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Teacher Education Undergraduate Courses

  • Courses in Early Childhood (ECH)

    2305 Socio-Cultural Influences on Child Development (3-0). This course explores the influences of society, culture, political issues, family, and experiences on personal identity and learning success with special emphasis on the development of social competence and self-discipline, as well as the culture of schools and classrooms. A field component is required.

    3335 Play Dynamics Research (3-0). A study of classical and contem­porary theories of play. Focus of the study includes empirical basis of play as a component of cognitive, social, perceptual-motor, and developmental processes. Trends and issues of changes in play related to socio-dynamic influences and their effects on play quality, imaginative play, passive-ag­gressive play, and play therapy are considered. A field experience compo­nent is required.
    Prerequisite: Early Childhood 2305.

    3350 Developmentally Appropriate Environments (3-0). This course links cognitive, physical, social, and affective developmental domains to children’s experience and environment. The focus is on connecting devel­opmental sequence and theory to real world experience and practice. The role of adult influence on children’s development is emphasized.
    Prerequisites: Early Childhood 2305, Education 2302.

    4350 Applied Child Development (3-0). This course focuses on under­standing and analyzing relationships between developmental sequences and children’s styles and processes of thinking, problem solving, coopera­tive interaction, and self-direction. The role of adults in mediating children’s accomplishments is emphasized including supervised experiences with young children. A field component is required.
    Prerequisites: Early Childhood 3350, Educational Psychology 3303, Special Education 2361.

    Courses in Educational Psychology (EPSY)

    3303 Child and Adolescent Development (3-0). A study of human de­velopment processes from childhood to adolescence including physical, cognitive, social, emotional, and personality development. Aspects of learn­ing, motivation, classroom management, behavior management, diverse learners, and socio-cultural elements are examined. A case study report is required.

    3314 Linguistically Diverse Learners (3-0). Designed to enhance aware­ness, respect, understanding, and appreciation of the strengths of linguisti­cally and culturally diverse learners through an examination of the research, study of theory, curriculum, assessment methodology, and classroom en­vironments that foster a climate of respect, learning, equity, and excellence.

    Courses in Reading (RDG)

    2306 Teaching Reading Using Children’s Literature (3-0). A study of children’s literature, selection of materials, and literature-based methods for use in the elementary classrooms.

    3332 Reading in the Content Areas (3-0). An examination of reading and writing processes across the content areas with an emphasis on plan­ning instruction, implementing strategies, and selecting materials for the elementary classroom.
    Prerequisite: Education 2302.

    3335 Reading Development in the Elementary School (3-0). An under­standing from birth through the elementary grades of reading development, methods of reading instruction, and instructional sequence. (Credit may not be earned for this course and Reading 3339.)

    3336 Teaching Reading in the Language Arts Classroom (3-0). A study of the integrated language arts process in the elementary classroom. Focus on effective teaching of the language arts modes of listening, speaking, reading, writing, viewing, and representing.

    3339 Reading in the Middle School Classroom (3-0). Examines read­ing and writing processes, the development of reading and writing abilities and skills, theories and models of reading, assessment, remedial strategies, planning, and materials for the 4-8 literacy learning environment. (Credit may not be earned for this course and Reading 3335.)

    4301 Assessment and Evaluation of Reading and Writing (3-0). An examination of appropriate assessment and evaluation strategies for the classroom teacher to utilize. Both formal and informal assessment mea­sures are introduced for evaluation of student performance and planning instruction. A field experience component is required.
    Prerequisites: Reading 3332, 3335 or 3339, 3336 all with a “C” or better.

    4303 Reading and Language Arts: Instructional Strategies for the El­ementary and Middle School Teacher (3-0). This field-based course em­phasizes the integration of research and theories concerning the processes of learning reading and language arts knowledge and skills. This course is the capstone field-based experience in reading/language arts prior to the clinical teaching (student teaching) experience. A field component is re­quired.
    Prerequisites: Reading 3332, 3335 or 3339, 3336.

