Teaching and Educational Studies

Teaching and Educational Studies

Chair & Associate Professor: Neill

Professors: Ray, Sanger

Associate Professors: Bennett, Mercaldo

Assistant Professors: Gallup, Ntuli, Streagle, Thorpe

Clinical Assistant Professors: Beasterfield, Eller

Clinical : Lin, Schroeder, Toevs

Master of Education in Elementary Education

The 30-credit(minimum) non-thesis master’s degree in Elementary Education is a combination of pedagogy and content; designed for the elementary school teacher. This degree will permit the practicing teacher to acquire greater depth in STEM (or single subject mathematics, geology, physical science, or biology), ESL/TESOL, foreign language, English/language arts, history/social science, Instructional Technology, or another Idaho SBOE-approved elementary certification or endorsement area.

  1. The advanced elementary education professional, through the core curriculum and other course work, is expected to meet the core standards for advanced professionals.
  2. The advanced elementary education professional is expected to meet Idaho Core Teacher Standards and National Board for Professional Teaching Standards Core Propositions.
  3. The advanced elementary education professional is expected to extend their subject matter depth in STEM, (or single subject mathematics, geology, physical science, or biology), ESL/TESOL, foreign language, English/language arts, history/social science, or another Idaho SBOE-approved elementary subject matter content certification or endorsement area.
  4. The advanced elementary education professional is expected to utilize the knowledge of subject area concentration in specific applications and assessments within the educational methods curriculum.

Master of Education in Secondary Education

The 30-credit (minimum) non-thesis master's degree in Secondary Education is a combination of pedagogy and content; designed for the secondary school teacher. This degree will permit the practicing teacher to acquire greater depth in STEM, (or single subject mathematics, geology, physical science, or biology), ESL/TESOL, foreign language, English/language arts, history/social science, Literacy, Instructional Technology, or another Idaho SBOE-approved secondary subject matter content certification or endorsement area.

  1. The advanced secondary education professional, through the core curriculum and other course work, is expected to meet the core standards for advanced professionals.
  2. The advanced secondary education professional is expected to meet Idaho Core Teacher Standards and National Board for Professional Teaching Standards Core Propositions.
  3. The advanced secondary education professional is expected to extend their subject matter depth in STEM (or single subject mathematics, geology, physical science, or biology), ESL/TESOL, foreign language, English/language arts, history/social science, Instructional Technology, or another Idaho SBOE-approved elementary subject matter content certification or endorsement area.
  4. The advanced secondary education professional is expected to utilize the knowledge of subject area concentration in specific applications and assessments within the educational methods curriculum.

Master of Education in K-12 Education

Music Education 36 Credits

The Master of Education in Music Education is a degree program housed in the College of Education and presented in collaboration with the Department of Music. For admission into this program, apply first to the College of Education Department of Teaching and Educational Studies. The Master of Education in Music Education is designed to strengthen the student’s understanding, knowledge, and skills in three major areas — Core Professional Studies, Specialty Studies, and Integrative Field Research studies — as they relate to music education. The program is designed to meet the needs of music education specialists who work in the public school system (K-12) or who aspire to further graduate study and teaching in music education.

Master of Education in Special Education

  1. The special educator will understand the field as an evolving and changing discipline.
  2. The special educator will know and demonstrate respect for his/her students first as unique human beings and contributing members of the community.
  3. The special educator will understand the appropriate use of various types of assessments.
  4. The special educator will adapt general curriculum by using a variety of instructional strategies and positive behavior supports.
  5. The special educator will collaborate with colleagues, families, and agencies to develop inclusive communities.

The Master of Education in Special Education is designed to strengthen the student’s understandings, knowledge, and skills in three major areas – Professional Studies, Specialty Studies, and Integrative Field Research Studies – as they relate to special education.

Master of Education in Early Childhood Education

Family Studies

The goal of the Early Childhood Education Program is to prepare professionals who have the necessary knowledge, dispositions, and abilities to:

  1. Enhance learning and development of young children, with and without disabilities, between the ages of birth and third grade.
  2. Establish collaborative relationships with families, and other professionals in ways that produce positive outcomes for young children.
  3. View their own professional development as a lifelong endeavor.
  4. Advocate for children, families, and the early childhood profession.

Master of Education with Literacy Emphasis

  1. The Literacy specialist understands the related nature of reading, writing, listening, speaking, and viewing and that literacy is a process of constructing meanings. These meanings begin with personal knowledge.
  2. The literacy specialist understands the importance of building on strengths of individual learners rather than emphasizing needs.
  3. The literacy specialist is able to support and expand student expression in speaking, writing, and creative art forms across subject matter areas.
  4. The literacy specialist is able to conduct assessment that involves multiple indicators of student progress and develop an instructional plan based on these indicators.

The Master of Education with Literacy Emphasis is designed to strengthen the student’s understanding, knowledge, and skills in three major areas – Core Professional Studies, Specialty Studies, and Integrative Field Research Studies – as they relate to literacy education.

