Course Descriptions
Educational Curriculum and Instruction
(EDCI)
602. Cultural Foundations of Education. (3-0). Credit 3.
Contributions of behavioral sciences applied as analytic tools in solving problems of curriculum and instruction.
607. Programs and Procedures in Supervision. (3-0). Credit 3.
Designed for teachers, supervisors and administrators; philosophy, organization and administration of supervision of both elementary and secondary schools. Required for mid-management and supervisor’s certificate.
608. Supervision of Student Teachers. (3-0). Credit 3.
Performance objectives, observation systems, conferencing and evaluation procedures related to supervision of student teaching; public school teacher’s role in supervision of student teachers.
610. Second Language Assessment and Development. (3-0). Credit 3.
Second language assessment and development stressing classroom situations to teach second language acquisition. Prerequisite: Graduate classification.
611. Teaching English as a Second Language. (3-0). Credit 3.
Translation of theory into practice stressing various methods and techniques in ESL; relationship of language development, culture and conceptual processes to language teaching. Prerequisite: Graduate classification.
612. Bilingual/ESL Content-Area Instruction. (3-0). Credit 3.
Integrating English language instruction with content-based ESL instruction in science, mathematics and social sciences for non-English speaking students. Prerequisite: Graduate classification.
613. Spanish/English Reading for Bilinguals. (3-0). Credit 3.
Developmental processes in second language reading; nature of knowledge transfer and the application of second language principles in the classroom. Prerequisites: Graduate classification and Spanish proficiency.
614. ESL for International and Intercultural Settings. (3-0). Credit 3.
International and intercultural teaching practices with major emphasis on second language instruction in an international setting. Prerequisite: Graduate classification.
615. Classroom Practice in Adult ESL. (3-0). Credit 3.
Literacy practice issues in adult ESL literacy leading to assessment, instructional planning, curriculum development and program evaluation. Prerequisite: Graduate classification.
616. Teaching in Spanish in the Bilingual Classroom. (3-0). Credit 3.
Acquisition of Spanish in an elementary bilingual classroom and its relationship to instructional and curriculum issues. Prerequisites: Graduate classification and Spanish proficiency.
617. Early Childhood Mathematics. (3-0). Credit 3.
Development of mathematical concepts in young children from developmental and mathematical perspectives. Prerequisite: Graduate classification.
619. Teaching and Learning Number and Quantity Concepts. (3-0). Credit 3.
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on number and quantity concepts; discussion of contemporary issues in K-12, standards and assessment.
621. Teaching and Learning Space, Dimension, and Measurement Concepts. (3-0). Credit 3.
Examination of the content, pedagogy, technology, and research on teaching and student learning concepts on space, dimension, and measurement concepts. Discussion of contemporary issues in K-12, standards and assessments.
622. Theories of Learning and Teaching Mathematics. (3-0). Credit 3.
Theoretical bases of the learning and teaching of mathematics, including an examination of the research which supports the theoretical bases.
623. Teaching and Learning Pattern and Change Concepts. (3-0). Credit 3.
Examination of the content, pedagogy, technology, and research on teaching and learning concepts on skills in algebra, functions and calculus. Discussion of contemporary issues in K-12, standards and assessment.
624. Assessing Cognitive, Conceptual, and Fluency Structures Related to
Learning and Teaching Mathematics. (3-0). Credit 3. Examines diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. Prerequisite: Graduate classification.
625. Teaching and Learning Mathematics with Diverse Learners. (2-2). Credit 3.
Examining diagnostic and assessment procedures in mathematics and their potential for identifying problem areas related to children’s acquisition of mathematical skills; number and quantity concepts. Prerequisite: EDCI 624.
627. Teaching and Learning Data Analysis and Uncertainty Concepts. (3-0). Credit 3.
Examination of the content, pedagogy, technology, and research on teaching and student learning of concepts and skills in probability, statistics, and discrete mathematics; discussion of contemporary issues and K-12 curriculum, standards and assessment. Prerequisite: Graduate classification.
628. Analyzing and Reporting Field Based Research. (3-0). Credit 3.
Analyze data from classroom observation, empirical tests and interviews; link theoretical and practical mathematics education to analysis of qualitative and quantitative data; equip teacher-leaders and researchers with the resources to interpret classroom phenomena from the research perspective using research-based theories of teaching and learning. Prerequisite: Graduate classification.
