¸£Àû±ÆÕ¾

Analysis of literature and research in related to impact of cultural factors on teaching and learning in contemporary schools. Exploration of teaching techniques and curricular directions designed to improve school experiences for diverse populations in K-12 settings.

Prerequisite: Graduate standing

Typically offered in Spring only

Origin, development, and current status of elementary and secondary school curriculum and an evaluation of trends and issues likely to influence the curriculum in the future.

Prerequisite: 12 sem. hrs. graduate ED and PSY

Typically offered in Summer only

This course is about evaluation of instructional technology programs, which is the systematic process of collecting and analyzing data in order to determine whether and to what degree program goals have been or are being achieved.

Prerequisite: Graduate Standing

Typically offered in Fall and Spring

This course covers how different forms of media are used, produced, and disseminated for instruction as well as how technologies can help and hinder the learning process. The course explores how media, text, and technology intersect and benefit students who anticipate authoring or sharing instructional media and texts as well as how materials are authored and managed in an instructional context. Course activities focus on issues related to the open learning movement (e.g., open courseware, open software, open educational resources) and the ways in which technology is used to make instructional media and texts available to a wide audience. The course includes a focus on technologies used to create and share media/texts and concerns related to copyright, authorship, and sharing.

Typically offered in Spring and Summer

An exploration of theory and practice issues related to foreign language teaching. Inquiry into proficiency-oriented instruction, innovative methodological approaches, the National Standards and learning scenarios, integrating culture, options for testing and assessment, content-based instruction, the role of grammar in second language acquisition, teaching foreign language students with learning disabilities, and Foreign Language in the Elementary School (FLES) in North Carolina. Students will examine case studies related to these topics and engage in a classroom action research project.

Prerequisite: Graduate standing

Typically offered in Fall and Summer

Introduction to principles of social justice education and their centrality in progressive policies and pedagogies that lead to equity in all teaching contexts. Students will develop strategies for successfully incorporating a social justice education framework in scholarship and professional practice.

Prerequisite: ·¡°ä±õÌý500

Typically offered in Fall only

Examines teacher leadership research, theory, and practice. Prepares teachers to assume leadership roles in classrooms, schools, school systems, and the larger educational community. Independent research projects required.

Prerequisite: Graduate standing

Typically offered in Spring only

In-depth study of topical problems in curriculum and instruction selected from areas of current concern to practitioners in education.

Prerequisite: Six hours of ED or PSY

Typically offered in Fall, Spring, and Summer

Focus on current issues and research methods used in the areas of curriculum development and supervision, instructional technology, English education, middle grades education, reading education, social studies education and special education.

Prerequisite: ³§°ÕÌý507, Doctoral student, C and I Major

Typically offered in Spring and Summer

Introduction to the Learning, Design, and Technology master's program at North Carolina State ¸£Àû±ÆÕ¾ and to the field of instructional design and educational technology, with an investigation of relevant careers, important theories and models guiding practice, and noteworthy research findings by area.

Restriction: Graduate Standing

Typically offered in Fall and Summer

Examination of emerging technologies as applied in educational settings with a focus on related research, case studies, theoretical underpinnings, and strategies for effective integration.

Typically offered in Spring and Summer

Development and implementation of digital video within educational contexts and situations. Design of educational watching, analyzing, and creating activities with video. Application of conventions and genres of digital video capture and editing to sample technology projects across curricular areas.

Prerequisite: Graduate standing

Typically offered in Summer only

Examination of learning theories and research-based principles to design and apply appropriate digital tools to create maximally effective educational products.

Prerequisite: Graduate Standing

Typically offered in Spring only

Examination of contemporary approaches that educators can use to help their students construct cultural understanding in education settings through investigations and technical representations of culture with emerging tools (e.g., mapped cultural tours, AR/VR heritage exhibition, documentary, social media, games, fabrication, data analytics and visualization).

Typically offered in Fall only

Characteristics and selection of various media for instruction and their use in educational settings. Design and production of instructional materials. Analysis of research in the field. Individualized projects and assignments. Application of grounded research and theory concerning learning to design of instructional materials. Structured projects and practical experiences used to transfer design principles and evaluate instructional products.

Prerequisite: Graduate standing

Typically offered in Fall and Spring

Examination and application of behavioral, cognitive, and constructivist theoretical frameworks underlying the design and development of advanced technology-enhanced learning environments.

