minority students especially those with limited English proficiency, a better understanding of their affective, physical and cognitive needs and readiness for learning in the second language and culture environments is becoming indispensable. This course provides the necessary academic, pedagogical, and clinical preparation for teaching in situations involving limited English proficient students learning through the medium of the first or second language or a combination of both. A primary focus is on developing the most appropriate materials, approaches and methods and the necessary sets of strategies and techniques for implementation.
Prerequisite: BLBC-438 minimum grade of C.

BLBC-442. Assessment Tools For Bilingual Students. 3 Hours.

Assessment is indispensable in any language/ culture learning situation and for a wide variety of purposes, e.g. proficiency, placement, achievement, diagnosis, aptitude. All teachers in monolingual and bilingual classrooms need to understand the purposes, principles, procedures of assessment and how to construct assessment tools and interpret their data. In bilingual situations where more than one language and culture are involved, teachers should be aware of language and culture interfacing and guard against biases, misconceptions and misinterpretations. Participants in this course should be able to critique, evaluate and construct different assessment tools ranging from testing to portfolio and performance-based.
Prerequisites: BLBC-438 minimum grade of C and BLBC-441 minimum grade of C.

Early Childhood Education

ECED-301. Curriculum And Instruction In Early Childhood Education. 3 Hours.

Relationship of theory to practice is studied in a variety of early childhood curricula with respect to teaching-learning processes. Special attention is directed to activity/learning centers, individualization, educational play, classroom management, along with planning and preparation of curricular materials (including audio - visual) for multicultural settings for normal and children with special needs. (Must be taken concurrently with ECED-328I).
Prerequisite: College of Education Admission YES.
Corequisite: ECED-328I.

ECED-302. Methods Of Teaching Language Arts-Primary Through Upper Grades. 3 Hours.

ECED-306. Methods Of Teaching Reading In Early Childhood. 3 Hours.

This course presents methods, techniques and materials for the early stages of literacy instruction; the nature of the literacy processes (listening, speaking, reading, writing, viewing and visual representation); literacy development in the typically developing child, and the child with special needs. Attention is given to the use of strategies for identifying words, fluency, vocabulary and comprehension. Topics include response to intervention (RTI) strategies and differentiated instruction for all students (including students with different learning styles, giftedness, dual language learners and students with special needs). Must be taken concurrently with ECED-338, ECED-328T and have consent of program advisor.
Prerequisites: ECED-301 minimum grade of C and ECED-352 minimum grade of D and College of Education Admission YES.

ECED-313. Writing Intensive Program: Language Development And Educational Implications. 3 Hours.

Focuses upon language growth and development of young children with particular emphasis upon programs and techniques designed to facilitate acquisition of language skills. Major language acquisition theories are studied. The relationship of language development to cognitive and social-emotional growth is explored. Basic language development inventories are reviewed.
Prerequisites: ENGL-101 minimum grade of C and EDFN-302 minimum grade of C and EDFN-303 minimum grade of C.

ECED-316. Child, Family And Community. 3 Hours.

The study of family and community relations: working with parents; locating and using resources/programs in the community; ways of coordinating community, family and school cooperation in a culturally diverse environment. Includes a focus upon the needs of young children, 0-3 years of age.
Prerequisite: College of Education Admission YES.

ECED-325. Children's Literature Across The Curriculum. 3 Hours.

Presented in this course are methods, strategies and materials for integrating children’s literature across the curriculum in the early grades. Instruction focuses on reading to learn. Emphasis is on learning to provide authentic experiences with exposition, in order to lay the foundation for students’ understanding of the expository text that dominates in later grades. Text structures are mediated through literature to support children’s curiosity and inquiry.
Prerequisites: ECED-301 minimum grade of C and ECED-306 minimum grade of C.
Corequisites: ECED-355, ECED-352, ECED-328T.

ECED-328I. Clinical Experiences In Early Childhood/Infants And Toddlers. 1 Hour.

Extended field and laboratory experiences in a variety of teaching/learning activities with infants/toddlers. The supervised, guided experiences are integrated with studies in ECED-301 Curriculum and instruction in Early Childhood, and fulfill a minimum of 40 clock hours of the 100 clock hours required by the State of Illinois for certification in Early Childhood Education. Supervision and individual conferences with university instructor. Concurrent course: ECED-301.
Prerequisites: EDFN-302 minimum grade of C and EDFN-303 minimum grade of C and College of Education Admission YES.
Corequisite: ECED-301.

ECED-328M. Clinical Experiences In Early Childhood Educ/Kindergarten & Primary Grades/Multicultural Emphasis. 1 Hour.

