Educational Curriculum & Instruction

College of Education and Health Professions

 

Chair John Smith

 

Web www.uta.edu/coed/curricandinstruct/

Email education@uta.edu

Phone 817.272.2591

Fax 817.272.2530

 

5th Floor Hammond Hall

Degrees / Certificates

Master’s Degrees

Academic Partnership Ed. Curriculum & Instruction, M.Ed. Mathematics

Academic Partnership Ed. Curriculum & Instruction, M.Ed. Science

Academic Partnership Ed. Curriculum & Instruction, M.Ed. Trip. Lit.

Ed. Curriculum & Instruction, M.Ed.

Ed. Curriculum & Instruction, M.Ed. Non Thesis Mathematics

Ed. Curriculum & Instruction, M.Ed. Non Thesis Science

Ed. Curriculum & Instruction, M.Ed. Writing Focus

Mind, Brain & Education, M.Ed. Non Thesis

Reading Specialist, M.Ed.

Teaching - Early Childhood, M.Ed.T.

Teaching - Middle Level, M.Ed.T.

Teaching - Secondary Level, M.Ed.T.

Certificates

Education in Teaching, All Level Certificate

Education in Teaching, Early Childhood Certificate

Education in Teaching, Mid-Level Certificate

Education in Teaching, Secondary Level Certificate

English Secondary Language Certificate

Gifted & Talented Certificate

Master Reading Teacher Certificate

Master Tech. Teaching Certificate

Reading Specialist Certificate

Teaching - Teacher Certification Only

Graduate Faculty

Professor

Ann Cavallo

Mary Crow

Nancy Hadaway, Graduate Advisor:

Ed. Curriculum & Instruction, M.Ed.

Luis Rosado

Marc Schwartz, Graduate Advisor:

Mind, Brain & Education, M.Ed. Non Thesis

John Smith

Associate Professor

Ruth Davis

Christopher Kribs Zaleta

Joo Lee

Jon Leffingwell

Jodi Tommerdahl

Assistant Professor

Carla Amaro-Jimenez

Amber Brown

Stephanie Daza

Holly Hungerford-Kresser

Kimberly Ruebel

Peggy Semingson

Shirley Theriot

Department Information

Courses

Programs

Objective

Admissions Requirements

Degree Requirements

Coursework and completion requirements

Professional-Level Certifications

 

Programs

The Department of Curriculum and Instruction currently offers the Master of Education in Teaching (M.Ed.T.) and the Master of Education in Curriculum and Instruction (M.Ed.) degrees. Certification and supplemental certifications are offered for: Reading Specialist, Master Reading Teacher, Bilingual Education (BEEP), and English as a Second Language (ESL). Distance learning opportunities in some degree programs are available for those interested (see section on Distance Learning Options). Students pursuing a master's degree are required, with the assistance of the Graduate Advisor and graduate faculty, to complete a tentative program of work. This program of work is filed in the College of Education and Health Professions Graduate Advising Office and may be modified as needed. All master's degrees in Curriculum and Instruction comprise a minimum of 36 semester hours and are non-thesis. Candidates for master's degrees are required to submit a final program of work and complete a designated capstone course for their program: EDUC 5395 for M.Ed.T., EDUC 5397 for M.Ed. in Curriculum & Instruction, and LIST 5317 for M.Ed. with emphasis in Literacy Studies.

Objective

The Master of Education in Teaching (M.Ed.T.) degree is designed for those wishing to pursue initial teacher certification at the graduate level. The Master of Education in Curriculum and Instruction (M.Ed.) degree provides opportunities for those interested in developing effective teaching, research, and leadership skills that are congruent with an ever-expanding theoretical knowledge base in the field. The M.Ed. enables teachers to specialize in advanced coursework in their teaching fields and other professional certification areas designed to meet a variety of professional goals. Both degrees help prepare graduates to reflect upon their own teaching as well as on the state of education as a whole and to better understand the linkage between the theory and practice of teaching. Each student's program of study is planned individually and provides academic and/or pedagogical specialization within the context of the general field of education. Graduate faculty in the College of Education and Health Professions as well as those in departments and in the colleges throughout the University work closely with students in formulating study plans that meet the students' objectives and individual goals for professional growth. Each program of instruction includes both professional and academic components.

Admissions Requirements

Unconditional Admission
  • Current GRE score of 400 on quantitative and 500 on verbal sections of the GRE
  • 3.0 GPA during the last 60 hours of undergraduate coursework and a 3.0 average on all graduate work
  • 3 letters of reference on file

 

Probationary Admission

Applicants who score less than 400 on the quantitative and 500 on the verbal sections of the GRE will be considered for probationary admission on the basis of the following:

  • 3.0 GPA during the last 60 hours of undergraduate coursework AND a 3.0 average on all graduate work
  • Professionally relevant experience
  • Writing sample evaluated by the COEHP Graduate
  • Studies Committee. When available, the GRE writing sample will be required for probationary admission.

Terms of Probation upon Acceptance: All students admitted under probation status will be required to earn a 3.0 GPA during the first 12 hours of graduate coursework in the program, with no grade lower than a "B."

Provisional Admission

An applicant unable to supply all required documentation prior to the admissions deadline, but who otherwise appear to meet admission requirements, may be granted provisional admission.

Deferred Admission

An applicant's admission may be deferred when a file is not complete or when denying admission is not appropriate.

Denied Admission

An applicant may be denied admission if the conditions for unconditional and probationary admission have not been met.

In addition, if a student has been suspended from The University of Texas at Arlington or any other university or program for reasons other than academic reasons, that student may not be admitted or readmitted to an educator preparation program in the College of Education and Health Professions.

Eligibility for Scholarships/Fellowships

To be eligible, candidates must be new students coming to UTA in the fall semester, must have a GPA of 3.0 in their last 60 undergraduate credit hours plus any graduate credit hours as calculated by the Graduate School, and must be enrolled in a minimum of 6 hours of coursework in both long semesters to retain their fellowships.

Distance Learning Options

Many graduate courses in the Department of Curriculum and Instruction are offered on campus as well as over the Internet. For the distance learning option, students enroll in the Internet course and complete all course requirements from the convenience of their home or school computers. Basic computer competence is necessary (logging on to a Web site, sending and receiving e-mail). Students need a reliable Internet connection and a consistent e-mail address. All assignments are submitted electronically according to an established calendar of deadlines. Students proceed at their own pace in a highly interactive learning environment.

