UTA home page The University of Texas at Arlington Graduate Catalog 2005-2006
Graduate Catalog 2005-2006
     Note: This Catalog was published in July 2005 and supersedes the 2004-2006 Catalog.      
Search Catalog 

Link to UTA home

Department of Curriculum and Instruction

department web page: www.uta.edu/coed/curricandinstruct/
department contact: coedadvising@uta.edu
graduate web page: www.uta.edu/coed/curricandinstruct/
graduate contact: hadaway@uta.edu

Chair

John A. Smith
320A Science Hall
817.272.0116
smithj@uta.edu

Admissions Requirements | Fellowships | Distance Learning
Degree Requirements | Online Degree Option | Professional-Level Certification
Courses: EDUC, ECED, EDTC, EDML, LIST

Areas of Study and Degrees

Early Childhood - Grade 4 Teacher Certification
Middle Level (Grades 4-8) Teacher Certification
Secondary Teacher Certification (Grades 8-12)
All-Level Teacher Certification
M.Ed.T.
Reading Specialist Certification
Master Reading Teacher Certification
Master Technology Teacher Certification
Bilingual Education Endorsement
English as a Second Language Endorsement
Gifted and Talented Endorsement
Technology
M.Ed.

Master's Degree Plans

Non-Thesis

Graduate Advisor

Nancy Hadaway
414 Hammond, 817.272.2240
hadaway@uta.edu

Graduate Faculty

Professors

Crow, Gerlach, Hadaway, Reinhartz

Associate Professors

Davis, Hirtle, Leffingwell, Marshall, Rosado

Assistant Professors

Alcala, Kribs-Zaleta, Tice, Wallace, Weaver, Wisell

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.) Additional endorsements and specialty areas are also offered including: Bilingual Education (BIL), English as a Second Language (ESL) and Gifted and Talented. Distance learning opportunities in all degree programs are available for those interested in Internet and video conferencing course delivery (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 prior to completing 12 hours of graduate work. This program of work is filed in the Graduate School and may be modified as needed. All master's degrees in Curriculum and Instruction are comprised of 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 submit a comprehensive project their final semester of coursework.

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 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

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:

Terms of Probation upon Acceptance: All students admitted under probation status will be required to earn a 3.5 GPA during the first 12 hours of graduate coursework in the program.

Provisional Admission

An applicant unable to supply all required documentation prior to the admissions deadline, but who otherwise appears 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.

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 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 Curriculum and Instruction are offered on campus as well as over the Internet and via video conferencing for distance learning. The complete M.Ed. in Curriculum and Instruction with an emphasis in Reading is available online. (See the Graduate Advisor for current course offerings.) 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 (some Internet-delivered courses require students to attend an initial in-person orientation). Only 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 4, middle level, secondary, or early childhood – grade 4 bilingual certification. They must also fulfill the Residency requirements and pass the appropriate certification exams (consult a teacher certification advisor for current certification information). Up to 18 hours (or more with program director approval) 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 Web site at www.uta.edu/coed 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 a few of the possible master's degree options.

M.Ed. with an Open Option

One plan is referred to as the "Open Option." 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 9 hours of graduate education coursework in instructional strategies, research, evaluation, and technology, and a 6-hour support area in curriculum design and instructional leadership are required. Students also choose from a variety of certifications available through the School of Education 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 pedagogical 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 Web site at www.uta.edu/coed for more details on the program.

M.Ed. with an Emphasis in Reading (available online)

One of the most popular M.Ed. degree plan configurations is the M.Ed. in Curriculum and Instruction with the Reading Specialist Certificate, Master Reading Teacher Certificate, and English as a Second Language added to it.

This program requires 36 credit hours (12 courses). Once you have successfully completed all coursework, you will graduate with a Master of Education in Curriculum and Instruction. In addition, if you pass the appropriate TExES tests, you will also have the Reading Specialist Certification, the Master Reading Teacher Certification, and/or the English as a Second Language Endorsement. 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 ESL Endorsement TExES test.

This degree option is available online through UT TeleCampus. For more information, please visit http://www.telecampus.utsystem.edu/index.cfm/4,669,82,56,html.

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 4, Middle Level, Secondary, and All-Level) and the Reading Specialist and Master Reading Teacher Certification, and Master Technology Teacher Certification. Endorsements include 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 Web site at www.uta.edu/coed 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 a master's-degree-seeking student (students may elect to complete certification only) and be admitted to Teacher Certification in the College of Education (see a Teacher Certification advisor for current requirements). Up to 18 hours (or more with program director approval) of graduate-level teacher certification hours may be applied toward an M.Ed.T. Students must also complete the residency/practicum 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 Web site at www.uta.edu/coed for more details on the program.

