Mar 28, 2024  
2014-2015 Catalog 
    
2014-2015 Catalog [ARCHIVED CATALOG]

Courses


 
  
  • EDE 561 - International and Global Perspectives in Education.


    Graduate standing, PSY 100 , consent of instructor. (3).

  
  • EDE 580 - Independent Study in Elementary Education.


    Graduate standing, consent of instructor. (1-3).

    Research, readings, or special projects tailored to academic needs and interests of the student, on a topic related to elementary education. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of 4 credits. Graded ABCDE/Y.
  
  • EDE 585 - Special Topics in Elementary Education.


    Graduate standing. (1-6).

    Focus on various topics, including intensive study of specific areas related to elementary education. May follow a nontraditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
  
  • EDE 587 - Special Topics for Professional Development.


    Graduate standing. (1-6).

    Relevant professional development for K-12 professionals. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
  
  • EDE 601 - Contemporary Issues in Educational Policy in a Pluralistic Society.


    Graduate standing. (3).

    Inquiry into historical, philosophical, and social forces that impinge upon contemporary educational policy. Topics include relationships between education and issues of gender, race and class, school reform, and other factors which influence educational thought and practice. Analysis of conflicting points of view emphasized in interpretation of current educational issues and problems.
  
  • EDE 602 - Historical and Current Perspectives of Teaching and School Structure.


    Admission to Vocational-Teacher Cadet Program. (2).

    Review of the development of education in America; structure, funding and governance of public education; current trends and issues facing education, including recruitment of future teachers, certification processes, and employment and teaching in diverse settings. Offered infrequently.
  
  • EDE 625 - Using Technology to Investigate Mathematics.


    Graduate standing. (3).

    Exploration, investigation, application, and evaluation of the use of current technological tools in teaching middle and high school mathematics. Students will focus on innovative uses of technology to support new ways of thinking and learning, with attention to topics such as arithmetic, geometry, algebra and statistics. Offered infrequently.
  
  • EDE 669 - Student Teaching in Elementary School.


    Admission to the Master of Arts in Education program; passing score on MTTC Basic Skills exam; no less than a B(4.0) in the following courses:

    EDE 510 , EDE 542 , EDE 543 , EDE 544 , EDE 560 , EDE 601 , EDN 510 , EDR 543  , EDR 544 , EDT 501 ; overall GPA of at least 5.0; GPA of at least 2.75 (on a 4.0 undergraduate scale) in major and minor subject areas; concurrent election of EDE 699 . (6).

    Full-time teaching internship in a classroom for 14 weeks under the joint supervision of University and school personnel. Designed to develop the special knowledge and skills required of teachers through supervised full-time participation in classroom work. Weekly seminar provides opportunity for discussion and evaluation of the student teaching experience. Additional clinical experiences and independent study may be required on an individual basis where deemed necessary by University and school personnel. Students should keep other course elections to a minimum during the semester of student teaching. Graded Satisfactory/Unsatisfactory/Y.

  
  • EDE 670 - Research Seminar.


    Graduate standing; a course from specialization strand. (3).

    Seminar providing support for professional development and evaluation and execution of research.
  
  • EDE 698 - Master’s Project.


    Graduate standing; at least 24 credit hours in specialization. (3).

    Research, conducted under the supervision of a member of the graduate education faculty, that investigates an issue, problem, or approach in the student’s field of study. May be reelected to a total of three credits. Graded ABCDE/Y.
  
  • EDE 699 - Student Teaching Seminar.


    Admission to the Master of Arts in Education program; concurrent election of EDE 669 . (2).

    Group discussions, projects, and activities designed by students in student teaching to aid in looking beyond the details of the student teaching experience and in conceptualizing the teaching and learning process. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDL 410 - Leadership Theory and Practice.


    At least junior standing. (3).

    Theory and practice of supervision and management functions in public administration; attention to private sector management practices. Traditional and innovative group leadership and motivation techniques. Relationships with superiors, subordinates, peers, clients, customers. Computer-assisted and group practice of skills which induce rather than coerce productivity, including conflict resolution and negotiation. Highly clinical.  Not open to students with credit for EDE 440 . Also listed as PUB 450 . Offered infrequently.
  
  • EDL 503 - Management of Educational Systems.


    Graduate standing. (3).

    Systems approach to examination of educational administrative leadership tasks, personnel management, and organizational structures which determine interaction within the school organization and between the school and the community.  Emphasis on strategies for organizational change in decision making, program design, two-way communication, performance evaluation, staff motivation and morale issues.  Particular attention to the area of community relations and involvement of parents, community groups and civic organizations in planning and assessment of school objectives. Also listed as PUB 562 . Offered infrequently.
  
