Department of Curriculum and Instruction

Chair: Dr. William D. Edgington; (936) 294-1213  

Assistant Chair:

Coordinators

Program Coordinator Email Phone Number
Academic Studies/Interdisciplinary StudiesDr. Karla Eidsonkwe002@shsu.edu(936)294-4066
Middle Level EducationDr. Victoria Hollastorihollas@shsu.edu(936)294-3225
Secondary EducationDr. Lisa Brownlob002@shsu.edu(936) 294-1137
Post BaccalaureateDr. Jaime Coynejaime.berry@shsu.edu(936)294-1137

Highlights

  • Prepare elementary, middle, and secondary teachers
  • Field based teacher preparation
  • Research based curriculum
  • Residency Opportunities

Program Specific Requirements

Required Field Experiences

Candidates for any teaching certificate participate in extensive field experiences in the public schools. Requirements for these activities vary by course and are coordinated by the Field Experience office.

Admission to the Educator Preparation Program

Students seeking initial Teacher Certification will apply for admission to the Educator Preparation Program in their first Education class. Subsequent program specific requirements are explained below.

Admission to the Methods Block

Candidates for certification at EC-6 and 4-8 levels must participate in a one-semester methods block which occurs prior to the student teaching semester. Candidates for certification in EC-12 and 7-12 levels must participate in two semesters of methods block which occur in the two semesters prior to student teaching.  Students must apply to be accepted into the methods block specific to their major. The Department of Curriculum and Instruction determines the eligibility based on criteria, which includes unconditional admission to the Educator Preparation Program, 1000, 2000, 3000 level coursework completed, and dispositions. Students should consult their advisor to determine the process for application and admission.

Admission to Student Teaching

Student teaching is intended to be the culminating experiences in a candidate’s preparation to become a teacher. The candidate should enroll in student teaching the final semester of their preparation program (see edu_ofe@shsu.edu for student teaching information). Candidates registered for the companion course(s) and the six hours of student teaching during the student teaching semester are considered to be full-time students.

Career Opportunities

  • Classroom Teachers

Internships

Internships in public schools are permitted only for candidates who already have a baccalaureate degree and are enrolled in the Post-Baccalaureate Initial Certification Program. Post-Baccalaureate students may elect to take the undergraduate student teaching as an option when they do not secure the required teaching position which is required for the internship. Undergraduate teaching candidates can only participate in the student teaching block as the capstone of their professional program sequence

Academic Studies/Interdisciplinary Studies Program

The primary purpose of the Interdisciplinary Studies Program is to prepare candidates to become exemplary teachers in elementary and middle schools. The Interdisciplinary Studies Program* provides the course work necessary for candidates to receive certification for teaching grades EC-6 and 4-8.

Certification Areas

  • EC-6 Core (Generalist)
  • EC-6 Bilingual Core (Generalist)
  • EC-6 Core (Generalist) with EC-12 Special Education
  • 4-8 Core (Generalist)
  • 4-8 English-Language Arts
  • 4-8 Social Studies
  • 4-8 Science
  • 4-8 Mathematics

Elementary Education

CIEE 2333. Becoming A Teacher. 3 Hours.

This required course for those seeking EC-6 or 4-8 certification is an introduction to the concept of teaching as a professional career that makes a difference in the lives of children, youth and their families. The course engages the teacher candidates in the examination of social economics, language diversity, historical, political, curriculum, theoretical, and philosophical issues related to making a commitment to education. Ten (10) hours of field experience required in Pre-K-6 public schools.
Prerequisite:18 Hours.

CIEE 3323. Curriculum for Intermediate Grades. 3 Hours.

Curriculum for Intermediate Grades will prepare teacher candidates to analyze and plan EC-6 and 4-8 content using the Texas Essential Knowledge and Skills. For those seeking EC-6 and 4-8 certification only. Must be completed before content methods.
Prerequisite: 54 Hours.

CIEE 3334. Mth Instruction In Elem Grades. 3 Hours.

This course emphasizes making mathematics meaningful to children. Experience is provided in the selection and evaluation of mathematics curriculum and audio visual materials and the preparation of appropriate instructional materials. Students observe and teach mathematics lessons in an elementary grades classroom. Field experiences required. This course is taken as part of the Elementary Methods Block for EC-6 Certification.
Prerequisite: CIEE 3374 and CIEE 3323 Admission to Educator Preparation Program and Departmental Approval.