Typically offered in Fall only

Study and application of principles related to digital learning program planning, facilities and resource management, and staff development in K-12 settings.

Prerequisite: ·¡°ä±õÌý511, ·¡°ä±õÌý514, ·¡°ä±õÌý515, ECI 642

Typically offered in Spring only

In-depth study of topical problems in Learning Design and Technology selected from areas of current concern to practitioners in education.

Typically offered in Fall, Spring, and Summer

For classroom teachers. Practical field-tested ideas to help students improve as writers by focusing on composition as a process as well as a product. Activities for teaching prewriting, drafting, revising, proofreading, grammar and evaluating with suggestions for individual and group learning. Writing in content areas and composition research/ theory. To take this course in sum. as part of Capital Area Writing Project, student must apply and be selected

Prerequisite: 9 hrs. of ED, PSY and/or ENG;

Typically offered in Spring only

Designed to acquaint in-service and pre-service teachers with breadth and diversity of contemporary literature for adolescents, with emphasis on teaching young adult literature. Addresses history and themes of young adult literature, readability of materials, reading preferences, literary merit, skills that can be taught through literature, censorship, motivating students to read and organizing literature units.

Prerequisite: Senior standing or Graduate standing or PBS status

Typically offered in Fall only

Consideration of past, current, and future trends and issues in English Language arts instruction, standards, and methodologies. Examination of research, theory, and practice in concert with trends, issues, and questions. Independent research projects required.

Prerequisite: Graduate standing

This course is designed to introduce the methods and skills required for designing, conducting, interpreting, and applying action research - the systematic inquiry into curriculum, instruction, teaching, and learning. This course will focus on reflective inquiry and practical applications.

Prerequisite: Graduate standing

Typically offered in Summer only

An examination of theoretical frameworks for global learning and comparative studies of various national approaches to K-12 education. This course provides students with multiple lenses through which to consider how we teach and learn given the demands and opportunities present in our interconnected world.

Typically offered in Spring and Summer

Analysis of principles, strategies and application of new teaching approaches. Structured projects and practical experiences.

Prerequisite: Advanced Undergraduate standing or Graduate standing

Typically offered in Fall only

A critical analysis of the literature relating to the teaching and learning of social studies and the drawing of implications for instructional practices.

Prerequisite: ·¡°ä±õÌý530 or ·¡°ä±õÌý525

Typically offered in Summer only

Methodologies and current approaches to teaching English as a Second Language. Techniques and strategies for teaching reading, writing, listening, speaking and culture. Selection, adaptation, and creation of instructional materials for various levels of proficiency and teaching situations. Evaluation and assessment of written and oral language proficiency through standardized and non-standardized assessment tools. Students cannot receive credit for both FL/·¡°ä±õÌý427 and FL/·¡°ä±õÌý527.

Typically offered in Fall and Spring

Methods and materials of teaching English in grades 9-12, with and emphasis on lesson planning and demonstrations/practice in teaching literature, study skills, speaking, listening, media literacy, and writing. Some classes and assignments will be completed in a field setting.

Typically offered in Fall only

Advanced professional training in teaching of social studies for middle grades and elementary teachers, including in-depth introduction to research-based teaching strategies, instructional resources and literature of the field.

Prerequisite: Six hrs. in ECI

Appropriate for any specialty area in Education. Focus on writing required in graduate courses, research reviews for educational reports and National Board Certification, writing for educational journals, theses, and dissertations. Opportunities to gain knowledge, tools, and strategies to meet the academic community's standards. Strategies to develop and/or enhance form, style, content, quality of academic writing, and on researching, composing, revising, and editing. Students will compose,self-evaluate and give feedback on the work of their peers. Graduate status.

For preservice middle school social studies teachers. Focus on: teaching and evaluation skills, adaptation of instruction to individual learner differences, identification and creation of instructional materials appropriate for use in social studies teaching. Cannot earn credit for ·¡°ä±õÌý435 and ·¡°ä±õÌý535.

Typically offered in Fall only

Examination of the complexity of multiculturalism in American society and the challenges faced by immigrant families in adapting to U.S. institutions. Emphasis on understanding historical, legal, cultural and pedagogical issues with respect to learning English as a new language [ENL]. Students cannot receive credit for both FL/·¡°ä±õÌý436 and FL/·¡°ä±õÌý536.