Master Reading Teacher Certificate

This certification focuses on the needs of the multicultural and multilinguistic classrooms of today. To qualify for the Master Reading Teacher Certificate, students must complete nine semester credit hours and pass the Master Reading Teacher TExES. See the College of Education Web site at www.uta.edu/coed for more details on the program.

Master Technology Teacher (MTT) Certificate

The Master Technology Teacher (MTT) Certification is designed to produce teachers who will work with other teachers and students to increase the use of technology in the classroom. The MTT certification is a master-level certification. Candidates must hold an SBEC Technology Applications or Technology Education Certificate, or have a minimum of three years teaching experience in Texas Schools and have a current Texas teacher's certificate. Candidates must complete the MTT preparation program. Candidates must pass the MTT certification exam. See the College of Education Web site at http://www.uta.edu/coed/educationtech/mtt/index.htm for more details on the program.

Reading Specialist Certification

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 multilinguistic classrooms of today by integrating the requirements for ESL and/or Bilingual Education Endorsements into the total reading program with no supplementary coursework required. To qualify for the Reading Specialist Certificate, students complete a master's degree, hold a valid Texas teacher certificate, document three 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 not required to complete the 6-hour Common Core. See the College of Education Web site at www.uta.edu/coed for more details on the program.

English as a Second Language (ESL) Endorsement

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 Web site at www.uta.edu/coed for more details on the program.

Bilingual Education (BIL) Endorsement

Those teachers who are fluent in Spanish and wish to specialize in bilingual education will want to add the Bilingual Endorsement 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 TExES in Bilingual and the TOPT for language proficiency. See the College of Education Web site at www.uta.edu/coed for more details on the program.


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 X) cannot be given in a course that is graded R, nor can the grade of R be given in a course that is graded X. To receive credit for a course in which the student earned an X, the student must complete the course requirements. Enrolling again in the course in which an X was earned cannot change a grade of X. 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 thesis courses and nine-hour dissertation 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.)

Bilingual/ESL/Early Childhood Program (BEEP)

BEEP 5318. FOUNDATIONS IN BILINGUAL EDUCATION (3-0)
Analyzes the development of bilingual education in the United States. Introduces bilingual education program models and discusses research findings on their effectiveness.

BEEP 5321. ESL METHODS FOR YOUNG LEARNERS (3-0)
Compares first and second language acquisition processes and identifies best teaching practices to meet the needs of English language learners. Analyzes elements from Spanish that can affect the acquisition on literacy in English.

BEEP 5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES (3-0)
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. May be cross-listed with READ 5361. Students may not take both BEEP 5361 and READ 5361.

BEEP 5362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS (3-0)
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. May be cross-listed with READ 5362. Students may not take both BEEP 5362 and READ 5362.

BEEP 5363. LITERACY DEVELOPMENT IN ENGLISH AND SPANISH (3-0)
The development of literacy for bilinguals with specific emphasis on the rationale, methods, and materials for literacy instruction in the home language of the child. A focus on assessing and supplementing first language literacy materials and the successful transition from first language literacy instruction to literacy instruction in English.

BEEP 5364. LITERACY INSTRUCTION IN SPANISH IN THE CONTENT AREAS (3-0)
Content area instruction in the home language of the child along with methods and materials utilized to teach the content areas in the students’ first language. Issues of transition from home language instruction in the content areas to English language instruction.

BEEP 5391. INDEPENDENT RESEARCH (3-0)
Research for course substitution or a topic agreed upon between the student and instructor. May be repeated for credit with permission.

Education (EDUC)

EDUC 5190. SELECTED TOPICS IN EDUCATION An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 5191. INDEPENDENT RESEARCH Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.
Graded R

EDUC 5290. SELECTED TOPICS IN EDUCATION An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 5291. INDEPENDENT RESEARCH Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.
Graded R

EDUC 5300. CONTEMPORARY CONCERNS IN AMERICAN EDUCATION (3-0)
An overview of historical foundations, issues and trends in American schools, including application of instructional technology. Focus on developmental characteristics of the whole child as a learner will be explored through research.

EDUC 5305. CURRICULUM DESIGN, IMPLEMENTATION, AND EVALUATION (3-0)
An examination of theory and research in curriculum development, implementation, and evaluation. Emphasis on current trends in the content areas.