CIEE 3335. Sci Instruction In Elem Grades. 3 Hours.

This course emphasizes making science meaningful to children. Experience is provided in the selection and evaluation of science curriculum and audio visual materials and the preparation of appropriate instructional materials. Students observe and teach science lessons in an elementary grades classroom. Admission to Educator Preparation Program and Departmental approval. Field experiences required. This course is taken as part of the Elementary Methods block for EC-6 Certification.
Prerequisite: CIEE 3374 and CIEE 3323.

CIEE 3336. Soc Stdy Instrctn In Elem Grds. 3 Hours.

This course emphasizes making social studies meaningful to children. Experience is provided in the selection and evaluation of social studies curriculum and audio visual and the preparation of appropriate instructional materials. Students observe and teach social studies lessons in an elementary grades classroom. Admission to Educator Preparation Program and Departmental approval. Field experiences required. This course is taken as part of the Elementary Methods block for EC-6 Certification.
Prerequisite: CIEE 3374 and CIEE 3323.

CIEE 3343. Curriculum and Assessment. 3 Hours.

In this course, teacher candidates focus on design, implementation, and evaluation of curriculum including components of highly successful programs. Emphasis is on assessment strategies that strengthen the link between curriculum and responsive instructional practices for meeting the needs of all learners.

CIEE 3374. Human Growth & Learning. 3 Hours.

This course examines growth and learning in elementary environments. Major theories of the teaching-learning process are studied. Human development related to education is emphasized. Special attention is paid to the cultural milieu. Field experiences in public schools (10 hours). Required for EC-6 certification.
Prerequisite: 54 hours.

CIEE 3385. Creatng Env For Learng In Elem. 3 Hours.

The purpose of this course is to provide the prospective elementary school teacher with the experiences in classroom management and discipline theories appropriate for the diverse population of students in the elementary school. Admission to Educator Preparation Program and Departmental aproval. This course is taken as part of the Elementary Methods Block for EC-6 Certification.
Prerequisite: CIEE 3374 and CIEE 3323.

CIEE 4088. Special Topics in Elem Educ. 1-3 Hours.

CIEE 4089. Independent Study in Elementary Education. 1-3 Hours.

Designed to permit individual students to study specific areas of interest and need.
Prerequisite: Departmental Approval.

CIEE 4116. Integrating Technology II. 1 Hour.

The purpose of this course is to plan, organize, deliver, assess, and evaluate instruction for diverse learners in a public school. Incorporating the effective use of technology at each level of the instructional cycle. In addition, this course incorporates the implementation of appropriate media for communication with and among colleagues, mentors and students. For those seeking EC-6 certification only.
Prerequisite: Senior standing.

CIEE 4117. Assessment. 1 Hour.

This course focuses on the study and application of assessment to ascertain the development of knowledge and skills of children in the classroom. Emphasis is placed on the integration of assessment with technology and complexities in working with ELL learners. This course is offered in conjunction with student teaching. For those seeking EC-6 certification only.
Prerequisite: Senior standing and completion of the Methods Block coursework.

CIEE 4227. Integrating Technology I. 2 Hours.

This course will apply technology and computers to support instruction in various content areas. The course will explore, evaluate, and utilize computer/technology resources to design and deliver instruction as well as to assess student learning. Field experience required.
Prerequisite: Senior standing, CIEE 3374 and CIEE 3385.

CIEE 4367. Intgrt Tech Into Instr In Elem. 3 Hours.

CIEE 4376. Developing Prof Tchr Portfolio. 3 Hours.

The purpose of this course is to provide the prospective elementary or middle school teacher the opportunity to organize artifacts on the development, exploration, integration, application, and teaching of content knowledge, pedagogical knowledge and skill development in the development of a professional teacher portfolio.
Prerequisite: Concurrent enrollment in student teaching and Departmental Approval.

CIEE 4377. Early Adolescent Learners. 3 Hours.

In this course, teacher candidates focus on the developmental changes that occur in early adolescence and the best practices that influence instruction in middle grades (grades 4-6).
Prerequisite: CIEE 3374.

CIEE 4384. Assessment Of Student Learning. 3 Hours.

This course will prepare teacher candidates to become successful in developing assessment strategies that help strengthen the link between the elementary school curriculum and responsive instructional practices for meeting the needs of diverse learners. This course is taken as part of student teaching.
Prerequisite: CIEE 3323 and CIEE 3374; Admission to Educator Preparation Program and Departmental approval.

