Curricular and Instructional Studies (EDCI)

Prerequisites: Admission to a Master of Science with Licensure Program. Pre/Corequisite: EDCI 619. Corequisite: EDCI 511. This course prepares English Language Arts teacher candidates to use various ELA techniques of planning, instruction and assessment for teaching English Language Arts in secondary schools.

Prerequisite: Admission to the School of Education. Pre/Corequisite: EDCI 619. Corequisite: EDCI 512. This course prepares social studies teacher candidates enrolled in the Masters with Licensure program to identify and implement research-based planning, instruction, and assessment techniques for effectively teaching social studies in secondary schools. The course includes 25 hours of field experience.

Theories, materials, and methods for teaching global education through e-learning and web-based tools. The focus will be on opportunities and challenges in using technology to teach about the world, its people, and issues. (Formerly 5500:611)

Prerequisite: Admission to Master of Science with Licensure Program. Pre/Corequisite: EDCI 619. Corequisite: EDCI 514. This course prepares mathematics teacher candidates to identify and implement research-based planning, instruction, and assessment techniques for effectively teaching mathematics in secondary schools. The course includes 25 hours of field experience.

Prerequisite: Admission to Master of Science with Licensure Program. Pre/Corequisite: EDCI 619. Corequisite: EDCI 515. This course prepares science teacher candidates to use various techniques of planning, instruction and assessment for teaching science in secondary schools.

Prerequisite: Admission to the School of Education. Corequisite: EDCI 501. Field application to observe and apply various English Language Arts education methodologies and theories in an ELA school/classroom setting.

Prerequisite: Admission to the School of Education. Pre/Corequisite: EDCI 619. Corequisite: EDCI 502. Observe and apply social studies education methodologies and theories in a school/classroom field-based environment.

Prerequisite: Admission to the Masters of Science in Curriculum and Instruction program. Pre/Corequisite: EDCI 619. Corequisite: EDCI 504. Observe and apply mathematics education methodologies and theories in a school/classroom field-based environment. (50 clinical hours).

Prerequisite: Admission to Master of Science with Licensure Program. Corequisite: EDCI 505. Practical course that provides hands-on experience for teacher candidates in planning, assessment, and instruction in secondary science classrooms.

Methods of teaching a particular area of the middle and secondary school curriculum for students in the Master's with Licensure program. (Formerly 5500:520)

Prerequisite: EDCI 520. Instructional experience in the 7-12 classroom to apply theory and research to practice. (Formerly 5500:521)

Examines instructional strategies for constructing meaning in content subjects (e.g., science, social studies, mathematics) using print and electronic texts. (Formerly 5500:522)

Knowledge, skills, and attitudes to employ effective methods of teaching reading to diverse populations and/or learners whose language patterns are nonstandard. (Formerly 5500:524)

Prerequisites: EDCI 619, EDCI 629, EDIS 605. Corequisite: EDCI 520. Filed application to observe and apply education methodologies and theories in a school/classroom setting. (Formerly 5500:530)

Prerequisite: EDCI 530. Corequisite: EDCI 521. Full-time field application to apply education methodologies and theories in a classroom environment. Follows Clinical Teaching I. (Formerly 5500:531)

Engineering design concepts and their applications course for teachers. Students will engage in engineering problem solving activities and design lesson plans. (Formerly 5500:539)

An introduction to the theoretic, cultural, sociolinguistic bases of bilingual/multicultural education. Legislation, court decisions, program implementation included. (Formerly 5500:540)

Course applies methods for teaching literacy to English learners, assessment of literacy skills, & development of materials. 12 required field experience. (Formerly 5500:541)

Prerequisites: elementary education majors, 5500:333, 5500:336, 5500:338; secondary education majors, 5500:311 (science, social studies in the bilingual/multicultural classroom. Course applies methodologies for teaching mathematics, science, social studies in the bilingual multi-cultural classroom. The bilingual student's native language stressed. (Formerly 5500:542)

Course includes teaching language skills to Limited English Proficient students in grades K-12, administration of language assessment tests, selection and evaluation of materials. (10 field hours) (Formerly 5500:543)

Organizing instruction, use of oral language development protocols, strategies for word skill development, comprehension and assessment as they relate to content areas. (Formerly 5500:555)

Prerequisite: ENGL 573. This course introduces and explains quality, research-based sheltered instruction to accelerate academic achievement for English learners. (Formerly 5500:556)