EDUC 5309. ADVANCED INSTRUCTIONAL STRATEGIES (3-0)
A study of advanced models of teaching including concept attainment, inductive thinking, inquiry, case study, role play, take-a-stand, synectics, scamper, simulation games, etc. Research on the effectiveness of the models and classroom demonstration will be required.

EDUC 5310. DIVERSE POPULATIONS IN TODAY’s SCHOOLS (3-0)
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.

EDUC 5314. EFFECTIVE CLASSROOM INSTRUCTION (3-0)
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.

EDUC 5315. PRACTICUM (0-3)
Practicum in student’s teaching area. This longitudinal experience will help students apply theory and research to practice.

EDUC 5321. EDUCATIONAL RESEARCH (3-0)
Examination of basic concepts and procedures necessary for empirical research investigations within classroom contexts, experimental design, data collection and interpretation, and statistical analysis.

EDUC 5322. EDUCATIONAL RESEARCH AND EVALUATION (3-0)
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.

EDUC 5329. CLASSROOM MANAGEMENT AND DISCIPLINE (3-0)
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.

EDUC 5330. LEADERSHIP IN THE INSTRUCTIONAL SETTING (3-0)
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.

EDUC 5340. EDUCATIONAL EVALUATION (3-0)
Various means of evaluating school systems and their communities, school personnel, and students. Includes accreditation standards, personnel appraisal, mandated testing of students, and a review of the purpose, description, special utility, standardization, reliability, validity, and strengths, and weaknesses of tests commonly used in public schools.

EDUC 5343. PRACTICUM IN SUPERVISION (1-20)
Directed practicum in supervision. The student will be assigned to a public school for field-based supervisory experience. Activities involved may include grant writing, campus planning, site-based management activities, and restructuring efforts as they relate to planning, instruction, and evaluation.

EDUC 5358. THEMATIC SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS (3-0)
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.

EDUC 5359. ENVIRONMENTAL SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS (2-2)
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.

EDUC 5370. INTRODUCTION TO GIFTED AND TALENTED CHILDREN (3-0)
Psychological characteristics of gifted and talented children. Introduction to identification techniques, educational programs, instructional approaches, and special problems.

EDUC 5371. MEASUREMENT AND ASSESSMENT OF GIFTED AND TALENTED CHILDREN (3-0)
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.

EDUC 5372. METHODS, MATERIALS, AND CURRICULUM FOR THE GIFTED AND TALENTED (3-0)
Curriculum theory and curriculum design for the gifted student. Methodology for implementing practical and theoretical objectives for gifted instruction.

EDUC 5373. CREATIVITY: THEORIES, MODELS, AND APPLICATION (3-0)
The concept of and current research on creativity, the nature and assessment of creative thinking, as well as methods of fostering creativity.

EDUC 5374. PRACTICUM (1-5)
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.

EDUC 5380. DIVERSITY IN EDUCATIONAL SETTINGS (3-0)
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.

EDUC 5390. SELECTED TOPICS IN EDUCATION An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 5391. INDEPENDENT RESEARCH Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.
Graded R

EDUC 5395. THE RESEARCH PROCESS (3-0)
An overview of the educational research process with emphasis on research paradigms using a scientific approach to developing research questions and selecting methods of data collection and analysis for planning and writing research studies.
Graded A,B,C,D,F,P,W
Prerequisite: This course should be taken in the first twelve hours of a student's program.

EDUC 5396. CLASSROOM ETHNOGRAPHY IN ACTION (3-0)
Surveys researchable issues and techniques which assist in selecting research strategies for more intensive investigation. Strategies for implementing action research will be emphasized for students to conduct their own action research project.

EDUC 5397. DISSEMINATION OF CLASSROOM ACTION RESEARCH STUDY Prepares students to use vocabulary related to an action research study when writing and disseminating results in a form that can be presented at state, regional, and national conferences and published in education journals.

Early Childhood Education (ECED)

ECED 5190. SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

ECED 5191. INDEPENDENT RESEARCH Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

ECED 5290. SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

ECED 5291. INDEPENDENT RESEARCH Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

ECED 5309. TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION (3-0)
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.

ECED 5317. THEORIES OF DEVELOPMENT AND LEARNING IN EARLY CHILDHOOD EDUCATION (3-0)
Human growth and development, including developmental anomalies, from birth through early 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 tolerance of diversity among individuals and groups. (May be taken prior to or with ECED 4310, READ 4373 and EDTC 5300).