GEP U.S. Diversity, Equity, and Inclusion, GEP U.S. Diversity

Typically offered in Fall and Spring

Instructions for educators in quality children's literature, specific needs of young reader, genres of children's literature, strategies for instructing children's literature, ways to target reader's interests, and design of literature units.

Typically offered in Summer only

Theoretical foundations of reading instruction and current methods and materials for teaching reading, with emphasis on planning and implementing reading programs for children in kindergarten through grade six.

Prerequisite: Six hrs. ED or PSY

Typically offered in Fall only

Methods in instruction for applying reading to content areas, with emphasis on means of improving comprehension, vocabulary and learning strategies in subject matter classrooms.

Prerequisite: Six hours in ED or PSY

Typically offered in Spring and Summer

Designed for students to expand their knowledge and skills in diagnostic assessment and instruction in alphabetics and word study needed for K-12 Reading Specialist licensure. Topics include assessment and instruction in word recognition, word analysis, spelling, and early reading skills such as phonological awareness, alphabet knowledge, and concepts of print. Emphasis is placed on critical examination of reading intervention practices in these areas and implementation of innovative research-informed approaches for supporting diverse learners when they have difficulties with literacy in school.

Prerequisite: ·¡°ä±õÌý540 or ·¡°ä±õÌý541

Typically offered in Spring only

Designed for students to expand their knowledge and skills in diagnostic assessment and instruction in language, comprehension, and inquiry needed for K-12 Reading Specialist licensure. Topics include assessment and instruction in fluency and print processing, comprehension, vocabulary/language, and text-based inquiry. Emphasis is placed on critical examination of reading intervention practices in these areas and implementation of innovative research-informed approaches for supporting diverse learners when they have difficulties with literacy in school.

Prerequisite: ·¡°ä±õÌý543

Typically offered in Fall only

Advanced study of theoretical models of reading, research issues in reading and in other language processes. In-depth theoretical models of reading. Emphasis on critical examination and analysis of research investigating reading acquisition, maturereading behavior and related language processes.

Prerequisite: ·¡°ä±õÌý540

Typically offered in Spring only

Critical analysis of new literacies that are prompted by emerging technologies and participatory media in K-12. Design and application of new literacies and media instructional practices to literacy curriculum and other discipline areas.

Typically offered in Fall only

Exploration of sociopolitical factors involved in the construction of knowledge in education as well as the implications for practitioners and learners in schools and other educational settings. Particular emphasis on critiquing traditional epistemologies that limit the production, dissemination, and validation of progressive discourses in education in order to promote the production of knowledge that affirms the principles of social justice education.

Prerequisite: ·¡°ä±õÌý500

Typically offered in Fall only

Emphasis on design and construction of advanced web pages, business and marketing applications of electronic commerce, as well as economic, social, legal, and ethical issues that are related to conducting business in a virtual environment. Content prepares students to apply principles to the business and marketing education curriculum in the public schools. Credit for both ·¡°ä±õÌý448 and ·¡°ä±õÌý548 is not allowed.

Typically offered in Fall and Summer

In-depth study of topical problems in reading education selected from areas of current concern to practitioners in education.

Prerequisite: Six hours of ED or PSY

Typically offered in Fall, Spring, and Summer

Examination of five major aspects of middle years education: (a) history and purposes of middle/junior high school, (b) pre- and early adolescent needs, interests and abilities, ¿ curriculum design and content, (d) teaching methods and (e) school organization. Emphasis on both theoretical understandings and effective classroom strategies.

Prerequisite: 6 hours of ED or PSY

Typically offered in Fall and Spring

Exploration of teaching/learning approaches appropriate to emerging adolescents. Learning styles; interdisciplinary inquiry; community-based curriculum; simulations and games; learning centers; minicourses; design of physical space; all-school activities.

Prerequisite: ·¡°ä±õÌý550; Graduate standing

Typically offered in Spring only

Historical and contemporary foundations of program development and evaluation in non-formal, community-based family life and youth development settings are examined including theory, research, and three holistic program development constructs: 1) planning; 2) design and implementation; 3) impact evaluation and accountability.

Typically offered in Spring only

This course explores the fundamental concepts of child and youth development (including early childhood through adolescence) as applied to programmatic and organizational contexts. A special focus is placed upon the concepts as applied to Community Youth theories & practice.

Typically offered in Fall only

Preparation for current and future community-based youth and family professionals to better manage volunteers in local program service delivery. Specific foci include: volunteerism as a social phenomenon; volunteer resource management; new forms of volunteerism; and future trends in volunteerism. Restricted to graduate and post-baccalaureate students only.

