Adult Education/Human Resource Development
School
Administration
Early
Childhood Education
Education
Educational
Technology
Elementary
Education
Middle
Education
Middle
and Secondary Education
Reading
Education
Secondary
Education
Special
Education
Adult Education/Human
Resource Development
AHRD 501. Workshop
in Adult Education/Human Resource Development. 1-3 credits.
Designed to
provide workshop experience in a variety of areas involving adult
education/human resource development. Workshop content will be determined by
demand, interest, and input from local, regional and state clientele. May be
repeated up to six hours.
AHRD 520.
Foundations of Adult Education/Human Resource Development. 3 credits.
Historical
beginnings of adult education and human resource development programs are
examined in order to understand current practices. Current issues and trends,
research, legislation and publications will be incorporated into the course.
AHRD 540.
Leadership and Facilitation. 3 credits
This course
examines the multi-faceted concept of leadership and facilitation, focusing on
facilitative leadership approaches and how these contribute to organizational
and individual performance. Traditional and emergent paradigms will be
explored. Emphasis will be placed on knowledge, attitudes and skills that enable
a facilitator to work effectively with diverse work groups, enhance creativity
and draw from organizational and community resources.
AHRD 550. Human
Resource Work Experience. 1-3 credits.
Designed to
provide learners a workplace learning experience that will reinforce their
academic learning to make it more meaningful, develop specific on-the-job
skills, make the transfer of skills and concepts to job applications more
efficient, and increase the likelihood of successful transition to the position
of human resource development professional.
AHRD 560.
Facilitating in Adult Education/Human Resource Development. 3 credits.
This course
equips students to participate in and facilitate groups in organizational
settings. Students examine theories and tools for developing and supporting
effective learning groups and will practice facilitation skills. The course
will address group dynamics, clarification of group task/agenda, meeting goals,
and use of the self as a facilitating instrument.
AHRD 580. Learning
in Adulthood. 3 credits.
This course
provides a comprehensive overview of learning in adulthood. Emphasis is placed
on learning contexts, what and why adults learn, the nature of learning,
learning theories, adult development and the development of adult learning
theory. Ways and means to enhance learning opportunities in the lives of adults
at work, school, worship, in leisure, and for better health are explored.
AHRD 590.
Technology in Adult Education/Human Resource Development. 3 credits.
Participants
will develop competence in instructional technologies in adult education and
human resource settings. Emphasis is placed on software applications to create
modules for designing and implementing training. The use of digital cameras,
camcorders, scanners, audio, editing, and videoconferencing technologies is
included. Prerequisites: Students should discuss with the
instructor their prior experience in technology before registering.
AHRD 600.
Performance Analysis and Needs Assessment in Adult Education/Human Resource
Development. 3 credits.
Focuses on
knowledge and skills basic to organization, process, and task analyses,
including approaches and steps in identifying root causes of performance
problems. Current performance analysis practices in AHRD will be discussed.
Methods and techniques in developing specific instruments for performance
improvement data collection and data analysis will also be covered. Prerequisites:
AHRD 520.
AHRD 610.
Instructional Design in Adult Education/Human Resource Development. 3 credits.
Course
focuses on teaching strategies, techniques, and methods suitable for adult
learners that are supported by research and tested in practice. Course examines
adult education and training and development programs to determine appropriate
learning strategies for differing learners.
AHRD 620.
Consulting in AHRD . 3 credits.
This course
focuses on models, techniques and practices of consulting skills in developing
programs for learners as individuals, groups and organizations. Emphasis is
placed on performance analysis, needs assessment, instructional design
processes, approaches and practices, implementation procedures and evaluation
approaches to various learning settings and clients. Prerequisites: AHRD
520, AHRD 560, AHRD 580, AHRD 600, ARHD 610, or equivalent or permission of the
instructor.
AHRD 630. Research
and Inquiry in Adult Education/Human Resource Development. 3 credits.
This course
provides students with knowledge and skills in research and inquiry. This
course will focus on different qualitative and quantitative research methods,
research designs, approaches to doing literature reviews and analyses, and
determining the size and scope of research projects. Data collection
instruments and analyses approaches will also be covered. Prerequisite: AHRD
520 or students in the stage of conducting R&R projects.
AHRD 635.
Organization and Administration of Adult Education/Human Resource Development
Programs. 3 credits.
This course
examines current and proposed legislation, program development and
organizational structures found in adult education and human resource
development. Emphasis is placed on changing existing structures to lifelong
learner-driven structures.
AHRD 640: Program
Evaluation and Measurement in Adult Education/Human Resource Development. 3 credits.
Focuses on
theories and practices in evaluation and measurement of AHRD programs from the
perspective of impact on organizations, work processes, and individuals, as
well as follow-up decisions. Methods and processes in developing specific
instruments for program evaluation data collection and data analysis will also
be discussed. Prerequisites: AHRD 520: Foundations of AHRD.
AHRD 650.
Instructional Design for E-Learning. 3 credits.
This course
focuses on applications of instructional design theories and principles to
e-learning. Built on students’ learning in AHRD 580 and AHRD 610, this course
provides opportunities for students to apply theories and develop skills for
real-world e-learning design and development. Design planning, storyboarding,
online authoring and other critical e-learning design skills will be addressed.
Prerequisites: AHRD 580 Learning in Adulthood and AHRD 610 Instructional
Design in 610. Students who have not met the prerequisites but still wish to
take the course can meet with the instructor for an assessment prior to
registration.
AHRD 660.
Facilitating Experiential and Action Learning. 3 credits.
This course
examines the historical roots of action learning, organizational learning,
various experiential and action methodologies; and a thorough description of
action learning including what it is, key elements, when it works,
organizational applications, and how it benefits the organization. Prerequisites:
AHRD 540 or permission of the instructor.
AHRD 670. American
Higher Education. 3 credits.
The
objective and organization of prevalent types of institutions are studied.
Current issues and problems in American higher education are explored.
AHRD 671. Teaching
and Learning Processes in Higher Education. 3 credits.
Instructional
practices and themes are studied in relationship to programs in higher
education.