Corequisite: EDIS 457 or EDIS 557. In this inclusive field based experience, teacher candidates explore the challenges and best practices in providing quality educational services for all learners. (Formerly 5500:558)

Focus on developing learner competencies in the use of instructional technologies to enhance both the instructor's personal and professional productivity. (Formerly 5500:575)

Prerequisites: EDCI 541 and EDCI 543. A practical experience for teacher candidates to practice teaching an English as a second language classroom supervised by a TESOL-endorsed teacher. 50 hours. (Formerly 5500:588)

Workshop for educators to improve teaching skills in a specific area of the curriculum. (May be repeated for a maximum of 6 credits.) (Formerly 5500:590)

Workshop for educators to improve teaching skills in a specific area of the curriculum. (May be repeated for a maximum of 6 credits.) (Formerly 5500:591)

Workshop for educators to improve teaching skills in a specific area of the curriculum. (May be repeated for a maximum of 6 credits.) (Formerly 5500:592)

Special courses designed as in-service upgrading programs. Frequently provided with support of national foundations. (Formerly 5500:594)

An analysis of the philosophies, theories, and ideologies of curricula and their influences on programs, schools, and instruction. (3 field hours) (Formerly 5500:600)

A study of recent research and theory in curriculum and instruction with special attention to educational decision making. (Formerly 5500:605)

This course focuses on theories, materials and methods for teaching global education through e-learning and web-based tools. (Formerly 5500:609)

An exploration of various epistemological and methodological frameworks that are the foundation of systematic and complex educational inquiry. Doctoral level status is preferred but Master's level students are encouraged to enroll in consult with the instructor. (Formerly 5500:612)

Philosophy, theory, research, and exemplary organizational, assessment, and evaluation components of middle level education. (Formerly 5500:615)

Theories, research, and exemplary practices focusing on middle school curriculum and instruction. (Formerly 5500:616)

This course should be taken at the beginning of the Master's with Licensure Program as an introduction to curriculum and pragmatics of teaching. (Formerly 5500:617)

This course addresses the practical interpretation and application of the theoretical foundations for the development of standards-based instruction and the organization of the learning environment. Teacher candidates learn to use teaching models and management strategies for effective instruction. Field experience hours (25) in a local school district required. (Formerly 5500:619)

Prerequisite: EDCI 617 or permission of instructor. Focus is on theories of language acquisition, models of instruction suited to teaching foreign languages and cultures in the elementary school (P-8), and strategies that promote appropriate levels of language competence and proficiency for young learners. (35 field hours) (Formerly 5500:621)

Examination of literary genre with emphasis on methods and techniques for presenting literature to children in preschool, elementary, and middle grades. (Formerly 5500:622)

Survey course exploring current research in reading and writing as constructive processes of meaning-making. (Formerly 5500:625)

Examines formal and informal assessments and intervention strategies for students grades K - 12 with reading difficulties. (Formerly 5500:626)

(3-9 credits; may be repeated with a change in topic). Prerequisite: permission of instructor. Groups study of special topics of critical, contemporary concern in professional education. (Formerly 5500:627)

Laboratory experience within classroom, small groups and individuals. A student diagnoses, implements procedures, and follows prescribed reading improvement. (Formerly 5500:628)

For all subject teachers both with and without previous study in the teaching of reading. Materials, class organization and procedures for developing reading improvement programs, for all secondary school and college students. (Formerly 5500:629)

This course provides the educator with an advanced examination of strategies designed to improve student behavior in the school setting. (Formerly 5500:631)

(May be repeated for a total of six credits.) Issues and subjects related to research in foreign language education and language learning theories. Different topics will be offered from section to section. (Formerly 5500:635)

(May be repeated for a total of six credits.) Issues and subjects related to research in foreign language education and language learning theories. Different topics will be offered from section to section. (Formerly 5500:637)

This course philosophically, scientifically, and historically explores contemporary teacher leadership in the United States through scholarly, critical and practical inquiry in addition to reflective action in diverse learning ecologies. (Formerly 5500:639)

Prerequisite: Course is only open to candidates who hold an Early Childhood P-3 teaching license. Course focuses on nature/needs of grades 4-5 adolescents¿ development including physical, cognitive-intellectual, moral, psychological and social-emotional. Explore related issues in home, school and community contexts. (Formerly 5500:640)

Prerequisite/Corequisite: EDCI 640. The language arts, mathematics, science and social studies, the arts and technology content and the knowledge of inquiry and problem-based instruction necessary for fourth-grade learners. (Formerly 5500:641)

