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 programs in the Teacher Education Department are being utilized.

Teacher Education Departmental Policy on Transfer of Professional Education Courses into 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 programs.

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  Focus Programs for teachers who hold a valid and current Illinois Teaching License.

The Focus Programs allow licensed teachers to obtain subsequent endorsements in the areas of Middle Level Education, Elementary Education and Early Childhood Education.

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

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., Associate Professor
Alberto Lopez-Carrasquillo, Ph.D., Associate Professor
Hector Morales, Ph.D., Assistant Professor
Selina Mushi, 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 Y.
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 Y.
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 Y.

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


Prerequisite: College of Education Admission Y.

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 Y.
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 P and College of Education Admission Y 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 Y.

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 Y.

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 Y.

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-429. Student Teaching In Bilingual And ESL Classrooms - Elementary. 6 Hours.

This course requires full-day student teaching under the tutelage of a certified bilingual or English as a second language (ESL) cooperating teacher. Teacher candidates are required to take full responsibility for a class of culturally and linguistically diverse elementary students. Candidates attend weekly seminars and prepare for regular observations and conferences with university supervisors. Candidates are provided the opportunity to plan and implement longitudinal instructional units. Candidates apply knowledge and performance indicators as specified by the IL Professional Teaching Standards (IPTS) during an entire semester by assuming the full range of professional teaching duties in a classroom setting.
Requirement: Permission from Office of Student Teaching.

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. Cultural Diversity In Our Schools. 3 Hours.

This course explores various aspects of social and cultural diversity. It focuses on the development of richer and more systematic interpretations of the foundations of multicultural educational history, philosophy, policy and practice. The course aims to develop the ability to understand and describe how educational problems are often rooted in and are symptomatic of social issues. These challenges extend well beyond the classroom into families, communities, and local, national, and global economics and politics.

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. Methods For Teaching Content In Bilingual Classrooms. 3 Hours.

This course provides bilingual teacher candidates with the knowledge and skills to effectively plan and evaluate program models, materials, instruction, and assessments for culturally and linguistically diverse (CLD) students who are learning English as a new language. Candidates will apply curricular models and pedagogical skills for meeting the needs of English learners (ELs) in the native language and in English. Candidates will teach students literacy skills through the content areas in both languages to foster biliteracy. Candidates will evaluate content area instructional materials for bilingual students.

BLBC-442. Assessment In Multilingual Classrooms. 3 Hours.

This course provides bilingual teacher candidates with the knowledge and skills to effectively plan appropriate instructional objectives and performance based, classroom assessments for students who are English learners (ELs). Candidates will fully understand the difference between formative and summative assessments as well as large-scale verses classroom assessments. Candidates will also understand the process for developing and administering appropriate assessments, both formal and informal, for bilingual students in both the native language and in English. Candidates will properly assess students in all areas of the curriculum.

BLBC-443. Methods For Teaching Reading And Writing In Bilingual Classrooms. 3 Hours.

This course is designed to enable teacher candidates to plan and implement a content based, balanced, comprehensive biliteracy program for elementary students who are learning to read and write in two languages. Components of the course include understanding research on biliteracy instruction as it relates to first and second language acquisition in a diverse society. This course also addresses advanced methods for teaching reading and writing and the use of materials, including traditional print and digital media. Attention is given to reading and writing across content areas.
Requirement: Admission to the Graduate College.

Early Childhood Education

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

This course is a study of the relationship of theory to practice in a variety of early childhood curricula with respect to the teaching-learning processes related to cognitive, physical, and social-emotional development. Special attention is directed to the creation of curricular materials, activities and learning centers, individualization of instruction, educational play, and classroom management techniques. Students learn to develop lesson plans and implementation strategies that integrate appropriate use of technology. The focus for implementation is on how to facilitate effective learning for all children in multicultural settings. The course must be taken concurrently with ECED-328A.
Prerequisites: College of Education Admission Y and EDFN-302 minimum grade of C and EDFN-303 minimum grade of C.
Corequisite: ECED-328A.

