Teacher Development (ED) Graduate Course Descriptions
ED 501. Topics in Education.
Designed for intensive study of a special topic in education. Topic will be announced in the class schedule. 3 credits DEMAND.
ED 502. Educational Immersion.
Will focus on multiple aspects of learning about teaching in diverse learners/communities using an immersion experience. 3 credits SUM.
ED 521. Foundations of Education.
Surveys historical, philosophical, political and sociological issues and dimensions of American education. Education in a democracy, issues of diversity, and constitutional considerations are organizing themes. Prereq.: ED 300; CEEP 361; HURL 497 Coreq.: 431/531. 4 credits F, S.
ED 524. Mainstream Science and Social Studies for the Special Educator.
Overview of planning, selecting resources, scope and sequence of curriculum, responding to individual learner needs, and evaluating student learning in the teaching of science and social studies. 3 credits DEMAND.
ED 531. Curriculum and Instruction.
Curriculum, instruction and assessment in the PreK-12 setting. Inclusive and responsive approaches for middle level and high school classrooms. Teacher identity; creating safe learning communities; complex, student-centered lesson design with varied instruction; interdisciplinary curricula; and authentic assessment. Prereq.: admittance to Teacher Education; ED 300; CEEP 361; IM 422; HURL 497 and 498. ED/ENGL 460 and SPED 425 either coreq or prereq. Coreq.: 421; 441. 2 credits F, S.
ED 537. Principles of Middle Level Education.
Provides a comprehensive look at middle level education, including its historical development, its goals and philosophy, its mission. Middle level organizational patterns, curricular structures, specific instructional strategies and assessment/evaluation methods and diversity of learners will be addressed. Coreq.: ED 547. 3 credits F, S.
ED 541. Integrating Theory and Practice: Inclusive and Responsive Teaching for All Students.
Merging theory and practice for developing inclusive and responsive curriculum, instruction and assessment in the Pre K-12 setting during an in-depth field experience. Active involvement in classrooms includes working with ESL, special education and/or other historically under-served students. Prereq.: admittance to Teacher Education; ED 300; CEEP 351; IM 422; HURL 497 and 498. ED/ENGL 460 and SPED 425 either coreq or prereq. to this course. Coreq.: 421, 431. 2 credits F, S.
ED 547. High School Education.
Provides a comprehensive look at high school education including its historical development, its goals and philosophy and its mission. High school organizational patterns, curricular structures, specific instructional strategies and assessment/evaluation methods, and diversity of learners will be addressed. Coreq.: ED 537. 3 credits F, S.
ED 557. Issues in Bilingual/Bicultural Education.
Examines current issues in bilingual/bicultural education from historical, political, and social dimensions. This course prepares future ESL and Bilingual teachers to examine current issues and curriculum decisions that affect the bilingual/bicultural student. 3 credits DEMAND.
ED 558. Literacy for L-2 Learners.
Examines socio-psycholinguistic process of second language literacy learning. Focuses on speech and print relationships, literacy emergence, strategies for teaching/writing development and integration of language and literacy across the curriculum. K-12. Prereq.: introduction to ESL or teaching experience or permission of instructor. 4 credits SUM.
ED 559. Critical Pedagogy.
Intended to introduce educators to current issues/concepts related to critical pedagogy. This course will examine theoretical frameworks and introduce current research in the field of critical pedagogy. Educators will examine how critical pedagogy as a philosophy impacts learners at all levels especially those from diverse populations. 3 credits DEMAND.
ED 560. Teaching English Language Learners in K-12.
Theory and methods for English Language Learners and bilingual education for non-ESL and non-bilingual teachers. Issues for English Language Learners and instructional strategies. 2 credits F, S, SUM.
ED 564. 5-12 Student Teaching I.
Supervised teaching for students seeking 5-12 teacher licensure. 6 credits F, S.
ED 565. 5-12 Student Teaching II.
Supervised teaching for students seeking 5-12 teacher licensure. 6 credits F, S.
ED 568. PreK-12 Student Teaching I.
Supervised teaching for students seeking PreK-12 teacher licensure. 6 credits F, S.
ED 569. PreK-12 Student Teaching II.
Supervised teaching for students seeking PreK-12 teacher licensure. 6 credits F, S.
ED 571. Reading: Analysis and Correction of Disabilities in the Classroom.
Causes of reading difficulties, procedures to diagnose and correct them. Prereq.: a course in developmental reading. 3 credits S.
ED 572. Content Area Reading for Middle and Secondary Schools.
Nature of high school and middle school reading programs, development of reading techniques and skills, development of vocabulary, reading interests, and reading ability in content fields, appraisal of reading abilities, diagnosis and remediation. 3 credits DEMAND.
ED 573. Reading and Children's Literature: Current Issues.
An issues approach to examination of contemporary literature, its relationship to development of comprehension and critical thinking. 3 credits DEMAND.