631. Mentoring the Novice Educator. (3-0). Credit 3.
To prepare the “teaching” graduate student to observe, evaluate, and reflect upon teaching, mentoring, communication, and supervision skills that support the novice or pre-service teacher with tools necessary to be successful. Examine research related to effective mentoring and supervising strategies and behaviors in environments which support mentoring behavior. Prerequisite: Graduate classification.
633. Educator as Learner. (3-0). Credit 3.
Designed to challenge the graduate learner as one who studies metacognition, working to understand how self and others process learning, maximize application of learning and evaluate the meaning of learning; for students working with others in a role of mentor, supervisor, administrator or coach in a PK-12 setting. Prerequisite: EDCI 631.
634. Reflective Inquiry. (3-0). Credit 3.
Explores the differences and unique characteristics of moral, multiperspective, collaborative, deliberative, autobiographical, and critical inquiries, and reflective practice related to all forms of inquiry; analyzes the implications of educator growth through reflective practices and the part that reflection plays in developmental growth and professional development. Prerequisite: Graduate classification.
635. Advanced Practices in Developmental Mentoring, Coaching and Supervision. (3-0). Credit 3.
Analyze current supervisory practices within schools and districts related to instructional and support functions designed to increase the retention of novice educator; includes an analysis of theories, methodologies, implications and actions related to the novice educator; for potential PK-12 mentor/supervisors. Prerequisite: EDCI 631.
636. Educator as Researcher. (3-0). Credit 3.
Course will help students develop action research skills to enable them to critically analyze insights into the historical, philosophical and social foundations of reflective teaching and leadership in educational environments. Course will include an analysis of theories, methodologies, implications and actions related to educational action research. Prerequisite: Graduate classification.
638. Trends in Curriculum and Instruction. (3-0). Credit 3.
Recent research and development in theories and practices of curriculum and instruction; curriculum innovations, school organization and new instructional media.
640. Language/Literacy for Bilingual/Multicultural Young Learners. (3-0). Credit 3.
Critical multicultural perspectives on the acquisition and development of communication skills by young children who represent bilingual and multicultural backgrounds; critique of language development practices as applied in education settings with young children. Prerequisite: Graduate classification.
642. Multicultural Education: Theory, Research and Practice. (3-0). Credit 3.
Theory and research that undergirds the discipline of multicultural education by exploring the philosophical, anthropological and psychological theoretical frameworks. Prerequisite: Graduate classification.
643. Teaching in Urban Environments. (3-0). Credit 3.
Provide educators with historical perspectives, pedagogical knowledge and insights concerning educational experience of teachers and learners in urban environments. Will address cognitive, psychomotor and affective aspects of teaching and learning in urban environments. Prerequisite: Graduate classification.
644. Curriculum Development. (3-0). Credit 3.
Curriculum development; bases of curriculum design; problems of balance, scope, organization, sequence, selection and articulation.
645. Society and Education in World Perspective. (3-0). Credit 3.
Comparative education; interrelationships among societal institutions and particular roles that education plays in different cultures and political systems.
646. Instruction Theory. (3-0). Credit 3.
Theoretical basis for research and training in instruction; systematic study of existing research on key factors influencing instructional effectiveness. Exploration of interaction among variables of instruction. Doctoral level only.
647. Curriculum Theory. (3-0). Credit 3.
Theoretical basis for curriculum conceptualization, development, evaluation and implementation; value and empirical basis of curriculum decision-making strategies for curriculum change. Doctoral level only.
650. The Bilingual/Multicultural Young Child in Family and Culture. (3-0). Credit 3.
Bilingual/multicultural notions of family/culture as foundations for learning/anthropological investigation including cross-cultural comparisons of western concepts of “child” and “parenting;” critique of various constructions of child as learner within family context and monocultural perspectives of “developmentally appropriate” educational practice. Prerequisite: Graduate classification.
651. Bilingual/Multicultural Early Childhood Education. (3-0). Credit 3.
Historical/current models of early childhood curriculum/methodology as a foundation for the more critical analysis of curriculum as social construction, grounded within values of a particular society or culture; bilingual/multicultural views of early childhood education, curriculum and teaching strategies requiring constant examination. Prerequisite: Graduate classification.
658. History of Education. (3-0). Credit 3.
The genesis of formal education in the Western world beginning with the ancient Greeks and working through the Enlightenment; tracing the idea that schooling is a fundamental part of human existence and therefore crucial to all questions concerning the human condition. Prerequisite: Doctoral classification or approval of instructor.
659. History of American Education. (3-0). Credit 3.
The social and institutional role of public education in the United States from 1789 to the present; including clarification of the political and economic underpinnings that have worked catalytically to change the structure of public education in terms of philosophy, methods and curricula. Prerequisite: Doctoral classification or approval of instructor.