Typically offered in Spring only

Designed to prepare business and marketing educators with the knowledge and skills necessary to design and implement strategies for organizational improvement that will benefit business and marketing education programs. Attendance and participation meaningful, organized professional development activity is an integral component of the course.

Prerequisite: Graduate standing

Typically offered in Summer only

Designed to develop competencies needed to be a successful Business and Marketing Education Teacher-Coordinator. Focus primarily on the activities involved in planning and managing the curriculum and instructional skills needed to effectively implement the curriculum and meet educational needs of middle and high school students. For ED & MKZ students. Requires instructor approval.

Prerequisite: Graduate standing

Typically offered in Fall and Spring

This course includes the administration of middle and secondary business and marketing education programs, including career guidance; the management of DECA or FBLA chapter; supervision of work-based learning strategies; and school program promotion and development. ED & MKZ students only. Requires permission of instructor.

Prerequisite: ·¡°ä±õÌý561

Typically offered in Fall and Spring

·¡°ä±õÌý563 is a course that involves teaching techniques, innovations, development of teaching and evaluation skills, and in-depth subject matter inquiry in the area of secondary school social studies. Adaptation of instruction to individual learner differences, and selection and design of instructional materials will be explored. Must be enrolled in Secondary Social Studies MAT Program.

Typically offered in Fall only

Advanced strategies and techniques related to teaching and learning in the business and marketing education curricula, classrooms, work places, and technology environments in middle and secondary education. MKZ students only.

Prerequisite: ·¡°ä±õÌý561

Typically offered in Spring only

Emphasis on assisting various school district personnel in acquiring the knowledge and skills needed to effectively provide quality career and technical education (CTE) programming at the district level. Content includes federal CTE legislation, theory and research on educational reform, local and regional economic development, sources of funding for CTE programming and continuous improvement.

Typically offered in Fall and Spring

Examination of current school system instructional practices to assist various school district personnel in aligning core academic and career and technical education programming to prepare students for successful post-secondary education, careers, and life-long learning. Content includes an examination of education reform initiatives with an emphasis on foundational theory and research, needed workplace knowledge and skills, innovative education programs/models, and research-based best practices for success in transitioning students to post-secondary success.

Typically offered in Fall and Spring

In-depth study of topical problems in business and marketing education selected from areas of current concern to practitioners in education.

Typically offered in Fall only

Field of learning disabilities, including definitions, prevalence, etiology, characteristics and current educational trends for educating students with learning disabilities.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Summer only

Methods and materials for teaching students with disabilities in elementary and secondary school. Focus on research-supported instructional strategies for teaching academic skills, Universal Design for Learning, implementation of appropriate academic interventions, and evaluation of instructional outcomes within the context of Response to Intervention and Multi-Tier Systems of Supports.

Prerequisite: Graduate standing

Typically offered in Spring only

Resource teaching in area of special education, with emphasis on resource teaching with students with special needs. Types of resource programs, establishment and maintenance of a program, selection of students, curriculum and materials.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Summer only

Concepts and procedures involved in design and implementation of techniques for managing the behavior of students in classroom setting. Focus on methods for defining, measuring, increasing, decreasing, maintaining, and generalizing classroom behaviors in all learners. An exploration of Multi-Tiered Systems of Support, and Positive Behavior Intervention and Support in school settings.

Typically offered in Fall only

Content presented includes definitions, classifications, and assessment of person with intellectual disability from medical , sociological, and educational points of view. Issues related to labeling, etiology, characteristics, levels of severity, litigation, legislation, family and societal issues, history, and controversies are emphasized related to persons with intellectual disability.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Fall only

Occurrence of communication disorders in the school-age population, including types of disorders, prevalence, etiology, characteristics and corrective therapy. Focus on communication disorders among exceptional students and classroom teacher's role in working with communication disorders.

Prerequisite: ·¡°ä±õÌý570

Methods of instruction and materials related to teaching children and persons with mild-moderate levels of disability are emphasized. Effective general pedagogical approaches are stressed, as well as the teaching of functional academic skills, curricula used in instructions, teaching social and adaptive behavior as well as daily living skills, and transition-related skills necessary for independent adult life. Multi-tiered Systems of Support as well as Positive Behavior Intervention and Support are also discussed.

