Education
The courses below are offered online in the term indicated. Click any course title to read the official description. For enrollment data and section availability, search WebAdvisor. Term schedules are listed on the University Academic Calendar. New students must APPLY to the university before registering.
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Maymester 2018
(3) The course focuses on techniques to maintaine ffective human relations and the use of human resources. Staff evaluations systems, staffing projections, staff-related record management, and benefit programs are examined. The curriculum emphasizes negotiations in the public sector and contract management. S,Su. [close]
(3) Introduction to school finance and school business administration at all levels of school district organization. The course applies contemporary theories of economics to educational funding, sources of revenue, resource allocation considerations, and study of current treds in fiscal structure and operations in education. The curriculum includes discussion of ethics in school finance. S,Su. [close]
(3)(Prereq: EDAD 701, EDAD 789) The framework of this course is the micro and macro politics of education in the United States. It provides an introduction to the field of educational politics, the political process, and their transformation into policy. Su. [close]
This course provides a critical examination of current issues surrounding the field of special education, including instructional methodologies, latest research, legislation and policy, case law, high stakes exams, over-representation of minorities in special education, and teacher shortages. [close]
This course presents an overview of exceptionalities of children and youth as well as curricular and instrutional modifications or accomodations that may be needed to meet their needs in the general education classroom. The philosophical and historical foundations of special education, current trends and issues in service delivery federal and state laws, court cases, and regulations for special education programs are addressed. [close]
Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources. [close]
Summer I 2018
(3) The course focuses on techniques to maintaine ffective human relations and the use of human resources. Staff evaluations systems, staffing projections, staff-related record management, and benefit programs are examined. The curriculum emphasizes negotiations in the public sector and contract management. S,Su. [close]
(3) Introduction to school finance and school business administration at all levels of school district organization. The course applies contemporary theories of economics to educational funding, sources of revenue, resource allocation considerations, and study of current treds in fiscal structure and operations in education. The curriculum includes discussion of ethics in school finance. S,Su. [close]
(3) This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for a specific clinical audience. F [close]
(3) This course explores various theories and best practices for the design, development, and implementation of online instruction for blended and distance-based applications. Students will design effective online formative and summative assessment strategies for evaluating student learning, select and build instructional content to meet the need of students with different learning styles, demonstrate proficiency utilizing web production tools to develop online instructional environments, utilize effective online teaching strategies and technology tools to promote communication and collaboration, use information resources for effective online teaching, use diverse instructional strategies, reflect on their course experience, and offer suggestions for online course improvement. Course assessment includes quizzes, forum discussions, and homework assignments. Su [close]
(3) This course challenges students to apply research-based instructional design principles and learning theories to develop effective digital learning objects that address real-world needs of professionals in traditional, online and blended educational settings. Students will utilize digital authoring tools and workflows to create meaningful multimedia resources for integration in interactive instructional systems. The course also reviews legal and ethical issues relevant to learning object development, including practical strategies to promote digital equity and comply with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU [close]
(3) This course explores research, theory, and models of technology resources management from a building-level or district-level perspective, including facilities, personnel, financing, acquisition, development, policy and training. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze the current and desired technological needs and conditions of a targeted site. Students collect and analyze these data within the context of published literature and write a detailed white paper with specific recommendations for key decision constituents. SU [close]
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. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings. [close]
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. [close]
(Prereq: Teacher Certification PK-12) Naturalistic, authentic assessment strategies and the integration of instructional strategies with assessment are investigated with struggling readers and writers, PK-12. Emphasis on best practices and current research as applied to special populations of students including learning disabilities, developmental delays, second language learners, gifted and talented students, physically challenged, and social/emotional behavioral issues. Supervised instruction is required in clinical practicum. Depending on the number of students to be served in the clinic, the practicum may include individual tutoring and/or small group instruction. SU on demand. [close]
(Prereq: EDLL 650) This course prepares candidates to understand and apply major theories and research related to cultural identities, principles and stragegies for teaching ESOL (English to spearkers of other languages) in elementary and secondary schools. null [close]
(3) This course prepares candidates to understand, apply, and evaluate second language acquisition stages and distinguish them from learning disabilities. The candidates will be able to understand and plan instruction for emergent bilinguals who are in special education. F,S,Su. [close]
