Elementary Education (EDU)

EDU 121 TUTORING STUDENTS WITH A DIVERSE LANGUAGE BACKGROUND

3, 3/0

Prerequisite: Completion of all general education/IF cognates in math and English with a minimum grade of C. Develops socio-cultural awareness and trains tutors for community-based experiences. Prepares students for experiences and unique interactions between culture and education while providing strategies to help second-language learners access the core curriculum. Offered occasionally.

EDU 189 TOPIC COURSE

1, 0/0

See the Undergraduate Course Catalog.

EDU 201 INTRODUCTION TO EDUCATION

3, 3/0

Introduces students interested in the education profession to school teaching. Application of major theories, consideration of developmentally appropriate practices relative to learning standards, an introduction to classroom organization, classroom management and discipline, and participation in the reflective writing process are emphasized. A field experience is required. Offered every semester.

EDU 211 INTRODUCTION TO LITERACY

3, 3/0

This course is designed to teach students current literacy theories and practices supportive of diverse populations and congruent with federal and state learning standards. Offered every semester.

EDU 220 PROGRAMS FOR INFANTS AND TODDLERS

3, 3/0

Prerequisites: Majors; EDU201, SPF202, EDU211. Introduction to the field of early childhood education. Familiarity with the developmental needs and program requirements for infants and toddlers. Students plan developmentally appropriate activities to use with these age groups and implement them in a field placement. Special attention is given to the assessment of young children in the fifty hour field placement. Offered every semester.

EDU 310 TEACHING SOCIAL STUDIES IN THE ELEMENTARY SCHOOL

3, 3/0; DI14, WIIF

Prerequisites: Majors, EDU 211 with a C or higher. Overall GPA of 2.5 or higher. Provides teacher candidates with culturally sensitive pedagogy for selecting, organizing, presenting, and evaluating elementary level social studies curriculum. The arts are used to enhance social studies content for more engaging, culturally responsive, and thoughtful instruction.

Equivalent Course: EDU 310W

EDU 311 THE TEACHING OF READING AND THE OTHER LANGUAGE ARTS IN THE ELEMENTARY SCHOOL

6, 6/0; WIIF

Prerequisite: Majors; Overall cumulative GPA of 2.5 in these courses: EDF/SPF 202, EDF/SPF 203, EDF/SPF 302; EDU 201, EDU 211 (exceptional education students will substitute EXE 360 for EDU 201). EDU 211 must have a C or higher. Builds methodological practice from the theoretical scaffold of literacy knowledge and teaching established in EDU 211 and the survey course EDU 201. Participation in classroom practice while exploring in-depth curricular, theoretical, and practical educational frameworks. Junior participants apply skills and processes they have learned in previous courses to teach language arts across the curriculum. Students plan, implement and evaluate lessons incorporating the NYS and Common Core Standards for English Language Arts; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in a Professional Development School. Orientation required. Offered every semester.

Equivalent Course: EDU 311W

EDU 312 THE TEACHING OF SCIENCE AND MATHEMATICS

6, 6/0

Prerequisites: Majors; overall cumulative GPA 2.5 or higher; cumulative GPA of 2.5 in the professional sequence, and a C or higher in EDU 311W. Basic curriculum course for elementary teachers. Students participate in classroom practice while exploring in-depth curricular, theoretical, and practical educational frameworks. Students plan, implement, and evaluate lessons incorporating the NYS and professional organization standards for mathematics, science and technology; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in a Professional Development School. Offered every semester.

EDU 313 TEACHING SCIENCE IN EARLY CHILDHOOD AND CHILDHOOD SETTINGS

3, 3/0

Prerequisites Grade of C or better in EDU 211. Explore the teaching of science to elementary students guided by learning theory and current practices. Effective science instruction strategies guided by current standards, will be developed and practiced. Offered every semester.

EDU 314 TEACHING READING AND THE OTHER LANGUAGE ARTS IN THE ELEMENTARY SCHOOL

6, 8/0

See the Undergraduate Course Catalog.

Equivalent Course: EDU 314W

EDU 315 THE TEACHING OF SOCIAL STUDIES, SCIENCE, AND MATHEMATICS

6, 3/0

See the Undergraduate Course Catalog.

