M.S. in Education Courses
This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using the community resources in instruction, and planning school-community relations programs.
Reflecting recent research in emergent literacy, this course focuses on how reading and writing emerge from early childhood through early second grade. Methods of developmentally appropriate instruction and assessment of language and literacy development in very young children (grades K-2) are emphasized.
This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences and on planning, utilizing, and evaluating learning environments. Selection of materials, activities, and the acquisition of skills for using these to stimulate children's development are the major focuses.
This course focuses on the pedagogy of math instruction at the elementary level. This course is a component of the elementary T2T program.
This course focuses on the development and planning of curriculum at the elementary level. This course is a component of the elementary education T2T program.
This course focuses on the examination of education and teaching from a social foundations and multicultural perspective. This course is a component of the secondary T2T program.
This course serves as the culminating research project class for students enrolled in the M.S. program.
A philosophical examination of the role of education in fostering the development of critical-creative thinking with an emphasis on 1) techniques of reasoning 2) methods of logical appraisal, formal versus informal; and 3) application in the classroom.
This course places the student in schools for their field placement and student teaching. Number of credits taken depend on the program. This is a component of the T2T program.
Examines major concepts, theoretical frameworks and educational responses associated with multicultural/global education. Designed to heighten cross-cultural awareness and explore the concept of a unified approach to multicultural/global education within various academic disciplines.
The course objective is to distinguish the differences and similarities between the high incident disabilities and look closely at the category of Learning Disabilities from the three primary special education perspectives: Medical, Psychological and Socio-ecological.
This course provides and introductory overview to the field of special education. Topics include: the history and evolution of special education; laws governing the field; the 13 exceptionalities under the special education umbrella, their unique characteristics, and the frequency with which they occur; the process of identifying students; response to intervention (RTI); universal design for learning (UDL); an overview of least restrictive environments (LRE) at the secondary level; the components of an individualized education plan (IEP); transition planning for young adults; the importance of person-first language; and an introduction to the critical disability studies perspective.
Required pre-requisite for secondary teachers only, unless transcripts show equivalent undergraduate coursework. Not counted as part of the minor.
This course provides and introductory overview to the field of special education. Topics include: the history and evolution of special education; laws governing the field; the 13 exceptionalities under the special education umbrella, their unique characteristics, and the frequency with which they occur; the process of identifying students; response to intervention (RTI); universal design for learning (UDL); an overview of least restrictive environments (LRE) at the elementary level; the components of an individualized education plan (IEP); early childhood programs; the importance of person-first language; and an introduction to the critical disability studies perspective.
Required pre-requisite for elementary teachers only, unless transcripts show equivalent undergraduate coursework. Not counted as part of the minor.
This course is designed to provide an overview of various types of assistive technology which can benefit students with disabilities. How to best match students’ needs with assistive technology and how to provide assistive technology as an accommodation in students’ IEPs will also be investigated.
This course is designed to promote understanding of appropriate curricula, procedures, and materials for use with students who have been identified as socially or emotionally disturbed. The following topics will be addressed: how to develop and maintain a productive and proactive classroom environment; how to teach student discipline, self-control, conflict resolution and other self-management skills; how to manage and prevent crisis behavior; and how to develop and implement behavior intervention and management plans in classroom programs and in cooperation with parents, teachers and other personnel.
This course is designed to provide educators with a wealth of methods for adapting, accommodating and modifying classroom instruction for students with special needs. In specific assignments will focus on the differences between adaptations, accommodations and modifications as well as their applications in classrooms and in standardized testing situations. How to document accommodations, adaptations and modifications in students’ IEPs, designing instruction with students’ strengths in mind, and utilizing Gardner’s multiple intelligences will also be explored.
This course is designed to promote understanding of what constitutes a learning disability, how classroom teachers can accommodate, adapt and modify assignments to meet the needs of students with special needs, and what the presence of a learning disability means for identified students, their families, and their teachers. Causes of learning disabilities, the development of students with learning disabilities, assessment of learning disabilities, and planning appropriate instruction and behavior interventions for students with learning disabilities will be addressed.
This course is designed to strengthen educators’ understanding of team teaching or co-teaching by exploring various models of team approaches. Of specific focus will be the variety of inclusion models which can be implemented in the classroom along with the drawbacks and benefits of each.
Required Coursework for Adding Mild Intervention to Teaching License
Teachers planning to add this to their license must complete extra coursework, a practicum and a field experience. The total graduate credit hours for adding mild intervention to a teaching license are 18. Upon completion of the coursework and practicum/field experience, it is the student’s responsibility to make arrangements to take the required licensure exam through the Indiana Department of Education.
Students will work with the special education faculty to design and implement a research-based classroom experience where they focus on applying research-based instructional strategies to smaller groups or single student needs.
Students will complete a lab/field experience where graduate coursework will be applied in a classroom setting. This will be arranged in consultation with the special education faculty at IU East.
