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Course Criteria
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3.00 Credits
This course focuses on the assessment and remediation of reading disabilities and appropriate instructional intervention strategies for elementary in-service teachers. Content will include: interest inventories, English language learning screening, visual and auditory discrimination tools, language expression and processing screening, phonemics, phonics, vocabulary, fluency, comprehension, spelling and writing assessment tools, and instructional strategies. Prerequisite: none.
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3.00 Credits
This course focuses on assessment and instructional strategies for students struggling with reading and writing in secondary classrooms. Teachers will research "best practices" in literacy instruction and will assess students through multiple perspectives including interest inventories, learning styles, English Language learning, visual and auditory discrimination, decoding skills that include phonetic analysis, syntactic analysis, semantic analysis, sight word vocabulary, and fluency. Reading comprehension and the significance of a learner's prior knowledge in the understanding of content area reading will be addressed as well as writing assessments. Differentiated instructional strategies will be embedded into lesson and unit plans to accommodate varying learning needs. Prerequisite: none.
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3.00 Credits
This course provides a broad introduction to educational research and the various traditions found within the community of educational researchers. Attention will be given to the central role of data collection and interpretation in curricular, programmatic, and leadership decision-making. The student will examine the moral, legal, and ethical issues that arise when conducting research. The coursework leads to the development of the initial research project design for meeting the degree requirements of the Master of Science in Educational Leadership.
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3.00 Credits
This course provides a broad introduction to basic concepts of research design, strategies of experimental, historical, and descriptive research, and basic statistical procedures. Participants will use these concepts to read, interpret and evaluate educational research and to design a research study in an educational setting on a question of significance to the field of teaching and learning. Educational research and the various traditions found within the community of educational researchers. Attention will be given to the central role of data collection and interpretation in curricular, programmatic, and leadership decision-making. The student will examine the moral, legal, and ethical issues that arise when conducting research. The coursework leads to the development of a reserach design plan that could be further developed into an action research project in a school/district. Prerequisite: none.
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3.00 Credits
The students will examine how issues of ethnicity, economic status, gender, geography, history and other considerations play a significant role in the forces which shape and define educational settings. Through exploration of the schools' political/social environments, students will discover the factors that influence educational policy and how educational policy shapes curriculum.
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3.00 Credits
Students will explore issues with special populations; gifted, special needs, and students with disabilities, which effect curriculum development, instructional patterns, and differentiation in the classroom. Strategies for identifying students, developing instructional plans, and implementing curriculum will be a focus of the course. Prerequisites: EDU521 and EDU551.
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3.00 Credits
An overview of the development of learning communities within the school system. The emphasis in this course is that the school system reflects the community it serves. This includes developing partnerships with the parents, the business community and local/state/federal agencies that serve the community.
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3.00 Credits
This course focuses on the development of strategies for linking national and state standards to classroom curriculum. This course will explore the historical foundations for the standards movement as well as current research on standards as a basis for understanding standard-based instruction. The content includes grade-level benchmarks and assessments, development of a pacing chart, scope and sequence, and identifies instructional resources. Prerequisites: EDU521 and EDU551.
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3.00 Credits
Candidates examine the criteria and development of effective instructional programs, including the dynamics involved in planning, implementation and evaluation of programs; the implications of personnel and resource development to the overall instructional model; and the skills necessary to effectively and positively impact personnel in order to create and sustain a positive learning environment.
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3.00 Credits
Participants will examine the issues and current trends in curricular reform, including planning, implementation and evaluation of programs. The emphasis in this class will be to explore the rationale for change, to develop collaboration and to identify effective processes for curricular reform.
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