AHRD 673. The
Community College. 3 credits.
The history,
functions and personnel of the comprehensive community college in the American
system of higher education are studied. Current issues facing the community
college are explored.
AHRD 680. Reading
and Research. 3 - 6 credits.
Designed to
provide the opportunity for supervised reading and research in a special
interest area of adult education/human resource development. Prerequisite:
Approval from major adviser and completion of a basic research course.
AHRD 690: Special
Studies in Adult Education/Human Resource Development . 3 credits.
Designed to
provide learners the opportunity to explore topics of special interest that are
more limited than the traditional three credit course. Prerequisite:
Approval of major adviser
AHRD 698.
Comprehensive Continuance. 1 credit.
Continued
preparation in anticipation of the comprehensive examination. Course may be
repeated as needed.
AHRD 699. Thesis
Continuance. 2 credits.
Continued
study, research and writing in the areas of thesis concentration. Course may be
repeated as needed.
AHRD 700. Thesis. 6 credits.
Continued study,
research and writing in the areas of thesis concentration. Course may be
repeated as needed. Prerequisite: EDUC 630 and approval of graduate adviser.
School Administration
ADSU 640. The Fundamentals of Educational Administration. 3 credits.
Examines the fundamental principles and concepts of
organizational theory, structure and climate. There is an emphasis on the administrative
processes and professional ethics of leadership, motivation, decision making,
communication, organizational change and strategic planning. The course offers
opportunities to apply theory to professional practice through the use of case
studies.
ADSU 641. School Law. 3
credits.
Acquaints teachers and prospective school
administrators with the laws governing public education and the legal
responsibilities and powers of state and local governing bodies and
individuals. Emphasis is given to federal and Virginia statutes and case law
affecting due process, liability, equal protection, and the rights of teachers
and students.
ADSU 642. Leadership for School-Community Relations. 3 credits.
The influence of the social and political structures
and conditions on school leadership, personnel, programs and activities is
explored. Strategies for interacting and cooperating with parents, community
leaders, businesses, and organizations for support in the effective
attainment of school objectives and the educational goals of the community are
emphasized. Corequisite: ADSU 658A.
ADSU 643. The Principalship. 3 credits.
Emphasis will be on instructional leadership and
effective school management that promotes positive student achievement, a safe
and secure environment, and the efficient use of resources. Curriculum
planning, scheduling, school improvement planning, assessment of student
progress, school change, and program evaluation will be key topics covered by
this course. Corequisite: ADSU 658B.
ADSU 644. Supervision and Development of School Personnel.
3 credits.
Concepts and approaches for planning and
implementing activities for effective human resource management are explored.
Theories and practices related to recruitment, development and appraisal of personnel
are covered. Evaluation of personnel for the purpose of meeting school
objectives and for professional development receives emphasis. Corequisite:
ADSU 658C.
ADSU 652. School Finance and Business Management. 3
credits.
This course emphasizes the history and principles of
public school financing and the roles of federal, state and local governments
and agencies in financing public education. Taxation for school purposes, the
economics of education, equity and disparity issues, budgetary concerns, strategic
planning, and procedures for school-site management are included. Corequisite:
ADSU 658D.
ADSU 658. Practicum in School Administration. 3 credits.
The practicum provides administrative field
experience in a school setting. Students spend a minimum of 75 hours during the
semester working under the guidance of a practicing school administrator and
university supervisor. Other course requirements include seminars and the
completion of an administrative project. Course graded on a S/U basis.
Prerequisites: Completion of a minimum of 15 credits and permission of
instructor.
ADSU 658A. Practicum in School and Community Relations. 1 credit.
This practicum provides administrative field
experience in school and district settings related to school and community
relations. Candidates will spend a minimum of twenty-five hours in a school
setting and twenty-five hours in a district-level placement working under the
guidance of a practicing school administrator and university supervisor. Corequisite:
ADSU 642.
ADSU 658B. Practicum in The Principalship. 1 credit.
This practicum provides administrative field
experience in two school settings. Candidates will spend a minimum of 50 hours
during the semester working under the guidance of a practicing school
administrator and university professor. Twenty-five hours are required at the
candidate’s school and twenty-five are required at another school level. Corequisite:
ADSU 643.
ADSU 658C. Practicum in Supervision and Development of
Personnel. 1 credit.
This practicum provides
administrative field experience in school and district settings related the
supervision and development of school personnel. Candidates will spend a
minimum of twenty-five hours in a school setting and twenty-five hours in a
district-level placement working under the guidance of a practicing school
administrator and university supervisor. Corequisite: ADSU 644.
ADSU 658D. Practicum in School Business Management and
Finance. 1 credit.
This practicum provides administrative field
experience in school and district settings related to fiscal and business
operations. Candidates will spend a minimum of twenty-five hours in a school
setting and twenty-five hours in a district-level placement working under the
guidance of a practicing school administrator and university supervisor. Corequisite:
ADSU 652.
ADSU 668. Internship for Principals. 3 credits.
Students spend a minimum of 200 hours over six
months working under the supervision of a practicing school administrator and a
university professor. The student should experience the full range of duties,
problems and issues encountered by a school administrator, and receive
developmental and evaluative feedback. Course graded on an S/U basis. Prerequisite:
Completion of 30 credits in the Educational Leadership Program or permission of
adviser.
ADSU 678. Full-time Internship for School Administrators. 3 credits.
Candidates spend a minimum 90 full-time days working
under the working under the supervision of a practicing school administrator
and a university professor. The candidate should experience the full range of
duties, problems and issues encountered by an administrator, and receive
developmental and evaluative feedback. Course graded on an S/U basis. Prerequisite:
Attainment of a full-time administrative position and permission of adviser.
Early Childhood Education
ECED 501. Workshop in Early Childhood Education. 1-3 credits.
Designed to provide students with workshop
experiences related to current needs evident in early childhood programs.
Topics selected will be determined by interest and demand. No more than six
credit hours earned in workshops in education can be applied to a major
program.
ECED 508. Observation and Study of the Young Child. 3 credits.