Typically offered in Spring only

Severe and profound mental retardation and autism, including assessment procedures, educational and social/vocational programs, instructional strategies and evaluation. Legal and ethical issues involved in working with severely handicapped.

Prerequisite: ·¡°ä±õÌý585 or ·¡°ä±õÌý574

To increase students' knowledge of persons with high incidence disabilities (i.e., learning disability, mild intellectual disability, and serious emotional disability), and how to manage the behavior of all pupils in educational environments. Characteristics of students with high incidence disabilities will be emphasized , as well as strategies to reduce the likelihood of problem behavior of all pupils in the classroom.

Typically offered in Fall, Spring, and Summer

Educational and other procedures involved in providing transition programming to students with mild disabilities. Examination of secondary-level special education service delivery, as well as post-secondary interventions, from critical, practical, empirical and theoretical perspectives.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Summer only

Concept of educational diagnosis of students with exceptionalities, including examination of educational diagnostic procedures in current use in special education. Development of informal diagnostic techniques and procedures for adapting curriculum and instruction for learner with exceptionalities.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Fall only

Definitions, etiology, characteristics, philosophies and approaches to educational programming for children and youth with behavior disorders, including emotionally handicapped, autistic and socially maladjusted.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Fall only

Curriculum materials, instructional strategies and behavior management techniques related to teaching children and youth with behavioral disorders including individualized instruction, group process, organization and evaluation of classroom programs, parent involvement, community resources and teachers' personal and professional growth and development.

Prerequisite: ·¡°ä±õÌý583

Typically offered in Spring only

Introduction to field of special education. Focus on historical overview, definitions and terminology in basic areas of exceptionality; etiological factors in exceptionality; developmental and learning characteristics of each area of exceptionality;and educational settings and strategies employed in special education including Multi-Tiered Systems of Support and Positive Behavior Intervention and Support. Review of current educational laws and policies affecting special education.

Prerequisite: 9 hours of ED or PSY

Typically offered in Fall and Spring

As the use of digital resources continues expand in education, an unprecedented amount of new data is becoming available to educational researchers and practitioners. In response, Learning Analytics (LA) has emerged over the past decade as an interdisciplinary field encompassing Learning (e.g. educational technology, learning and assessment sciences), Analytics (e.g. visualization, computer/data sciences), and Human-Centered Design (e.g. usability, participatory design). This course will provide students with an overview of the field, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques for working with and exploring data. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve learning and the contexts in which learning occurs.

Typically offered in Fall only

This class is meant to teach the practical side of machine learning for applications in mining educational data. There will be a heavy project focus, and when you have completed the course, you should be fully prepared to attack new problems using machine learning in the field of education.

Typically offered in Fall only

This course will provide students with an overview of text mining as an analytical approach in education research, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques (e.g. topic modeling and sentiment analysis). Students develop practical skills in the collection, analysis, and reporting of text data form sources such as Learning Management Systems, social media, and other online sources. Students can complete projects using a programming approach with R, a popular free open source software program for data science, or using non-programming point-and-click tools (i.e., SAS Visual Text Analytics).

Typically offered in Spring only

Although social network analysis and its educational antecedents date back to the early 1900s, the popularity of social networking sites like Twitter and Facebook have raised awareness of and renewed interests in networks and their influence. As the use of digital resources continues expand in education, data collected by these educational technologies has also greatly facilitated the application of network analysis to teaching and learning. This introductory course is designed to prepare researchers and practitioners to apply network analysis in order to better understand and improve student learning and the contexts in which learning occurs. This course will provide students with an overview of social network theory, examples of network analysis in educational contexts, and applied experience with widely adopted tools and techniques. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve both

Typically offered in Spring only

Critical analyses of research and methodology in reading comprehension processes and strategies for comprehension and retention of written discourse. Opportunity for design and conduct of a research project in reading or related area.

Prerequisite: ·¡°ä±õÌý648

Typically offered in Spring only

Analysis of major contemporary theories and research of learning and development as a basis for individual and organizational change and development in educational settings.

Prerequisite: Graduate standing (6 hrs course work at 500-level)

Typically offered in Fall only

Application and analysis of research and scholarship in multicultural education and topics related to effective schools for contemporary culturally diverse student populations in K-12 settings.

Prerequisite: Graduate standing and ·¡°ä±õÌý500

Typically offered in Spring only

In-depth study of topical problems in curriculum and instruction selected from areas of current concern to practitioners in education.

