Curriculum and Instruction

Chair: Carolyn Groff, Department of Curriculum and Instruction

Master of Arts in Teaching (MAT)

MAT students are expected to have completed the content discipline prior to beginning the graduate program. Some Monmouth University students are admitted to graduate study before a coherent sequence of at least thirty credits in a recognized liberal arts discipline (e.g., art, English, mathematics) has been completed. These students are expected to complete all remaining undergraduate course work at Monmouth University. In cases where the students are unable to take the appropriate classes at Monmouth due to time conflicts, the student may be given permission to take one or all of these discipline-specific courses at a two-year institution. In these limited cases, the Monmouth University MAT students who obtain permission to enroll at two-year institutions while in the MAT program may transfer the credits to Monmouth during their last semester in the MAT program. These credits will be posted to a Monmouth University undergraduate transcript after completion of their MAT program.

Curriculum and Instruction also offers certificate programs. The post-baccalaureate Teaching English to Speakers of other Languages (TESOL) Certificate program provides training to those who are not certified K-12 classroom teachers but are interested in receiving formal TESOL training. This training enables them to teach English as a Second Language in adult communities or abroad.

The subject endorsement in Chinese - Certificate of Eligibility with Advanced Standing (CEAS) is a twenty-four-credit non-degree program (fifteen credits of course work and nine credits of student teaching) that prepares teachers for K-12 Chinese classrooms. Students may apply directly to the program after earning a bachelor's degree in the Chinese language and culture or equivalent. Students with a strong Chinese language and culture background who are seeking a career change to become a first-time teacher may also apply.

The programs in teacher preparation link research and practice by ensuring candidates have the opportunity to work with students, teachers, and school leaders in a wide range of local school, university, and community settings. they are designed to instill a commitment to lifelong learning. Undergraduate and graduate teacher education candidates must complete an approved content area major (e.g., Art, Biology, English, Foreign Language, History, Mathematics) or equivalent to be recommended for the Early Childhood, Elementary, or Content Teaching Credential in New Jersey.

Masters

Certificate

Endorsements

Judith Bazler, Professor (Graduate Faculty). BS, Northern Illinois University; MEd, EdD, University of Montana. Specialty is curriculum design and science education and informal science (e.g., museums). Founder of the Smart Discovery Center, Bethlehem, Pennsylvania.
jbazler@monmouth.edu

Antonio Estudillo, Assistant Professor (Graduate Faculty). BS, Washington State University; MA, Gonzaga University; MS, PhD, Indiana University. Professional interests include educational foundations and diversity.
aestudil@monmouth.edu

Carolyn Groff, Associate Professor and Chair (Graduate Faculty). MA, Mount Holyoke College; PhD, Rutgers University. Specialty is literacy/language arts and elementary education.
cgroff@monmouth.edu

John Henning, Professor (Graduate Faculty).
Dean of the School of Education. BS, Pennsylvania State University; MEd, Kent State University; AD, Stark State College; PhD, Educational Psychology , Kent State University, Ohio. Dr. Henning has more than 50 publications; including three books, over thirty refereed journal articles, and seven book chapters. His primary research interests include practice-based teacher education, teacher development, instructional decision-making, and classroom discourse. These interests developed from more than twenty years of experience as a high school teacher.
jhenning@monmouth.edu

Jiwon Kim, Assistant Professor (Graduate Faculty). BA, Dong-Guk University; MS, Case Western Reserve University; PhD, Purdue University. Research interests include social studies education and foundations of education with a specific focus on the philosophy of education.
jkim@monmouth.edu

Kerry Rizzuto, Assistant Professor (Graduate Faculty). MA, Brooklyn College; EdD, Rowan University. Research interests include early childhood development with an emphasis on literacy, and developing culturally responsive pedagogical practices in pre-service and in-service teachers, while working with culturally and linguistically diverse children.
krizzuto@monmouth.edu

Alex Romagnoli, Assistant Professor (Graduate Faculty). BS, MEd, East Stroudsburg University; PhD, Indiana University of Pennsylvania. Professional interests include multimodality, multiliteracies, graphic novels in academic contexts, and popular culture.
aromagno@monmouth.edu

Lilly Steiner, Associate Professor (Graduate Faculty). BA, University of Wisconsin; MA, University of North Dakota; EdD, Boston University. Research interests include family literacy and creating strong home-school partnerships.
lsteiner@monmouth.edu

Chiu-Yin Wong, Assistant Professor (Graduate Faculty). BA, Brigham Young University; MA, PhD, Texas Tech University. Professional interests include English as a Second Language (ESL), second language pedagogy, and second language teachewr education.
cwong@monmouth.edu

Course usage information

ED-507   Issues and Problems in EducationCredits: 3   

Term Offered: All Terms

Course Type(s): None

Major issues and problems affecting education are presented with historical perspectives for understanding the context in which these concerns arose.