ECED 5318. PROGRAMS AND PRACTICES IN EARLY CHILDHOOD EDUCATION (3-0)
An overview of the historical and philosophical influences of early education and the current research perspectives on fostering educational environments conducive to development of the whole child. Attention is given to organization and implementation of a developmentally appropriate curriculum in EC-4 and formulating programs which extend and integrate learning experiences of young children, including the home-school relationship.
Prerequisite: ECED 5317.

ECED 5319. EARLY EDUCATION: INSTRUCTIONAL STRATEGIES I (3-0)
Study of principles of integration of content in EC-4 classrooms with focus on mathematics and science concepts and cognitive development. Emphasis on developing dispositions promoting scientific investigation and appropriate objects, materials, activities, and programs to assist in assimilation of mathematics and science concepts.
Prerequisite: ECED 5317, 5318.

ECED 5320. EARLY EDUCATION: INSTRUCTIONAL STRATEGIES II (3-0)
Study of principles of integration of content in EC-4 classrooms with focus on social studies and the creative arts and cognitive development. Emphasis on developing dispositions promoting developing self, awareness of others, and group dynamics involved in the socialization process in a diverse community. Strategies for enhancing creative and risk-taking characteristics in EC-4 classrooms.
Prerequisite: ECED 5317, 5318 and 5319.

ECED 5321. LANGUAGE AND LITERACY DEVELOPMENT: THE EARLY YEARS (3-0)
Examine relationship between listening, talking, reading and writing. Focus on oral and non-verbal communication skills in native and second language development. Consider theories of early speaking, reading and writing in young children, with focus on the relationship between the use of children’s literature and social and cognitive development.
Prerequisite: ECED 5317 and 5318.

ECED 5390. SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

ECED 5391. INDEPENDENT RESEARCH Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

Educational Technology (EDTC)

EDTC 5190. SELECTED TOPICS IN EDUCATION An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDTC 5191. INDEPENDENT RESEARCH Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
Graded R

EDTC 5290. SELECTED TOPICS IN EDUCATION An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDTC 5291. INDEPENDENT RESEARCH Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
Graded R

EDTC 5300. INTRODUCTION TO FOUNDATION OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY (3-0)
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.

EDTC 5301. CURRENT APPLICATIONS OF TECHNOLOGY IN EDUCATION (3-0)
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.

EDTC 5302. INTERNET IN EDUCATION (3-0)
Course to aid educators and training professionals in developing robust techniques for locating and utilizing Internet resources in their day-to-day activities. Selected exercises from representative categories of tools such as: Telnet, FTP, Gopher, and WWW.

EDTC 5310. COMPUTER APPLICATIONS IN CURRICULUM AND INSTRUCTION (3-0)
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.

EDTC 5320. WEB AUTHORING (3-0)
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.
Prerequisite: EDTC 5300, EDTC 5301 or instructor permission.

EDTC 5330. DESKTOP PUBLISHING (3-0)
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.
Prerequisite: EDTC 5300, EDTC 5301 or instructor permission.

EDTC 5340. MULTIMEDIA (3-0)
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.
Prerequisite: EDTC 5300, EDTC 5301, and EDTC 5320 or EDTC 5330, or instructor permission.

EDTC 5390. SELECTED TOPICS IN EDUCATION An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDTC 5391. INDEPENDENT RESEARCH Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
Graded R

Middle Level (EDML)

EDML 5302. SCIENCE IN THE MIDDLE GRADES (3-0)
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.

EDML 5303. MATHEMATICS IN THE MIDDLE GRADES (3-0)
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.

EDML 5304. SOCIAL STUDIES IN THE MIDDLE GRADES (3-0)
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.

EDML 5308. MIDDLE GRADES ORGANIZATION, INSTRUCTION, AND MANAGEMENT (3-0)
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.

EDML 5328. PREADOLESCENT/ADOLESCENT GROWTH, DEVELOPMENT, AND LEARNING THEORY (3-0)
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.

Literacy Studies (LIST)

LIST 5191. INDEPENDENT RESEARCH IN READING (3-0)
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.

LIST 5291. INDEPENDENT RESEARCH IN READING (3-0)
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.

LIST 5316. LITERACY PRACTICUM I (1-5)
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.

LIST 5317. LITERACY PRACTICUM II (1-5)
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.

LIST 5325. CURRENT TRENDS IN READING AND LANGUAGE ARTS (3-0)
Relationships between theory and practice in the field of reading and language arts at the elementary and secondary level. Emphasis on current trends and issues such as the teaching of word identification, vocabulary, comprehension, spelling and writing. The use of thematic teaching and integrated instruction also will be explored.

