North Carolina Central University

Departments | Curriculum, Instruction & Professional Studies

Course Requirements

Core Courses for Elementary and Middle Grades Education

Specialty Courses for Elementary Education

Specialty Courses for Middle Grades Education

Course Descriptions

EDIM 5855. Advanced Technology for Educators (3)
Prerequisite: Before enrolling in this course, the student must have met the competencies for EDU 2800 or met the state's technology portfolio requirement. This course builds upon the application of basic computer competencies, allowing the student to create and present classroom materials using multimedia and web page software. The student will also investigate and evaluate a variety of software programs (e.g., tutorial, simulation, drill and practice, CD ROM, hypertext and hypermedia) relevant to his/her students' needs and abilities. Other practical applications for the classroom, such as record keeping using the computer, will be explored.

EDGR 5915. Statistics Applied to Educational Measurement (3)
Students will learn to interpret tests and develop educational measurements using statistics based on the normal probability curve, correlations and measures of variance. Students will also learn to evaluate educational research by analyzing data, Chi square, t tests, and analysis of variance. This course prepares students to use statistical tools in conducting action research.

EDGR 5925. Applied Research Techniques (3)
Prerequisite: EDGR 5915 Statistics Applied to Educational Measurement. The emphasis of this class will be on preparing teachers to use systematic research methods to develop and evaluate instructional and educational programs in their own classroom and school. Students will develop and implement action research projects which investigate or evaluate a classroom intervention, curricular program, or individual's academic progress. Students will learn to use single subject designs to evaluate individual progress, qualitative measures such as surveys and interviews, as well as traditional qualitative measures.

EDEC 5688. Instructional Strategies for Inclusion (3)
Prerequisite: EDEC 5620 or a survey class in exceptional children. Students will learn models for providing instruction to underserved and exceptional students, including gifted students, in the regular classroom. Strategies such as co-teaching and collaboration will be taught. The course will prepare teachers in the regular classroom to make modifications and use instructional strategies and methods which support learning for students with special needs. Course topics will include learning strategies, legal issues, IEP's, behavioral plans, and compensatory methods.

EDGR 5125. Developmental and Psychological Foundations of Education (3)
Students will analyze learning processes in school situations and examine human motivation; the affective, cognitive, social, physical and personal development of children and adolescents; individual differences; classroom management; and the implications of relevant theory and research for instructional practices. Students will also evaluate the impact of poverty, racism, gender and social class on child growth and development and roles of the teacher and the schools embedded in societal context -- using students' professional experiences as a bridge between the theoretical and actual classroom practices. This course also examines selected issues in contemporary American education such as authentic assessment and fairness in testing.

EDGR 5130. Teachers as Leaders: Roles and Responsibilities (3)
This course is designed to develop or enhance leadership skills that will enable the master teacher to effect positive change within the school. Students will analyze effective teaching practices, learn and apply adult developmental theory through supervisory strategies that promote growth and development in the student/beginning teacher based on individual needs, use effective communication skills and clinical supervision to supervise a colleague in the course, and serve as a resource in curriculum decisions (including development of materials) and classroom management strategies. Throughout the course the student will reflect upon his/her own philosophies, skills, and practices in learning, teaching, and mentoring.

EDCI 5135. Teachers as Leaders: Practicum (3)
Prerequisite: EDGR 5130 Teachers as Leaders: Roles and Responsibilities. The student will apply the techniques of EDGR 5130 while mentoring a colleague, beginning teacher, or student teacher in a school setting. The purpose of the mentoring will be to diagnose and improve the ability of the mentee to provide classroom instruction that results in higher pupil achievement of subject matter and a positive attitude toward learning. While benefiting the mentee, the course primarily serves to enhance the leadership skills of the master teacher.

