Spring 2018

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

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.

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.

Individual research and readings. Not available for graduate credit. Prerequisite: consent of instructor.

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).

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.

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).

Application of learning theories to the design of second language instruction and student assessment to promote motivation, investment, self-regulation and engagement among language learners.

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).

Major psychotherapeutic orientations relating to family systems, marital relationships, and communications theory applied to the family unit.

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).

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 MAT TESOL and TESOL (online) students.

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.

History of the disability movement; current research on the success of students with disabilities in higher education; legal and management issues.

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 EdD 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).

Educational and psychological instruments; psychometric concepts and the rationale for the use of psychological instruments in the counseling relationship.

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.

Focus on the effects of psychotropic medication, alcohol, and other substances on behavior. The professional and ethical issues for marriage and family therapists.

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.

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

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.

Students implement the capstone project and submit a portfolio that integrates program coursework.

Fundamentals of human physical, motor, mental, social, and emotional development, spanning the prenatal period through late adulthood. Duplicates credit in the former EDPT-520.

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.

Appraises practices that maintain power; creates strategies to empower individuals and marginalized groups by intervening to achieve equitable outcomes in education, professions and communities.

Students collaboratively design and deliver synchronous and asynchronous online language learning opportunities. Students become versatile with adapting content, technical aspects of video-conferencing and interactional dynamics

Selected topics in various areas of education.

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.

Analysis and discussion of critical issues in intercollegiate athletics. Student-athlete academic and social accountability; challenges of NCAA policies; commercialization, marketing, and fundraising in college athletics.

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

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

The role of entrepreneurship in education and conditions that support entrepreneurism within an educational organization. How social entrepreneurship partnerships improve educational outcomes.

Contemporary perspectives on learning and motivation. Strategies and tools for identifying, diagnosing, and solving learning and motivational challenges and opportunities.

Study of contemporary issues in educational organizations, policy and change in K-12 and higher education with an explicit focus on the improvement of urban education. Open to students admitted to the Ph.D. only.

Development and implementation of strategies for locating, solving and evaluating solutions to performance problems in educational organizations.

Examination of relational development and change, strategies for intervention with couples, and selected issues in couples relational functioning.

Training in unique diagnostic considerations in working with children and adolescents. Exposure to empirically supported treatment modalities for children and adolescents.

An examinattion of the cultural, socioeconomic, and language factors that may affect culturally differentiated populations; alternative cross-cultural counseling approaches.

Overview of approaches, models and strategies in language teaching, topics include lesson planning, and implementation of the lesson for language and content area instruction.

An introduction to learning research and theory, issues in learning and educational psychology situated in the context of diverse, urban settings. Open to students admitted to the Ph.D. only.

Supervised 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.

Introduces components of effective teaching, including lesson and unit planning, creating a classroom environment conducive to learning, and classroom management strategies.

Logic and methods of qualitative data analysis in the examination of educational issues and the framing of solutions for them.

Interactive seminar that explores the theoretical underpinnings and practicalities of interviews, portraiture, focus groups, life histories, and cultural biographies. Recommended preparation: introductory statistics.

Candidates engage in systematic study of the social aspects of language learning and their significance for structuring learning opportunities for diverse students in language classrooms.

Introduction to systems of English language and language in use. Contrasts systems of English to other languages to identify issues of interest for language teachers.

First of two-course series focused on helping students translate theory to practice. Designed for students completing fieldwork required for the teaching credential.

General introduction to curriculum and instruction (pedagogy) affecting teaching and learning across disciplines, grade levels, and different social contexts of schooling.

Examines how environmental, pedagogical, and curricular choices can be cultivated with greater knowledge of culture, gender, orientation, race, learning differences and language.

Understanding of language development and the connection between language and learning in school, across all curricular areas.

Candidates apply content-area knowledge utilizing a repertoire of pedagogical practices responsive to the needs and interests of diverse learners.

Building on EDUC 671, course proceeds with greater focus on learner behavior, ability, and language to access strategies to differentiate, scaffold, and assess learning.

Literacy development and instruction, with a focus on the importance of literacy for academic success and civic participation.

Prepares prospective secondary teachers to integrate literacy instruction within their content area by creating authentic opportunities for learners to develop literacy skills.

Examine how sociologists and organizational theorists conceptualize institutions, stasis, and change. Learn to apply these perspectives to pressing issues of educational equity.

Analyses of private and public financial support and expenditure patterns; includes recent trends in state and federal legislation related to higher education.

A critical examination of pedagogical practices in teacher education. The design of pedagogical approaches and programs for diverse and underserved students in urban schools.

Administrative issues in higher education. Academic leadership related to undergraduate and graduate education. Quality standards and assessment. How administrators create efficiency, effectiveness, performance, and change.

An examination of issues related to the development of diverse students and the development of environments that promote motivated behavior. Open to doctoral students only,

Applying economic theory to the study of education. Application of market theory to education, partnerships, allocation of resources, and the examination of educational enterprises.

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.

Effective policy-making. Human and financial resources to support implementation. Targeting resources to support implementation to attain policy goals. Prerequisite: EDUC 726. 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.

Theory and practice of educational policy evaluation. Limits of rationality and the political forces that shape policy. Preparation of an evaluation design. Prerequisite: EDUC 727. Open only to doctoral students.

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.

Focuses on learning issues related to building organizational capacity for change through leadership and development of personnel within an organization.

Analyzing data, presenting findings and recommending solutions for use in the capstone.

Credit on acceptance of consulting project.

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.