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 phonemic awareness, phonics, strategies for identifying words, fluency, vocabulary and comprehension. Other 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). The written and sound systems of English are discussed. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-301 minimum grade of C and ECED-313 minimum grade of C and ECED-316 minimum grade of C and ECED-328A minimum grade of C.

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

This Writing Intensive Program (WIP) course is a study of young children’s language growth and development, communication theory and analysis of the five aspects of language knowledge -phonemes, semantics, syntax, morphemes and pragmatics. Major language acquisition theories, basic language development inventories and research on early brain development with regard to language growth are studied. Culture, gender, and socio-economic differences are discussed in relation to their effect on communication in the classroom. The inter-relationships among culture, language and thought; and the function of the home language in young children's development are discussed. Intensive writing tasks are designed to meet WIP requirements.
Prerequisites: ENGL-101 minimum grade of C and EDFN-302 minimum grade of C and EDFN-303 minimum grade of C and College of Education Admission Y.

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

This course focuses on the study of family, teacher and community relations: working with families; community health appraisal procedures; locating and using resources/programs in the community to support children and families; ways of encouraging and supporting community, family and school cooperation in a culturally diverse environment. The course focuses on the needs of young children, 0-8 years of age.
Prerequisites: College of Education Admission Y and EDFN-302 minimum grade of C and EDFN-303 minimum grade of C.

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

Methods, strategies and materials are presented for integrating children’s literature across the curriculum in the early grades. Instruction focuses on how to choose books that are developmentally appropriate for children and how to provide them with enjoyable reading experiences of both fiction and non-fiction. Emphasis is on developing critical thinking skills in children through in-depth exploration of underlying themes in different genres and the examination of various text structures. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-306 minimum grade of C and ECED-338 minimum grade of C and ECED-355 minimum grade of C and ECED-328E minimum grade of B.

ECED-328C. Clinical Experiences In Early Childhood Education/ Special Education Emphasis. 1 Hour.

This course provides opportunity for students to interact with young children who have special needs. An in-depth understanding of models and strategies including assistive technology for working with this population will be supported by individual conferences, bi-weekly seminar topics and discussion. The focus of the course is on children's intellectual curiosity, individualization and differentiation of instruction in interdisciplinary Kindergarten/primary curriculum to promote students' professional growth. Students will create edTPA mock portfolios in the course. A grade of B or better is required to pass the course. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-306 minimum grade of C and ECED-338 minimum grade of C and ECED-352 minimum grade of C and BLBC-340 minimum grade of C and ECED-328B minimum grade of B.

ECED-328D. Clinical Experiences In Early Childhood Education/ Infant-Toddler. 1 Hour.

This course provides planned and supervised field experiences that allow the student to be integrated into an actual classroom environment of a private or public school with infants/toddlers, under the guidance of a Cooperating Teacher and supervised by a University Supervisor. The course unites the theoretical concepts, methods, developmental milestones, and strategies presented in various early childhood education courses including the basic principles and practices of personal, interpersonal, and community health and safety. These supervised, guided experiences are integrated with studies in ECED-301. Students attend by-weekly seminars. A Minimum grade of B is required to pass the course.
Prerequisites: EDFN-302 minimum grade of C and EDFN-303 minimum grade of C and College of Education Admission Y.
Corequisite: ECED-301.

ECED-328E. Clinical Experiences In Early Childhood Education/ Preschool & Kindergarten. 1 Hour.

This course provides opportunity to interact with preschool/kindergarten children as the children learn English language arts across the curriculum. Emphasis is on integrated language, and literacy activities that encourage intellectual curiosity using interdisciplinary approaches in multi-ethnic classrooms. Students are required to respect and affirm culturally/linguistically diverse children and their families; support home-language preservation, create learning environments and experiences that are free from bias, and demonstrate sensitivity to differences in family structures and socio-cultural backgrounds. The supervised, field experiences are integrated with conferences, and bi-weekly seminars. A grade of B or better is required to pass the course. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-301 minimum grade of C and ECED-313 minimum grade of C and ECED-316 minimum grade of C and ECED-328D minimum grade of B.
Corequisite: BLBC-340.