CIEE 4391. Std Tch Elementary School. 3 Hours.

The student is assigned to student teach in an elementary school classroom for two placements totalling approxiamately twelve to fourteen weeks. This time is divided among observation, participation, teaching and conference activities in two classrooms that span certification grades. This course corresponds to one of those placements. As an example, an EC-6 student will have one placement in a lower grade such as 1st grade and the second placement in a higher level such as 5th grade.
Prerequisite: Senior status and admission to Student Teaching.

CIEE 4392. Std Tch Elementary School. 3 Hours.

The student is assigned to student teach in elementary school classrooms for two placements totally approximately twelve to fourteen weeks. This time is divided among observation, participation, teaching and conference activities in two classrooms that span the certification grades. This course corresponds to one of those placements. Substitutions in specialized program areas include BESL 4320, SPED 4384, or CISE 4397.
Prerequisite: Senior status and admission to Student Teaching.

Middle Level Education

CIME 2313. Teaching as a Profession. 3 Hours.

In this course, candidates are introduced to teaching as a profession focusing on the examination of political, social, historical, theoretical, and philosophical issues related to making a commitment to education.

CIME 3327. Integ Tech in Middle Grades. 3 Hours.

Candidates in this course learn to plan, organize, deliver, assess, and evaluate instruction for all learners in middle grades, while integrating the effective use of technology at each level of the instructional cycle. In addition, implementation of appropriate media for communication with and among colleagues, mentors, and students is addressed.
Prerequisite: CIME 3374 and CIME 3375.

CIME 3374. Human Growth & Learning. 3 Hours.

Candidates examine human growth and learning with an emphasis in the middle grades environment. Major theories of the teaching-learning process are studied and human development related to middle level education is emphasized. Required for 4-8 certification.
Prerequisite: Junior status.

CIME 3375. The Middle Level Child. 3 Hours.

This course focuses on effective programs and practices at middle-level schools. Emphasis is placed on a historical perspective and philosophy, components of highly successful programs, and current trends and issues in middle-level education. Field experiences in public schools at appropriate levels included in this course. This course is taken as part of the Middle Level Methods Block for 4-8 Certification.
Prerequisite: CIME 3374; Admission to Educator Preparation Program and Departmental approval.

CIME 3376. Curriculum & Assmt For Mid Grd. 3 Hours.

This course will prepare teacher candidates to become successful in teaching in the middle grades by using effective models of teaching and learning. Emphasis is placed on assessment strategies that reflect responsive instructional practices. Field experiences in public schools at appropriate levels included in this course. This course is taken as part of the Middle Levels Methods Block for 4-8 Certification.
Prerequisite: CIME 3374; Admission to Educator Preparation Program and Departmental Approval.

CIME 3385. The Middle Grades Classroom. 3 Hours.

This course provides a survey of classroom management and discipline approaches appropriate in a middle grades setting. Candidates will explore multiple components that produce a productive learning environment.
Prerequisite: Junior status.

CIME 4088. Special Topics Mid Level Educ. 1-3 Hours.

This course is designed to be a multi-topic course. The student can take the course under various special topics being offered.

CIME 4089. Independent Study Mid Lev. Ed. 1-3 Hours.

CIME 4116. Integrating Technology in the Middle Grades II. 1 Hour.

Candidates in this course will learn to plan, organize, deliver, asses, and evaluate instruction for diverse learners in middle schools, while incorporating the effective use of technology at each level of the instructional cycle. It builds upon the knowledge and skills candidates aquired during methods block (in CIME 4227) in relation to using technology in classroom instruction. This course is taken as part of student teaching. For those seeking 4-8 certification only.
Prerequisite: Senior standing and admission to student teaching.

CIME 4227. Integrating Technology in the Middle Grades I. 2 Hours.

Candidates in this course will learn to plan, organize, deliver, assess and evaluate instruction for diverse learners in middle schools, while incorporating the effective use of technology at each level of the instructional cycle. This course, taken with the other middle school methods block courses, focuses on the implementation of technology instruction in the middle level grades. All candidates seeking 4-8 certification must make the connections between technology and instructional practice as they begin working with children of this age group. This course is taken as part of the Middle Level Methods Block for 4-8 certification.
Prerequisite: CIME 3374 and CIME 3385; Admission to Educator Prepartation Program and Departmental approval.

