Fall 2016

Examination of processes of scholarly research; quantitative and qualitative research methods; faculty mentorship; experiential learning; research proposal writing; careers in research. Sophomore or junior standing in the major. Departmental approval.

Introduction to the ways in which sociocultural context, language systems and acquisition influence English language learning and teaching.

Introduction to approaches in Teaching English to Speakers of Other Languages and methods for teaching reading, writing, listening, speaking, along with a practical fieldwork component

Situates U.S. education within the global context and examines the impact of global issues on national and international schooling in the 21st Century.

Examines access to schooling and quality education in international contexts across student difference indexed by race, class and gender.

Investigation of how educational promise has been historically realized and derailed is reviewed, with focus on technologies of new media in designing equitable social futures. Recommended preparation: Freshman Seminar on a topic in education.

Introduction to the skills and knowledge required to be competent consumers and producers of education research. Students will be asked to design an educational study.

Investigating early childhood issues from professional perspectives: historian, journalist, premedical, and law.

The study of research, philosophy, and pedagogy that informs political, parents, community members, schools and their curriculum.

Consequences of "corporate world" on developing expectations of young children as consumers and scholars, an emphasis on films, television, and toys that effect intellectual growth.

Selecting an instructional or developmental problem of young children to investigate through an action research design.

Theoretical foundations, models, values, and assumptions underlying psychological counseling; cross-cultural perspectives, ethical and legal considerations.

Teaching linguistically and culturally responsively to linguistic minority students. Topics include learning theories, sociocultural contexts of language development, and assessment of language and non-language competencies. Duplicates credit in EDUC-543ab. Open only to MAT and TESOL students.

Strategies, methods, and materials for teaching science to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching science to all learners in secondary classrooms. Duplicates credit in EDUC-539. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Design and advancement of learning and motivation outcomes in various environments through a systematic examination and application of current research.

Application of a balanced, integrated, interactive perspective to teaching reading in an elementary classroom. Foundational skills needed in the developmental phase of learning to read. Open only to MAT Multiple Subject students.

Facilitation, mediation and intervention in the development of literacy and language integrated within the content areas. Connection between language and literacy to developing content knowledge.

Instructional procedures and resources for encouraging secondary students' interests in communications, cultural studies, media production, and literacy education.

Framing the graduate experience for masters students. Establishing a professional foundation and philosophy as educators.

Strategies, methods, and materials for teaching mathematics to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching mathematics to all learners in secondary classrooms.Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Relationship of learning theories to second language learning, instruction, student assessment, motivation and investment, self-regulation, and engagement in the TESOL classroom. Open only to majors in Teaching English to Speakers of Other Languages.

Strategies, methods, and materials for teaching English to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching English to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Introduction to the Master of Arts in Teaching Program. Relationship between the actions of the teacher and student learning in the classroom and school context. Duplicates credit in EDUC-517ab.

Learning theories and instructional practices for teaching. Procedures involved in curriculum development, planning, evaluation, and practical application. Open only to: Multiple Subject Teaching, Multiple Subject Teaching (On Line), Single Subject (Music Education), Single Subject Teaching, and Single Subject Teaching (On Line).

Equity and diversity in learning environments. Issues in teaching special populations. Beliefs about how people learn. Inclusive environment for special populations in the general classroom. Open only to Single Subject (Music Education), Multiple Subject Teaching, Multiple Subject Teaching (online), Single Subject Teaching, and Single Subject Teaching (online).

Theoretical foundations of individual and systemic characteristics that impact college and career choices. Consideration of economic, political, social, and policy issues.

Assessment practices and strategies in English language instruction with special attention to learner differences (social, cultural, physical, intellectual) that influence academic performance. Open only to Teaching English to Speakers of Other Languages and Teaching English to Speakers of Other Languages (On Line).

Issues related to accountability theory and practice in urban education settings. Open only to Ed.D. students.

Diversity issues in urban educational settings. Open only to Ed.D. students.

Theories, principles, and concepts of leadership in urban K-12 schools and institutions of higher education. Open only to Ed.D. students.

Theory and research in learning, motivation, and instruction for diverse educational settings. Open only to Ed.D. students.

Examination of the political and academic issues affecting gifted and high-ability students. Psycho-social reasons contributing to achievement and underachievement. Institutional and personal factors inhibiting potential.