Skills for observing, recording and interpreting the
behavior of the young child as a basis for adult intervention and guidance are
developed. Laboratory experience is required. Prerequisite: GPSYC 160
ECED 510. The Creative Arts in Early Childhood Education. 3 credits.
This course introduces theory and writing about
creativity, and requires critical analysis of theory in terms of application in
the early childhood classroom. Students plan, implement and evaluate activities
in music, literature and the visual arts that are consistent with creativity
theory.
ECED 511. Early Childhood Practicum with Attention to
Diversity. 3 credits.
This practicum provides a setting for observations
and experiences in ECED classrooms and in the guiding and teaching of young
children including those whose cultures or languages represent diverse family
contexts. The accompanying seminar provides opportunities for activities and
discussion related to PreK-3 classrooms and accompanying texts. Corequisite:
READ 566.
ECED 512. Facilitating Children’s Natural and Social
Science Constructions. 3 credits.
Study of the history, content, processes, teaching
methods, and materials for teaching natural and social sciences in PreK-3.
Focus is on constructivist learning theory, levels of inquiry, and national and
state standards as applied to the selection of content, method, and learning
environment.
ECED 540. Education for Parenthood. (Alternate springs.) 3 credits.
Study of the role and responsibility of parents in
the development of the child. The ability to apply child development principles
to day-to-day child rearing practices is emphasized. Resources for parents are
considered.
ECED 541. Working with Parents of Young Children. (Spring only.) 3 credits.
Study of the role of the teacher in relating to and
working with parents. Methods of involving parents and providing for effective
communication and parent education are emphasized. Resources for supporting
parents in their roles are considered.
ECED 542. Child Development Programs. (Fall only.) 3 credits.
Study of programs in child development centers and
nursery schools. Emphasis is placed on meeting the needs of young children in
groups. Consideration is given to facilities, equipment and materials, program
development, staff training and community resources.
ECED 544. Children and Mathematics in Grades PreK-3. 3 credits.
This course provides students with the knowledge,
skills, and understandings to design and implement effective mathematics
programs in PreK-3 grades. Focus is on appropriate mathematics content,
teaching strategies and curriculum materials from a developmental perspective.
ECED 609. Constructivist Curriculum Design and Evaluation.
3 credits.
Theories and practices in the design,
implementation, and evaluation of curriculum for nursery and kindergarten
through third-grade children are examined with an emphasis on development
through play.
ECED 611. Early Childhood Practicum with Attention to
Special Education. 3 credits.
This practicum provides a setting for observations
and experiences in ECED classrooms and in the guiding and teaching of young
children including those with special needs. The accompanying seminar provides
opportunities for activities and discussion related to PreK-3 classrooms
including those whose abilities require accommodations and adaptations. Prerequisite:
ECED 511. Corequisite: READ 636.
ECED 613. Professionalism and Advocacy in Early Childhood
Education. (Fall only.) 3 credits.
An in-depth study of selected early childhood issues
related to professionalism, advocacy, leadership, and working with families in
a diverse community.
ECED 614. Advanced Theories in Child Development. 3 credits.
In-depth study of selected child development
theories and direct observation as a foundation for purposeful and consistent
instructional decision making. Emphasizes articulating a personally meaningful
theory and gathering assessment data through direct observation for theory
support. Prerequisites: Core of M.Ed. and ECED 613. Corequisite: ECED 616
ECED 615. Administration and Supervision in Early
Childhood Education. (Alternate springs.)
3 credits.
Study of the role of the administrator in facility
planning, budgeting, staff development and personnel supervision in programs
for young children. The role of the administrator as a change agent is
examined. Prerequisite: Permission of instructor.
ECED 616. Advances in Early Childhood Practices. 3 credits.
This field-based course provides opportunity for the
student to synthesize and apply child development and curriculum theory. As
educational decision-makers, students plan, implement and evaluate learning
experiences for a multiage group of children. Prerequisites: Master of
Education core courses and ECED 613. Corequisite: ECED 614.
ECED 619. Seminar in Early Childhood Education. 3 credits.
Seminar experience providing in-depth consideration
of the impact of research related to early childhood. Provides for integration
and consolidation of knowledge acquired in graduate study and its application
through inquiry experiences as the basis for instructional decisions. Prerequisites:
Master of Education core courses and ECED 613 or permission of the instructor.
ECED 632. Inquiry in Elementary Education. 3 credits.
Focus on inquiry as the
basis for learning, philosophical foundations of qualitative and naturalistic
methodology and instruction in the use of qualitative methods in the study of
education and to inform practice. For M.A.T. ECED: Prerequisites: ECED 508
& 511, READ 566, ECED 512 or ECED 544.
ECED 633. Seminar in Education Inquiry. 2 credit.
Focus on the
application of education inquiry and its application to teaching. Prerequisite:
ELED 632. For M.A.T. ECED: Corequisite ECED 690.
ECED 680. Reading and Research. 3 credits.
Directed reading and
research in areas of student interest. Reading and research may be done only in
the major field of study. A plan of study must be submitted in prescribed form
and approved prior to registration for the course. Prerequisites: EDUC 630
or equivalent and written permission of the adviser and department head.
ECED 690. Student Teaching Internship in Early Childhood
Education. 10 credits.
Student teaching
provides a context in which to demonstrate and integrate the skills, knowledge
and dispositions that are essential for success as a classroom teacher. Under
the guidance of a university supervisor students are expected to reflect on the
teaching role as they assume the full responsibilities typical of teachers in
grades PreK-3. Prerequisites: ECED 508, 510, 511, 512, 541, 544, 609 and
611; READ 566 and 636; ELED 632. Corequisite: ELED 633.
Education
EDUC 501. Workshop in Education. 1-3 credits.
Workshop experience
relative to the current needs evident in elementary and secondary school
programs. No more than six credit hours earned in workshops in education may be
applied to a major program in education or no more than three hours may be
applied to a minor program in education.
EDUC 505. Technology Skills for Educational Inquiry. 1 credit.
