Fall 2018 Graduate Education course registration is now open for all students - Classes start week of 8/27/18.
This course is designed as an introductory course for people considering careers as teachers. The course begins by exploring schools and schooling in the United States, including an examination of motives for teaching, the functions and purposes of schools, and what life is like in schools today. We will then look at the diversity of students who populate our schools, and how various societal factors affect schools. Next, the course focuses on teachers, including what constitutes effective teaching, what teachers should know about teaching with technology, and what subjects are taught as part of a school’s curriculum. We will then examine the foundations of education (philosophy, history, legal and ethical considerations, and governance and finance issues) that provide the intellectual underpinnings of educational practice. We will also examine current reform efforts in education. We will finish the course by looking at career issues, including the job options in education, salary expectations, and what it means to be a professional teacher.
This course will explore theories, ideas and practices for guiding learning in math for students with diverse characteristics at the PK – 8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity; math and students who are speakers of other languages (ELL), math and students with special needs, math and students with math disabilities, and math and students in poverty. Course content will include the math pedagogical content knowledge associated with numeracy, operations and problem solving, the SIOP model of instruction, the WIDA standards, strategies for differentiating instruction and assessing diverse learner characteristics as well as issues associated with developmentally appropriate practice.
This course is designed for students in School Leadership (Principal, Director of Special Education, and Director of Curriculum) who are seeking endorsements from the Agency of Education. The course includes a 300-hour internship, completion of a professional portfolio, and additional study in the areas of leadership. The course is broken into 3 parts and requires a full year commitment. Student will be expected to complete internship hours during the summer. Students will enroll in each part when the semester registration opens. They must be taken in sequence during one academic year. Students will receive grades of Pass/Fail for Part I and Part II. A final grade will be given for Part III, spring semester.
Includes: Art, Elementary Education, English Language Learners, Middle and Secondary Licensure Programs.
Students register for this and GED 555 at the same time. Enrollment by special arrangement only.
Taken concurrently with the student teaching internship (GED 550), this course focuses on standards, teaching strategies, classroom culture, management techniques, collaboration, problem solving, philosophical questions, assessment, and communication skills. Students complete their required portfolio for licensure during this course. The seminar is designed to provide support for student teachers in the field. Enrollment by special arrangement only.
This course introduces students to the world of educational research so that they are able to intelligently read qualitative and quantitative studies, and learn to design and conduct qualitatively oriented research projects. Beginning with an overview of the different types of research, the course explores various research approaches, methods, and analyses. Students read and critique educational research articles in their chosen field. Finally, students design a research proposal to be implemented over a semester.
Prerequisites: This course should be taken at the end of the M.Ed. program and two semesters prior to GED 699 - Capstone Seminar so that students have at least one semester to collect data.
This course will examine the complexities of modern school leadership from theoretical, practical, and ethical perspectives with a focus on what is meant to be a good school leader. Emphasis in the course is on the practice of school leadership. The course will examine topics such as: the nature of leadership, recognizing leadership traits, developing leadership skills, creating a vision, setting the tone, listening to out-group members, handling conflict, overcoming obstacles, and examining the ethical foundations of school leadership.
This course is designed for licensed teachers and will focus on literacy development and instruction in grades PK-8. We will explore the research and “best practices” in literacy instruction with a particular emphasis on differentiated instruction within the context of the new Common Core Standards.
In this course participants will learn how to teach and accommodate students with disabilities in any regular classroom. Basic special education history and laws will be examined. Participants will explore the complex nature of serving students with special needs and discover specific strategies for making inclusion work. Participants will be responsible for finding a student to tutor for 2 hours per week to complete a case study as a part of the course requirements.
Prerequisite: Must have taken GED 516 Educational Foundations.
This course will combine the discipline of visual arts with the concept of multicultural studies. By engaging in hands-on projects, using artifacts, going on field trips, and discussing professional readings, participants will learn to integrate multicultural studies into their curriculum. The major themes of the course come from world cultures and folk art. This course fulfills the integrated arts requirement in the Arts in Education concentration. A $50.00 materials fee is due upon registration.
