EDUC 500 Courses
500. Foundations of Literacy.(3) Prerequisite: Graduate standing.
Provides key theoretical underpinnings to research and instruction in literacy. Investigates current theories of reading/literacy and their historical roots as well as current trends in practice. Ties these trends in practice to the question: "What is typical and atypical development and how does context affect judgments about typicality and atypically?"
501. Literacy Curriculum, Instruction and Assessment: Primary/Elementary.(3)
Focuses on the child in her or his own varying life contexts, including home, school, clinic, and community. Studies the ways individual children who are experiencing literacy problems understand and express their knowledge of literacy within and across these contexts. Uses this portfolio of information in the design of effective interventions and assessments for young children in their classrooms.
503. Learning from Texts in Subject Areas.(3) Prerequisite: Graduate standing.
Examines in depth factors involved in learning from subject area textual materials; explores instructional strategies for promoting subject area learning through reading and writing.
504. Teaching with Technology.(0.5–3)
Prepares secondary education students to identify and use technologies that are appropriate for thier grade levels and content areas. A culminating project is required. Students, in cooperation with field placement mentors, will design an extended unit plan that integrates the use of technology and enact the unit in their classroom placement sites. Students will be encouraged to critically examine links between the use of various technologies and student learning.
505. Literacy Curriculum, Instruction & Assessment: Middle/Secondary. (3)
Enables students to successfully meet the needs of middle and high school students with literacy problems with regard to assessment, instruction, and curriculum development/modification. Attends to the transition from learning to read and write to using reading and writing to learn, the literacy demands of the context areas (science, history, and mathematics), the relationship between in- and out-of-school literacies, and developmentally appropriate technological tools that enhance the learning of students experiencing learning difficulties.
506. Computing Technology in the Mathematics Classroom.(3)
Examines the use of calculators and computers in mathematics instruction, including the effects on the mathematics curriculum.
509. Literacy and Learning for Typical and Atypical Students: Transition/Adult.(3)
Introduces students to the uses and forms of literacy in postsecondary institutions or adult settings. Addresses the issues of literacy teaching, learning, and performance in students' transitions from secondary to postsecondary, from secondary to workplace, and from one workplace setting to another. Emphasis given to students with special needs. Recommended for those who want to work in postsecondary settings in programs designed to meet the academic, workplace, or life literacy needs of adults, and for students who wish to understand the arc of lifelong literacy learning.
510. Teaching and Learning. (3)
Introduces students to current theory and research in the processes of learning and teaching in elementary schools. Focuses primarily on educational psychology; emphasis placed on urban education and diversity. This course is closely tied to EDUC 650, which entails an internship in schools in an urban area.
513. Diagnosing Learning Problems in Elementary Mathematics.(2) Assumes some elementary classroom experience.
Deals with the nature of learning problems in elementary mathematics and with diagnosis of individual needs in computational, spatial, and affective areas; reviews diagnostic instruments; analyzes common pupil errors taken from actual examples; develops possible alternatives for improving learning and instruction.
514. Teaching in Early Educational Settings.(3) Prerequisite: Graduate standing.
Presents basic principles of administration, organization, and operation of early education programs including physical setting, schedule and routines, curriculum, and the use of strategies to encourage children's physical, social, emotional, and cognitive.
515. Foundations of Early Childhood Education. (3) Admission to ZA endorsement program.
Focuses on the underlying principles and philosophies of the field of early childhood education and helps students understand the process and reasoning behind practices in the field. Puts programs, curriculum and child development into social, cultural and historical contexts in order for students to understand how young children learn. Examines the role of the teacher as a facilitator of learning by critically examining issues such as reflective teaching, equity in education, parental involvement, and professionalism in the field. Integrates multicultural education, educational technology, and inclusion of children with special needs into the course content and discussions.
516. Theory and Practice in Early Childhood Education.(3)
Provides an overview of behaviorist, constructivist, and sociogenic theories and their application to early childhood education settings. Students use narrative specimen records, structured inquiry, and case studies to explore relationships between theory and practice.
517. Early Childhood Education: Policy Issues.(3)
Considers a number of issues of concern to the field such as day care, work and family, readiness testing, and poverty and public responsibility. Course is focused on one or two issues each semester.
518. Workshop on Teaching Mathematics.(1-3)
Considers methods and materials for teaching specific mathematics topics, selected grade levels, and specific groups of learners.
