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2015–16 Graduate and Adult Programs Academic Catalog
Graduate-Level Course Descriptions
EDU-6000 – EDU-6250
Education Reading Endorsement (EDR)
EDR-6000 Linguistic and Language
Development for Teachers
3 hours
Teachers will study the linguistic foundations of reading and
typical language development. From that basis, teachers will
learn about language variation, academic language and common
language disorders that impact the reading processes.
EDR-6100 Literacy Issues and Trends
4 hours
Teachers seeking the graduate reading endorsement will learn
foundational issues related to both historical and current issues
related to reading. Topics covered include literacy acquisition;
reading skills; language of school-based texts; teaching struggling
readers and diverse learners; use of new, popular, and critical
literacy; and standards, assessment, and high stakes tests.
EDR-6200 Diagnosis and Intervention in Reading 3 hours
Study and implementation of individual assessment and
teaching strategies in reading: knowledge of the uses of multiple
assessments to identify students’ strengths and needs as well as
to monitor progress in reading; development of skills to administer
and analyze reading assessments; analysis of cultural, family,
and environmental factors influencing reading; assessment and
instruction in academic language; tiered interventions for RTI and
development of individualized assessments, and plans for reading
intervention to address a students’ learning needs.
Prerequisites:
EDR-6100 Literacy Issues and Trends.
EDR-6250 Supervised Field Experience — PK-3
1 hour
The supervised field experiences allow teachers to apply the
knowledge of the classes in three grade ranges. All teachers must
engage in a PK–3 field experience (minimum 40 contact hours),
a middle childhood field experience (minimum 30 contact hours),
and a secondary field experience (minimum 30 contact hours).
Field experiences may be completed concurrently or consecutively
in any order. Teachers should sign up for the number of hours
based on the number of field experiences they will complete within
the semester.
Prerequisites: EDR-6000 Linguistic and Language
Development for Teachers; EDR-6100 Literacy Issues and Trends;
EDR-6200 Diagnosis and Intervention in Reading.
EDR-6300 Adolescent Reading: Theory and Practice 3 hours
Presentation of theory, research, and strategy for the instruction
of adolescent readers (grades 4–12) with a focus on addressing
the reading needs of students who are not able to meet literacy
expectations for their grade level. Particular focus is on the the
range of instructional practices, technologies, and curricular
materials that may meet the academic needs of older students
with disabilities and/or with culturally/linguistically diverse
backgrounds.
Prerequisites: EDR-6100 Literacy Issues and Trends.
EDR-6350 Supervised Field Experience — Middle 1-3 hours
The supervised field experiences allow teachers to apply the
knowledge of the classes in three grade ranges. All teachers must
engage in a PK–3 field experience (minimum 40 contact hours),
a middle childhood field experience (minimum 30 contact hours),
and a secondary field experience (minimum 30 contact hours).
Field experiences may be completed concurrently or consecutively
in any order. Teachers should sign up for the number of hours
based on the number of field experiences they will complete within
the semester.
Prerequisites; EDR-6000 Linguistic and Language
Development for Teachers; EDR-6100 Literacy Issues and Trends;
EDR-6200 Diagnosis and Intervention in Reading; EDR-6300
Adolescent Reading: Theory and Practice.
EDR-6375 Supervised Field Experience — Secondary 1 hour
The supervised field experiences allow teachers to apply the
knowledge of the classes in three grade ranges. All teachers must
engage in a PK–3 field experience (minimum 40 contact hours),
a middle childhood field experience (minimum 30 contact hours),
and a secondary field experience (minimum 30 contact hours).
Field experiences may be completed concurrently or consecutively
in any order. Teachers should sign up for the number of hours
based on the number of field experiences they will complete within
the semester.
Prerequisites: EDR-6000 Linguistic and Language
Development for Teachers; EDR-6100 Literacy Issues and Trends;
EDR-6200 Diagnosis and Intervention in Reading; EDR-6300
Adolescent Reading: Theory and Practice.
Education General (EDU)
EDU-6000 Learning Theory
2 hours
This course studies the development of current theories in
cognitive psychology: examination of human memory structure,
encoding, storage, and retrieval processes as well as how beliefs
about one’s self, intelligence, and the nature of knowledge affect
knowledge acquisition and the development of critical thinking,
problem solving, and reflective thinking. The course will focus
on an examination of current theories regarding constructivism,
associationism, cognitive motivation, and meta-cognition.
EDU-6050 Applied Learning Theory
2 hours
This course offers an application of current theories of cognitive
processing (e.g., encoding, storage, and retrieval), meta-cognition,
and cognitive and affective factors of motivation to classroom
instruction and assessment. Emphasis placed on the development
of instructional lessons and units that utilize current theories of
learning to enhance the development of meaningful learning,
critical thinking, and intrinsic motivation in students.
Prerequisite:
EDU-6200 Models of Teaching.
EDU-6100 History and Philosophy of Education
2 hours
This course addresses the relationship between philosophy of
education and how various philosophies have historically affected
the practice of schooling, in the United States. It will examine how
different philosophical schools answer questions related to the
nature and purpose of schooling, and how these philosophies
have been incorporated and modified to deal with social and
cultural changes in United States history.
EDU-6150 Diversity and Social Issues in Education 2 hours
A study of the social, cultural, and political issues that affect
decision-making and student achievement in schools, this
course will examine the role of school in the enculturation or
“Americanization” of students; the effects of student background
and culture on achievement; and the different socio-cultural groups
with a political stake in the curriculum and how these groups work
to further their interests.
EDU-6200 Models of Teaching
2 hours
This course provides an overview of several models of teaching.
After studying the theory behind a given model, students will
participate in classroom demonstrations and then practice the
model in micro-teaching or classroom situations.
EDU-6250 Statistical Reasoning in Education
3 hours
This course offers a survey of descriptive and sampling
statistics applied for use in investigation and decision-making
in education. Topics covered include the nature of quantitative
design in educational research, descriptive statistics for univariate
distributions, joint distributions, drawing inferences from statistical
data, and statistical tests for between-subjects and within-subject
designs.