Reviews the principles and current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored. SPRING beginning 2012
In today's challenging, technologically-driven world, the improvement of student literacy across the curriculum is vital. This class will address strategies which will aid teachers in improving and promoting deeper understanding of texts across grade levels and content areas. Reaching diverse and striving learners will be emphasized. Assessment will be discussed and strategies to raise scores on high-stakes testing will be presented. Teachers will have the opportunity to broaden their perspective on literacy issues by participation in professional conversations that cross grade, departmental, school, and district boundaries. Summer beginning 2012
An in-depth study of available literacy assessments will be addressed. Students will assess and diagnose literacy difficulties of children, analyze the results, and enact solutions using research, conferences, and strategies. It specifically emphasizes on-going assessment as a part of the teaching process as well as techniques effective with at risk literacy learners. Spring beginning 2012
The study of current trends, issues, theories, and research in teaching and learning English/language arts is the focus of this course. This course explores language, composition, literature and media education, focuses on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry, facilitating student responsibility for themselves and their world. Fall beginning 2012
An in-depth study of available literacy methods will be addressed. It specifically emphasizes on-going assessment as a part of the teaching process as well as techniques effective with at risk literacy learners. This course is a component of the T2T program. Fall beginning 2012
This course is a supervised application of language and literacy teaching methods. There will be special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals. FALL beginning 2012
Community Literacy Experience. This course explores various topics of relevance to the teaching of literacy within one's community. Students will help to plan and implement a needs-based reading experience for children in their community. Summer beginning 2012
Launch your writer's workshop with strategies that jumpstart your year and enhance 6+1 Traits of Writing instruction throughout the year. The lessons are teacher-tested with supplementary materials that help you implement a writing program in your own classroom. The hybrid class designed for teachers in kindergarten through Grade 12 meets once a month with support work online.
Current practices and strategies for teaching English as a new language. Theories, methods, materials, and issues in the field of ENL are covered as they relate to the teaching of literacy for nonnative speakers of English. Fall beginning 2011
In this course basic approaches to teaching reading across the curriculum at the elementary school level are presented. Teaching methods and materials for emerging, beginning, and developing stages of reading development are demonstrated and discussed. The reading process and the relationships among reading, writing, language, and thinking are examined. Techniques and materials for individualizing literacy learning for all students are explored.
This course emphasizes the use of trade books for teaching language arts, reading, writing, and the content areas for grades Kindergarten through 8. As a survey course, it is designed to assist teacher candidates in becoming familiar with the many trade books available for use in the classroom. An equally important purpose of the course is to enable teacher candidates to develop creative and insightful strategies for use with different genre of literature in their future classrooms. Spring semesters and summers of even numbered years.
This course will focus on motivation for K-12 students with particular attention being paid to learners who are underachieving. Various theories of motivation will be examined including Skinner's Behavioral Model, Glasser's Control Theory, the Cognitive Model, and Attribution Theory. The causes of underachievement will also be examined along with instructional approaches designed to improve student achievement. The use of technology to increase motivation will also be investigated. Potential contributing factors to underachievement such as learning disabilities, attention problems, lack of parent support, and intellectual giftedness will also be studied.
This course will focus on individual and group study of selected topics in the field of educational and school psychology. More specifically, this course will examine the factors that contribute to violence and aggression in schools. The topics of anger management, oppositional defiant disorder, attention deficit hyperactivity disorder, and effective classroom management will also be addressed. Finally, techniques to work with difficult parents will be explored.
This course is designed for classroom teachers and is designed to meet their classroom assessment needs. You will have opportunities to collaborate, take risks, exercise creativity, locate information, communicate, problem-solve, and create high-quality products.
The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. This graduate course is a component of the elementary and secondary T2T programs.
P516 is a masters' level course meant to introduce and familiarize students with the period of human development known as adolescence. It is directed toward an understanding, partly of adolescence as a process, but more of adolescents as people and how they exist within their broader communities, particularly their community of learners. The primary focus of P516 is on normal adolescence and normal adolescents. There is, however, a need to deal at some level with abnormal or atypical development. Thus, some discussion of psychological and social problems of adolescence is included.
R503 is designed to help teachers utilize interactive media and the skills needed in the 21st century to engage at-risk and disengaged learners. Topics covered include audio and video production, presentation and communication tools, project-based learning, critical media literacy, differentiation, and online tools and resources.
R505 is designed to introduce students to the learning theory, course development, and means of delivery for online teaching and learning. Topics covered include audio and video production, presentation and communication tools, project-based learning, critical media literacy, differentiation, and online tools and resources.
This course will prepare the pre-service teacher to teach their content area at the middle school, junior high, or senior high level. Both curriculum and methods will be discussed.
This course examines the various tools available in online and virtual instruction and best practices for their utilization.
This course is designed to promote understanding and expertise with instructional strategies that improve reading comprehension in middle school, junior high, and senior high content-area courses. The reading process and relationships between reading, writing, and thinking will be examined. Strategies to assist struggling readers and second language learners will be covered.
This course examines the methodologies for conducting action research and will help teachers in developing their reflective capacities by providing the opportunity for rigorous inquiry into classroom practices.