662. Philosophical Theories of Education. (3-0). Credit 3.
Selected historical theories of education from Plato to Skinner; evaluating educational ends and means; the nature of knowledge, its acquisition and transmission. Doctoral level only.
663. Advanced Methods of Elementary Science Education. (3-0). Credit 3.
Strategies for teaching elementary school science; design and evaluation of elementary school science instruction; recent developments in elementary school science teaching.
664. Advanced Methods of Secondary Science Education. (3-0). Credit 3.
Strategies for teaching secondary school science; design and evaluation of secondary school science instruction; recent developments in secondary school science teaching.
665. Science Curriculum. (3-0). Credit 3.
Critical exploration of the trends and issues in school science programs; consideration of the foundations and strategies for the design, selection and evaluation of science curriculum.
666. Laboratory Methods and Management in Science Teaching. (3-0). Credit 3.
Foundations, procedures and techniques associated with effective laboratory science teaching; planning, conducting and evaluating laboratory activities, facilities management and safety.
667. Research and Foundations of Science Education. (3-0). Credit 3.
Analysis of research in science education which relates the historical and philosophical basis of science and science teaching; emphasis on implications for improved instruction, especially on the nature of science, its relation to other disciplines, and student understanding of the scientific way of knowing.
670. Social Studies in Elementary and Secondary Education. (3-0). Credit 3.
Methodology course focusing upon the implementation, both practical and theoretical, of the objectives of social studies: current trends, resource materials, demonstrations of teaching methods.
672. Curriculum and Methodology of Language Arts. (3-0). Credit 3.
Advanced methodology course for teachers of language arts courses and their supervisors; total curriculum development, attitudes and procedures for fostering developmental skills and creativity.
673. Analysis of Teaching Behavior. (3-0). Credit 3.
Identification of beliefs and assumptions regarding teaching; review of research on teacher effectiveness; alternative methods for gathering data regarding dimensions of teaching behavior; development of teacher analysis systems.
675. Teaching Strategies: Patterns of Learning. (3-0). Credit 3.
Learning and teaching theory and research applied to development of teaching strategies appropriate for various contents, objectives and instructional situations; variables influencing learner behavior and approaches to optimization of teacher behavior. Prerequisite: EPSY 602 or 673 recommended.
677. Strategies for Teaching in a Culturally Pluralistic Society. (3-0). Credit 3.
Research concerning the cognitive, psychomotor and affective aspects of learning and teaching among culturally diverse learners; practical applications to curriculum and instruction.
678. Curriculum Development and Instructional Strategies in Teaching Composition. (3-0). Credit 3.
Methods of teaching writing in the primary, elementary and secondary grades; focuses on teaching and learning all aspects of the writing process, and development of writing across the school curriculum. Prerequisite: Approval of instructor.
681. Seminar. (1-0). Credit 1.
Professional roles and responsibilities, research, special topics and other issues relevant to master’s and doctoral students in curriculum and instruction.
682. Seminar in... (1-0). Credit 1.
Knowledge, skills and attitudes in educational curriculum and instruction. Specific topics will be assigned for each seminar as it is offered. May be repeated for credit.
683. Field Practicum. (3-0). Credit 3.
Designed to provide supervised experiences based upon a theoretical framework in profession settings related to the work of teaching, learning and culture; practical experiences closely supervised by the department faculty. Prerequisite: Approval of instructor.
684. Professional Internship. Credit 1 to 6 each semester.
On-the-job training for educational curriculum and instruction majors under the supervision of successful, experienced personnel from the University; conducted in a setting appropriate to the student’s projected career aspirations and areas of specialization.
685. Directed Studies. Credit 1 to 4 each semester.
Directed individual study of selected problems in the field of education.
689. Special Topics in... Credit 1 to 4.
Selected topics in an identified area of curriculum and instruction. May be repeated for credit.
690. Theory of Curriculum and Instruction Research. (3-0). Credit 3.
Theory and design of research problems and experiments in various subfields of curriculum and instruction; communication of research proposals and results; evaluation of current research of faculty and student and review of current literature. May be repeated for credit.
691. Research. Credit 1 or more each semester.
Research for thesis or dissertation.
692. Professional Study. Credit 1 or more each semester.
Approved professional study of project undertaken as the terminal requirement for doctor of education degree. Preparation of a record of study summarizing the rationale, procedure and results of the completed project. Prerequisite: Approval of major advisor.