(3) Students will demonstrate their abilities to comprehend, analyze, and critically evaluate the current theories and trends in literacy and demonstrate their abilities to clearly and effectively articulate their understanding of the impacts of literacy on society and in the workplace. S. [close]
Applied behavior analysis is a branch of behavior analysis devoted to the understanding and improvement of human behavior. This course teaches how to apply basic principles and concepts of behavior analysis to produce effective, ethical, and socially significant change in the behavior of individuals they support. Topics include how to select, identify, and effectively use reinforcers; how to manipulate reinforcement schedules and dimensions of reinforcement to produce the desired effects on behavior; and how to assess the functions of behavior and develop function-based interventions. [close]
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning. [close]
(Writing Intensive) An investigation of various patterns of intellectual, social, emotional, and physical growth of learners from prenatal through adult periods with a focus on developmental applications in educational settings. [close]
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 reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project. [close]
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 prefessionals to evaluate and monitor student progress and to modify instruction based on individual learning needs. [close]
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. Field work is included. [close]
Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status racial and ethnic backgrounds, 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. [close]
Summer II 2018
(3) The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of this course. Problems of developing understading and effective communcation relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change. Su. [close]
(3) This course introduces seminal models of instructional design within the context of planning effective learning materials and experiences supported by technology for education and training environments. Research-based best practices in technology integration are carefully analyzed, as well as strategies for evaluating instructional technologies and materials, including those that are designed to meet the needs of diverse learners. Student conduct literature reviews of current topics in the field. Su [close]
(3)(Prereq: EDIT 650) This course further explores a variety of activities to create a sense of presence and to engage online learners. Student will understand and reflect on the significance of building community in virtual environments, utilize online tools to promote communication and collaboration, identify and develop strategies for building community online, address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources,develop content specific instructional strategies for various asynchronous and synchronous online teaching tools, develop additional supplemental strategies to differentiate instruction ( i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation.), create and deliver lessons suitable for asynchronous and synchronous delivery that use appropriate and effective multimedia design elements, and develop strategies for involving, communicating and connecting with diverse students.Course assessment includes forum discussions, homework assignments, and a group project. SU [close]
(3) This course presents methods and techniques for designing, developing,implementing and evaluating instruction across various curricula aligned to specific content and technology standards. Students design and re-design technology integrated curricula to improve learner performance for specific instructional contexts, including meeting the needs of diverse populations.F [close]
(3) This course analyzes best practices in learning interaction design to create complex instructional systems using advanced professional authoring tools for delivery in online and blended educational settings. Students build visual mockups that apply theoretical principles of interface and user experience (UX) design to develop creative and interactive prototypes that maximize engagement, stimulate higher order thinking, and improve learner performance. Responsive design strategies and advanced deployment techniques to enhance fidelity and equity across learner devices are also explored. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU [close]
(3) This course provides teachers in grades K-6 with the strategies for teaching reading and writing across content-area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the course R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed to earn the R2S Teacher endorsement. S [close]
Course participants explore how literacy leaders integrate essential elements of curriculum, instruction, assessment, and on-going staff development to develop research-based literacy programs. Major topics include theoretical principles and practices for staff development, mentoring/coaching, and evolving roles/responsibilities for literacy teacher-leaders. [close]
This course prepares candidates to understand and apply educational policies and current practices in the field of teaching English to speakers of other languages (ESOL). The candidates evaulate, adapt and use materials, resources, and technologies for ESOL standards-based teaching. [close]
(Prereq: EDUC 334)(Coreq: EDML 417) Study of the middle level program including the grouping, scheduling, grading, and placement of students; school organization, curriculum and teaching techniques are included. A clinical field experience at a middle school site is required and included in this course. F. [close]
This course introduces candidates to augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. In addition, the knowledge and skills needed to assess the potential AAC user, make team decisions, develop and implement instruction, and evaluate the effects of instruction, aimed at motivating, building, and expanding communication, choice-making, and social interaction, are addressed. [close]