  • EDL 510 - Leadership Theory and Practice.


    Graduate standing. (1-3).

    Theory and practice related to supervision and management functions in public administration; attention to private sector management practices. Traditional and innovative group leadership and motivational techniques. Relationships with superiors, subordinates, peers, clients, customers. Computer-assisted and group practice of skills which induce rather than coerce productivity, including skills of conflict resolution and negotiation. Highly clinical.  Not open to students with credit for EDE 440  or EDL 410  or PUB 450 . May be reelected to a total of three credits. Also listed as PUB 550 .
  
  • EDL 520 - Introduction to School Law.


    Graduate standing. (3).

    Administrative, judicial and statutory factors related to educational institutions. Legal aspects of evaluating staff personnel and students; court decisions regarding teacher academic freedom and student rights; legal issues of race, religion, liability, tort and contracts. Also listed as PUB 563 .
  
  • EDL 525 - School Finance and Business Administration.


    Graduate standing. (3).

    Principles and issues of public school finance: theory, revenues, expenditures, federal/local finance issues. Overview of principles and practices governing management of business affairs in educational institutions, including accounting, auditing, reporting, and applications of electronic data processing as a management tool. Also listed as PUB 564 .
  
  • EDL 527 - Supervision.


    Graduate standing. (3).

    Critical analysis of the purpose and functions of organizational supervision.  Principles, practices and strategies in the supervision of personnel.  Supervisory terms, tasks and perspectives, particularly in school district organizations. Also listed as PUB 565 . Offered infrequently.
  
  • EDL 529 - Curriculum Development.


    Graduate standing. (3).

    Assessment and understanding of principles involved in curriculum development and design; practices and skills necessary in organization and implementation of scope and sequence curriculum planning. Internal and external influences impacting curriculum development. Also listed as PUB 566 .
  
  • EDL 531 - The Principalship.


    Graduate standing. (3).

    Administrative leadership responsibilities and functions of the school building principal. Knowledge and skills for program administration; personnel selection, supervision and evaluation; curriculum planning; joint decision-making; consensus problem-solving; community relations; human relations; staff/student motivation. Emphasis on application of skills and behaviors through simulated problem-solving techniques such as in-basket and case study exercises. Also listed as PUB 567 .
  
  • EDL 540 - Instructional Practice and Evaluation.


    Graduate standing. (3).

    Contemporary theories of instruction and evaluation with their application to classroom practice. Emphasis on the building and central office administrator as an instructional leader. Also listed as PUB 568 .
  
  • EDL 545 - Grantwriting and Administration in Public and Nonprofit Agency Settings.


    Graduate standing. (3).

    Comprehensive approach to grantwriting and administration in public agencies and non-profit organizations, with emphasis on elements and characteristics of effective proposals and proven, practical techniques for their development. Students prepare a grant proposal addressing a need in the organization in which they are currently employed. Offered online. Also listed as PUB 594 .
  
  • EDL 580 - Independent Study in Educational Leadership.


    Graduate standing, consent of instructor and advisor. (1-3).

    Research, readings or special projects tailored to academic needs and interests of the student in a topic related to educational leadership. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits.
  
  • EDL 585 - Special Topics in Educational Leadership.


    Graduate standing. (1-6).

    Focus on various topics, including intensive study of specific areas related to educational leadership. May follow a nontraditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
  
  • EDL 660 - Clinical Practice in School Administration.


    Graduate standing, completion of at least 12 hours in the program. (3).

    School-based experience designed to expand candidate’s awareness of nature and demands of school administration and to apply administrative theories, concepts and best practices under the mentorship of a veteran cooperating administrator and a university supervisor. Offered on line using computer-mediated technology to link faculty, administrators and candidates at various sites across the region for communication, instruction and networking activities. Also listed as PUB 592 .
  
  • EDL 670 - Applied Research Methods for Administrators.


    Graduate standing. (3).

    Introduction to the principles and practices of applied research for administrators.  Topical coverage of both qualitative and quantitative data and analytic methods.  Also listed as PUB 585 . Offered infrequently.
  
  • EDL 700 - Contemporary Leadership Issues in Education.


    Admission to Ed. Specialist program, concurrent election of EDL 701 . (3).

    Critical examination of multiple and at times conflicting contemporary issues in education. Topics are current and may include: finance and constrained resources, multicultural and international issues, technology planning, and serving diverse student populations.
  
  • EDL 701 - Survey of Curriculum, Instruction and Assessment.


    Admission to Ed. Specialist program, concurrent election of EDL 700 (3).

