Courses

    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. Department enforced prereq., EDUC 5245.

    Examines processes writers use from early ages to maturity by investigating current research related to writing curriculum, instruction, and policy. Includes opportunities for students to engage in inquiry related to writing curriculum and instruction in K-12 classrooms. 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 focus on students who are experiencing difficulties with literacy. Department enforced 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. Department enforced 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. Department enforced coreq., EDUC 5325. Prerequisites: Restricted to EDCI or EPSY or EECD or EFPP majors only.

    Explores contemporary ideas and issues in the history, philosophy, and sociology of science education and science, science as a social and cultural activity, and how contemporary issues in science relate to and impact educational practice. Same as EDUC 4312.

    Prepares teacher education candidates for teaching social studies in a social context. Participants will understand theoretical and developmental processes associated with social studies learning, methods for teaching social studies in a diverse society, andthe integration of classroom instruction with the Colorado Academic Content Standards that foster such processes. Prerequisites: Restricted to Educ-Curriculum & Instruction (EDCI), Social Studies-Secondary Educ. (EDSS), Anthropology (ANTH), Economics (ECON), Geography (GEOG), History (HIST) or International Affairs (IAFS) majors only.

    Explores the historical development of mathematics as a human construct, and the relationship between the discipline and the contemporary school mathematics curriculum. Focuses on the sociology of mathematics education and how cultural traditions and societal needs influence the school mathematics curriculum and educational practice.

    Considers historical and ongoing controversies concerning the nature of "English" as an academic field of study and of "English Language arts" as a school subject. Integrates understandings of subject-matter specialization, of approaches to teaching this contested subject, and of the diverse learners that teachers seek to prepare for the 21st century literacies. EDUC 4318 and 5318 are the same course. Prerequisites: Restricted to graduate students only.
    Provides teachers of English with background and experiences relevant to using reading, writing, and a range of other classroom social languages to teach literature to a culturally and intellectually diverse population of students. Explores relevant literary theories, texts, and genres, and examines contemporary and historical perspectives on the meaning and function of stories in both personal and democratic public life. Department enforced coreq., EDUC 4295 or 5295. Prerequisites: Restriced to Educ-Curriculum & Instruction (EDCI), English - Secondary Education (EDEN), or Social Studies-Secondary Educ.(EDSS) majors only.
    Same as EDUC 4342. Prerequisites: Restricted to EDCI or EPSY or EECD or EFPP majors only.
    Focuses on curriculum, materials, methods, assessment, and related aspects of instruction. Introduces best practices in teaching the social studies in middle and high schools. Examines the Colorado Academic Content Standards. Department enforced prereqs., EDUC 4295/5295 and EDUC 5325. Recommended coreq., EDUC 4023. Prerequisites: Restricted to Educ-Curriculum & Instruction (EDCI) or Social Studies-Secondary Educ. (EDSS) majors only.
    Focuses on curriculum, materials, methods, and assessment. Introduces best practices in the teaching of English in middle and high schools. Examines the Colorado Academic Content Standards. Department enforced prereqs., EDUC 4295/5295 and EDUC 5325. Recommended coreq., EDUC 4023. Prerequisites: Restriced to Educ-Curriculum & Instruction (EDCI) or English - Secondary Education (EDEN) majors only.
    Focuses on curriculum, materials, methods and assessment, and related aspects of instruction. Introduces best practices in teaching mathematics in middle and high schools. Examines the Colorado Academic Content Standards. Recommended coreq., EDUC 4023. Prerequisites: RestrIcted to EDCI, EDSC, or EDMA majors only.
    Focuses on curriculum, materials, methods, assessment, and related aspects of instruction. Introduces best practices in teaching science in middle and high schools. Examines the Colorado Academic Content Standards. Recommended coreq., 4023. Prerequisites: RestrIcted to EDCI, EDSC, or EDMA majors only.
    Provides a comprehensive survey of bilingual-multicultural education programs for language minority students. Includes an overview of the history and legislation related to bilingual education and English as a second language. Presents various models, philosophies, and theoretical underpinnings of bilingual education and ESL. Same as EDUC 4425. Prerequisites: Restricted to graduate students only.

    Provides an in-depth study of the curriculum options available for bilingual and ESL programs. Presents, reviews, and critiques specific methods and strategies for teaching language to minority students. Gives the opportunity to develop and present teaching units in Spanish or in ESL methodology, as appropriate. Department enforced prereq., EDUC 5425.

    Analyzes curriculum programs and examines principles that inform innovation for education of diverse students at all school levels. Includes topics of ethnic, racial, socio-economic, linguistic, and gender diversity.

    Presents current and emerging philosophies and methods on teaching reading to culturally diverse second-language learners. Includes review of materials, strategies for teaching reading and writing skills, and important considerations for transference from L1 to L2 reading. Department enforced prereq., EDUC 5425 or reading course at 5000 level.

    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. Department enforced prereqs., PHYS 3210 and 3310 or instructor consent. EDUC 4460 and 5460 are the same course. Same as PHYS 4460 and 5460. Prerequisites: Restricted to graduate students only.

    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.

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