CIME 4334. Teaching Math in Middle Grades. 3 Hours.

This course emphasizes mathematics lesson planning and the preparation of instructional materials appropriate for mathematics content and skills in middle level grades. This course is taken as part of the Middle Level Methods Block for 4-8 Mathematics certification.
Prerequisite: CIME 3374 and CIME 3385; Admission to Educator Preparation Program and Departmental approval.

CIME 4335. Teaching Science in the Middle Grades. 3 Hours.

This course emphasizes science lesson planning and the preparation of instructional materials appropriate for science content and skills in middle level grades. This course is taken as part of the Middle Level Methods Block for 4-8 Mathematics/Science certification.
Prerequisite: CIME 3374 and CIME 3385; Admission to Educator Preparation Program and Departmental approval.

CIME 4336. Teaching Social Studies in the Middle Grades. 3 Hours.

This course emphasizes social studies lesson planning and the preparation of instructional materials appropriate for social studies content and skills in middle level grades. This course is taken as part of the Middle Level Methods Block for 4-8 English-Language Arts-Reading/Social Studies certification.
Prerequisite: CIME 3374 and CIME 3385; Admission to Educator Preparation Program and Departmental approval.

CIME 4337. Integrtng Literacy & Soc Stdy. 3 Hours.

This course focuses on the study of methods used in the teaching of middle level language arts and social studies. Emphasis is placed on basic models, strategies, and skills necessary for teaching language arts and social studies in an integrated curriculum, and the application in middle-level grades.

CIME 4338. Integrating Math And Science. 3 Hours.

This course focuses on the integration of mathematics and science content and pedagogy for middle grades 4-8. Emphasis is placed on a historical perspective and philosophy of mathematics and science integration, problem-based approaches to teaching and learning science and mathematics, planning, teaching, and managing the integration of mathematics and science experiences for the middle school classroom.

CIME 4391. Student Teaching in the Middle Grades. 3 Hours.

The student is assigned to student teach in middle grades classrooms for two placements totally approximately twelve to fourteen weeks. This time is divided among observation, participation, teaching and conference activities in two classrooms that span the certification grades. This course corresponds to one of those placements. As an example, a student will have one placement in a lower grade such as 5th grade and the second placement in a higher level such as 7th grade.
Prerequisite: Senior status and admission to student teaching.

CIME 4392. Student Teaching in the Middle Grades. 3 Hours.

The student is assigned to student teach in middle grades classrooms for two placements totally approximately twelve to fourteen weeks. This time is divided among observation, participation, teaching and conference activities in two classrooms that span the certification grades. This course corresponds to one of those placements.
Prerequisite: Senior status and admission to student teaching.

Secondary Education

CISE 3383. Planning Instr With Tech Intgr. 3 Hours.

This course is designed to provide teachers who seek certification at the secondary level (grades 7-12) with an introductory overview of the teacher education program, with an introduction into instructional issues and teaching models, and with an introduction into how technology impacts education both in terms of increasing teacher productivity and in terms of integrating technology into instruction.
Prerequisite: Junior status.

CISE 3384. The Teaching Profession. 3 Hours.

This course is for those seeking 7-12 certification and is an introduction to the concept of teaching as a professional career that makes a difference in the lives of children, youth, and their families. The course will introduce students to lesson planning, writing clear learning objectives, instructional strategies, formative and summative assessment methods, classroom management, professional ethics, and the use of technology as an instructional tool.
Prerequisite: 32 Hours.

CISE 4088. Special Topics in Sec Edu. 3 Hours.

CISE 4089. Independent Study in Secondary Education. 1-3 Hours.

This course is designed to permit individual students to study specific areas of interest and need.
Prerequisite: Departmental approval.

CISE 4364. Mth Tch Secondary Schools. 3 Hours.

This course focuses on developing strategies that are effective in secondary schools. Candidates use the TEKS to develop objectives and plan effective instruction. Extensive field experience required. Co-requisite: CISE 4377 Admission to Methods.
Prerequisite: CISE 4380 and CISE 4378.

CISE 4374. Human Growth and Learning. 3 Hours.

This course examines growth and learning primarily in secondary environments. Major theories of teaching-learning processes are studied. Human development related to education is emphasized. Special attention is paid to diversity in the public school environment. Required field experience in 8-12 public schools. Admission to Educator Preparation Program and Departmental Approval. This course is taken as part of the Secondary Methods Block for 7-12 certification.
Prerequisite: CISE 3384.