Course usage information

ED-510   Foundations of EducationCredits: 3   

Term Offered: All Terms

Course Type(s): EDFOU

An introduction to education in the United States. Principles and practice for instructional delivery, including curriculum planning, assessment, procedures, instructional technology, culturally and linguistically diverse students, diverse learning needs, classroom management, core curriculum standards, and school organization, are presented. The history of education and philosophical, political, psychological, and social perspectives related to educational practice are explored. Contemporary issues and controversies in American education are highlighted. Clinical experience hours required.

Course usage information

ED-524   Research in Teaching PracticeCredits: 3   

Term Offered: All Terms

Course Type(s): MAT

Research in education related to contemporary teaching practice will be emphasized. Introduction to qualitative and quantitative approaches from different theoretical perspectives is presented. Content will include: literature reviews, analysis and implication of existing research, classroom observation skills, and the role of the teacher as reflective practitioner. For Education majors only.

Course usage information

ED-528   Middle Level Learning and TeachingCredits: 3   

Prerequisites: ED-510 and ED-550.

Term Offered: Spring Term

Course Type(s): None

The candidate will examine aspects of middle level schooling that are responsive to the nature and needs of adolescents. The candidate will apply knowledge of adolescents' cognitive and affective development to design learning environments that are structured for the diverse students that we encounter in our public schools and to create and implement learning experiences that effectively promote academic achievement and personal growth for all middle grade students. Clinical hours required.

Course usage information

ED-529   Content LiteracyCredits: 3   

Term Offered: All Terms

Course Type(s): None

Designed to focus on the development of literacy through the integration of literature and literate thinking across the curriculum for academic-content learning at the secondary level. It emphasizes the implementation of both teaching and learning strategies to develop independent learners. The course includes research-based pedagogical strategies for teaching linguistically diverse students, students with diverse learning needs, and incorporating instructional technology into the classroom. Clinical Practice is required. Limited to Education majors.

Course usage information

ED-533   Contemporary Issues in Science EducationCredits: 3   

Term Offered: All Terms

Course Type(s): None

Examines current topics of special interest in science content and curriculum to a variety of students. Can be designed individually, based on strengths of students and their interest in personal professional development in an area of concentration in science curriculum. Valuable for practicing teachers at the elementary, middle, or high school level and/or those who wish to learn more about science teaching and content.

Course usage information

ED-536   Applied Linguistics for Language TeachingCredits: 3   

Term Offered: All Terms

Course Type(s): None

Designed to introduce students to the concepts of linguistics as related to bilingual education and the teaching of English as a second language. Students will also learn structural aspects of linguistics, including morphology (words), syntax (sentence patterns), semantics (the meaning of words), phonetics and phonology (the sounds of language), pragmatics (the way language works in the world), and English grammar. Students will gain familiarity with important theories, research, and how the English language works. Education majors only. Clinical Experience hours required.

Course usage information

ED-537   Science and Society in the Twenty-First CenturyCredits: 3   

Term Offered: All Terms

Course Type(s): None

Examines the developments in science knowledge and their impact on society over the last century and predicts changes that might occur in the twenty-first century. We are the only species on earth that has the power to change our environment and the ability to comprehend the universe. Students will explore major scientific advances over the past 100 years and the resulting problems that these advances have wrought. Valuable for practicing teachers at the elementary, middle, or high school level and/or those who wish to learn more about the history and sociology of science.

Course usage information

ED-550   Teaching Diverse PopulationsCredits: 3   

Prerequisite: ED-510.

Term Offered: All Terms

Course Type(s): MAT, SJEDU

Addresses two issues in today's field of education: ESL students in mainstream classrooms and students with special needs in inclusion classrooms. The relevant topics will be explored to provide teacher candidates with a theoretical foundation, an understanding of their legal responsibility, and an opportunity to design instruction addressing various needs of diverse students in an inclusive setting. Limited to Education majors. Clinical Experience hours required.

Course usage information

ED-552   Child and Adolescent DevelopmentCredits: 3   

Term Offered: All Terms

Course Type(s): EDFOU

Provides an introduction to the field of human development. The content covers the major concepts and theories of child and adolescent growth and developmental from the prenatal period through the teenage years. The purpose of the course is to discuss the historical, cultural, and philosophical groundings of the concepts and practices of children's learning and development and to promote the student's critical thinking skills with respect to those concepts. Through research, educational activities, and observations the course is designed to provide students a framework for promoting a holistic view of development and learning in infants, children, and adolescence, while considering how to nurture diversity and equity. This course includes utilizing data to inform instruction. For Education majors only.

Course usage information

ED-554   Supplemental Instruction in Reading and MathematicsCredits: 3   

Prerequisites: ED-556 and EDL-575.

Term Offered: All Terms

Course Type(s): MAT

Focuses on supplemental instruction for reading and mathematics in educational settings from grades 6-8 but draws heavily on assessment and analysis of student errors from Pre-K to grade five as well. Extensive opportunities for diagnosis and planning for remedial intervention in reading and mathematics will be provided.

Course usage information

ED-556   Teaching Elementary MathematicsCredits: 3   

Prerequisites: ED-510, ED-550 and ED-552.