Equivalent Course: EDU 315W

EDU 316 TEACHING ELEMENTARY SCHOOL MATHEMATICS

6, 3/0

Pre-requisites: Full majors only; overall minimum GPA of 2.5; professional sequence minimum GPA of 2.5; EDU 311 with a grade of C or better; Math 122 or higher. Basic curriculum course for elementary teachers. Students participate in classroom practice while exploring in-depth curricular, theoretical, and practical educational frameworks. Students plan, implement, and evaluate lessons incorporating the NYS standards for mathematics, science and technology; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in a professional development school. Offered every semester.

EDU 322 LITERACY INSTRUCTION IN THE ELEMENTARY SCHOOL

3, 3/0

Prerequisites: EDU 211. Corequisites: EXE 321, EXE/EDU 323. Develops knowledge, skills and dispositions to extend the reading and other communication abilities of diverse populations congruent with federal learning standards. Builds upon current theories and practices of literacy instruction introduced in EDU 211 to prepare teacher candidates to implement appropriate literacy methods and instructional strategies in a field setting. Includes development of curricula for children within a balanced literacy philosophy and approach to teaching. Designed to develop observant and reflective practitioners.

EDU 323 FIELD PLACEMENT IN LITERACY METHODS FOR CHILDREN WITH AND WITHOUT DISABILITIES

3, 0/0

Corequisites: EXE 321 and EDU 322. Prerequisites: EXE 100 (minimum grade of C or higher); EXE 221 (minimum grade of C or higher); EDU 211 (minimum grade of C or higher); Exceptional Education Major Status; 2.6 overall GPA; CWP 102; 1 from: ECO 305, MAT 103, MAT 114, MAT 122, MAT 124, MAT 126, MAT 161, MAT 311, PHI 107. Field experience course in literacy methods emphasizing assessment and instructional design and delivery. Includes effective practices for students with typical development, at-risk and with disabilities. Offered every semester.

Equivalent Course: EXE 323

EDU 326 EARLY LITERACY AND LANGUAGE DEVELOPMENT

3, 3/0

Prerequisites: ECE or ECC Majors; Overall and Professional Sequence GPAs of 2.5 or higher, EDU 220, C or higher in EDU 311W. May be taken concurrently with EDU 329. Exploration of principles, practices and materials for providing children, Birth-Preschool, with strong foundation to support early literacy skills and language development. Examines theoretical influences on language development, relationship between oral language and early literacy, children's literature, curriculum and assessment. Consideration of implications for enhanced literacy and language outcomes for all children. Offered every semester.

EDU 327 FUNDAMENTALS OF PLAY

3, 3/0

Prerequisites: EDU 211 and EDU 220. Understanding the essence of play from a socio-cultural perspective. Play’s definition and its tenets as they parallel the New York State Common Core Standards for Early Childhood. Play’s categories, social stages, and types of development.

EDU 329 INTEGRATED THEMATIC INSTRUCTION FOR YOUNG CHILDREN

6, 6/0

Prerequisites: ECE or ECC Majors; Overall and Professional Sequence GPAs of 2.5 or higher, EDU 211, EDU 220, EDU 311W with a grade of C or higher. Use of knowledge of child development and learning to provide opportunities that support the physical, social, emotional, cognitive, and aesthetic development of preschool, kindergarten, and primary-grade children. Lessons are taught in a Professional Development School. Offered every semester.

EDU 342 TEACHING ELEMENTARY SCHOOL MATHEMATICS

3, 3/0

Pre-requisites: Math 122 or higher; EDU 322 with a grade of C or better; EXE majors only; overall minimum GPA of 2.6; Concurrent enrollment in EXE 341 and EXE/EDU 343. Mathematics curriculum course for elementary teachers. Students explore in-depth curricular, theoretical, and practical educational frameworks for teaching mathematics. Students plan and evaluate mathematics lessons incorporating the state and national standards for mathematics; explore links among mathematics, science and technology; evaluate mathematics assessment tools and processes; become reflective mathematics teaching practitioners; demonstrate effective techniques for instructional organization in an elementary school. Students read and explain current research in mathematics education at the elementary level. Offered every semester.

EDU 375 INTEGRATION OF TECHNOLOGY IN EDUCATION

3, 3/0

Prerequisites: Majors; EDU 211. Provides the pre-service teacher with an awareness of the current range of instructional and adaptive technologies. Emphasis on curricular integration of technology within the general and special education classroom, and connections between instructional technology and the broader role of technology in society. Offered every semester.

