Text only version
2008 - 2009 Site Archive

 

 

Courses

Curriculum Instruction & Technology in Education

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 [WORKING COPY of

 July 2007 merger of course depts under CITE]

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Career and Technical Education

0401. Current Problems in Vocational-Technical Training   (3 s.h.)

Seminar on selected school and training topics including stress management in the workplace, managing information systems, diversity issues, school-industry partnerships and performance evaluation.

0408. Directed Independent Study   (1-6 s.h.)

Individual investigation in an area of vocational education or technical training. Adviser permission required.

0411. Evaluation in Voc Ed  (3 s.h.)

0418. Management Instruction in Voc/Tech Ed  (3 s.h.)

0420. Product Information   (3 s.h.)

A study of specific product knowledge of textiles, textile products, and non-textiles. Means of application to student needs considered.

0421. Color, Design, and Fashion Merchandising   (3 s.h.)

A study of basic principles of color, design, and fashion merchandising, and their application to teaching situations.

0422. Methods of Teaching Salesmanship, Advertising, and Display   (3 s.h.)

Successful teaching methods are studied. Teaching salesmanship, advertising, advertising layout, and display are practiced by the students.

0423. Admin/Supervision in Voc Ed  (3 s.h.)

0426. Professionalism/Staff Development   (3 s.h.)

0500. Pedagogical Competence   (3-15 s.h.)

Prospective vocational teachers/technical trainees are placed in supervised public school/industrial experiences and assisted in their professional development through individualized instruction and seminar activities. (This is an alternative delivery system equivalent to the professional requirement.)

0501. Curriculum Development in Vocational-Technical Education   (3 s.h.)

Analysis of curriculum theories and the practical application of the systems approach in the analysis, design, development, implementation, and evaluation of performance-based education or technical training programs.

0507. History and Principles of Vocational-Technical Education   (3 s.h.)

The range of activities covered by state and federal vocational/technical education laws. Vocational/technical education as an integral part of the public system. The development of a point of view regarding alternative school-to-work programs.

0513. Microcomputer Applications   (3 s.h.)

Primarily geared for teachers who will use the computer as an educational tool.

0514. Current Developments and Trends in Business Education   (3 s.h.)

Analysis of the literature on trends in business education as they relate to business and economic education.

0524. Cooperative Vocational-Technical Education   (3 s.h.)

Organization and administration of school-to-work and vocational cooperative education programs to include types, values, related instruction, program standards, evaluation, legal requirements, and youth organizations.

0527. Program Planning and Evaluation in Vocational-Technical   (3 s.h.)

Study of the factors used to determine the vocational training needs of labor market areas, including local industrial expansion, recession, and unemployment. Students will also consider the organization, nature of offerings, physical facilities, and direction of learning of vocational programs. Evaluation guides and criteria will be developed for teachers, supervisory, technical trainers, and administrative personnel in vocational education or technical training programs.

0530. Coordination Methods  (3 s.h.)

0550. Student Leadership Programs in Vocational-Technical Education   (3 s.h.)

Educational values of student organizations as well as other student leadership activities.

0601. Seminar in Vocational-Technical Education   (3 s.h.)

Prerequisite: permission of instructor.

Seminar for the master's level student capable of intensive and critical analysis of selected problems, current trends and research in education or technical training.

0669. Project Based Learning   (3 s.h.)

0680. Internship in Vocational-Technical Education   (3-6 s.h.)

Prerequisite: permission of adviser and admission to the master's degree program.

Supervised internship within the specified fields of education/technical training to provide the student with leadership development experiences.

0691. Special Topics/Problems in Vocational-Technical Education   (1-3 s.h.)

Special problems identified in specialist, supervisor, director, and technical training master's internships and research projects. Limited to master's degree students.

0692. Special Topics/Problems in Vocational-Technical Education   (1-3 s.h.)

Special problems identified in specialist, supervisor, director, and technical training master's internships and research projects. Limited to master's degree students.