ECED-328F. Clinical Experiences In Early Childhood Education/ Special Education Emphasis. 1 Hour.

This course provides opportunity for students to interact with young children who have special needs. An in-depth understanding of models and strategies including assistive technology for working with this population will be supported by individual conferences, bi-weekly seminar topics and discussion. The focus of the course is on children's intellectual curiosity, individualization and differentiation of instruction in interdisciplinary Kindergarten/primary curriculum to promote students' professional growth. Students will create edTPA mock portfolios in the course. A grade of B or better is required to pass the course. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-306 minimum grade of C and ECED-338 minimum grade of C and ECED-352 minimum grade of C and BLBC-340 minimum grade of C and ECED-328E minimum grade of B.

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 Y.
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 Y.

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 Y.
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 Y.
Corequisite: ECED-352.

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

Student Teaching is the culminating experience of the teacher education program. Candidates spend 16 weeks full-time teaching in Preschool/Primary settings under supervision of a licensed Cooperating Teacher and a University Supervisor. Candidates apply theory to practice, referencing research-based topics including developmentally appropriate practice and integrating developmental domains into all curriculum areas. Candidates reflect on their professional growth in differentiating instruction to address individual strengths and needs; and on using authentic assessment data to plan instruction. Candidates align assessment with required reporting mechanisms. Emphasis is on being professional, ethical, and communicating appropriately with children and adults. 75 in the professional sequence.
Requirement: cumulative GPA of 2
Prerequisites: Illinois Content Area Test P and EDFN-302 minimum grade of C and EDFN-303 minimum grade of C and ECED-301 minimum grade of C and ECED-313 minimum grade of C and ECED-316 minimum grade of C and ECED-306 minimum grade of C and ECED-328C minimum grade of C and ECED-338 minimum grade of C and ECED-352 minimum grade of C and ECED-355 minimum grade of C and BLBC-340 minimum grade of C.

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

This course presents approaches, strategies, and tools for authentically assessing young children's development and learning from birth through second grade. Emphasis is on physical, emotional, mental/cognitive and social growth. Students study varieties of academic achievement and screening tools to monitor children's progress in content-area benchmarks and developmental outcomes. Assessment is presented as ongoing, informal practice that monitors children's interests, motivation and engagement in instruction, as well as collection, organization and aggregation of data for communicating academic progress to stakeholders. Students discuss parent involvement in assessing children's development and learning and how to create positive, high quality learning environments. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-301 minimum grade of C and ECED-313 minimum grade of C and ECED-316 minimum grade of C and ECED-328A minimum grade of C.

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

Methods and materials for teaching language arts, music and art to typically developing children, and children with special needs within multicultural classrooms. The course explores theories, concepts and approaches in the three areas as well as their integration with other content areas. 75 in the professional sequence, and consent of advisor.
Requirement: all Blocks 1, 2 & 3 courses with a minimum grade of C in each; must earn a B or better in all clinical and practicum experiences; cumulative GPA of 2
Prerequisites: ART-170A minimum grade of D and MUS-102 minimum grade of D and College of Education Admission Y.
Corequisites: ECED-325, ECED-355.

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

This course explores methods and materials for teaching mathematics, science, and social science to young children in multicultural classrooms. Students explore major concepts and interdisciplinary approaches to learning, including connections to language and literacy. Students learn to teach Illinois and U.S. history, world economic systems, and how to summarize and use data in Social Science with integration of technology. Students study children's mathematical development, increase pedagogical knowledge and math proficiency. Science methods and principles include active exploration and experimentation within everyday environments. Emphasis is on preschool and primary grades. Classroom-management techniques conducive to successful individual and group lessons are discussed. 75 in the professional sequence.
Requirement: minimum cumulative GPA of 2
Prerequisites: ECED-301 minimum grade of C and ECED-313 minimum grade of C and ECED-316 minimum grade of C.

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 growth 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 student. 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 elementary school teachers to teach all learners in today's classrooms. Special focus is given to teaching students in grades 1-6 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 Y.
Corequisite: SPED-317.

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 Y.
Corequisite: ELED-302.