Recognizing the talent and potential of gifted and high ability students. How gifted education can be generalized to affect the education of all students.

Logic and methods of quantitative data analysis in the examination of educational issues and the framing of solutions for them. Open only to Ed.D. students.

The culminating experience for candidates in the MAT-TESOL Program, candidates will be working on summative assessment of the program and a professional development project. Open only to majors in Teaching English to Speakers of Other Languages. (Duplicates Credit in EDUC-526ab)

Logic and methods of qualitative data analysis in the examination of educational issues and the framing of solutions for them. Open only to Ed.D. students.

Strategies, methods, and materials for teaching social studies to all learners in secondary classrooms. Duplicates credit in the former EDUC-534. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching social studies to all learners in secondary classrooms. Duplicates credit in EDUC-542. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Theories of psychological impairment emphasizing diagnosis of child and family dysfunction. Practice in utilizing DSM-IV classification of case studies.

Theories and process of career development; principles of career and leisure planning and counseling applicable throughout life.

Applying new technology in the classroom. Exploration of the use of multimedia tools to increase literacy. Examination of multiple forms of technology to facilitate learning.

Instructional approaches for integrating physical education content across the elementary curriculum.

Instructional approaches for integrating visual and performance arts content across the elementary curriculum.

Strategies and methods for integrating English language arts in social studies classrooms. Reinforces the concept of social studies as a conduit to further student learning. Duplicates credit in EDUC-567.

History, values, beliefs, and the demography of Spanish-speaking people; implications for the American classroom. Conducted in English. No previous knowledge of Latino culture is needed.

Overview of approaches and methods in TESOL, topics include curriculum and lesson planning, lesson sequencing and delivery and methods for teaching reading, writing, speaking and listening. Open only to majors in Teaching English to Speakers of Other Languages.

Introduction to micro-components of effective teaching, including curriculum and unit planning, lesson sequencing and delivery, and creating a classroom environment conducive to English language learning.

Strategies of leadership that lead from influencing learning in the classroom to influencing learning across an entire school. Becoming an instructional leader.

Sociocultural contexts of English language learning, and awareness of language variation as a vehicle for developing and articulating ones personal praxis in TESOL. (Duplicates Credit in EDUC 506)

Teaching linguistically and culturally responsively to English language learners. Topics include sociolinguistic theories, sociocultural contexts of language development, and multifaceted assessment of learner competencies.(Duplicates Credit in EDUC 501)

Instructional approaches for integrating mathematics and science with other content areas in elementary and secondary classrooms.

Supervised practicum in observation and teaching. Focus on planning, implementing, and assessing instruction for whole classes and individual students. Graded Credit/No Credit.

Supervised practicum in observation and teaching. Focus on planning, implementing, and assessing instruction for whole classes and individual students. Graded Credit/No Credit.

The culminating experience in the Master of Arts in Teaching Program for students in the non-credential track.

The culminating experience in the Master of Arts in Teaching Program for students in the non-credential track.

Various research designs and their appropriateness for addressing different research questions. Threats to validity and other challenges in research. Basic statistical methods and their use. Recommended preparation: beginning statistics course.

Effective and appropriate educational settings for students with disabilities. Legal and professional responsibilities. Components for an inclusive classroom.

Planning and implementing effective educational services for students receiving special education services. Potential interventions for family support. Coordination of services.

Developing effective educational interventions for students with disabilities. Formal and informal assessment. Curriculum strategies.

Environmental and personal factors affecting student achievement. Intervention methodologies. Creating an effective learning environment.

Supervised practicum in observation and teaching. Focus on planning, implementing, and assessing instruction for whole classes and individual students with Mild/Moderate Disabilities.

Methods for integrating the arts into secondary classroom instruction. Critical and creative thinking, Aesthetic education.

Developmental issues and life events from infancy to old age and their effect upon individuals, couples, and family relationships.

Design of learning environments through application of design principles; project-based practice in aligning instructional design, media selection, and the features of learning spaces.

Students propose and design a capstone project that applies knowledge and skills learned throughout the program and prepare a coursework portfolio.

Research leading to the master's degree. Maximum units which may be applied to the degree to be determined by the department. Graded CR/NC.