Teaching/ learning activities with preschool kindergarten and primary children in private and public school classrooms with a variety of multi ethnic populations. Sixteen weeks will be spent in a preschool-kindergarten setting or a primary classroom. The supervised, guided experiences are integrated with studies in methods conferences, and bi-weekly seminars. Fulfills a minimum of 50 clock hours of the 100 clock hours required by the State of Illinois for certification in Early Childhood Education. Concurrent courses: ECED-355, ECED-306.
Prerequisite: College of Education Admission YES.

ECED-328S. Practicum In Early Childhood With Special Education. 1 Hour.

This course provides on-site experiences with young children who have special needs. An in-depth understanding of models and strategies for working with this population will be supported by seminar topics and discussions. Thirty hours of clinical experience will be required. Concurrent courses: ECED-306, ECED-355 and ECED-328M.
Prerequisite: College of Education Admission YES.
Corequisite: ECED-328M.

ECED-328T. Clinical Experiences In Early Childhood Educ:Preschool-Kindergarten & Primary/Technology Emphasis. 1 Hour.

Teaching/learning activities with preschool-kindergarten and primary children in private and public school classrooms with a technology emphasis. Sixteen weeks will be spent in a preschool-kindergarten setting or a primary classroom. The supervised, guided experiences are integrated with studies in methods classes. Supervision by unversity faculty, student conferences and biweekly seminars. Fulfills a minimum of 50 clock hours of the 100 clock hours required by the State of Illinois for certification in Early Childhood Education. Concurrent course: ECED-352.
Prerequisites: EDFN-302 minimum grade of C and EDFN-303 minimum grade of C and ECED-301 minimum grade of C and College of Education Admission YES.
Corequisite: ECED-352.

ECED-329. Student Teaching In Early Childhood. 9 Hours.

Sixteen weeks of full-day student teaching under the supervision of a certified cooperating teacher. Students are required to take full responsibility for assigned classes of early childhood students. Weekly seminars. Regular visits and conferences with university supervisor.
Prerequisites: ECED-328I minimum grade of B and ECED-328M minimum grade of B and Illinois Content Area Test PASS and College of Education Admission YES and ECED-328T minimum grade of B and ECED-328S minimum grade of B.

ECED-338. Developmental Assessment Of Young Children. 3 Hours.

Focuses on the diagnosis and assessment of developing needs of the young child from birth through age five; special emphasis on measuring physical, emotional, mental and social growth to determine intervention needs. Specific programs to facilitate normal development will be planned.
Prerequisites: EDFN-303 minimum grade of C or PSYC-212 minimum grade of D and College of Education Admission YES.

ECED-352. Methods Of Teaching Language Arts, Music And Art In Early Childhood. 3 Hours.

Methods and materials for teaching language arts (literature, listening, speaking, written composition, drama), music and art to normal, learning diisabled and mainstreamed exceptional children in multicultural classes. Explores theories, concepts and approaches in the three areas as well as their relationships to one another. (Must be taken concurrently with ECED-328T).
Prerequisites: ART-170A minimum grade of D and MUS-102 minimum grade of D and ECED-301 minimum grade of C and ART-180 minimum grade of D and (CMTC-202 minimum grade of D or COMM-202 minimum grade of D) and College of Education Admission YES.

ECED-355. Methods Of Teaching Mathematics, Science And Social Studies In Early Childhood. 3 Hours.

A study of instructional methods and materials for teaching mathematics, science, and social studies to normal, learning disabled and mainstreamed exceptional children in multicultural classrooms. Explores major concepts and approaches in the three areas as well as their relationships to one another and other content areas. Classroom management techniques conducive to the implementation of succesful individual and group lessons are investigated. Emphasis is on preschool and primary grades. Eced-306 and ECED-328M taken concurrently.
Prerequisites: ECED-301 minimum grade of C and ECED-352 minimum grade of D and College of Education Admission YES.

ECED-402. Application Of Learning Theories To Early Childhood Education. 3 Hours.

This course reviews philosophies and theories of early childhood development with classroom implications. Topics include: early philosophies, developmental theories, teaching techniques, individualizing instruction to meet the needs of all children, and strategies for facilitation of active learning.

ECED-403. Early Childhood Assessment. 3 Hours.

Focuses upon the use and development of evaluation instruments for collecting information about young children. Instruments used will focus on individuality of the child and his unique grwoth trends and patterns of developmental needs. The materials studied will help the teacher to identify where the child is developmentally and to use instruments and techniques to evolve ways to help the individual child grow.
Prerequisites: PSYC-212 minimum grade of C and SPED-303 minimum grade of C.

ECED-407. Family, Child And Teacher Interaction In Early Childhood Education. 3 Hours.