Equivalent Course: EXE 375

EDU 380 INTERNATIONAL PROFESSIONAL DEVELOPMENT SCHOOLS STUDY ABROAD AND SERVICE LEARNING

3, 3/0

Prerequisites: GPA 2.5 or better. This course provides opportunities to globalize understanding and experience of education including education of language learners through study about and travel to an international destination. Topics include history, geography, language, and culture of the target country; pedagogical tools for working with language learners; intercultural competency; political and global interactions; comparative education study; keys to reflective practice. Offered each semester in conjunction with extended-semester study away initiative.

EDU 389 TOPICS IN CHILD ABUSE: THE ROLE OF THE CLASSROOM TEACHER

3, 0/0

See the Undergraduate Course Catalog.

EDU 400 PRACTICUM IN ELEMENTARY TEACHING I

6, 0/6; WIIF

Prerequisites: Majors; Minimum overall cumulative GPA of 2.5; minimum grade of C in teaching methods courses related to specific major (EDU 311, EDU 312, or EDU 316 or EDU 329). Minimum GPA of 2.5 in major courses, successful completion of English composition/basic communication and mathematics competency requirements. Intended as the teacher candidate's culminating experience. This is the first supervised teaching experience of two school settings at two developmental levels five full days a week for approximately seven to eight consecutive weeks. Teacher candidates are required to effectively demonstrate content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflective practice. Extension teacher candidates will take EDU 404 and their extension student teaching course. Exceptional Education majors will take EDU 404 and their EXE student teaching course. Early Childhood and Combined Early Childhood/Childhood majors will take EDU 400 and EDU 410. Offered every semester.

EDU 401 PRACTICUM IN TEACHING: INTERMEDIATE

6, 0/6; WIIF

Prerequisites: Majors . Minimum cumulative GPA of 2.5; minimum grade of C in methods courses related to respective major (EDU 310, EDU 311, EDU 312 or EDU 316); minimum cumulative 2.5 GPA in major courses; successful completion of English composition/basic communication and mathematics competency requirements. Intended as the teacher candidate's culminating experience. Supervised teaching in elementary grades five full days a week for approximately seven to eight consecutive weeks. Individual conferences and seminars with college supervisor. Tutorial and group instruction. Daily and long-range planning, teacher-pupil planning, unit teaching, audiovisual aids, classroom management, record keeping, evaluation techniques. Offered every semester.

EDU 402 SEMINAR IN EDUCATION

1-3, 1/0

Nature and function of a philosophy of education. Teaching research methods and techniques, crucial issues in education, problems of beginning teachers. To be taken concurrently with EDU 400, EDU 401, EDU 404 and/or EDU 410. Required for all childhood, early childhood, and combined education majors. Offered every semester.

EDU 404 PRACTICUM IN ELEMENTARY TEACHING FOR EX ED & MIDDLE SCHOOL EX STUDENTS

6, 0/0

Prerequisites: Extension and Exceptional Education majors only. Minimum cumulative GPA of 2.5; minimum grade of C in teaching methods courses (EDU 310, EDU 311, and EDU 312 or EDU 316). Minimum GPA of 2.5 in professional sequence/major courses. For elementary education teacher candidates seeking certification in childhood/exceptional education, or childhood with a middle school extension. Intended as the teacher candidate's culminating experience. Supervised teaching experience in an elementary grade setting five full days a week for approximately seven to eight consecutive weeks. Teacher candidates are required to effectively demonstrate content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflective practice. Offered every semester.

EDU 405 PARENT-INFANT EXPERIENCE

3, 3/0

See the Undergraduate Course Catalog.

EDU 410 PRACTICUM IN EARLY CHILDHOOD TEACHING

6, 0/6

Prerequisites: Early Childhood and Combined Education Majors only. Minimum cumulative GPA of 2.5; minimum grade of C in methods courses related to respective major (EDU 220, EDU 310, EDU 311, EDU 312 or EDU 316, or EDU 329); minimum cumulative 2.5 GPA in major courses; successful completion of English composition/basic communication and mathematics competency requirements. Intended as the teacher candidate's culminating experience. Provides supervised teaching experience in an early childhood classroom five full days per week for approximately seven to eight consecutive weeks. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice. Offered every semester.

