A study of the purpose of art education in the elementary and middle school programs. The student is presented with a survey of the history and philosophy of art and experiences art activities designed for elementary and middle schools. Attention is also given to basic principles related to line, shape, space, form, texture, and two-dimensional and three-dimensional design. It is designed to help classroom teachers not specializing in art education to understand the role of art in cultural development.

A practical orientation to the Teacher Education program, state and ACSI teacher certification requirements, and completion of all program admissions documents. The prospective teacher also observes student behavior, teacher responsibility, and the execution of activities and methods in an elementary or middle school a minimum of 25 clock hours. The orientation and field experience provide an informed basis on which the student can make decisions about teaching as a career. Prerequisite: Sophomore standing.

A study in the psychological principles underlying learning and effective teaching, the effect of social and personality factors on the learning process, and the application of learning theory to teaching. The course is designed to build upon knowledge gained in the General Psychology course requirement. Cross-listed as PSY 200. Prerequisite: PSY 101 General Psychology.

Intended to provide prospective elementary and middle school teachers with the opportunity to discuss the relationship between classroom management and effective teaching, to evaluate current theory in classroom management, and to analyze personal management styles and classroom planning in order to minimize wasted time and maximize student attention and discipline. Motivation theory is a significant aspect within this discussion of classroom management.

A study of American pluralism and cultural diversity identifying issues of sensitivity to biases, and the perpetuation of biases in society especially in the use of language, text books, and other classroom materials. This course develops skills to encourage respect for human dignity, diversity, and personal rights without compromising convictions, focus on Constitutional rights, and enhance relationships particularly in the classroom.

Intended to provide prospective middle school and secondary teachers with the opportunity to discuss the relationship between classroom management, and to analyze personal management styles and classroom planning in order to minimize wasted time and maximize student attention and discipline. Motivation theory is a significant aspect within this discussion of classroom management.

Studies methods and materials used in teaching physical education and health in elementary and middle schools. Emphasis is placed on principles of human development in terms of physiology. Consideration of personal, school, and community health problems are addressed along with a discussion on the debate over the education community’s role in sex education.

A survey of basic teaching techniques used by elementary and middle school teachers to address music concepts such as rhythm, beat, scales, voice development, music instrument identification, musical styles, music appreciation, and music’s impact on cultural development. Designed for the classroom teacher not specializing in music education.

This practicum requires a minimum of 30 clock hours to integrate educational theory and methodology with practical field experience in the classroom. It can be taken in any qualified middle or secondary school setting for the purposes of general exposure. Special fee.

Emphasizes the procedures for constructing tests, evaluating test validity and reliability, and applying proper testing principles to evaluating student progress. Basic statistical principles are also appropriate when using, analyzing, and interpreting test results; focus is also placed on standardized tests and their value in educational assessment.

Designed to provide a survey of the areas of exceptionality in the field of special education. The course will identify significant changes that have occurred in the education and exceptional populations, learn methods of teaching students with handicapping conditions and alternative multi-disciplinary team approaches, and provide an introduction to the various characteristics and classifications of handicapping conditions as defined by the Nebraska Department of Education.

Methods of teaching composition, grammar, mechanics, oral communication, listening, spelling, and handwriting; emphasizes integrated learning and writing across the curriculum. Prerequisite: Co-requisite: ED 313, Teaching Social Studies in Elementary/Middle Schools and ED 321, Practicum in Language Arts and Social Studies.

Examines content, materials, and instructional methods used to teach science in elementary and middle grades; emphasizes a process approach, hands-on laboratory experiences, and individual and cooperative learning; guides in the development of an activity file; and focuses on teaching the scientific method of research. Prerequisite: Co-requisite: ED 314, Teaching Math in Elementary/ Middle Schools and ED 322, Practicum in Science and Math.

Examines content, materials, and instructional methods used in teaching social studies in elementary and middle grades; emphasizes active student involvement, individual and cooperative learning, and integration with the language arts by writing in the social studies classroom. Prerequisite: Co-requisite: ED 311 Teaching Language Arts in Elementary/Middle Schools and ED 321, Practicum in Language Arts and Social Studies.

This study builds on a philosophical base of mathematics, sequential learning processes, effective teaching methods, and learning activities appropriate for elementary and middle grade students; emphasis on meeting individual needs, using manipulatives, and teaching for transfer to real life situations. Prerequisite: Co-requisite: ED 312, Teaching Science in Elementary/Middle Schools and ED 322, Practicum for Science and Math.

An examination of instructional methodologies appropriate for 7th through 12th grade, educational principles necessary for effective student learning, student motivation, and classroom management. Emphasis is placed on best practices. Prerequisite: Admission to Teacher Education Program.

To be taken concurrently with Teaching Language Arts in Elementary/Middle Schools and Teaching Social Studies in Elementary/Middle Schools, this practicum provides field experiences in elementary and middle schools related to teaching language arts and social studies. The practicum requires a minimum of 30 clock hours to integrate classroom theory and practice with elementary or middle school experience. Special fee.

