Middle Grades Education (B.A., B.S.)

A course providing a broad, general survey of education in the United States, designed to help students decide whether to continue coursework in professional education. This course is a prerequisite to further work in the department.

(Normally offered each semester.)

A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist a preschool, elementary, or secondary school teacher for a designated period of time each week. May be repeated a maximum of three times.

Pass/Fail only.

Pre or corequisite(s): EDUC 001 Introduction to Education in the United States.

(Normally offered each semester.)

A course designed to acquaint students with the basic principles of growth and all phases of human development. Students will be required to assist an elementary or secondary teacher for a 50-minute period twice a week.

Pre or corequisite(s): EDUC 001 Introduction to Education in the United States or permission of the instructor.

(Normally offered each semester.)

Students observe/assist in educational settings associated with our P-12 school system.

Corequisite(s): EDUC 105 Human Development and Learning I.

(Normally offered each semester.)

A continuation of EDUC 105 Human Development and Learning I with emphasis on the principles of learning and their application in the field of education. Secondary students will be required to assist a school teacher for a 50-minute period twice a week.

Pre or corequisite(s): EDUC 001 Introduction to Education in the United States and EDUC 105 Human Development and Learning I, or permission of the instructor.

(Normally offered each spring semester.)

This course serves as a theoretical foundation for the Reading and Language Arts Methods course. The students will define reading and discuss the purposeful nature of reading. The class presents a survey of the various theories of reading acquisition and familiarizes students with specific theories. It will encourage students to begin forming their own philosophy about the reading process. The State Standards for Reading and Writing will be presented and explored for their connections to theory and practice. The interconnectedness of listening, speaking, reading, and writing will be explored. This course will begin to build the bridge between theory and classroom application.

(Normally offered each spring semester.)

An introduction to and survey of the genres of literature for children, along with the place of children's literature in the curriculum and the evaluation of the literary worth of children's books. Opportunity to design trade book activities is provided by a lab experience.

(Normally offered each spring semester.)

This course, which meets the Nebraska Human Relations Training requirement for teacher certification, focuses on the history, culture, and contributions of African Americans, Native Americans, Asian Americans, and Hispanics. In addition, it seeks to sensitize students to dehumanizing biases experienced by groups due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background.

Prerequisite(s): Declaration of education major (Elementary Education, Special Education, Middle Grades Education) or a K-12/7-12 Teacher Education Certification program in the Registrar's Office.

See SPED 187 Instructional and Adaptive Technology.

A study of teacher-made, informal tests as well as formal, standardized tests. Students learn to devise assessment instruments for evaluation purposes. They also learn to administer, score, and interpret the results of standardized tests.

Prerequisite(s): Acceptance in the Teacher Education Program or permission of the department chair.

(Normally offered each semester.)

A study of the tools and techniques of measurement and evaluation. The specific topics depend upon the student's program and needs.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

A study of the organization, function, administration, interdisciplinary curriculum, instruction, assessment, pupils, and history of the middle school and junior high school. Students design and teach an interdisciplinary unit plan that incorporates specific teaching assessment strategies as well as integrates forms of instructional technology.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

This course focuses on the content and process skills of teaching and learning math in the elementary and middle grades. The course incorporates methodologies (including interdisciplinary approaches) for developing and implementing curriculum and assessing learning. Laboratory experiences are provided.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Corequisite(s): EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades.

(Normally offered each spring semester.)

A course focusing on the methodology, processes, and content of elementary social sciences. It includes strategies for teaching the seven disciplines of the social sciences, interdisciplinary approaches, human relationships, mental health, and community health. Laboratory experiences are provided.

Prerequisite(s): EDUC 109 Reading Theory and acceptance into the Teacher Education Program, or permission of the department chair.

This course focuses on the content and process skills of teaching and learning science in the elementary and middle grades. The course incorporates methodologies (including interdisciplinary approaches) for developing and implementing curricula and assessing learning. Laboratory experiences are provided.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades.