EDU 411 PARENTS, SCHOOLS, AND COMMUNITY

3, 3/0

Prerequisite: Early childhood and combined childhood/early childhood majors only; this course may be taken concurrently with student teaching or in a previous semester. Designed to assist students in building partnerships among parents, schools, and diverse communities. Students will learn how to collaborate with families and implement family involvement strategies during student teaching. Special attention will be given to linking families with services offered in the school and community. Offered every semester.

Equivalent Course: EXE 411

EDU 416 TEACHING LITERACY IN MIDDLE AND SECONDARY SCHOOLS

3, 3/0

Prerequisites: Majors, upper division status. Special problems in reading encountered in middle and secondary schools. Includes the reading process, reading skills, and techniques for assessing developing reading skills. Special emphasis on critical reading in content areas. Offered every semester.

EDU 417 ADOLESCENT LITERACY

3, 3/0

Prerequisites: EDU 416 or equivalent; upper division status. Literacy development of adolescents in multiple contexts. Topics will include adolescents’ multiple literacies, assessing literacy abilities, use of technology and materials other than textbooks, integration of literacy across disciplines, and strategies for working with struggling students, English learners, students with disabilities, and advanced students. Offered every semester.

EDU 488 INTERNSHIP IN NON-SCHOOL SETTINGS

0, 0/0

See the Undergraduate Course Catalog.

EDU 495 SPECIAL PROJECT

1-6, 0/0

See the Undergraduate Course Catalog.

EDU 497 SPECIAL COURSE

0, 0/0

See the Undergraduate Course Catalog.

EDU 499 INDEPENDENT STUDY

3-12, 0/0

Offered occasionally.

EDU 500 PRACTICUM IN EDUCATION

3-6, 0/0

Supervised teaching experience five full days a week for 40-80 days accompanied by weekly one-hour seminars and other seminars as scheduled. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice required.

EDU 501 SEMINAR FOR THE REFLECTIVE TEACHER

3, 3/0

Critical reading and interpretation of educational research literature; synthesis and assessment of educational research literature as related to the enhancement of teaching and learning processes and experiences of elementary teachers. Participants reflect on ways to investigate and improve their own practice.

EDU 509 INTRODUCTION TO THE GIFTED, TALENTED AND CREATIVE LEARNER

3, 3/0

Introduction to giftedness, talent development, and creativity in students, examining both the historical foundations and the current state of the field. Examines characteristics and identification of academically gifted, creative, and talented students from diverse backgrounds and areas of ability who learn at a pace and level that are significantly different than classmates.

Equivalent Course: CRS 509

EDU 510 PRACTICUM IN CHILDHOOD TEACHING

6, 0/0

Supervised teaching experience five full days a week for approximately seven consecutive weeks accompanied by weekly one-hour seminars and other seminars as scheduled. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice required.

EDU 511 METHODS OF TEACHING ENGLISH LANGUAGE ARTS

6, 6/0

Building methodological practice from the theoretical scaffold of literacy knowledge and teaching. Students participate in classroom practice for at least 40 hours while exploring in-depth curricular, theoretical, and practical educational frameworks. Participants learn and practice the pedagogy required for teaching language arts across the curriculum; plan, implement, and evaluate lessons incorporating the New York State standards for English language arts; practice and evaluate assessment tools and processes; become reflective practitioners; and demonstrate effective techniques for instructional organization.

EDU 513 THEORY, RESEARCH AND PRACTICE IN LITERACY INSTRUCTION

3, 3/0

Prerequisite: Graduate standing. Review of the research and literature pertaining to the basic concepts underlying literacy methods, materials, and assessment devices; the reading process from readiness to mature readers. Provides graduate candidates with research, instruction, and experience in the various aspects of the English Language Arts curriculum as framed by the National Council for Teachers of English (NCTE) and International Reading Association (IRA), including: listening, speaking, reading, writing, media and technology, viewing and visually representing.

EDU 527 THEORY, RESEARCH AND PRACTICE OF PLAY

3, 3/0

Prerequisite: Graduate Standing. Play’s definition and its tenets as they parallel the New York State Common Core Standards for Early Childhood. Understanding the essence of play from a socio-cultural perspective through research. Research of play’s categories, social stages, and types of development. Deep analysis of the educator’s role in play.

