Elementary Education (EDGEL)

Course Descriptions

EDGEL 400: Lab-Methods of Teaching Reading, Mathematics, Science and Social Studies in the Elementary School (1-3)
This course is the field experience component of EDGEL 411, 412, 418 and 421. Topics include observation, analysis of interactions and instruction of children in school settings to support theory presented in classroom component.

EDGEL 410: Elementary Education Practicum (3-6)
This practicum experience is designed for certified teachers seeking a subsequent Type 03 Elementary certification.  In lieu of a second student teaching experience, the candidate will enroll in EDGEL 410, Elementary Education Practicum for 3 to 6 credits.  This experience will take place at the candidate's classroom if s/he is teaching at elementary level.  If the candidate is not teaching at the elementary level the candidate will be placed at an elementary level during summer, fall or spring semester by the School of Education.  A faculty member from the School of Education will supervise the practicum.

EDGEL 411: Principles and Methods of Teaching Social Studies in the Elementary and Middle School (3)
Prerequisite: Admission to the Teacher Education Program
This course is designed to introduce content and methods for teaching Social Studies to elementary students.  Topics include social science theory, lesson planning, interdisciplinary instruction, assessment, and a broad overview of content and standards included in the elementary social studies curriculum. The primary focus is the development of a personal philosophy of teaching elementary social studies, as well as the creation and implementation of creative, inclusive classroom methodologies that will enable teacher candidates to become effective teachers of elementary social studies. Offered according to cohort schedule.

EDGEL 412: Principles and Methods of Teaching Science and Health in the Elementary and Middle School (3)
Prerequisite: Admission to the Teacher Education Program
This course focuses on developing instructional strategies and assessments for teaching science content, modeling scientific literacy and employing inquiry-based, interactive learning in a technology-rich environment. A broad range of science, health, and physical education content will be explored based on the Illinois Content Area Standards and the standards from the National Science Teachers Association. Offered according to cohort schedule.

EDGSP 413: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)
Five field experience hours
Cross Reference: EDU 323
This course explores the characteristics and learning needs of exceptional learners and regular classroom modifications 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 special needs include students with mental retardation, gifted, learning disabilities, physical health impairments, communication disorders, behavior disorders, vision or hearing impairment, varied cultural backgrounds and specific risk factors. This course meets the requirement for Illinois House Bill 150. Offered every semester.

EDGEL 418: Methods of Teaching Reading in the Elementary School (3)
Cross Reference: EDU 318
Prerequisite: Admission to the Teacher Education Program.
This course provides an investigation of theory, research and practice related to the teaching of reading, language arts and children's literature. It includes the study of language development; principles, methods and materials of literacy instruction including basal reader, constructivist, literature-based learning; selection and use of children's literature. Offered according to cohort schedule.

EDGEL 419: Diagnostic Teaching and Assessment of Reading in the Elementary School (3)
Cross Reference: EDU 343
Prerequisite: EDU 418 or its equivalent
This course provides a study of the combined procedures of assessment, evaluation and instruction. Focus is on the development and implementation of methods, materials, and assessments to enable the classroom teacher to adapt instruction to the needs of individual pupils. Course includes 10-15 hours of field experiences in diagnostic literacy instruction. Offered according to cohort schedule.

EDGEL 421: Methods of Teaching Mathematics in the Elementary School (3)
Cross Reference: EDU 336
This course consists of classroom and field experiences. The course focuses on the analysis of children's construction of mathematical knowledge and on mathematics as a meaningful activity. The use of word problems and manipulatives to aid in the understanding of operations on whole numbers, fractions, decimals and percents is stressed. Methods of teaching proportions, ratios, measurement, geometry and statistics are included. Offered according to cohort schedule.

EDGEL 445: Seminar in Teaching and Learning (2)
Cross Reference: EDGEL 345
Co-requisite: to be taken concurrent with student teaching; concurrent enrollment in EDGEL 446.
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. Offered fall and spring semester.

EDGEL 446: Directed Teaching - Elementary Education (6)
Prerequisite: A minimum of 100-clock hours of supervised field experiences in education and the required sequence of education courses
Co-requisite: concurrent enrollment in EDGEL 445
Program of guided observation, participation and teaching in a classroom setting, 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. Concurrent enrollment in EDGEL 445 required. Offered fall and spring semester.

EDGEL 470: Orientation to the Profession of Teaching (0)
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. Offered every semester.

EDGEL 506: Advanced Child Development (3)
Five field experience hours
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. Offered once a year or according to cohort schedule.

EDGCC 511: Foundations of Education (3)
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. Offered according to cohort schedule.

EDGCC 512: Assessment of Instruction and Learning (3)
Cross Reference: EDGCI 527 & EDGAL 527
Required for Certification.
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. Offered according to the cohort schedule.

EDGCC 513: Educational Research, Design and Development (3)
Cross Reference: All sections of 513.
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. Offered according to cohort schedule.

EDGCC 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)
Prerequisite: EDGCC 513
Cross Reference: All sections of 514

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. Offered according to the cohort schedule.