159 courses with the subject TED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This MAC Foundations course helps new students transition successfully to academic and student life at UNCG. The vision for this course is to develop a blend of exploring & claiming what you need for success at UNCG and envisioning how you can change the world through careers in education.
This MAC Foundations course supports students to explore their aspirations as college students through making and design. Students work with a campus club or organization that aligns with their interests and pitch the design of an educational resource to inform the campus community of their work.
This course is designed to assist first-year Teaching Fellows into the academic and social systems of higher education and provide an introduction to the field of public school education.
This course is designed to assist first-year Teaching Fellows into the academic and social systems of higher education and provide an introduction to the field of public school education.
Focuses on the mathematical understanding needed for elementary grades mathematics instruction as related to K-5 learners. Content emphases include number and operations, algebra, and data analysis and probability.
This course explores the mathematical content of middle school mathematics: numbers and operations, algebra, measurement, statistics, probability, and geometry. It is structured to build students' conceptual understanding of mathematics.
This course addresses foundational concepts in middle school English language arts, including theories and processes of reading, writing, and discourse.
A study of traditional and contemporary perspectives on teaching and learning; analysis of contemporary educational issues from teachers’ perspectives; exploration of personal needs and goals in relation to teaching. Field experience in schools required.
This course builds on knowledge and skills developed in TED 160. Students learn to use more advanced maker technologies and assist other students on maker-based projects during open studio hours. Students design, implement, and assess a maker workshop for UNCG students.
Placeholder course for Elementary and Middle Grades Education students (undergraduates) who apply for admission to the Teacher Education major in the spring and early summer.
Second of three courses taken in conjunction with a UNCG Study Abroad Exchange. Online individual study focusing on the field experience and appropriate engagement in international, intercultural, and/or multicultural contexts.
Third of three courses taken in conjunction with a UNCG Study Abroad Exchange. Focus on the re-entry and re-acculturation processes and the integration of intercultural development into future contexts.
This course is designed to assist sophomore Teaching Fellows in exploring their beliefs about teaching with emphasis on cultural, legal, and ethical dimensions of teaching in schools.
This course is designed to assist sophomore Teaching Fellows in exploring their beliefs about teaching with emphasis on cultural, legal, and ethical dimensions of teaching in schools.
Curriculum and teaching strategies in the Language Arts with emphasis on the interrelatedness of all language processes: reading, writing, listening, and speaking.
Introductory study of the components of English phonology, morphology, semantics, syntax, and sociolinguistics with a special emphasis on the K-12 classroom application of this knowledge.
This course analyzes how teachers' and students’ lived experiences affect learning environments. The course explores humanizing pedagogies that support teaching and learning for all students and provides practical knowledge for implementing these theories in elementary school classrooms.
Supervised in-school internship and on-campus seminar focused on applying research-based principles from educational psychology and classroom management to teaching and learning.
An examination of curriculum, instruction, and learning in K-6 social studies education. Emphases include development of the social studies; curricular principles and components; teaching strategies; and learner outcomes.
Curriculum and teaching techniques in science for undergraduate prospective elementary school teachers (K-6) with emphasis on problem solving and critical thinking abilities.
Supervised in-school internship and on-campus seminar focused on applying research-based principles from educational psychology and classroom management to teaching and learning.
Provides for the development of knowledge and skills necessary to prepare students to teach mathematics in elementary/middle school classrooms.
This course is designed to assist junior Teaching Fellows in exploring the community aspects of teaching to diversity.
This course is designed to assist junior Teaching Fellows in exploring the community aspects of teaching to diversity.
Supervised in-school internship and on-campus seminar focused on multicultural education teaching to diversity, and understanding the classroom as culture.
Definitions and content of theories of development and learning. Enrollment is limited to students who are pursuing initial teacher licensure.
Environmental and interpersonal factors in effective classroom management. Enrollment is limited to students who are pursuing initial teacher licensure.
Cultural, legal, and pedagogical understandings related to teaching multilingual learners with diverse abilities in general education classrooms. Enrollment is limited to students pursuing initial teaching licensure.
Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.
Explores emergent literacy development from birth to age 5 and investigates the role that texts play in young children's development.