This course is designed to prepare students for the effective use of the
technology applications needed to conduct educational inquiry.
EDUC 520. Clinical Supervision Seminar. 3 credits.
Designed to help
teachers and other school personnel develop skills for guiding, supervising and
evaluating persons receiving clinical experiences in the school setting.
Emphasis will be on cooperative supervision of clinical experiences, exploring
various clinical models and reacting to simulated situations involving students
receiving clinical and field experiences. Prerequisite: Full-time teaching
experience.
EDUC 522. Concepts in Second Language Acquisition Research
and Application. 3 credits.
This course will help students gain familiarity with second language
acqu-isition research and practice, characteristics of second language
learners, assessment and teaching strategies for second language acquisition.
EDUC 525. Cross Cultural Education. 3 credits.
The course
provides students with knowledge of the effects of socio-cultural variables in
an instructional setting.
EDUC 528. Assessment and Curriculum Development in English
as a Second Language. 3 credits.
The course provides students with a variety of
assessment practices for profiling non-native students’ abilities and for
developing appropriate curriculum.
EDUC 540. Educational Technology. 3 credits.
Develops concepts and
skills related to educational technology including selecting, producing,
evaluating and using traditional forms of media and newer information
technologies, including computers and videodiscs, to enhance delivery of
instruction.
EDUC 570. Methods of Teaching Foreign Languages. 3 credits.
Research findings about Foreign
Languages teaching will be used to identify the most effective instructional
strategies for teaching Foreign Language to students in grades preK-12.
Emphasis will be on developing plans for employing the strategies and making
appropriate instructional decisions based on instructional goals, the learner,
and available resources. Prerequisites: MSSE 370, admission to Teacher
Education and admission to the M.A.T. program. Corequisite: MSSE 571.
EDUC 571. Field Experience in Foreign Language, Practicum
III. 2 credits.
Provides practical
classroom experience in elementary, middle, and high school settings to middle
and secondary foreign language students under the supervision of an in-service
teacher and a clinical professor. Students engage in classroom activities that
provide an opportunity for them to practice the strategies and concepts learned
in the language teaching methods class.
EDUC 620. Changing Contexts of American Schools. 3 credits.
This course focuses on
the nature of educational change in American schooling. Emphasis will be placed
upon contemporary issues facing education, their historical and philosophical
roots and the implementation of educational change.
EDUC 625. Evaluation in Education. 3 credits.
The course is designed to help practicing educators
improve their development and use of assessment tools and techniques. Attention
will also be given to analyzing and interpreting assessment results and investigating
newer developments in the evaluation of learning and instructional programs. Prerequisite:
An instructional methods course.
EDUC 630. Inquiry in Education. 3 credits.
Develop skills,
insights and understandings which will enable the student to become an
intelligent and critical consumer of educational inquiry, and a productive
participant in the inquiry process. Prerequisites: Appropriate technology
skills or EDUC 505.
EDUC 631. Seminar in Educational Inquiry. 1 credit.
Studies of topics
related to educational inquiry. Emphasis on inquiry designs and skills specific
to students’ areas of inquiry interests. Prerequisite: EDUC 630. This course
is graded on an S/U basis.
EDUC 640. Teaching, Learning and Curriculum. 5 credits.
Focuses on the diverse
nature of learners, the processes of learning and development, the role of the
teacher, the design and delivery of instruction, and the processes and
strategies of teaching as they relate to the development of curriculum. Prerequisites:
EDUC 620 and EDUC 630.
EDUC
670, 671, 673 are now AHRD 670, 671, 673
EDUC 675. Internship in Foreign Language Education. 3 credits.
Participants will experience the full range of
conditions and tasks expected of a teacher for students in grades K-12. They
will be expected to develop and demonstrate competencies in teaching with the
supervision and support of experienced teachers. Prerequisites: Admission to
Teacher Education and the MAT program and completion of the foreign language
methods course.
EDUC 680. Reading and Research. 3 credits.
Opportunities for directed reading and research in
areas of special interest. Reading and research may be done only in the major
field of study. Prerequisites: EDUC 630 or equivalent, and written
permission of the adviser and program coordinator.
EDUC 698. Comprehensive Continuance. 1 credit.
Continued preparation in anticipation of the
comprehensive examination. Course may be repeated as needed.
EDUC 699. Thesis Continuance. 2 credits.
Continued study, research and writing in the area of
thesis concentration. Course may be repeated as needed.
EDUC 700. Thesis. 6
credits.
This course is graded on an S/U basis.
Educational Technology
EDTC 510. Seminar in Educational Technology. 3 credits.
A survey in educational technology laying a
framework for the effective selection, utilization, and assessment of emerging
technologies for learning. Provides the foundation for research in educational
technology and development of the required electronic portfolio at the
conclusion of the Educational Technology Masters degree.
EDTC 520. Principles of Instructional Design. 3 credits.
Examines the overarching process of instructional
design as it relates to the design, development, and implementation of
technology-based instruction. Instructional design models will be compared and
contrasted, and students will be challenged to develop their own model that
reflects the relationships between learners, teachers, and technology. Includes
discussions on design methodologies, principles, and instructional strategies.
EDTC 611. Multimedia and Use-interface Design. 3 credits.
Design and evaluation of effective user interfaces,
beginning with principles for product design. Considers the process for user
interface development as a separate process from software design and development
including such topics as life cycle development, usability, prototyping, and
formative user-based evaluation.
EDTC 612. Design and Development of Digital Media. 3 credits.
The course introduces the processes for the design,
development, and distribution of digital media elements. Topics will include
the creation and modification of digital images and digital video for
instructional settings. Effective utilization or these media elements will be
explored based on specific deployment strategies.
EDTC 621. Technology Planning. 3 credits.
This course introduces the process of building a
technology plan for a school district or other unit. It explores the roles of
the different stakeholders in the process and focuses on issues of funding,
implementation and assessment. Prerequisite: EDTC 510 recommended.
EDTC 622. Staff Development in Educational Technology. 3 credits.
This course will focus on instructional models,
strategies and assessment of professional development activities among adult
leaders of K-12 educational settings. Course will focus on research supported
instructional strategies and techniques to meet educational technology learned
societies guidelines for instructional personnel.
EDTC 631. Imagery and Data Display. 3 credits.
Detailed study of different data visualization
tools, including image processing and geographic information systems. Clear and
concise displays of data are emphasized, along with the research base
supporting the use of these tools in inquiry-based learning. Prerequisite:
EDTC 510 recommended.
EDTC 632. Simulation and Modeling. 3 credits.
Exploration of simulation and modeling tools and
their application to science and mathematics learning. Software addressing a
variety of grade levels and content areas will be explored and assessed for its
value in inquiry-based learning. Emphasis will be given to curricular design
and implementation. Prerequisite: EDTC 631.
EDTC 670. Instructional Technology Practicum. 3 credits.
Presents various topics that provide students with
opportunities to integrate and apply instructional technology theories,
practices, and skills in a variety of authentic client-designer settings. This
course represents a clinical approach to project development in which students
will become part of design teams assigned to work with real-world clients in an
effort to produce real-world instructional and training solutions.
Elementary Education
ELED 521. Practicum in Preadolescent Development. 1 credit.
Supervised practicum in upper elementary grades
focusing on individual differences and developmental characteristics of the age
group. Corequisite: ELED 522 A&B and ELED 524.
ELED 524. Differentiated instruction: Abilities, Culture
and Language. 3 credits.
Focus on the variation that is inherent in working
with school-age children, particularly the variation that occurs as a result of
ability, environment and experience, and how instructional strategies and the
curriculum must be designed to build on the strengths each child brings to the
learning experiences. Beginning in the Summer of 2002, Corequisites: ELED
521 and 522 A&B.
ELED 570. Developmentally Appropriate Methods and
Technology. 3 credits.
This course prepares
pre-services teachers to be familiar with the state and national curriculum
standards; to teach lessons which are multi-sensory, concrete, and involve
cooperative learning; to develop teacher questions and activities which go
beyond mere student memorization; and to promote critical-thinking and
problem-solving. Corequisties: ELED 571, SPED 520, READ 590.
ELED 571. Practicum I. 2
credits.
The course provides elementary
education (licensure 4-6) graduate students with a field-based opportunity to
observe, gather data and information, and work with older children and teachers
in an upper elementary classroom. Corequisite ELED 570, SPED 520, READ 590.
ELED 580. Teaching Mathematics in Grades 4-6. 3 credits.
ELED 580 is a mathematics
methods course for prospective middle grades teacher (4-6). The general goal of
the course is to learn to teach mathematics in such a way that students will
develop the ability to conjecture, reason logically, solve non-routine
problems, and communicate about mathematics. Prerequisites: ELED 570, ELED
571, SPED 520, READ 590. Corequisites: ELED 582, ELED 583, ELED 584.
ELED 582. Teaching Science in Grades 4-6. 3 credits.
The course, Science
Methodology in Grades 406, is an integral element in the MAT sequence of the
Elementary Education Coursework. Consistent with the Elementary knowledge base,
students must understand the methodology and strategies for teaching science. Prerequisites:
ELED 570, ELED 751, SPED 520, READ 590. Corequisites: ELED 580, ELED 583, ELED
584.
ELED 583. Integrating Humanities/Social Science. 3 credits.
This course is designed to
prepare students to become education decision-makers who can plan and implement
appropriate social science and humanities curriculum within the grades 4-6
setting. The focus is on preparing the learning environment; gaining knowledge
in the social sciences; planning activities that address content, processes,
and attitudes; and selecting appropriate instructional materials. Prerequisites:
ELED 570, ELED 571, SPED 520, READ 590. Corequisites: ELED 580, ELED 582, ELED
584.
ELED 584. Integrating Field Experiences. 3 credits.
This course provides grades 4-5 teacher candidates
with a field-based opportunity to observe, gather data and information, and
work with older children and teachers in an elementary school classroom. The
required performances and dispositions associated with the practicum reflect
many of the competencies referenced in the James Madison University College of
Education Conceptual Framework. Prerequisites: ELED 570, ELED 571, SPED 520,
READ 590. Corequisites: ELED 580, ELED 582, ELED 583.
ELED 613. Issues in Elementary/Middle Education. 3 credits.
An in-depth study of selected elementary and middle
grades issues related to professionalism, advocacy, leadership, and working
with families in a diverse community. Prerequisites: ELED 570, ELED 571,
SPED 520, READ 590, ELED 580, ELED 582, ELED 583, ELED 584. Corequisites: ELED
680, ELED 632, ELED 633.
ELED 680. Student Teaching. 4
credits
Participants will experience the full range of
conditions and tasks expected of a teacher for students in grades 4-6. They
will be expected to develop and demonstrate competencies in teaching with the
supervision and support of experienced teachers. Prerequisite: Completion of
he previous two semesters of course work.
Middle Education
MIED 501. Workshop in Middle Education. 1-3 credits.
Designed to provide students with workshop
experiences related to current needs evident in middle education. The topics
considered will be determined by interest and demand. No more than six credit
hours earned in workshops in education can be applied to a major program.
MIED 512. Curriculum for the Middle Grades. 4 credits.
Review of educational research and practice as it
relates to curriculum development for children in grades four through eight.
Emphasis is given to interdisciplinary study involving all curriculum areas
with special focus on the areas of science and social studies.
MIED. 520. Instructional Strategies in the Middle Grades. 3 credits.
Study of educational research, theory and practice
as related to the development and implementation of instruction in grades four
through eight. Specific attention is given to planning, questioning skills,
grouping strategies, evaluation and working with parents.
MIED 530. Teaching Mathematics in the Elementary and
Middle Grades. 3 credits.
Individual and group study of content, methodology
and instructional materials necessary to the design and implementation of
instructional programs in modern mathematics. Attention is given to
differentiation of instruction in terms of learning ability.
MIED 610. Collaborative Leadership In Schools. 3 credits.
Designed to provide students with research, theories
and practices regarding teacher leadership and collaboration in school contexts
and methods for addressing school-based improvement efforts and processes.
Specific attention is given to collaboration and leadership toward community
involvement and communication in middle schools.
MIED 620. Applied Research In Middle Education. 3 credits.
Provides students with resources, skills and
knowledge required to successfully carry out a school-based, problem-centered
research activity. Scholarly presentation of the research activity is required
for completion of the program. Prerequisites: EDUC 6303, EDUC 6311.
MIED 656. Seminar in Middle Education. 3 credits.
An intensive study of selected problems in middle
education. Research findings are reviewed and educational theory is explored.
MIED 680. Reading and Research. 3 credits.
Directed reading and research in areas of student
interest. Reading and research may be done only in the major field of study. A
plan for study must be submitted in prescribed form and approved prior to
registration for the course. Prerequisites: Written permission of adviser
and program coordinator.
Middle and Secondary Education
MSSE 570 (B, D, H, I, or K) Teaching Methods, Grades 6-12
(content specific). 3 credits.
Research findings about teaching in the content area
will be used to identify the most effective instructional strategies for
teaching that content to students in grades 6-12. Emphasis will be on
developing plans for employing the strategies and making appropriate
instructional decisions based on instructional goals, the learner, and
available resources. Prerequisites: MSSE 370, admission to Teacher
Education, and admission to the MAT Program. Corequisite: MSSE 571.
B. English Teaching Methods, Grades 6-12. 3 credits.
D. Business and Marketing Teaching Methods,
Grades 6-12. 3 credits
H. Social Studies Teaching Methods, Grades 6-12. 3 credits.
I. Natural Sciences Teaching Methods, Grades 6-12. 3 credit.
K. Mathematics Teaching
Methods, Grades 6-12. 3 credits.
MSSE 571. Field Experience in Middle and Secondary
Education, Practicum III. 2 credits.
Provides practical classroom experience for middle
and secondary education students under the supervision of an in-service teacher
and a clinical professor. Students engage in classroom activities that provide
an opportunity for them to practice the strategies and concepts learned in the
methods class. Corequisite: MSSE 570.
MSSE 580. Internship in Middle Education. 8 credits.
Participants will experience the full range of
conditions and tasks expected of a teacher for students in grades 6-8. They
will be expected to develop and demonstrate competencies in teaching with the
supervision and support of experienced teachers. Intended for Middle Education
minors. Prerequisite: Admission to Teacher Education and the M.A.T. Program.
MSSE 607. Middle and Secondary Curriculum and
Co-Curriculum. 2 credits.
The course is designed to help prospective teachers
develop the knowledge, skills and dispositions necessary for their role in
curriculum development and delivery in a diverse school and classroom
environment. Prerequisites: MSSE 370, admission to Teacher Education, and
admission to the MAT Program.
MSSE 625. Learning and Assessment in Middle and Secondary
Education. 2 credits.
The course is designed to help prospective teachers
develop competencies for designing and utilizing effective assessment
strategies for determining student performance and progress in a variety of
instructional situations and for making a range of instructional decisions. Prerequisite:
MSSE 370, admission to Teacher Education and admission to the MAT Program.
MSSE 630. Inquiry in the Classroom. 3 credits.
Skills, methods, insights, and understandings which
will enable the beginning teacher to become an intelligent and critical
consumer of educational inquiry and a productive participant in the process of
classroom-based inquiry. Prerequisites: Admission to Teacher Education and
the M.A.T. Program.
MSSE 650. Internship Seminar. 2 credits.
A seminar designed to promote reflective decision
making among students during their internship experience. During seminar
sessions students will engage in case analysis and portfolio development. Corequisite:
MSSE 580 for Middle Education students or MSSE 675 for Secondary Education
Students.
MSSE 675. Internship in Middle and Secondary Education. 4 credits.
Participants will experience the full range of
conditions and tasks expected of a teacher for students in grades 6-12. They
will be expected to develop and demonstrate competencies in teaching with the
supervision and support of experienced teachers. Students must register for two
8-week blocks during the same semester for a total of 8 credits. Corequisite:
MSSE 650.
MSSE 680. Applied Research in Middle and Secondary
Education. 3 credits.
Provides students with the resources, skills, and
knowledge required to conduct an individualized classroom-based inquiry project
as a capstone activity in the MAT program. Prerequisite: MSSE 630.
Reading Education
READ 501. Workshop in Reading. 3 credits.
Designed to provide students with workshop
experiences related to current needs in reading. The topics considered will be
determined by interest and demand. No more than six credit hours earned in
workshops in education can be applied to a major program.
READ 566. Literacy Acquisition and Development of the
Young Reader. 3 credits.
This course will provide pre-service teachers with
an understanding of the foundations of early literacy development and
instructional strategies and assessment techniques, which support the
acquisition of literacy. Corequisite: ECED 511.
READ 582. Foundations of Early and Elementary Literacy. 3 credits.
This course emphasizes the traditions, theories, and
practices in early and elementary literacy that have emanated from a long
history of research and practice. Through this course, participants will
examine how particular theories of literacy impact the practices of teaching
reading and writing in the pre K-5 classrooms.
READ 584. Foundations of Middle Grades and Secondary
Literacy. 3 credits.
This course emphasizes the traditions, theories, and
practices in middle grades and secondary literacy that have emanated from a
long history of research and practice in the schools. Through this course,
participants will examine how particular theories of literacy impact the
practices of teaching reading and writing in the middle grades and secondary
classrooms.
READ 586. Children’s and Adolescent Literature. 3 credits.
This course is designed to acquaint participants
with the nature, scope, and uses of children’s and young adult literature for
instructional, informational, and recreational purposes. The implications of
current theory, significant research, and issues in literature study will be
investigated and examined as they relate to the PreK-12 learner.
READ 588. Writing Instruction. 3 credits.
This course focuses on the current theories and
practices that pertain to writing instruction in K-12 school settings. Through
this course, participants will examine historical and developmental
perspectives, instructional contexts, assessment, and the uses of technology in
writing instruction.
READ 590. Reading Across the Curriculum. 3 credits.
