EDGN 509 Introduction to Educational Research (3 credits)
A core course designed to introduce educational practitioners to educational research. Through an examination of the nature of research, ethical and philosophical principles, types of research, and characteristics of data students will explore quantitative and qualitative methods of designing and conducting research in the context of educational settings.
EDGN 510 Educational Research Design and Methodology (3 credits)
Drawing from qualitative, quantitative, and combined applications of research this core course is designed to guide students through a systematic study of the interrelated activities embedded in the development of an action research project. Constructing a problem statement and research question will guide the preparation of a literature review and methodological plan. Candidates will also submit an Application to Use Human Participants in Research to the Institutional Review Board. All work in this course will lead to the writing of a masters thesis. Pre-requisite: EDGN 509
EDGN 599 Thesis Research (3 credits)
Building upon the literature and methodological plan developed during EDGN 510, this class supports the implementation, analysis, and presentation of a research thesis.
(Choose one specialty area block)
Specialty Area I – Reading Certificate (added authorization)
EDRD 559 Foundations of Literacy Learning (3 credits)
This course prepares candidates for more advanced learning with a deeper, richer level of understanding and a firmer grasp of literacy research and its applications. Candidates will read and learn from research to formulate their philosophy of literacy teaching and learning. Candidates will gain knowledge of language acquisition, early literacy, and standards-based teaching. In this course, candidates also explore the elements of 21st century learning goals: TPACK—an organizing framework for technology use in literacy learning.
EDRD 563 Literacy Assessment and Interpretations (3 credits)
This course provides candidates with an overview of different types of assessments and audiences for the assessments. The course also prepares candidates to link assessment to instruction through administration and analysis of student literacy achievement as measured by curriculum-based assessments. Candidates learn to assess students and apply needed reading interventions (e.g., RTI). Candidates learn when students need re-entry from intervention to regular classroom as well as learn to apply appropriate instructional sequences in teaching/tutoring. In this course, candidates explore the elements of 21st century learning goals: TPACK—an organizing framework for technology use in literacy learning.
EDRD 564 Instruction for Communication: Comprehending and Composing (3 credits)
This course provides the candidate with current research on communication, specifically emphasizing writing instruction, standardized assessments, and rubrics. Candidates will learn more about information literacy and how to communicate with various educational stakeholders, such as families/caregivers, other teachers, administrators, and the community. In this course, candidates also explore the elements of 21st century learning goals: TPACK—an organizing framework for technology use in literacy learning.
EDRD 565 Interdisciplinary Literacy across Levels and Learners (3 credits)
This is a capstone course that supports candidates’ synthesis of the key concepts integrated throughout the program. Candidates will advance their knowledge about adult learning, especially as needed for professional learning communities, peer coaching, and collaboration with other literacy professionals. Candidates will learn about adolescent literacy.
Specialty Area II - Computer Concepts (eligible for added authorization)
EDTE 522 Technology Information Systems for Educators (3 credits)
This course provides an overview of technology for the classroom teacher, including issues of cyber-safety, learning environments, software, networking and professional learning communities. Students explore current and future trends in educational technology as well as participate in collaborative tech plan and grant writing scenarios.
EDTE 524 Media and Technology in the Classroom (3 credits)
This course focuses on the pairing of technology with effective instructional strategies. Students in this course will implement the following technology genres: Word processing applications, organizing and brainstorming software, multimedia, data collection tools, and Web resources. This course focused on how to effectively implement technology into the classroom and better engage students in the learning process.
EDTE 526 Educational Technology for Teachers (3 credits)
This course presents an introduction to basic computer structures and systems. Students increase their knowledge of both Mac and PC platforms as well as conquer basic troubleshooting issues. Students also learn to identify common software and hardware issues and develop a working knowledge of solutions as well as resources for finding solutions to possible future problems. In addition to basic computer systems, candidates will explore additional peripheral devices such as handhelds, adaptive technologies, tablets, netbooks, interactive whiteboards, and cell phones.
EDTE 528 Software for Educators (3 credits)
This course provides a comprehensive overview of current educational technology programs including many web 2.0 and distance education technologies. It includes a focus on instructional design theories and an emphasis creating and utilizing resources for the K-12 classroom. Students are exposed to a variety of programs and media and will create one major project during the semester.
EDCG 515 Advanced Educational Psychology (3 credits)
The learning process and its application in a variety of settings with students of diverse cultural, ethnic, racial, linguistic, and socioeconomic backgrounds.
EDCG 504 School Law (3 credits)
Implications and trends of court decisions, federal, state, and local, as they affect the role of the counselor, teacher, and administrator; their impact on district policy and finance, and on district and local programs and activities.
EDLT 500 Foundations of Education (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will be provided with an introduction to issues, trends, education theory and practice. Additionally, major philosophies of education which have informed American education and how they affect schooling in a society of multiple cultures will be explored. 10 hours of fieldwork is required.
EDLT 501 Theories of Teaching learning and Development (3 credits)
This course explores the factors influencing development, academic achievement, and behavior in P-20 Learners and the learning theories that support these goals. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners in Diverse Populations (3 credits)
This course in teaching English Language Learners and diverse populations examines first and second language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition. The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction (including technologies), school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required
EDLT 503 Teaching Exceptional Learners in Inclusive Environments (3 credits)
This course examines supports for exceptional learners in inclusive environments. This course will explore the learning and behavioral characteristics of individuals with exceptionalities; the theory and practices of special education service delivery models; current state and federal special education laws, with an emphasis on the Individualized Educational Program and partnerships with families; the definitions of each exceptionality; the history of special education services to individuals in the US; the theory and practices of Evidence Based Practice for individuals with exceptionalities and assessment practices guiding such practices; assistive technologies; and current philosophical positions and challenges in special education. 10 hours of fieldwork is required
EDSP 525 Positive Behavior Supports and Collaboration (3 credits)
This course examines Positive Behavior Support and School-wide PBS strategies for general and special educational settings and addresses issues related to inclusion, itinerant teaching, and collaboration with all members of the school community and families for the benefit of students with special needs. The candidate will examine information regarding individual behavior support strategies, specifically with respect to students with special needs. Students’ become acquainted with the foundations for professional team members to make decisions on goals, placement, and transitions across the lifespan. Within a wide range of service delivery options, candidates will explore their roles as itinerant support teachers, co-teachers, consultation teacher, and student supporters within inclusive settings.