Curriculum and teaching strategies with emphasis on reading/writing connections, corrective reading, and differentiated instruction.
This course examines who middle grades struggling readers are, what challenges content learning may present them, and how content area teachers can address the diverse literacy needs of students.
Exploration of legal and historical bases of English as a Second Language. Analysis of differences among home and school cultures, especially related to language.
This course focuses on teaching in a dual language classroom setting including instructional methods as well as a theoretical framework that supports multilingualism and multiliteracy practices.
Advanced study of methods for teaching, integrating, differentiating, and assessing a specific discipline in the elementary education curriculum. Content area will coincide with team focus.
This course addresses the design of research-informed English language arts curricula and instruction for the middle grades.
Designed to prepare middle grades, secondary, and special subject or content area teachers to work with students who exhibit a variety of reading and writing levels.
Students will explore the developmental needs of early adolescents, analyze educational practices designed to meet those needs and investigate issues identified in internship experiences.
The application of the principles of educational psychology (i.e., adolescent development, diversity, learning theory, motivation, and assessment) to teaching high school students.
Examines how the multiple identities of race, ethnicity, socioeconomic status, gender, and religion affect the teaching and learning environment. Issues of classroom management for maximum instructional delivery are also included.
The course addresses the acquisition of literacy and literate practices and the factors that impede or enhance literacy development across the school years, with an emphasis on how middle grades English language arts teachers might understand and address individual needs in literacy.
This course includes an exploration of literature written for young adults and its role in the expansion of young adolescents’ literate, academic, personal, social, and emotional lives.
Develop and demonstrate application of knowledge and understanding of processes and methods of learning and teaching in respective school settings. Includes study of learner's growth and maturation, individual differences, and application of psychology to task of the teacher in evaluating pupil progress. Emphasis on classroom observation, simulated experiences, and adolescent.
Designed to acquaint prospective teachers with modern concepts and practices of English instruction in secondary schools; emphasis on teaching four fundamental language arts: speaking, writing, reading, and listening.
The application of the principles of educational psychology (i.e., adolescent development, diversity, learning theory, motivation, and assessment) to teaching middle school students.
Organization of social studies in secondary schools; classroom methods, techniques, and activities; teaching materials; and testing and evaluation.
Examination of candidate competencies in middle grades social studies instruction. Emphases include practical and theoretical attention to curriculum development, planning, resources, standards, instructional strategies, and assessment.
Development of middle grades mathematics instruction as related to adolescent learners. Emphases include practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.
Development of philosophy of science teaching and of attitudes and values relative to science teaching in secondary school. Emphasis on recent curriculum studies in biology, chemistry, physics, and earth-science and the changing approaches to teaching these subjects.
Develops candidate competencies in middle grades science instruction as related to adolescent learners. Emphases include practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.
Supervised student teaching in an elementary setting (grades K–6) under direction of a cooperating teacher with university supervision. Full-time teaching assignment in cooperating schools for a full semester. Conferences and seminars required.
Supervised student teaching in a middle grades setting (grades 6–9) under direction of a cooperating teacher with University supervision. Full-time teaching assignment in cooperating schools for a full semester.
Study of nature of science, encompassing literature from history, philosophy, and sociology of science. Applications of this literature on school science instruction.
Supervised student teaching in senior high school under direction of university supervisor. Observation, participation, and appropriate classroom teaching experience on a full-time teaching assignment for full semester with weekly seminar.
The Student Teaching Seminar course is designed to accompany the student teaching experience. A primary focus of the Seminar will be to prepare students to complete all state licensure requirements (e.g., edTPA). A secondary focus will be to serve as a space to debrief about the student teaching experience as well as to prepare students for the educational job market.
This course provides a practicum experience in a K-12 English as a Second Language (ESL) classroom or Dual Language (DL) classroom in order to deepen understanding of teaching multilingual students.
The course is designed for students who are interested in exploring education issues through guided study-abroad experiences. Students will participate in field experiences and interact with students and teachers abroad.
This course focuses on working with adult learners, including families of K–12 multilingual learners, who are learning English as an additional language, in both formal and informal settings.
Guided readings, research, or individual project work under direction of a staff member.