A course designed for teachers of young children who are working to integrate parents into educational program. Family styles and parenthood are examined followed by methodologies for involvement in children's education. Practical realitites of teaching including home visits, communication skills and alternative avenues for communication will be discussed. An exploration of the culture of the early childhood setting and implication for teachers and families will be included.

ECED-408. Language Acquistion And Intervention Strategies For Teachers Of Young Children. 3 Hours.

Focuses upon the acquisition of language as the young child develops syntactic, semantic and pragmatic understanding. Differing viewpoints of language learning and cognitive interaction are presented. Techniques for both language assessment and intervention by the teacher of the young child are discussed. Reviews recent research and its applicability to assist the preschool teacher in facilitating language learning and evaluating existing language programs for using language as a tool of communication.
Prerequisites: (ECED-313 minimum grade of D or CIEC-313 minimum grade of D) and PSYC-215 minimum grade of C.

ECED-410. Curriculum Development In Early Childhood Education. 3 Hours.

Study of the implications of theories of child development for early childhood curriculum development. Investigation of strategies for planning, teaching and evaluating learning ecperiences which promote cognitive and affective development. Techniques for working with small and large groups are explored through observation and anlysis of classroom interaction. Issues related to multicultural education, the utilization of community resources, and parent-teacher relationships are examined. Major early childhood programs are evaluated.

ECED-411A. Practicum In Early Childhood Education. 3 Hours.

To provide an opportunity for supervised observation and teaching with normal young children. Practical application of methods and techniques with an integrating seminar will help the practitioner develop teaching strategies. Emphasis will be on the development of skill and a self-analysis of techniques. 135 Clinical hours required.

ECED-411B. Practicum In Early Childhood Education (04 Certification). 3 Hours.

To provide an opportunity for supervised observation and teaching with normal young children. Practical application of methods and techniques with an integrating seminar to help the practitioner develop teaching strategies. Emphasis will be on the development of skills and self analysis of techings. 135 clinical hours are required for 04 certification with three grade levels (Infant-toddler, preschool, kindergarten, 1st, 2nd or 3rd grades).
Prerequisites: ECED-402 minimum grade of C and ECED-410 minimum grade of C and ECED-403 minimum grade of C and ECED-407 minimum grade of C and ECED-408 minimum grade of C.

ECED-412. Research Seminar In Early Childhood Education. 3 Hours.

Criteria for selecting research problems and evaluating hypotheses are explored. Various types of experimental designs and descriptive approaches to research design are investigated. Techniques for writing research proposals and reports are studied. There is an examination of recent developments in data processing related to educational research. Other topics include sampling procedures, reliability, validity, interviews, questionaires, and observational techniques. Research project under the supervision of a faculty advisor.

ECED-429. Internship/Student Teaching In Early Childhood Education. 3 Hours.

Supervised teaching experience for students in the MAT: ECED program. The intern spends 16 weeks in a professional development school working with a mentor teacher. Student gradually increases teaching responsibilities, leading to a minimum of four weeks of intensive teaching. University Supervisor makes regular visits to the school and conferences with the stduent. Weekly two-hour seminars are conducted throughout the semester, addressing topics appropriate for age/grade levels and professional needs.
Prerequisites: ECED-402 minimum grade of C and ECED-410 minimum grade of C and ECED-408 minimum grade of C and ECED-403 minimum grade of C and ECED-407 minimum grade of C and ECED-452 minimum grade of C and ECED-455 minimum grade of C and ECED-411B minimum grade of C and (READ-416 minimum grade of C or LTCY-501 minimum grade of C).

ECED-452. Methods Of Teaching Language Arts, Music & Art In Early Childhood. 3 Hours.

This course explores advanced knowledge of the theoretical foundations, concepts and methods of teaching language arts, music and art in Early Childhood. Presents the creative and language arts research, as well as instructional techniques/strategies and learning materials for teaching language arts, music, drama and visual art to all students in culturally diverse classrooms.
Prerequisite: ECED-410 minimum grade of C.

ECED-455. Methods Of Teaching Mathematics, Science & Social Studies In Early Childhood. 3 Hours.

This class is a methods class designed to help students learn to teach math, science and social studies to young children in the preschool and primary grades. The course explores major concepts and approaches in all three areas as well as the process of using thematic learning to implement the integration of the three areas. The class will also explore learning styles, special needs and multicultural backgrounds to facilitate the teacher's skill in providing for individual student needs as well as classroom management.
Prerequisites: ECED-410 minimum grade of C and ECED-402 minimum grade of C.

ECED-510. Early Acquisition & Maintenance Of Multiple Languages. 3 Hours.