Degree Requirements

Master of Education in Teaching (M.Ed.T.) with Teacher Certification

The Master of Education in Teaching (M.Ed.T.), a 36-hour non-thesis degree, is a unique and specialized degree that enables a student holding a baccalaureate degree to pursue initial teacher certification and use those hours toward requirements of a master's degree. In addition to being accepted into the Graduate School, students must also be admitted into the Teacher Certification program (consult a teacher certification advisor for current admittance requirements). For teacher certification, students must meet state requirements for their teaching field(s) or specialization and complete the graduate-level coursework for early childhood - grade 6, middle level, secondary, or early childhood - grade 6 bilingual certification. They must also fulfill the student teaching requirements and pass the appropriate certification exams (consult a teacher certification advisor for current certification information). Up to 18 hours of teacher certification coursework may be applied to the total 36 hours required for completion of the M.Ed.T; however, students must complete teacher certification courses and pass the appropriate certification exams before proceeding to courses that apply to the master's degree. Students may earn teacher certification without completing a master's degree. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on all programs.

Master of Education (M.Ed.)

The Master of Education in Curriculum and Instruction (M.Ed.), a 36-hour non-thesis degree, is a broad-based degree that enables students to pursue academic and professional goals within an individualized program. Following are the two possible master's degree options.

M.Ed. in Curriculum and Instruction

This particular master's degree option is ideal for students desiring a pedagogical foundation in education in addition to an 18-hour concentration of a particular resource area or academic discipline. A common core of 18 hours of graduate education coursework in instructional strategies, curriculum design and research are required. Students also choose from a variety of certifications available through the College of Education and Health Professions to incorporate into their master's degree plan (see the section on Professional Certifications), or they may choose to incorporate up to 18 hours of graduate coursework from disciplines outside of Education. For example, a degree plan for a student who desires TESOL (Teaching English to Speakers of Other Languages) certification would include the required 18 hours of coursework in Education along with the 18 hours of Linguistics coursework from the Program in Linguistics. The Graduate Advisor works with students in creating a degree plan that meets their professional needs and goals. (Note: The Graduate Advisor and graduate faculty must approve all coursework included in a degree plan.) This degree does not require a student to hold a teacher certificate. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on the program.

M.Ed. in Curriculum and Instruction - Science Education

M.Ed. in Curriculum and Instruction - Mathematics Education

 

The M.Ed. in Curriculum and Instruction - Science Education and M.Ed. in Curriculum and Instruction - Mathematics Education offer opportunity for students to pursue graduate studies by taking a Core component of 6 courses (18 credit hours) in the College of Education and Health Professions focusing on topics such as inquiry-based, problem-based teaching and learning, diversity, and classroom research, and a Concentration area component of 6 courses (18 credit hours). The six concentration area courses may be taken either in the Department of Curriculum and Instruction for a science and mathematics content-curriculum integration emphasis and/or in the College of Science for deeper subject matter emphasis in the various science and mathematics disciplines. These programs offer flexibility in course selection, yet are focused on science and mathematics teaching and learning in K-16 educational settings.

A version of this program is offered online through the Academic Partnership program. For more information on the online program please visit: http://stateu.com/uta/education.asp For information on the on-campus science and mathematics education program and scholarships available for teachers, contact: Dr. Ann Cavallo, cavallo@uta.edu or Jamie Williams, robin@uta.edu, 817.272.2832.

M.Ed. with an Emphasis in Literacy Studies (available online)

One of the most popular M.Ed. degree plans is the M.Ed. in Curriculum and Instruction with an emphasis in Literacy Studies. In this program, students specialize in advanced coursework designed to meet a variety of professional goals related to literacy. For instance, students may pursue professional certificates including the following.

  • Reading Specialist is a national certification available in all states. Literacy coaches generally work with teachers to help them with best literacy practices. Reading Specialist is an advanced certificate that certified teachers may add to their existing credential upon completion of two year's teaching experience and a master's degree with at least 27 hours of graduate coursework in literacy. Once recommended for the Reading Specialist from UTA, students may also apply for the Master Reading Teacher (MRT) certificate without the additional MRT exam.
  • English as a Second Language is a national certification available in all states. All states have some type of English as a Second Language (ESL) designation. In Texas, ESL is an add-on certificate that individuals with an initial teaching certificate can add to their existing credential with only 12 hours of graduate coursework.
  • Master Reading Teacher (MRT) is a Texas only certificate. MRTs work in designated schools to tutor struggling readers and may also serve as literacy coaches. The MRT sequence includes 12 graduate hours of coursework. Students who hold the Reading Specialist Certificate can apply for the MRT without additional coursework or the MRT test.

Out of state students seeking certification should go to http://www.uta.edu/coehp/distaneducation/ for information about their certification options.

In addition to these professional certificates, students may choose focused coursework in areas including:

  • Writing
  • Working with culturally and linguistically diverse students

This program requires 36 credit hours (12 courses). Once students have successfully completed all coursework, they will graduate with a Master of Education in Curriculum and Instruction. In addition, on passing the appropriate TExES tests, students will also have the Reading Specialist Certification, Master Reading Teacher Certification, and/or supplemental certification in English as a Second Language. The ESL is a 12-hour, four-course program that can be taken as part of this master's degree plan or separately in preparation for the TExES test for supplemental certification in ESL.

 

M.Ed. in Curriculum and Instruction - Social Studies Education

Graduate students interested in broadening their knowledge and instructional skills in Social Studies take a Core component of 6 courses (18 credit hours) in the College of Education and Health Professions focusing on topics such as inquiry-based, problem-based teaching and learning, diversity, and classroom research, and a Social Studies Concentration area component of 6 courses (18 credit hours). Social Studies concentration area courses may be selected from an approved list of related courses in various departments across campus, with advisor approval. For further information contact Dr. Andy Milson at Milson@uta.edu.

 

Coursework and completion requirements

  • Coursework that is more than six years old at the time of graduation or teacher/administrator certification program completion cannot be used toward meeting the requirements for a master's degree or graduate-level certification.
  • Master's degree and graduate level certification programs must be completed within six years (time in military service excluded) from initial registration in the Graduate School.
  • Appropriate state exams and application to the State Board for Educator Certification for a standard certificate must be made within six months of completion of student teaching. If a candidate allows the six month period to go by without passing all state exams and applying for certification, additional coursework and/or state exams will be required.

Professional-Level Certifications

The Department of Curriculum and Instruction offers graduate-level programs leading to professional certificates. Certifications include Initial Teacher Certification (Early Childhood - Grade 6, Middle Level, Secondary, and All-Level) and the Reading Specialist and Master Reading Teacher Certification. Supplemental certification is available for English as a Second Language (ESL), Bilingual (BIL) and Gifted and Talented. The graduate-level coursework required for these programs may be applied toward a master's degree (M.Ed.T.). The Graduate Advisor works with the student to build an individual degree plan that incorporates one or more of these certification areas. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on these programs.

