Courses

Examines the questions of "who I am", "where I come from", "what I might become" and "what I am called to do" in order to remember as well as make sense of our lives. Introduces and discusses narrative theory and selected memoirs. Students engage in reflection on their own narrative, and evaluate their practical and analytic understanding of narrative practice. EDUC 4135 and 5135 are the same course.

Learn how people understand key concepts in physics. Through examination of physics content, pedagogy and problems, through teaching, and through research in physics education, students will explore the meaning and means of teaching physics. Students will gain a deeper understanding of how education research is done and how people learn. Useful for all students, especially for those interested in physics, teaching, and education research. Prereqs., PHYS 3210 and 3310 or instructor consent. EDUC 4460 and 5460 are the same course. Same as PHYS 4460 and 5460.

Provides an introduction to recent research into student learning on the conceptual foundations of modern biology, together with pedagogical methods associated with effective instruction and its evaluation. Students will be involved in active research into conceptual and practical issues involved in biology education, methods to discover student preconceptions, and the design, testing and evaluation of various instructional interventions. Same as MCDB 4811 and EDUC 6811.

Critically examines the intellectual and political forces that shape the aims, policies, and practices of K-12 education in the United States, emphasizing the period following the Brown v. The Board of Education decision in 1954. Restricted to students admitted to the secondary MA+ program. Prerequisites: Restricted to EDCI, ICCE, ICCH, ICCM or ICCS majors only.

Comparatively studies education in other countries, emphasizingits rolein developing nations, with an emphasis on successful modelsin basic literacy, primary education, secondary curriculum, andteacher education.Analyzes political, social, and economic policies and ideologies for their relevance to the development process, including the role of international organizations: World Bank, UNICEF, UNESCO, Peace Corps and Volunteer Agencies. Same as EDUC 4015.

Focuses on models and strategies for improving parent and community involvement in the schools. Discusses administrative concerns, such as parent advisory councils, and instructional concerns, such as helping children with school assignments.

Same as EDUC 4060. Prerequisites: Restricted to Inst & Curr + Sec Math Licn (ICCM), Inst & Curr and Sec Sci Licn (ICCS) or Educ-Curriculum & Instruction (EDCI) majors only.

Examines four central curricular traditions: progressive; conservative; radical; and spiritual. Highlights the strengths and weaknesses of various writers within each tradition with attention paid to the conceptual features and the practical implications of each educational view. Encourages students to examine their own educational assumptions.

Examines features of religion, spirituality, and a liberal arts education, so as to further understand the constitutional, historical and cultural constraints on, and acceptable approaches to the study of religion and spirituality in American education. Specifically explores aspects of a contemplative orientation and the degree to which such an orientation should/can be pursued in K-12 public and higher education. Prerequisites: Restricted to Graduate Students only.

In-depth analysis of theories and concepts in sociology and education. Evolution of curriculum, organization, and enrollment characteristics of American schools. Schooling, class, culture, gender, stratification, and educational reform in light of paradigmatic change in theories and concepts of sociology.

Highlights social and intellectual history perspectives of American educational history, major reform movements from the 19th century to Dewey, and assessment of how differences of race, class, ethnicity, religion, power, and gender affected American education. Prerequisites: Restricted to Graduate Students only.

Examines questions central to K-12 curriculum and instruction. Focuses on developing research projectsapplicable to current classroom practice, writing proposals for curriculum investigations, conducting specific curriculum investigations, and writing research findings.

Addresses perspectives and evidence-based teaching practices that promote equity and access to conceptual understanding. Introduces the knowledge base on effective teaching practices, and the theories and research that support these practices. Explores the impact of theory and research on classroom instruction.

Examines recent developments in teaching, and trends in the philosophy and practice of education. Focuses special attention on a variety of issues central to school reform.

Examines the questions of "who I am", "where I come from", "what I might become" and "what I am called to do" in order to remember as well as make sense of our lives. Introduces and discusses narrative theory and selected memoirs. Students engage in reflection on their own narrative, and evaluate their practical and analytic understanding of narrative practice. EDUC 4135 and 5135 are the same course. Prerequisites: Restricted to Graduate Students only.

Explores and critiques various conceptions of gender within popular and scholarly publications that have influenced how gender is approached in literacy classrooms. Builds a theoretical stance toward gender that supports equity, engagement and achievement for all children. Discusses teaching strategies that thoughtfully take into account gender identities and equity.

Involves reading and evaluation of picture books, and emphasizes children's interests, authors and illustrators, multicultural literature, the components of narrative, and the features of illustrations. Examines connections between children's literature and children's development as writers.

Same as EDUC 4222. Prerequisites: Restricted to Graduate Students only.

Same as EDUC 4232. Prerequisites: Restricted to ICCS, ICCM, EDCI, EPSY, EFPP, EECD, REME graduate students only.

Comparatively analyzes current and emerging philosophies and programs in K-12 with focus on teaching reading and thinking skills. Prerequisites: Restricted to Graduate Students only.

Stresses curiosity, observation, challenge, and insight into how children and adolescents learn to become literate beings. Discusses the work and play of literary interpretation including analytic reading, substantive discussion, reflective writing, visual presentation, and dramatic enactment where readers learn to take the words from the page to inform and transform their worlds. Prereq., EDUC 5245.

Examines processes writers use from early ages to maturity by investigating current research and proposing and evaluating research designs. Discusses the reciprocal relationship between reading and writing instruction, emphasizing the Colorado Academic Content Standards and the International Reading Association Specialized Reading Professional Standards. Prerequisites: Restricted to Educ-Curriculum & Instruction (EDCI) graduate students only.

Assumes an interactive model of reading and supports the perspective of assessment as interrelated with curriculum and instruction; examines principles that guide the selection and interpretation of assessment techniques, with a particular focus on low-performing students. Prereq., EDUC 5255. Prerequisites: Restricted to Graduate Students only.

Focuses learning on a select group of low performing students to assess reading proficiency, develop appropriate instructional goals, and provide instruction that addresses these goals. Emphasis on interpreting assessment data, extending a repertoire of instructional strategies, and developing and implementing a strong instructional plan. Prereq., EDUC 5275.

Examines ways in which adolescents develop literacy through reading, writing, speaking, viewing, and listening. Students learn to plan and organize literacy instruction based on ongoing assessment, to draw on and develop learner's linguistic skills related to reading, to support learner's reading comprehension skills, and to support their learning through oral language development. Prerequisites: Restricted ICCE or ICCH or EDCI or EPSY or EECD or EFPP majors only.