Master of Education in Deaf Education 

The Deaf Education program has an outstanding history of identifying, educating, and placing highly qualified individuals in educational programs for Deaf and hard of hearing children and youth in Idaho and neighboring states. These educators have been instrumental in helping inter-mountain states expand the delivery of quality educational services to this school-age population in all educational settings. The Master of Education in Deaf Education is designed to strengthen the student’s understanding, knowledge, and skills in four areas – Core Professional Studies, Specialty Studies, Integrated Field Research Studies, and Electives – as they relate to the education of children and youth who are Deaf and hard of hearing. This program is in alignment with the College of Education’s other graduate programs in that it includes research components (i.e., Core Professional Studies and Integrated Field Research Studies), a teacher certification component (i.e., Specialty Studies), and a supporting area (i.e., Electives) that augment a student’s undergraduate training.

Master of Education in Elementary Education

Admission Requirements

The student must apply to, and meet all criteria for, admission to the Graduate School. In addition, applicants for the Master of Education in Elementary Education must meet all college requirements for admission and retention. Those include previous teaching experience or current certification to teach in Idaho or another state.

General Requirements

Educational Core (minimum 9 credits)
EDUC 6601Research and Writing3
EDUC 6602Theories of Learning3
EDUC 6610Applied Educational Statistics3
Educational Pedagogy (minimum 6 credits)
Select two of the following:6
Integration of Technology into School Curriculum
Educational Assessment and Evaluation
Advanced Elementary Methods
Advanced Studies in K-12 Curriculum
Or another advisor approved EDUC elective.
Capstone Course (3 credits)
EDUC 6670Seminar in Elementary Education3
Content Area (12 credits)
Applicants are instructed to see their education advisor for an outline of the 12 hours of approved electives from among graduate-level courses in STEM (or single subject mathematics, geology, physical science, or biology), ESL/TESOL, foreign language, English/language arts, history/social science, or another subject matter content certification or endorsement area. NOTE: For the STEM content designation to be earned, additional content hours across the STEM disciplines is required. Check with academic advisor for approved STEM courses.12
Total Hours30
 

NOTE: At least 15 credits of 6600-level course work must be completed for this degree program.

Master of Education in Secondary Education

Admission Requirements

The student must apply to, and meet all criteria for, admission to the Graduate School. In addition, applicants for the Master of Education in Secondary Education must meet all college requirements for admission and retention. Those include previous teaching experience and/or current certification to teach in Idaho or another US state.

General Requirements

Educational Core (minimum 9 credits)
EDUC 6601Research and Writing3
EDUC 6602Theories of Learning3
EDUC 6610Applied Educational Statistics3
Educational Pedagogy (minimum 6 credits)
Select two of the following:6
Integration of Technology into School Curriculum
Educational Assessment and Evaluation
Advanced Elementary Methods
Advanced Studies in K-12 Curriculum
Or another advisor approved EDUC elective.
Capstone Course (3 credits)
EDUC 6671Seminar in Secondary Education3
Content Area (12 credits)
Applicants are instructed to see their education advisor for an outline of the 12 hours of approved electives from among graduate-level courses in STEM (or single subject mathematics, geology, physical science, or biology), ESL/TESOL, foreign language, English/language arts, history/social science, or another subject matter content certification or endorsement area. NOTE: For the STEM content designation to be earned, additional content hours across the STEM disciplines is required. Check with academic advisor for approved STEM courses.12
Total Hours30

NOTE: At least 15 credits of 6600-level course work must be completed for this degree program

Master of Education in K-12 Education

Admission Requirements

The student must apply to and meet all criteria for admission to the Graduate School. In addition, applicants for the Master of Education in K-12 Education must meet all college requirements for admission and retention.

Individuals applying for admission to the Master of Education in Music Education, must meet the following admission requirements:

  • Bachelor’s degree in music from a regionally accredited college or university.
  • It is expected that students will meet basic requirements for public school certification.
  • Completion of entrance examinations in music history and music theory. Students whose examination indicate deficiencies will be granted Classified (w/PR) Status. Any course used to remove deficiencies does not count toward the degree. When deficiencies have been removed, the student may seek Classified Status.

General Requirements

Students complete a minimum of 36 semester credit hours for the Master’s degree. Students seeking Idaho Certification in the area of their training must meet any requirements of the State Board of Education for certification. It is recommended that students have professional experience in an education context.

Education Core12 Credits
EDUC 6601Research and Writing3
EDUC 6602Theories of Learning3
EDUC 6610Applied Educational Statistics3
EDLT 6616Integration of Technology into School Curriculum3
Pedagogy and Content20 Credits
MUSC 6601Foundations in Music Education3
MUSC 6671Music Education Seminar3
MUSC 5562Studies in Music Curricula3
MUSC 5563Psychology of Music3
Music History Elective3
Music Theory Elective2
MUSC 6650Thesis Project (or additional Music Electives)3
Total Hours32
 

Master of Education with Literacy Emphasis

Admission Requirements

The student must apply to, and meet all criteria for, admission to the Graduate School. In addition, students for the Master of Education with Literacy Emphasis must meet all college requirements for admission and retention.