LIST 5326. TEACHING THE LANGUAGE ARTS IN SECONDARY SCHOOLS (3-0)
Teaching of the processes and skills for reading/language arts (grades 7 through 12). Topics include teaching the reading and writing process, children’s and adolescent literature, poetry, drama, listening/speaking, and media.

LIST 5345. CONTENT AREA READING AND WRITING (3-0)
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.

LIST 5346. TEACHING THE WRITING PROCESS (3-0)
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.

LIST 5350. LITERACY ASSESSMENT (3-0)
Assessment and diagnosis, both formal and informal, of reading and language arts learning.

LIST 5351. LITERACY AND AUTHENTIC ASSESSMENT (3-0)
This course is designed to provide individuals seeking initial certification with a foundation of literacy assessment. Introduces the relationship between literacy assessment practices and instruction. The course includes an investigation of research and techniques in literacy testing and assessment and issues of reliability and validity in relation to norm-referenced and criterion-referenced testing as well as authentic assessment. Assessment techniques which support the acquisition and development of literacy in diverse classrooms in grades PK-4 will be examined. The course emphasizes the principles, practices, and applications of a variety of reading assessments for students with different learning abilities and needs. Students will explore individual students’ literacy strengths, areas that need development, and specific instructional strategies to meet those needs.

LIST 5353. LITERATURE FOR CHILDREN AND YOUNG ADULTS (3-0)
Selection, evaluation, and use of current literature published for children and young adults.

LIST 5354. MULTICULTURAL LITERATURE FOR CHILDREN (3-0)
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.

LIST 5355. EMERGENT LITERACY (3-0)
Examination of the natural process of early literacy development: an overview of current theory/research, designing literacy learning environments, philosophy, organization and assessment; relationship between home and school; community and parental involvement.

LIST 5356. POETRY FOR CHILDREN (3-0)
The study of poetry published for children, from classic to contemporary. Consideration of theory and research, selection and analysis, classroom applications, and performance of poetry of all types.

LIST 5357. COMPARATIVE LITERACY PROGRAMS (3-0)
An overview of diverse paradigms and instructional approaches for literacy learning from a national and international perspective; impact of sociocultural variables on literacy programs, and exploration of learning/teaching processes from a cross-cultural perspective.

LIST 5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES (3-0)
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. May be cross-listed with BEEP 5361. Students may not take both BEEP 5361 and READ 5361.

LIST 5362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS (3-0)
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. May be cross-listed with BEEP 5362. Students may not take both BEEP 5362 and READ 5362.

LIST 5373. FOUNDATIONS OF LITERACY LEARNING IN THE PRIMARY GRADES Balanced literacy approach to literacy instruction in the primary grades (K-4) 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.
Graded A,B,C,D,F,P,W

LIST 5378. LITERACY AND LITERATURE AT THE MIDDLE LEVEL (3-0)
Research-based teaching of literacy and literature at the middle level, including theory and practice in the teaching of reading, writing, listening, and speaking; selection and integration of current and appropriate literature for children and young adults; issues of motivation, organization, and assessment.

LIST 5381. NATIONAL WRITING PROJECT PART I (3-0)
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.

LIST 5382. NATIONAL WRITING PROJECT PART II (3-0)
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.

LIST 5383. WRITING FOR PROFESSIONAL PUBLICATION (3-0)
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.

LIST 5384. ADVANCED PEDAGOGY OF WRITING (3-0)
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

LIST 5385. LITERACY RESEARCH (3-0)
An exploration of the research process with emphasis on literacy research. Includes an examination of various research designs related to language and literacy development including both quantitative and qualitative models such as case studies, interview, or observational. Leads studnets through the process of developing research questions, selecting methods of data collection, interpretation and analysis of data, and writing research studies.
Graded A,B,C,D,F,P,W
Prerequisite: This course should be taken in the first twelve hours of a student's program.

LIST 5389. DESIGNING WEB-BASED LITERACY PROJECTS (3-0)
Explores principles and techniques for Web page design and other Internet-based applications. Considers criteria for site analysis and assessment. Students will research current methods of effective Internet content delivery and create literacy applications for parent outreach, teacher networking, student tutoring, and other literacy projects.

LIST 5390. SELECTED TOPICS IN READING (3-0)
An examination of different topics each semester, with a focus on subjects related to reading, writing, oral language, and literacy.

LIST 5391. INDEPENDENT RESEARCH IN READING (3-0)
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.

Top^

2006 The University of Texas at Arlington