0693. Special Topics/Problems in Vocational-Technical Education   (1-3 s.h.)

Special problems identified in specialist, supervisor, director, and technical training master's internships and research projects. Limited to master's degree students.

0801. Seminar in Vocational-Technical Education   (3 s.h.)

Prerequisite: permission of instructor.

Seminar for the graduate student capable of intensive and critical analysis of selected problems, current trends and research in education or technical training.

0880. Internship in Vocational-Technical Education   (3-12 s.h.)

Prerequisite: permission of adviser.

The supervised internship provides the student with leadership development experiences.

0891. Special Topics/Problems in Vocational-Technical Education   (1-3 s.h.)

Special problems identified in specialist, supervisor, director, and technical trainer. Limited to post-master's students.

0892. Special Topics/Problems in Vocational-Technical Education   (1-3 s.h.)

Special problems identified in specialist, supervisor, director, and technical trainer. Limited to post-master's students.

0893. Special Topics/Problems in Vocational-Technical Education   (1-3 s.h.)

Special problems identified in specialist, supervisor, director, and technical trainer. Limited to post-master's students.

 

Early Childhood Education

0410. Curriculum Models in Early Childhood Education   (3 s.h.)

An investigation of the role of early childhood curriculum models within the context of current, as well as historical issues and concerns. Special attention focused on the purpose, function, and impact of prominent early childhood curriculum models.

0414. Teacher-Parent-Community Collaboration in Early Childhood Education   (3 s.h.)

Advanced study of early childhood educators, families, and community personnel as members of teams designed to support and optimize children's health, growth, and development.

0415. Curriculum and Instruction in Early Childhood Education   (3 s.h.)

Designed as an intensive study of curricular content and instructional strategies appropriate for the age and development of infants, toddlers, and young children.

 

Elementary Education

Note:See also English Education, Mathematics Education, Science Education, Science, Social Studies Education, and Student Teaching.

0600. Reading in Elementary School   (3 s.h.)

Prerequisite: a course in child development and an undergraduate reading course.

A contemporary course in reading instruction with emphasis on current issues and trends.

0602. Literature for Elementary School Children [N-6]   (3-6 s.h.)

Prerequisite: course in child development.

Current issues in literature for children with emphasis upon the use of literature in the classroom. Contributions of authors of children's literature are analyzed and evaluated.

 

Foreign Language Education

0426. Special Projects in Foreign Language Education, Grades K-16   (3-6 s.h.)

For foreign language, TESOL, and bilingual education teachers. Students work on special projects such as drama techniques in language learning, humanistic techniques of teaching foreign and second languages, development of written curricular materials, and the dynamics of the second language class.

0427. Special Projects in Foreign Language Education, Grades K-16   (3-6 s.h.)

For foreign language, TESOL, and bilingual education teachers. Students work on special projects such as drama techniques in language learning, humanistic techniques of teaching foreign and second languages, development of written curricular materials, and the dynamics of the second language class.

0430. Curriculum and Methods in Foreign Languages   (3 s.h.)

Readings, theory, research, and demonstrations related to current methods and approaches for teaching foreign and second languages. Differences between learning a second language as a child, teenager, and an adult are explored. For foreign language, TESOL, and bilingual education teachers.

0431. Innovations in Foreign Language Education   (3 s.h.)

For foreign language, TESOL, and bilingual teachers. Recent innovations or trends in foreign and second language education. Topics such as whole language, cooperative learning, authentic materials, pair and small group communicative activities in teaching the four skills, dialogue journals, jazz chants, and creating student and teacher-made materials.

0433. Multimedia Approaches to Teaching Foreign Language   (3 s.h.)

Effective uses of various types of media in teaching all aspects of foreign and second language. Creating stimulating materials and demonstrating their use through mini-lessons. For foreign language, TESOL, and bilingual teachers.

0437. Teaching Second Language Culture   (3 s.h.)

Devoted to how to teach culture and what to include. Identifying patterns of the target culture and areas of misunderstanding between cultures. Comparisons made between one's native culture and the target culture. Materials based on mini-dramas, simulations, and nonverbal communication are demonstrated and prepared by students for classroom use. For foreign language, TESOL, and bilingual education teachers.

0610. Applied Language Study for Language Teachers I.   (3 s.h.)

Provides an introduction to the study of languages, and examines the linguistic procedures involved in describing the phonological, lexical, grammatical and discourse systems of language. Considers the application of this study to the development of teaching materials and to the methodology of second and foreign language teaching.

0612. APP LANG STDY/LANG TCHII   (3 s.h.)

0614. Approaches to Teaching a Second and Foreign Language   (3 s.h.)

Examines approaches to the design, implementation and evaluation of second and foreign language curricula, undertaken through a study of 'method' construct, syllabus design, classroom methodology and lesson evaluation. How communication is constructed in a second and foreign language classroom, and how this provides opportunities for learning and language acquisition are also examined.

0616. TCHG SEC/FRNG LANG SKILL   (3 s.h.)

0618. Second Language Acquisition   (3 s.h.)

Examines theories and research that address how learners acquire a second language (L2) in tutored and untutored settings, and provides a description of the major properties of learner-language and how these change over time. Examine external and internal factors that shape interlanguage development, including input/interaction, first language transfer, cognitive mechanisms of attention and language universals. Particular attention to the effects of formal instruction on interlanguage development.

0620. Contexts for Teaching and Learning Language   (3 s.h.)

Introduction to connections between sociolinguistics and language teaching by exploring the micro and macro levels of context in a variety of sites for learning a second and foreign language (U.S., international, university-based, community-based, public school-based) and with a variety of types of learners (varying age, ethnolinguistic background, educational experiences, socioeconomic class, etc).

0623. Applied Linguistics   (3 s.h.)

In-depth survey of the variables affecting language acquisition, language use, and the pedagogical applications of the same. Topics include: nature of language acquisition, effects of motivation, attitude, personality, age, and socio-cultural variables, as well as aspects of language research methodology. Attends to both first and second language acquisition.

0624. Teaching the New Grammars in the Secondary School   (3 s.h.)

Examines traditional, structural, and transformational generative grammar as they apply to curriculum and instruction. Methods used in current approaches to teaching of grammar are examined and appraised.

0642. The Sound System of American English   (3 s.h.)

Examines ways in which linguists talk about sounds and sound systems; some ways of describing and teaching the sounds of American English; controversies about the role of pronunciation in the classroom; and the social meaning of linguistic variation.

0645. Seminar in Second/Foreign Language Education   (3 s.h.)

Current topics and research in teaching Second/Foreign language and literature. Topics to be covered include cognitive, cultural, social, and psychological factors affecting language learning; the role of literature study in the life of the learner, and class-oriented research.

0651. Special Projects in English Education   (3 s.h.)

Current topics of interest in the field of English Education.

0652. Teaching English to Speakers of Other Languages I.   (3 s.h.)

Helps students gain a critical perspective as a framework for language teaching and covers four main themes: notions of language and the competent language user; the language learner including models of language acquisition; the situation including factors that affect learning and approaches to teaching that best facilitate language acquisition. This course, Part I of II, concentrates on theoretical background.

0653. Teaching English to Speakers of Other Languages II.   (3 s.h.)

A continuation of the basic course in Teaching English as a Second Language. TESOL Methods, Part II focuses on teaching listening, speaking, reading, and writing in an integrated mode designed to promote oral and written communicative competence in English.

 

Secondary Education

Note:See also English Education, Foreign Language Education, Mathematics Education, Science Education, Science, Social Studies Education, and Student Teaching.

0465. Methods and Materials in Secondary Social Studies   (3 s.h.)

This course is available for students interested in becoming eligible for certification at either the 8-12 or supervisory level in social studies. Contact a social studies adviser for further information. Instructional materials and teaching strategies for secondary social studies. Examines the theoretical propositions underlying approaches to teaching secondary social studies. A special project is required.

0471. RDG PROBS IN SEC SCHS   (3 s.h.)

 

Special Education

0400. Education and Psychology of Students with Disabilities   (3 s.h.)

Introductory course in Special Education. Emphasis upon psychological and educational factors relative to exceptional individuals including students labeled mentally retarded, emotionally disturbed, gifted, learning disabled, and sensory impaired. (Inclusive School Practices.)

0510. Learning Environments   (3 s.h.)

Examination of the context in which exceptional persons learn. Consideration of the influence of multiculturalism, the family, school, social agencies, the media, courts, laws and forces such as inclusion as they affect the learning environment. (Inclusive School Practices.)

0511. Managing Learning Environments   (3 s.h.)

Provides students with the knowledge of a range of alternative management techniques appropriate for facilitating learning in classrooms, within families and in other environments. Multicultural aspects of learning environments are considered. (Inclusive School Practices.)

0512. Methods and Curriculum   (3 s.h.)

An introduction to the appropriate assessment and teaching of persons with disabilities at a variety of age levels. Particular emphasis placed upon the modification of the basic school curriculum. (Inclusive School Practices.)

0521. Issues in Social, Emotional, and Physical Development   (3 s.h.)

The nature, developmental problems, assessment, and educational intervention of physical, perceptual, motor, and socio-emotional problems are studied. Field application including observations, interviews, and trial interventions are required. (Inclusive School Practices.)

0522. Cognition, Language, and Literacy   (3 s.h.)

Deals with the following aspects of language and cognitive development: nature and theory, multicultural aspects, normal acquisition and development, problems in development, assessment and intervention strategies. An attempt is made to link theory and practice. (Inclusive School Practices.)

0523. Advanced Methods and Curriculum for Persons with Disabilities   (3 s.h.)

Emphasis is placed on utilizing information gained in previous courses in determining assessment strategies as well as teaching methodology, techniques, and materials for the individual with disabilities. Specific learning characteristics and individual learning styles are considered. Practices that promote the full inclusion of students are emphasized. (Inclusive School Practices.)

0550. Disability Rights and Culture   (3 s.h.)

Course examines the history, legal, and legislative issues in disability rights and empowerment issues in the disabilities communities. (Inclusive School Practices.)

0561. Effective Collaboration in Inclusive School Settings   (3 s.h.)

For pre-referral and post-referral pupil assistance personnel to develop communication, collaboration, and consultative skills with classroom teachers and other team members. (Inclusive School Practices.)

0589. Research and Evaluation in Developmental Disabilities   (3 s.h.)

Students are introduced to current research practices, legislation, and evaluation procedures in the field of developmental disabilities. Focus will be policy-relevant and consumer satisfaction research. (Inclusive School Practices.)

0590. Practicum in Special Education   (6 s.h.)

Prerequisite: Prerequisite for students with no background in education.

Precedes Spec. Ed. 591-592 or 594. Offered during the academic year and the summer. One-half day practice teaching, five days each week when taken in the summer.

0591. Practicum in Special Education   (6 s.h.)

Prerequisite: Spec. Ed. 590, fall practicum for full-time students.

For education majors or non-education majors who have completed 590. Temple will place students at a site. One-half day of practice teaching, five days each week for the full semester.

0592. Practicum in Special Education   (6 s.h.)

Prerequisite: Spec Ed. 590, Spring practicum for full-time students.

Course description and prerequisites are the same as those for Special Ed. 591.

0594. Practicum in Special Education   (6 s.h.)

Full-time summer practicum. Temple provides the practicum site. Five full days (mornings and afternoons) of practice teaching each week for the full summer semester.

0601. Seminar in Special Education   (3 s.h.)

A seminar for advanced students to explore in-depth concepts involving persons with disabilities.