    4320 Reading in the Secondary School Content Areas (3-0). A study of reading skills, learning and study and higher level thinking skills develop­ment in the content areas. Includes determining the readability of curriculum materials, adapting learning experiences, planning curriculum to accom­modate student diversity in reading ability, and assessing student learning. A field experience component is required.
    Prerequisite: Admission to the Educator Preparation Program.

    4602 Reading and Language Arts in the Elementary and Middle School. Students will apply integrated language arts knowledge and skills in a va­riety of settings in the elementary and middle school. This course is the capstone field-based experience in reading/language arts prior to the clini­cal teaching (student teaching) experience.
    Prerequisites: Reading 3332, 3335 and/or 3339, 3336, 4301. Admis­sion to the Educator Preparation Program.

    Courses in Special Education (SPED)

    2361 A Survey of Exceptionalities (3-0). A survey of diverse populations in educational settings with emphasis on students with special needs, lim­ited English proficiency, cultural differences, educational disabilities, and/ or gifts and talents. Regulations as well as appropriate instructional and assessment strategies, and information on referring students for special programs and resources are included. A field component is required.

    3360 Management Issues with Individuals with Disabilities (3-0). Study of management theories and practices, assessment methodology and strat­egies for working with learning and behavioral differences. Special empha­sis will be given to theories of consultation and practices of working with diverse groups. A field component is required.
    Prerequisite: Special Education 2361 with a “C” or better.

    3364 Educating Individuals with High-incidence Disabilities in an In­clusive Environment (3-0). A study of special problems related to the education of students with high-incidence disabilities. Designed to provide a working knowledge of instructional approaches and behavioral strategies. A field component is required.
    Prerequisite: Special Education 2361.

    3365 Principles of Assessment (3-0). Designed to provide assessment strategies, formal and informal, to assess, plan, monitor, and evaluate the development of students with learning differences. A field component is required.
    Prerequisite: Special Education 2361.

    4362 Behavior and Discipline Management Theory (3-0). A practical approach to the implementation of behavioral assessment and discipline management of students with learning and behavioral differences. A field component is required. (Must be taken concurrently with Special Education 4363.)
    Prerequisite: Special Education 2361, 3360, 3364, 3365 all with a “C” or better. Admission to the Educator Preparation Program.

    4363 Learning Disorders (3-0). A study of practices of working with learning differences. A field component is required. (Must be taken concur­rently with Special Education 4362.)
    Prerequisite: Special Education 2361, 3360, 3364, 3365 all with a “C” or better. Admission to the Educator Preparation Program.

    Courses in Professional Education (ED)

    2302 Teacher Education and Practice (3-0). Designed to provide an over­view of the practice of teaching in today’s society and the skills and tools required by the classroom teacher. A field component is required.

    3313 Bilingual Education (3-0). A study of bilingual education in the Unit­ed States and Texas with emphasis on state and federal legislation, assess­ment, curriculum, and teaching in a bilingual setting will be emphasized.

    Students must have applied and been accepted into the Educator Preparation Program prior to enrolling in any of the upper division education courses listed below:

    4309 Mathematics: Instructional Strategies for the Elementary and Middle School Teacher (3-0). This field-based course emphasizes the in­tegration of research and theories about the process of learning mathemat­ics. The development of logical reasoning in students, stages of intellectual development, appropriate questioning and problem solving strategies and techniques will be used with students in field settings. Addresses instruc­tional strategies and materials for teaching mathematics. Field practicum is required. (Must be taken concurrently with Education 4311 and Education 4314.)
    Prerequisites: Mathematics 1302, 1341, 1342. Must be admitted into the Educator Preparation Program.