ED 582. Multicultural Child.
Learning styles of the Afro-American, Native American, Asian-American, and Latino-American children. 3 credits DEMAND.
ED 583. Black English: Teaching Black Children to Read.
How Black English causes problems when Black and Latino students start to read and write. 3 credits DEMAND.
Teacher Development (ED) Courses for Graduate Students Only
ED 601. Selected Topics in Education.
Course designed for intensive study of a special topic in education. Topic will be announced in the class schedule. May be repeated to a maximum of nine credits. 1-3 credits DEMAND.
ED 606. Classroom Management.
Problems arise in classrooms managed by both veteran and inexperienced teachers. Establishing and teaching classroom rules that are just and having a consistent approach continue to be the bases of effective management. This course explores a variety of methods and approaches that enable teachers to help students meet their needs and behave more appropriately. Emphasis is on the prevention of problems through effective, proactive management. 3 credits DEMAND.
ED 607. Judicious Discipline.
Combines reasonable approaches to school discipline as part of a sound civics education. Incorporates constitutional considerations in a democracy in conjunction with the school's obligations to humaneness and a safe and supportive setting. 3 credits SUM, DEMAND.
ED 608. Children's Rights.
An analysis of the changing status of children-their rights, roles and responsibilities. 3 credits DEMAND.
ED 610. Introduction to Curriculum and Instruction.
Designed to provide an overview to the graduate program in curriculum and instruction. In addition, students will develop an understanding of how to interpret educational research. Offered every other semester during the academic year and SUM. 3 credits
ED 611. History and Philosophy of Education.
Historical and philosophic aspects of educational theory; beliefs; arguments; assumptions. Surveys major currents, movement, and intellectual contributors to western and non-western educational thought. 3 credits F, SUM.
ED 612. Social and Cultural Foundations of Education.
Interrelationship of education and economic, political, social, and cultural systems; critical perspectives on schools as agencies of socialization and social stratification in a democratic and pluralistic society; comparative education. 3 credits F, SUM.
ED 614. Action Research.
This course will focus on how teachers can use Action Research as a vehicle in understanding the culture and dynamics of their classroom. Action Research aims at helping educators reflect on their own classroom practices and how these practices may affect the needs of their students, especially within a diverse population. 3 credits DEMAND.
ED 615. Methods of Educational Research.
An introduction to the assumptions, purposes, strategies, interpretation, and reporting of quantitative and qualitative research in education. 3 credits F, SUM.
ED 616. Reading Development and Language Acquisition.
K-12 reading and language development. Strategies that develop reading skills and promote appreciation of reading in all students especially those who find reading difficult. 3 credits DEMAND.
ED 617. Informational Reading and Writing.
Develop teaching strategies to assist students (K-12) in exploring and learning about their world through informational reading and writing. 3 credits DEMAND.
ED 618. Reading Assessment K-12.
Assessment in reading instruction, methods and tools to facilitate assessment, formal and informal reading assessment strategies are examined, applied and critiqued. 3 credits DEMAND.
ED 619. Struggling Readers: Analysis & Assistance.
This course fosters teachers' abilities to look closely and critically at students' reading abilities, identify specific strengths and weaknesses, and plan and implement a well considered and appropriate instructional program. 3 credits DEMAND.
ED 620. Administration and Supervision of the Reading Program.
Leadership role of reading specialist, needs assessment, professional development, selecting and evaluating materials, state and federal legislation, and budgets. 3 credits DEMAND.
ED 627. Education of the Emerging Adolescent.
In-depth look at emerging adolescent development; history and major components of middle level education; how to create developmentally responsive education for diverse early adolescent learners. 3 credits DEMAND.
ED 630. Kindergarten/Primary Education.
The organization and implementation of developmentally and socially appropriate primary grade classrooms in formal educational settings. How to build the base for future school learning while making the transition from the family to the school. 3 credits DEMAND.
ED 631. Literacy Through Literature for K-8 Schools.
Explore children's books and examine strategies and techniques for effectively utilizing literature in children's literacy development. Literature response activities and the use of literature across the curriculum will be studied. 3 credits DEMAND.
ED 633. Writing in the Elementary School.
Exploration of how children develop as writers. Techniques for facilitating growth in writing will be examined and experienced. The connections between writing in and out of the classroom and across the curriculum will be studied. 3 credits DEMAND.
ED 637. Cooperative Learning K-12+.
Structuring small groups successfully includes: applied theory, various cooperative strategies, interpersonal skills, diversity issues, and assessment strategies through practical application across the curriculum K-12+. Beginning through advanced levels. 3 credits DEMAND.
ED 638. Classroom Controversy, Conflict & Mediation.
Cooperative theory and strategies for resolving academic controversies and interpersonal conflict which increase comprehension, problem solving and conflict resolution through negotiation/peer mediation. Practical application K-12+. 3 credits S.