(Normally offered each spring semester.)

A course focusing on planning, teaching, and assessing the four broad areas of literacy: listening, speaking, reading, and writing. The course includes writing plans that address objectives and standards, and meeting the needs of individual students. Teaching includes a variety of methodologies: basal series, direct instruction, holistic approaches, and balanced instruction. Effective listening, speaking, and writing through knowledge and proficiency in grammar usage, spelling, and handwriting are covered. Students gather information and experiences throughout the semester to form their own philosophies of teaching and assessing literacy. A unit on educational assessment and interpretation of results is also included. Includes 25 hours of practicum experience.

Prerequisite(s): EDUC 109 Reading Theory and acceptance into the Teacher Education Program, or permission of the department chair.

Corequisite(s): SPED 248 Curriculum Adaptions for Language Art Methods.

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.

Pre or corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades, EDUC 242 Teaching Social Sciences in Elementary and Middle Grades, EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades, EDUC 245 Methods for Teaching Literacy in Elementary and Middle Grades, SPED 246 Methods Practicum, SPED 248 Curriculum Adaptions for Language Art Methods, and SPED 270 Curriculum Adaptions for Math and Science Methods.

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.

Pre or corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades, EDUC 242 Teaching Social Sciences in Elementary and Middle Grades, EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades, EDUC 245 Methods for Teaching Literacy in Elementary and Middle Grades, SPED 246 Methods Practicum, SPED 248 Curriculum Adaptions for Language Art Methods, and SPED 270 Curriculum Adaptions for Math and Science Methods.

This course focuses on various attitudes, behaviors, and techniques which lead to effective classroom management. Students will engage in critical thinking and reflection as they review and develop effective classroom management practices.

Prerequisite(s): Acceptance into the Teacher Education Program or approval of the department chair.

(Normally offered each fall semester.)

This course provides an overview of basic concepts related to the inclusive education of differently abled students. A broad understanding of a range of low and high incidence disabilities will be explored. Historical factors, legislation, litigation, service delivery models, and cross-cultural issues are examined in the course. Students will complete a fieldwork experience that will allow them an opportunity to assist kindergarten, elementary, middle school, or junior high special education students for a designated period of time.

A course designed to acquaint secondary education students with appropriate teaching strategies and methodologies for the regular classroom when teaching students who are gifted or have mild/moderate disabilities. Legal responsibilities and obligations concerning both populations are also discussed. A field experience is included as part of this course.

Study of appropriate methodology, processes, philosophy, and content for visual arts instruction in the elementary schools. Includes strategies for teaching art criticism, art history, art media, and techniques, and developing curriculum for the elementary school art program. Laboratory experiences and teaching experiences in elementary schools are provided. Required for certification of elementary teachers and K-12 endorsements. Cannot be applied toward a major or minor in art.

A survey of teaching visual arts education in the secondary schools (grades 7-12). Emphasis on administration, organization, curriculum, and philosophy of art in education. Required for K-12 art certification. Cannot be applied toward a major or minor in art.

Prerequisite(s): 15 hours of art and acceptance into the Teacher Education Program or permission of the chair of Department of Education.

A study of the theoretical materials of music and the methods of teaching music in the elementary schools. Intended primarily for elementary education majors and not open to music majors.

Prerequisite(s): Sophomore standing or permission of the instructor.

A survey of teaching vocal music in the elementary school (grades K-6). Emphasis is on methods, materials, and the philosophy of music as a public school subject.

Prerequisite(s): Acceptance in the Teacher Education Program or by permission of the chair of the Department of Education. Must have passed piano proficiency and PPST exam.

Students work with one or more regular teachers in an elementary school. They teach a full day, attend the student teaching seminar, and conference with their college supervisors as directed.

Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

Students work with one or more regular teachers in a middle grades classroom. They attend the student teaching seminar and conference with their college supervisor as directed.

Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilities, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.

Corequisite(s): Student teaching or permission of the department chair.

(Normally offered each semester.)