    4311 Social Studies: Instructional Strategies for the Elementary and Middle School Teacher (3-0). This field-based course emphasizes the integration of research and theories about the processes of learning so­cial studies in the elementary and middle schools. Problem solving, critical thinking, and citizenship will be stressed. Addresses instructional strategies and materials for teaching social studies. Field practicum is required. (Must be taken concurrently with Education 4309 and Education 4314.) Prerequisites: History 1301, 1302, Political Science 2301, 2302. Must be admitted into the Educator Preparation Program.

    4314 Science: Instructional Strategies for the Elementary and Middle School Teacher (3-0). This field-based course emphasizes the integra­tion of research and theories about the processes of learning science. The major science processes such as observing, experimenting, measuring, classifying, analyzing, interpreting, sequencing, recognizing properties and patterns, and inferring will be used with student in field experience settings. Addresses instructional strategies and materials for teaching science. Field practicum is required. (Must be taken concurrently with Education 4309 and Education 4311.)
    Prerequisites: Biology 1410, 1411, Physical Science 3311, 3312. Must be admitted into the Educator Preparation Program.

    4315 The Elementary School: Organization and Management (3-0). Fo­cus is on the organization and management of classroom environments, curriculum, time management, planning, and student behavior. Legal and ethical issues related to schools and public education are addressed. Teacher candidates acquire knowledge, skills, and ability by observing and working with experienced public school teachers in elementary classrooms. To be taken concurrently with clinical teaching (student teaching) place­ment. A seminar format conducted by teams of university and/or public school teachers is utilized.
    Prerequisites: Education 4311 and/or 4314, and/or 4309 and admis­sion to the Clinical Teaching (student teaching) Program.

    4321 Secondary School Organization and Curriculum (3-0). A study of the structure, organization, and management of the secondary school system emphasizing state and local structures in Texas. Includes an exami­nation of special student populations, the legal and ethical aspects of teach­ing, and career development. A field experience component is required.
    Prerequisite: Admission to the Educator Preparation Program.

    4322 Teaching Techniques in the Secondary School (3-0). A study of the teaching process in the secondary school, including measurement and evaluation of student achievement, instructional media and technology, and planning. A field experience in a secondary school is required.
    Prerequisite: Admission to the Educator Preparation Program.

    4323 Teaching in the Secondary School (3-0). Focus is on the organiza­tion and management of classroom environments and student behavior. Legal, ethical, and teacher professional performance issues related to pub­lic schools are addressed. To be taken concurrently with clinical teaching.
    Prerequisites: Education 4321, 4322, Reading 4320 all with a “C” or better, and admission into the Clinical Teaching Program.

    4381 Special Topics (3-0). Selected topics in education. May be repeated once for credit when topic varies.

    4391 Research. A specialized course which may be directed reading or research for superior students in education.

    Courses in Clinical Teaching (ED)

    4630 Supervised Teaching in the Secondary School. Observation of and participation in supervised teaching in the secondary school. Grading will be either pass or fail.

     4699 Internship. This course provides supervision during a probationary period of employment in a school district. This course may be repeated until completion of the probationary period. Grading will be either pass or fail.

    *4972 Clinical Teaching (student teaching) in Grade 4 to Grade 8. Par­ticipation in supervised teaching Grade 4 to Grade 8. Grading will be either pass or fail.

    **4973 Supervised Teaching in the High School. Observation of and par­ticipation in supervised teaching in appropriate public school settings for students seeking Grades 7-12 teacher certification. Grading will be either pass or fail.

    ***4974 Supervised Teaching All Levels. Observation of and participation in supervised teaching in appropriate public school settings for students seek­ing all level teacher certification. Grading will be either pass or fail.

    *4975 Clinical Teaching (student teaching) in Early Childhood to Grade 6. Participation in supervised teaching in early childhood to Grade 6 in an elementary and/or middle school. Must be admitted to the Clinical Teaching Program. Grading will be either pass or fail.

    * Must be taken concurrently with Education 4315

    ** Must be taken concurrently with Education 4323

    *** Must be taken concurrently with Education 4315 or 4323 depending on the certification area.