Prerequisite: Six hrs. of ED or PSY

Typically offered in Fall, Spring, and Summer

Independent curriculum or research project in curriculum and instruction.

Typically offered in Fall, Spring, and Summer

Supervised practical experiences in schools and area agencies concerned with curriculum and instruction or educational supervision.

Prerequisite: Graduate standing in Col. of ED and PSY

Typically offered in Fall and Spring

Supervised practical experiences in which participants become mentor to a student teacher or a teacher in a school system.

Prerequisite: ·¡°ä±õÌý705, Graduate standing in College of ED and PSY

Typically offered in Fall only

Supervised teaching experience with school-aged children identified as having reading difficulties. Students use diagnostic assessment data to design, implement, and evaluate individualized literacy instruction. Emphasis is placed on research-informed practices of intensified instruction embedded within engaging and authentic literacy experiences.

Prerequisite: ·¡°ä±õÌý540, ·¡°ä±õÌý541 and ·¡°ä±õÌý543; Graduate standing in College of ED

Typically offered in Spring only

Supervised practical experiences in schools and area agencies concerned with business and marketing education.

Prerequisite: ·¡°ä±õÌý569

Typically offered in Spring only

Supervised practical experiences in schools and area agencies concerned with teaching children and adolescents with disabilities.

Prerequisite: Graduate standing in College of ED and PSY

Typically offered in Fall, Spring, and Summer

Supervised opportunities for advanced professional development in contexts concerned with curriculum development and/or educational supervision.

Prerequisite: Graduate standing in Col. of ED and PSY

Typically offered in Fall and Spring

Supervised opportunities to design, test, and revise learning design and technology solutions in authentic, field-based settings.

Typically offered in Fall and Spring

Supervised opportunities for advanced professional development in contexts concerned with elementary grades education.

Prerequisite: 3 hrs. grad.-level elementary education course work, Graduate standing in Col. of ED and PSY

Typically offered in Spring only

Supervised opportunities for advanced professional development in contexts concerned with the education of young adolescents.

Prerequisite: ·¡°ä±õÌý550, ·¡°ä±õÌý551, Graduate standing in College. of ED and PSY

Typically offered in Fall, Spring, and Summer

Supervised opportunities for advance professional development in contexts concerned with business and marketing education. Requires instructor approval.

Prerequisite: ·¡°ä±õÌý561

Typically offered in Fall and Spring

Supervised opportunities for advanced professional development in contexts concerned with special education.

Prerequisite: Graduate standing in Col. of ED and PSY

Typically offered in Fall and Spring

A case study approach is used in the seminar that requires the application of assessment techniques and instructional intervention methodologies in literacy for K-12 students with disabilities. Assigned activities require access to and experience in schools and/or related settings. This seminar is designed to be completed during the last half of the graduate program. It is restricted to graduate students in SPE, SPL, SPM, SPB or consent of instructor.

Prerequisite: ·¡°ä±õÌý540 or ·¡°ä±õÌý541 and ·¡°ä±õÌý581, ·¡°ä±õÌý585

This seminar is designed to prepare special education teachers to provide empirically supported instruction in numerical concepts and skills to students with disabilities in special education and general education settings. Particular attention will be paid to student characteristics that impact learning in arithmetic and mathematics and to addressing state and national curriculum standards using instructional organization and strategies that have been shown through research to be effective for this population. Field work in schools and/or related settings is required. Restricted to students in SPE, SPB, SPL, SPM or by consent of instructor.

Prerequisite: ·¡°ä±õÌý585

Typically offered in Summer only

This seminar is designed to prepare special education teachers to evaluate and teach empirically supported learning strategies to students with disabilities in special education and collaborative settings. Particular attention will be paid to learning strategies shown to help students with disabilities organize, learn, and apply facts, skills and routines that provide access to and mastery of critical information across the curriculum. Field work in schools and/or related settings is required. Restricted to graduate students in SPE, SPB, SPL, SPM or consent of instructor.

Prerequisite: ·¡°ä±õÌý585

Teaching experience under the mentorship of faculty who assist the studnet in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For students in non-thesis master's programs who have completed all credit hour requirements for their degree but need to maintain half-time continuous registration to complete incomplete grades, projects, final master's exam, etc.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For students in non-thesis master's programs who have completed all credit hour requirements for their degree but need to maintain full-time continuous registration to complete incomplete grades, projects, final master's exam, etc. Students may register for this course a maximum of one semester.