Individuals applying for admission to the Master of Education with Literacy Emphasis must meet the following admission requirements:

  • Bachelor’s degree from a college or university accredited in the United States or its equivalent from a school in another country.
  • Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.

General Requirements

Candidates must complete a minimum of 33 semester credit hours for the Master of Education with Literacy Emphasis. They must complete EDUC 4419 Developmental Literacy or the Idaho Comprehensive Literacy Assessment. All candidates completing a thesis will orally defend the thesis, but will not complete written comprehensive examinations. All candidates not completing a thesis will be required to pass both a written comprehensive examination and an oral examination.

Candidates seeking Idaho certification in the area of their training must meet any requirements of the State Board of Education for certification. It is recommended that students pursuing the Master of Education with Literacy Emphasis have professional experience in an educational context.

Required Core Professional Studies
EDUC 6601Research and Writing3
EDUC 6602Theories of Learning3
EDUC 6610Applied Educational Statistics3
Specialty Studies
EDUC 5591Seminar3
EDUC 5524Assessing Literacy Abilities3
EDUC 5526Remediation of Literacy Problems3
EDUC 6632Psychology of Literacy3
EDUC 6633Language Literacy and Neurology3
EDUC 6634Literacy Multicultural Views3
EDUC 6635Clinical Methods in Literacy3
Integrative Field Research Studies
EDUC 6650Thesis6
or EDUC 6651
EDUC 6652
Field Project or Case Study in Education
and Field Practicum in Education
Total Hours36
 

Educational Specialist in School Psychology or Special Education

Admission Requirements

Candidates for the Educational Specialist in School Psychology or Special Education degree must meet all college and university requirements for admission and retention. The student must hold a master’s degree in the area of the chosen Ed.S. major. Master’s degree majors in a closely related field may be approved upon recommendation of the selection committee.

General Requirements

The student must complete 64 credits in Special Education or 66 credits in School Psychology, including the master’s degree and a specialist paper. All post-master’s degree course work must be taken from members of the Idaho State University graduate faculty or be approved in advance by the graduate faculty. A minimum grade point average of 3.0 (B) is required over all course work taken in the Ed.S. program. An oral examination covering the specialist paper, portfolio, and/or relevant topics is required.

Time Requirement

All requirements for the Ed.S. must be completed within a period of five years from the date of completion of the first post-master’s degree course to be applied toward the degree.

Specific Requirements: School Psychology Major

The Ed.S. in School Psychology is designed to be consistent with the minimal entry-level requirements in the field of school psychology as presented by the National Association of School Psychologists. A master’s degree as a school psychological examiner or its equivalent is required.

The Ed.S. is viewed as a practitioner’s degree and will focus on applied activities.

Course Requirements
SCPY 6615Advanced Child Psychology3
SCPY 6616Psychological Assessment3
SCPY 6652Specialist Paper1-3
SCPY 6662Consultation in Schools3
SCPY 6663Clinical and Diagnostic Interviewing in Schools3
SCPY 6664Neurocognition and Learning3
SCPY 6665Clinical School Psychology3
SCPY 6669Advanced Practicum in School Psychology6
SCPY 7759Ed.S Internship6
Additional Requirements
Students will also prepare a School Psychology Portfolio. The Portfolio will be presented and defended in the Oral Examination.
Total Hours31-33
 

Special Education Major

The following course work is required:

  1. A minimum of 21 credits in special education course work at or above the 6600 level (including administration of special education), of which 6 credits are in the supervision of clinical practicum in special education and 3 credits are in internship in special education.
  2. Behavioral sciences and/or education/school psychology, 9 credits.
  3. Educational Specialist Paper in Special Education, SPED 6652, 1-3 credits. The number of credits will be determined by the advisor and student.

Master of Education in Special Education

Admission Requirements

Applicants for the Master of Education in Special Education must apply to, and meet all criteria for, admission to the Graduate School and all college requirements for admission and retention.

Individuals applying for admission to the Master of Education program in Special Education must meet the following admission requirements:

  • Bachelor’s degree from a regionally accredited college or university in the United States, or its equivalent from a school in another country.
  • Grade point average of 3.0 or higher for all upper division credits taken at the undergraduate level.

General Requirements

Students completing a Master of Education in Special Education must complete both a written comprehensive examination and an oral examination.

