Bayh College of Education

Elementary, Early and Special Education

Undergraduate Degree

Elementary Education Courses:

eled 37101 Introduction to Teaching—1 hours. This course provides students with the opportunity to develop and understanding of teaching as a career choice and the requirements of the teaching profession. This course requires hours of community engagement and experiential learning working with children in community agencies during the semester.

110 Foundations of Early Childhood Education—3 credits. This course, through observation and seminar, provides an understanding of the role of the early childhood educator, develops skills in observing and working with young children, develops an awareness of the various types of programs serving young children, and aids in developing a professional commitment to the field.

ELED 220 Integrated Curriculum for Young Children in Pre-Kindergarten Setting—3 credits Description This course focuses on enhancing teacher candidates’ pedagogical content knowledge and skills in planning integrated curriculum for young children three to six years of age with an emphasis on developmentally appropriate and culturally relevant teaching at pre-kindergarten settings. Field experience in a pre-kindergarten setting is required.
Prerequisites ELED 110.

250 Teaching-Learning and Classroom Management—3 hours. This course investigates children’s behavioral and interpersonal needs in relation to the way they learn and construct knowledge. For instructional and classroom management methodology, the effectiveness of various management systems will be examined with emphasis on understanding the role and responsibilities of teachers and children in the process. Prerequisites: successful completion of Block I and 2.5 cumulative GPA.

250L Teaching-Learning and Classroom Management—0 hours.

259 Measurement and Evaluation in the Elementary School—2 hours. This course is designed to assist the classroom teacher in developing skills to: gather information in a variety of ways (including observation, teachermade tests, and standardized tests); critique and select appropriate assessment methods and materials; relate evaluation results to instruction; and foster effective communication of evaluations to parents. Prerequisites: successful completion of Block I and 2.5 cumulative GPA.

324 Emergent Literacy—3 hours. This course focuses on the study of young children’s development of listening, speaking, reading, and writing abilities from a holistic approach and examines the implications for practice. Field experience is required which involves on-going classroom teaching experiences with young children. Prerequisite: admission to Teacher Education Program I.

392 The Teaching of Elementary School Social Studies—3 hours. An overview of the social studies curriculum of the elementary school with emphasis on teaching-learning techniques and experiences, selection of content, skill development, and uses of instructional materials. Required laboratory work involves experiences with elementary children. Prerequisites: successful completion of Blocks I and II and admission to Teacher Education Program I.

394 The Teaching of Elementary School Mathematics—3 hours. An overview of the mathematics curriculum of the elementary school with emphasis on activities, materials, devices, and teaching-learning techniques appropriate for children. Required laboratory work involves experiences with elementary pupils. Prerequisites: Mathematics 205 and 305 and admission to Teacher Education Program I.

397 Teaching Developmental Reading and Other Language Arts—3 hours. Emphasis is placed on teaching-learning techniques and uses of instructional materials for developing foundations of reading skills instruction and oral and written language programs in the elementary school. Required laboratory work involves experiences with elementary pupils. Prerequisites: successful completion of Blocks I and II and admission to Teacher Education Program I.

398 Corrective Reading in the Classroom—3 hours. Analysis, diagnosis, prescription, and correction of reading problems in the elementary school classroom with emphasis on types of treatment and methods for aiding children with learning difficulties. Required laboratory work involves experiences with elementary pupils. Prerequisites: 397 and admission to Teacher Education Program I.

400 Theory to Practice—3hours. This course compliments the Teachers of Tomorrow Advancing Learning Program internship semester by scaffolding the intern's full - time supervised work in a school setting with an in-depth study of the culture of elementary schools. All aspects of teaching and learning are discussed with particular attention to best practices principles. Requires a specified number of hours in an elementary classroom.

425 Early Intervention for Infants and Toddlers with Development Delay—3 credits. Description This course connects learning theories to real-life situation and assists students in the planning and implementation of early intervention strategies for infants (zero-three) and young children with special needs. Field experience in infant toddler programs, early intervention, or early childhood special education settings is required.
Prerequisites ELED 110

432 Early Childhood: Teaching Within a Diverse Society—3 credits. Description This course focuses on developing and enhancing the knowledge and skills to work with children and families from diverse cultural, racial, and socio-economic backgrounds. This course introduces the conceptual frameworks of multicultural teaching and reviews the current research and practices relevant to teaching-learning solutions.
Prerequisites ELED 110.
Note: Open to graduate students. Graduate students are required to do additional work of a research nature

449 Early Childhood: Family, School, and Community Relationships—3 credits. Description This course focuses on building family, school, and community partnerships. Teacher education students learn techniques such as organizing parent conferences, home visits, parent meetings, and the process of implementing a parent involvement program. The course also addresses the cross-cultural issues in families and school and community linkage.
Prerequisites ELED 110.

451 Supervised Teaching—6 hours. This course provides an opportunity for students majoring in elementary education and elementary/special education to apply the knowledge, skills, and dispositions into an elementary school setting. Students actively provide instruction to elementary aged students in a supervised setting. Prerequisites: concurrent enrollment in 453 and 457 and admission to Teacher Education Program II.

453 Supervised Teaching—3 hours. Supervised teaching and analyses of teaching in the elementary school. Prerequisite: admission to Teacher Education Program II.

454 Supervised Teaching in Early Childhood Education—3-6 hours. This course provides early childhood students an orientation, supervised teaching, and analysis of teaching effectiveness in a pre-kindergarten classroom/ setting. Prerequisite: admission to Teacher Education Program II.

HH47455 Supervised Teaching in the Kindergarten—3 hours. This course provides early childhood students supervised teaching and analysis of teaching effectiveness in a kindergarten classroom. Prerequisite: Admission to Teacher Education Program II.

457 Elementary and Special Education Capstone—3 hours. This seminar serves as the General Education Capstone requirement for teacher candidates in Elementary Education and Special Education Programs. Students will utilize the content knowledge from their teacher preparation, professional judgment from the supervised teaching experience, and critical thinking skills emphasized in their Liberal Studies courses to assess the effectiveness of their teaching and pupils’ learning in their classrooms.

Elementary Education Faculty:

Diana Quatroche 
Kathryn Bauserman
Kevin Bolinger
Lisa Cutter
Gail Gottschling
Marylin Leinenbach
Karen Liu
Melissa Nail
Yong Joon Park
Patricia Wheeler
Beth Whitaker