Students learn approaches to decolonizing research and education through readings and in partnership with local community members.
This course is designed to assist senior Teaching Fellows in synthesizing learnings from prior Teaching Fellows seminars and preparing for positions in public schools.
This course is designed to assist senior Teaching Fellows in synthesizing learnings from prior Teaching Fellows seminars and preparing for positions in public schools.
Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.
Explores emergent literacy development from birth to age 5 and investigates the role that texts play in young children's development.
Current mathematics program, including emphasis on meaning theory and on instructional materials, methods, and procedures in teaching fundamental operations.
Designing and developing science learning experiences for children in the biological, physical, earth, and space sciences. The nature of elementary school science and children's interests are considered.
Designed to help educators gain more complete understanding of elementary school social studies. Special emphasis given to evaluation of the field beginning with the separate subjects approach to correlation, to broad fields, to integration, and separate disciplines approach. Emphasis also given to identification of key skills that help children function.
Exploration of legal and historical bases of English as a Second Language. Analysis of differences among home and school cultures, especially related to language.
Focuses on teaching in a dual language classroom setting including instructional methods as well as a theoretical framework that supports multilingualism and multiliteracy practices.
Course develops competencies in middle grades language arts instruction as related to adolescent learners. Emphases include practical and theoretical attention to best-practices, curriculum, assessment, and standards of practice.
Designed to prepare middle grades, secondary, and special subject or content area teachers to work with students who exhibit a variety of reading and writing levels.
Examines how the multiple identities of race, ethnicity, socioeconomic status, gender, and religion affect the teaching and learning environment. Issues of classroom management for maximum instructional delivery are also included.
Designed to acquaint prospective teachers with modern concepts and practices of English instruction in secondary schools; emphasis on teaching four fundamental language arts: speaking, writing, reading, and listening.
Organization of social studies in secondary schools; classroom methods, techniques, and activities; teaching materials; and testing and evaluation.
Examination of candidate competencies in middle grades social studies instruction. Emphases include practical and theoretical attention to curriculum development, planning, resources, standards, instructional strategies, and assessment.
Development of middle grades mathematics instruction as related to adolescent learners. Emphases include practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.
Development of philosophy of science teaching and of attitudes and values relative to science teaching in secondary school. Emphasis on recent curriculum studies in biology, chemistry, physics, and earth-science and the changing approaches to teaching these subjects.
Develops candidate competencies in middle grades science instruction as related to adolescent learners. Emphases include practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.
Provides a brief internship experience in a K-12 English as a Second Language (ESL) classroom or Dual Language (DL) classroom in order to deepen understanding of teaching multilingual students.
The course is designed for students who are interested in exploring education issues through guided study-abroad experiences. Students will participate in field experiences and interact with students and teachers abroad.
Focuses on working with adult learners, including families of K–12 multilingual learners, who are learning English as an additional language, in both formal and informal settings.
Basic knowledge of theory and research in second language acquisition and literacy development and strategies and techniques for effective literacy instruction for multilingual learners.
Linguistics theories on phonology, morphology, syntax, psycholinguistics and sociolinguistics; basic theories of second language acquisition; and application of the theories and models of applied linguistics in multilingual instruction.
Study of ways to integrate a variety of computer-based technologies for teaching and learning content in the K-12 curriculum. Designed for classroom teachers, computer teachers, and computer specialties.
Designed to familiarize educators with underlying developmental theories and teaching strategies for word recognition, spelling, and vocabulary development. Special attention given to issues surrounding phonics.
Course explores how children learn to read and how to facilitate readers' growth in the primary grades. Emphasis on at-risk readers.
Designed to give teachers a deeper understanding of the theories and research behind effective reading instruction for students in the elementary grades.
Causes of reading disabilities, diagnostic instruments, standard and informal assessments, report writing, and materials and methods of struggling readers. Work with individual students or small groups identified as struggling readers.
Further examination of struggling readers in a supervised, clinical context. Evaluation of formal and informal assessments, the generation of educational prescriptions, and the directions of assessment procedures.
Specific instructional methods and strategies to facilitate content area instruction and English language development for multilingual learners.
Examines contemporary issues in Literacy Education. Special attention to the changing contexts of literacy curricula and instruction.