Professional Studies Core
EDUC 6601Research and Writing3
EDUC 6602Theories of Learning3
EDUC 6610Applied Educational Statistics3
Additional Requirements for the Special Education Option
Student must either have an undergraduate special education major or a 14-credit undergraduate core of special education course work including:
The Exceptional Child
SPED 3334 Classroom Behavior Management
Designing Instruction
Assessment Procedures in Special Education
Precision Teaching
These courses will not be counted as part of the master's degree program.
Persons seeking initial certification must also complete:
Strategies Severe Disabilities
Direct Instruction Systems
Policies and Procedures in Special Education
Secondary Special Education
Persons must also complete the Idaho Technology Portfolio assessment.
SCPY 6614Diagnostic Evaluation of Learning Difficulties3
SPED 6630Professional Development in Special Education2
SPED 6638Practicum in Special Education6
SPED 6662Consultation in Schools2
Elective credits totaling a minimum of 33 semester credit hours for the Master's degree must be taken from relevant graduate-level courses, with approval of student's major advisor.
Additional Requirements for the School Psychology Option
Specialty Studies in Psychological Examiner
SCPY 6619Individual Intelligence Testing3
SCPY 6657Legal and Ethical Issues in School Psychology2
SCPY 6659Multicultural Issues in School Psychology2
SCPY 6660Seminar in School Psychology3
SCPY 6672Problem Solving Intervention in Schools3
SCPY 6673Response to Intervention in Schools3
SCPY 6682Cognitive-Behavioral Intervention in Schools3
Integrative Field Research Studies
SCPY 6668Practicum Introduction to School Psychology Learning Disabilities and Special Education3
Total Hours44
 

The deadline for submission of applications is July 1. Applications will be reviewed and degree-seeking students will continue to be admitted until program capacity is reached.

Master of Education in Early Childhood Education

Admission Requirements

The candidate must apply to, and meet all criteria for, admission to the Graduate School. In addition, applicants for the Master of Education in Early Childhood Education must meet all college requirements for admission and retention.

General Requirements

The Master of Education in Early Childhood Education is designed to strengthen the student’s understanding, knowledge, and skills in three major areas – Core Professional Studies, Integrative Field Research Studies, and Specialty Studies – as they relate to Child and Family Studies.

  • Early Childhood Education

Candidates enter the program after completion of the Bachelor’s degree. All candidates completing a Master of Education in Early Childhood Education must complete a written comprehensive examination and an oral examination; a case study/project OR a case study/project/internship combination, OR a thesis.

Master of Science in Deaf Education

Admission Requirements

The student must apply to, and meet all criteria for, admission to the Graduate School. In addition, applicants for the Master of Science in Deaf Education degree must meet all college requirements for admission and retention.

Admission requirements for individuals applying to the Master of Science in Deaf Education:

  • Bachelor’s degree from a regionally accredited college or university in the United States or its equivalent from a school in another country.
  • Submit three letters of recommendation.

In that the mission of the Deaf Education program is to prepare individuals to become certified teachers of the Deaf, preference is given to individuals who have an undergraduate elementary, secondary, or special education major and who have American Sign Language skills. However, individuals without this background should consider applying after consulting their respective state department of education for details regarding teacher of the Deaf certification/licensure.

General Requirements

Students completing a Master of Science in Deaf Education must complete a minimum of 33 semester credit hours. Students seeking Idaho certification in the area of their training must meet the State Board of Education requirements for certification/licensure. Students seeking certification in their area of training from another state must meet the requirements of that state.

Required Core Professional Studies
EDUC 6601Research and Writing3
EDUC 6610Applied Educational Statistics3
Specialty Deaf Education Studies
EDHH 5556Psychosocial Aspects of Deafness3
EDHH 6609Teaching Internship in Deaf Education3
EDHH 6627Literacy Curriculum in Deaf Education3
EDHH 6628Curriculum Organization in Deaf Education3
EDHH 6637Foundations of Deaf Education2
EDHH 6658Teaching Language to the Deaf3
EDHH 6659Teaching Academic Subjects to the Deaf3
Integrative Field Research Studies
EDHH 6651Field Project or Case Study in Deaf Education3
Electives3
Total Hours32
 

Elective credits to total a minimum of 33 credits hours for the Master’s must be taken from relevant graduate-level courses. Elective credits must be approved in advance by the student’s major advisor. In certain situations a student’s program of study might exceed 33 credits. The three most common situations are:

  1. Applicants will be evaluated as to their teaching experience with Deaf/hard of hearing children:
    1. those with three or more years of such teaching experience will be able to waive EDHH 6609 Teaching Internship in Deaf Education (3 credits) but will need to take added electives;
    2. those who do not meet the three years teaching experience will need to take EDHH 6609 (3 credits).
  2. Applicants who do not meet American Sign Language proficiency will need to complete appropriate coursework; verification can be established through various sign language quality assurance examinations (e;g, RID, NAD, or EIPA [3.5 or above] certification), or transcript verification.
  3. Applicants who do not have appropriate coursework in communication sciences/disorders and audiology will be advised to take appropriate courses in order to meet teacher of the Deaf and hard of hearing standards as identified in state certification/licensing documents. A thorough examination of each applicant’s transcript will be completed to determine what coursework the student has completed and what coursework is needed to complete the Master of Science in Deaf Education, as well as state certification/licensure requirements to become a teacher of the Deaf/hard of hearing.