Term Offered: All Terms

Course Type(s): None

ED 556 is designed to provide a profound understanding of the concepts taught in elementary school mathematics. Teacher candidates participate in activities and learn techniques to foster conceptual development in young learners, thus producing confidence and success in the learning of mathematics. The essential elements of instruction, assessment, grouping strategies, and effective questioning are illustrated and honed when planning to address the instructional needs for diverse learners in mathematics. This course contains foundational knowledge which will be used during the clinical practice performance assessment. It will include research-based pedagogical strategies for teaching linguistically diverse students, those with special needs, using instructional technology and using data to inform instruction. Clinical Practice hours required.

Course usage information

ED-562   Methods of Teaching Science at the Elementary LevelCredits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: All Terms

Course Type(s): None

Science methods for elementary education students is designed for those without a strong background in science (although those with a strong background will also benefit greatly from this course). The intent of this course is to provide an integrated perspective of teaching science from pre-kindergarten through grade 5. This course will provide active learning of science concepts through various inquiry activities. Following the learning theories that have produced both the Next Generation Science Standards and the New Jersey Core Curriculum Content Standards for science, this course will utilize projects, cases and problems in real world settings using a diversity of instructional methods and strategies to provide each student with the opportunity to learn how to teach inquiry and problem-solving across the sciences. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instruction. Clinical practice hours required. Education majors only.

Course usage information

ED-563   Assessment and Treatment of Literacy ProblemsCredits: 3   

Prerequisite: EDL-503.

Term Offered: All Terms

Course Type(s): None

Focus is on authentic assessment and corrective teaching strategies to address literacy problems from a developmental perspective. Techniques and methods for at-risk learners will be emphasized. Strategies that guide students to self-monitor their literacy acquisition will be addressed.

Course usage information

ED-564   Secondary Mathematics Methods, Part ICredits: 3   

Prerequisites: ED-510, ED-550, ED-552 and a minimum GPA of 3.00.

Term Offered: Fall Term

Course Type(s): None

Focus is on the teaching of secondary mathematics. It is intended to deepen future secondary school teachers' understanding of the secondary mathematics curriculum and build their competencies at the level of instructional implementation. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instructions. Essential elements of effective instruction, including inquiry based learning, implementing tasks that promote reasoning and problem-solving, assessment, facilitating meaningful mathematical discourse, eliciting and using evidence of student thinking, grouping strategies and effective questioning are explored as these are techniques utilized to bring conceptual understanding of mathematics to all learners. The fieldwork component of the course requires clinical practice hours in a secondary public school mathematics classroom and provides candidates with opportunities to translate theory into practice. "Clinical practice hours required.

Course usage information

ED-565   Secondary Mathematics Methods Part IICredits: 3   

Prerequisite: ED-564 and a minimum GPA of 3.00.

Term Offered: Fall Term

Course Type(s): None

The second course in a sequence intended to deepen future secondary school teachers' understanding of the secondary mathematics curriculum and build their competencies at the level of instructional implementation. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instruction. Essential elements of effective instruction, including inquiry based learning, implementing tasks that promote reasoning and problem solving, assessment, facilitating meaningful mathematical discourse, eliciting and using evidence of student thinking, grouping strategies and effective questioning are explored as these are techniques utilized to bring conceptual understanding of mathematics to all learners. The fieldwork component of the course requires clinical practice hours in a secondary public school mathematics classroom and provides candidates with opportunities to translate theory into practice. Clinical practice hours required.

Course usage information

ED-566   Methods of Teaching Science at the Secondary Level ICredits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: Fall Term

Course Type(s): None

Science methods at the secondary level is designed for those with a background in science. The intent of this course is to provide an integrated perspective of teaching science from grade 7-12. This course will provide active learning of science concepts through various inquiry activities. Following the learning theories that have produced both the Next Generation Science Standards and the New Jersey Core Curriculum Content Standards for science, this course will utilize projects, cases, and problems in real work settings using a diversity of instructional methods and strategies to provide each student with the opportunity to learn how to teach inquiry and problem-solving across the sciences. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instruction.

Course usage information

ED-567   Methods of Teaching Science at the Secondary Level IICredits: 3   

Prerequisite: ED-566.

Term Offered: Fall Term

Course Type(s): None

Science methods for initial M.A.T. students at the secondary level is designed for those with a strong background in science. The intent of this course is to provide active learning of science concepts through various inquiry activities. Following the learning theories that have produced both the Next Generation Science Standards and the New Jersey Core Curriculum Content Standards for science, this course will utilize projects, cases, and problems in real-world settings using a diversity of instructional methods and strategies to provide each student with the opportunity to learn how to teach inquiry and problem-solving across the sciences. This course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instruction. Clinical Practice hours required.

