Graduate Bulletin-College of Education

Students are provided with practical experience in formulating research problems and designing appropriate methods to address those problems within a lifelong perspective of education and learning. An overview of various research designs, including both qualitative and quantitative designs are conducted. Students are expected to learn how to design research.

832. Technology, Teaching, and Learning. (3 s.h.)

Focuses on educational technologies and the ability of technology to enhance both program administration and teaching and learning for youth and adults in school and non-school settings. The ethical, social, and scientific ramifications of technological developments in education and how these developments affect the teaching and learning process are discussed. Application of instructional technologies in education, business, and industry presented.

899. Dissertation Proposal Design. (3-6 s.h.)

Limited to doctoral candidates who have successfully completed the comprehensive examination and do not have a dissertation proposal. Students may register for this course for a maximum 6 s.h.

999. Doctor of Education Dissertation. (3-9 s.h.)

Registration is limited to candidates for the Ed.D. who have successfully completed the Preliminary Examination and the minimum number of semester hours of course work required for the degree. Continuous registration during the fall and spring terms is required until the dissertation has been completed and accepted by the Graduate Board. A minimum of six semester hours is required of all degree candidates.

Early Childhood Education (ECH ED)

410. 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.

414. 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.

415. 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 (EL ED)

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

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

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

602. 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.

Inclusive School Practices (SPEC ED)

400. 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.

510. 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.

511. 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.

512. 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.

521. 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.

522. 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.

523. 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.

550. 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.

561. 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.

589. 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.

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

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.

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