Teachers will design, conduct, and evaluate environmental education activities. Course activities partially fulfill requirements for North Carolina environmental education certification.
Elementary grades mathematics instruction for K-5 learners. Emphasizes practical and theoretical attention to best practices, curriculum, assessment, and standards of practice focusing on Geometry, Data Analysis & Probability, and Measurement.
Curricular and instructional principles, processes, and designs applicable to students in the middle grades. Particular emphasis is given to exemplary middle school programs.
Examination of selected current trends and issues in curriculum and instruction, focusing on causes, intentions, and effects of policies at the local, state, and national levels.
Examines efficient techniques for evaluating academic research and for developing writing and oral skills in different genres of academic discourses appropriate to disciplinary communities.
Examines models of mathematics instruction in middle grades and secondary mathematics classrooms.
Historical development and objectives of social studies curriculum in schools; structure of individual disciplines in social studies, trends and new direction in curriculum, and implications of significant research in social studies curriculum and methodology.
Application of reform efforts in the sciences with attention given to eco and social justice perspectives.
Will focus on the unique needs of students and teachers in middle level schools.
Understanding and applying current theory and research addressing education psychology (child/adolescent development, learning theory and motivation) and differentiated instruction.
Interrelates knowledge, research and practice in teaching writing as a process across grade levels from elementary through secondary levels. Special attention to implementing the writing process across the curriculum.
Focuses on how children learn to read and write and what classrooms teachers can do to facilitate their growth as readers and writers in the elementary grades.
Integrated reading and language arts course designed to prepare students to teach reading and writing in the elementary grades.
Designed to support educators of various types in expanding their views about educative spaces and experiences to include family and community practices around broadened understandings of literacy, language, science, and civic activity.
This course focuses on Making/Makerspace across formal and informal learning contexts. Students will learn a suite of making practices, informed by theoretical lenses grounded in equity and strength-based approaches.
In this course students in the Design and Making in Education Certificate Program develop and implement a design-based research project to integrate Making into their professional context.
Competencies in motivating and increasing student learning through the development of positive interpersonal relationships in the classroom, effective classroom organization and instruction, and altering unproductive student behavior.
Analysis and expansion of content knowledge and pedagogical content knowledge related to core ideas and crosscutting concepts in earth sciences appropriate for K-12 science teachers.
Analysis and expansion of content knowledge and pedagogical content knowledge related to core ideas and crosscutting concepts in earth sciences appropriate for K-12 science teachers.
Analysis and expansion of content knowledge and pedagogical content knowledge related to core ideas and crosscutting concepts in earth sciences appropriate for K-12 science teachers.
Study of nature of science, encompassing literature from history, philosophy, and sociology of science. Applications of this literature on school science instruction.
Analysis and construction of effective mathematical tasks in teaching number systems and operations at the K-5 level; attention also given to expansion of content knowledge.
Focus on rational number concepts through learning trajectories at the K-5 level; attention also given to problem solving and content knowledge.
Focus on statistical literacy of elementary teachers and the teaching of data analysis and measurement to K-5 students; attention also given to learning methods that facilitate appropriate classroom interactions.
Focus on the early algebra concepts of functional thinking and generalized arithmetic in relationship to pedagogical practices centered on questioning in the mathematics classroom.
Geometric concept development along with formative and summative assessment strategies of students' geometric thinking; attention also is given to geometric content knowledge and diagnosis of student errors.
Generating mathematical representations and making explicit connections between concepts. Pedagogy designed to equip elementary teachers to become mathematics teacher-leaders in school settings. Focus given to topics integrated within mathematical strands.
Survey of methods and materials for teaching problem solving and evaluating problem solving performance of students. Development of instructional programs on problem solving and assessment of their effects.
Analysis of alternative pedagogy for specific mathematics content, with design of instruction and assessment based on that analysis.
How learning and developmental theories define the teacher's role as instructional leader, how curricular materials might be designed and used, and student learning and motivation.
Research in mathematics instruction and learning; attention to synthesizing and identifying educational implications of research.
An examination of research on the teaching and learning of number and algebra in middle grades and secondary mathematics classrooms.