Integrative Curriculum: This course offers a theoretical overview of varied approaches to integrative curriculum, as well as practical applications. Based in a holistic developmental perspective, it considers intellectual, emotional, social, ethical and spiritual dimensions of curriculum and contrasts developmentally appropriate disciplinary and interdisciplinary methods of curriculum development, instruction and assessment. Participants also examine the relationship between personalized learning, differentiated instruction, individualized education and student directed learning, and they consider contemplative, ecological, multi-cultural, and technology based approaches to curriculum development and instruction.
This course focuses on definitions and diverse perspectives on curriculum for curriculum leaders. Participants examine major theoretical frameworks of curriculum; become familiar with varying approaches to curriculum planning, development, design, implementation, and evaluation; articulate their own perspectives on curriculum; examine the link between curriculum, instruction, and assessment, as well as the connection of these to budgeting and finance; and learn to critique curriculum from a variety of different perspectives, including how schools should examine and critique their own curricula.
This course is designed to provide pre-licensure students, novice teachers, and those returning to the field with an overview of literacy development and instruction. The components of a balanced literacy curriculum will be introduced, including: shared reading, read aloud, word study and the reading and writing workshop. The framework of the workshop will be discussed in depth, including: mini lessons, small group instruction (guided reading, strategy groups and discussion groups), conferring, partnerships and writing about reading. Class sessions will combine whole group and small group instruction, book discussions, video snippets and an offsite classroom visit. This course is practical in nature and will build an understanding of how to use a variety of assessment to drive effective instruction for all students. It is a requirement in the Elementary Education Licensure Program. (Practicing teachers are encouraged to take GED 606- Literacy Development and Instruction PK-8
This course examines the relationship between language, literacy skills, and learning in the content area. We will focus on how explicit literacy instruction promotes better content learning and provides all students with tools they need to participate in our global community. We will consider theories about and evolving definitions of literacy, the process of reading and writing, the relationship between technology and literacy, specific disciplinary approaches to literacy, diverse literacy needs and corresponding pedagogical strategies, and techniques for evaluating content area resources. We will also examine state and national standards and proficiencies to enrich our understanding of student needs and curriculum design.
This course examines commonly occurring emotional and behavioral disorders of childhood and how they influence student learning. Participants will develop an understanding of specific disorders that can serve to inform appropriate instructional strategies and interventions. Empirically derived and research supported interventions and strategies to support these students will be explored An emphasis will be placed on structuring general education learning environments to accommodate the needs of a diverse range of students, as well as the identification of specific programs and strategies to support children with various disabilities. General educators will gain skills and knowledge to incorporate into their classrooms while special educators will expand their base of knowledge to support their consultation to general education personnel.
This course is a one-credit companion course to GED 640: Language and Learning. The purpose of this field-based course is to provide participants with an opportunity to apply their newly acquired knowledge and strategies to authentic language work with a school-aged student. Participants will design and implement language-based literacy practices with their student over the course of ten weeks and reflect upon their practice and the student’s language progress. Participants are required to complete 30 hours of work with a student. This is a required course for graduate students working toward licensure in Special Education.
The teaching of language is vast and often feels amorphous. Language transcends every area of culture and our experiences. In this course, students will fine-tune their lens on language development (from birth to adulthood) and its impact on learning. Rather than teaching language using isolated, disjointed methods, participants will learn to weave language instruction seamlessly into their current curricPula. Early identification of weaknesses and well as strategies to determine the area of language that is challenging for the student will be studied. Participants will reflect on the massive implications of language weakness on a student’s overall academic experience. Areas of language disorder, the assessment process and tools, and the criteria for a language impairment will be reviewed. Strategies for providing support, accommodation, and modification within the general and special education setting will be illuminated. Participants will employ the creative process of designing language-rich curricula that utilizes the accommodations and modifications necessary for students with language deficits to enrich the content for all learners. This exploration will include the use of assistive technology. If you are a graduate student working toward your license in Special Education, you are required to enroll in GED 639, a one-credit companion course to GED 640.
Prerequisite is GED 522 or GED 606, or permission from the advisor.
Participants learn how to incorporate computer and mobile technology into flipped classroom lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based multimedia and assessment tools. Participants construct an interactive/collaborative portfolio Web space (Wiki) for teaching and learning, review current research and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of Web sites and/or courseware. Course meets requirements for ESL licensure. Cross-listed with GSL 520. NOTE: For this course registration must be completed by August 13, 2018.