Course usage information

ED-576   Teaching Social Studies at the Elementary LevelCredits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: All Terms

Course Type(s): None

Introduces the P-8 teacher certification candidates to the social studies curriculum and methods. Emphasizes national and state standards for social studies education, cross-cultural integration, particularly world languages and culture, personal and social problem solving, situated cognition in social studies education learning. The essential elements of planning, instruction using technology, and assessment are explored to address the needs of culturally and linguistically diverse learners in social studies education. Clinical Practice is required. Education majors only.

Course usage information

ED-578   Methods of Teaching English at the Secondary LevelCredits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: Fall Term

Course Type(s): None

As a component of the teach-education program, the intention is to introduce to future secondary English/Language Arts teachers the fundamental concepts of curriculum design and instructional planning. To also introduce a variety of approaches to curriculum design with an emphasis on the two distinct but important goals of language arts education: developing general literacy skills and discovering the inner joy of reading literature and using language as a tool for communication. Topics related to decision-making, classroom management, and instructional planning are treated in depth to help prospective teachers master the base competencies at the level of planning to fulfill the requirement for state and national certification. The course includes research-based pedagogical strategies for utilizing data to inform instruction. Education majors only.

Course usage information

ED-579   Teaching Social Studies and Cultural Education at the Secondary LevelCredits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: Fall Term

Course Type(s): None

Introduces the middle-and secondary-level teacher certification candidate to social studies curriculum and methods. Emphasizes national and state standards for social studies education curriculum across the traditional social science disciplines. The course will also explore the philosophical and theoretical foundations of social studies education. It provides the candidates with practical strategies necessary for success in teaching culturally and linguistically diverse students and students with diverse learning needs, utilizing instructional technology, and using research and data to assess and inform instruction in the context of social studies. Education majors only.

Course usage information

ED-580   Secondary Social Studies Education Part IICredits: 3   

Prerequisite: ED-579.

Term Offered: Fall Term

Course Type(s): None

Expands and further develops competencies covered in Part I. Instructional methodologies focusing on a constructivist and student-centered approach, using instructional technology, will be explored. Targets strategies for future secondary teachers to teach culturally and linguistically diverse students and students with diverse learning needs and to meet the New Jersey Core Curriculum Content Standards for Social Studies to include: infusing Economics and Geography into the curriculum, developing greater technology coalescence, extending cross-curriculum lesson plans, embracing a pluralistic approach, and expanding multicultural themes. Course design will foster the development of effective inquiry-based curriculum activities making active use of community-based resources and using research and assessment data to inform instruction in the context of social studies. Clinical Practice hours required.

Course usage information

ED-582   World Language EducationCredits: 3   

Prerequisites: ED-529, ED-550, and FO-599.

Term Offered: Fall Term

Course Type(s): None

Issues and practices in world language education. Fieldwork is required.

Course usage information

ED-583   Theories and Practice of ESL Instruction Part ICredits: 3   

Prerequisites: ED-529, ED-550, and EN-563.

Term Offered: All Terms

Course Type(s): MAT

With an emphasis on teaching English as a Second Language through content, Part I of this two-semester course will introduce the history of ESL teaching and critically explores exemplary curriculum designs and methods of teaching ESL. A wide range of ESL instructional materials, instructional technology, services, and assessment measures will be introduced and practiced, with an emphasis on standard-based content and ESL teaching. Both instructional design and implementation will be the focus for practice, with embedded language acquisition/learning theories and research studies carefully examined. Clinical hours required.

Course usage information

ED-584   Theories and Practice of ESL Instruction Part IICredits: 3   

Prerequisite: ED-583.

Term Offered: All Terms

Course Type(s): None

A continuation of ED-583, this course examines public issues pertinent to ESL education with an emphasis on making connections between theories or research findings and classroom practice. More approaches to ESL instruction will be introduced with an emphasis on various strategies, techniques and instructional technology for teaching specific language skills in a standards-based content and ESL teaching program. Reflective practice is an integral part of this course. Limited to Education majors only. Clinical hours required.

Course usage information

ED-585   Methods of Teaching English at the Secondary Level Part IICredits: 3   

Prerequisite: ED-578.

Term Offered: Fall Term

Course Type(s): None

A continuation of ED-578: Methods of Teaching English at the Secondary Level Part I. Part II provides in-depth preparation to teacher candidates desiring to teach English/Language Arts at the secondary level by extending the essential knowledge, skills, and strategies grounded in research and related to effective classroom instruction. Teacher candidates will have increased opportunities to apply theory and refine practice in the use of print and non-print texts and in the integration of the English Language Arts through clinical practice. The NCTE/ILA and the New Jersey Core Content Curriculum Standards will be an integral part of the course. The course includes research-based pedagogical strategies for teaching students with diverse needs, incorporating instructional technology into the classroom, and utilizing data to inform instruction. Clinical practice is required.

Course usage information

ED-586   Bilingual Education: Theories and PracticesCredits: 3   

Prerequisite: ED-583.

Term Offered: All Terms

Course Type(s): None

Emphasis on teaching content in bilingual/bicultural education, an understanding of bilingual development and available dual- language program models for language and literacy development. How bilingual/bicultural programs based on community needs can be developed, implemented, and assessed will be explored with the embedded theories and research studies in bilingual/bicultural education carefully examined. Clinical experience hours required.