CISE 4376. Developing Prof Tchr Portfolio. 3 Hours.

The purpose of this course is to provide the prospective secondary teacher the opportunity to organize artifacts on the development, exploration, integration, application, and teaching of content knowledge, pedagogical knowledge and skill development in the development of a professional teacher portfolio.
Prerequisite: Concurrent enrollment in student teaching and departmental approval.

CISE 4377. Assmt Stdnt Lrng In Secondary. 3 Hours.

This course is designed to provide the prospective secondary teacher the opportunity to construct and use teacher made tests and performance assessments that support the alignment process. Students will study various facets and strategies relating to assessment. Co-requisite: CISE 4364 Admission to Methods.
Prerequisite: CISE 4380 and CISE 4378.

CISE 4378. Content Literacy. 3 Hours.

In this course, candidates learn to integrate content-specific literacy skills into their teaching. Co-requisite: CISE 4380
Prerequisite: CISE 3384.

CISE 4379. Differentiated Pedagogy. 3 Hours.

In this course, teacher candidates focus on differentiation of curriculum and pedagogy that addresses student differences in order to promote academic rigor for all learners. Co-requisite CISE 4364.
Prerequisite: CISE 4380 and CISE 4378.

CISE 4380. Respon Of Pro Educator. 3 Hours.

This course is designed to assist future teachers in understanding the structure, organization, and management of public schools at the national, state, and local levels. Course content will include a study of the needs of the special learner and students from various cultures. Co-requisite: CISE 4378
Prerequisite: CISE 3384.

CISE 4394. Creatng Env For Lrng-Secondary. 3 Hours.

(The Companion Course for Secondary and All-Level Student Teaching) This course provides a survey of classroom management and discipline approaches appropriate in a public school setting. Candidates will explore multiple components that produce a well managed classroom. Candidates will create a classroom management plan that will be a functional model for their classrooms.
Prerequisite: CISE 3384, CISE 4364, CISE 4377 and CISE 4378 or CISE 4380; Admission to Educator Preparation Program.

CISE 4396. Std Tch Secondary Classroom. 3 Hours.

The student is assigned to teach in secondary classrooms (grades 8-12) for a placement totally approximately twelve to fourteen weeks. This time is divided among observation, participation, teaching and conference activities in two classrooms that span the certification grades. This course corresponds to one of those placements. As an example, a student will have one placement in a lower grade such as 7th grade and the second placement in a higher level such as high school.
Prerequisite: Senior status and admission to student teaching.

CISE 4397. Std Tch Secondary Classroom. 3 Hours.

The student is assigned to teach in secondary classrooms (grades 8-12) for a placement totally approximately twelve to fourteen weeks. This time is divided among observation, participation, teaching and conference activities in two classrooms that span the certification grades. This course corresponds to one of those placements.
Prerequisite: Senior status and admission to student teaching.

Early Childhood Education

ECHE 3128. Field Exp - Early Childhood Ed. 1 Hour.

Students will practice behavior management techniques with children in public school pre-kindergarten or kindergarten classrooms. This course is taken concurrently with ECHE 3229.
Prerequisite: 60 hours.

ECHE 3229. Guidance Of Young Children. 2 Hours.

Classroom and behavior management techniques which are appropriate for young children will be presented with an emphasis on inductive discipline which leads to self-discipline. This course is taken concurrently with ECHE 3229.
Prerequisite: 60 hours.

ECHE 3243. Curriculum For Early Childhood. 2 Hours.

This course will prepare teacher candidates in the EC-6 certification program to become successful in teaching in the early childhood grades, EC-3, by using effective models of teaching and learning. Emphasis is placed on assessment strategies that help strengthen the link between the early childhood grades, EC-3 curriculum and responsive instructional practices for meeting the needs of diverse young children. 10 hours of field experiences in public schools at appropriate levels included in this course.
Prerequisite: 60 hours, CIEE 3374, ECHE 2313, SPED 2301.

ECHE 3313. Early Childhood Cognition. 3 Hours.

This course is intended to provide a foundation for viewing the early years of life as a distinctly different period in the childis life. The early childhood view of the world is based on the child is developing physical, cognitive, linguistic, and socio-emotional skills and processes. Focus will include an emphasis on the child, the family, and the environment in which the child lives.

