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Course Criteria
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3.00 Credits
This course introduces students to qualitative research in education. Using qualitative research in educational settings places the lived experiences of individuals and/or communities as the core of analysis and is grounded in a theoretical framework that relies on multiple perspectives of the same setting. During this course students will be introduced to the key tools used for qualitative research, through readings, discussions, and application.
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2.00 Credits
This course examines a variety of instructional approaches to teaching English as a Second Language (ESL) which are being used throughout the United States. These approaches will be discussed in light of underlying language learning theories. Instructional materials representing various approaches to teaching ESL will be examined. Students will also have the opportunity to construct instructional material for use in teaching ESL.
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2.00 Credits
This course examines a variety of instructional approaches to teaching English as a Second Language (ESL) which are being used throughout the United States. These approaches will be discussed in light of underlying language learning theories. Instructional materials representing various approaches to teaching ESL will be examined. Students will also have the opportunity to construct instructional material for use in teaching ESL.
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3.00 Credits
This course addresses issues central to teaching and learning mathematics in middle grades; building learning communities, how students learn mathematics, worthwhile mathematical tasks, instructional modes, technology options, assessment to inform instruction, and professional perspectives. For graduate credit, elect EDMA 511. (YR).
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3.00 Credits
This course addresses issues central to teaching and learning mathematics in middle grades; building learning communities, how students learn mathematics, use of worthwhile mathematical tasks, instructional modes, technology options, assessment to inform instruction, and professional perspectives. (Y).
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3.00 Credits
Problems and strategies for making effective the reading, symbolizing, graphing, diagramming, explaining, and writing of mathematical concepts and solutions: multiple uses and forms of assessment.(W)
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3.00 Credits
This course focuses on leadership concerns in mathematics education at the middle grades level. Topics may include school reform; staff development; program review; communicating with the community; new teacher induction; proposal writing. Open only to graduate students or by permission of the instructor. (Y).
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3.00 Credits
Curriculum Development and Research in Mathematics Education is a capstone course for leadership in mathematics education. It addresses recent research in mathematics education and the design, implementation, and evaluation of research-based curriculum development; action research methods; and applications.
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1.00 - 3.00 Credits
This course focuses on mathematics education topics of current or emerging interest, such as current research; current curriculum development; issues related to school organization; new technologies; new national, state, or local initiatives; focused fieldwork; and equity concerns. Open only to graduate students or by permission of instructor. Course may be repeated for up to six hours when specific topics differ. (OC).
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2.00 - 3.00 Credits
Course addresses developing, implementing, and evaluating teaching strategies and materials that incorporate principles of direct instruction and multi-sensory activities that promote inclusion of students with special needs in general education settings, increase all students' academic achievement, and improve social interaction among students from a wide variety of social, economic, and cultural backgrounds. (F,W,S).
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