This course explores reading in the K-12 curriculum
and the interdisciplinary nature of reading.
READ 600. Research and Research Methods in Literacy. 3 credits
This course is designed to
help students evaluate and conduct research in literacy development and
instruction. Students will examine a wide range of methodological frameworks
used in literacy research and apply them to K-12 classroom-based inquiry
projects.
READ 602. Word Knowledge:
Phonics, Spelling, and Vocabulary. 3
credits.
Course content examines
theoretical and practical contexts for language development and word knowledge
instruction for K-12 classrooms. This includes an examination of the principles
of word analysis by sound, pattern, and meaning through the study of phonemic
awareness, phonics, spelling, vocabulary and word identification.
READ 636. Primary Grades Literacy Learning. 3 credits.
This course will provide pre-service teachers with
an understanding of developmentally appropriate instructional strategies and
assessment techniques to help all students in elementary grades become literate
using reading, writing, listening and speaking in strategic and authentic ways.
Prerequisites: ECED 511, READ 566; Corequisite: ECED 611.
READ 658 Principles, Practices and Applications of Reading
Assessment. 3 credits.
The course emphasizes the principals, practices and
applications of a variety of reading assessments for students with different
learning abilities and needs.
READ 660. Practicum in Principles, Practices and
Applications of Reading Assessment. 3 credits.
This practicum is designed to give students practice
in the application of a variety of reading assessments with pupils with
individual differences. Prerequisites: READ 582 READ 584, READ 586, READ
588, READ 590, READ 658 or permission of instructor.
READ 665. Organization and Supervision of Reading
Programs. 3 credits.
This course emphasizes the organization and
supervision of elementary, middle and secondary reading programs. The roles of
the reading specialist, special reading teacher, administrator and supervisor
are explored in relationship to the reading program. Prerequisites: READ 660
or permission of instructor.
READ 670. Internship in Reading Supervision. 3 credits.
This internship allows reading specialist candidates
to work with a reading/language arts or curriculum supervisor in a local school
division in individual and collaborative projects. Prerequisite: READ 665 or
permission of the instructor.
READ 680. Reading and Research. 3 credits.
Directed reading and research in areas of special
student interest. Reading and research may be done only in the major field of
study. The plan for the study must be submitted in prescribed form and approved
prior to registration for the course. Prerequisite: EDUC 630 and written
permission of the adviser and coordinator.
READ 698. Comprehensive Continuance. 1 credit.
Continued preparation in anticipation of the
comprehensive examination. Course may be repeated as needed.
Secondary Education
SEED 600. Secondary Education in America: Past, Present
and Future. 3 credits.
The changing face of the American secondary school
will be studied and attention will be given to many of the philosophical,
social, cultural, demographic and other factors impacting those changes.
Emphasis will be placed on problems, current trends and future perspectives.
Prerequisite: EDUC 620.
SEED 660. Instructional Development in the Secondary
School. 3 credits.
Effective teaching techniques and innovative forms
of organization and instruction in secondary education will be studied. Emphasis
will be on teaching strategies and behaviors and materials selection for
serving secondary school students. Prerequisite: An instructional methods
course.
SEED 680. Reading and Research. 1-3 credits.
Opportunities for directed reading and research in
secondary English, foreign language, mathematics, science and/or social
studies. Prerequisites: EDUC 630 or equivalent and written permission of the
adviser and program coordinator.
Special Education
SPED 500. IEP and Curriculum-Based Assessment. 3 credits.
A detailed study of purposes and procedures involved
in the development of Individualized Education Programs (IEP) for students with
disabilities. In addition, this course emphasizes the selection or design of
curriculum based assessment to plan and evaluate instruction in academics,
social behaviors, and life skills. Corequisites: SPED 420,430, 510.
SPED 501. Workshop in Special Education. 3 credits.
Designed to provide an intensive study of a
particular topic in Special Education. Prerequisite: SPED 200 or permission
of instructor.
SPED 503. Application of Educational Technology for
Students with Disabilities. 1 credit
An introduction to instructional technology for
persons with disabilities. The role of assistive technology in the educational
process is investigated. Federal and state guidelines, interdisciplinary team
functioning, and program as well as equipment selection are addressed.
SPED 505. Service Delivery Systems in Special Education. 3 credits.
This course offers the student detailed experience
in the numerous ways in which educational services are made available to
children with disabilities, ages 0 to 5. Particular emphasis is placed on
working cooperatively with parents in the development of the IEP and IFSP. Prerequisite:
Permission of instructor.
SPED 510. Systematic Behavioral Interventions. 3 credits.
An application of various systematic behavioral
interventions to the management of behavior and learning of individuals with
disabilities. Approaches to teaching social skills are also addressed. Corequisites:
SPED 420, 430, 450, 500.
SPED 512. Behavior Management in the Classroom. 3 credits.
An application of behavior modification techniques
to the control of discipline problems in the classroom. The use of these
principles as an aid in learning is also stressed.
SPED 520. Differentiation of Instruction and Collaboration
in Special Education. 3 credits.
Understanding students with disabilities and making
accommodations in the general education classroom is paramount for student
success. This course will address collaboration as related to teacher roles,
the interface between general and special education, and creating instructional
opportunities that are differentiated for diverse learners.
SPED 600. Instructional Methods in Special Education. 3 credits.
A detailed study of specialized methods for teaching
academic skills to individuals with disabilities. The course emphasizes special
education instructional approaches, such as task analysis, direct instruction,
diagnostic/prescriptive teaching, and strategy training. Focus is on specific
remedial methods for reading, math, and writing. Corequisites: SPED 510,
610.
SPED 607. Curriculum and Methods in Special Education. 3 credits.
A study of modifications needed in the school
curriculum to fit the unique needs of the learners with disabilities.
Procedures involved in individualized educational plans, and methods and
materials for academic and school-related problems of individuals with
disabilities are examined. Prerequisites: SPED 200 and permission of
instructor.
SPED 610. Practicum in Special Education Methods. 2 credits.