Prerequisite: Master's student

Typically offered in Fall only

For students in non thesis master's programs who have completed all other requirements of the degree except preparing for and taking the final master's exam.

Prerequisite: Master's student

Typically offered in Fall and Spring

Project or problem in research in education for graduate students, supervised by members of graduate faculty. Research chosen on basis of individual students' interests and not to be part of thesis or dissertation research.

Prerequisite: ELP 532

Typically offered in Fall, Spring, and Summer

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

Thesis research.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Prerequisite: Master's student

Typically offered in Summer only

For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their theses.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

Theory and research in behavioral sciences and education designed to provide theoretical background for development of elementary and secondary curricula. Exploration of knowledge base and skills for critical review of curricula and instructional materials and provision of an application opportunity.

Prerequisite: 9 sem. hrs. graduate PSY, ·¡°ä±õÌý502, ·¡°ä±õÌý514

Typically offered in Fall only

Theory, research and practice of the professional role of a supervisor in the development of the effective and self-analytic teacher: pre-service (student teacher) and in-service (beginning and experienced teacher). For persons with at least two years of teaching experience in K-12 schools.

Typically offered in Spring only

In-depth study of topical problems in curriculum and instruction selected from areas of current concern to practitioners in education.

Prerequisite: Six hrs. of ED or PSY

Typically offered in Fall, Spring, and Summer

Characteristics and selection of various media for instruction and their use in educational settings. Design and production of instructional materials. Analysis of research in the field. Individualized projects and assignments. Application of grounded research and theory concerning learning to design of instructional materials. Structured projects and practical experiences used to transfer design principles and evaluate instructional products.

Prerequisite: Graduate standing

Typically offered in Fall, Spring, and Summer

In-depth study of topical problems in Learning Design and Technology selected from areas of current concern to practitioners in education.

Typically offered in Fall, Spring, and Summer

For classroom teachers. Practical field-tested ideas to help students improve as writers by focusing on composition as a process as well as a product. Activities for teaching prewriting, drafting, revising, proofreading, grammar and evaluating with suggestions for individual and group learning. Writing in content areas and composition research/ theory.

Prerequisite: 9 hrs. of ED, PSY and/or ENG; to take this course in sum. as part of Capital Area Writing Project, student must apply and be selected

Typically offered in Spring only

Survey of theory and research grounding popular informal after-school technology environments, such as computer clubhouses, music studios, video clubs, coding camps, robotics clubs, and makerspaces. Examination of strategies for planning experiential, hands-on activities supportive of informal learning, sourcing necessary materials, outfitting spaces, facilitating student design and collaboration, and engaging the community and other resources to sustain facilities/clubs.

Typically offered in Fall only

Introduction to distance education foundations, models, and underlying theories. Analysis of distance education research findings, research and evaluation methods, and management in varied settings--virtual schools, higher education, continuing education, and corporate e-learning. Application of distance education standards and research-based findings to the design of original course plans and materials prototypes, including appropriate recommendations for online teaching and community building, online student support, and online student assessment.

Typically offered in Spring only

Research had identified levels of science and mathematics learning that occurs in settings and situations outside of formal schooling. Learning Science in Informal Environments: Places, People, and Pursuits (National Research Council (2009) describes how experiences such as visits to parks, museums, and nature centers expand learning beyond the classroom. ·¡°ä±õÌý723 examines science and mathematics learning outside of formal in-school instruction and explores bridges between formal and informal/non-formal learning. Students will observe and collect data in informal settings, explore opportunities to evaluate learning, and examine theoretical frameworks for positioning research on informal learning.

P: Graduate Standing

Typically offered in Spring only

In-depth study of topical problems in social studies education selected from areas of current concern to practitioners in education.

Prerequisite: Six hours of ED or PSY

Typically offered in Fall, Spring, and Summer

In-depth study of topical problems in English education selected from areas of current concern to practitioners in education.

Prerequisite: Six hours of ED or PSY

Typically offered in Fall, Spring, and Summer

This course examines foundational theories and complexities of equity and diversity in educational settings. In empowering education, how can we partner with universities, families, community partners, policy makers, and schools to transform communities through engagement and democratizing education? The course requires a deep study and application of critical theory in public spaces, community organizations, and educational institutions.

R: Enrolled in a PhD program. Core Requirement for Educational Equity PhD students.