    Analysis of the interaction between curriculum standards, instructional practices, and assessment tools. Focus on appropriate utilization of national, state, and local assessments to impact district and building level curriculum decisions and adoption of effective instructional approaches in divers classrooms; dynamics of instructional design; purposes of assessment; practical application to local district issues.
  
  • EDL 702 - Survey of School Reform.


    EDL 700 , EDL 701 ; concurrent election of EDL 703 . (3).

    Examination of relationships between educational policy and practice as prescribed by state and federal policies and programs on one hand, and teachers’ classroom work on the other. Focus on recent state and national school reforms that propose to dramatically improve the intellectual quality of teaching and learning.
  
  • EDL 703 - Survey of Advanced Leadership.


    EDL 700 , EDL 701 ; concurrent election of EDL 702 . (3).

    Survey of leadership ideas, values and cultures and contemporary issues affecting society and education in particular. Enhances students’ knowledge of multiculturalism, racial, ethnic and gender diversity, and disability issues; addresses school-community relations issues, principles, and recommended practices for dealing with the publics with whom school leaders generally interact.
  
  • EDL 740 - Curriculum Design.


    EDL 702 , EDL 703 . (3).

    Study of the development of a comprehensive school curriculum at elementary, middle and high school levels. Focus on current curriculum trends in major academic disciplines. Curriculum design processes; implementation issues; provisions for monitoring effectiveness and congruence with school and district goals; implementation of change in educational settings; the role of stakeholders in curriculum design and instructional materials selection.
  
  • EDL 741 - Instructional Approaches.


    EDL 702 , EDL 703 , EDL 740 . (3).

    Overview of the rich variety of instructional techniques and practices in major curriculum disciplines in the P-12 school district. Analysis of research data supporting such practices; identification of implementation issues; implications of technology on instructional effectiveness and efficiency. Implementation of learning theory; effective implementation strategies.
  
  • EDL 742 - Program Evaluation.


    EDL 740 , EDL 741 ; concurrent election of EDL 761 . (3).

    Systemic approaches to program evaluation in the P-12 school district. Consideration of the roles of various stakeholders in the evaluation process, and effective utilization of data collected. Introduction to quantitative and qualitative research techniques. Development of realistic program evaluation plan suitable for adoption in a local district.
  
  • EDL 750 - Topics in School Law.


    EDL 702 , EDL 703 . (3).

    Exploration of legal issues related to school leadership, aimed to ground the practice of school leaders in the legal requirements surrounding contemporary issues such as discipline, special education, hiring practices, free speech, and labor law.
  
  • EDL 751 - Topics in School Finance, Budgeting, and Facilities Management.


    EDL 702 , EDL 703 , EDL 750 . (3).

    Examination of the role of the educational leader in the ethical management of resources, including finance and facilities management. Specific attention devoted to development of a performance-based budgeting system, understanding implications of accounting practices, and practical application of budgeting and accounting principles as they apply to schools.
  
  • EDL 752 - Advanced Supervision.


    EDL 750 , EDL 751 ; concurrent election of EDL 761 . (3).

    Exploration of processes involved in teacher evaluation and retention through examination of academic literature. Issues involved with teacher and administrator evaluation and effectiveness; remediation strategies.
  
  • EDL 761 - Practicum I.


    EDL 740 , EDL 741 , or EDL 750 , EDL 751 ; concurrent election of EDL 742  or EDL 752 . (3).

    Practical observation of curriculum and/or executive leadership skills in an educational setting. Each candidate works with and is supervised by a professional in the field and a university supervisor/instructor. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDL 762 - Practicum II.


    EDL 761 , concurrent election of EDL 790 . (3).

    Continuation of the practical experience of EDL 761 . The candidate identifies a school district challenge, undertakes scholarly research on means to address it, and analyzes needs and resources. Foundation for EDL 790  project. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDL 780 - Special Topics - Educational Specialist.


    Admission to Ed. Specialist program, consent of instructor. (1-3).

    Special topics addressing core objectives of the Education Specialist program. May be reelected when topics vary. Offered on an as need basis.
  
  • EDL 790 - Capstone Seminar.


    EDL 761 , concurrent election of EDL 762 . (3).

    Culmination of the Education Specialist program. The candidate demonstrates integration of knowledge, skills and dispositions through development and implementation of an Action Research project, disseminating results through a variety of means. 
  
  • EDL 800 - Survey of Research Theory, Design, and Methods.


    Admission to Ed.D. Program, concurrent election of EDL 801 . (3).

    Core knowledge and skills needed to comprehend, analyze and design research at the doctoral level. Exploration of the philosophy of statistics, the importance of theory in research, and research processes. Introduction to quantitative, qualitative, and mixed-method research design. Emphasis on ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship. Students apply and synthesize knowledge and skills by developing elements of simple research plans.
  
  • EDL 801 - Educational Policy.


    Admission to Ed.D. program, concurrent election of EDL 800 . (3).

    Exploration of critical policy issues facing K-12 education. Topics include policy analysis, historical views of educational policy initiatives, impact of fiscal policy and political environment on K-12 education, and policies designed to improve K-12 educational outcomes. Study includes analysis of policy initiatives at the federal, state and local levels. Emphasis on critical thinking skills for ethics based decision-making.
  
  • EDL 803 - School Law and Equity Issues.


    Admission to the Ed.D. program, concurrent election of EDL 900. (3).

    Analysis of laws related to K-12 education through study of state and federal legal cases and legislation. Areas of study include school liability, student rights and responsibilities, court and legislative trends, special education law, use of public resources, labor law, and equity issues.
  
  • EDL 804 - Quantitative Research Methods I & II.


    Admission to Ed.D. program, EDL 800 EDL 801 . (6).

    Knowledge and skills for designing quantitative research at the doctoral level, including understanding research design, data analysis and statistics, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Statistics approached from a problem-solving perspective, with emphasis on selection of appropriate statistical tests for research. In Part I, students explore classical quantitative research designs and common statistical tests, and they apply and synthesize their core knowledge and skills by developing a quantitative research plan. In Part II, students develop more specialized knowledge and skills, including understanding multivariate data analysis and more advanced statistical concepts, and they apply them as they more fully develop a research design including appropriate statistical tests.
  
  • EDL 805 - Qualitative Research I & II.


    Admission to Ed. D. program, EDL 800 EDL 801 . (6).

    Knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis, the nature of qualitative inquiry, fieldwork methodologies and the nature of observation, theoretical approaches to qualitative research, the importance of quality assurance, and ethical, legal, and social change implications of conducting qualitative research and producing knowledge. In Part I, students apply and synthesize core knowledge and skills by developing a qualitative research plan. In Part II, students develop more specialized knowledge and skills within each of the common qualitative traditions, including more complex qualitative research designs and analyses, multiple approaches to coding and organizing data, and core components of a qualitative write-up, and they apply them as they more fully develop a qualitative research plan.
  
  • EDL 844 - Professional Standards and Community Relations.


    Admission to Ed.D. program, concurrent election of EDL 856 . (3).

    Issues related to school curriculum and development. Emphasis on parent and community involvement, from determining the needed “21st century skills” valued for employment, to parent book challenges. Review of the Common Core and other professional standards, as well as grade-level expectations (GLCEs, HSCEs) relevant at district, state and national levels. Focus on integration of professional standards to course planning and lesson preparation, needs monitoring, and assessment prior to accountability mechanisms (such as standardized testing) to assure standards are being successfully addressed.
  
  • EDL 856 - School Finance, Business and Human Resources Management.


    Admission to Ed.D. program, concurrent election of EDL 844 . (3).

    Issues related to school finance, business operations, and the acquisition and use of human resources in K-12 schools. Funding sources (local, state, federal and private), equity and distribution of resources; allocation of financial and fixed assets, budgeting policies and techniques, accounting and auditing systems, history of school finance, analysis of funding mechanisms across the US, the impact of legal requirements on the use of resources. Identification of needs; recruitment, selection and hiring of personnel; staff orientation models, supervision and discipline of employees; compensation models; staff performance evaluation; contracting of services. Study of labor unions and their role in K-12 education, models used for collective bargaining and grievance resolution.
  
  • EDL 880 - Special Topics-Educational Leadership.


    Admission to the Ed.D. Program, consent of instructor. (3).

    Topics related to core objectives of the Ed.D. program, offered on an as-needed basis.
  
  • EDL 990 - Dissertation I Research and Prospectus.


    (Formerly EDL 901). Admission to the Ed.D. program, completion of EDL 800 EDL 801 EDL 803 , EDL 804  or EDL 805 EDL 844 EDL 856 ; or consent of instructor. (1-6).

    Doctoral students are guided and assisted in development of their dissertation proposals, writing of their dissertation design, chapters and data analysis, preparing articles for publication, and developing research proposals for professional conferences and other professional arenas. Emphasis on individual student work with chair and dissertation committee members. Approval of dissertation proposal required for course completion. May be reelected for credit. Graded Satisfactory/Unsatisfactory_NR.
  
