This course provides potential teacher education candidates with the knowledge base and practice in the skills needed to locate educational research information; analyze, synthesize, and evaluate the complied materials; professionally communicate these findings to others; and examine, observe, and reflect upon research applications in the school setting.

This course is a study of the physical, cognitive, and psychosocial development of the individual beginning with the early childhood period and continuing through early adolescence. This course also provides lateral entry teachers an introduction to learning theory, various styles of learning, and motivational factors involved in the learning process. Emphasis is placed on the development of cognitive skills using the eight types of intelligence and applying these to practical classroom situations. Upon completion, students should be able to describe theories and styles of learning. This course includes an on-site field experience.

This course is designed to develop pre-service teachers with who can successfully implement the design and implementation of current best practices in assessment and who can utilize assessment data to plan, evaluate and promote instructional achievement in a 21st Century standards-based classroom.

This course is designed to provide teacher candidates with an overview of how to develop teaching/learning strategies and to integrate curriculum in the elementary classroom. Emphasis is placed on helping teachers adapt techniques, choose materials, and design units that integrate multiple content areas across a student-centered curriculum.

This course is an introduction to teaching powerful social studies in the elementary classroom. Based on current theory and research and with particular emphasis on active citizenship and diversity, the course develops instructional decision-makers who will utilize innovative and effective practice and resources for teaching meaningful social studies. This course also informs about best practice in the field.

This course is to be taken concurrently with ELED 4903 Residency A in Elementary Education. This course is designed to provide elementary teacher candidates with knowledge and understanding of the history of American Education, school law, content area reading, and other contemporary education issues.

This course is designed to provide elementary teacher candidates a foundation for operating an effective and efficient 21st Century classroom. Best practices in creating a respectful and responsive culture for learning will be presented. Emphasis will be placed on establishing high expectations for learning, achievement and behavior, including ways to manage the classroom environment and organizational approaches that encourage elementary students to take responsibility for their own learning and their own behavior. Strategies for classroom management, classroom organization and behavior management will be analyzed.

This course is to be taken concurrently with ELED 4003 Seminar in Elementary Education. Part I of an intensive yearlong residency in elementary education. Students will spend time in elementary education (K-6) environments applying their knowledge and skills in reflective decision making with children and families. This course involves professional applications of pedagogical and professional practice of elementary educators. The course is structured around the professional expectations including state requirements for pedagogical and professional assessments through the Teacher Excellence Support Systems (TESS). A complete handbook regarding Residency A expectations and requirements in located on the Arkansas Tech Teacher Education website. This course involves the completion of requirements for teacher licensure required for by Arkansas Act 416 of 2017.

This course involves professional applications of pedagogical and professional practice of elementary educators. The course is structured around the professional expectations including state requirements for pedagogical and professional assessments through the Teacher Excellence Support System (TESS). A complete handbook regarding residency expectations and requirements are located on the Arkansas Tech Teacher Education website. This course involves the completion of requirements for teacher licensure required for by Arkansas Act 416 of 2017.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

Individual study of significant topics or problems relating to education under the guidance of an assigned faculty member.

This course is designed to provide pre-service and in-service teachers and administrators with a knowledge of reading factors as they relate to various disciplines. Content of the course includes estimating students' reading ability, techniques for vocabulary, questioning strategies, and developing reading-related study skills.

A broad overview of the major viewpoints about reading and current approaches to literacy instruction, with emphasis on its socio-psycholinguistic aspects.

A study of current practices in assessing literacy development and providing intervention in identified problems. Emphasis will be placed on interactive procedures to determine and facilitate the use of reading and writing processes.

An in-depth study of printed and other types of materials available for use in the elementary grades and middle school. Emphasizes the selection and use of materials to stimulate and improve learning.

A study designed to teach a recognition of behavioral characteristics of children who have perceptual problems. This course also includes information about prescribed referral procedures and gives an overview of diagnostic, and prescriptive instruction.

The workshop will require the equivalency of fifteen clock hours of instruction per credit hour.

The workshop will require the equivalency of fifteen clock hours of instruction per credit hour.

The workshop will require the equivalency of fifteen clock hours of instruction per credit hour.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings.

Directed research on a thesis topic. If the six-hour thesis (ELED 6996) has not been completed during the semester(s) of enrollment, the student must register for ELED 6991 during subsequent semesters in which he/she is receiving faculty assistance with the thesis and/or using University library facilities.

Directed research on a thesis topic selected by the student in consultation with a supervising professor.