This course provides a critical analysis of behavior management theories, evidence-based disciplinary practices, and applications that foster an environment conducive to learning. Course emphasizes identification, analysis, etiology, & intervention strategies for prevention and management of inappropriste behaviors exhibited by students with disabilities. Research of legal and ethical practices included. [close]
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. Field work is included. [close]
Fall 2018
(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su. [close]
This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S. [close]
(3) This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for specific clinical audience. F [close]
(3) This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building implementing and evaluating website and mobile gaming models will explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners' conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and stimulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project.F [close]
(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. Designed as a real-world analytical experience, the course uses a problem based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence- based practices in the scholarly literature,evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product- impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F,S [close]
(3) (Prereq: EDIT 610,630,640,650) This course requires two capstone experience for program candidates in their final semester - 1)30 hours of supervised clinical experiences in instructional technology leadership where evaluate collaborate with decision- makers to design, develop, implement, manage and evaluate instructional technology training for adult professionals in approved placements.2) The development of an online portfolio documenting mastery of all content, pedagogical, technical and professional knowledge targeted in the program goals. F,S [close]
(3) This course introduces the instructional systems design (ISD) model for education and training contexts, with emphasis on the delineation and alignment of instructional goals, teaching methodologies and evaluation techniques. Students develop mastery of the instructional design process, analyze the role of the systematic design of instruction within the context of teaching and training processes and relate this knowledge to their educational profession or other related instructional setting. The course culminates with in-depth curriculum analyses requiring students to research the design and function of current curricula based on the instructional systems approach, with specific attention to the alignment of goals and objectives, an analysis of diverse learner needs and the instructional methods used to teach and assess learning. F,S [close]
(3) This course surveys popular and emerging technology applications and devices to design innovative learning experiences for various instructional contexts, including traditional, online and blended frameworks. Students will explore research-based best practices in the utilization of technology to support instructional design, classroom management, collaborative learning, communication with local and global audiences, technical troubleshooting of digital resources, as well as strategies to promote equitable, safe, legal and ethical use of digital information and technologies. Course assessment includes forum discussions, video tutorial productions, online resource management, and a project. F [close]
(3) This course requires 30 hours of supervised clinical experiences in instructional technology leadership. Students engage in field-based design, development, implementation, management and evaluation of instructional technology initiatives in approved professional placements, serving as instructional technology consultants responsible for collaborating with decision-makers to conduct needs analyses and guide the design, development and implementation of instructional technology initiatives that address real-world problems or opportunities for adult learners. Students are expected to collect, analyze and interpret data to evaluate performance. Course assessment includes reflective blog entries, edited videos and a final report detailing evidence of impact and plans for continuous improvement. F [close]
(3) This course provides students with capstone experiences cultivating mastery of content, pedagogical, technical and professional knowledge targeted in all program goals and evidenced by three major assessments - a comprehensive exam, an online professional portfolio, and an instructional technology research project aligned to specific ISTE NETS standards. F,S. [close]
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. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings. [close]
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 is required. [close]
(Prereq: EDLL 600, EDLL 603, EDLL 604, EDLL 601, or EDLL 618) This course requires the application and integration of instructional strategies and naturalistic, authentic assessment in literacy, with an emphasis on evaluation 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 three applications must demonstrate all five propositions of the NBPTS and the six IRA Standards for Reading Professionals. [close]
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. [close]
(Prereq: EDLL 621 and Teacher Certification PK-12) Course develops synergistic decision-making and interpersonal skills used by literacy teacher-leaders to explore conditions that affect student learning, curricular reform, and teacher empowerment. Course participants use action research to explore a coaching relationship with a practicing teacher. F or S on demand [close]
This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speakers of other languages) content and standards-based teaching. [close]
This course prepares candidates to know, understand, and apply various assessments used with language minority students. The candidates understand the role assessments have in informing classroom instruction on one hand and school identification, placement, and reclassification of language minority students on the other. Practicum experiences required. [close]
Candidates will meet periodically with their university supervisor and with other candidates to establish links between the theoretical principles taught in the methods course and the practical application of these theories during the internship. [close]