Provides an overview of the field of instructional design, including the history of the field and current trends and issues. Focus is on implementing the systems approach to instructional design to produce designs that solve specific instructional problems across a variety of contexts (e.g., workplace training, K-16, adult education).
An examination of research on the teaching and learning of geometry, statistics, and probability in middle grades and secondary mathematics classrooms.
Leadership skills for teachers working with school, district, state, and/or national initiatives and issues. Course focuses on inquiry, developing an action research proposal, and practical application of findings.
Conducting and interpreting a teacher action project investigating curriculum, instruction, teaching, and learning. Course focuses on systematic inquiry, conducting research, practical application of findings, and sharing research in professional settings. May be repeated once for credit.
Supervised in-school clinical experience. Required full-time teaching.
Seminar focused on the ways students learn within the classroom and community context.
Supervised in-school clinical experience. Required full-time teaching.
Seminar focused on the ways students learn within the classroom and community context.
Specific course title identified each semester by a subscript (e.g., Contemporary Problems Seminar; Issues in Professional Negotiations).
Guided readings, research, and individual project work under direction of a staff member.
Examining theory and practice in youth literacies. Pedagogy designed to equip secondary language arts teachers to teach 21st centuries literacies. Emphasis on media literacies and out-of-school literacies.
An introduction to classroom-based approaches to language assessment for bi-/multi-lingual language learning contexts for in-service and pre-service language teachers.
Individual guidance and direction in the development of research problem in the master's degree thesis.
Examines efficient techniques for evaluating academic research and for developing writing and oral skills in different genres of academic discourses appropriate to disciplinary communities.
Advanced study of special topics in curriculum and teaching.
This variable-topics course provides an opportunity for advanced study of conceptual or methodological topics in math and science education. Specific course topic identified each semester by an extended title.
Qualitative research design in education, including its history, philosophy and nature. Includes discussion of types of qualitative research, assessment issues, and critical reading of qualitative research.
Overview of design-based research methods including its history and current literature. Topics include research design, data collection, data analysis, and proposed writing for a design-based research study.
Overview of mixed methods research including its history, current literature, and typology. Topics include research design, data collection, data analysis, validity, and proposed writing for a mixed methods study.
Studies in special topics related to literacy, the process of composing, composition pedagogy, and composition research.
Competencies in thinking critically about research on teaching with respect to the findings of research and the methodologies for conducting research on teaching.
Major historical/contemporary theory/research regarding learning and cognition. Examine, critique, and synthesize relevant assumptions, concepts, principles, implications, issues, controversies, and research methodologies, and apply these understandings to contemporary educational issues.
Students will learn about various methods for disciplined inquiry in the fields of curriculum and instruction, begin to develop their research interests, and practice critical reading and writing strategies.
Supervised experiences in teaching college level course(s).
Overview of major topics, theories, and influential research programs in math and science education. Students will consider educational research, practice, and policy as well as their intersections.
Course will showcase the complexity and power of K-12 students' ways of reasoning in math and science in conjunction with research methods for capturing this reasoning.
Course will focus on scholarship related to math and science teaching and the development of this expertise, including teacher education for prospective teachers and professional development for practicing teachers.
Examines the research knowledgebase in equity education and facilitates the design of culturally sensitive studies. Particular emphasis on race/ethnicity, gender, and class issues related to the design of research studies that affirm equity and perpetuate social justice.
In-depth experience in qualitative data collection and analysis beyond the introductory level. Completion of a qualitative research project in collaboration with other students in the class.
An in-depth exploration of the history, theory, ethics, research methods, and reporting of community-engaged research with an emphasis on positionality and reflexivity. Research practices in community settings are required.
Individual work on dissertation research problems: collection analysis, critical review, integration, and interpretation of research literature on a topic pertinent to the student's dissertation.
Individualized directed doctoral research and participation in a collaborative scholarly community of math and science education researchers, which includes engagement in reading group discussions, research meetings, and research sites.
Individual direction in the development and execution of a doctoral dissertation.
Thesis Extension.
Dissertation Extension.
Research Extension.
Source: University of North Carolina at Greensboro's catalog, linked per course · table learning_unit · CourseShelf publish 61
