EDGEC 401: Lab-Methods and Curriculum of Pre-Primary Education (1)*30 field experience hours
*Cross Reference: EDUL 329
*Co-requisite: Concurrent enrollment in EDGEC 429
This course is the clinical component of EDGEC 429. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component.
EDGEC 402: Lab-Methods and Curriculum of Primary Education (1)*30 field experience hours
*Cross Reference: EDUL 330
*Co-requisite: Concurrent enrollment in EDGEC 430
This course is the clinical component of EDGEC 430. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component.
EDGSP 413: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)
*5 field experience hours
This course explores the characteristics and learning needs of learners with exceptionalities and regular classroom adaptations necessary for these learners. The responsibilities of teachers under federal legislation are emphasized. Course includes examination of research and pedagogy related to this area of education. Learners with exceptionalities include students with intellectual and developmental disabilities, gifts, learning disabilities, autism, traumatic brain injury, physical and health disabilities, communication disabilities, emotional disabilities, vision or hearing disabilities, other health disabilities, multiple disabilities, diverse cultural and language backgrounds, and specific risk factors. This course meets the requirement for Illinois House Bill 150.
EDGEC 425: Early Childhood Education Practicum (3-6)*Offered as needed
This practicum experience is designed for teachers who currently have a professional educator license with an Elementary Education endorsement and who are seeking a subsequent Early Childhood Education endorsement. In lieu of a second student teaching experience, graduate students enroll in EDGEC 425: Early Childhood Education Practicum for eight or sixteen weeks during the fall or spring semester, depending upon primary teaching experience and credits needed. The experience takes place either in the teacher candidate's own classroom (if teaching in an approved setting in grades pre-K to 3), or at a setting assigned by the School of Education. Only candidates with a professional educator license with an Elementary Education endorsement and who are seeking a subsequent Early Childhood Education endorsement and who have at least 3 months of experience as the teacher of record in a primary classroom are required to complete a 3 hour practicum in a pre-K setting. A faculty member from the School of Education supervises the practicum.
EDGEC 426: History and Philosophy of Early Childhood Education (3)*5 field experience hours
*Cross Ref: EDU 326
This course provides a study of selected theorists, both philosophers and psychologists whose impact has been felt most strongly at the early childhood level. Focus is on European and American conceptions of the child. Historical and conceptual analysis of the family and the school as they relate to the education of young children are also looked at. Course includes investigation and examination of related research.
EDGEC 427: Child, Family and Community Relationships (3)*5 field experience hours
*Cross Ref: EDU 327
This course provides an examination of socializing agents, structural constraints and supports by fundamental American institutions as they affect child development. Legal, commercial, religious, familial and political institutions are explored for their effects on the development of the young child. Review of literature and research in the field are required.
EDGEC 429: Methods and Curriculum of Pre-Primary Education (3)*Cross Ref: EDU 329
Topics explored in this course include types of instructional methods and curriculum for preschoolers including study of activity/learning centers, individualization, educational play, and media and their utilization in extending the child's understanding of art, music, literature, reading instruction, mathematics, natural and social science. Review of literature and research in the field are required.
EDGEC 430: Methods and Curriculum of Primary Education (3)*Cross Ref: EDU 330
This course provides an exploration of principles, methods, materials and curriculum for teaching language arts, mathematics, science and social studies at the primary level. Emphasis on planning, implementing and assessing the teaching and learning of language arts, mathematics, science and social studies. Applied research techniques are evaluated.
EDGEC 431: Methods of Reading with an Emphasis on the Young Child (3)*10 field experience hours
*Cross Ref: EDU 331
Investigation of theory, research and practice related to the teaching of reading and whole language are emphasized in this course. This course prepares teachers of young children to acknowledge differences in language and cultural backgrounds and to emphasize developmentally appropriate strategies of teaching young children to read and write. The growth toward literacy in young children is stressed.
EDGEC 432: Developmental Assessment of Young Children (3)*10 field experience hours
*Cross Ref: EDU 328
This course is designed for the educator who desires experience in the identification and diagnosis of special education needs in the early childhood years. Field experiences include: administration of formal and informal diagnostic measures, observations in early childhood special education settings, development of integrated case studies, and simulation of screenings and staffing.
EDGEC 443: Directed Teaching - Early Childhood Education (6)*Prerequisite: A minimum of 100 clock-hours of supervised field experiences in education; the required sequence in education courses
*Co-requisite: Concurrent enrollment in EDGEC 445
*Offered fall and spring semester
Program of guided observation, participation and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for sixteen weeks.
EDGEC 445: Seminar in Teaching and Learning (2)*Cross Reference: EDU 345
*Co-requisite: To be taken concurrent with student teaching; concurrent enrollment in EDGEC 446
*Offered fall and spring semester
This course provides a reflective analysis of the directed-teaching setting; analysis and evaluation of the candidate's classroom management, instructional planning, implementation and assessment strategies; instructional modifications to address diverse learners; analysis and evaluation of students' learning.
EDGEC 470: Orientation to the Profession of Teaching (0)*Offered every semester
All students entering a teacher certification program in the School of Education are required to participate in a weekend session of the Orientation to the Profession of Teaching. During the orientation, teacher candidates become familiar with the policies required for state teacher certification and procedures set forth by the School of Education to meet such policies. The orientation includes but is not limited to a criminal history fingerprint check, VIRTUS training, the disposition workshop, a practice assessment of the Test of Academic Proficiency (TAP), LiveText training, and an introduction to the requirements for teacher certification.
EDGEC 506: Advanced Child Development (3)*5 field experience hours
*Offered once a year or as needed
This course focuses on the psychological and social development of the individual from infancy through childhood. Students engage in research-based readings on varied topics of development, including prenatal development, the major goals and theoretical issues in the study of development, major historical influences in the field, and normal and abnormal characteristics of individuals. Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course.
EDGCC 511: Foundations of Education (3)*Offered as needed
This course examines the social, historical and philosophical foundations of American education. It explores the relationship between school and society, the development of the U.S. educational system from its inception to the present, and the philosophical questions that guide educational thought and practice. Students apply these philosophical questions to a variety of contemporary situations, including theories of learning and educational policies.
EDGCC 512: Assessment of Instruction and Learning (3)*Cross Ref: EDGCI 527 and EDGAL 527
*Required for Certification
*Offered as needed
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results.
EDGCC 513: Educational Research Design and Development (3)*Cross Ref: All sections of 513
*Offered as needed
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.
EDGCC 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)*Prerequisite: EDGCC 513
*Offered as needed
This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community and other relevant audiences is required.
EDGRS 523: Language Development and Literacy Instruction for Diverse Learners (3)*Cross Ref: EDGSP 523
*NOTE: This course will count as one of the optional courses
*Offered according to the cohort schedule
This course introduces students to basic concepts of language development and language acquisition. Emphasis will be on examining phonology, syntax, semantics and pragmatics in second-language/reading proficiency through a sociolinguistic perspective. Further emphasis will be on developing students' knowledge, skills, and dispositions in embracing socio-cultural and environmental factors appropriate to diverse learning needs of culturally or linguistically different, gifted or special education populations. Course content includes assessment, curriculum development, materials selection and writing activities.