How to Read Course Descriptions

Deaf Education Grad Courses Courses

EDHH 5556 Psychosocial Aspects of Deafness: 3 semester hours.

Psychological, educational and social influences of the hearing community on deaf persons and the structure of the deaf community as a socio-cultural entity

EDHH 6607 Directed Observation in Education of the Deaf: 1 semester hour.

Directed observations at multiple levels and reporting of casual interactions and diagnostic/intervention approaches by instructor with Deaf or hard of hearing individuals (minimal 150 clock hours). May be repeated up to 3 credits

EDHH 6608 Communication Practicum: 2 semester hours.

Supervised experiences applying research and theory to language intervention practices for Deaf or hard of hearing individuals. May be repeated up to 6 credits

EDHH 6609 Teaching Internship in Deaf Education: 1-3 semester hour.

Directed classroom and clinical teaching experience with Deaf or hard of hearing students under supervision. Minimum 250 clock hours at the level specialization. May be repeated up to 6 credits. Graded S/U. PREREQ: Approved application

EDHH 6627 Literacy Curriculum in Deaf Education: 3 semester hours.

Theory, research and practices for teaching and assessing written language for Deaf and hard of hearing students. Applications of principles of language acquisition to reading and writing

EDHH 6628 Curriculum Organization in Deaf Education: 3 semester hours.

Organizing, adapting and implementing curriculum across all areas to meet the special needs of Deaf or hard of hearing students. Includes assessment, behavior management, instructional technology, and individualized planning

EDHH 6637 Foundations of Deaf Education: 2 semester hours.

A comprehensive study of the philosophies and theories that influence current practice and research in the education of Deaf or hard of hearing students

EDHH 6651 Field Project or Case Study in Deaf Education: 1-3 semester hour.

A field project or case study is completed in conjunction with the field internship and/or education scenario. Written report and oral explication required. May be repeated up to 6 credits. Graded S/U

EDHH 6658 Teaching Language to the Deaf: 3 semester hours.

Students gain theoretical and practical knowledge in the evaluation and habilitation of language/communication problems in Deaf and hard of hearing children and adolescents

EDHH 6659 Teaching Academic Subjects to the Deaf: 3 semester hours.

Students gain theoretical and practical knowledge of how to teach academic subjects to the Deaf and hard of hearing children and individuals

Education Courses

EDUC 5519 Developmental Literacy: 3 semester hours.

Instructional strategies for reading, emphasizing early literacy and language development, phonemic awareness, phonics, word recognition strategies, comprehension and meta-linguistic awareness

EDUC 5524 Assessing Literacy Abilities: 3 semester hours.

Methods of assessment in literacy. Introduction to case study, formal and authentic measures of comprehension, vocabulary, study strategies, and writing. PREREQ: EDUC 5519 or the Idaho Comprehensive Literacy Assessment, or permission of instructor

EDUC 5526 Remediation of Literacy Problems: 3 semester hours.

Teaching strategies for remediating problems in literacy. Emphasis on planning, implementing, and evaluating approaches and materials. PREREQ: EDUC 5524

EDUC 5560 Foundations of ESL: 3 semester hours.

Study of ESL learner characteristics, historical, philosophical, cultural and linguistic foundations of ESL. Theories of language acquisition and those of leaders in the field will be included

EDUC 5563 ESL Methods: 3 semester hours.

Language assessment, planning, and delivery for teaching limited English proficient K-12 students. Appropriate methods for students at various developmental stages of language acquisition will be studied. PREREQ: EDUC 5560

EDUC 5564 ESL Practicum: 1 semester hour.

Field experience in settings with English as-a-Second-Language learners. COREQ: EDUC 5563 or permission of instructor

EDUC 5570 Manipulative Mathematics: 3 semester hours.

Study of methods for teaching mathematics through the modern math approach stressing manipulations. Consideration is given to diagnostic and remedial procedures for exceptional children

EDUC 5571 Interpersonal Communications: 2 semester hours.

Examination of basic concepts, principles, models, and theories of interpersonal communications and their application to educational settings

EDUC 5581 Contemporary Issues in Education: 1-3 semester hour.

Examination and analysis of contemporary issues and trends in theories and practices in education

EDUC 5582 Contemporary Issues in Education: 1-3 semester hour.

Examination and analysis of contemporary issues and trends in theories and practices in education

EDUC 5583 Instructional Improvement for Teachers: 1-3 semester hour.

Study of ways by which teachers can improve instruction in their own classrooms with emphasis on the findings of research and experiences

EDUC 5585 Independent Problems in Education: 1-3 semester hour.

Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. May be repeated

EDUC 5591 Seminar: 1-3 semester hour.

Critical analysis of the literature in one or more areas of education. Limited enrollment

EDUC 5597 Professional Education Development Topics: 1-3 semester hour.