Prerequisite/Corequisite: EDCI 640. Models an inquiry-based format that integrates math, science, social studies, and technology standards where students learn to create, implement, manage, and evaluate student-centered learning environments. (Formerly 5500:642)

Prerequisites: EDFN 643 and EDIT 639. This course provides teachers in the leadership endorsement with skills in communication, collaboration, and team process to facilitate a collaborative learning culture. (Formerly 5500:644)

Focuses on the development of mathematics education, current trends in the teaching of elementary school mathematics, and future directions in mathematics education. (Formerly 5500:645)

A critical analysis of contemporary science curriculum and instructional methods for the young learner with particular attention to constructivism and national standards. (Formerly 5500:650)

A critical analysis of the theory and practice of curriculum and instructional methods in science for early adolescent and adolescent learners. (Formerly 5500:651)

This course examines the historical evolution of STEM disciplines, and the philosophical assumptions that distinguishes ways of knowing in these disciplines. Applications to educational research are examined. (Formerly 5500:652)

This course focuses on the preparation of literacy specialists to coach teachers in the implementation of culturally responsive literacy instruction for diverse learners. (Formerly 5500:660)

Designed for reading specialists, this course teaches knowledge, skills and dispositions in school-based professional development and coaching on classroom-based literacy assessment concepts and skills. (Formerly 5500:661)

The course enables candidates to demonstrate knowledge of a wide range of instructional practices, methods, and curriculum materials, including technology, that support effective literacy instruction. (Formerly 5500:662)

An introduction to research and knowledge bases related to teacher professional development with an examination of coaching as one venue of supporting teacher professional development. (Formerly 5500:663)

This course is an introduction to literacy research as an integral part of professional development and supports engagement in inquiry that advances candidates' understanding of literacy instruction. (Formerly 5500:664)

The internship is a school-based practicum that integrates the accomplishment of the Literacy Specialist Endorsement Standards and focuses on data-based decision making to inform coaching. (Formerly 5500:665)

Prerequisite: Admission to the M.A. program in Curricular and Instructional Studies. The implementation of a research design for an inquiry into a curricular and/or instruction problem within an educational setting. (Formerly 5500:690)

Prerequisite: EDCI 690 and admission to the program. Students implement a research design for an inquiry into a curricular and/or instruction problem inside or outside of an educational setting. (Formerly 5500:691)

Prerequisite: admission to student teaching. Corequisite: EDCI 694. Instructional experience in the 7-12 classroom to apply theory and research to practice. (Formerly 5500:692)

Instructional experience in the 7-12 classroom to apply theory and research to practice. (May be repeated for a maximum of 6 credits.) 1-3 credits (50 field hours per credit hour) (Formerly 5500:693)

Prerequisites: Admission to Student Teaching. Corequisite: EDCI 692. Planned teaching experience in schools selected and supervised by Office of Field Experience. (Formerly 5500:694)

Prerequisites: permission of advisor and department chair. Experience in an educational setting to apply educational theory and research to practice. (Formerly 5500:695)

In-depth investigation of specific problem pertinent to student's area of concentration in education. (Formerly 5500:696)

Selected areas of independent investigation as determined by advisor and related to student's academic needs. (Formerly 5500:697)

In-depth study of research problem in education. Student must be able to demonstrate necessary competencies to deal with research problem in education. (Formerly 5500:699)

Intensive examination of contemporary theory and research literature in STEM teaching and learning for preschool through senior high school students. (Formerly 5500:750)

(May be repeated.) Intensive examination of a particular area of curriculum and instruction. (Formerly 5500:780)

Prerequisite: admission to the Ph.D. in Integrative STEM Education program. Learners will develop individualized programs of study and plan their doctoral studies. An overview of process and procedures will be addressed. (Formerly 5500:800)

Survey of research, comparison and evaluation of programs, design and development of projects in reading through group or individual study. (Formerly 5500:820)

Prerequisite: Admission to the Ph.D. program in either Elementary Education or Secondary Education, or department consent. Intensive examination of a particular area of teacher education. (May be repeated with change of topic and for a total of 9 credits.) (Formerly 5500:880)

(May be repeated for a total of 6 hours.) Intensive job-related experience pertinent to student's needs. Student must be able to demonstrate skills and leadership abilities in an on-the-job situation. (Formerly 5500:895)

(May be repeated for a total of 6 hours.) Area of study determined by student's needs.(Formerly 5500:898)

Study and in-depth analysis of a research problem in curriculum and instruction. (Formerly 5500:899)