Departments | Curriculum, Instruction & Professional Studies
Curriculum - Graduate
EDIM 5855. Advanced Technology for Educators (3)
Prerequisite: Before enrolling in this course, the candidate
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 candidate to create and present classroom materials using multimedia and
web page software. The candidate 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 candidates' needs and abilities.
Other practical applications for the classroom, such as record keeping using
the computer, will be explored.
EDGR 5910. Introduction to Statistical Methods
in Education (3)
Candidates will learn to interpret tests and develop educational measurements
using statistics based on the normal probability curve, correlations and
measures of variance. Candidates will also learn to evaluate educational
research by analyzing data, Chi square, t tests, and analysis of variance.
This course prepares candidates 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. Candidates will develop and
implement action research projects which investigate or evaluate a classroom
intervention, curricular program, or individual's academic progress. Candidates
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. Candidates
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)
Candidates 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. Candidates 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.
Candidates 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 candidate 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. Candidates will investigate the diverse educational
experiences of ethnic and racial minorities (e.g., African American, Native
American, Asian American, and Hispanic), women, and economically disadvantaged
students. Candidates 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.
Candidates 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. Candidates will discuss incorporating ESL strategies
in the regular classroom.
EDCI 5200. Current Research and Practice in Literacy
for the Elementary Grades (3)
Candidates 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) through diagnosis, providing appropriate materials and assignments,
and integrating the arts.
EDCI 5205. Current Research and Practice in Literacy
for the Middle Grades (3)
Candidates 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 Second Language students) through diagnosis, providing appropriate
materials and assignments, and integrating the arts. Candidates 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, system-wide 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, system-wide
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 5404. 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,
system-wide 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