A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. May be repeated. Must be graded S/U

EDUC 5598P Prof Development Workshop: 3 semester hours.

New methods and opportunities to enhance and supplement skills. Subject to the approval of the Dean of the student's college, a maximum of eight credits earned in workshops may be applied toward a degree; students taking the courses only for personal development may choose the 0-credit option; those seeking professional development must choose a for-credit option

EDUC 5599 Experimental Course: 1-6 semester hour.

This is an experimental course. The course title and number of credits are noted by course section and announced in the class schedule by the scheduling department. Experimental courses may be offered no more than three times. May be repeated

EDUC 6601 Research and Writing: 3 semester hours.

Examination of methods for designing/conducting research in education and related fields and of procedures for formal report writing using APA style and format

EDUC 6602 Theories of Learning: 3 semester hours.

Advanced study of the psychology of human learning and instruction. Emphasis will be given to the application of contemporary theories of learning to instructional practice and the design of effective learning environments

EDUC 6610 Applied Educational Statistics: 3 semester hours.

Application of parametric and nonparametric statistical procedures for summarizing and analyzing qualitative and quantitative measurement data in conducting research and for report writing in education and related fields. Covers descriptive statistics to single-factor experiments

EDUC 6612 Learners and the Content: 3 semester hours.

Examination of curriculum scope and sequence within the context of varying learner needs. The course will focus on curriculum alignment with state and national standards and the connecting of content to learner characteristics and developmentally appropriate teaching practices. COREQ: EDUC 6602

EDUC 6614 Pedagogy and Content Knowledge: 3 semester hours.

Investigation of the structure of subject matter knowledge and how it determines pedagogical content. The course will examine philosophical perspectives, models of teaching, and develop contemporary applications. PREREQ or COREQ: EDUC 6602

EDUC 6618 Learning Communities: 3 semester hours.

Exploration of learning communities and examination regarding models for how they are created and sustained through curriculum leadership. The course includes such topics as parental involvement, curriculum for diverse learners, and collaborative teaching practices. PREREQ: EDUC 6612 and EDUC 6614

EDUC 6620 Motivation for Learning: 3 semester hours.

Advanced study of theories and research on student motivation including strategies for linking motivation to classroom management and curriculum. Topics include individual differences, interpersonal motivation, self-motivation, and lifelong learning. PREREQ: EDUC 6612

EDUC 6622 Educational Assessment and Evaluation: 3 semester hours.

Construction, administration and interpretation of educational assessments for the systematic analysis of student learning and teaching practice. Emphasis is placed on the use of assessment results in planning and valuation of curriculum leadership. PREREQ: EDUC 6610

EDUC 6627 NBPTS Certification Part I: 3 semester hours.

Provides a framework for completion of the requirements for National Board for Professional Teaching Standards Certification. Examination of the standards and portfolio guidelines; provision of support and consultation in gathering and presenting documentation

EDUC 6628 NBPTS Certification Part II: 3 semester hours.

Mentors and supports teachers through advanced National Board for Professional Teaching Standards. Development of classroom-based portfolio entries and preparation for assessment center exercises. PREREQ or COREQ: EDUC 6627

EDUC 6630 Advanced Elementary Methods: 3 semester hours.

Advanced study of the subject content and teaching methods in grade K-8 programs. The course includes emphasis on development of materials, lesson planning, instructional strategies, assessment, and application of technology for information acquisition, analysis, and presentation by students and teacher

EDUC 6631 Advanced Secondary Methods: 3 semester hours.

Advanced study of the subject content and teaching methods in grade 6-12 programs. The course includes emphasis on development of materials, lesson planning, instructional strategies, assessment and application of technology for information acquisition, analysis, and presentation by students and teacher

EDUC 6632 Psychology of Literacy: 3 semester hours.

Examination of the nature of symbolic systems within the literacy field from the perspective of contemporary psychological science. Topics include decoding, lexical access, referential representation, and meta-cognition

EDUC 6633 Language Literacy and Neurology: 3 semester hours.

Theories and principles based on research in psycholinguistics and neurophysiology as related to literacy

EDUC 6634 Literacy Multicultural Views: 3 semester hours.

Theories and research in language acquisition and development across cultures including emphases on second language acquisition, dialects, and regionalisms affecting both oral and written codes

EDUC 6635 Clinical Methods in Literacy: 3-6 semester hour.

Consulting, supervising, evaluating, writing case reports, and relating research and theories in literacy to clinical methods. May be repeated up to 6 credits. PREREQ: EDUC 5524, EDUC 5526 and EDUC 6633

EDUC 6637 Leadership in Curriculum Development: 3 semester hours.

Development of the knowledge, skills, and disposition essential to effective curriculum leadership. While drawing on philosophy, the course focuses on the practical applications of leadership, including curriculum vision, development, management, and evaluation. PREREQ: EDUC 6618, EDUC 6620 and EDUC 6622

EDUC 6638 Supervision of Interns and Student Teachers: 2 semester hours.