Course usage information

ED-587   Integrated Methods in K-12 EducationCredits: 3   

Prerequisites: ED-510, ED-550, ED-552, and a minimum GPA of 3.00.

Term Offered: Fall Term

Course Type(s): None

Deepens future K-12 school teachers' understanding of the complexities of the curriculum and builds their competencies at the level of instructional implementation in specific subject areas. Focuses on a broad spectrum of instructional methodologies and techniques that are workable in today's classroom. A constructivist approach to planning and instruction will be emphasized. The experiential component of the course provides the students with opportunities for clinical work in the classroom, strengthening competencies and deepening understanding. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilization data to inform instruction. Education majors only. Clinical Practice hours required.

Course usage information

ED-593   Clinical PracticeCredits: 9   

Course Type(s): None

This full-time, full-semester clinical practice in a school setting required clinical interns to observe, plan, instruct, and assess P-12 students collaborating with a cooperating teacher and university faculty. Clinical interns complete an edTPA portfolio and analyze their instruction and the effect on student achievement. In addition, there are on-campus seminars, focus groups and an online component. All aspects of the requirements are linked to the New Jersey Student Learning Standards (NJSLS) the New Jersey Professional Standards for Teachers (NJPST), and national Specialty Professional Association (SPA) standards. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instruction. Permission of the MAT director is required to register.

Course usage information

ED-594   Supervised Clinical PracticeCredits: 9   

Course Type(s): None

This full-time, full-semester clinical practice in a school setting requires clinical interns to observe, plan, instruct, and assess P-12 students collaborating with a cooperating teacher and university faculty. Clinical interns complete an edTPA portfolio and analyze their instruction and the effect on student achievement. In addition, there are on-campus seminars, focus groups and an online component. All aspects of the requirements are linked to the New Jersey Student Learning Standards (NJSLS) the New Jersey Professional Standards for Teachers (NJPST, and national Specialty Professional Association (SPA) standards. The course includes research-based pedagogical strategies for teaching linguistically diverse students, those with diverse learning needs, incorporating instructional technology into the classroom and utilizing data to inform instruction. Permission of the MAT director is required to register.

Course usage information

ED-596   Methods of Teaching Health K-12Credits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: All Terms

Course Type(s): None

Focus on the planning, development, and teaching of health education in K-12 school settings. Emphasis will be placed on using recent data and contextual information to design instruction that focuses on the importance of a skill-based approach to health education. Future professionals will learn pedagogical strategies related to teaching culturally and linguistically diverse students and students with diverse (special) needs in addition to using instructional technology, research-based best practices, and assessment data to inform instruction. Clinical Practice hours required.

Course usage information

ED-597   Methods of Teaching Physical Education K-12Credits: 3   

Prerequisites: ED-510, ED-550, and ED-552.

Term Offered: Fall Term

Course Type(s): None

This course will focus on methods of teaching physical education in K-12 settings. Future professionals will learn pedagogical strategies related to teaching culturally and linguistically diverse students and students with diverse (special) needs in addition to using instructional technology, research-based best practices, and assessment data to inform instruction. Education majors only. "Clinical practice hours required".

Course usage information

ED-598   Special Topics in EducationCredits: 3   

Term Offered: All Terms

Course Type(s): None

The subject matter varies with the interest of the students and the professor teaching the course. The exact nature of the topic covered in any given semester is indicated in the student's transcript. Permission of the program director is required.

Course usage information

ED-599   Independent Study in EducationCredits: 1-3   

Term Offered: All Terms

Course Type(s): MAT

Independent research in education in an area not substantially treated in a regular course offering, under the supervision of an Education faculty member; written evaluation of the research is required. For students with superior ability.

Course usage information

ED-606   Diversity in EducationCredits: 3   

Term Offered: All Terms

Course Type(s): MAT, SJEDU

In this course, students will explore the field of multicultural education. The nature of the school as a social system will be analyzed and the diversities of various cultures, communities, and ways of thinking will be examined. Professionals will engage in self-reflection related to racism and other forms of discrimination in order to better understand how identities and ideologies impact everyday school practices and the educational experiences of all students, especially those from culturally and linguistically diverse backgrounds. The course also includes research-based pedagogical strategies for teaching culturally and linguistically diverse students, incorporating instructional technology into the classroom and utilizing data to inform instruction. Education majors only.

Course usage information

ED-608   Curriculum in the ClassroomCredits: 3   

Term Offered: All Terms

Course Type(s): EDCUR

Today's practitioners must strike a balance between state and national curriculum standards and the needs and expectations of their own classroom. Candidates will examine various facets of curriculum specific to their professional environment.

Course usage information

ED-610   Education in a Democratic SocietyCredits: 3   

Term Offered: All Terms

Course Type(s): None

Critical examination of ideas, purposes, and aims of schooling in historical and cultural contexts; explores ethical and research issues related to teaching and learning in ways that enhance democratic practices.