Students will study acquisition of multiple languages at an early age (by age 8), and analyze sociolinguistic factors that help maintain multiple languages throughout early childhood and beyond. Students will view and discuss language modules developed from brain research and relate them to individual experiences of early acquisition of multiple languages after interviewing individuals who grew up with two or more languages from early childhood and observing young children (0-8 years) who have been exposed to more than one language in their natural settings. Students will explore their personal philosophies of educating young children in multilingual classrooms.

ECED-511. Evaluation & Use Of Research In Early Childhood Education. 3 Hours.

This course introduces students to evaluating and using research in early childhood education, especially research on early brain development. Employing principles of systematic inquiry and fundamentals of early development and learning, students examine different kinds of research processes and reports to determine application within contexts of working with young children. In particular, students will analyze research reports on early development of the brain, and devise practical and contextually beneficial ways to utilize the research finding to enhance children's development and learning. Students will develop and use research-based, culturally and linguistically sensitive strategies to enrich children's experiences.

ECED-512. Global Perspectives In Early Childhood Education. 3 Hours.

Students will study, compare and contrast early childhood education policies, programs and practices in selected countries for the purpose of broadening and deepening knowledge about global education systems and how they interrelate. Students will create profiles of early education practices and the circumstances determining those practices. Electronic contacts will be created between NEIU students and students in other countries (preferably NEIU partnership schools) in order to provide opportunities for students to interact with teacher education candidates in other countries. Students will continue developing their personal philosophies of effective education for young children within multicultural and global contexts.

Elementary Education

ELED-101. Orientation To Teaching In The Elementary Education School. 3 Hours.

ELED-109. First Year Experience: Building Chicago One Teacher At A Time. 3 Hours.

In this course the five foundations (Future Planning, Integral Preparation, Research, Self-discovery, and Transitions) of Northeastern's First-Year Experience program are taught alongside an introduction to content specific to the discipline of Teaching of Elementary Education. Introduction to Chicago schools, communities, and diverse student population as well as curricular models, school structures and best practices in teaching.

ELED-300. Instructional Design In The 21st Century Classroom. 1.5 Hour.

This course prepares future K-8 teachers to teach all learners in today's classrooms. Special focus is given to teaching elementary and middle school students with a variety of needs and abilities, including English language learners, students with disabilities, gifted/talented students, and reluctant students. This diversity brings some challenges for teachers. Strategies and practices are taught to prepare future teachers for these challenges in instruction and assessment.
Prerequisite: College of Education Admission YES.
Corequisite: ELED-302.

ELED-301. Curriculum Of The Elementary School. 3 Hours.

The relationship of theory to practice is studied in a nariety of elementary and middle school curricula. Analyses and interpretations of teaching-learning processes are conducted. Special attention is directed to (1) instructional objectives in planning, (2) application of theories of child development, learning, classroom management, and instructional methodology to multicultural curriculum development, (3) unit and lesson planning, and (4) evaluation techniques. Strategies for meeting the needs of students with special needs are explored.
Prerequisites: EDFN-306 minimum grade of C and College of Education Admission YES.
Corequisite: ELED-302.

ELED-302. Writing Intensive Program: Foundation Of Teaching The English Language Arts. 3 Hours.

Course designed to provide candidates with an overview of the theory, best practices, curriculum design and materials used in teaching language arts in K through middle school classrooms. Language Arts instruction includes mastery of six language arts competencies: reading, writing, listening, talking, viewing and visual representation, and emphasizes integration of the arts including drama, movement and vocal expression. The course addresses differentiating instruction to meet the needs of diverse learners including special needs students and English Language Learners. It is a writing intensive course affording students the opportunity to demonstrate competency in writing in various genres.
Prerequisites: College of Education Admission YES and ENGL-101 minimum grade of C.
Corequisites: ELED-301, ELED-300, SPED-317.

ELED-303. Children's And Young Adult Literature. 1.5 Hour.

This course familiarizes students with quality children’s and young adult literature for elementary and middle grades. Students will learn to select, discuss, and critique books appropriate for this age range. Assigned readings and projects will enable students to develop critical, analytical and instructional skills for integrating culturally diverse children’s literature across the curriculum.
Prerequisite: ELED-302 minimum grade of C.
Corequisites: ELED-309, ELED-328.

ELED-304. Methods Of Teaching Inquiry-Based Social Studies. 3 Hours.

A study of theories and methods for teaching social studies with an emphasis on social justice education in the elementary and middle school. The candidates will gain an understanding of selected issues such as, critical and multicultural pedagogy, learning styles and integration of literature and language arts. Candidates will engage in critical thinking, problem solving, inquiry and discovery learning and collaboration. The course will also address differentiation for special needs and English learners, planning, assessment, and reflection.
Prerequisites: ELED-300 minimum grade of B and College of Education Admission YES.