Initial Teacher Certification

Students holding a baccalaureate degree may pursue initial teacher certification at the graduate level. Students must be admitted to the Graduate School as master's-degree-seeking students (students may elect to complete certification only) and be admitted to Teacher Certification in the College of Education and Health Professions (see a Teacher Certification advisor for current requirements). Up to 18 hours of graduate-level teacher certification hours may be applied toward an M.Ed.T. Students must also complete the student teaching requirements and pass the appropriate TExES exams. Candidates for Teacher Certification must also meet all state requirements for coursework in their teaching field/academic specialization. Note, certification students must be advised and cleared to take teacher certification courses through Teacher Certification Advising. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on the program.

Master Reading Teacher Certificate (available online)

This certification focuses on the needs of the multicultural and multilinguistic classrooms of today. To qualify for the Master Reading Teacher (MRT) Certificate, students must complete nine semester credit hours and pass the Master Reading Teacher TExES. Students who complete the requirements for the Reading Specialist certificate and are recommended for that certificate may apply for the MRT as well without taking the MRT exam. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on the program.

Reading Specialist Certification (available online)

Teachers interested in focusing on the important area of reading may pursue the Reading Specialist Certificate, an all-level (K-12) certificate. This unique program focuses on the needs of the multicultural and multi-linguistic classrooms of today with the possibility of integrating the requirements for the Master Reading Teacher and the supplemental certification for ESL into the total program if desired. To qualify for the Reading Specialist Certificate, students must complete a master's degree, hold a valid Texas teacher certificate, document two years of acceptable classroom teaching experience, and pass the Reading Specialist TExES. Those who already hold a master's degree and who are seeking only the Reading Specialist Certificate are required to complete 27 semester credit hours. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on the program.

English as a Second Language (ESL) (available online)

The English as a Second Language (ESL) certification prepares candidates to teach children from all cultural and language backgrounds (speakers of Spanish, Vietnamese, etc.), and is required for those teachers working with students in grades PK-12 whose first language is not English. (No foreign language background is required for the ESL certificate.) The ESL endorsement may be added to any valid Texas teacher certificate. Students are required to take four required courses in any sequence, complete a practicum in an ESL classroom or one year of successful teaching experience in an ESL or Bilingual Education program approved by the Texas Education Agency, and pass the ESL TExES. (The four courses may be applied toward a master's degree and to the Reading Specialist Certificate.) See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on the program.

Bilingual Education (BIL)

Teachers who are fluent in Spanish and wish to specialize in bilingual education will want to add the Bilingual Education to their initial certification. The required 12 hours of coursework may be incorporated into a master's degree program developed in consultation with the Graduate Advisor and graduate faculty. Students are required to take four courses and provide documentation of one year of successful teaching experience in a bilingual setting approved by the Texas Education Agency. Candidates must also pass the EC-6 Bilingual Generalist, and the Bilingual Target Language Proficiency Test--Spanish. See the College of Education and Health Professions Web site at www.uta.edu/coehp for more details on the program.

 

Please Note:

The grade of R (research in progress) is a permanent grade; completing course requirements in a later semester cannot change it. To receive credit for an R-graded course, the student must continue to enroll in the course until a passing grade is received.

An incomplete grade (the grade of I) cannot be given in a course that is graded R, nor can the grade of R be given in a course that is graded I. To receive credit for a course in which the student earned an I, the student must complete the course requirements. Enrolling again in the course in which an I was earned cannot change a grade of I. At the discretion of the instructor, a final grade can be assigned through a change of grade form.

Three-hour thesis courses and three- and six-hour dissertation courses are graded R/F/W only (except social work thesis courses.) The grade of P (required for degree completion for students enrolled in thesis or dissertation programs) can be earned only in six- or nine-hour dissertation courses and nine-hour thesis courses. In the course listings below, R-graded courses are designated either “Graded P/F/R” or “Graded R.” Occasionally, the valid grades for a course change. Students should consult the appropriate graduate advisor or instructor for valid grade information for particular courses. (See also the sections titled “R” Grade, Credit for Research, Internship, Thesis or Dissertation Courses and Incomplete Grade in this catalog.)

Please Note:

The grade of R (research in progress) is a permanent grade; completing course requirements in a later semester cannot change it. To receive credit for an R-graded course, the student must continue to enroll in the course until a passing grade is received.

An incomplete grade (the grade of I) cannot be given in a course that is graded R, nor can the grade of R be given in a course that is graded I. To receive credit for a course in which the student earned an I, the student must complete the course requirements. Enrolling again in the course in which an I was earned cannot change a grade of I. At the discretion of the instructor, a final grade can be assigned through a change of grade form.

Three-hour thesis courses and three- and six-hour dissertation courses are graded R/F/W only (except social work thesis courses.) The grade of P (required for degree completion for students enrolled in thesis or dissertation programs) can be earned only in six- or nine-hour dissertation courses and nine-hour thesis courses. In the course listings below, R-graded courses are designated either “Graded P/F/R” or “Graded R.” Occasionally, the valid grades for a course change. Students should consult the appropriate graduate advisor or instructor for valid grade information for particular courses. (See also the sections titled “R” Grade, Credit for Research, Internship, Thesis or Dissertation Courses and Incomplete Grade in this catalog.)

Courses (BEEP)

BEEP5315 – PRACTICUM

3 Lecture Hours  ·  0 Lab Hours

Practicum in student's teaching area(s). This semester-long experience will help students apply theory and research to practice.

 

BEEP5318 – FOUNDATIONS IN BILINGUAL EDUCATION

3 Lecture Hours  ·  0 Lab Hours

Analyzes the development of bilingual education in the United States. Introduces bilingual education program models and discusses research findings on their effectiveness.

 

BEEP5321 – ESL METHODS FOR EC-6 LEARNERS

3 Lecture Hours  ·  0 Lab Hours

Compares first and second-language acquisition processes. Identifies effective teaching practices to meet the needs of English language learners. Analyzes elements from Spanish that can affect the acquisition of literacy in English.

 

BEEP5361 – LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES

3 Lecture Hours  ·  0 Lab Hours

Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications.

 

BEEP5362 – LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS

3 Lecture Hours  ·  0 Lab Hours

Translation of theory into practice stressing various methods and techniques for teaching ESL/bilingual students with emphasis on techniques for oral language development, reading and writing. A comparison/contrast of the various methods, their specifics, and when and how to use them for various instructional objectives as well as the relationship of language development, culture, and conceptual processes to language teaching.