ECHE 3315. Developmentally Appropriate Creative Expression. 3 Hours.

This course is intended to provide a foundation in understanding children?s creative thought and expression. Topics also addressed will be the integration of health, physical education, art, drama, creative writing, dance, and music into the curriculum in a way that fosters developmentally appropriate learning and growth.

ECHE 3325. Creative Arts for Educators. 3 Hours.

In this course, students explore the underlying concepts of art, music, dramatic interpretation, theater, and dance and movement. Students learn to integrate these artistic expressions throughout the early childhood curriculum.

ECHE 3363. Wrkng /W Families-Diverse Comm. 3 Hours.

This course is an in-depth study of the relationships between families and schools in diverse communities. Topics addressed in this course include discussions of major theories that support partnerships with parents; models for parent, school, and community partnerships; home, school and community influences on children?s lives; parenting styles; family dynamics; parent education strategies; communication with parents; and the rights and responsibilities of parents, children and teachers. Field experience with young children, their families, and the community will be required.
Prerequisite: 60 hours.

ECHE 4088. Spc Topics in Early Childhd Ed. 1-3 Hours.

This course is designed to permit individual students to study specific areas of interest and need.
Prerequisite: Approval of Department Chair.

ECHE 4089. Ind Study Early Childhood Ed. 1-3 Hours.

ECHE 4333. Dev Appr Prog For Yng Children. 3 Hours.

An in-depth study will be made of developmentally appropriate practices in schools for young children. Appropriate curriculum and instruction, thematic unit development, and a study of the Texas Essential Knowledge and Skills are major areas of emphasis. Field experience is required.
Prerequisite: 60 hours.

ECHE 4343. Curriculum for Early Childhood. 3 Hours.

In this course, students analyze and practice developmentally appropriate pedagogy that strengthens the link between age appropriate, active, engaged learning with identified state standards for the early childhood classroom (preschool - kindergarten). Fifteen hours of field experience in preschool/kindergarten classrooms are required as part of this course.
Prerequisite: 60 hours.

ECHE 4349. Lang/Lit Development. 3 Hours.

Candidates will investigate language acquisition and early literacy experiences of children from birth through kindergarten. Special emphasis is given to the characteristics of early learning envrionments and the teacher's role in the development of language processes, early experiences with print, and integrating early language and literacy activities into experiences of young children.
Prerequisite: ECHE 3313.

ECHE 4350. Preschool Child Wellness. 3 Hours.

In this course candidates will identify and analyze principles of wellness in the early childhood setting. Topics include health and physical fitness, signs of neglect and abuse, educator legal and ethical responsibilities, and communication with parents regarding young children's well being.
Prerequisite: 60 hours.

ECHE 4373. Early Childhood Theory and Cognition. 3 Hours.

This course is a required course for the Bachelor of Arts in Applied Science in Early Care and Education. The class is designed for early childhood preschool and Head Start teachers who are not seeking Texas Teacher Certification. Topics include an emphasis on the young child?s cognitive, physical, and social abilities as a foundation for planning appropriate classroom experiences.

ECHE 4399. Std Tch Kindergarten Classroom. 3 Hours.

Approximately six to seven weeks of student teaching experience in a public pre-kindergarten or kindergarten is provided.
Prerequisite: Admission to Student Teaching Program.

ECHE 5343. Curriculum Dev-Early Child Edu. 3 Hours.

Study is made of the scope and sequence of learning experiences for young children. Current research on early childhood curriculum development and model programs is examined. The professional standards and Texas Essential Knowledge and Skills (TEKS) for Pre-kindergarten and Kindergarten are presented.

ECHE 5349. Lang & Lit Dev In Young Child. 3 Hours.

A study is made of the current theories, research, and myths surrounding the development of language in the young child. Students will examine language programs and prepare appropriate language materials for preschool/primary children.

ECHE 5355. Curr Pract-Early Child Setting. 3 Hours.

The course includes planning and developing research-based materials and thematic units for use with young children. An in-depth study of the project approach is presented.

ECHE 5363. Buildg Rel With Div Fam& Child. 3 Hours.

This course is an in-depth study of the relationship between families and schools in diverse communities. Topics addressed include discussions of major theories that support partnerships with parents; models for parent, school, and community partnerships; home, school, and community influences on children?s lives; parenting styles; family dynamics; parent education strategies; communicating with parents; and the rights and responsibilities of parents, children, and teachers. Experiences with young children and their families will be required.

