This course is designed for teachers seeking initial certification. This course provides pre-service teachers with foundational knowledge of classroom assessment and data literacy, including types of assessment, assessment design and quality, and interpretation and use of assessment data. Students enrolling in this course must have successfully completed EDIS 5025 or a similar curriculum and instruction course.

This course is designed to increase students' knowledge of and ability to implement foundational and targeted instructional strategies aimed at promoting children's early mathematics skills in domains including numeracy, operations, geometry, patterning, and measurement. We will explore how to observe students' mathematics skills and how to collect meaningful information on children's mathematical thinking and use that to inform instruction.

This class focuses on instruction, classroom management, behavioral management, and personalized curriculum techniques for establishing positive learning environments in secondary classrooms. Prerequisite: Admission to Teacher Education Program; EDIS 5020.

This course explores how students' language, experiences, and literacy development play a role in learning content material. Participants explore the nature and meaning of content literacy and what it means to learn through texts. Theoretical and foundational considerations will frame the exploration, modeling, and instructional practice of comprehension, academic and content vocabulary, and writing to learn strategies.

Pre-service teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms. Prerequisite: EDIS 5221, Reading Development.

This course provides students with a deep understanding of the nature, causes and consequences of poverty during the early childhood years in the United States. Students will explore mitigating factors that promote healthy child development, including the promotive role family support and practices play. Students will also examine the history of programs serving young children and critically analyze their impact.

This course explores the meaning and concepts associated with the field of emotional and behavioral disabilities, including the psychological and behavioral characteristics of individuals with emotional and behavioral disabilities. Topics include specific causes, assessment, and treatment of emotional and behavioral disabilities. Educational, psychological, historical, and medical implications are addressed.

We study instructional design, planning and delivery, assessments, and professional behavior for pre-service teachers in a secondary field. Planning standards-based lessons, shifting to a professional perspective of learning, and the ways to gather, analyze, and use data to measure academic progress, guide instructional content and delivery, and provide timely feedback are covered. Pre-requisite: Admission to Teacher Education Program

Examination of principles and applications of behavior analysis in education settings. Students learn fundamental concepts of human behavior as well as procedures for managing classroom behavior and routines for establishing positive learning environments.

A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology into the social studies curriculum are also explored. Prerequisite: Instructor permission.