EDU 528 FAMILIES AND EARLY CHILDHOOD PROGRAMS

3, 3/0

Emphasis on building partnerships with families in the changing context of society. Examination of model family involvement programs; working with families in poverty; integrating an antibias curriculum; active strategies for implementing formal and informal communication in the school setting.

EDU 530 CREATIVE TEACHING AND LEARNING IN FORMAL AND INFORMAL SETTINGS

3, 3/0

Current best practices to facilitate creative teaching and learning in formal education settings and informal education initiatives in organizations such as museums and clubs. Strategies to enhance creativity education, engage in creative learning and utilize technology to support students’ creative activities. Design creativity curriculum and align with appropriate assessment procedures.

Equivalent Courses: CRS 530, EDL 530

EDU 534 THE HOLISTIC CURRICULUM: TEACHING TO BOTH SIDES OF THE BRAIN

3, 3/0

Paradigm of teaching and learning based on current neuroscience research in brain function: learning styles, memory, discipline, student motivation, attention, retention of new material. An eclectic instructional approach that encourages direct involvement and models many of the brain-compatible techniques promulgated in the theory.

EDU 535 TEACHING WRITING: B-12

3, 3/0

Student-centered process approach to teaching writing based on the premise that students need to write and, in appropriate settings, like to write. Focus on instructional strategies for the classroom, the writing process, the relationship between reading and writing, conferencing, classroom management, evaluation, writing across all areas of the school curriculum.

EDU 543 CURRICULUM FOR THE YOUNG CHILD

3, 3/0

Introduction to the profession of early childhood education. Identification and examination of appropriate curriculum, environments, materials, teaching strategies, and assessments for working with young children birth through second grade.

EDU 546 THEORY, RESEARCH, AND PRACTICE IN ENGLISH LANGUAGE ARTS INSTRUCTION

3, 3/0

Review of theory and research pertaining to the concepts underlying ELA curriculum, texts and assessment for the P-6 learner. Research investigating the connections between ELA theory and practice.

EDU 574 THE ELEMENTARY SCHOOL CURRICULUM

3, 3/0

Review of learning processes and purposes of the elementary school; curriculum development; types of curriculum organization; instructional strategies; materials; community resources; individual differences.

EDU 577 TEACHING INDIVIDUALS WITH EXCEPTIONALITIES IN THE REGULAR CLASSROOM

3, 3/0

Human behavior and development during infancy and early childhood periods; educational implications for early childhood educators and childhood development specialists.

EDU 584 LITERACY SKILLS AND THE ADULT LEARNER

3, 3/0

Prerequisite: Graduate status. Theories, practice, curricula, and content of instruction appropriate for adult learners; the theories of Paulo Freire, Ira Shor, and Henry Giroux; collaboratively participate in the design and implementation of an action research project focusing on adult literacy.

Equivalent Course: ADE 584

EDU 590 INDEPENDENT STUDY

1-3, 0/0

Consult the Independent Study section of this graduate catalog for a description of how independent study can be initiated by a student, and for the requirements and regulations.

EDU 594 GRADUATE WORKSHOP

1-3, 3/0

See the Graduate Course Catalog

EDU 596 CONFERENCE

1-3, 3/0

See the Graduate Course Catalog

EDU 598 MICROCOURSE

3, 0/0

See the Graduate Course Catalog

EDU 604 INSTRUCTIONAL STRATEGIES FOR MORE EFFECTIVE TEACHING

3, 3/0

Prerequisite: One curriculum course. Strategies for improving instruction through informed decision making, with particular emphasis on the essential elements of instruction developed by Madeline Hunter; the theoretical framework on which the Hunter model was based and its practical application in the classroom setting.

EDU 606 LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE STUDENTS

3, 3/0

Prerequisite: EDU 513 or equivalent. Supporting literacy instruction for linguistically diverse learners: literacy learning and culture; dialects and second-language development; a model for effective instruction based on best-practices research for application in mainstream classrooms.

EDU 609 LITERACY INSTRUCTION IN THE UPPER GRADES

3, 3/0

Prerequisites: Graduate standing. Practical strategies to help middle and secondary-level students successfully use reading in their content area studies; the reading process; student motivation; developing vocabulary, comprehension, study, and writing skills; evaluation and assessment. Emphasizes using the topics of the disciplines as the departure point for designing instructional strategies, and materials.