ELED-305. Methods Of Teaching Science In Elementary And Middle Schools. 3 Hours.

ELED-305 is a study of instructional methods and materials for teaching science to all students including linguistically and culturally diverse learners, and exceptional children. The course explores the theoretical framework for the nature of science (NOS), and methods of inquiry in teaching science. The emphasis is on the development of inquiry-based lessons to promote the skills of the scientific process using hands-on experimentation. Classroom management strategies conducive to the implementation of successful individual and group science investigations are also included. There is a focus on the intermediate and middle school grades.
Prerequisites: ELED-301 minimum grade of B and ELED-302 minimum grade of B and College of Education Admission YES.

ELED-306. Methods Of Literacy Instruction. 3 Hours.

The course is designed for pre-service teachers to develop the knowledge and skills to teach literacy in K-8 classrooms. Content includes: concepts of print, phonemic awareness, phonics, word knowledge, comprehension, and the writing process; literacy assessments; grouping strategies and instructional frameworks that support differentiated instruction. Issues of diversity and equity as they relate to literacy teaching and learning in today’s 21st century context will be threaded throughout the course with an emphasis on working with diverse student populations.
Prerequisites: ELED-301 minimum grade of C and ELED-302 minimum grade of C and College of Education Admission YES.
Corequisite: ELED-328B.

ELED-306A. Methods Of Teaching Reading-Elementary School With Clinical Experience. 3 Hours.

Examines current issues and research in the teaching of reading. Emphasis is given to exploring the instructional methods and materials for teaching reading to all students including linguistically and culturally diverse learners and students with special needs. Principles of classroom management are included. Accompanied by 100 hours of supervised, sequential clinical experiences culminating in teaching student developed instructional units. Emphasis on intermediate and middle school grades.
Prerequisites: ELED-301 minimum grade of B and ELED-302 minimum grade of B and College of Education Admission YES.
Corequisite: ELED-328.

ELED-306B. Methods Of Teaching Reading-Elementary School Without Clinical Experience. 3 Hours.

For non-program students who do not need the 100 hours of supervised, sequential clinical experiences.

ELED-309. Reading & Writing In The Content Areas. 1.5 Hour.

In this course, pre-service teachers will develop the knowledge, skills, and understandings to support the literacy development of students in elementary and middle grades with a focus on literacy in the content areas. The content of this course includes: the teaching of academic and discipline-specific vocabulary; the role of prior knowledge and cognitive/metacognitive strategies in comprehension; writing to learn; literacy assessment; grouping strategies and instructional frameworks that support differentiated instruction using tradebooks, digital texts, and other non-print materials; motivation; and lesson/unit planning. Issues of diversity and equity as they relate to literacy will be threaded throughout the course.
Prerequisite: ELED-302 minimum grade of C.
Corequisites: ELED-303, ELED-328.

ELED-310. Elementary And Middle School Math Methods. 3 Hours.

Development of methods, techniques, and teaching aids for the teaching of mathematical concepts to all children including exceptional and gifted students in multicultural classrooms. Appropriate techniques in classroom management are included. Emphasis on grades K-8.
Prerequisites: ELED-301 minimum grade of B and ELED-302 minimum grade of B and College of Education Admission YES.

ELED-312. Teaching Strategies For English Language Learners & Multicultural Students. 3 Hours.

This course explores a variety of cultural values, languages, and the process of social integration of American ethnic groups that children bring to middle level classrooms and the teacher's role in enhancing each Early Adolescence's learning experiences. Decision making skills in selecting content area instructional strategies for English Language Learners and Multicultural groups will be the emphasis. Field experiences will be done in conjunction with course assignments.

ELED-315. Teaching In The Inner City Elementary School. 3 Hours.

Educational problems inherent in the inner city milieu, exploration of developmental learning concerns as applicable in various ethnic groups; study of socio-economic conditions as relating to educational achievements.
Prerequisites: ELED-301 minimum grade of B and ELED-302 minimum grade of B.

ELED-320. Classroom Management. 1.5 Hour.

This course will provide teacher candidates with the theoretical and practical foundations necessary to manage and organize the classroom. The class will explore strategies and approaches for guiding student behavior, fostering engagement, and designing a classroom conducive to student learning. Candidates will develop a personal management plan based on the theorists examined and practical examples shared. Candidates will also design an ideal classroom to demonstrate understanding of creating.
Prerequisites: ELED-301 minimum grade of B and ELED-302 minimum grade of B and College of Education Admission YES.