This course provides field experience opportunities
to practice the skills in differentiating instruction in general education
settings developed in SPED 520 and the special education instructional methods
developed in SPED 600. Corequisites: SPED 520 & SPED 600.
SPED 611. Nature and Issues of Learning Disabilities. 2 credits.
A detailed study of the nature and issues of
individuals with specific learning disabilities. The focus will be on theories,
terminology, etiology, characteristics, diagnosis and needs of individuals with
learning disabilities. Historical perspectives and current trends related to
practices in the treatment of learning disabilities will be investigated. Prerequisites:
SPED 200 or the equivalent, or permission of the instructor.
SPED 612. Psychoeducational Assessment of Learning and
Behavior Problems. 3 credits.
A detailed study of psychoeducational assessment
procedures and instruments used in determining eligibility, and planning and
evaluating instruction for students with mental retardation, specific learning
disabilities and emotional disturbance. The course emphasizes administration of
formal and informal instruments, interpretation of results, and formulation of
individual educational plans based on assessment findings. Prerequisite:
SPED 200 or permission of instructor.
SPED 613. Teaching Individuals with Learning and Behavior
Problems. 3 credits.
A detailed study of curriculum and methods for
teaching individuals with learning and behavior problems. The course emphasizes
a task analysis approach to developing academic, personal/social and functional
life skills. Prerequisites: SPED 611, SPED 630, SPED 640 or permission of
instructor.
SPED 615. Transition Services for Students with
Disabilities. 3 credits.
A detailed study of elementary, secondary and
post-secondary transition services needed for students with disabilities to
achieve successful adult outcomes. Prerequisites: SPED 200.
SPED 621. Introduction to Early Childhood Special
Education. 3 credits.
This course is designed to provide the student with
an introduction to educational programming for children with disabilities, ages
0 to 5. Particular attention is given to federal legislation, state procedures
and practice, and the status of children served in early childhood special
education and early intervention programs. Prerequisite: Permission of
instructor.
SPED 622. Assessment in Early Childhood Special Education.
(Cross-listed as PSYC 822.) 3 credits.
This course provides a student with exposure to
screening, assessment and diagnostic procedures used in the identification of
children with disabilities, ages 0 to 5. A case study approach to diagnosis is
emphasized. Family assessment is also an integral part of the course. Prerequisites:
Permission of instructor and SPED200.
SPED 623. Programming in Early Childhood Special
Education. 3 credits.
This course is designed to acquaint students with
curriculum, methods and materials related to establishing and maintaining
programs for children with disabilities, ages 0 to 5. Attention is directed to
designing developmentally appropriate environments in a variety of settings. Prerequisites:
Permission of instructor and SPED 622.
SPED 625. Medical and Technological Aspects of Early
Childhood Special Education. 3 credits.
This course is designed to give the early childhood
special educator exposure to working with children with medical disabilities,
ages 0 to 5, who may have significant medical complications. The role and
function of early childhood special educators as team members are addressed.
The role of technology will receive extensive attention as will issues of
etiology and remediation. Prerequisite: Permission of instructor.
SPED 626. Practicum: Infants and Toddlers with
Disabilities. 3 credits.
This is the introductory field experience with
infants and toddlers with disabilities. Settings include medical centers,
rehabilitation facilities and community-based programs. Students are expected
to demonstrate competencies which have been developed in early childhood
special education courses. Prerequisites: Permission of instructor and SPED
623.
SPED 627. Practicum: Early Childhood Special Education. 3 credits.
This is the introductory field experience with children
with disabilities, ages 2 to 5. Settings include medical centers,
rehabilitation facilities and community-based programs. Students are expected
to demonstrate competencies which have been developed in early childhood
special education courses. Prerequisites: Permission of instructor and SPED
623.
SPED 630. Nature and Issues of Mental Retardation. 3 credits.
A detailed study of the characteristics, diagnosis,
treatment and education of individuals with mental retardation. Medical aspects
and implications for support needs are addressed as well as educational
settings, resources, and instructional techniques are analyzed to facilitate
integration for individuals with mental retardation. Prerequisites: SPED 200
or permission of instructor.
SPED 640. Nature and Issues of Emotional Disturbance. 3 credits.
This course is an in-depth study of the nature and
issues of individuals with emotional/behavioral disorders. The course focus
will be on characteristics, diagnosis, treatment, screening and assessment, and
education of individuals with emotional/behavioral disorders. Medical,
psychological, behavioral and environmental causes are presented as well as
therapeutic interventions, education resources and instructional strategies. Prerequisites:
SPED 200 or permission of the instructor.
SPED 650. Student Teaching in Special Education. 6-12 credits.
Advanced, supervised teaching experiences in the
areas of learning and behavior disorders enabling the student to develop and
apply the knowledge, management, instructional skills, and professional
dispositions acquired in previous course work and relevant field experiences.
Students will receive developmental and evaluative feedback. Course graded on
an S/U basis and may be repeated for credit.
SPED 653. Internship in Special Education: Nonteaching. 3-6 credits.
A supervised nonteaching experience in a setting
related to populations with disabilities in order to provide the student the
opportunity to demonstrate competencies developed in previous course work. Prerequisite:
Permission of instructor.
SPED 670. Professional Practice Seminar. 2 credits.
A seminar designed to accompany the student teaching
experience. Student teachers will have the opportunity to reflect on their
skills, problem-solve school and classroom experiences, and increase awareness
of the need to continue career-long learning. Corequisite: SPED 650.
SPED 675. Applied Research in Special Education. 3 credits.
Provides students with the resources, skills, and
knowledge required to conduct an individualized classroom-based inquiry project
as a capstone activity in the M.Ed. program. Prerequisite: MSSE 630.
SPED 680. Reading and Research. 1-6 credits.
Provides the opportunity for directed reading and
research in a student’s area of concentration. This activity must be done in
the major field of study. Prerequisite: Permission of adviser and program
coordinator. May be repeated for credit.
SPED 698. Comprehensive Continuance. 1 credit.
Continued preparation in anticipation of the
comprehensive examination. Course may be repeated as needed.