 

BEEP5363 – LITERACY DEVELOPMENT IN ENGLISH AND SPANISH

3 Lecture Hours  ·  0 Lab Hours

Focuses on the development of literacy in bilingual students with specific emphasis on the rationale, methods, and materials for literacy instruction in the studentAs home language. Attention to evaluating and supplementing first-language literacy materials and supporting the successful transition from first-language literacy instruction to literacy instruction in English.

 

BEEP5364 – LITERACY INSTRUCTION IN SPANISH IN THE CONTENT AREAS

3 Lecture Hours  ·  0 Lab Hours

Focuses on methods and materials for teaching content-area subjects in the studentAs home language. Additional focus on supporting the transition from home-language instruction to English-language instruction.

 

BEEP5365 – ORGANIZATION & ADMINISTRATION OF DUAL LANGUAGE PROGRAMS

2 Lecture Hours  ·  1 Lab Hour

Analysis of the research background and implementation of various models of dual language instruction. Insight of the process, data collection, and reporting requirements of the state and federal special populations legislation. This course requires an internship with the office of Federal Programs and/or the office of Bilingual/ESL Education in local school districts. Prerequisite: BEEP 5318.

 

BEEP5366 – SPANISH FOR SCHOOL ADMINISTRATORS & TEACHERS

3 Lecture Hours  ·  0 Lab Hours

Development of Spanish proficiency for teachers and administrators through an immersion approach. Emphasis on concepts and terminology related to education, program administration, community involvement, and communication with Spanish-speaking parents. This course can be repeated.

 

BEEP5391 – INDEPENDENT RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Research for course substitution or a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

Courses (EDUC)

EDUC5190 – SELECTED TOPICS IN EDUCATION

1 Lecture Hour  ·  0 Lab Hours

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

 

EDUC5191 – INDEPENDENT RESEARCH

1 Lecture Hour  ·  0 Lab Hours

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

EDUC5241 – A STUDY OF THE ETHICAL, LEGAL, AND PROFESSIONAL ISSUES IN SCHOOL COUNSELING

2 Lecture Hours  ·  0 Lab Hours

A study of the ethical, legal, and professional issues involved in the provision of guidance and counseling services in an educational setting. Content includes issues of confidentiality and privileged communication, record keeping, malpractice, client rights, counselor responsibilities, codes of ethics, and relevant laws.

 

EDUC5242 – TESTING AND ASSESSMENT IN SCHOOL COUNSELING

2 Lecture Hours  ·  0 Lab Hours

A study of the nature, characteristics, and ethical uses of psychological tests and assessment instruments in an educational setting. Included are measurements of intelligence, aptitude, achievement, interest, and personality. Additional assessment instruments for special education and for gifted and talented placement will be surveyed. The counselor's role in the development of Individualized Education Programs (IEPs) and service on the school Admission, Review, and Dismissal (ARD) teams will be included.

 

EDUC5243 – THE SCHOOL GUIDANCE PROGRAM

2 Lecture Hours  ·  0 Lab Hours

Guidance counselors provide a variety of services in addition to counseling. Career and mental health informational services, mediation and crisis intervention services are included as well as working with parents, community resources, and the instructional staff. Preventative programs include instruction in interpersonal skills, conflict resolution, communication with diverse populations, and problem solving. The counselor also serves as an advocate for good mental and emotional health practices for students and for schools.

 

EDUC5263 – READING AND DEVELOPMENT

2 Lecture Hours  ·  0 Lab Hours

This course will focus on the acquisition of reading skills in the typically developing child. Sub-skills and precursors of reading such as visual and phonological processing will be examined from a neurological point of view. This foundational knowledge will then be applied to researching reading difficulties as well as the teaching and learning in the classroom for typically developing students and those with reading difficulties.

 

EDUC5290 – SELECTED TOPICS IN EDUCATION

2 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

 

EDUC5291 – INDEPENDENT RESEARCH

2 Lecture Hours  ·  0 Lab Hours

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

EDUC5305 – CURRICULUM DESIGN, IMPLEMENTATION, AND EVALUATION

3 Lecture Hours  ·  0 Lab Hours

An examination of theory and research in curriculum development, implementation, and evaluation. Emphasis on current trends in the content areas.

 

EDUC5309 – ADVANCED INSTRUCTIONAL STRATEGIES

3 Lecture Hours  ·  0 Lab Hours

This course engages students in a study of advanced models of teaching and learning such as concept attainment, inductive thinking, inquiry, problem-based learning, role play, simulation games and other models, with an analysis of research on the effectiveness of these models. Emphasis is on current trends in the content areas.

 

EDUC5310 – DIVERSE POPULATIONS IN TODAY'S SCHOOLS

3 Lecture Hours  ·  0 Lab Hours

An overview of the diverse populations in today's schools. Urban, suburban, and rural school communities and populations will be addressed with special attention to issues of human growth and development, culture, ethnicity, exceptionality, gender, language, religion and socioeconomic status.

 

EDUC5314 – EFFECTIVE CLASSROOM INSTRUCTION

3 Lecture Hours  ·  0 Lab Hours

Designed to provide teachers with skills and competencies based on research findings on effective teaching and instruction related to promoting student academic achievement. Includes identifying, developing, and practicing instructional variables that affect teacher performance and student learning tasks.

 

EDUC5315 – PRACTICUM

0 Lecture Hours  ·  3 Lab Hours

Practicum in student's teaching area. This longitudinal experience will help students apply theory and research to practice.

 

EDUC5321 – EDUCATIONAL RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Examination of basic concepts and procedures necessary for empirical research investigations within classroom contexts, experimental design, data collection and interpretation, and statistical analysis.

 

EDUC5322 – EDUCATIONAL RESEARCH AND EVALUATION

3 Lecture Hours  ·  0 Lab Hours

An overview of basic concepts and procedures necessary for analyzing, designing, and conducting quantitative and qualitative educational studies. A focus on educational research, including empirical research, investigations data collection and interpretation, and statistical analysis. Also, a focus on educational evaluation including accreditation, personnel appraisal, and educational programs and materials.

 

EDUC5329 – CLASSROOM MANAGEMENT AND DISCIPLINE

3 Lecture Hours  ·  0 Lab Hours

Analysis of the variables that affect teacher and student behavior in the classroom. Survey of effective strategies of classroom management and discipline based on contemporary research. Particular attention to individual student differences in settings such as gifted and talented, handicapped, and learning disabled.