Teachers in the schools need more ways to reach all of their students. This course will help the in-service teacher to learn more about Instructional Design through Differentiated Instruction and applying Universal Design principles. The framework of this class is based on the mutliple means of representing information, multiple means of expressing knowledge, and multiple means of engagement in learning. [close]
This course explores basic concepts and issues that pertain to persons with severe disabilities, including those with intellectual disability, autism spectrum disorder, and multiple disabilities who exhibit extensive or pervasive support needs. Psychological, historical, and medical implications of these disabilities are addressed. [close]
This course covers the use and interpretation of formal and informal diagnostic tests and procedures calculated to determine instructional levels and procedures for exceptional learners. Content includes statistical and psychometric concepts in assessment including norm-referenced, criterion-referenced, and curriculum-based measurement, and informal testing. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing. [close]
This course covers theories and specific conditions in the area of emotional and behavior disabilities. Participants will study the impact of learning and behavioral differences on academic and social/emotional performances. Diversity within student populations is addressed throughout the course. Experiential, observational, interactive strategies, and technological advances are used to facilitate course outcomes. [close]
(Pre-req: Graduate Admission & teaching certification, EDSP 380, EDSP 692 or EDLD 370 or equivalent or instructor's consent) This course is an in-depth study of the unique learning and behavioral characteristics of individuals with intellectual disabilities, ranging in age from preschool to adult, with a focus on mild to moderate disabilities. Topics include historical development of the field of intellectual disabilities (mental retardation); theoretical models; etiological factors; cognitive, social, emotional, behavioral, and physical/health characteristics; models of assessment and intervention, including technological advances; transition programs and services; community programs and provisions; issues and trends, including legislation and litigation; and the impact of intellectual disabilities on academic and social/emotional performance.F, odd years or SU on demand. [close]
This course provides foundational knowledge of Specific Learning Disabilities, including the history, theoretical base, legal aspects, terminology, related concepts, definitions, and issues associated with the field. Studies etiology, identification procedures, characteristics across the life span, medical aspects, and approaches to intervention. Experiences in schools required. [close]
(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction. [close]
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning. [close]
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 reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project. [close]
Winter 18
No Courses found for WinterSpring 19
(3)(Prereq: EDAD 794)(Coreq: EDAD 795) Through interviews, readings, discussions, and research, students apply action research techniques and practices to design and apply solutions to problems in school administration and supervision in EDAD 795, District Level Internship II. F. [close]
(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su. [close]
(3) This course explores the application of research-grounded design principles to the development of multimedia learning objects for professional settings. Students will improve understanding of modern authoring tools, concepts and workflows as they produce graphic, audio, video, screencast and animation materials that meet rigorous evaluation criteria derived from modern learning theories. The course also analyzes legal and ethical issues relevant to multimedia development and presents practical strategies for compliance with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. S [close]
(3) This course examines technologically supported strategies for designing effective assessments to inform instructional decisions and improve learner performance.Students will explore evidence-based practices for developing formative and summative digital assessments that optimize feedback systems, promote academic integrity and personalize learning. Course assessment includes quizzes, homework exercise,and an action research project that requires students to deliver an instructional technology innovation and collect and analyze data to determine its impact on target learners in a clinical setting. F [close]
(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. Designed as a real-world analytical experience, the course uses a problem based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence- based practices in the scholarly literature,evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product- impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F,S [close]
(3) (Prereq: EDIT 610,630,640,650) This course requires two capstone experience for program candidates in their final semester - 1)30 hours of supervised clinical experiences in instructional technology leadership where evaluate collaborate with decision- makers to design, develop, implement, manage and evaluate instructional technology training for adult professionals in approved placements.2) The development of an online portfolio documenting mastery of all content, pedagogical, technical and professional knowledge targeted in the program goals. F,S [close]
This course explores research-based visual design theories amd learner-centered graphic design strategies for print and non-print instructional materials. Students apply principles of visual literacy to optimize the design of text, graphic and image representations that address the diverse needs of all learners. The course emphasizes the development of instructional content that integrates multiple messages to achieve identified learning goals by applying graphic design tools (type, shape, color, depth, space), graphic design actions (contrast, alignment, repetition, and proximity) and graphic design perceptions (figure/ground, hierarchy, gestalt) that maximize learning impact. Students evaluate and reflect on their designs continuously withing the context of their varied professional settings. Course assessment includes quizzes, homework assignments and graphic design production projects. S. [close]