Typically offered in Fall and Spring

This interdisciplinary course explores theories and applications of critical literacy for social transformation. How does reading the world precede reading the word? In reading the world, how do we go forward in writing it or rewriting it to transform the world? This course will focus on issues of power and perspective in literacy across all contexts. In reading with and against multimodal texts for social change, students will examine issues of diversity and equity in educational and community contexts. Recommended Prerequisite: ·¡°ä±õÌý730: Critical Theory and Public Engagement.

R: PhD Students Only (GRD)

Typically offered in Fall and Spring

Doctoral seminar focused on the practice of teaching (pedagogy) and teacher education, including foundational research and contemporary issues.

R: Doctoral Students Only

Typically offered in Fall only

Doctoral seminar focused on contemporary theories of learning and the implications of these theories for the design of learning environments.

R: Doctoral Students Only

Typically offered in Spring only

A graduate seminar for Teacher Education and Learning Science Ph.D students. The course is focused on several interrelated questions: What is equity and freedom? What role can/have schools played in challenging systems of oppression? In what ways have groups of activists, reformers, teachers, and students tried to realize the emancipatory potential of education, whether inside or outside of schools?

R: Teacher Education and Learning Science Ph.D students or with approval of the instructor.

Typically offered in Fall only

Advanced study of theoretical models of reading, research issues in reading and in other language processes. In-depth theoretical models of reading. Emphasis on critical examination and analysis of research investigating reading acquisition, maturereading behavior and related language processes.

Prerequisite: ·¡°ä±õÌý540

Typically offered in Spring only

Consideration of contemporary issues, trends and recent research and development findings in curriculum and instruction.

Prerequisite: Doctoral student

Typically offered in Fall only

Critical analyses of research and methodology in reading comprehension processes and strategies for comprehension and retention of written discourse. Opportunity for design and conduct of a research project in reading or related area.

Prerequisite: ·¡°ä±õÌý545

Typically offered in Spring only

Critical analysis of theory, research and interventions in Attention-Deficit-Hyperactivity-Disorder. Reading and synthesization of literature and student-led class discussions of such topics as characteristics, diagnosis, etiology, long-term outcomes and management of ADHD.

Prerequisite: 9 hrs. grad. credit in PSY or SPE

Typically offered in Spring only

Analysis of major contemporary theories and research of learning and development as a basis for individual and organizational change and development in educational settings.

Prerequisite: Graduate standing (6 hrs course work at 500-level)

Typically offered in Fall only

Application and analysis of research and scholarship in multicultural education and topics related to effective schools for contemporary culturally diverse student populations in K-12 settings.

Prerequisite: Graduate standing and ·¡°ä±õÌý500

Typically offered in Spring only

In-depth study of topical problems in curriculum and instruction selected from areas of current concern to practitioners in education.

Prerequisite: Six hrs. of ED or PSY

Typically offered in Summer only

Independent curriculum or research project in curriculum and instruction.

Typically offered in Fall, Spring, and Summer

Supervised practical experiences in schools and area agencies concerned with curriculum and instruction or educational supervision.

Prerequisite: Graduate standing in Col. of ED and PSY

Typically offered in Fall and Spring

Supervised practical experiences in which participants become mentor to a student teacher or a teacher in a school system.

Prerequisite: ·¡°ä±õÌý705, Graduate standing in College of ED and PSY

Typically offered in Fall only

Supervised practical experiences in schools and area agencies concerned with business and marketing education.

Typically offered in Fall, Spring, and Summer

Supervised opportunities for advanced professional development in contexts concerned with curriculum development and/or educational supervision.

Prerequisite: Graduate standing in Col. of ED and PSY

Typically offered in Fall and Spring

Supervised opportunities teaching educational personnel in local school systems how to serve as mentors to their colleagues.

Prerequisite: ECI 845 and ·¡°ä±õÌý705, Graduate standing in Col. of ED and PSY

Typically offered in Fall and Spring

Curriculum or research project in curriculum and instruction under the direct supervision of a faculty member.

Typically offered in Spring only

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

Typically offered in Fall and Spring

For students who are preparing for and taking written and/or oral preliminary exams.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

Project or problem in research in education for graduate students, supervised by members of graduate faculty. Research chosen on basis of individual students' interests and not to be part of thesis or dissertation research.

Prerequisite: ELP 732

Typically offered in Spring only

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

Dissertation research.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Prerequisite: Doctoral student

Typically offered in Summer only

For students who have completed all credit hour, tull-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer