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Course Criteria
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3.00 Credits
Middle-level Mathematics Initiative teacher participants examine, analyze, and implement a variety of assessments that are aligned with standards and instruction appropriate to the middle level math learner. Cross listed with NASC 5225. Prerequisites: admission to the SMTC program.
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3.00 Credits
A graduate level seminar to be taken concurrently with undergraduate methods courses in specific content areas (EDSE 425X-4260, EDEL 4309) EDCI 5250 is restricted to students pursuing teacher certification leading to a Master of Arts in Curriculum and Instruction. Prerequisite: Successful completion of EDCI 5550, EDST 3500, EDCI 5870, Seminar in Assessment, earned Bachelor's degree from an accredited institution.
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3.00 Credits
Designed to acquaint the student with recent developments, research findings, and newer practices. Viewpoints expressed by experts are compared, and an emphasis is given to the objectives of knowledge and to an understanding of attitude and skills. Prerequisite: graduate standing.
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3.00 Credits
Examines contemporary research and practice in elementary writing instruction. Students will read and discuss cutting-edge instructional and assessment methods addressing writing skills and processes related to transcription, spelling, written language conventions, and genre-based writing. In addition, students will analyze their current writing instruction and develop, implement, and evaluate new approaches. Prerequisite: graduate standing.
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3.00 Credits
Addresses theoretical and conceptual foundations of working with second language learners. Classroom applications of this theoretical base to interactions with English language learners, curriculum, instruction, assessment and evaluation, classroom organization, and school-community relations. Native American language revitalization issues are featured. Dual Listed with EDCI 4350. Prerequisite: graduate standing.
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3.00 Credits
This course traces the historical lineages of research and practice in literacy. Students will explore major paradigm shifts and epistemological perspectives related to various domains of knowledge within literacy research and instruction across time. Implications for current in-school and out-of-school practices are examined. Prerequisites: graduate standing.
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3.00 Credits
Examines teachers as consumers of literacy research and the organizations that provide access to literacy research. Analyzes the current science of reading movement and key recent research initiatives that impact literacy teaching. Prerequisite: graduate standing.
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3.00 Credits
Examines contemporary research and practice in writing instruction at the middle and high school level. Students will read about and discuss cutting-edge instructional and assessment methods addressing writing skills and processes related to transcription ,spelling, written language conventions, and genre-based writing. In addition, students will analyze their current writing instruction and develop, implement, and evaluate lessons that involve new instructional approaches. Prerequisite: graduate student standing.
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3.00 Credits
Examines the role of educations as literacy leaders (e.g., specialist, coach, administrator, teacher leader) as it relates to students, parents, staff, and other stakeholders. Analyzes current trends as they affect the role of educations who serve as literacy leaders in school contexts. Prerequisite: graduate standing.
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3.00 Credits
Links the use of literature for children with instruction and practice in reading, writing, spoken language, and critical thinking skills. Students are expected to have a strong background knowledge of literature for children before taking this course. Dual listed with EDCI 4390. Prerequisite: EDEL 2280, or basic children's literature course work.
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