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

This course is designed to provide candidates with an overview of learning theories, practices, curriculum design and materials used in teaching Language Arts in grades 1-6. Language Arts instruction includes mastery of six language arts competencies: reading, writing, listening, talking, viewing and visual representation. The course addresses differentiating instruction to meet the needs of diverse learners with attention to special needs students and English Learners (ELs). This is a writing intensive course affording students the opportunity to demonstrate competency in writing in various genres.
Prerequisites: ELED-300 minimum grade of C and SPED-317 minimum grade of C.

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. Inquiry-Based Social Studies In The Elementary Grades. 3 Hours.

This course explores teaching, learning, and curriculum for all elementary students in grades 1-6. The course has an emphasis on creating an inquiry-based social studies classroom, designing project-based curriculum units, and finding and teaching with real-world resources. The course explores the vital role of social studies in a democratic society, social responsibility, teaching critical thinking, decision-making, and problem solving skills, and includes a focus on curricular integration of cultural diversity, global awareness, technology, and integrating literature in social studies. Students will also explore integrating standards and teaching skills for reading and writing informational texts in social studies.
Prerequisites: ELED-300 minimum grade of B and SPED-317 minimum grade of B.

ELED-305. Teaching Science In The Elementary School. 3 Hours.

This course focuses on the development of elementary science teaching skills and knowledge in grades 1-6. Emphasis is placed on designing inquiry-based science lessons to help linguistically and culturally diverse students engage in science. It addresses the importance of teaching scientific inquiry, the nature of science, and process skills using educational technologies and applying a 5E learning cycle to plan, teach, evaluate, and reflect on science lessons. The course content reflects the curricular emphases of the Next Generation Science Standards (NGSS).
Prerequisites: ELED-300 minimum grade of B and ELED-302 minimum grade of B and ELED-310 minimum grade of B and SPED-317 minimum grade of B.

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

This course is designed for pre-service teachers to develop the knowledge and skills to teach literacy in elementary level classrooms, grades 1-6. Content includes: concepts of print, phonemic awareness, phonics, word knowledge, comprehension, and the writing process, assessment, grouping strategies and 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.
Requirement: Passing score on the Content Area Examination
Prerequisites: ELED-300 minimum grade of C and ELED-302 minimum grade of C and ELED-310 minimum grade of C and SPED-317 minimum grade of C and BLBC-339 minimum grade of C and ELED-328A minimum grade of C and ELED-303 minimum grade of C and ELED-309 minimum grade of C and ELED-305 minimum grade of C.
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 Y.

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. Content Area Literacy. 1.5 Hour.

In this course, candidates will develop the knowledge, skills, and understandings to support the literacy development of students in elementary grades (1-6) with a focus on literacy in the content areas. Topics include: learning theories, literacy strategies in specific disciplines, assessment, differentiation, use of informational text, technology, and planning for instruction. Issues of motivation, engagement and cultural relevance are integrated throughout.
Prerequisites: ELED-300 minimum grade of C and ELED-302 minimum grade of C and ELED-310 minimum grade of C and SPED-317 minimum grade of C.
Corequisite: ELED-303.

ELED-310. Methods Of Teaching Mathematics In The Elementary Grades. 3 Hours.

This course is a study of instructional methods and materials for teaching mathematics to grades 1-6 elementary school level students, including linguistically, culturally diverse learners and exceptional children. Students explore theoretical and practical frameworks and develop materials, lessons, techniques, and assessments for the teaching of early and late elementary grade mathematics. Students engage in mathematical processes to promote critical thinking and explore elementary level math concepts and skills. Problem solving, modeling, teaching, and integrating elementary level mathematics in various content areas are emphasized.
Prerequisites: ELED-300 minimum grade of B and SPED-317 minimum grade of B.

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 learning contexts to motivate and engage all students.
Prerequisites: ELED-301 minimum grade of B and ELED-302 minimum grade of B and College of Education Admission Y.

ELED-328A. Clinical Experiences. 3 Hours.

