2015-2016 Graduate Academic Catalog

Page 47 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.