 

EDUC5330 – LEADERSHIP IN THE INSTRUCTIONAL SETTING

3 Lecture Hours  ·  0 Lab Hours

Examination of current research on effective instructional organizations and classroom instruction in today's schools, on characteristics of school leadership, and on the role and function of the teacher as instructional leader. Topics include the essential components of instruction, developing instructional-management systems, evaluating student and teacher performance, assisting colleagues to monitor and improve instructional skills, school climate and leadership styles as they impact on school improvement.

 

EDUC5340 – ADVANCED HUMAN GROWTH AND DIVERSITY

3 Lecture Hours  ·  0 Lab Hours

This advanced course includes the theories of psychosocial, cognitive, and biological development as well as the characteristics and needs of special populations including gifted and talented and special education. Also included is research on gender, culture, ethnicity, socioeconomic status, intellect, lifestyle, and other issues of relevance for educators and students in today's schools.

 

EDUC5358 – THEMATIC SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS

3 Lecture Hours  ·  0 Lab Hours

Professional development program for elementary and secondary science teachers who will examine a variety of instructional strategies. The course will provide a broad spectrum of content from all areas of science and provide opportunities to participate in investigations, field trips and seminars. The course will facilitate the implementation of a thematic science curriculum in elementary and secondary schools through research-based practices.

 

EDUC5359 – ENVIRONMENTAL SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS

2 Lecture Hours  ·  2 Lab Hours

Designed for elementary, middle and high school teachers who will examine a variety of environmental education issues and instructional strategies for classroom and outdoor settings. The course will provide a broad spectrum of content from all areas of science and will provide opportunities to participate in field trips, science investigations and seminar sessions. It will facilitate the implementation of an environmentally based curriculum in schools using best practices.

 

EDUC5360 – INTRODUCTION TO MIND, BRAIN, AND EDUCATION

3 Lecture Hours  ·  0 Lab Hours

Students will explore and integrate five themes central to the emerging field of Mind, Brain and Education (MBE): development as seen by cognitive scientists and neuroscientists; the conceptual and technical tools used in MBE; and specific educational issues (e.g., dyscalculia, dyslexia, attention deficits, role of emotions etc.). The five themes function as layers students peel back to reveal the complexity of integrating three major disciplines into one field of study.

 

EDUC5361 – INTRODUCTION TO EDUCATIONAL NEUROSCIENCE

3 Lecture Hours  ·  0 Lab Hours

This course is designed to build upon participantsA existing knowledge of child development theories. In this course the Mind, Brain, & Education (MBE) developmental framework is layered with child development theories to understand what a student can be expected to do at a given age (e.g., developmentally appropriate practice, or ADAPA).

 

EDUC5362 – NEUROSCIENCE AND LANGUAGE

3 Lecture Hours  ·  0 Lab Hours

This course will examine the many levels of language including phonetics, phonology, semantics, syntax and pragmatics from both functional and neuroscientific perspectives. This will be closely tied to language acquisition and early language development. The focus on the pre-reading years will provide a solid basis for further study of literacy-related skills and overall learning.

 

EDUC5364 – EPISTEMOLOGY AND NEUROSCIENCE

3 Lecture Hours  ·  0 Lab Hours

This course looks at how the brain supports the basic approaches of the mind uses to produce knowledge. In particular we compare the deductive and inductive methods and the neurological correlates that support both forms of knowledge production. Also examined is the role of the frontal cortex in decision making that results in the learnerAs choices in how to make sense of data.

 

EDUC5365 – THEORETICAL AND CONCEPTUAL MODELS IN MIND, BRAIN, AND EDUCATION

3 Lecture Hours  ·  0 Lab Hours

This course is designed for students who wish to connect cognitive science to instructional practice. Students examine the roles that cognitive models in psychology play in learning and in curriculum design. The cognitive models in this course are used to provide a framework for recognizing possible strategies for improving or redesigning curricula, or to begin building lessons

 

EDUC5366 – ASSESSMENT METHODS IN MIND, BRAIN, AND EDUCATION

3 Lecture Hours  ·  0 Lab Hours

This course focuses on how testing instruments serve to define and help students reach educational goals set by curricula. In particular we look at how the studentsA learning is shaped by assessments and how the nature of assessments impacts pedagogy. In particular we look at the educator-assessment interface as a way to understand the learning environment, and the nature of the learning relationships formed while students develop, implement, and evaluate strategies for reaching varied educational goals.

 

EDUC5367 – RESEARCH METHODS IN MIND, BRAIN, AND EDUCATION

3 Lecture Hours  ·  0 Lab Hours

This course presents an overview of the process of scientific inquiry in general, while fostering an understanding of research paradigms used by educational practitioners. To meet the course objectives students will examine studies from the cognitive neurosciences and medicine. While these modern methods of inquiry are complex, the findings are nevertheless, often, fairly simple to understand, and easily support the primary goal of the course.

 

EDUC5368 – CONDUCTING RESEARCH IN MIND, BRAIN, AND EDUCATION

3 Lecture Hours  ·  0 Lab Hours

This course allows students to build a research project under faculty supervision. The goal of the course is to help students understand the nature and techniques involved in creating useable knowledge in mind, brain and education. Students are expected to identify areas of research to which they wish to contribute, and to conduct their own research with the support of the faculty.

 

EDUC5370 – INTRODUCTION TO GIFTED AND TALENTED CHILDREN

3 Lecture Hours  ·  0 Lab Hours

Psychological characteristics of gifted and talented children. Introduction to identification techniques, educational programs, instructional approaches, and special problems.

 

EDUC5371 – MEASUREMENT AND ASSESSMENT OF GIFTED AND TALENTED CHILDREN

3 Lecture Hours  ·  0 Lab Hours

Tests, formal and informal measures, and systems for identification and selection of the gifted and talented student. Basic test construction theory, test interpretation, and test uses.

 

EDUC5372 – METHODS, MATERIALS, AND CURRICULUM FOR THE GIFTED AND TALENTED

3 Lecture Hours  ·  0 Lab Hours

Curriculum theory and curriculum design for the gifted student. Methodology for implementing practical and theoretical objectives for gifted instruction.

 

EDUC5373 – CREATIVITY: THEORIES, MODELS, AND APPLICATION

3 Lecture Hours  ·  0 Lab Hours

The concept of and current research on creativity, the nature and assessment of creative thinking, as well as methods of fostering creativity.

 

EDUC5374 – PRACTICUM

1 Lecture Hour  ·  5 Lab Hours

Participation in a gifted and talented setting supervised by a university and/or school district representative. A wide range of practical experiences will be emphasized. Graded P/F/R.

