Foundational study of reading assessment, based on principles for matching reading assessment data to instructional decisions; policy provisions on assessment in a multi-tiered system of support; effective and ethical assessment in aspects of reading-such as phonological/phoneme awareness, phonics and word identification, fluency, vocabulary, and comprehension; assessment informing instruction for dyslexia and other persistent reading difficulties; knowledge of language structures necessary for interpreting assessment.
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded.
A comprehensive examination of issues, trends and practices in elementary school mathematics programs, including instructional strategies, planning, development, materials and evaluation. Emphasis on promoting problem solving in school mathematics curriculum.
Integration of visual art, music and physical education. Students learn discipline specific instruction techniques, strategies, activities and content knowledge to effectively integrate these areas across the curriculum.
Meets student teaching requirement for certification. S/U graded.
(GPA-GR-3.0) and (
EDFE 125 or Passed Required Praxis or Completion of Application for Student Tching)
In-depth consideration of issues, problems and practices in the elementary social studies classroom, including instructional strategies planning, materials and evaluation. Emphasis on thinking in a pluralistic democratic society.
This course provides an introduction to teaching/learning strategies in reading, writing, speaking and listening including ways to plan, teach and assess student growth in literacy skills.
Instructional application of foundational skills of reading development, based on consensus science in effective reading instruction; effective instruction in components of reading and writing-phonological/phonemic awareness, phonics and word identification, fluency, vocabulary, text comprehension; instruction with dyslexia and other persistent reading difficulties.
This practicum is designed to immerse students in the elementary school classroom. Opportunities for teacher candidates to inquire, analyze and reflect on classroom routines and practices.
(
EDFE 125 or Completion of Appl for Grad Lic Adm to PTEP)
A review and analysis of competing conceptualizations of the elementary-school curriculum. Teachers develop, implement, and evaluate curriculum in elementary classrooms. Current topics, trends and issues in curriculum are explored.
Theory, design, development, implementation and evaluation of integrated curriculum. Students develop interdisciplinary units of study and learn active learning strategies and techniques consistent with an effective rationale for integrated curriculum.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Students must earn 4 hours of credit for doctoral dissertation research proposal in partial fulfillment of requirements for doctoral degree before admission to candidacy. S/U graded.
Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.