EDU 611 TEACHING LITERACY IN PRIMARY GRADES

3, 3/0

Implications of research in early literacy; factors influencing early success in reading and writing; process vs. product instruction; emergent literacy instruction; building a support system; focusing on print; building vocabulary; developing decoding and comprehension strategies; appreciating effects of special needs and individualizing instruction for such needs; planning, organizing, and managing a program; assessing growth and needs.

EDU 612 DEVELOPING LITERACY THROUGH LITERATURE

3, 0/0

Prerequisites: Graduate standing. Research and practice in the integration of literature in literacy instruction choosing appropriate methodology; familiarity with genre and instructional elements; multiple-word identification, comprehension, and writing strategies; integrating literature across the curriculum; organizing and managing a literacy program; assessing students’ literacy growth and needs including socio-emotional, cognitive and socio-cultural concerns.

EDU 613 ASSESSMENT OF THE ELA FOR THE CLASSROOM TEACHER

3, 3/0

Prerequisites: EDU 513 or equivalent. This course focuses on methods of literacy (reading, writing, listening, speaking) assessment for classroom teachers. Topics include strategies for assessing the literacy abilities of students within the classroom and subsequently using the assessment results to differentiate literacy instruction within the classroom.

EDU 619 PRACTICUM IN GIFTED, TALENTED, AND CREATIVE EDUCATION

3, 2/0

Prerequisite: CRS 509 AND CRS 626 AND CRS/ELF 559. Seminar experience and supervised practice of a minimum of 50 hours in gifted, talented, and creative education in a gifted-education setting with guidance from a gifted specialist. Students implement appropriate learning opportunities, collaborate with other professionals, and examine how the gifted education complements the total school program.

EDU 620 TEACHING AND LEARNING IN DIVERSE ELEMENTARY SCHOOL CLASSROOMS

3, 3/0

Culturally sensitive pedagogy and research relative to effective teaching and learning for diverse student populations: collaborating with parents; developing a community of learners; consideration of culture, power, and clan; cooperative learning in culturally diverse classrooms; contextual teaching and learning.

EDU 621 CURRICULUM DEVELOPMENT IN GIFTED, TALENTED, AND CREATIVE EDUCATION

3, 3/0

Appropriate curriculum, materials, instructional methods, and evaluation strategies for the development of creativity and the education of individuals who demonstrate gifted behavior and talents. Examines instructional and curricular models, differentiated teaching/learning and creative/critical thinking strategies, and collaboration with the school community.

Equivalent Course: CRS 621

EDU 626 INTEGRATING THE CONTENT AREAS IN THE TEACHING OF YOUNG CHILDREN

3-6, 0/0

Appropriate content in the teaching of science, mathematics, social studies, and the creative arts. Theory and practice of inquiry-based instruction, emphasizing the project approach. Focus on teaching young children pre-K through third grade. Fieldwork required in a pre-K, kindergarten, first grade or second grade classroom.

EDU 640 CONFLICT RESOLUTION

3, 3/0

Conflict resolution in the public school context; foundations of peacemaking; emotional intelligence; teaching tolerance; cooperative learning. Presents a model for incorporating peaceable schools curricula into existing school programs.

Equivalent Course: EDL 640

EDU 642 READING ASSESSMENT AND EVALUATION

3, 3/0

Prerequisites: Graduate standing, EDU 513 and one other graduate literacy course. This course focuses on the administration and interpretation of a variety of assessments to determine the strengths and needs of Birth-Grade 12 students in literacy in order to make instructional recommendations for increased literacy learning and achievement.

EDU 643 TEACHING STRATEGIES FOR STUDENTS WITH READING DIFFICULTIES

3, 3/0

Prerequisite: EDU 642. Planning and implementing instructional programs for students with reading difficulties: principles of remedial reading; methods and materials for remedial instruction; working with parents of children with reading problems; effective report writing. Under clinical supervision, students apply appropriate teaching techniques with student referred to the Literacy Center and write a summary report for the students' school and parents.

EDU 646 LITERACY LEADERSHIP

3, 3/0

Prerequisite: EDU 642. Corequisite: EDU 643. Instruction and experience in the various facets of being a literacy leader, including literacy coaching, program evaluation, professional development, and data compilation and analysis for the purpose of providing appropriate literacy instruction for students from birth to grade 12.