ELED-328B. Clinical Experience In Elementary Education. 3 Hours.

ELED-328B provides intensive clinical experience in elementary schools for students enrolled in ELED-306. Involves supervised and graduated teaching interactions with children in literacy in K-8 classrooms and includes weekly seminars. The seminars will provide intensive preparation and practice with EdTPA and a focus on the clinical context. This course fulfills 100 of the 200 required clock hours of clinical experiences.
Requirements: plus two additional methods courses, and a passing score on the ICTS Subject Area Examination
Prerequisites: ELED-300 minimum grade of C and ELED-302 minimum grade of C.
Corequisite: ELED-306.

ELED-329. Student Teaching In Elementary Education, K-9. 9 Hours.

This course provides the teacher candidate with sixteen weeks of full day supervised classroom teaching experience combined with weekly class discussions. Teacher Candidates must submit a completed edTPA portfolio. Concurrent enrollment in EDFN-308.
Corequisite: EDFN-308.

ELED-330. Creating And Using Puppetry In The Classroom. 3 Hours.

This is hands-on course in puppetry and marionette making and its implementation for possible use in the language arts classroom. The format consists of the construction of marionetts/hand puppets and the development of procedures and processes for their use in the classroom by teachers and students. Puppetry will be viewed as a learning and teaching methodology in which teachers can foster and encourage creativity and higher level thinking skills, including divergent thinking and problem solving techniques. Puppetry will also be viewed as part of the curriculum in which students can become involved in the development of story in literature and drama. This class with its hands-on approach to puppetry, teaches the importance of using arts in education as a vehicle for learning.

ELED-342. Classroom Assessment. 3 Hours.

Provides the teacher candidates with a thorough understanding of the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools. Candidates will examine the appropriate uses of formative and summative assessments for determining student needs, measuring student growth, and evaluating student outcomes. Candidates will understand how to make evidence-based decisions about curricular and instructional effectiveness and how to adjust practice to meet the needs of all students.

ELED-403. Methods Of Teaching Mathematics In Elementary And Middle Schools. 3 Hours.

Investigation and development of research, methodology, techniques, and teaching aids for the teaching of mathematical concepts to all children, including special needs, ELL, LEP, exceptional, and gifted students in diverse, multicultural classrooms. Different instructional models will be explored, research methods considered, and current resources identified. Collaborative efforts will be investigated. Focus on differentiation and appropriate classroom management techniques. Emphasis on grades K-8.

ELED-406. Research Skills For The Classroom Teacher. 3 Hours.

Enables the regular classroom teacher to use tools and procedures that will demonstrate the working effectiveness of any instructional practice; thus, the teacher will develop data that will foster constructive decision-making for continued curriculum building.

ELED-414. Principles Of Curriculum Development. 3 Hours.

Fundamental criteria for curriculum planning and the principal types of curriculum patterns as they apply to various subject-matter disciplines; emphasis focused on the student's subject area of specialization and its applicability to the improvement of the curriculum in the classroom and in the school; study of selection and organization of learning experiences, as well as objectives and evaluation.
Prerequisite: EDFN-406 minimum grade of C.

ELED-415. Teaching Science As Inquiry In Elementary And Middle School. 3 Hours.

Students are provided with the theoretical and practical framework to learn about the nature of science and methods of inquiry in teaching science. This course is a study of instructional methods and curricula for teaching science to all students, including linguistically and culturally diverse learners and exceptional children. The emphasis is on the development of inquiry-based lessons to promote scientific process skills using hands-on/minds-on experimentation. Classroom management strategies conducive to the implementation of successful individual and group science investigations are included. Emphasis is on grades K-8.
Prerequisites: ELED-506 minimum grade of B and (INMD-410 minimum grade of B or EDFN-442 minimum grade of B).
Corequisite: ELED-428C.

ELED-416. Social Studies As Inquiry. 3 Hours.

A study of instructional methods and resources for teaching social studies in elementary and middle school grades with an emphasis on creating an inquiry classroom and designing inquiry-based and project-based curriculum units. Explores the vital role of social studies in a democratic society, teaching critical thinking, decision-making, and problem solving skills. Includes a focus on curricular integration of cultural diversity, global awareness, technology, and integrating children’s and middle grades literature in social studies. Students will also explore teaching skills for reading and writing informational texts in social studies. ELED-428C Inquiry Through the Content Areas Clinical will be taken simultaneously and students will do about 35 hours of clinical teaching in a middle grade social studies classroom.
Prerequisites: ELED-506 minimum grade of B and (INMD-410 minimum grade of B or EDFN-442 minimum grade of B).