This course provides teacher candidates who are enrolled in ELED-339 Culturally Responsive Teaching in Diverse Classrooms 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 3 weekly seminars. This course fulfills 100 clock hours of the 200 clinical experience hours required by the State for licensure.
Prerequisites: ELED-300 minimum grade of C and SPED-317 minimum grade of C and ELED-302 minimum grade of C and ELED-310 minimum grade of C.
Corequisite: BLBC-339.

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 Grades. 7.5 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.
Requirement: all remaining required program courses, and a passing score on the Content Area Examination
Prerequisites: ELED-300 minimum grade of B and SPED-317 minimum grade of B and ELED-302 minimum grade of B and ELED-310 minimum grade of B and BLBC-339 minimum grade of B and ELED-328A minimum grade of B and ELED-303 minimum grade of B and ELED-309 minimum grade of B and ELED-305 minimum grade of B and ELED-306 minimum grade of B and ELED-328B minimum grade of B and ELED-320 minimum grade of B and ELED-342 minimum grade of B.
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. 1.5 Hour.

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.
Corequisite: ELED-320.

ELED-342A. Classroom Assessment. 1.5 Hour.

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.
Prerequisites: ELED-300 minimum grade of C and SPED-317 minimum grade of C and ELED-302 minimum grade of C and ELED-310 minimum grade of C and ELED-303 minimum grade of C and ELED-309 minimum grade of C and BLBC-339 minimum grade of C and ELED-328 minimum grade of C and ELED-305 minimum grade of C.
Corequisite: ELED-320.

ELED-403. Teaching Mathematics In Elementary Grades. 3 Hours.

This course is for prospective elementary school teachers to learn methods of teaching mathematics in grades 1-6, with an emphasis on culturally and linguistically diverse students, exceptional students, and gifted students in multicultural classrooms. The course provides teacher candidates an opportunity to reflect on their beliefs about teaching, learning, and expectations for students. Additionally, teacher candidates will become familiar with Common Core State Standards for Mathematics, different instructional models, teaching aids for learning mathematics concepts, and current technological resources for teaching mathematics.

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 Grades. 3 Hours.

This course focuses on the development of elementary science teaching skills and knowledge in grades 1-6. Emphasis is placed on designing and implementing inquiry-based interdisciplinary science lessons to help linguistically and culturally diverse students engage in science. It addresses the importance of teaching scientific inquiry within the Next Generation Science Standard (NGSS) Framework, the nature of science, research and practices using classroom technologies, science misconceptions, differentiated instruction, classroom management, and informal and formal assessment strategies.

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-428. Clinical Teaching. 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 and seminar focus on literacy instruction in elementary classrooms. Students will conduct classroom observations and practice teaching one-on- one, in small groups, and with the whole class. A university supervisor will observe students teaching a minimum of three times.
Corequisites: BLBC-440, ELED-504.

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 content area and inquiry focus integrated through ELED-416 and a weekly seminar. Teacher candidates will observe as well as teach one-on-one, small groups, and the whole class in a content area. A university supervisor will observe students teaching a minimum of three times, once per subject.
Corequisite: ELED-416.

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

In this course teacher candidates are engaged in full-time student teaching for the entire semester in an elementary classroom within grades 1-6. With support from their cooperating teacher and university supervisor, candidates gradually increase their classroom responsibilities and then assume responsibility for all curriculum planning and teaching for a minimum of five weeks. In this course, candidates complete their edTPA Illinois licensure requirement and present their MAT Exit Project. Teacher candidates will be observed a minimum of five times by their university supervisor.
Requirement: Completion of all MAT program courses, completion of all science and social science courses required by the Illinois State Board of Education, passing score on the ICTS Subject Area Test, and no more than two Cs in all program courses and a minimum grade of B in both clinical courses.

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.

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.

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-501. Curriculum And Instruction. 1 Hour.

This course introduces teacher candidates to the fundamentals of curriculum and instruction: teaching and learning processes, instructional planning, classroom management, and critical thinking. Candidates explore the relationships between theory and practice and learn about the connections between individuals, classrooms and communities. A focus on the teacher as learner corresponds to the MAT capstone project: Teacher as Learner.

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.
Corequisite: ELED-428.

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.