  • EDL 995 - Dissertation II.


    (Formerly EDL 902). Consent of instructor. (1-6).

    Doctoral students work individually with their chair and dissertation committee members on the completion of their dissertation. To be acceptable, the dissertation must demonstrate the student has pursued a program of research, the results of which reveal superior academic competence and a significant contribution of knowledge to the field of educational leadership within a higher education or P-12 school system setting. May be reelected to a total of 11 credits. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDM 100 - Problem Solving for College Students.


    (4) FQ.

    Students acquire and internalize mathematical problem-solving strategies as they solve a wide variety of puzzles and brainteasers.  Techniques include drawing diagrams, making systematic lists, and eliminating possibilities; pattern and relation recognition; modeling problems in multiple formats and solving in various ways, including algebra.
  
  • EDM 120 - Mathematics for K-8 Teachers I.


    (4).

    Exploration of content and methods relevant to whole number arithmetic in the K-5 classroom, with emphasis on how children learn.  Topics include exploration of place value and arithmetic operations and analysis of children’s work. A portion of the course is held in a local elementary school classroom.
  
  • EDM 121 - Mathematics for K-8 Teachers II.


    (4).

    Exploration of content and methods relevant to mathematics in the K-8 classroom, with emphasis on how children learn.  Topics include patterns, two-and three-dimensional geometry and measurement, data, and chance. A portion of the course is held in a local elementary school classroom.
  
  • EDM 122 - Mathematics for K-8 Teachers III.


    (Formerly EDM 341). (4).

    A foundation for understanding and teaching rational number arithmetic in the K-8 classroom is provided through explorations of content and methods.  Topics include fractions, decimals and percents, and multiplicative structures. A portion of the course is held in a local elementary school classroom.
  
  • EDM 220 - Algebraic Thinking in the Early Grades.


    EDM 121  and EDM 122 . (3).

    Algebraic thinking and its application to the K-8 classroom.  Topics include the teaching of number and operation; proportional reasoning; variables and unknowns; the concept of function; modeling of real world situations using algebraic language; linear functions.
  
  • EDM 222 - Geometry and Measurement for K-8 Teachers.


    EDM 120  and  EDM 121 . (3).

    Euclidean geometry and its applications, for the K-8 classroom.  Extended investigation of geometry and measurement topics introduced in EDM 121, studied in part with an axiomatic proof-based approach.
  
  • EDM 320 - Concepts of Calculus for Elementary Education.


    EDM 220 . (4).

    One-variable calculus and its relevance to the K-8 classroom. Topics include functions, limits, derivative, integrals, and the Fundamental Theorem of Calculus. Guided discovery-based activities in a cooperative group setting. Part of the course may involve interaction with school children.
  
  • EDM 321 - Discrete Structures for Elementary Education.


    EDM 120 . (4).

    Discrete mathematics and its application to the K-8 classroom. Topics may include graph algorithms, induction, recursion, and permutations and combinations. Guided discovery-based activities in a cooperative group setting. Part of the course may involve interaction with school children.
  
  • EDM 322 - Probability and Statistics for K-8 Teachers.


    EDM 121  and EDM 122 . (3).

    Investigation of descriptive statistics and probability concepts relevant to the K-8 classroom.  Topics include: collecting, summarizing, and displaying descriptive data; measures of central tendency; simple and conditional probabilities; probability and normal distributions; confidence intervals. Computer and calculator technology used to support main ideas.
  
  • EDM 390 - Methods of Teaching Algebra and Functions in Middle School.


    Acceptance into teacher education program; EDM 100 EDM 220 EDM 222 EDM 322 (3).

    Lesson and unit planning for the teaching of middle grades algebra.  Topics include:  exponential, quadratic, polynomial and rational functions; the unit circle and basic trigonometric functions; function transformations; basic concepts of calculus. Part of the course will be held in a local middle school.
  
  • EDM 480 - Independent Study in Mathematics for Elementary Education.


    Consent of instructor. (1-4).

    Research, readings or special projects tailored to academic needs and interests of the student. May be reelected to a total of four credits. Graded ABCDE/Y.
  
  • EDM 485 - Special Topics in Mathematics for Elementary Education.


    Consent of instructor. (1-4).

    Intensive study of specific areas related to elementary mathematics education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary by topic; May be reelected to a total of eight credits when topics vary.
  
  • EDM 490 - Capstone to the Elementary Education Mathematics Major.


    Completion of 28 credits toward the Elementary Education Mathematics Major, or consent of instructor. (4).

    Seminar concerning advanced topics in middle school mathematics. Students develop and present lessons in the areas of calculus, discrete mathematics, and probability and statistics. Part of the course may involve interaction with school children.
  