ELED-417. Multicultural Literature And Drama In The Elementary Classroom. 3 Hours.

Develops an in-depth understanding of multicultural literature and its application in the classroom through creative drama techniques which include improvisation, role-play, playmaking and guided imagery. Study, discussion and hands-on application through cooperative learning groups focusing on exploration of theoretical and pedagogical research and their relationship to thinking, listening, speaking, reading and writing competencies. Exploration of the use of visual arts and its application to the multicultural classroom.

ELED-418. Theoretical Implications For Instruction In The Elementary Classroom. 3 Hours.

The contributions of learning psychologists that are applicable to the teaching-learning process; areas explored include implications of learning in curriculum design, instructional methods, educational decisions and in the use of learning resources; relevant for the classroom teacher who attempts to utilize learning concepts in the classroom and in research.

ELED-419. Current Issues In Elementary Language Arts Instruction. 3 Hours.

Developmental of an understanding of principles and techniques of instruction in elementary school language arts; students to investigate research as it relates to the improvement of instruction in language arts.

ELED-428A. Clinical Teaching: Literacy. 1 Hour.

This 50-hour clinical teaching experience involves supervised, graduated, and interactive teaching situations with students in culturally and linguistically diverse school settings. This clinical experience has a thematic focus on teaching reading, writing, and speaking. Clinical seminar is integrated into ELED-504 and ELED-435. Students will conduct classroom observations and will spend a minimum of 35 hours teaching one-on-one, in small groups, and with the whole class. A university supervisor will observe students teaching a minimum of two times.
Prerequisites: ELED-506 minimum grade of B and EDFN-442 minimum grade of B.
Corequisites: ELED-435, ELED-504.

ELED-428B. Clinical Diversity. 1 Hour.

This 50-hour clinical experience involves supervised, graduated, and interactive teaching situations with students in culturally and linguistically diverse school settings. This clinical experience has a thematic focus on teaching for human diversity, including cultural, linguistic, English language learners, students with special needs, gender, LGBTQ, and socioeconomic. Clinical seminar is integrated into BLBC-440. Students will conduct classroom observations and will spend a minimum of 35 hours teaching one-on-one, in small groups, and with the whole class. A university supervisor will observe students teaching a minimum of two times. Concurrency with EDFN-406 Human Development Learning OR SPED-404 Survey of the Field of Special Education.
Prerequisites: ELED-506 minimum grade of B and (INMD-410 minimum grade of B or EDFN-442 minimum grade of B).
Corequisite: BLBC-440.

ELED-428C. Clinical Teaching: Content Areas. 1 Hour.

This 100-hour clinical teaching experience involves supervised, graduated, and interactive teaching situations with students in culturally and linguistically diverse school settings. This clinical experience has a thematic focus on Inquiry Through the Content Areas (mathematics, science, and social studies). This course has seminar integrated into ELED-403 and ELED-415. Students will spend approximately of 35 hours observing and teaching one-on-one, in small groups, and with the whole class in each math, science, and social studies. A university supervisor will observe students teaching a minimum of three times, once per subject.
Prerequisites: ELED-506 minimum grade of B and (INMD-410 minimum grade of B or EDFN-442 minimum grade of B).
Corequisites: ELED-415, ELED-403.

ELED-429. Internship In Elementary Education. 6 Hours.

Students are engaged in full-time student teaching for the entire semester. With support from their cooperating teacher and university supervisor students gradually increase their classroom responsibilities and then assume complete responsibility for all curriculum planning and teaching for five weeks. Students will design and teach an original intructional unit. In this course students complete their Curriculum Design Student Learning Project (CLP) and their Teacher as Learner Project (TLP). Students wil be observed a minimum of five times by their university supervisor.
Prerequisites: Completion of all MAT program courses. Passing score on the ICTS Subject Area Test
Passing score on the APT Test. Minimum grade of B or better for all prerequisites.
Corequisite: ELED-430.

ELED-430. Trends And Issues In Assessment. 3 Hours.

Reviews principles of educational testing and evaluation. Explores trends and critcial issues in assessment with emphasis on the teacher's role in relating assessment to instructional objectives. Provides opportunities for students to study assessment strategies and issues specific to the level (elementary or secondary), linguistic-cultural background, and subject-matter area of their teaching or internship assignment.
Corequisite: ELED-429.

ELED-435. Children's And Young Adult Literature. 3 Hours.