Exploration of English language systems including words,sounds, sentence structure, and discourse and application of this knowledge to teaching English as second or foreign language. (Duplicates Credit in EDUC 571)

Exploration of English language systems including words, sounds, sentence structure, and discourse and application of this knowledge to teaching English as second or foreign language. (Duplicates Credit in EDUC 571)

Students will build on previous teaching and learning experience in the MAT-TESOL program to establish and enhance skills to become creative, competent and professional instructors. Open only to majors in Teaching English to Speakers of Other Languages. (Duplicates Credit in EDUC 540ab)

Selected topics in various areas of education.

Problems and theories of the person in the social context. Person perception, interpersonal relations, attitude dynamics, social systems.

Students identify and research problems of practice particularly pertinent in urban learning. The presentation of problems of practice requires the use of sound evidence-based research.

Critical analysis and creative expression applied to problems of practice. Supported and unsupported assertions. Evidence-based decision-making. The quality of evidence used to support arguments.

Contemporary issues in academic advising in postsecondary education. Examines and analyzes relevant theories, policies, and practices related to academic advising.

Capstone seminar course focused on the future of student affairs and higher education.

Examination of student athletes in higher education. Effective strategies for counseling and advising college student athletes; issues and challenges of athletic amateurism.

The genesis and facilitation of creative ideas in educational practice. The transformation of creativity into innovation and entrepreneurship.

Theories and elements of learning. Application in educational settings. Methodology for course development and evaluation. Emphasis on strategies, tools, and use of technology.

Understanding, interpreting, and applying education research. Open only to doctoral students.

Overview of economic concepts of education. Linkages between economic growth, development, and education. Impact of globalization.

Contemporary perspectives on learning and motivation. Strategies and tools for identifying, diagnosing, and solving learning and motivational challenges and opportunities. Prerequisite: EDUC 631. Open only to doctoral students.

Diversification and differentiation of educational institutions globally. The finances of higher education.

The physiological-psychological and socio-cultural variables associated with sexual identity and sexual behavior with an emphasis upon sexual dysfunctions.

Theory, research, and practice of group counseling. Includes laboratory experience.

An examination of the current transformation of the american research university with a focus on key issues that confront academics who work in research universities. Open to students admitted to the Ph.D. only.

Supervised field experience in a clinical setting. Graded CR/NC.

An evidence-based leadership project, designed to enhance fieldwork site functioning. Includes needs assessment, literature review, project design, implementation, and evaluation.

The impact of globalization on educational public policies and practices: an examination of technology, information and communications, and their influence on transnational and national politics. Open to students admitted to the Ph.D. only.

Foundations in social science research with exposure to broad cross-section of research methods, design, and analytical techniques. Open only to doctoral students.

Application of two- and three-level multilevel models in educational settings, fixed and random effects, growth models.Recommended preparation: A working understanding and knowledge of regression analysis and related Stata software.

The process and role of curriculum in a variety of urban settings, teacher preparation, and professional growth. The philosophical and psychological foundations of curriculum development. Open to doctoral students only.

Examination of traditional and emergent student development theories.

Analysis of motivational principles; diagnosis and solutions to motivation gaps in learning environments; and motivation and efficacy theories and principles. Open to doctoral students only.

Major issues facing educators in the 21st century. Emphasis on how educational policy can focus on incentives for schools to improve student learning.

Evaluating impact. Examination of key assessment theories; planning and implementation of learning and program effectiveness. Prerequisite: EDUC 631. Open only to doctoral students.

Designed to help leaders apply research about learning and motivation to the strengthening of organizational performance in organizations around the world.

Models of decision making including cost-benefit analysis, risk-benefit analysis, and decision analysis. Ethical considerations and the political environment. Open only to doctoral students.

Examination of a range of emerging markets in education. Global efforts of institutions of higher education to access new markets through collaborations and offshore endeavors.

Addresses communication strategies that leaders use to facilitate positive change in their organization. Reinforces written, non-verbal, and verbal communication skills through leadership situations.

Leadership, problem solving, communication, research, reflection, and professional dispositions will concurrently expand. Candidates will acquire the knowledge and skills to identify and implement economic change.

Credit on acceptance of consulting project.

Research leading to the doctorate. Maximum units which may be applied to the degree to be determined by the department. Graded CR/NC.

Preparation on initial dissertation proposal. Graded CR/NC.

A survey and critical analysis of selected research and literature. Graded CR/NC. Admission to the Ed.D. program.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.