Course usage information

ED-616   Fundamentals of Curriculum StudiesCredits: 3   

Term Offered: Fall Term

Course Type(s): None

The emergence of the field from the early twentieth century. Surveys the foundations of the field of curriculum studies at large, examines the standardization movement of the institutional curriculum and culminates in a critical examination of No Child Left Behind (NCLB). Candidates will consider the importance of study tied to socially responsive curricular design.

Course usage information

ED-618   Survey of Curricular ParadigmsCredits: 3   

Term Offered: Spring Term

Course Type(s): None

Provides an examination of the field of Curriculum Studies through the lens of key paradigms and perspectives.

Course usage information

ED-620   Philosophy and CurriculumCredits: 3   

Term Offered: All Terms

Course Type(s): None

Serves to extend the examination of the evolution and current conditions of the field of curriculum studies initiated in fundamentals of curriculum studies. Introduces the work of core philosophies that inform contemporary curriculum work and encourage participants' analysis of various influential voices in the field. Primary goals are to engage in critical discussions about the work of various philosophers who have influenced the field of curriculum studies and conceptualize connections between those works and our daily practice in the field.

Course usage information

ED-624   Research in Teaching PracticeCredits: 3   

Term Offered: All Terms

Course Type(s): EDRES

Research in education related to contemporary teaching practice will be emphasized. Introduction to qualitative and quantitative approaches from different theoretical perspectives is presented. Content will include literature reviews, analysis and implication of existing research, classroom observation skills and the role of the teacher as reflective practitioner.

Course usage information

ED-626   Assessment Practice Now and WhenCredits: 3   

Term Offered: All Terms

Course Type(s): EDAST

Theory and practice of educational testing, development of and use of tests and alternative forms of assessment, analysis and interpretation of assessment results to monitor student progress, inform instruction, evaluate student achievement, and evaluate programs. Emphasis is placed on alternative and authentic forms of assessment that complement and support the standardized testing system. Through examination of techniques and strategies that characterize quality assessment, students will develop a philosophy of assessment supportive of classroom evaluation and understanding that fosters student growth and learning.

Course usage information

ED-630   Research in Curriculum StudiesCredits: 3   

Prerequisite: ED-624.

Term Offered: Spring Term

Course Type(s): None

The possession of effective research skills is an integral and necessary proficiency for success in the field of Curriculum Studies. Candidates will engage in the exploration of both qualitative and quantitative research methodologies. They will then design an investigation, apply for Institutional Research Board approval, and conduct a study relevant to their professional milieu and the field.

Course usage information

ED-632   Classroom Technologies and Educational MediaCredits: 3   

Term Offered: All Terms

Course Type(s): None

Emphasis on commercially available computer software; analysis and evaluation of software design and documentation. Continuation of children's programming languages and word processing. Access to a microcomputer provided.

Course usage information

ED-645   Theories and Practice of ESL InstructionCredits: 6   

Term Offered: All Terms

Course Type(s): None

With an emphasis on teaching English through content, this two-semester course will introduce the history of ESL teaching and critically explore exemplary curriculum designs and methods of teaching ESL. A wide range of ESL instructional strategies and assessment measures will be introduced and practiced. Both instructional design and implementation will be the focus for practice with the embedded language acquisition/learning theories and research studies carefully examined.

Course usage information

ED-658   Advanced Curriculum StudiesCredits: 3   

Term Offered: All Terms

Course Type(s): EDCUR

A comprehensive study of the theory and practice of designing, evaluating, and implementing valid and effective P-12 curricula.

Course usage information

ED-670   Qualitative Research: Principles and PracticesCredits: 3   

Term Offered: All Terms

Course Type(s): None

An introduction to the methods of qualitative research. A reading-based discussion/seminar focusing on methodological issues and an exploration of the variety of methods used in executing qualitative studies. Offers students a theoretical foundation for this form of inquiry and an opportunity to engage in research. Applicable to a variety of social inquiry disciplines.

Course usage information

ED-680   Advanced Professional Development Seminar for TeachersCredits: 3   

Term Offered: All Terms

Course Type(s): None

This capstone seminar will support candidates for the degree in producing electronic portfolios, teacher research plans for teaching improvement, presentation of research, and self-reflection for future professional growth.

Course usage information

ED-698   Special Topics in Curriculum and InstructionCredits: 3   

Prerequisite: Permission of the program director.

Term Offered: All Terms

Course Type(s): EDCUR

The subject matter varies with the interest of the candidates and the professor teaching the course. The exact nature of the topic covered in any given semester is indicated on the candidate's transcript. The course curriculum will include a variety of readings, as well as a research-based summative course assessment.

Course usage information

ED-699   Independent Study in EducationCredits: 3   

Prerequisites: Prior permission of the directing professor and department chair.

Term Offered: All Terms

Course Type(s): None

Independent research in education in an area not substantially treated in a regular course offering, under the supervision of an Education faculty member; written evaluation of the research is required. For students with superior ability. Application must be filed before registration.