 

EDUC5380 – DIVERSITY IN EDUCATIONAL SETTINGS

3 Lecture Hours  ·  0 Lab Hours

Effective leadership, instruction, and management strategies for work in diverse educational settings. Designed to provide increased self-awareness and insight into issues of diversity such as culture, ethnicity, exceptionality, gender, language, religion, and socioeconomic status. Demographic issues along with urban and suburban educational settings will also be addressed.

 

EDUC5390 – SELECTED TOPICS IN EDUCATION

3 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

 

EDUC5391 – INDEPENDENT RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

EDUC5394 – UNDERSTANDING CLASSROOM RESEARCH

3 Lecture Hours  ·  0 Lab Hours

In this course, students gain an understanding of educational research and critically analyze resources of research, such as professional journals, Internet sites, technical reports, ERIC (Education Resources Information Center)documents, and reports of professional organizations. The students will examine historical trends and themes in education and how they have changed and progressed to newer, cutting-edge educational research that informs classroom instruction. Students will analyze research data and reports of research with the purposes of, gaining understanding of sound educational research techniques; evaluating research designs including issues of validity and reliability; gaining knowledge of both quantitative and qualitative data collection procedures; interpreting the results and implications of research; and learning the form of technical, scholarly writing. Through course experiences, students will be prepared to write meaningful research questions and design methodologies for conducting their own classroom research projects. Students will also learn to be effective consumers of research, equipped with skills needed to make sense of classroom, district, state, national, and international educational research studies. This course is to be taken after at least 9 hours of graduate course work and preceding EDUC 5395 and EDUC 5397.

 

EDUC5395 – DESIGNING CLASSROOM RESEARCH

3 Lecture Hours  ·  0 Lab Hours

In this course, students will develop their own classroom educational research project. Their designed study will be based in the literature in their educational field and focus on classroom research questions and problems that will inform teaching practices. In this course, students will develop an individual research problem statement, argue the significance of the problem, complete a written literature review and logical chain of reasoning related to the stated problem, write specific research questions to investigate the problem in educational settings, and design a research study (methodology) that will effectively investigate their research questions. Students design a research study that shows promise for improving education, written as the first three chapters of a scholarly classroom action research project. Prerequisite: EDUC 5394. For M.Ed.T. students, this course is to be taken in the final semester of the masters' degree program. For M.Ed. students, this course is to be taken in the semester just prior to the final semester of the masters' degree program, and in the semester immediately preceding EDUC 5397.

 

EDUC5397 – IMPLEMENTING AND DISSEMINATING CLASSROOM RESEARCH

3 Lecture Hours  ·  0 Lab Hours

In this course, students will implement the classroom research designed and written in EDUC 5395, collect data from this research, and interpret results. Students will prepare a final, written research report that presents the investigation and its results in a 5-chapter professional format, such as would be prepared as a paper for presentation at a professional conference and/or publication in an educational journal. At the conclusion of this course, students will submit a copy of their research project report to the course instructor and present the completed project as their final Capstone Experience for the masters degree in education. Prerequisites: EDUC 5394 and EDUC 5395. This course is to be taken in the final semester of the M.Ed. and in the semester immediately following EDUC 5395.

 

EDUC5600 – COUNSELING STUDENTS IN SCHOOLS

3 Lecture Hours  ·  3 Lab Hours

The focus of this capstone course will be individual and group counseling theories and techniques for pre k-12 students in an educational setting. Special techniques are included for substance abuse, and for using group play therapy. Knowledge of Diagnostic and Statistical Manual of Mental Disorders, 4th. Edition (DSM IV) will be covered for purposes of diagnosis and for outside referral when necessary. Three hours in a supervised counseling practicum in area schools or with school children will be required.

 

Courses (ECED)

ECED5190 – SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION

1 Lecture Hour  ·  0 Lab Hours

An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

 

ECED5191 – INDEPENDENT RESEARCH

1 Lecture Hour  ·  0 Lab Hours

Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

ECED5290 – SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION

2 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

 

ECED5291 – INDEPENDENT RESEARCH

2 Lecture Hours  ·  0 Lab Hours

Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

ECED5309 – TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION

3 Lecture Hours  ·  0 Lab Hours

In-depth analysis of current research on issues in Early Childhood Education. Emphasis on the evaluation and impact of historical, political, and social policy; overview of legislation and advocacy on behalf of young children.

 

ECED5310 – DIVERSE POPULATIONS IN TODAY'S SCHOOLS

3 Lecture Hours  ·  0 Lab Hours

Provides preparation for accommodating children with special needs in EC-6 classroom settings. Focus on characteristics of children with special needs, program accommodations, legal issues, individual assessment and planning, family and agency involvement, and inclusion strategies. Course will examine a variety of diverse settings where children and families live and learn, including homeless shelters.

 

ECED5312 – EC-6: INSTRUCTIONAL STRATEGIES IN SCIENCE

3 Lecture Hours  ·  0 Lab Hours

Study of principles of integration of content in EC-6 classrooms with focus on science concepts and cognitive development. Emphasis on developing dispositions toward scientific inquiry and the use of appropriate objects, materials, activities, and programs to assist in the learning of science concepts.

 

ECED5315 – PRACTICUM

3 Lecture Hours  ·  0 Lab Hours

Practicum in student's teaching area(s). This semester-long experience will help students apply theory and research to practice.

 

ECED5317 – THEORIES OF CHILD DEVELOPMENT AND LEARNING

3 Lecture Hours  ·  0 Lab Hours

Human growth and development, including developmental anomalies, from birth through middle childhood with emphasis on cognitive, social, emotional, and physical growth. Attention is given to current research regarding establishment of learning environments that foster development of the child's self-concept, cognitive competencies, oral language and literacy development, and positive social behaviors including appreciation of diversity among individuals and groups.

 

ECED5318 – FOUNDATIONS IN EC-6 EDUCATION

3 Lecture Hours  ·  0 Lab Hours

An overview of historical and philosophical influences and current research in early and elementary education on promoting educational environments that support development of the whole child. Attention is given to the development and implementation of appropriate EC-6 curricula and programs that extend and integrate learning experiences of children, including the home-school relationship.

 

ECED5319 – EC-6 EDUCATION: INSTRUCTIONAL STRATEGIES IN MATHEMATICS

3 Lecture Hours  ·  0 Lab Hours

Study of principles of integration of content in EC-6 classrooms with focus on mathematics concepts and cognitive development. Emphasis on developing dispositions toward the use of appropriate objects, materials, activities, and programs to assist in learning of mathematics concepts.