  • EDN 410 - Teaching in the Inclusive Classroom.


    Admission to Education program. (3).

    Introduction to and critique of the theory and practice of inclusion, education of students with disabilities in the regular classroom. Philosophy and goals of inclusive education as they relate to general school and classroom level practices that support the success of all students regardless of ability; skill development in inclusion strategies.
  
  • EDN 420 - Young Children with Special Needs.


    ECE 100 , ECE 200 , ECE 225 , ECE 235 ; prior or concurrent election of ECE 240 , ECE 340 , EDE 360 . (4).

    Introduction to working with young children (birth-8 years old) with special needs. Topics include: Developmental and ecological perspectives on young children with special needs, assessment, identification, IFSPs, IEPs, least restrictive environments, early childhood special education and intervention programs, strategies and techniques, ancillary supports, family supports, transition to primary grades, and ongoing support in the primary grades. Also listed as ECE 420 .
  
  • EDN 480 - Independent Study in Special Education.


    Consent of instructor. (1-3).

    Research, readings or special projects tailored to academic needs and interests of the student in a topic related to the education of children with special needs. May be reelected to a total of four credits.
  
  • EDN 485 - Special Topics in Special Education.


    (1-6).

    Focus on various topics, including intensive study of specific areas related to the education of children with special needs. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
  
  • EDN 500 - Individuals with Special Needs.


    Graduate standing. (3).

    Provides the teacher with an in-depth understanding of the range of disabilities/exceptionalities for a developmental, learning theory, and ecological perspective through life span.
  
  • EDN 501 - Special Education in American Schools.


    Graduate standing. (3).

    Focus on special education in American schools from organizational, instructional, historical, philosophical, and legal perspectives. Emphasis on range of program delivery systems (inclusion, resource rooms, self-contained classrooms, special and alternative programs), appropriate curriculum and instructional models, including classroom adaptations and assistive technology. Includes site-visits and observations in a variety of programs.
  
  • EDN 502 - Family, School and Community Collaboration for Students with Special Needs.


    Graduate standing and prior or concurrent election of EDN 500  or EDN 501 . (3).

    Knowledge and skills required for work as part of a multidisciplinary team to provide comprehensive services for individuals with special needs. Working collaboratively within the school setting, using co-teaching, team teaching, consultative and specialist models; strategies for collaborating with family and community agencies. Teachers develop skills in effective team-building, understanding leadership styles, improving communication, problem-solving, advocacy, and decision-making.
  
  • EDN 510 - Teaching in the Inclusive Classroom.


    Graduate standing. (3).

    Introduction to and critique of theory and practice of inclusion, education of all students with disabilities in the regular classroom. Philosophy and goals of inclusive education as related to general school and classroom level practices that support the success of all students regardless of ability; skill development in inclusion strategies.  Not open to students with credit for EDN 410 .
  
  • EDN 520 - Early Childhood Special Education.


    Graduate standing. (3).

    Introduction to working with young children (birth-8) with special needs. Developmental and ecological perspectives on young children with special needs, assessment, identification, IFSPs, IEPs, least restrictive environments, early childhood special education and intervention programs, strategies and techniques, ancillary supports, family supports, transition to primary grades and ongoing supports in the primary grades. Also listed as ECE 520 .
  
  • EDN 540 - Behavioral and Instructional Methods in Special Education.


    Prior or concurrent election of EDN 500  or EDN 501 . (3).

    Techniques for teachers to adapt instruction to meet behavioral and curricular needs of special education students. Interventions including positive behavioral supports, behavioral analysis, development of pro-social, transition, and life skills. Creating effective learning environments to enhance academic success and quality of life including the use of adaptive and assistive technology. Multicultural perspectives on how behavior and learning are shaped within cultural contexts.
  
  • EDN 541 - Assessment, Identification, and Program Planning for Students with Special Needs.


    Prior or concurrent election of EDN 500  or EDN 501 . (3).

    Knowledge and skills required in assessing, teaching, and evaluating students with special needs. Teachers learn to administer and interpret various language, social, emotional, cognitive, academic functional, and adaptive behavior assessments in order to develop individual education plans.
  
  • EDN 544 - Assistive Technology for Students with Special Needs.


    Graduate Standing. (3).

    Introduction to appropriate technology and assistive devices for supporting students with special needs. Assessment of individual needs and the appropriate accommodations, adaptations, and use of technology. Recent technological innovations examined in light of research and legislations about special needs learners. Also listed as EDT 544 .
  
  • EDN 580 - Independent Study in Special Education.


