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Course Criteria
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3.00 Credits
The purpose of this course is to provide master's degree students with a basic introduction to the Diagnostic and Statistical Manual of Mental Disorders in relation to the psychology of deviant, or abnormal, behavior. This course will explore the subject on a number of different levels. Knowledge will be gained through: (a) an understanding of the history and theories in the field through lecture, readings, the internet, group discussions, and research; (b) an understanding of diagnoses in the DSM-IV-TR; and (c) the application of this knowledge through exercises, assignments, class participation, and videotaped role-plays.
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3.00 Credits
This course will introduce students to historical relationships between language, literacy, culture, socioeconomic status, and power. Through that lens, students will learn about and enact culturally responsive and sustaining pedagogies in reading and writing, focusing on how to support students whose first language is not English, as well as speakers of a range of dialects.
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3.00 Credits
This course is a study of a specific topic in the field of education at the graduate level.
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3.00 Credits
A foundational course designed to focus on developing literacy skills. The developmental process of literacy growth along with techniques for teaching phonemic awareness, word recognition, vocabulary, and comprehension skills will be explored.
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3.00 Credits
Specific methods of literacy instruction will be studied and demonstrated along with analysis and evaluation of a wide variety of materials used in literacy instruction.
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3.00 Credits
A course examining and providing practice with formal and informal assessments used to target children's literacy strengths and identify areas needing improvement. Participants will assess one child and plan corrective instruction based on the assessment results.
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3.00 Credits
A course examining and providing practice with formal and informal assessments used to target children's literacy strengths and identify areas needing improvement. Participants will consider adaptations and modifications for a range of readers, including students whose first language is not English, as well as students who have been designated either as below grade level or as gifted and talented. Participants will then assess a small group of students to understand the student's strengths in literacy and areas of growth. Participants will undertake 15 hours of fieldwork in which they plan and enact instruction based on the assessment results.
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3.00 Credits
This course will address major theories and instructional strategies related to supporting the development of academic language across content areas, focusing specifically on how teachers of all disciplinary backgrounds can support all students-including English Language Learners, students from historically marginalized communities, and readers at a range of proficiency levels-to develop sophisticated forms of language use in particular content areas. Course topics include content-specific instructional strategies for supporting English Language Learners and students from marginalized communities to speak, read, write, listen, and think in ways consummate with the expectations of a discipline, and using inquiry, collaboration, composition, content-area reading strategies as supports for all students' learning across the content-areas.
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3.00 Credits
A field-based course in which each candidate engages in supervised action research. Candidates collect and analyze data and then disseminate findings to school-based audiences.
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3.00 Credits
A course in supervision for master teachers, department heads, and college teachers with supervisory responsibilities in teacher education.
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