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 is required. [close]
This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, suprevision, 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 also be addressed. [close]
(Prereq: EDLL 600, EDLL 603, EDLL 604, EDLL 601, or EDLL 618) This course requires the application and integration of instructional strategies and naturalistic, authentic assessment in literacy, with an emphasis on evaluation 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 three applications must demonstrate all five propositions of the NBPTS and the six IRA Standards for Reading Professionals. [close]
(3) This course provides teachers in grades K-6 with the strategies for teaching reading and writing across content-area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the course R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed to earn the R2S Teacher endorsement. S [close]
(Prereq: Teacher Certification PK-12) Naturalistic, authentic assessment strategies and the integration of instructional strategies with assessment are investigated with struggling readers and writers, PK-12. Emphasis on best practices and current research as applied to special populations of students including learning disabilities, developmental delays, second language learners, gifted and talented students, physically challenged, and social/emotional behavioral issues. Supervised instruction is required in clinical practicum. Depending on the number of students to be served in the clinic, the practicum may include individual tutoring and/or small group instruction. SU on demand. [close]
(Prereq: EDLL 621 and Teacher Certification PK-12) Course develops synergistic decision-making and interpersonal skills used by literacy teacher-leaders to explore conditions that affect student learning, curricular reform, and teacher empowerment. Course participants use action research to explore a coaching relationship with a practicing teacher. F or S on demand [close]
(Prereq: EDLL 650) This course prepares candidates to apply research and best practices in planning and implementing standards-based instruction to teaching reading and writing to LEP (Limited English Proficient) learners. Practicum experiences required. [close]
This is a seminar for Middle Grades candidates as they participate in their Internship experience. This seminar is designed to offer support, allow all candidates to come together and discuss pratical issues, as well as prepare them for the job search. [close]
Candidates will meet periodically with their university supervisor and with other candidates to establish links between the theoretical principles taught in the methods course and the practical application of these theories during the internship. [close]
(1 credit)(Prereq:EDSP 200) This course is a supervised field experience requiring ten full school days in a public school classroom that serves students with significant intellectual and multiple disabilities. In this field experience, teacher candidates pursuing the add-on license in serve disabilities will make programmatic decisions and design instructional plans for students with significant intellectual and multiple disabilities under the supervision of a licensed special education teacher. Further,teacher candidates pursuing the add- on license in serve disabilities will implement evidence-based practices and deliver instructional content that meets individual needs and grade-level academic standards for students with significant intellectual and multiple disabilities. S [close]
This course focuses on current best practices in curriculum for students with moderate to severe disabilities. Specific strategies for teaching students with moderate to severe disabilities, general strategies for working with diverse groups of students in inclusive settings, and methods for adapting general education curriculum to include students with moderate to severe disabilities are addressed. [close]
This class focuses on in-depth study of single-subject research methods including data collection, research designs, data display and analysis, and writing research proposals using single-subject methodology. [close]
(Prereq: Graduate admission, EDSP 380 or EDSP 692, or EDLD 370 or equivalent, or instructor permission) Provides knowledge of instruction programming to improve outcomes for students with emotional/behavioral disabilities across all grade levels by focusing on the evidence-based strategies/methods, issues and supports need for success in general and special education environments, and the effective, social, and academic needs of students. Su, even years. [close]
(Prereq: EDSP 680 or equivalent or instructor consent) Course provides educators with interventions to address the comprehensive practices for teaching students with intellectual disabilities in the general and functional curriculum. Includes analysis and application of programs and services, legislation, research, inclusive education, transition services, and instructional supports for persons with intellectual disabilities. Field based needs of students with intellectual disabilities in various settings. Emphasizes the application of evidence-based assignments are required. S even years, SU as needed. [close]
Provides knowledge of instructional procedures to improve outcomes for individuals with learning disabilities. Applies research on teacher effectiveness, instructional approaches, and current issues and needs in instructional programming for students with LD. Content includes curriculum design, instructional strategies for basic academic skills in reading, language arts, and mathematics and more (see syllabus). [close]
Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources. [close]
(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction. [close]
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning. [close]
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 reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project. [close]
Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development. [close]
Course designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units. [close]
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. Field work is included. [close]