Master of Education

This course focuses on identifying the characteristics of a learning community classroom, the propensities of learning community teachers, and the stages of group development in establishing a learning community. Course activities include study of personal planning, implementing, and reflecting strategies for establishing a learning community classroom.

This course will provide opportunities for students to read and analyze various types of research for the purposes of improving practice. Students will focus on action research by designing a project that includes selecting the issue, determining the data to be collected, data analysis and interpretation, and change of teaching and learning behavior.

This course provides background in goals, objectives, assumptions, values, issues, and theory related to modern curriculum. Topics include learning and curriculum, the nature and structure of knowledge and curriculum design, criteria for staff, lay advisers, committees, and consultants for the purpose of curriculum planning. This is a basic course which is a prerequisite for further study in curriculum.

This course is intended for educators at all levels who place a high value on successful teaching and learning. The purpose of the course is to help educators incorporate media and technologies for learning into their repertoire--to use them as learning tools. The course will draw examples from elementary, secondary, and postsecondary education as well as corporate training and development. This course will provide the initial opportunities necessary to begin technology infusion in the school curriculum.

The philosophical, psychological, sociological and educational implications of the computer and its impact on the public school curriculum are explored. Current relationships between theory and practice, along with future technologies, are examined.

This course is designed to assist special and regular educators with effective instructional applications of hardware, software, Internet resources, and adaptives. Students will be required to design, implement and evaluate instructional program plans that incorporate examples of current technological materials/devices that foster independence in students with special needs in the regular or special education classroom. Prerequisites: Basic computer skills (e.g., ability to use word processing, email, and the WWW).

The primary purpose of the course is to present the philosophy of teaching reading to exceptional children along with the appropriate methods and materials. Major topics include the nature and needs of children who deviate from normal assessment of reading ability, emerging literacy, the role of parents and the child study team, intervention strategies, settings for instruction, word recognition, comprehension and study skill techniques appropriate for exceptional learners, adaptations of methods and materials, and organizational patterns. This course may not be offered annually.

This course will provide an overview of instructional strategies for teaching students with special needs. It will focus on research-based best practices of instruction to students with disabilities in the areas of academics, social interactions, and transition from school to adulthood and employment. Training and education to prepare individuals with disabilities for successful community living will also be emphasized. Field-based assignments are required.

The course provides an in-depth study of individuals who are so different that they require special social and educational programming. The course content develops an understanding of characteristics and problems of handicapped children and acquaints students with the basis for identifying, classifying and planning to effectively meet needs of children with physical, mental, emotional and social handicaps.

This course focuses on foundational theories and areas of research related to the field of TESOL and bilingual education. Special emphasis is placed on the forces affecting students and policies related to second language schooling in state, national and international contexts. Students will develop a reflective philosophy for educating English Language learners.

This course concentrates on how teachers plan, teach, and assess in ESL classes. Students will create unit plans that incorporate both language and content area objectives and learn a variety of research-based instructional methods to support language acquisition and student learning.

This course examines the theory and practice of integrating language and content in K-12 ESL, bilingual and content-area classrooms. Specific focus is given to methods pertaining to implementing sheltered instruction modles, content-based ESL, students' proficiency levels, proficiency testing, and strategies for collaborating with other teachers and school leaders.

This field-based course provides the teacher education candidate with opportunities to demonstrate the subject content, professional knowledge, pedagogical skills, and dispositions that are developed in program course work. The Clinical Internship experience is a supervised, full-time activity conducted in a public elementary, middle or high school ESL classroom. Successful completion of the Internship requires demonstrated mastery of subject area content, lesson planning, and multiple instructional strategies to meet varied student needs; demonstrated ability to assess learner progress and modify instruction accordingly, ability to manage all aspects of classroom activity, ability to work collaboratively with all instructional, administrative, parental, and community members of the classroom and school community, and ability to document evidence of doing all of the above. Admission to this course requires completion of all previous Teaching ESL coursework, including a minimum program grade point average of 3.0.

Students acquire a background in current theory and practices related to emerging literacy, word identification, fluency, comprehension, study skills, and recreational reading in grades K-12. The relationships between reading and the other language arts and between reading and other subject areas are addressed. Additionally, students become familiar with various methods, materials and technology used in teaching reading, assessing reading performance, and organizing and managing a reading program in the K-12 classroom. This course is required for those seeking the M.A. in reading education and/or reading specialist certification. Teachers and administrators who wish to increase their knowledge in the K-12 reading curriculum and instruction may also enroll.

This course develops understandings for teaching phonics, spelling, and vocabulary in integrated language arts classrooms. The importance of knowing what to teach and when is emphasized. Major topics include: the development of word knowledge from emergent literacy to adulthood, strategies for instruction, the role of assessment, and parental involvement.

The primary purpose of the course is to present the philosophy of teaching reading to exceptional children along with the appropriate methods and materials. Major topics include the nature and needs of children who deviate from normal assessment of reading ability, emerging literacy, the role of parents and the child study team, intervention strategies, settings for instruction, word recognition, comprehension and study skill techniques appropriate for exceptional learners, adaptations of methods and materials, and organizational patterns. This course may not be offered annually.