Students will read, peruse, and study all genres of diverse literature written for elementary and middle school students, grades 3-8, as well as some appropriate young adult literature. Topics emphasized are: identifying and locating high quality books, evaluating books for appropriate developmental stages, critical reading, integrating literature across the curriculum, designing curriculum with literature, teaching reading with literature, creating classroom libraries, using a wide variety of multicultural and global literature, connecting books to real-world resources, using literature to cover standards, motivating students to read, and appreciating good writing.
Prerequisites: ELED-506 minimum grade of B and INMD-410 minimum grade of B.
Corequisites: ELED-504, ELED-428A.

ELED-453. Inquiry-Based Social Studies Instruction. 3 Hours.

This course is a study of instructional methods and materials for teaching social studies through inquiry. Explores approaches to promoting children's cognitive and affective knowledge and understanding in the social sciences, including history, current events, and critical thinking skills. The course includes an exploration of teaching for cultural diversity, global awareness, and critical citizenship skills and dispositions, along with a focus on creating an inquiry-based social studies classroom, the teacher as a creator of curriculum and an in-depth examination of the literature within the field of social studies education.

ELED-504. Teaching Writing: Purpose, Voice, Craft. 3 Hours.

This course is designed to provide teacher candidates with an in-depth exploration of Writer’s Workshop and the theory, best practices, curriculum design and materials used in writing in the K-8 school setting. Candidates will engage in writing in a variety of genres using the Writing Workshop model. The course addresses differentiating instruction to meet the needs of diverse learners.
Prerequisites: ELED-506 minimum grade of B and INMD-410 minimum grade of B.
Corequisites: ELED-435, ELED-428A.

ELED-506. Research Methodologies For Classroom Teachers. 3 Hours.

A general survey of qualitative and quantitative research methods in educational research. The aim of this course is to develop candidates’ abilities to design and conduct classroom-based inquiry related to teaching and learning. This course is designed to make candidates knowledgeable consumers of academic research. The survey of methods includes; a brief analysis of paradigms in qualitative and quantitative research, a discussion of the inquiry process, and an synthesis of research designs including; survey, narrative, experimental, ethnographic, correlation, case study, and action research. Action research design is discussed in details. This course is the first course in the sequence of 3 research courses (ELED-506, ELED-507, ELED-508).

ELED-507. Action Research Design Seminar. 1 Hour.

Candidates will design an action research plan that involves identifying a significant problem related to student learning in their current classroom. Candidates will locate and review relevant research on the designated problem, and design an intervention plan that will allow the candidate to examine the impact of instructional procedures or interventions on student learning. Candidates will develop reflective decision-making in using data to improve learning in elementary classrooms.
Prerequisites: ELED-506 minimum grade of B and ELED-525 minimum grade of B and ELED-520 minimum grade of B and BLBC-439 minimum grade of B.

ELED-508. Action Research Project. 3 Hours.

This course guides students through finalizing their action research design, implementing that design, collecting data, analyzing their data, and writing their action research paper. Students will implement their action research project in their classroom with a focus on understanding the process of data collection and analysis. Students will write their project as a major paper (including the literature study they completed in ELED-507 Action Research Design Seminar), and formally present their project as a PowerPoint to the class. This is a thesis-model hybrid course with some of the work and feedback given online and in conferences with the Instructor.
Prerequisites: ELED-506 minimum grade of B and ELED-525 minimum grade of B and ELED-520 minimum grade of B and BLBC-439 minimum grade of B and ELED-507 minimum grade of B.

ELED-520. Curriculum And Inquiry. 3 Hours.

This course is an overview of curriculum theory, development, design, and implementation for the experienced classroom teacher. The focus is on understanding the theory and practice of inquiry-based and project-based curriculum across subject disciplines, authentic literacy, and finding and using interesting and diverse real-world resources. Course emphasis is also on the history of curriculum development and schooling; and creating multicultural, critical, and creative curriculum that integrates technology, the arts, critical thinking, and standards. Students will critique and analyze their school curriculum and resources, and design curricular units for their own classroom.
Prerequisites: ELED-506 minimum grade of B and ELED-525 minimum grade of B.

ELED-525. New Literacies For The 21st Century. 3 Hours.

This course explores how the ideas and understandings of “literacy” have changed and evolved over the past century, the new literacies that are vital to life in the 21st century, and strategies for teaching those literacies. This course develops an understanding of designing curriculum and strategies for teaching critical thinking skills; collaboration; problem solving skills; media, technology, and information literacy; creativity and imagination; innovative thinking; civic, multicultural, and global literacy; critical literacy; environmental literacy; and systems thinking. The course will begin to study the theory and practice of inquiry-based, project-based, and problem-based teaching and learning, as well interdisciplinary curriculum and different forms of 21st century assessment, such as student exhibitions and presentations.
Prerequisite: ELED-506 minimum grade of B or INMD-410 minimum grade of B.