Course usage information

EDL-502   Development and Learning in Early ChildhoodCredits: 3   

Term Offered: All Terms

Course Type(s): None

Studies designed to foster understanding of the dynamic continuum of development and learning in children from birth through age eight. Typical and atypical development of young children is addressed through a multicultural perspective. Developmental factors that impact learning in preschool and the primary grades are emphasized. Approaches to learning grounded in developmental theory are presented with an emphasis on developmentally appropriate practice.

Course usage information

EDL-503   Literacy InstructionCredits: 3   

Term Offered: All Terms

Course Type(s): None

Focuses on the literacy development and instruction of regular and special education children, including those from linguistically diverse backgrounds in grades P-6. Ongoing assessment and instructional strategies will be explored in various engaging, literate, educational settings. Education majors only. Clinical experience hours required.

Course usage information

EDL-515   Advanced Literacy InstructionCredits: 3   

Term Offered: All Terms

Course Type(s): EDFOU, MAT

Focuses on pedagogy and theories that are applicable to teaching literacy to beginning, struggling, and skilled readers. Topics include approaches for teaching literacy to a diverse population of P-12 Learners in a literate environment and assisting and supporting colleagues and paraprofessionals. Word identification, vocabulary, comprehension, and content strategies will be presented. Education majors only.

Course usage information

EDL-516   Literacy Strategies for All Learners ICredits: 3   

Term Offered: Fall Term

Course Type(s): None

Explores word identification and vocabulary research and instructional strategies for all learners including those from culturally diverse backgrounds. Individual and group instructional techniques in the area of phonemic awareness, phonics, word recognition, vocabulary, and fluency are explored in environments that promote collaboration and self-regulation. Instructional teaching strategies and techniques for coaching colleagues and paraprofessionals are practiced in real settings.

Course usage information

EDL-517   Literacy Strategies for All Learners IICredits: 3   

Term Offered: Spring Term

Course Type(s): None

Addresses comprehension research and instructional strategies for all learners including those from culturally diverse backgrounds. Individual and group comprehension strategies, metacognition, and student self-evaluation are explored and practiced in collaborative education settings. Instructional teaching strategies and techniques for coaching colleagues and paraprofessionals are practiced in real settings.

Course usage information

EDL-521   Early Childhood Family, School and Community Collaboration in a Diverse SocietyCredits: 3   

Term Offered: All Terms

Course Type(s): None

Focuses on the process of family assessment and intervention, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's health, growth, and development and the network of community services to individuals, families and groups handicapped by social, environmental, health and related problems.

Course usage information

EDL-522   Early Literacy and Language DevelopmentCredits: 3   

Term Offered: All Terms

Course Type(s): None

Focuses on the early literacy and language development of regular and special education children, ages three through eight. The content includes the study of the theories and acquisition of language, the interrelated nature of reading and writing, the appropriate development and assessment of early literacy, methods for engaging and motivating young learners, and the importance of family involvement.

Course usage information

EDL-525   Multicultural Literature and LiteracyCredits: 3   

Term Offered: Spring Term

Course Type(s): None

Focuses on multicultural literature and how it is integrated into a classroom and/or school-wide literacy program. A wide array of multicultural literature and other genres for children and young adults will be presented, studied and integrated into a Teacher Work Sample. Coaching colleagues and paraprofessionals is emphasized.

Course usage information

EDL-526   Strategies for Teaching Writing, K-12Credits: 3   

Term Offered: All Terms

Course Type(s): None

Provides an in-depth study of strategies for teaching various types of writing to elementary and secondary students. It involves assessing and instructing students who require assistance with the development of written expressive language under the direction of a University supervisor.

Course usage information

EDL-527   Literacy Trends and IssuesCredits: 3   

Term Offered: Fall Term

Course Type(s): None

Focuses on issues, problems, and trends in the field of literacy. The content includes the study of divergent viewpoints and research regarding theories, instructional strategies, assessment, classroom environment and professional development.

Course usage information

EDL-551   The In's and Out's and Do's and Don'ts of Embracing Technology Tools in the ClassroomCredits: 3   

Term Offered: All Terms

Course Type(s): None

Focuses on the use of educational technology in classroom settings and the strategies, resources, planning, and assessment of an effective program. Addresses collaboration with colleagues regarding the ethical boundaries of excursions, ways to fit in technology that saves time and provides meaningful experiences to learners at all levels and curricular areas. Students will become familiar with relevant text materials and participate in an exploration of resource options for utilizing technology for various purposes during instructional planning and execution of plans. Materials, methods and strategies will be prepared and ready-to-utilize for authentic purposes, upon completion of this course.

Course usage information

EDL-552   Creative Technology: Utilizing Technology to Ignite a Passion for LearningCredits: 3   

Term Offered: All Terms

Course Type(s): None

Through graphic design and the integration of digital photography, Flip Video, software such as PowerPoint, the Print Shop, and multi-media projection devices, the opportunity to use technology for stimulating, engaging and motivating students will be explored. Enables students to explore and develop exciting learning experiences. Includes ways to utilize resources in routine lesson planning and to make technology an exciting aspect of all lesson plans.

