Skip to main content Skip to search
UTSA header graphic

2009–2011 Graduate Catalog

CURRICULUM AND INSTRUCTION (C&I) COURSE DESCRIPTIONS

5003 Theory of Curriculum and Instruction
(3-0) 3 hours credit.
An examination of theoretical structures underlying curriculum considerations and the implications of these for the work of responsible curriculum decision-makers at all levels, including administrators, instructional supervisors, and classroom teachers. (Formerly titled “Theory and Dynamics of Curriculum and Instruction.”)

5013 Curriculum, Instruction and Assessment
(3-0) 3 hours credit. Prerequisite: C&I 5003.
Examination of different pedagogical approaches to the teaching and learning process in schools, with emphasis on the development of curriculum for classroom instruction, evaluation, organization, and management. (Formerly titled “Classroom Instruction and Evaluation.”)

5043 Classroom Management and Motivation
(3-0) 3 hours credit. Prerequisite: Graduate standing.
A detailed investigation of various theories and models of classroom management and motivation. Topics include behavior modification, assertive discipline, control theory, and the concept of the democratic classroom. (Credit cannot be earned for both C&I 5043 and EDP 5043.)

5523 Metacognitive Learning Principles
(3-0) 3 hours credit.
Metacognition as a foundational learning construct is considered first as it is presented in the literature and then as a lived experience of reflective practice. Core questions include: What are ways of knowing? How does one know what and how one knows? What are appropriate metacognitive strategies across curricular contexts? Each participant will explore motivation with three foci: theory, practical application toward the self and practical application toward others. (Formerly titled “Metacognitive Thinking and Learning Strategies.”) (Same as ECE 6753. Credit cannot be earned for more than one of the following: ECE 5523, ECE 6753, or C&I 5523.)

5663 Topics in Curriculum and Instruction
(3-0) 3 hours credit.
Students are provided the opportunity for in-depth study of specialized areas of curriculum and instruction. The course may be repeated for credit when topics vary. Only 6 hours may be applied to the degree.

5703 Secondary School Curricula
(3-0) 3 hours credit.
A systematic analysis of secondary school curricula. A critical study of objectives, methods of organization, content, methods, and learning materials for youth.

5723 Integrating Reading and the Language Arts
(3-0) 3 hours credit.
Study of reading processes and instructional practices and examination of ways reading can be related to writing, speaking, and listening. Emphasizes development of integrated language arts curriculum and instruction from primary through secondary school.

5743 Reading in Secondary School
(3-0) 3 hours credit.
Principles and techniques for teaching higher-level reading and comprehension skills to adolescents. Attention to developing reading programs and to literacy learning in various academic subjects in middle and high schools. Strategies for meeting the needs of the wide range of ability levels found in secondary schools.

5753 Literature for Children
(3-0) 3 hours credit.
Examines the selection and uses of children’s literature in the classroom. Emphasizes literary response and ways to integrate literature into the elementary and secondary school curriculum.

5763 Diagnosis and Practicum in Reading
(3-0) 3 hours credit. Prerequisite: C&I 5723.
Multidisciplinary approach to diagnosis and remediation of reading problems, with special attention to cognitive, sociolinguistic, and emotional factors that may impede learning. Application of diagnostic and remedial procedures with individual children through a guided field-based practicum.

5793 Seminar in Reading Supervision
(3-0) 3 hours credit. Prerequisites: C&I 5763 and C&I 5823.
Organization of developmental and remedial reading and writing programs. Selection of appropriate materials. Techniques and procedures for maintaining quality programs, including staff selection and in-service training. The role of research in improving the teaching of reading and writing.

5813 Adult Literacy
(3-0) 3 hours credit.
Examination of the acquisition and development of reading and writing in adult populations. Reviews research and issues relevant to the teaching of reading and writing to adults. (Same as ALT 5813. Credit cannot be earned for more than one of the following: AHE 5813, ALT 5813, or C&I 5813.)

