500

This course examines strategies for promoting literacy and language development in English Language Learners grades K-12. Differentiation of content area instruction will also be explored.

Prerequisite: Students are expected to have some familiarity with personal computer operating procedures. Examines what educational leaders (reading specialists, administrators, and teachers) need to know in order to enhance the school program through the use of technology. Emphasis on Science, Technology, Engineering and Mathematics (STEM) practices, adaptive, administrative, and instructive use of technology Recommended as the first course in the Reading Specialist, Educational Leadership, and Curriculum and Instruction programs.

Prerequisite: Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 502. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

A survey of children's literature and enrichment materials and the criteria for evaluating and selecting such materials as they relate to the needs, interests, and capabilities of children and young people.

This course examines current legal issues facing educational leaders. Specific areas studied include constitutional rights of students, legal aspects of discipline, tort liability, and special education law. Constitutional, federal and state law will be examined within each topic area.

Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 513. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

Examines the pupil services component of educational administration. Includes components of student services administration, providing services for students with special needs, and the legal aspects of pupil services and special education.

Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 514. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. The historical perspectives of reading instruction, developmental programs and materials and specific reading skills needed at elementary and secondary levels will be the focus.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Concerns the remediation and prevention of reading difficulties and appropriate placement and program planning for all students. Topics include intervention strategies and establishing and managing the literacy program.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. A study of the principles and methods of teaching reading and the appropriate match of students with materials and teaching strategies at the middle school, junior high and senior high levels.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading.  Designed to acquaint students with a variety of reading disabilities, their possible etiologies and initial diagnostic procedures. Strategies for identifying gifted readers and for measuring general reading achievement will be addressed.

Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Emphasizes implications of current theory and results of research for the teaching of reading. Attention is given to issues and problems in the area of reading instruction. An action research project is planned and implemented during the semester. Current issues associated with reading education are also discussed.

Prerequisites: EDUC 517, EDUC 518, EDUC 519, EDUC 520 and EDUC 529 or permission of the instructor. The identification of disabled readers and appropriate prescriptive program planning will be emphasized. Includes the interpretation of initial screening results and subsequent recommendations. Instructional materials for individual and small group teaching will be developed and specific remedial techniques will be refined.

Prerequisite: EDUC 523 or permission of the instructor. This supervised practicum involves the continuous diagnosis of disabled readers and the planning and implementation of appropriate corrective/remedial programs. Three weeks are spent working with elementary age students. A seminar component is an integral part of the course. To be taken concurrently with EDUC 525.

Prerequisite: EDUC 523 or permission of the instructor. Supervised practicum involves the diagnosis of disabled readers and the planning and implementation of remedial appropriate to the content areas. Three weeks are spent working with secondary-age students. Taken concurrently with EDUC 524.

Prerequisites: EDUC 517, EDUC 518, EDUC 519 and EDUC 520. Examines effective school-wide literacy programs and the role the reading specialist/literacy coach plays in those programs.

This course examines the incorporation of blended learning strategies and tools in K-12 classrooms. The course explores a variety of texts and digital materials with a focus on differentiation and enrichment through the use of technology. Content is geared toward educators working with students with diverse learning and linguistic needs.

This course examines current research and accepted practices in mathematics leadership. It looks into general topics in leadership and explores leadership specific to mathematics education. Participants gain knowledge and skill as they plan for their future development as a leader in mathematics.

Prerequisites: EDMA 530 This course fo llows up the topics of Mathematics Educat ion Leadership I, having participants apply current research and accepted practices in mathematics leadership in a 37.5 hour supervised practicum. Participants will work with a range of students and adult learners in a variety of professional development settings. This is a hybrid course with 34% of the coursework to be face-to-face, 33% of the coursework to be on-line via Blackboard, and 33% to be in a supervised practicum.

The dynamics of the family-teacher-child relationship with emphasis on the teacher's role as partner and counselor of children ages 3-12. Techniques for working with family and children will be evaluated and designed by the teacher.

A review and analysis of current research in early childhood and elementary education with emphasis on issues, emerging trends, and procedures essential to developing classroom programs for students.

Emphasis on integrating language arts in areas of the elementary school curriculum. Techniques and practical activities for developing skills such as listening, speaking, literature, writing, comprehension and vocabulary development will form the core of the course.

This course provides guidance and feedback to canddiates in pursuit of National Board Certification. Participants will examine and apply the National Board for Professional Teaching Standards (NBPTS) specific to individual content areas. Participants will analyze and reflect on their teaching practice and the impact of assessment and collaboration on student learning through the completion of components 3 and 4 of the National Board candidate portfolio.

An examination of modern elementary and middle school science and Science, Technology, Engineering and Mathematics (STEM) methods, curriculum materials and instructional strategies.

A consideration of the processes and topics of physical science that are most appropriate to the needs of elementary and middle school teachers. An activity-centered STEM approach is utilized to study the structure of matter and other physical science topics.

A consideration of the processes and topics of biological relevant to elementary and middle school teachers. A Science, Technology, Engineering and Mathematics (STEM) approach is utilized.

An examination of modern elementary mathematics methods, Science, Technology, Engineering and Mathematics (STEM) curriculum, materials and instructional strategies.

A study of the teaching of numbers, operations, and algebraic thinking in elementary and middle schools. Focus areas include how students learn numbers, operations, and algebraic thinking.

A study of the teaching of geometry and measurement in elementary and middle schools. Focus areas include how students learn geometry and measurement.

Prerequisites: MATH 501 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing geometry in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating geometry with other disciplines.

Prerequisites: MATH 502 and or equivalent. May be taken concurrently.  Current research and accepted practices in teaching and assessing algebra in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating algebra with other disciplines.