ECHE 5373. Theor. Perspctv-Early Child Ed. 3 Hours.

Study is made of the historical and philosophical roots of early childhood education from the middle ages to contemporary practice. An in-depth study of theorists, programs, and methods will be an integral part of the course.

ECHE 5375. Development Of The Young Child. 3 Hours.

An examination of theory and current research concerning the growth and development of the individual through the eighth year of life is made. The course relates theory and research to present concerns of individuals in the helping profession through the study of intellectual, psychological, and social interrelationships. Experiences in the procedures of child study is provided.

ECHE 6088. Special Topics Erly Childhd Ed. 1-3 Hours.

The topic(s) included will vary with academic program and semester offered.

ECHE 6089. Ind Study Early Childhood Ed. 1-3 Hours.

This is a course designed for independent study of selected topics under the supervision of a faculty member. Variable Credit (1-3).
Prerequisite: Consent of Department Chair.

Chair: William D. Edgington

Lisa Ogle Brown, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Oklahoma State University; MED, Univ of Houston-Main; BS, Texas AM University

Mae Ann Cox, EDD, Assistant Professor of Education, Department of Curriculum and Instruction, EDD, Sam Houston State University; MED, Texas AM - Commerce; BA, Abilene Christian University

Jaime Leigh Coyne, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM University; MED, Stephen F Austin University; BS, Sam Houston State University

Frank Lane Creghan, EDD, Assistant Professor of Education, Department of Curriculum and Instruction, EDD, Lamar University; MED, Texas State Univ-San Marcos; BSED, Texas State Univ-San Marcos

William D. Edgington, EDD, Professor of Education and Acting Chair, Curriculum and Instruction, Department of Curriculum and Instruction, EDD, Oklahoma State University; MED, Midwestern State University; BSED, Texas Christian University

Karla W Eidson, PHD, Associate Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM University; MS, Texas AM University; BS, Texas AM University

Andrea S Foster, PHD, Associate Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM University; MED, Texas AM University; BS, Texas AM University

Julie Kathleen Herron, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Utah State University; MA, San Diego St Univ; BA, Univ of Oregon; BA, Univ of Oregon

Victoria Smith Hollas, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM University; BA, Houston Baptist University

James W Hynes, PHD, Associate Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM University; MS, Univ of Illinois-Urbana; BA, Univ of Illinois-Urbana

Daphne Diane Johnson, PHD, Professor of Education, Department of Curriculum and Instruction, PHD, Univ of Houston-Main; MS, Univ of Houston-Clear Lake; BSED, Univ of Houston-Main

Andrey Vitalyevich Koptelov, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Academy of Pedagogical Science; BED, Kirov State Pedagogical Inst

Kimberly N Laprairie, PHD, Associate Professor of Education, Department of Curriculum and Instruction, PHD, LSU AM College; PHD, LSU AM College; MED, Univ of Louisiana-Lafayette; BBA, Henderson State University

Da-bae Lee, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Indiana University; MSED, Indiana University; BBA, Yonsei University

Robert Maninger, EDD, Associate Professor of Education, Department of Curriculum and Instruction, EDD, Univ of North Texas; MED, Tarleton State University; BSED, Lubbock Christian University

Lautrice Mc Carty Nickson, PHD, Associate Professor of Education, Department of Curriculum and Instruction, PHD, Prairie View AM University; MED, Sam Houston State University; MED, Loyola University Maryland; BS, Mississippi State University

Jalene Paige Potter, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM-Corpus Christi; MS, Texas AM-Corpus Christi; BS, Texas AM-Corpus Christi

Marilyn Petrus Rice, PHD, Professor of Education, Department of Curriculum and Instruction, PHD, Texas AM University; MED, Sam Houston State University; BSBA, Univ of Arkansas-Fayetteville

Samuel L. Sullivan, EDD, Professor of Education, Department of Curriculum and Instruction, EDD, Oklahoma State University; MAT, Central State University; BS, Central State University

Sylvia R Taube, PHD, Associate Professor of Education, Department of Curriculum and Instruction, PHD, University of Albany, Suny; MAT, University of the Philippines; BSED, Mindanao State University

Rebecca Ann Wentworth, PHD, Assistant Professor of Education, Department of Curriculum and Instruction, PHD, Colorado State University; MED, Oakland University; BSED, Central Michigan Univ

Interim Faculty