 

ECED5320 – EC-6 EDUCATION: INSTRUCTIONAL STRATEGIES IN SOCIAL STUDIES AND THE CREATIVE ARTS

3 Lecture Hours  ·  0 Lab Hours

Study of principles of integration of content in EC-6 classrooms with focus on social studies, the creative arts, and cognitive and socio-emotional development. Emphasis on developing dispositions promoting awareness of self and others, and the study of group dynamics involved in the socialization process in a diverse community. Strategies for enhancing creativity and risk-taking characteristics in EC-6 classrooms.

 

ECED5321 – LANGUAGE AND LITERACY DEVELOPMENT YEARS

3 Lecture Hours  ·  0 Lab Hours

Examine relationships among listening, speaking, reading, and writing. Focus on verbal and non-verbal communication skills in native and second-language development. Consider theories of speaking, reading, and writing in children, with focus on the use of children's literature in social and cognitive development.

 

ECED5390 – SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION

3 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

 

ECED5391 – INDEPENDENT RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

Courses (EDTC)

EDTC5190 – SELECTED TOPICS IN EDUCATION

3 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

 

EDTC5191 – INDEPENDENT RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Research for thesis substitute or equivalent over topic agreed upon between student and instructor. May be repeated for credit with permission.

 

EDTC5290 – SELECTED TOPICS IN EDUCATION

3 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

 

EDTC5291 – INDEPENDENT RESEARCH

2 Lecture Hours  ·  0 Lab Hours

Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.

 

EDTC5300 – INTRODUCTION TO FOUNDATION OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY

3 Lecture Hours  ·  0 Lab Hours

Analysis of integrating TEKS, computers and related technologies in education. Topics include issues and concerns prior to integration, use of software in teaching and learning, identifying resources and strategies for use of the World Wide Web, and creating instructional activities into and across curriculum.

 

EDTC5301 – CURRENT APPLICATIONS OF TECHNOLOGY IN EDUCATION

3 Lecture Hours  ·  0 Lab Hours

Study of technology use in educational environments. Topics include: instructional, learning, assessment, and management applications; a review of current research on selection, evaluation, and integration of appropriate media; and computer hardware and software, multimedia, laser disk, CD-ROM, and telecommunications systems.

 

EDTC5302 – INTERNET IN EDUCATION

3 Lecture Hours  ·  0 Lab Hours

Course is designed to aid educators and training professionals in developing robust techniques for locating, utilizing, and creating Internet resources for professional productivity and research.

 

EDTC5310 – COMPUTER APPLICATIONS IN CURRICULUM AND INSTRUCTION

3 Lecture Hours  ·  0 Lab Hours

Designed for both elementary and secondary teachers; skills and methods necessary to implement computer applications within the curriculum. Methods for managing the computer in the classroom, courseware telecommunications within the curriculum.

 

EDTC5320 – WEB AUTHORING

3 Lecture Hours  ·  0 Lab Hours

Study of Web site planning, development and HTML tagging. Topics include: storyboards, content creation, Web site tagging with browser independent tags, use of color and fonts to communicate concepts, interactivity by design, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy.

 

EDTC5330 – DESKTOP PUBLISHING

3 Lecture Hours  ·  0 Lab Hours

Study of desktop publishing planning, development, and production. Topics include: desktop publishing terminology, basic design theory, principles of form and design, guidelines for desktop publishing, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy.

 

EDTC5340 – MULTIMEDIA

3 Lecture Hours  ·  0 Lab Hours

Study of multimedia planning, development, and implementation that maximize the use of technology, student learning, and teacher effectiveness. Topics include: methodologies for tutorials, hypermedia, drills, simulations, educational games, open-ended learning environments, testing, Web-based learning, interactivity by design, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy.

 

EDTC5390 – SELECTED TOPICS IN EDUCATION

3 Lecture Hours  ·  0 Lab Hours

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

 

EDTC5391 – INDEPENDENT RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Research for thesis substitute or equivalent over topic agreed upon between student and instructor. May be repeated for credit with permission.

 

Courses (EDML)

EDML5302 – SCIENCE IN THE MIDDLE GRADES

3 Lecture Hours  ·  0 Lab Hours

The examination of instructional strategies, materials, current research, and technology pertinent to teaching science in the middle grades; the scope and sequence of science content and implementation of instructional approaches to accommodate diverse student populations.

 

EDML5303 – MATHEMATICS IN THE MIDDLE GRADES

3 Lecture Hours  ·  0 Lab Hours

The examination of instructional strategies, materials, current research, and technology pertinent to teaching mathematics in the middle grades; the scope and sequence of math content and the selection and implementation of instructional approaches to accommodate diverse student populations.

 

EDML5304 – SOCIAL STUDIES IN THE MIDDLE GRADES

3 Lecture Hours  ·  0 Lab Hours

An examination of content, methods, current research, and learning theory appropriate for social studies education in the middle grades. Special attention to methods that promote analytical and evaluative abilities necessary for participatory democracy in a culturally diverse society.

 

EDML5308 – MIDDLE GRADES ORGANIZATION, INSTRUCTION, AND MANAGEMENT

3 Lecture Hours  ·  0 Lab Hours

The examination of principles, theories, and research related to developmentally responsive middle level programs, effective instruction and effective strategies of classroom management. Attention is given to the employment of a variety of approaches for developing an appropriate climate to meet the varying needs of the middle level student.

 

EDML5315 – PRACTICUM

3 Lecture Hours  ·  0 Lab Hours

Practicum in student's teaching area(s). This longitudinal experience will help students apply theory and research to practice.

 

EDML5328 – PREADOLESCENT/ADOLESCENT GROWTH, DEVELOPMENT, AND LEARNING THEORY

3 Lecture Hours  ·  0 Lab Hours

Physical,social, emotional, and cognitive growth patterns of 10- to 15-year-old children, emphasizing familial, cultural, societal, and genetic determinants of behavior. Attention is given to current research regarding the developmental characteristics of adolescents, including exceptional learners and students with special needs.

 

EDML5391 – INDEPENDENT RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

 

Courses (LIST)

LIST5191 – INDEPENDENT RESEARCH IN READING

1 Lecture Hour  ·  0 Lab Hours

Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.

 

LIST5291 – INDEPENDENT RESEARCH IN READING

2 Lecture Hours  ·  0 Lab Hours

Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.