    Graduate standing, consent of instructor and advisor. (1-3).

    Research, readings or special projects tailored to academic needs and interests of the student, on a topic related to the education of children with special needs. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of four credits.
  
  • EDN 585 - Special Topics in Special Education.


    Graduate standing. (1-6).

    Focus on various topics, including intensive study of specific areas related to the education of children with special needs. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. Section titles vary based on topic of study. Students should consult with advisor about applying credits to an MA in Education specialization. May be reelected to a total of six credits when topics vary.
  
  • EDN 600 - Comprehensive Overview of Learning Disabilities.


    EDN 500 , EDN 501 , EDN 502 , EDN 540 , EDN 541 , EDN 544 . (3).

    Comprehensive overview of children, adolescents and adults with learning disabilities. Current research on identification, definitions, characteristics of specific learning disabilities, etiology, prevalence, ways to support individuals and their families. Observations required.
  
  • EDN 601 - Comprehensive Overview of Cognitive Impairments.


    EDN 500 , EDN 501 , EDN 502 , EDN 540 , EDN 541 , EDN 544 . (3).

    Comprehensive overview of the range of individuals with cognitive impairments. Current research on identification, definitions, characteristics of cognitive impairments, etiology, prevalence, ways to support individuals and their families. Observations required.
  
  • EDN 602 - Issues and Trends in Special Education.


    Graduate standing. (3).

    Students analyze and explore current issues and trends in special education. Required of special education students completing more than one endorsement or with transfer credits from another institution; elective for other graduate students interested in the area.
  
  • EDN 640 - Methods-Learning Disabilities.


    Graduate standing; prior or concurrent election of EDN 600 . (3).

    Focus on best research based practices involving assessment, IEP planning and methods for specific learning disabilities will be applied in a range of settings. Methods of instruction will involve information-processing, cognitive-developmental, and behavioral approaches including adaptive and assistive technology, academic and curricular modifications, self-determination, transition planning, and community and family supports. In addition, the teacher will learn to apply the skills and roles as a multi-disciplinary team member.
  
  • EDN 641 - Methods-Cognitive Impairments.


    Graduate standing; prior or concurrent election of EDN 601 . (3).

    Focus on best research-based practices involving assessment, IEP planning and methods for specific cognitive impairments applied in a range of settings. Information-processing, cognitive-developmental, and behavioral approaches; including adaptive and assistive technology, academic and curricular modifications, self-determination, transition planning, and community and family supports. Teachers learn to apply skills and roles as a multi-disciplinary team member.
  
  • EDN 660 - Learning Disabilities Elementary Practicum.


    Prior or concurrent election of EDN 640 . (3).

    Six-week full-time student teaching placement in a K-8 setting serving student with learning disabilities, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDN 661 - Cognitive Impairments Elementary Practicum.


    Prior or concurrent election of EDN 641 . (3).

    Six-week full-time student teaching placement in a K-8 setting serving student with cognitive impairments, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDN 662 - Learning Disabilities Secondary Practicum.


    Prior or concurrent election of EDN 640 . (3).

    Six-week full-time student teaching placement in a 6-12 setting serving student with cognitive impairments, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDN 663 - Cognitive Impairments Secondary Practicum.


    Prior or concurrent election of EDN 641 . (3).

    Six-week full-time student teaching placement in a 6-12 setting serving student with cognitive impairments, appropriate placement determined by Director of Educational Field Experiences. Teacher candidates required to develop a professional portfolio and demonstrate reflective practice through seminar/discussions. Graded Satisfactory/Unsatisfactory/Y.
  
  • EDR 230 - Genre and Diversity in Children’s Literature.


    (3) H.

    Survey of content and literary merit of literature read by preschool and elementary school children, with emphasis on global and multicultural perspectives.  Study of common and divergent elements of the various genres of literature; literary understanding; methods and techniques of teaching with children’s literature; critical and theoretical perspectives on evaluating and selecting diverse children’s literature.
  
  • EDR 341 - Teaching in the Linguistically and Culturally Diverse Classroom.


    LIN 200 /ENG 200 . (3).

    Introduction to teaching English to speakers of other languages (TESOL). Examination of principles, theories and current practices in the field of TESOL; linguistic and cultural needs of English language learners (ELLs); application of standards-based curriculum and instruction for ELL students in mainstream classrooms; assessment of English language proficiency and content area learning; resources and professionalism for teachers working with ELL students.
  
  • EDR 343 - Literacy Learning in the Elementary and Middle School.


    Admission to Education program; concurrent election of EDR 360 . (3).

