2018-19 Graduate Academic Catalog

Page 64 2018–19 Graduate Academic Catalog Graduate-Level Course Descriptions EDR-6375 – EDU-7925 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. EDU-6300 Program and Outcomes Assessment 2 hours This course studies assessment concepts and procedures in the K–12 school setting. The course will review competencies required of teachers for educational assessment of students and application of assessment procedures in a K–12 program setting. EDU-6400 Intervention Strategies and Techniques 2 hours The course will focus on examination of the educational literature regarding effective teaching practices and behavior change strategies for students with special educational needs. It provides an opportunity to explore, design, implement, and evaluate school-based interventions for students with high- incidence disabilities. EDU-6550 Special Topics in Instruction 1–2 hours This course offers focused instruction and project work on a current or special topic in instruction, often provided as part of a school inservice, teachers’ convention, or specially scheduled course. Students may earn up to 4 credits. EDU-6700 Technology in Education 2 hours A variety of resources and instructional websites are used to allow teacher candidates to take their own next step in the use of instructional technology. Students develop and present technology-based instruction reflecting newly-acquired technology skills. Basic technology skills developed include the creation and editing of images, audio, and wikis and the use of a web-based course management system, presentation software, and online research tools. Students already familiar with these technologies are required to expand their current skill set and demonstrate their skills in the delivery of instruction. (Fee: $125) EDU-7000 School Improvement 2 hours School improvement is the continuous process of renewal of the social system, the curriculum, and the staff of the school. This course is designed to develop the meaning of the concepts, strategies, and practices involved in improving the school as a whole. Students will analyze school improvement from both the short-range and long-range perspective. The course will address areas such as improving proficiency scores, the learning environment, and attendance rates. The students will participate in simulations and discussions designed to analyze school improvement using data, improvement strategies, and formal evaluations. EDU-7200 Research Design 2 hours This course provides a critical study of research techniques and reporting methods used in education. Students will design a research project or thesis, utilizing accepted educational research methods. All core and requisite courses must be completed prior to enrollment in EDU-7200 Research Design. EDU-7900 Applied Research Project in Education 3 hours Students will complete an approved applied research project designed in conjunction with a faculty advisor and/or an external mentor. The project must take place in an appropriate educational setting. The research project will be documented by a multi-media presentation and written report, which will be suitable for the portfolio. Prerequisite: EDU-7200 Research Design. EDU-7925 Reflective Practice 3 hours The purpose of this course is to promote critical thinking and collaboration among teachers, administrators, and the education research community, through action research. Action research is a vital part of the reflective practice and professional development that is grounded in a commitment to improving practice. Successful completion of National Board Certification will be considered meeting the requirements for this course. Prerequisite: EDU-7200 Research Design. (Crosslisted ECS)