EDU 647 PRACTICUM IN READING

3-6, 3/0

Prerequisites: EDU 643. Integration of theoretical and practical aspects of the reading program in a supervised clinical setting. Students function as members of the Literacy Center staff and are required to develop, implement, and evaluate diagnostic and remedial reading programs for children referred to the Literacy Center. Written reports are prepared for the parents and schools of the children serviced in the Literacy Center. Summer only.

EDU 649 ADVANCED PRACTICUM IN READING

3, 3/0

Prerequisites: EDU 647 and instructor permission. Further integration of theoretical and practical aspects of the reading/writing program in a supervised clinical setting. Students extend their clinical experience to pupils at a different age level, younger or older, than those in EDU 647. Students develop, implement, and evaluate diagnostic and remedial reading/writing programs for pupils referred to the Literacy Center.

EDU 650 LITERACY THEORY AND RESEARCH

3, 3/0

Corequisites: EDU 647 and EDU 655. Overview of literacy-related theories and models and their impact on practice and research. Discussion of recent research and seminal pieces in the field of literacy. Introduction to research designs and methods related to literacy education. Prepares literacy specialist candidates to analyze, evaluate, and critique research.

EDU 651 THEORY, RESEARCH, AND PRACTICE IN MATHEMATICS INSTRUCTION

3, 3/0

Modes of instruction; development of diagnostic skills; needs of slow and rapid learners; selection and use of appropriate teaching materials in elementary school mathematics programs.

EDU 654 THEORY RESEARCH AND PRACTICE IN SOCIAL STUDIES INSTRUCTION

3, 3/0

A study of goals in elementary social studies and their relationships to organizational concerns, approaches, methods, techniques, media and evaluation; the review and development of appropriate research for application to elementary social studies teaching.

EDU 655 TEACHING OF READING: GRADUATE SEMINAR

3, 3/0

Prerequisite: EDU 647. Literacy specialist majors identify important aspects in the field that they feel need further critical review and deliberative discussion. Students and instructor jointly identify course topics, review current research and literature, conduct action research and exchange findings through a variety of formal and informal presentations. Fall only.

EDU 670 PRINCIPLES OF CURRICULUM DESIGN

3, 3/0

Basic principles of curriculum design; sources of curricula and factors that influence curricular decisions; curricular thinking of experts in the field; multiple dimensions in curriculum decision making.

EDU 671 THEORY, RESEARCH, AND PRACTICE IN SCIENCE INSTRUCTION

3, 3/0

Construction of science ideas in informal and formal social settings; demonstration and evaluation of exemplary science teaching methods; research focusing on elementary students' formal and naive science understanding.

EDU 672 ADVANCED EDUCATIONAL TECHNOLOGY FOR K-6 CLASSROOMS

3, 3/0

Application and integration of microcomputers in the instructional program; proficiency in the educational uses of microcomputers; tool-based software use; software evaluation; curricular integration; educational skill; process enhancement through microcomputers; communication tools; professional development; the Internet and electronic mail; issues and ethics surrounding technology in schools; lesson and unit design incorporating computer applications; technology for students with disabilities.

EDU 682 TEACHING MATH AND SCIENCE IN THE ELEMENTARY SCHOOL

6, 5/0

Pre-requisites: EDU 501 and either EDU 546 or EDU 513. Mathematics curriculum course for elementary teachers. Students participate in elementary classroom practice, exploring in-depth curricular, theoretical, and practical educational frameworks. Students plan, implement, and evaluate mathematics lessons incorporating the state and national standards for mathematics; explore science and technology; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in an elementary school. Students will complete an action research project on a selected topic in elementary mathematics. Offered every spring.

EDU 690 MASTER'S PROJECT

1-3, 3/0

Prerequisites: EDU 501, minimum 24 hours of graduate-level coursework, and SPF 689. Production of a curriculum or research-based project in a topic of special interest to the student; project must be approved by the instructor prior to execution. The final product must follow APA guidelines in its written form. Oral presentation required.

EDU 695 THESIS

1-3, 0/0

Thesis.

EDU 721 THESIS/PROJECT CONTINUATION

0, 0/0

EDU 722 THESIS/PROJECT EXTENDED

0, 0/0