Examines foundational elements of elementary STEM (Science-Technology-Engineering-Mathematics) inquiry-based instruction. Participants are expected to learn through experience, exploration, and discourse to gain an understanding of a STEM mindset to facilitate implementing a STEM approach in the elementary classroom.

Designed to develop skills, attitudes and understanding to enable the general early childhood, elementary and secondary classroom teacher to effectively educate learners with special needs. Topics include inclusion, educational planning, teaching techniques, student assessment, and classroom organization and management skills.

Classroom organization, climate, management and teaching techniques for students in general and special education settings; behavior modification, interaction techniques, self-management strategies and motivation strategies.

Historical and legal perspectives that led to PL 94-142 and subsequent legislation. Current issues in the field of special education; survey of disabilities, philosophical concerns, educational ramifications of legislation and innovative programming.

Theoretical and practical aspects of assessment, diagnosis and prescription of children with mild or moderate disabilities. Implications for educational programming are considered. Appropriate test selection and comprehensive report writing are included.

A study of curriculum goals and objectives, and the methods and materials to be used to meet the needs of diverse learners. Topics include learning processes and development of instructional programs in literacy and social studies.

Reading and/or research in a selected field. An approved title for the independent study must be submitted with the registration forms. Prerequisite: permission of the chair of the department. A maximum of 6 credits may be applied to a degree program. (1-3 credits per independent study)

A study of curriculum goals and objectives, and the methods and materials to be used to meet the needs of diverse learners . 

Prepares the student to become an effective consumer of educational research, using a variety of tools and technology to search and retrieve research documents. Topics include research design, analysis of internal and external validity and descriptive and inferential statistics.

Examines leadership and organizational theory. Topics include the structure and dynamics of organizations, motivation and decision-making processes, group interactions, communication skills, and organizational dynamics.

Prerequisites: Completion of 21 credits in the M.S. in Mathematics Education program. Each project will focus on an idea that links mathematics to its teaching and learning. Independent reading and study, reflection, writing, and possible action research. The capstone is assigned a letter grade, which will reflect not only the quality of the final product, but also the student’s performance throughout the project.

Extends students’ knowledge, understanding and application of theories of child development and the teaching-learning-assessment process, and offers the student the opportunity to consider and apply the findings of educational, psychological and brain-based research and theory.

Prerequisite: Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 581. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

Examines educational philosophies in the context of diverse educational populations. Multicultural curriculum planning approaches as well as the history and contributions of minority groups to American education are also examined.

Prerequisite: Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 582. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

This course examines various approaches to curriculum development and evaluation. Curriculum theories, processes and roles in curriculum planning; data used in curriculum planning; and defining curricular goals and objectives are all addressed in the course.

Participants examine the literature on systemic change, with emphasis on models and strategies for use by school leaders to affect change at the individual, team, school and district levels.

Prerequisite: Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 584. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

This course examines educational supervision as a function of the school leader. Specific areas studied include classroom observation skills, conferencing skills, evaluation skills, and human relation skills. Students have the opportunity to practice supervisory skills in simulated and on-site applications.

Prerequisite: Open to students admitted to the doctoral program in Organizational Leadership with approval of the adviser and Program Director. See EDUC 586. Doctoral candidates must design and conduct a project related to the course. This project will involve either the candidate's employer or a local organization and have as their goal to help inform the candidate concerning the ultimate subject of his/her research-based capstone experience.

Prerequisites: EDUC 578, EDUC 583 and EDUC 586. A yearlong internship experience with a practicing elementary school principal for a range of administrative experiences. The culmination of the experience will result in the submission of an administrative portfolio to be evaluated by college faculty and, where possible, by a public school administrator. Includes class experiences, case studies, and real-life scenarios.

Prerequisites: EDUC 578, EDUC 583 and EDUC 586. A yearlong internship experience with a practicing secondary school principal for a range of administrative. The culmination of the experience will result in the submission of an administrative portfolio to be evaluated by college faculty and, where possible, by a public school administrator. Includes class experiences, case studies and real-life scenarios.

Prerequisites: EDUC 578 and EDUC 586. This course examines administrative functions in the school business and personnel areas. Specific topics examined include revenue and budgeting; school maintenance and operations; comprehensive strategic planning; personnel recruitment, selection, induction and development; and appraisal of personnel performance.

Prerequisite: MATH 500 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing statistics and probability in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating statistics and probability with other disciplines.

Prerequisite: MATH 505 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing mathematical modeling in the secondary school. Focus on problem solving through mathematical modeling and mathematical reasoning, communication, and integrating mathematics with other disciplines.

Prerequisite: Permission of the program director. Candidates participate in a culminating action research project in learning and teaching. It is expected that students will complete a thorough literature review of their topics, clarify a hypothesis about a solution to a learning and teaching classroom problem, collect baseline data related to the problem, design an intervention program, monitor the intervention program, test the effect of the intervention and reflect and generalize about future actions.

Prerequisite: Permission of the program director. Candidates participate in a culminating project in learning and teaching. It is expected that students will compelte a thorough literature review of their topics, clarify a hypothesis about a solution to a learning and teaching classroom problem, collect baseline data related to the problem, design an intervention or instructional program, monitor the program, and evaluate the efficacy of the program and reflect and generalize about future actions.

Prerequisite: Permission of the program director. Candidates participate in a culminating project that reflects a transdisciplinary activity. Emphasis is placed on problem solving and making real-life connections through an activity-centered approach using current technology, content curriculum materials, and Science, Technology, Engineering and Mathematics (STEM) pedagogy.

The content and methods of such courses depend upon the interests of the faculty and students.