EDEE 612 - Advanced Social Studies Methods for Elementary Education (3). This course focuses on the development of standards-based, developmentally appropriate, culturally responsive learning experiences in elementary Social Studies. Emphasis will be placed on creating a classroom culture of active engagement in learning and on the teacher as an enthusiastic life-long learner.
EDEE 614 - Advanced Science Methods for Elementary Education (3). This course focuses on the development of standards-based, developmentally appropriate, culturally responsive learning experiences in elementary Science. Emphasis will be placed on creating inquiry units that engage students in scientific discourse, emphasize the skills of scientific inquiry, enhance problem solving, and encourage all students to participate in science learning. There will be an added focus on the teacher as an active participant in ongoing professional development and the planning of the school science program.
EDEE 615 - Application of Differentiated Instruction in the Early Childhood and Elementary Classroom (3). (Prereq: EDUC 607 and EDUC 685) The focus will be on developing appropriate, differentiated instructional strategies that will help early childhood and elementary teachers more effectively engage all students in optimal learning experiences. Students will construct of a portfolio that will demonstrate advanced instructional methods for the early childhood/elementary grades.
EDEE 616 - Methods and Materials for Early Childhood (3). The study of teaching methods for the teaching of young children ages 3 through 8 and the preparation of materials to enhance the learning experiences of these children.
EDEE 618 - Early Childhood Practicum (3). Field placement in a pre-kindergarten or kindergarten classroom where teacher candidates have opportunities to apply knowledge and skills in authentic situations. The emphasis will be on developing deeper understanding of young children’s development and the implications of development for program planning for both typical and atypical children.
EDEE 650 - Advanced Study of Early and Elementary Curricula and Programs (3). (Prereq: EDUC 607, 628, 630, 685, EDIT 604, EDLL 601 EDEE
610, 615, and EDSP 605) This course includes the culminating experience for the specialization in Teaching and Learning in the Early and Elementary Grades. The course emphasizes dominant practices, methodologies, and current research that influence curriculum development and practice, including an analysis of programs and practices involving families, parents and community involvement in early childhood and elementary educational settings. Students will finalize the construction of a portfolio that will demonstrate advance instructional methods for the early childhood/elementary grades.
EDIT 604 - Teaching With Technology (3). A standards-based investigation of instructional technologies and their potential to improve teaching practice, professional productivity, and student performance. The course is designed to meet the National Education Technology Standards for Teachers (NETS-T), published by ISTE.
EDIT 610 - Instructional Design and Technology Integration (3). (Prerequisite: EDIT 604) Design and evaluation of technology-supported teaching and learning. Emphasis on research-based practices in technology integration.
EDIT 620 - Technology Planning and Management (3). (Prerequisite: EDIT 604) Theories and strategies for planning and managing instructional technology resources for classroom, project, and school implementation. Emphasis on evaluation, acquisition, installation, operation, and administration.
EDIT 630 - Development of Instructional Multimedia (3). (Prerequisite: EDIT 604) Application of design theories and development techniques to the production of multimedia learning objects using advanced authoring tools.
EDIT 640 - Instructional Video Production (3). (Prerequisite: EDIT 604) Systematic planning, development and deployment of video programming for school-based applications. Production emphasis on the communication of instructional messages relevant to the needs of student, teacher, parent, or administrator audiences.
EDIT 650 - Teaching and Learning Online (3). (Prerequisite: EDIT 604) Theory and best practices in the design, development, and implementation of online instruction for blended and distance-based applications.
EDIT 660 - Advanced Online Teaching (3). (Prerequisite: EDIT 650) Advanced exploration of instructional theory and strategies for online teaching. Emphasis on best practices in implementation, assessment and management.
EDIT 690 - Seminar in Instructional Technology (3). (Prerequisite: EDIT 604, plus any four of EDIT 610, 620, 630, 640, 650) Capstone experience in the design, development, implementation, evaluation and management of instructional technologies and their potential to improve teaching practice, student performance, and professional productivity. Emphasis on the Instructional Technology Portfolio.
EDLL 600 - Advanced Reading Theory: Philosophical, Historical, and Sociological Foundations of Reading (3). This course emphasizes theoretical frameworks for reading including psycholinguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. The course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings.
EDLL 604 - Practicum in Literacy Assessment and Evaluation (3). Emphasis on naturalistic, authentic classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience are required.
EDLL 605 - Organization, Administration, and Supervision of the School Reading Program (3). This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, supervision, administration, and evaluation of school reading programs. Formal standardized measures, including norm-referenced and criterion-referenced tests and the use of school wide assessment data for literacy program planning, will be addressed.
EDLL 606 - Practicum in the Evaluation of Literacy Instruction and Assessment (3). (Prereq: EDLL 600, EDLL 604 and EDLL 605, EDLL 608 or EDLL 618) This course requires the application and integration of instructional strategies and naturalistic, authentic assessment in literacy, with an emphasis on demonstrated practice in the classroom setting. Students construct a portfolio consisting of a reading application, a writing application, and an example of collaborative integrated application. Students must obtain permission from classroom students' parents for videotaping and use of student artifacts within the portfolio. These applications must demonstrate all five propositions of the NBPTS and the six IRA Standards for Reading Professionals.
EDLL 608 - Instructional Strategies and Materials in Literacy (3). This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings .
EDLL 618 - Content Literacy (3). This course provides K-12 teachers with the strategies for teaching literacy within the framework of content area classes. The course teaches a sound theoretical knowledge of the reading and writing processes and the basic tenets of integrating technology across the curriculum.
EDSP 605 - Special Education for Teachers in Early Childhood and Elementary Education (3). Addresses current issues and needs in instructional programming for students with high incidence disabilities (learning disabilities, emotional/behavioral disorders, and mental retardation) at the early childhood and elementary levels. Emphasizes methods for the development and acceleration of basic academic skills, study skills, learning strategies, and modification of course content to meet individual needs of students who are engaged in the general education curriculum.
EDUC 607 - Research for Today's Schools (3). Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of research results. Students are required to develop, implement, write up, and report on an original, field-based, education research project.
EDUC 628 - Assessment of Performance to Inform Instruction (3). (Prereq: EDUC 607) This course focuses on critical knowledge and application of assessment data when making decisions that promote strong instructional outcomes for students. Based on an understanding of student cognitive and affective development, participants will use, interpret, and appropriately communicate formal and informal assessment results to parents and students. Course emphasizes effective collaboration with other school-based professionals to evaluate and monitor student progress and to modify instruction based on individual learning needs.
*EDUC 630 - Advanced Study of Curriculum and Instruction (3). Study of principles of curriculum and instruction related to PK-12 schools; included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher's roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. A clinical experience is included.
*EDUC 685 - Strategies for Serving Diverse Learners (3). Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status, racial and ethnic background, gender, language proficiency, and disabilities may affect a child’s performance. Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population.
*Candidates enrolled in courses that require field experiences may use their current classrooms if employed as a teacher in a public, private or charter school. Course instructors coordinate with the Office of Clinical Experiences to identify site placements for candidates who are not currently teaching. The number of contact hours varies depending on the professional experience of the candidate; those who are not currently teaching must complete a minimum of ten hours in the assigned field placement.