0611. Total Inclusion Seminar   (3 s.h.)

Course content focuses on inclusive practices in school, community, and employment settings for students with various degrees of disability.

0642. Infants and Young Children with Disabilities: Issues, Theories, and Concepts   (3 s.h.)

Provides the student with knowledge of how the development of children with disabilities aged 0-6 takes place. Examines major intervention models and the assessment of infants and young children with disabilities.

0666. Inclusive School Practices   (3 s.h.)

School restructuring efforts that are occurring nationwide are examined and established practices to accommodating students with a range of abilities are discussed.

0710. PROSEMINAR IN INDIV DIFF   (3 s.h.)

0711. Seminar in Special Education Research   (3 s.h.)

Permission of the instructor required. A seminar on problems of research as applied to special education.

0740. Seminar in Exceptionalities   (6 s.h.)

Current trends, problems, and issues in special education, teacher education, research, and administration.

0741. Seminar in Exceptionalities   (6 s.h.)

Current trends, problems, and issues in special education, teacher education, research, and administration.

0891. Internship in Administration and Supervision in Special Education   (3or6 s.h.)

Prerequisite: permission of instructor.

The student is assigned to an administrative experience with an administrator of special education. Specific competencies in administration and supervision are developed.

0893. Internship in Research in Special Education   (6 s.h.)

Prerequisite: completion of research concentration and permission of instructor.

The student is assigned to participate in special education research in a university, agency, or school having ongoing research activity. A full-time position with on-the-job supervision by Temple staff.

0989. Individual Problems in Special Education   (1-12 s.h.)

Maximum credit, 12 semester hours. Open by permission of the instructor. Intended to meet the needs of students who desire to undertake an individual investigation.

0997. Master's Thesis in Special Education   (6 s.h.)

0998. Master's Thesis in Special Education   (6 s.h.)

Teaching English as a Second Language (TESOL)

0610.  Applied Language Study I:
Assessment of English learners' language and literacy development (3 s.h.)

The purpose of this graduate course is to combine foundational theory of language acquisition principles and language structure with a hands-on/field experience in diagnostic analysis and assessment of an English learner's language and literacy development. The course starts out with an overview of current theories of first and second language acquisition and bilingual and biliteracy development, with a particular focus on English. Students are introduced to the structure of English syntax, morphology, lexicon and the sound system and to multiple language assessment models which allow teachers to document English learners' progress and to address their needs with particular instructional methods and strategies. The course will feature several guest speakers, including faculty members from Temple's Language, Speech, and Hearing program who will introduce the students to current research-based methods of assessment of bilingual children's phonology. As a practicum component of the course, students will be asked to make biweekly tape recordings of the oral speech of one English learner and to collect their written work. Throughout the course they will be given an opportunity to apply the theoretical knowledge offered in the course and to assess the learner's strengths and weaknesses in morphosyntax, phonology, lexicon, and written English as well as to recommend appropriate instructional strategies and to develop targeted structural exercises that can address the learners' needs. As their final assignment they will assess the learner's overall development and progress and recommend instructional strategies, adaptations, and modifications to assist the learner in question. This learner will be either one of their own students or a student in one of the schools associated with the TESOL program. This field experience will allow the students to deepen their theoretical understanding of the structure of English, to apply their knowledge of assessment of language and literacy development and verbal and non-verbal communication, and to learn how to identify levels of language proficiency, acquisition, and content learning and to bridge theories of language learning with instructional practice.

0612.  Applied Language Study II (3 s.h.)

This course provides students with an opportunity to conduct hands-on analysis and diagnostic assessment of learner language in the areas of lexicon, semantics, and pragmatics, and to help them develop effective teaching strategies for addressing problems in these areas. Each student will be required to work with an individual ESL learner or a group of learners, to taperecord their tutoring sessions, to assess learners’ strengths and weaknesses, to analyze their linguistic development and to address learners’ needs with particular instructional methods, strategies, and targeted exercises. The goals of the course are to deepen students’ understanding of how English works on the level of discourse and to help them become more effective teachers of vocabulary and discourse structures.