522. Improvement of Science Teaching.(3)
Investigates exemplary science teaching strategies in elementary and secondary schools drawn from research and practice; surveys recent curriculum developments and materials, uses of technology, and teaching methods, including evaluation of instruction.
525. Language Development in Home and School Contexts.(3)
Examines issues of language development at various stages across the life span. The phonological, semantic, and syntactic structures of language are studied as well as some issues generally related to later life development, e.g., literacy development, metalinguistic awareness, and discourse patterns.
526. Language Analysis for Second Language Teaching and Learning. (3)
Students will analyze spoken and written language in ESL and content classrooms (math, science, language arts, social studies) to identify the language demands of the curriculum at different levels. They will use that analysis to develop approaches to assessment, pedagogy, curriculum design, and teacher development appropriate for ELL contexts.
528. Workshop on the Teaching of Science.(1-6)
Critically examines uses for existing and innovative methods and materials in the teaching of science, emphasizing a laboratory approach. Topics may vary each time the workshop is offered, focusing on one or more areas from elementary school science, junior high science, biology, chemistry, physics, physical science, or earth science.
538. Workshop on Social Studies Teaching.(1-2, may be elected more than once)
Considers current content, methods, and materials related to social studies teaching (K-12).
547. Current Issues in Educational Studies.(3)
Explores scholarship and research relevant to current issues in education. Issues vary by term and faculty.
551. School Organization and the Policy Environment.(3) Prerequisite: Graduate standing or permission of instructor.
Reviews important contributions to organization theory and emphasizes their application to the administration of schools. Discusses the structure of organizations, the management of work, and the nature of psychological and interpersonal processes in the workplace.
552. Instructional Leadership in Schools.(3) Prerequisite: Graduate standing or permission of instructor.
An examination of alternative approaches to instructional leadership in K-12 schools, with special attention to problems of curriculum development, supervision and evaluation of teaching, assessment of student learning, and the design and implementation of school improvement programs.
553. Administrative Leadership in Schools.(3) Prerequisite: Graduate standing or permission of instructor.
The ways in which schools are organized, and the priorities and behaviors of school leaders, have profound implications for how students (and adults) act and learn in schools. This course considers organizational and administrative strategies which school leaders can employ to develop an effective school program. Topics include: organizational structure, resource allocation, student services, staff personnel support, organizational culture and climate, school relations with family and community, and school monitoring and accountability.
555. Financial and Legal Policies for Schools.(3) Prerequisite: Graduate standing or permission of instructor.
Examines the role of public policy in the organization, operation, finance, and governance of K-12 schools.
561. Introduction to Higher Education.(3)
Provides an overview of the postsecondary education system in the United States; examines the major features of this system and explores its effects; explores effects of various professional and disciplinary perspectives on the study of postsecondary education viewed as an interdisciplinary field.
563. The Community College.(3)
An introductory course focused on the evolution, mission and purpose, and operating features of the community college including programs and services, students and staff, administrative organization, finance and patterns of development. The course is designed to provide students with a comprehensive overview of how community colleges are organized and operate as a reflection of their historical development, their position in the contemporary postsecondary education market, and prospects for the future.
579. (ELI 554). Second Language Learning. (3)
How do we learn a second language? Do we learn it like our first? Are we influenced by our first language? This course offers students a general overview of second language acquisition (SLA) including perspectives from linguistics, education and psychology in analyzing and understanding the social and cognitive context of second language learning.
The course will focus on the major and innovative theories of second language acquisition and discuss various factors such as age, motivation, language background, variation and social context that influence the development of SLA in adults and children. The goal of the class will be: a) to examine theoretical issues relevant to the investigation and interpretation of second language data; and b) to discover how the classroom can provide support for language acquisition.
580. (ARCH 609, ENGLISH 528, KINESLGY 505, PMR 580, RACKHAM 580, SOCWK 572, WOMENSTD 590) Topics in Disability Studies (1-3)
An interdisciplinary approach to disability studies, including focus on the arts and humanities, natural and social sciences, and professional schools. Some topics include history and cultural representation of disability, advocacy, health, rehabilitation, built environment, independent living, public policy. Team taught with visiting speakers. Accessible classroom with realtime captioning. Variable credit.
593. (ELI 593). Educational Linguistics. (3)
Educational Linguistics deals with training and research in linguistics as it relates to educational theory and practice, specifically the teaching and learning of K-12 English as a Second Language (ESL) students. Topics include English structures and analysis, identification of ESL students’ learning challenges, and pedagogical strategies to promote language acquisition.