ED 641. Middle Level Curriculum.
Provides an in-depth look at middle level curriculum, grades 5-8. Separate-subjects, multidisciplinary and integrative approaches to curriculum will be explored. The role of action research in curriculum development will also be highlighted. 3 credits DEMAND.
ED 643. Elementary School Science.
Activities and procedures for improving instruction in science; current standards for elementary science education; analysis and evaluation of literature, research findings, and curriculum materials in the science curriculum. 3 credits DEMAND.
ED 644. Teaching Elementary School Mathematics.
Teachers will improve their instruction of K-8 mathematics with a focus on recent trends, research, and national and state standards for teaching mathematics. Technology and authentic, developmentally appropriate activities will enhance understanding and confidence in teaching and learning mathematics. 3 credits DEMAND.
ED 647. Curriculum Development and Assessment.
Study of curriculum construction, development, implementation and assessment at all instructional levels. PreK-16. 3 credits F, SUM.
ED 648. Child Centered Curriculum.
This course examines child centered curriculum from a philosophical and historical perspective. Teachers and other educators will examine child centered models and create curriculum relevant to their situations. 3 credits DEMAND.
ED 650. Integration Through Inquiry.
Models of inquiry, strategies for facilitating inquiry in the classroom, and direct experiences with conducting interdisciplinary inquiry projects. 3 credits DEMAND.
ED 651. Middle School Instruction Seminar.
In-depth review of literature on theory and practice of middle school instructional and assessment techniques. 3 credits DEMAND.
ED 652. Reading for Middle/High School Teachers.
The reading/writing processes; techniques for maximizing student performance on reading/writing tasks in classrooms: techniques for improving reading/writing abilities of students of all ability levels; techniques for in-class assessment and remediation; ideas for integrating literature/ writing into content area curriculum. 3 credits DEMAND.
ED 654. Instruction and Assessment.
Investigation, application, analysis and evaluation of instruction. Includes models and strategies of teaching, the research base, implementation, staff development and peer review. 3 credits F, SUM.
ED 655. Critical Thinking- Theory into Practice.
An analysis of critical thinking and current brain theory. The theoretical framework provides the basis for the creation of learning experiences designed to cultivate critical thinking by learners. 3 credits DEMAND.
ED 656. Dimensions of Learning and Teaching.
Research based practical strategies to create learning centered instruction, curriculum and assessment. A Prek-12+ framework for planning and implementation. Review of current literature and programs. 3 credits SUM.
ED 657. Classroom-Computer Curriculum and Methods.
An overview for teachers of instructional computer applications in the classroom; methods for integrating use; the selection, design, or construction of computer-based curriculum; software content evaluations; and related research findings. 3 credits S, SUM.
ED 658. Technology with a Keyboarding Base.
Elementary teachers will become familiar with keyboarding methods, including psychomotor learning principles. Keyboarding will be the base for learning other applications of computers in the elementary classroom. 3 credits DEMAND.
ED 659. Enhancing Elementary Curriculum With Technology.
K-8 teachers will develop an understanding of the variety of ways curriculum content and instruction can be improved utilizing teaching and learning strategies including technology in the following areas: Elementary Keyboarding, Children's Literature & Reading, Mathematics & Science, and Social Studies. Development and analysis of content projects. 3 credits F, SUM.
ED 660. Active Assessment.
Strategies for assessing, documenting, and reporting student learning to aid instructional decision making and communication with parents. Some topics to be included are: (uses of) teacher observations, checklists, rubrics, miscue analysis, clinical interviews, writing assessments, portfolios, error diagnosis, performance assessments, questionnaires, drawings, constructions, experiments, notebooks and lab reports, embedded assessments, authentic assessments, and hypothesis testing measurements. 3 credits DEMAND.
ED 671. Mentoring and Supervision.
Continued professional growth as a teacher is enhanced by appropriate supervision and mentoring in connection to preservice programs, during the induction year, and throughout one's career. This course provides the theory and practice essential for effective mentoring and supervision of both beginning and experienced teachers. 3 credits DEMAND.
ED 682. Teachers and Change.
Change in education is necessary. However, because schools are complex organizations, long-lasting change is often difficult to implement and maintain. This course investigates the change process in organizations, the political/societal context for change, and how teachers can become active participants in change. Both change theory and practice will be addressed. 3 credits DEMAND.
ED 683. Achieving Gender Equity in Education.
Hands on strategies to achieve gender equity. Understanding intersection of race, class, and gender in curriculum and instruction. Assessment of existing level of equity; development of specific interventions. 3 credits DEMAND.
ED 698. Starred Paper.
Working through the process of writing a starred paper format, data collection, analysis, various research models. 1-3 credits DEMAND.
ED 699. Thesis.
Support and guidance provided by adviser as student works to complete thesis. 1-6 credits DEMAND.