5823 Reading and Writing Development in Early Childhood
(3-0) 3 hours credit.
Study of the literacy development of young children from birth to the point of acquisition of conventional reading and writing ability. Examines young children’s emergent literacy concepts and behaviors and considers ways that early childhood educators can develop appropriate approaches to teaching reading and writing in classroom settings.

5843 Young Adult Literature
(3-0) 3 hours credit.
This course is designed to provide opportunities for students to become familiar with young adult literature and to examine current issues, practices, and perspectives about this field of study.

5853 Study Strategies and Cognitive Processes in Reading
(3-0) 3 hours credit.
Reviews research that examines study strategies and cognitive processes for reading and learning in schools. Focuses on upper elementary-through-college study practices and higher-level reading and thinking. Field experience may be required. (Formerly C&I 5583. Credit cannot be earned for both C&I 5853 and C&I 5583.)

5863 Russian Contributions to Literacy, Psychology and Learning
(3-0) 3 hours credit.
Examines the contributions of Russian psychologists to reading and writing, social and cultural development, and special needs of learners. Focuses on contributions of Lev Vygotsky; application of his thinking to contemporary educational, psychological, and social-bicultural issues.

5873 Assessment Issues and Practices in Reading
(3-0) 3 hours credit.
Examination of techniques to assess student reading and writing. Considers strengths and weaknesses of assessment tools such as standardized tests, informal observations, and portfolios, and ways educators may best use the results from these approaches to provide appropriate instruction for all students.

5933 Service-Learning
(3-0) 3 hours credit.
History, rationale, research, methodology, and outcomes of service-learning. Students will conceptualize, plan, and participate in a service-learning project. Emphasis is on how service can be incorporated into curriculum with a primary focus on learning.

6023 Supervision: Tools and Techniques
(3-0) 3 hours credit. Prerequisite: Consent of instructor.
A study of impact strategies in instructional supervision and the development of communication and interpersonal skills needed for working with teachers. (Same as EDL 6023. Credit cannot be earned for both C&I 6023 and EDL 6023.)

6033 Survey of Reading Research
(3-0) 3 hours credit. Prerequisites: C&I 5723, C&I 5763, and EDU 5003.
A review of past and current literature and research concerning the reading process, curricula, and instructional practice. Provides an opportunity for students to acquire critical analysis skills in evaluating research. (Formerly C&I 5783. Credit cannot be earned for both C&I 6033 and C&I 5783.)

6043 Survey of Writing Research
(3-0) 3 hours credit.
This course is designed to review theory, research, and school practices on the writing process and assessment of writing. Theory and research across the fields of the history of, and human development in, writing, rhetoric and written communication, genre studies, author-audience relations, and creative expression will be considered. The course examines relationships between inside of school and outside of school writing, and the transition from oral to written communication. Approaches for analyzing and helping students overcome writing difficulties across the disciplines will be examined.

6053 Instructional Supervision
(3-0) 3 hours credit. Prerequisites: C&I 5003 and C&I 5013.
The analysis and application of curriculum development theory and research on models, policies, and issues related to the teaching and learning process in the professional development of teachers. Study of impact strategies and interpersonal skills in instructional supervision.

6063 Research in Subject Matter Fields
(3-0) 3 hours credit. Prerequisite: C&I 5003.
A study of various past and current educational philosophies, purpose and methods of educational research including research of content, pedagogy, technology, and research on teaching and learning of concepts and skills, standards and assessments. Examination and in-depth discussion of existing links between educational research in specific subject fields and classroom practice. May be offered in:

May be repeated once for credit (for a total of 6 hours) when disciplines vary.

6103 Research in Action
(3-0) 3 hours credit.
Action research across diverse contexts. The course includes a consideration of history and definitions of action research, and an analysis of its purpose, process, and theoretical foundations. Students will engage in practitioner-based research strategies such as observations, interviews, and document analysis and conceptualize, plan, and conduct an action research study. (Formerly titled “Action Research.”)