 

LIST5316 – LITERACY PRACTICUM I

1 Lecture Hour  ·  5 Lab Hours

This practicum is intended for entering in the M.Ed. with Literacy Emphasis who plan to teach reading and writing and become literacy coaches/certified Reading Specialists in K-12 schools. The course introduces the national Reading Specialist Standards and offers an overview of the program. The course combines an introduction to the theory, research, and knowledge in the field of literacy with application through field experiences in schools and classrooms. Students begin their program portfolio focused on the national Reading Specialist Standards. Graded F,P,W. Prerequisite: This course should be taken in the first or second semester of a student's program.

 

LIST5317 – LITERACY PRACTICUM II

1 Lecture Hour  ·  5 Lab Hours

This practicum is intended as the capstone experience for students in the M.Ed. with Literacy Emphasis who plan to teach reading and writing and become literacy coaches/certified Reading Specialists in K-12 schools. The course provides an opportunity to synthesize the theory and research related to literacy that has been presented in the program, to explore literacy program development and the implementation of technology in literacy programs, and to participate in professional leadership options. Students apply theory/research through field experiences in a professional setting. Students must complete their program portfolio focused on the national Reading Specialist Standards. Graded A,B,C,D,F,P,W. Prerequisite: LIST 5316 and at least 8 additional courses in the M.Ed. with Literacy Emphasis.

 

LIST5325 – UNDERSTANDING LITERACY RESEARCH

3 Lecture Hours  ·  0 Lab Hours

Designed as an introduction and exploration of literacy research. Provides the opportunity to read broadly in the area of literacy research to become aware of current trends in literacy research. Emphasizes the tools for critically consuming literacy research and utilizing existing research in personal examinations of literacy topics and questions. Course must be taken prior to LIST 5385.

 

LIST5326 – PRE-ADOLECENT & ADOLESCENT LITERACY

3 Lecture Hours  ·  0 Lab Hours

Focuses on literacy theory, research, and practice as it relates to pre-adolescents and adolescents. Addresses sociocultural, cognitive, linguistic, psychological, and developmental influences on literacy. Explores the development of curricular designs for teaching reading/language arts in middle and secondary schools including reading, writing, oral communication, literature, and digital literacy.

 

LIST5345 – CONTENT AREA READING AND WRITING

3 Lecture Hours  ·  0 Lab Hours

Explores methods of teaching reading, writing, and study skills in content area subjects. Emphasis on text structure and the difference between narrative and expository text, graphic organizers for text structure, the reading/writing process as applied to informational text. Classroom adaptations for culturally and linguistically diverse populations in the content areas also will be addressed.

 

LIST5346 – TEACHING THE WRITING PROCESS

3 Lecture Hours  ·  0 Lab Hours

Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.

 

LIST5350 – LITERACY ASSESSMENT

3 Lecture Hours  ·  0 Lab Hours

Formal and informal assessment of student literacy learning, and diagnosis of student literacy learning strengths and needs.

 

LIST5353 – LITERATURE FOR CHILDREN AND YOUNG ADULTS

3 Lecture Hours  ·  0 Lab Hours

Selection, evaluation, and use of current literature published for children and young adults.

 

LIST5354 – MULTICULTURAL LITERATURE FOR CHILDREN

3 Lecture Hours  ·  0 Lab Hours

Study of literature for children and young adults which reflects the culture and experiences of African-Americans, Asian-Americans, Mexican-Americans, and Native Americans, among others. Consideration of selection guidelines, evaluation of literary quality as well as cultural authenticity and teaching applications, including adaptations for culturally and linguistically diverse populations.

 

LIST5361 – LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES

3 Lecture Hours  ·  0 Lab Hours

Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications.

 

LIST5362 – LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS

3 Lecture Hours  ·  0 Lab Hours

Translation of theory into practice stressing various methods and techniques for teaching ESL/bilingual students with emphasis on techniques for oral language development, reading and writing. A comparison/contrast of the various methods, their specifics, and when and how to use them for various instructional objectives as well as the relationship of language development, culture, and conceptual processes to language teaching.

 

LIST5373 – FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS

3 Lecture Hours  ·  0 Lab Hours

Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.

 

LIST5381 – NATIONAL WRITING PROJECT PART I

3 Lecture Hours  ·  0 Lab Hours

An intensive institute in which teachers learn ways to improve student writing abilities by improving their own teaching and learning of writing. Students participate in an intensive literature review related to the area of writing instruction. Graded A,B,C,D,F,W. Prerequisite: Students must apply and be invited to participate in this course. Concurrent enrollment in LIST 5382.

 

LIST5382 – NATIONAL WRITING PROJECT PART II

3 Lecture Hours  ·  0 Lab Hours

An intensive institute in which teachers learn ways to improve student writing abilities by improving their own teaching and learning of writing. For this part of the workshop, students build on their literature review by writing a research proposal and developing research-based writing instruction. In addition, professional development training for classroom teachers is provided. Graded A,B,C,D,F,P,W. Prerequisite: Students must apply and be invited to participate in this course. Concurrent enrollment in LIST 5381.

 

LIST5383 – WRITING FOR PROFESSIONAL PUBLICATION

3 Lecture Hours  ·  0 Lab Hours

This course focuses instructor and peer interaction as students conduct literacy-related research, analyze data, write up the results, and disseminate their completed study to a professional journal. A comprehensive study of professional journals and their requirements for submission is included in this course. Graded A,C,D,F,P,W. Prerequisite: LIST 5385 or program advisor approval.

 

LIST5384 – ADVANCED PEDAGOGY OF WRITING

3 Lecture Hours  ·  0 Lab Hours

This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini lessons and a web-based integrated writing unit. Graded A,B,C,D,F,P,W. Prerequisite: LIST 5346 or LIST 5381 and LIST 5382

 

LIST5385 – DESIGNING LITERACY RESEARCH

3 Lecture Hours  ·  0 Lab Hours

This course is designed to build on the LIST 5325, Understanding Literacy Research, by providing an exploration of the process for quantitative, mixed methods or qualitative research design. Includes an examination of various research designs related to language and literacy development including models such as case studies, ethnography, observations and interviews. Students are lead through the research process including forming a theoretical epistemology, formulating research questions, reviewing literature, selecting methods of data collection, interpretation and analysis of data and writing a research proposal. Students will be expected to complete this research focus in the program capstone experience, LIST 5317. This course should immediately precede LIST 5317. Prerequisite: LIST 5325.

 

LIST5390 – SELECTED TOPICS IN READING

3 Lecture Hours  ·  0 Lab Hours

An examination of different topics each semester, with a focus on subjects related to reading, writing, oral language, and literacy.

 

LIST5391 – INDEPENDENT RESEARCH IN READING

3 Lecture Hours  ·  0 Lab Hours

Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.