Course usage information

EDL-553   Technology Integration: Methods for Successfully Meeting Diverse Learning Needs Within a ClassroomCredits: 3   

Prerequisites: EDL-551 and EDL-552.

Term Offered: All Terms

Course Type(s): None

Expands further upon the various forms of technology available for classroom use. Students will develop engaging learning activities designed to meet the diverse learning needs within a classroom. Opportunities will be provided to explore the various possibilities for modifications and adaptations made possible via specific technology tools. Helps students maximize learning opportunities through the use of Podcasts, instant messaging, text-to-speech capabilities, WebQuests, and more.

Course usage information

EDL-554   A Proactive Approach to Technology Implementation Across the CurriculumCredits: 3   

Prerequisites: EDL-551 and EDL-552.

Term Offered: All Terms

Course Type(s): None

Focus is on helping students infuse teaching with meaningful technology across the curriculum. Students will have the opportunity to create, share, demonstrate and showcase a portfolio of resources, strategies, methods and varied options for technology integration through the creation of an authentic classroom technology plan. Through collaboration, guidance practice then independent work, students will embrace all aspects of technology integration and work step-by-step to create a ready-to-use plan.

Course usage information

EDL-560   Early Childhood Curriculum Assessment for Inclusive EnvironmentsCredits: 3   

Course Type(s): None

Curriculum and assessment for early childhood programs serving children in preschool through age eight. Multidimensional, ongoing, and performance-based assessment strategies are addressed. Characteristics of developmentally appropriate curricula are explored. Development of learning environments that respect diversity and create opportunities for active participation of all children are emphasized.

Course usage information

EDL-564   Assessment and Instruction in Literacy ICredits: 3   

Term Offered: Fall Term

Course Type(s): EDAST

Focuses on the principles of ongoing assessment and instruction of K-12 students' reading and writing development. Strategies to select, use, and interpret appropriate standardized, criterion-referenced, and informal assessment measures will be provided. Techniques for analysis of students' literacy strengths and weaknesses and techniques for coaching colleagues and paraprofessionals will be addressed. Individual and group literacy strategies are explored and practiced in public school classrooms and a clinical setting.

Course usage information

EDL-565   Assessment and Instruction in Literacy IICredits: 3   

Prerequisite: EDL-564.

Term Offered: Spring Term

Course Type(s): None

Focuses on assessment and instructional literacy strategies for assisting all learners, including those with diverse backgrounds. The content includes the theory and practice of portfolio assessment and varied instructional strategies as well as the integration of technology. Individual and group literacy and coaching strategies are explored and practiced in public school classrooms and a clinical setting.

Course usage information

EDL-566   Diagnosis and Remediation of Literacy Problems I, SecondaryCredits: 3   

Term Offered: All Terms

Course Type(s): None

Involves a field-based component, which focuses on assessing and evaluating secondary students' reading and writing. Strategies to select appropriate standardized, criterion-referenced and informal assessment measures will be provided. Techniques for the analysis of literacy difficulties and the formulation of remediation plans will be addressed.

Course usage information

EDL-572   Current Topics in Educational PsychologyCredits: 3   

Term Offered: All Terms

Course Type(s): None

Several important contemporary theoretical, applied, and methodological issues in various areas of educational psychology are selected by the instructor for inclusion in the course. Seminar discussions focus on the critical evaluation of the recent literature in the areas selected.

Course usage information

EDL-575   Methods of Teaching Language Arts and Content Literacy at the Elementary LevelCredits: 3   

Prerequisites: ED-510, ED-550, ED-552 and EDL-503.

Term Offered: All Terms

Course Type(s): None

Focuses on the literacy instruction of regular and special education children, including those from linguistically diverse backgrounds in grades P-6, across various content areas. Ongoing assessment and instructional strategies will be explored in various engaging, literate, educational settings. Education majors only. Clinical practice hours required.

Course usage information

EDL-585   Practicum in LiteracyCredits: 3   

Prerequisites: EDL-515, EDL-564, and EDL-565.

Term Offered: All Terms

Course Type(s): None

Concentrates on the clinical assessment and instruction of students who have difficulty with reading and writing. The practicum involves instructional sessions, observing colleagues tutoring, and being observed during a seamless assessment and instruction cycle. In addition, self-assessment is encouraged via the use of videotaped teaching sessions and in-depth, collaborative case discussions.

Course usage information

EDL-593   Administration and Supervision of Literacy Practices and Professional Development for School LeadersCredits: 3   

Prerequisite: EDL-569.

Term Offered: All Terms

Course Type(s): None

Focuses on the principles, methods, and materials applicable to the administration, organization, and supervision of literacy programs as well as the coaching of staff and colleagues. Students are involved in observation, supervision, and a long-term staff development program in schools.