Role and responsibilities of supervisory personnel in the intern and student teaching programs including student orientation readiness, planning and techniques of instruction, and evaluation

EDUC 6640 Workshop: 1-2 semester hour.

Special projects concerned with public school education. Meets for a minimum of 36 clock hours with appropriate outside assignments, lessons, or papers. May be repeated up to 6 credits

EDUC 6641 Advanced Studies in K-12 Curriculum: 3 semester hours.

Advanced study of research and development of subject-specific curriculum in K-12 environments. Students will create a curriculum unit, demonstrating it as part of and sections will be established for each subject area. PREREQ: EDUC 6601 and EDUC 6630 or EDUC 6631

EDUC 6648 Independent Problems in Education: 1-3 semester hour.

Individual work under staff guidance. Field and/or library research on specific educational problems of interest to graduate students in education. Experience in research composition. May be repeated up to 4 credits

EDUC 6649 Seminar: 1-3 semester hour.

Critical analysis of the literature in one or more areas of education. Enrollment limited

EDUC 6650 Thesis: 1-6 semester hour.

1-6 Credits. May be repeated. Graded S/U

EDUC 6651 Field Project or Case Study in Education: 1-6 semester hour.

A field project or case study is completed in conjunction with a field practicum/internship in an educational setting. Written report and oral explication of the project or case study required. May be repeated. Graded S/U

EDUC 6652 Field Practicum in Education: 1-6 semester hour.

Individually designed practicum in an educational setting. The length, placement, and learning experiences will be determined in consultation with the major advisor. Graded S/U

EDUC 6670 Seminar in Elementary Education: 3 semester hours.

Examination of research and current issues in Elementary Education. Seminar format requires readings, discussions, written assignments, and presentations

EDUC 6671 Seminar in Secondary Education: 3 semester hours.

Examination of research and current issues in Secondary Education. Seminar format requires active participation in readings, discussion, written assignments, and presentations

EDUC 6675 Curriculum Project: 3 semester hours.

Completion of a curriculum project within the context of a supportive learning community, or for those teachers who have achieved National Board Certification, submission of the portfolio

EDUC 6676 Evaluation Research Practicum: 3 semester hours.

Supervised on-going assessment of curriculum projects and the systematic evaluation of their implementation in educational settings or, for those teachers who have achieved National Board Certification, content analysis of the portfolio. Each student will complete an independent curriculum evaluation project

EDUC 6699 Experimental Course: 1-6 semester hour.

This is an experimental course. The course title and number of credits are noted by course section and announced in the class schedule by the scheduling department. Experimental courses may be offered no more than three times. May be repeated

Special Educ Courses

SPED 5523 Designing Instruction: 3 semester hours.

Introduction to instructional design principles and strategies for engaging students in higher order thinking and problem-solving. Emphasis on teaching complex concepts in reading comprehension, writing, mathematics and other academic subjects

SPED 5524 Assessment Procedures in Special Education: 3 semester hours.

Introductory study of diagnostic assessment techniques and the writing of individual educational, behavioral prescriptions, and instructional objectives which are required to provide interventions suitable for remediating the learning programs in basic school curricula. PREREQ: SPED 3330 and SPED 4441 or permission of instructor

SPED 5526 Assessment Severe Disabilities: 3 semester hours.

Selection, administration, and interpretation of criterion-referenced tools employed with severely disabled students. Emphasizes functional approach to assessment and evaluation of behavioral and instructional domains

SPED 5527 Precision Teaching: 1 semester hour.

Techniques of data collection, charting, and decision making in the educational programs of children with disabilities

SPED 5529 Strategies Severe Disabilities: 3 semester hours.

Consideration and evaluation of curriculum materials from behavioral, developmental, and ecological perspectives. Emphasizes functional approach to development and implementation of individualized intervention plans

SPED 5532 Direct Instruction Systems: 3 semester hours.

This course provides mastery level skills training in direct instruction systems for reading, math, and written language. Includes field work, adaptation of curricula to direct instruction model and evaluation

SPED 5533 The Emotionally Disturbed Child: 3 semester hours.

Survey of the causes of emotional disturbance in children and the effects upon the child's school performance and achievement. School programs and treatment considerations will be reviewed

SPED 5538 Policies and Procedures in Special Education: 3 semester hours.

Consideration of legal background, current court ruling, professional responsibilities, and models for consultation and collaboration in a variety of educational settings. Includes the IEP process

SPED 5540 Biomedical Aspects of Physical Disability: 2 semester hours.

Study of the causes, treatments, and educational implications of physical and neurological disorders of genetically and orthopedically disabled children

SPED 5543 Autism: 2 semester hours.

An overview of autism and implications for educational planning. Teaching strategies that are successful in working with individuals who have autism will be reviewed

SPED 5546 Secondary Special Education: 3 semester hours.