    Familiarization of prospective elementary and middle school teachers with important aspects of reading instruction. Emphasis on current views of the reading process as it relates to instructional strategies and techniques for improving student learning.
  
  • EDR 344 - The Integrated Language Arts: Reading, Writing and Oral Language.


    Admission to Education program; concurrent election of EDR 361 . (3).

    Examination of the interrelated nature of reading, writing, speaking, and listening. Includes strategies and techniques for developing language arts skills using an integrated instructional approach in elementary and middle schools.
  
  • EDR 360 - Language Arts and Social Studies Practicum I.


    Admission to Education Program; concurrent election of EDR 343 . (1).

    Provides candidates with opportunities to observe, evaluate, create and teach literacy and social studies lessons in one-on-one, small group, and whole class settings. In planning for these experiences, teacher candidates learn to consider a wide range of abilities, implement a variety of classroom management techniques, integrate classroom technology and a variety of learning aids, and collaborate with classroom teachers and professionals. Graded Pass/Fail.
  
  • EDR 361 - Language Arts and Social Studies Practicum II.


    Concurrent election of EDR 344 . (1).

    Provides candidates with opportunities to observe, evaluate, create and teach literacy and social studies lessons in one-on-one, small group, and whole class settings. In planning for these experiences, teacher candidates learn to consider a wide range of abilities, implement a variety of classroom management techniques, integrate classroom technology and a variety of learning aids, and collaborate with classroom teachers and professionals. Graded Pass/Fail.
  
  • EDR 430 - Children’s Literature.


    At least junior standing. (3).

    Survey of content and literary merit of books read by the elementary school child. Common and divergent elements of the various forms of literature. Criteria to be considered in selecting books for children.
  
  • EDR 435 - Folklore and Storytelling.


    At least junior standing. (3).

    Study of folklore and its relationship to the storytelling process. Emphasis on techniques of preparing and telling stories. Involves attendance at the Michigan Storytellers’ Festival. Also listed as THE 449 .
  
  • EDR 437 - Adolescent Literature.


    At least junior standing. (3).

    Survey of the content and literary merit of books read by middle and high school students. Consideration of criteria for the selection of reading material; emphasis on approaches for teaching with such materials in a variety of school contexts. Also listed as ENG 474 .
  
  • EDR 440 - Assessment-based K-8 Language Arts Instruction.


    (3).

    Current approaches for support of reading and writing development of K-8 students. Assessment-focused planning and instruction for students with diverse reading abilities and needs; use of informal and formal assessment materials to diagnose difficulties and strengths. Includes development of an assessment portfolio and a case study report on differentiated instruction and support of literacy development for individual students. Addresses requirements of Public Law 32 (PA 119).
  
  • EDR 441 - Literacy Assessment in the Elementary/Middle School.


    EDR 343  or consent of instructor. (3).

    Examination of the role of assessment in students’ reading and writing in the K-8 classroom. Informal assessment measures, individualized and small group instructional strategies, standardized testing, and their function in students’ literacy development.
  
  • EDR 445 - Improvement of Reading in the Middle and Secondary School.


    Prior or concurrent election of EDE 360  or EDS 360 , or consent of instructor. (3).

    Designed to acquaint middle and secondary school teachers with the nature of the reading process, reading curriculum, methods of teaching reading for special content, classroom diagnostic and remedial procedures, materials and equipment, and current reading programs at the middle and secondary school levels.  Should be elected as EDR 445 by English teacher’s certificate majors; may be elected as ENG 410  or EDR 445 by English teacher’s certificate minors. Also listed as ENG 410 .
  
  • EDR 446 - Writing for Middle and Secondary School Teachers.


    Prior or concurrent election of EDE 360  or EDS 360 , or consent of instructor. (3).

    Rationale, theory, and methods for teaching composition to middle and secondary school students in both language arts and content area fields. Concepts of the writing process; techniques for generating, responding to, and evaluating writing; writing across the curriculum; structuring writing courses and programs. Requires field experience in local schools or preparation of an in-service presentation. Also listed as ENG 412 .
  
  • EDR 480 - Independent Study in Reading and Language Arts.


    Consent of instructor. (1-3).

    Research, readings or special projects tailored to academic needs and interests of the student in a topic related to literacy education. May be reelected to a total of four credits.
  
  • EDR 485 - Special Topics in Reading and Language Arts.


    (1-6).

    Focus on various topics, including intensive study of specific areas related to literacy education. May follow a non-traditional university calendar schedule and may be delivered in non-traditional formats. The title for each section varies, based on the topic of study. May be reelected to a total of six credits when topics vary.
 

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