Education-Elementary

  1. Jump to level:
  2. 300s
  3. 400s
  4. 500s


300s

EDEL 315 Principles of Learning: Elementary Education 3
Prereq.: Admission to the Professional Program. Examination of principles pertinent to teaching and learning. Emphasizes the use of educational theory and research findings applicable to classroom practices, learning communities, and learners' developmental levels. 30 hours of certification specific field experience required. In Elementary Education, taken concurrently with SPED 315 and RDG 315. CT law requires findgerprinting and a criminal background check for the filed experiences in this class. Fingerprinting must be completed prior to the beginning of class. CT law requires findgerprinting and a criminal background check for the filed experiences in this class. Fingerprinting must be completed prior to the beginning of class.

EDEL 322 Effective Elementary Teaching I 3
Prereq.: Admission to the Professional Program of Teacher Education, EDEL 315. Emphasis on use of standards, development and alignment of objectives, daily and long-range lesson plans, instructional strategies, assessment strategies and reflection on practice. Students develop and implement lessons. 45 hours of certification specific field experience required. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class.

400s

400-LEVEL CLASSES ARE FOR UNDERGRADUATE CREDIT ONLY, EXCEPT WHERE NOTED WITH "[GR]"

EDEL 415 Elementary Social Studies Methods 2
Prereqs.: Admission to the Professional Program of Teacher Education; EDEL 315.  Introduction to content and processes of elementary social studies. Students examine curricular goals and materials, research, and construct integrative, developmentally appropriate social studies lessons, and implement lessons in field setting. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class.

EDEL 420 Effective Elementary Teaching II 3
Prereq.: Admission to the Professional Program of Teacher Education; EDEL 322. Taken concurrently with RDG 412 in elementary education. Forty-five to 60 hours of on-site experience (two visits per week during regular school hours). Builds upon EDEL 322. Emphasizes teaching experience in an assigned public school setting appropriate to certification level. May be repeated with permission of department chair. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class.

EDEL 430 Elementary Education Student Teaching 1 TO 9
Prereq.: Permission of the Director of the Office of Field Experiences. Student teachers in elementary schools work with teachers and children in professional activities. Placement culminates with student teachers assuming responsibility for planning and implementing units of instruction and developing classroom leadership. Full semester of field-based work required. Not for credit in graduate programs. Only the required concurrent courses may be taken during student teaching. CT law requires findgerprinting and a criminal background check for the filed experiences in this class. Fingerprinting must be completed prior to the beginning of class.

EDEL 485 Creating Classroom Community (K-8) 3
Examination of the purposes, processes, and strategies of varied approaches to building community in elementary education and kindergarten through grade eight classrooms. Irregular. [GR]

500s

EDEL 508 Current Trends in Elementary Education 3
Prereq.: Matriculation into M.S. program in Elementary Education. Current trends in Elementary School Curriculum, with emphasis on issues, models, and processes. Local and state projects will be examined. Not applicable to provisional, Intermediate Administrator/Supervisor certification. Fall.

EDEL 509 Education and the Development of Cultural Understanding 3
Prereq.: Matriculation into M.S. program in Education. Study of attitudes, values, and expectations of educators as related to cultural diversity. Strategies presented to develop respect of students for cultural pluralism. Research related to the reduction of racial, ethnic, and sex stereotyping and biases is surveyed. Spring.

EDEL 512 Assessment of Learning 3
Prereq.: EDEL 508. Study of current assessment theory and practices, with emphasis on designing data-driven classroom instruction based on a variety of formal and informal assessments. Spring.

EDEL 529 Analysis of Teaching 3
Prereq.: Acceptance to Elementary Education M.S. program and successful completion of 18 credits in planned program. Analysis of instructional practices and their effects on learners. Diverse perspectives are analyzed, including selected conceptual frameworks, effective teaching, literature, research, and wisdom of practice. Spring.

EDEL 537 Social Studies Methods (1-6) 3
Prereq.: Teacher certification or permission of instructor. Examines social studies as taught in elementary classrooms, considering both content and process. Approaching material from multiple perspectives, students will design developmentally-appropriate instruction. Fall.

EDEL 591 Designing Action Research in Elementary and Early Childhood Education 3
Prereq.: Matriculation in either Elementary or Early Childhood, M.S., completion of 21 credits in planned program including ED 598, Plan C designation, and a 3.00 GPA. Students design action research projects having implications for the education of young learners in their own professional settings. Course outcomes include individual proposals specifying problem statement, theoretical framework, resource review, local context description, strategy, and evaluation design. Fall.

EDEL 592 Implementing and Documenting Action Research in Elementary and Early Childhood Education 3
Prereq.: EDEL 591, and a 3.00 GPA. Students implement strategies proposed in EDEL 591. The final report documents findings and conclusions drawn from collected data and personal insights into their intervention. Presentation supplements the written report. Spring.

powered by finalsite