0614.  Approaches to Teaching English Language Learners (3 s.h.)

The purpose of this course is to introduce both undergraduate and graduate students to current research-based methods, strategies, and resources in K-12 and adult ESL education. The course offers a critical overview of a variety of ESL methods, with the focus on recent developments in content-based, task-based, and standards-based pedagogy, critical pedagogy, pedagogy of multiculturalism, and computer-assisted language learning. Students are familiarized with the principles of needs assessment and materials selection and adaptation and are offered multiple opportunities to observe, apply, and reflect upon particular approaches. A practicum component of the course includes microteaching, observations conducted by the students in one of the schools associated with Temple's TESOL program and tutorials of English language learners. These field experiences will allow the students to deepen their knowledge and understanding of current instructional methods and technologies designed to meet the needs of English language learners.

0616.  Teaching Second/Foreign Language Skills:
Curriculum and Assessment in TESOL (3 s.h.)

This graduate course offers the students a foundation in designing and implementation of ESL curricula, programs, and assessment methods. Rather than separating language instruction into discrete skills, this course looks at the relationships among reading, writing, listening and speaking. In doing so, it promotes a holistic approach, using a pedagogy of multiliteracies framework for understanding of instructional designs teachers have available to them. The course also addresses the content of instruction an often neglected aspect of language teaching. Readings and class assignments offer students multiple opportunities to explore the forms and functions of assessment in language and literacy learning. A key component of the course is reflection about ways in which instructional activities are organized in curricula and ways in which reading, writing, listening and speaking development are assessed. The course will also discuss building support networks for English language learners both inside the schools and in students' homes and communities. A practicum component of the course includes design and implementation of thematic units and assessment methods, and selection, modification and development of classroom materials and resources.

0618.  Second Language Acquisition (3 s.h.)

This course introduces key concepts in second language acquisition (SLA) and surveys current research, which addresses linguistic, neurolinguistics, cognitive, and sociocultural aspects of second language learning and use. Classroom discussions focus on linking SLA theories and empirical research to language teaching practice. Students are required to conduct a research project on a SLA topic of their choice.

 
0620.  Contexts for Teaching & Learning Language (3 s.h.)

The purpose of this course is to function as an introduction to social, historical, legal, and cultural issues influencing language learning and use in the context of linguistic diversity, and to develop sensitivity to the needs of culturally and linguistically diverse students. The course begins by an overview of educational and language policies in the US, with a particular focus on the federal, state and local mandates regarding the instruction and assessment of English language learners. Then students examine the needs, experiences, values, and beliefs of culturally and linguistically diverse learners, including learners with special needs, and their families and communities. Interaction with guest speakers from Temple's Language, Speech and Hearing program (which trains bilingual speech pathologists), School Psychology Program (which trains school psychologists), and Special Education program will allow students to obtain extensive knowledge and understanding of school support services available to English language learners and their families. The discussion will highlight ways of getting support from bilingual school psychologists and speech pathologists, appropriate use of translators in home/school communication, and specially designed instruction pursuant to the Individuals with Disabilities Education Act. Making adaptations for English language learners with disabilities and experience in developing Individualized Education Plans for these students will be an important component of the course. Students will also be introduced to principles of intercultural communication, including the basics of non-verbal communication, and familiarized with techniques that may be employed to promote school staff's understanding and sensitivity toward cultures and languages other than English. In a practicum component of the course, students will engage in a case study of one English language learner and their family and community. This field experience will allow students to develop an in-depth understanding of how to build home/school relations. (The design and implementation of this course build on the cutting-edge research conducted by Dr. Ellen Skilton-Sylvester in collaboration with special education faculty on the legal underpinnings and best practices in special education for English language learners with disabilities).