To be taken concurrently with Teaching Math in Elementary/Middle Schools and Teaching Science in Elementary/Middle Schools, this practicum provides field experiences in elementary and middle schools related to teaching math and science. The practicum requires a minimum of 30 clock hours to integrate classroom theory and practice with elementary or middle school experience. Special fee.

This practicum requires a minimum of 30 clock hours to integrate educational theory and methodology with practical field experience in the classroom. It can be taken in any qualified middle or secondary school setting for the purposes of general exposure. Special fee.

This practicum requires a minimum of 30 clock hours to integrate educational theory and methodology with practical field experience in the classroom. It can be taken in any qualified school setting for the purposes of exposure to specific instructional activity within one’s endorsement area(s). Special fee.

A historical and philosophical analysis of educational theorists and their contributions to current educational thought. Worthy of discussion are educational philosophies like idealism, realism, pragmatism, existentialism, Marxism, analytical theories, and naturalistic theories and their proponents. The student develops the skills to analyze and evaluate the philosophical presuppositions in various educational philosophies, textbooks, methodologies, trends, or subject matter being used in the educational community. This course is designed to meet the ACSI philosophy of Christian school education requirements.

Designed to broaden the teacher’s knowledge and skill in diagnostic and remedial reading techniques, this course includes examination of the administration and interpretation of diagnostic instruments, causes of reading problems, remedial techniques, special motivation factors designed for timid and troubled readers, and diagnostic and administrative procedures necessary for early referral of students with reading difficulties to other reading specialists. Prerequisite: Co-requisite: ED 411, Teaching Reading in Elementary/Middle Schools and ED 421, Practicum in Literacy Development.

A survey of literature for children through adolescence with an emphasis on various genre of literature for children and adolescents. Surveys winners of the Caldecott, Newberry, and Golden Sower awards; providing creative experiences and reporting methodologies by which students can express their understanding of the books. Discussion also focuses on motivation techniques to encourage readers to develop life-long reading habits. Prerequisite: Co-requisite: ED 421, Practicum in Literacy Development.

Designed to provide educators with a background in the curriculum, history, and philosophy of the middle school. It investigates the organizational structure, team planning, collaborative techniques, and student advising roles that are unique to the middle grades in early adolescence.

To be taken concurrently with Teaching Reading in Elementary/Middle Schools and Diagnostic and Remedial Reading Skills, this practicum provides field experiences in elementary and middle schools related to teaching reading and literacy skills. The practicum requires a minimum of 30 clock hours to integrate classroom theory and practice with elementary or middle school experience. Special fee.

This 15 hour practicum is designed to help students integrate classroom theory and practice with elementary and/or middle school experience. This practicum follows the completion of ED 112 Art Exploration in Education, ED 212 Health and Physical Education in Elementary/Middle Schools, ED 214 Elementary and Middle School Music Methods. Special fee.

This 15 clock hour practicum is designed to help students integrate classroom theory and practice with elementary, middle school, and secondary experience in areas of special education. Practicum requires an exposure to the learning styles and pedagogy necessary to work with the wide range of special needs population in the classroom. This practicum follows completion of ED 302 Introduction to Special Education. Special fee.

This capstone course, designed to integrate knowledge, skills, and experience, can only be scheduled after admission to student teaching. This requirement involves full-time teaching experiences in either one elementary or middle school classroom (within one’s field endorsement area) or in a combination of classrooms (within one’s field endorsement area) for at least 15 weeks. Placement must be in an accredited and/or approved school as defined by the Nebraska Department of Education. Detailed procedures and evaluations for this student teaching experience may be found in the Grace University Student Teaching Handbook. Special fee.

This practicum requires a minimum of 30 clock hours to integrate educational theory and methodology with practical field experience in the classroom. It can be taken in any qualified school setting for the purposes of exposure to specific instructional activity within ones endorsement area(s). Special fee. *Note: An additional 25 clock hours of field-based experience is scheduled within the Orientation and Field Experience course identified within the Teacher Education Professional Core.

A course focused on exploring instructional methods and materials to teach English as a Second Language (ESL). Methods and materials will be evaluated for age appropriateness and cultural sensitivity.

Designed to acquaint educators with assessment instruments and evaluation procedures including language proficiency testing, entry and placement procedures, theories of second language acquisition, and selection, development, and evaluation of curriculum based on language proficiency.

A practical experience teaching English as a Second Language in a age-appropriate setting under supervision. Prerequisite: Include ED 481,482, and foreign language competency.

Exploration of instructional applications for web technology platforms. Students are introduced to basic web-based instructional technologies resulting in each student designing and launching an educational module for an age-appropriate and content-appropriate unit of study. Students will also explore internet based resources and search engines to enhance traditional library investigation. Prerequisite: ED 316 or Instructors Permission.