Teaching methodology focusing on needs of secondary and adult special education students. Topics include functional academics, transition, independent living, social skills, vocational training employment options, and accessing community resources

SPED 5548 Pre-practicum Moderately Handicapped: 1-3 semester hour.

Supervised practical work with moderately handicapped children in a clinical setting. May be repeated

SPED 5550 Creating Inclusive Classrooms: 3 semester hours.

Curricula and methods for educating students with disabilities in general education classrooms. Emphasizes inclusive lesson design, curricular adaptations, and collaborative teaching

SPED 5562 Advanced Issues in Behavior Disorders: 2 semester hours.

Study of educational organization, collaboration and consultation skills necessary to provide integrated service for this exceptionality

SPED 5580 Seminar in Special Education: 1-2 semester hour.

Current topics in the field of special education by departmental faculty and guest lecturers. May be repeated for a total of 2 credits

SPED 5581 Seminar Behavior Disorders: 1 semester hour.

Covers topical issues related to the education of children with behavior disorders in a variety of educational and therapeutic settings. May be repeated

SPED 5585 Independent Problems: 1-3 semester hour.

Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. May be repeated

SPED 5591 Seminar: 1-3 semester hour.

Critical analysis of the literature in one or more areas of education. Limited enrollment. May be graded S/U or on a letter-grade basis in separate sections

SPED 5597 Professional Education Development Topics: 1-3 semester hour.

A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. May be repeated. Must be graded S/U

SPED 5598 Advanced Fieldwork: 1-3 semester hour.

Orientation, observation, planning and implementation of special education instruction in a special education setting in the public schools

SPED 5599 Experimental Course: 1-6 semester hour.

This is an experimental course. The course title and number of credits are noted by course section and announced in the class schedule by the scheduling department. Experimental courses may be offered no more than three times. May be repeated

SPED 6630 Professional Development in Special Education: 2 semester hours.

Issues related to the professional role of the master's-degree-level special educator, including professional societies, history, philosophical and humanistic foundations

SPED 6632 Administration of Special Education: 2 semester hours.

Supervision of special education, including the organization, financing, equipping, housing, and staffing of educational facilities for exceptional children. Also includes legal provisions relevant to special education

SPED 6633 The Behaviorally Maladjusted Child: 3 semester hours.

Comprehensive study of the characteristics, learning problems, educational organizations, and teaching competencies for this exceptionality. PREREQ: SPED 4441

SPED 6634 The Mentally Gifted Child: 3 semester hours.

Physical, mental, emotional, and social characteristics of the mentally gifted;teaching procedures, types of organization, analysis of educational need, and curricula material used in their education

SPED 6636 Medical and Health Issues in Special Education: 2 semester hours.

Consideration of medical and health issues, problems, and practices as they pertain to children with disabilities in hospital-, home-, and school-based programs

SPED 6638 Practicum in Special Education: 2-8 semester hour.

Individual observation, program development, and supervised practice in the development of teaching competencies for the education of exceptional children. A combination of fifty hours of experience and supervision equals one hour of academic credit

SPED 6639 Internship in Special Education: 3-12 semester hour.

A combination of fifty hours of experience and supervision equals one hour of academic credit. PREREQ: SPED 6638

SPED 6650 Thesis: 1-6 semester hour.

1-6 Credits. May be repeated. Graded S/U

SPED 6651 Masters Paper: 1-3 semester hour.

A paper involving extensive familiarity with research findings written under the supervision of a faculty member in the department. May be repeated. Graded S/ U

SPED 6652 Specialist Paper: 1-3 semester hour.

A paper involving extensive familiarity with research finding under the supervision of a faculty member of the program, consisting of applied research activity in the field of special education written in format appropriate for publication consideration by a peer-reviewed journal

SPED 6658 Independent Problems: 1-3 semester hour.

Individual work under staff guidance. Field and/or library research on specific educational problems. Experience in research composition. May be repeated up to 6 credits

SPED 6659 Seminar: 1-3 semester hour.

Critical analysis of the literature in one or more areas ofeducation. Enrollment limited. May be repeated up to 8 credits

SPED 6662 Consultation in Schools: 2 semester hours.

Provides theoretical and practical experience in the development, implementation, and evaluation of a variety of consulting strategies suitable for working with teachers, administrators, community agencies, and parents

SPED 6699 Experimental Course: 1-6 semester hour.

This is an experimental course. The course title and number of credits are noted by course section and announced in the class schedule by the scheduling department. Experimental courses may be offered no more than three times. May be repeated

SPED 7758 Independent Problems: 2-4 semester hour.

Individual work under staff guidance. Field and/or library research on specific educational problems. Experience in research composition. May be repeated up to 8 credits

SPED 7759 Ed.S Internship: 1-9 semester hour.

Placement in a post-master's degree counseling, school psychology, or special education setting. A combination of fifty hours of experience and supervision equals one hour of academic credit. May be repeated

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