5003 Theory and Dynamics 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.
5013 Classroom Instruction and Evaluation
(3-0) 3 hours credit.
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.
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.)
5403 Instructional Design and Development
(3-0) 3 hours credit. Prerequisite: C&I 5003 or consent of instructor.
The design of instruction. Special attention is given to theory and method of design based on congruence between identified needs and approaches to curriculum development.
5503 Theoretical Foundations of Early Childhood and Elementary Education
(3-0) 3 hours credit.
Opportunity is provided for a systematic analysis of theoretical foundations of early childhood and elementary education, including an application of theoretical principles to instructional objectives, organizational schemes, teaching strategies, and materials. (Same as ECE 5503. Credit cannot be earned for both C&I 5503 and ECE 5503.)
5523 Metacognitive Thinking and Learning Strategies
(3-0) 3 hours credit.
An exploration of metacognition in personal and school environments, where an understanding of one’s own thinking and learning strategies assist in defining strengths and areas of growth in teaching. An emphasis is made on the development of critical pedagogical thinking and teaching, and its unification of elements into classroom practice that has meaning-making applications for all life situations. (Same as ECE 5523. Credit cannot be earned for both C&I 5523 and ECE 5523.)
5603 Curricula for Elementary and Middle School Children
(3-0) 3 hours credit.
A systematic analysis of elementary and middle school curricula. A critical study of the objectives, methods of curricular organization, and content used with elementary school children grades 1–8. (Credit cannot be earned for both C&I 5603 and ECE 5603.)
5613 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.
5623 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.
5633 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.
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.
5673 Critical Issues in Teaching
(3-0) 3 hours credit.
Study of critical issues in school. Investigation of research, practices, and positions related to special education, bilingual and multicultural education, early childhood education, middle and secondary schools and other current broad-based social issues.
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.
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 both C&I 5813 and ALT 5813 or AHE 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.
5883 Storytelling: Enjoyment, Teaching, Learning, Assessing, and Researching
(3-0) 3 hours credit.
This course provides opportunities for teachers to develop a personal storytelling style, confidence, and repertoire. The course paints broad-brush strokes providing opportunities for the students to perceive storytelling in multiple constructs: cultural, methods, strategies, and purposes. Students apply cognitive theories into practice as they use storytelling strategies in their professional settings.
5903 Higher Education Curricula
(3-0) 3 hours credit.
A systematic analysis of higher education curricula. A critical study of objectives, methods of organization, content, methods, and learning materials used with college students. (Formerly C&I 5803. Credit cannot be earned for both C&I 5903 and C&I 5803.)
5923 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.
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.
6003 Supervision: Theoretical Basis
(3-0) 3 hours credit. Prerequisite: C&I 5003 or consent of instructor.
An application of leadership theory, curriculum development theory, educational planning theory, general learning theory, and theories of adult learning to instructional supervision; an examination of the role of the supervisor. (Same as EDL 6003. Credit cannot be earned for both C&I 6003 and EDL 6003.)
6013 Supervision: Teaching-Learning Process
(3-0) 3 hours credit. Prerequisite: C&I 6003 or consent of instructor.
The analysis and application of theories related to the teaching and learning process; study of the principles and practices in the professional development of teachers. (Same as EDL 6013. Credit cannot be earned for both C&I 6013 and EDL 6013.)
6023 Supervision: Tools and Techniques
(3-0) 3 hours credit. Prerequisite: C&I 6003 or 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.
6103 Action Research
(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.
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.
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.
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