EDGR 5465. Multiculturalism and the Practice of Schooling (3)
This course highlights the School of Education's knowledge base theme (Educators for Diverse Cultural Contexts) by examining multicultural content and developing multicultural skills. Students will investigate the diverse educational experiences of ethnic and racial minorities (e.g., African American, Native American, Asian American, Hispanic), women, and economically disadvantaged students. Students will analyze the diverse cultural backgrounds of students and teachers, ways in which these differences affect the practice of schooling, and explore the nature of "education that is multicultural and social reconstructionist" and its link to issues of school culture, educational policy, community relations, curriculum, classroom interactions, teaching styles, student learning, grouping practices, labeling, assessment, and the need to develop strategies for the improvement of educational practice. Infused throughout the course will be the development of skills in intercultural communication, intergroup relations, and culturally responsive teaching strategies. Students will also examine the various 'isms' (racism, sexism, and classism), prejudices, stereotypes, issues of power, equity, the social construction of identity, and differing value systems in an attempt to better understand diverse student populations. Students will discuss incorporating ESL strategies in the regular classroom.

EDCI 5200. Current Research and Practice in Literacy for the Elementary Grades (3)
Students will examine current research, philosophies, and strategies for planning and teaching reading and writing across the curriculum -- including improving students' abilities to read and interpret various types of assessments. A primary focus will be on designing and implementing a classroom literacy program that meets the needs of diverse learners (including exceptional children, culturally diverse children, and English as a Second Language students) through diagnosis, providing appropriate materials and assignments, and integrating the arts.

EDCI 5205. Current Research and Practice in Literacy for the Middle Grades (3)
Students will examine current research, philosophies, and strategies for planning and teaching reading and writing across the curriculum -- including improving students' abilities to read and interpret various types of assessments. A primary focus will be on designing and implementing a classroom literacy program that meets the needs of diverse learners (including exceptional children, culturally diverse children, and English as a Second Language students) through diagnosis, providing appropriate materials and assignments, and integrating the arts. Students will investigate reading and writing concerns in their particular content area(s): language arts, social studies, science, and/or mathematics.

EDCI 5300. Literacy Assessment and Instruction for the Elementary Grades (3)
Prerequisite: EDEL 5200. Current Research and Practice in Literacy. This course closely examines various formal and informal diagnostic techniques -- including performance assessment, authentic assessment, and criterion reference tests. In order to improve children's literacy skills, corrective/remedial approaches appropriate for both the classroom teacher and the reading specialist will be explored. Assessment strategies will be applied to students with reading and/or writing problems. Each student will test and write a diagnostic report on a child using various methods of assessment.

EDCI 5400. Curriculum Development and Instructional Expertise in Math and Science K-9 (3)
An expansion of the knowledge, skills and values of mathematics and science education for elementary and middle grades teachers. Specific examples of teaching strategies, experiments, demonstrations, research, assessment procedures, and evaluation will be examined. In the course students assume leadership roles in being able to understand and communicate current academic trends and to work as constructive change agents on a variety of levels (one on-one, grade level, school level, systemwide level, state and national level). Through developing and presenting integrated/interdisciplinary units, students learn to develop and provide excellent and equitable learning opportunities for all students.

EDCI 5401. Curriculum Development and Instructional Expertise in Language Arts and Social Studies K-9 (3)
An expansion of the knowledge, skills and values of language arts and social studies education for elementary and middle grades teachers. Specific examples of teaching strategies, experiments, demonstrations, research, assessment procedures, and evaluation will be examined. In the course students assume leadership roles in being able to understand and communicate current academic trends and to work as constructive change agents on a variety of levels (one-on-one, grade level, school level, systemwide level, state and national level). Through developing and presenting integrated/interdisciplinary units, students learn to develop and provide excellent and equitable learning opportunities for all students.

EDCI 5405. Curriculum Development and Instructional Expertise for the Middle Grades (3)
Specific examples of teaching strategies, experiments, demonstrations, research, assessment procedures, and evaluation will be examined. In the course students assume leadership roles in being able to understand and communicate current academic trends and to work as constructive change agents on a variety of levels (one-on-one, grade level, school level, systemwide level, state and national level). Through developing and presenting integrated/interdisciplinary units, students learn to develop and provide excellent and equitable learning opportunities for all students. Course activities and projects will be targeted to meet teachers' areas of licensure.

EDMG 5520. The Middle Grades (3)
This course provides an overview of the philosophy and mission of middle grades education to provide the framework for consideration of historical and contemporary issues. Various middle school organizational patterns, staffing needs, and components (including interdisciplinary team teaching, flexible black scheduling, guidance services, and exploratory programs) are examined. Emphasis will be placed on the interrelationships among students from diverse backgrounds, curriculum, and teaching/learning strategies