6123 Critical Perspectives in Curriculum and Instruction
(3-0) 3 hours credit. Prerequisites: C&I 5003 and C&I 5013.
This course offers an examination of curriculum as the intersection of power, identity, knowledge, and cultural polities. Critical theoretical frameworks introduced in this course include critical theory, postmodernism, queer theory, and others.

6133 Curriculum in International Contexts
(3-0) 3 hours credit. Prerequisites: C&I 5003 and C&I 5013.
This course explores curriculum through comparative analysis of education practices in international contexts. Questions include: How is learning approached globally? How does a global perspective on curriculum transform local and global educational practices?

6303 Advanced Methods in Subject-Matter Fields
(3-0) 3 hours credit. Prerequisite: C&I 5003 or consent of instructor.
Course sections are designed to offer students the opportunity to develop skill in instructional methodology specifically related to and derived from the characteristics of the discipline taught.

May be repeated for credit when disciplines vary.

6513 Grant Writing
(3-0) 3 hours credit.
Grant writing basics and specifics. The course is designed to help educators learn how to conceptualize, write, and submit a grant application. Students will learn how to identify funding entities, develop a theoretical and research base for grants, create timelines, and utilize grant-writing strategies.

6603 Middle Grades Theory, Research and Practice
(3-0) 3 hours credit.
Exploration of theory supporting the middle grades as a separate schooling experience for young adolescents (ages 10–15); research about principles and practices of middle school concept, teaching at the middle school level, young adolescent development, curriculum, instruction, assessment, etc. (Formerly C&I 5603. Credit cannot be earned for both C&I 6603 and C&I 5603.)

6613 Nature and Meaning of Science in Education
(3-0) 3 hours credit.
This course focuses on the nature and meaning of science, with special emphasis on the role of science in educational environments. Participants will be asked to take a critical perspective on questions, such as: “What is science?” and “What about science is most important for a student to know?” The course will address: the nature of scientific disciplines (the theories and problems which characterize them); the relationship between theory and empirical work; and the role of science learning and teaching in pre-K–16 environments. This course provides a broad foundation for subsequent curriculum development, instructional design, and research into the teaching and learning of the sciences. (Formerly C&I 5613. Credit cannot be earned for both C&I 6613 and C&I 5613.)

6623 Inquiry in Science Education
(3-0) 3 hours credit.
This course focuses on how to choose and develop appropriate “hands-on, minds-on” science inquiry explorations for EC-16 grade levels. Settings include laboratory and classroom contexts, as well as informal science education. Students enrolled in this course will have the opportunity to become critical consumers by ‘doing’ inquiry, ‘thinking’ about inquiry, and ‘applying’ inquiry through a metacognitive process. Learners have opportunities to reflect on traditional science classroom environments in comparison with multiple inquiry methodologies. (Formerly C&I 5623. Credit cannot be earned for both C&I 6623 and C&I 5623.)

6633 Science for All? Equity and Agency in Science Education
(3-0) 3 hours credit.
Focus on equity and agency issues in science education as they relate to diverse demographics and communities. Questions such as “Whose science and for whom? Who participates, and who does not? Whose voice is heard, and who is silent?” are the threads that connect investigations, such as whether and how policy demands are met in practice and how federal, state, and local institutional policies impact classroom contexts. Agency is explored both as a process of becoming aware of and confident in one’s ability to impact the community at large, as well as an expression and hallmark of democratic settings. Participants will critically evaluate assessment models that are intended to provide alternatives to standardized testing practice. Topics include, but are not limited to, large-scale issues such as existing models and changing paradigms, curricular ownership, and systemic reform, as well as more fine-grained issues such as the practice and effects of ability grouping and tracking. (Formerly C&I 5633. Credit cannot be earned for both C&I 6633 and C&I 5633.)

6643 Middle Grades Policy and Critical Issues
(3-0) 3 hours credit.
Exploration of policy and examination of critical issues (e.g., funding, mandated assessments, parent involvement) affecting middle schools.

