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Course Criteria
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4.00 Credits
Examines a variety of definitions of curriculum developments; readings reflect current theories and research related to substantive issues in the field: how learning is influenced by stated goals of education, cultural background of the learners, structure of the school setting, competencies of teachers, psychological characteristics of the learners, and means of measuring student achievement.
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2.00 Credits
Provides an overview of reading in the US. Topics covered include the definition of reading and its importance, theoretical models and philosophies of reading and reading instruction, the history of reading instruction, the development of reading skill, current research-based reading instruction, Federal legislation affecting reading instruction, and professional and state standards related to reading instruction.
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4.00 Credits
The first of two courses focusing on research-based reading instruction for students in grades K-12. This course focuses primarily on the development of literacy from birth to preschool and reading instruction for the elementary grades, K-5.
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4.00 Credits
The second of two courses focusing on research-based reading instruction for students in grades K-12. This course focuses primarily on reading instruction for middle and high school students, grades 6-12. Reading comprehension in the content areas is a particular emphasis. Prerequisite: CI 503.
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4.00 Credits
Reviews many of the linguistic, cultural, and social factors that affect students (K-12) reading instruction, assessment, and development. Drawing on socio-cognitive and socio-constructivist theories of literacy and culturally responsive pedagogy and social justice issues, the course involves the evaluation and design of instruction and assessments for students from diverse linguistic, cultural, and class backgrounds.
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2.00 Credits
Focuses on the various roles of the K-12 reading specialist, including leadership, assessment, and coaching. The course examines the roles of the reading specialist in professional development, curriculum design, instruction, and the management of resources. Requires an internship with a reading specialist. This is a two-part course, with 2 hours completed in one term and 2 hours in a subsequent term. May be repeated in separate terms to a maximum 4 hours. Prerequisite: CI 503, CI 504.
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4.00 Credits
Intensive examination of problems and trends in the subject fields. May be repeated to a maximum of 8 hours.
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4.00 Credits
Reviews the principal methodologies used in research on curriculum problems; emphasizes subject-analytical, large-scale survey, experimental, case methods, and clinical studies; emphasizes the conceptual and practical problems in such research.
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4.00 Credits
Explores the role of assessment in the education of culturally and linguistically diverse students in K-12 classrooms. The current state of assessment in the United States will be analyzed as well as how assessments are used for the identification and placement of bilingual and ESL students. An overview of standardized forms of assessment at the state, district and school level will be provided. Students will also learn how to administer, score and evaluate language proficiency assessment. Same as LLS 517. Prerequisite: CI 433 or consent of instructor.
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4.00 Credits
Origins, assumptions, applications, and development of approaches to educational program evaluation in practice over the past twenty years; unobtrusive measures and noneducation evaluation systems; and practice in collecting evaluative data. Same as EPSY 572. Prerequisite: EPSY 480, one year of work with children or youth in an institutional setting, or consent of instructor.
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