Courses

Provides students with the fundamental information of ESL, bilingual and special education, including theories, assumptions, philosophies, and paradigms of bilingual and special education. Discusses successful teaching techniques and instructional approaches, including individualization, least restrictive environment, transition, and career education.

Focuses on teaching culturally and linguistically diverse school students, special education students, and differentiation in the classroom. Emphasizes eveidence-based teaching practices and programmatic interventions that support student learning.

Discusses unique learning needs of students with learning and behavior disorders. Emphasizes development of a systems model for diagnosis, programming, and remediation. Stresses data-based individualization of instruction, with emphasis on intervention in inclusive learning environments and developing a culturally responsive system.

Emphasizes assessment of special education students from pre-referral through staffing and placement, including response to intervention, research-based assessment practices, analytic teaching and assessment, curriculum-based assessment and measurement. Selection, administration, and interpretation of formal and informal assessment devices are studied, with particular emphasis on cultural relevance and equity in assessment for special learners with mild to severe needs. Prerequisites: Restricted to Graduate Students only.

Provides practical experience in the review, critique, conceptualization, and writing of research studies in special education. Also offers experience in design of evaluation systems for classroom practice. Prerequisites: Restricted to Graduate Students only.

Includes both theoretical and applied aspects of diagnostic testing. Reviews administration and interpretation of current formal and informal educational tests (language proficiency). Emphasizes practices for equitable testing and assessment of English language learners. Prerequisites: Restricted to Graduate Students only.

Provides teachers with specific evidence-based methods and techniques for teaching students with a wide variety of high and low disabilities including learning and language disabilities, hearing and visual impairments, physical disabilities, and health impairments. Emphasizes different teaching methods, instructional materials, and learning strategies that have proven effective working students with cognitive learning needs. Prerequisites: Restricted to Graduate Students only.

Offers supervised field experience in elementary and secondary special education class settings. Each credit hour requires 50 contact hours. Prereqs., EDUC 5465, 5505, and EDUC 5515 or 5545. Prerequisites: Restricted to Graduate Students only.

Same as EDUC 4580.

University supervised, school-based field experience teaching linguistically different students, as well as assistance in the completion of EECD portfolio. Prereqs., EDUC 5425, 5435 and 5535. Prerequisites: Restricted to Graduate Students only.

Offers practical experience in the review, critique, conceptualization, and writing of research studies in bilingual/ESL education. Provides experience in the design of classroom evaluation systems. Prereq., EDUC 5425. Prerequisites: Restricted to Graduate Students only.

Introduces learning theory and teaching practices for mathematics and science learning assistants. Presents theoretical issues such as conceptual development, questioning techniques, cooperative learning, nature of math/science, and argumentation in mathematics and science.

Presents a broad survey of second-language acquisition research. Stresses theoretical concerns and research findings and practical applications to teaching second languages. Gives special emphasis to second-language acquisition. Prerequisites: Restricted to Graduate Students only.

Prepares teachers to teach English as a second language in public schools in the United States. Covers both theoretical and applied aspects of language learning and teaching. Recommended prereq., EDUC 5615.

Explores the discipline of sociolinguistics, the study of language variation and use, and its application within education settings. Not designed as an advanced sociology or linguistics course. Areas of study include language variation, speech communities, the ethnolography of communication, speech and social identities, and sociolinguistic research related to teaching and learning.

Examines purposes and practices of assessment in mathematics and science education. Particular attention is given to application of theoretical foundations and contemporary research in the design and use of assessment techniques and tools to support teaching for student understanding. Addresses the role of effective formative assessment in teaching and learning.

Introduces descriptive statistics including graphic presentation of data, measures of central tendency and variability, correlation and prediction, and basic inferential statistics, including the t-test. Prerequisites: Restricted to Graduate Students only.

Considers various research approaches and methodologies included in education including experimental and quasi-experimental methods; anthropological and case study methods; evaluative research and field studies; correlational; and sociological, historical, and philosophical research. Topics include library research, research criticism, research design, and proposal writing. Prerequisites: Restricted to Graduate Students only.

Provides teachers opportunity to explore fundamental mathematical theories and pedagogical perspectives pertaining to the teaching and learning of number and operation. Engages students in explorations of mathematical content underlying number and operations, while highlighting relevant problem solving, reasoning and proof, and mathematical connections. Explores implications of teachers' mathematical learning on their classroom teaching. Develops practices supporting learner's number sense development.

Uses reform-based mathematics curricula to engage participants in algebraic thinking, to reflect on their own knowledge of algebraic concepts, and to examine pedagogical ideas that can foster K-12 students' algebraic thinking and learning. Algebraic topics include patterning, variable, functions, multiple representations, equality, and solving linear and systems of equations.

Explores issues related to how people learn and teach chemistry. Reviews high school and early college chemistry concepts both from the content and pedagogical perspectives. Delves into the chemistry education research, education, psychology and cognitive science literature. Provides an opportunity to observe and/or teach K-12 or college chemistry classes.

Provides an opportunity to explore how to foster geometric thinking while examining fundamental mathematical theory underlying the content area of geometry and measurement. Emphasizes investigative approach involving problem solving, reasoning, connections, and communication as well as learning mathematics content in a flexible and conceptual way. Challenges participants to apply their understanding to teaching practices that foster geometric thinking in K-12 learners.

Focuses on teaching probability, data analysis, and statistics in K-12 classrooms. Explores curriculum and assessment strategies in the areas of probability and statistics. Examines research on students' thinking on stochastic tasks and how this research informs teaching practice. Emphasizes deepening of one's conceptual understanding of probability and statistics and their importance in the current information age.

Approaches education policy issues through the rich history of litigation and current legal challenges facing American K-12 schooling. Builds an understanding of the legal and policy development of the American schooling system, particularly in the 20th century. Laws and legal cases will be used as jumping-off points for broader discussions. Prerequisites: Restricted to Graduate Students only.