The purpose of this experience is to provide learners with research-based knowledge and skills necessary to analyze exemplary curricula and appropriate assessment practices including familiarity with the Virginia Standards of Learning, informative feedback mechanisms, and school system implementation. Students consider proper selection and use of materials including media and computers while evaluating the process and implementation of school-based curriculum design, as well as the linkage between assessment data and instructional design. A 15-hour class observation experience competency is required.

Examines the complex nature of language acquisition. Addresses instruction in listening, speaking, reading, and writing, including spelling and grammar, and the integration of these language modes across the curriculum. Special attention is given to reading comprehension in narrative and expository texts. Other related subject matter includes familiarity with Virginia Standards of Learning and attention to diversity within the classroom. A 15-hour classroom observation and practicum experience competency is required.

Provides students with strategies to provide instruction effectively while managing the classroom. Addresses the relationship between classroom environment and student behavior. Presents effective intervention strategies and highlights the link between discipline and character development, while exploring various models, methods, and approaches for managing and modifying students' classroom behavior. Explores instructional design principles that emphasize the Virginia Standards of Learning � such as flexible groupings, collaborative learning, and methods for gifted and talented students as well as for those students with disabling conditions � for instructional improvement. A 15-hour practicum experience competency is required.

Addresses the nature of reading, stages of reading development, approaches to reading instruction, and word identification strategies including explicit phonics, fluency development, and vocabulary, as well as comprehension instruction. Other course topics include fostering independent reading using a variety of literature, evaluation including familiarity with the Virginia Standards of Learning, and diversity within the classroom. A 15-hour classroom observation and practicum experience competency is required.

Explores the physical, cognitive, cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on knowing and understanding theories of human development to incorporate children's individual differences and guide learning experiences. Considers individual differences (socio-economic, racial, ethnic, religious, physical and mental) with the approximate timing and effects of age-related changes and at-risk factors such as attention deficit disorder, substance abuse, child abuse and neglect, and family disruptions on normal development. Analyzes children within the context of family, culture, and community. Emphasizes the importance of partnership with families and communities in the teaching and learning process. A 15-hour classroom observation experience competency is required.

A study of the foundations of education in the U.S. This course explores the historical, philosophical, and sociological development and organization of American education. A portion of the course is devoted to education and the law -- both federal and state -- and to the legal status of teachers and students. Establishes a philosophical foundation of education and surveys various worldviews that affect education today. Contemporary issues in education are examined, such as class management, as well as reflection of personal educational philosophies, attitudes, and aptitudes for teaching. Professional growth and a commitment to life-long learning are emphasized. A 15-hour class observation experience competency is required.

Discusses students who demonstrate patterns of behavior consistent with learning disabilities, mild mental retardation and emotional disorders, and the characteristics of students with hearing, vision and/or physical impairments. Evaluates a range of conditions, which contribute to students' eligibility for special education services. Presents an overview of identification, assessment, program options, and intervention services. A 15-hour classroom observation experience competency is required.

The internship (student teaching) provides placement for one semester in one or more elementary schools (combination of grade levels) for supervised teaching practice while students bridge theory and practice. A 500-hour professional field experience.

Introduction to current issues in education and various facets of the Elementary educator's role. The course includes an observation of PreK-6 classes to assist students in evaluating their qualifications and motivation for teaching, A 10-hour practicum and observation experience competency is required.

A study of the foundations of ethics, ethical behavior, and moral decision-making. Explores the development of ethical and moral value systems and their impact on individual character growth within the context of historical and contemporary psychological theories and scientifically-based research. Examines practical strategies and methodologies for supporting character development with an emphasis on the affirmation of the principles of truth, justice, and love. Students analyze character education: historical and multi-cultural perspectives as well as the effectiveness and necessity of character education, as a requirement for the course.

A study of the English language and its structure including grammatical accuracy, usage, punctuation, spelling, and mechanics.

Presents selected topics in geometry relevant to the content identified in the Virginia Standards of Learning. Students explore topics such as geometric figures and their properties and relationships; application of the Pythagorean Theorem; deductive axiomatic methods of proof; perimeter, area and volume of two- and three-dimensional figures; and constructions, coordinate, and transformational geometry.

Students investigate various technologies and tools for the purpose of determining which are best suited for particular instructional situations and enhanced learning success. Covers three basic areas of technology integration with a macro-level framework: planning, implementation and evaluation. Virginia technology standards are introduced and students must demonstrate proficiency with portfolio and assignment development (taken concurrently with student internship experience). Discusses broader issues regarding the usefulness and effectiveness of technology integration in education. The ultimate goal is to create a plan to integrate technology into the student's educational setting.

Presents the knowledge, skills and processes for physical science instruction in the elementary grades. Explores the competencies and skills necessary for a solid foundation in the areas of scientific investigation; reasoning and logic; force, matter and energy; interrelationships in Earth/space systems; and Earth patterns such as cycles and change. This course also addresses the perspectives of creationism (e.g. intelligent design) and evolution.

Presents selected topics in algebra relevant to the content identified in the Virginia Standards of Learning as well as arithmetic and geometric sequences and series; algebraic functions; trigonometric functions; transformations among graphical, tabular and symbolic forms of functions; and inductive reasoning.

Expansive study of content taught in UIS 360 regarding the development of scientific inquiry, experimental design, and research. Includes the selecting appropriate experimental materials and the application of technology within the context of technical, social, and ethical issues.

Prepares teachers to provide linguistically and culturally appropriate instruction for English language learners in K-12 classrooms. Special attention is given to identifying the developmental stages of written word knowledge. The course is appropriate for prospective and current ESL teachers and general classroom teachers.

Prepares elementary school teachers in the following: basic descriptive statistics of a sample of measurements; normal distributions; experimental and theoretical basic probability; and graphical representations of probability and statistics.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is conducted according to a learning contract between a chosen faculty member and the student.

Examines the interdisciplinary model of the integration of the knowledge, skills, and processes to support learners in math and science. Students investigate various instructional and assessment techniques and, in particular, end-of-the-grade Virginia Standards of Learning assessments in mathematics and science. Emphasis is given to the importance of preparing learning environments so that math and science concepts can be taught through inquiry and active participation.

Investigation of quality literature, stories, essays, and language materials, both fiction and non-fiction, for preK-6 children with attention to developing students skills in literal, interpretive, critical and evaluative comprehension. The course also gives students practice in the examination, evaluation, and use of library materials and resources. Materials for preK-6 children with limited reading abilities are included.

Provides an overview of principles and practices for effective instructional programs for linguistically and culturally diverse student populations. Explores current issues in multicultural education, with an emphasis on the second language learner and TESOL curriculum development. Evaluates the socio-cultural variables within an instructional setting.

Review of research findings regarding first and second language acquisition with emphasis on the second-language learner and TESOL curriculum development.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is conducted according to a learning contract between a chosen faculty member and the student.