6653 History of Mathematics
(3-0) 3 hours credit.
A study of major historical mathematical events, the evolution of mathematics from ancient times to the present and contributions of various mathematicians. Examination of the development of several branches of mathematics, including but not limited to number theory, algebra, geometry, probability, and calculus.

6673 Policy and Critical Issues in Teaching
(3-0) 3 hours credit. Prerequisites: C&I 5003 and C&I 5013.
Study of critical issues in school. Investigation of research, practices, and policies related to special education, bilingual and multicultural education, early childhood education, middle and secondary schools and other current broad-based social issues. (Formerly C&I 5673. Credit cannot be earned for both C&I 6673 and C&I 5673.)

6683 Theory, Research and Practice in Social Studies Education
(3-0) 3 hours credit.
Analysis and application: theories of learning and teaching that influenced social studies education. Current research in social studies education will be examined and analyzed. The impact that these theories and research has upon current social studies educational practices will be investigated.

6693 History, Policy and Critical Issues in Social Studies Education
(3-0) 3 hours credit.
This course will present both the history and foundations of social studies education in America and how these have evolved over time. Students will investigate policies that impact social studies education from both historical and current viewpoints. Students will study, debate, and form a position on the research, practices and policies related to current critical issues in social studies education.

6733 Fundamentals of Environmental Education
(3-0) 3 hours credit.
Provides educators with the knowledge and skills necessary to incorporate quality environmental education into their instruction and curriculum. Explores the explanation of the theory, history, definition, national standards, and goals of environmental education. Provides an understanding of the professional roles and instructional methods and assessment strategies of environmental educators within the context of environmental education.

6773 Environmental Education in the Curriculum
(3-0) 3 hours credit.
An exploration of the integration of environmental concepts and environmental education curricula into the total school curriculum. Using local, accessible outdoor locations, students will explore the many aspects that come together to create a “Sense of Place.” This course will assist students to discover and interpret the natural history and critical environmental issues of their local communities through a variety of mediums. It is designed for educators who want to help learners of all ages to discover the wonders and intricacies of the natural world.

6783 Theory and Practice of Mathematics
(3-0) 3 hours credit.
Study of different theories of learning and teaching mathematics and analysis of practices which support these theories. In-depth discussion of contemporary critical issues in mathematics classrooms, standards, and assessments.

6923 Mentoring
(3-0) 3 hours credit.
Description, analysis, and appraisal of mentoring for prospective and practicing teachers. In addition to learning about the review of research on mentoring, the course focuses on the examination of content, processes, roles, and responsibilities in interactions of mentors and teachers of prekindergarten through high school. (Formerly C&I 5923. Credit cannot be earned for both C&I 6923 and C&I 5923.)

6943,6 Instructional Internship in Teaching
3 or 6 hours credit. Prerequisite: Consent of student’s graduate advisor.
Individually supervised full-time field experience in assigned classrooms for one semester (12 weeks) with related applied research activity. May be taken for teaching internship or student teaching. May be repeated for credit, but not more than 6 hours may be applied toward the M.A. in Education degree.

6951,3 Independent Study
1 or 3 hours credit. Prerequisites: Graduate standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record.
Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the Master’s degree.

6973 Special Problems
(3-0) 3 hours credit. Prerequisite: Consent of instructor.
An organized course offering the opportunity for specialized study not normally or not often available as part of the regular course offerings. Special Problems courses may be repeated for credit when topics vary, but not more than 6 hours, regardless of discipline, will apply to the Master’s degree.

7003 Technology in Curriculum and Instruction
(3-0) 3 hours credit.
Advanced study of modern instructional technologies with special emphasis on their use in educational settings. Consideration of distance-learning procedures and their implications for curriculum planning and supervision.

7013 Advanced Methods in Subject-Matter Fields
(3-0) 3 hours credit.
Advanced investigation of teaching procedures and the relationship of supervisors, administrators, and curriculum designers with instructors. Course may be offered as a general course or subject area. Sections may be offered as listed:

May be repeated for credit when disciplines vary.

Back to Top

Designed & maintained by Academic Publications, Office of the Registrar — Last update: April 20, 2009