Students examine key topics in PreK-12 education, including its historical, philosophical, and social foundations; legal, ethical, and professional aspects of teaching; and issues relating to curriculum, student diversity and sociopolitical dimensions of education. This course includes a required in-person practicum working with youth in local community and school contexts.

Portrayals of teachers are prevalent in popular media and loom large in our imaginations. As an exploration of teachers and teaching in popular media, this course will be equal parts delightful romp through nostalgic favorites AND deep, critical analysis of various media. We will consider the impact these portrayals have had - for better and for worse - on the profession itself.

Although disability is a natural part of the human experience, it is colored by a history of fear, segregation, removal and even extermination. Media has always reflected and guided society, including representations of disability. This course explores the changing disability experience (from "stereotype" to "normalization") as depicted in film, literature, and other media.

This course provides educators, counselors, and others the knowledge and skills to integrate breathwork and mindful movement into their work with children and youth. We will learn through cultivation of personal practice, micro-teaching, reflection, and examination of the research.

Designing Digital Art, Music, and Games provides an introduction to design and creativity through use of computers to create art and music. The course also serves as an introduction to computational thinking - the art of developing a solution in a form that can be implemented by a computer.

An intensive introduction to basic concepts of Applied Behavior Analysis. Provides an overview of the field's history, current trends, and future directions. Specific content covered includes (1) basic behavioral principles, (2) evidence-based instructional practices, (3) ethical issues associated, (4) operational definitions and measurement of behavior, (5) strategies to increase behavior, and (6) strategies to decrease behavior.

This course will support students' transition through university life through the infusion of academic and personal development. Through exploration of concepts including personal asset reflection, opportunity and career development, collaboration with others, social-emotional learning, and strategies for academic coursework, you will be empowered to identify and practice the college- and career-readiness skills essential for long-term success.

Ever wonder why concepts are taught over and over and are still difficult to explain? This course explores misconceptions commonly learned in K-12 math, science, humanities, and social sciences. We investigate these ideas through the lens of students own experiences and what is known about how people learn. This course builds understanding of best practices in teaching and assessment through reading, discussion, reflection, and presentation.

Mindfulness-based interventions promote physical and mental health and support cognitive and emotional developmental processes in individuals across the lifespan. Mindful awareness practices can support our ability to be fully present to the needs of others. This course introduces a variety of these practices and the research on their effects as a means to promoting well-being and building supportive relationships in professional settings.

Through this course, students will gain an in-depth understanding of self-regulation during early childhood and how this promotes children's success in school. We will focus on how adults serving in a teaching role support children's self-regulation development. Students will learn how to establish learning environments and implement practices that promote children's display of self-regulation in the areas of emotion, behavior, and cognition.

An introduction to the study of exceptional children & adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted, autism, traumatic brain injury, ADD, and ADHD. Information on medical conditions which influence learning and development. Credit is not given for both EDIS 3020 and 5000. Master of Teaching students must take EDIS 5000

This course will explore key factors influencing early childhood development, highlighting contextual contributors (such as the role of family, community, culture, childcare/school, and policy) that shape early experiences. This will help you recognize the life-long consequences of contextual influences on young children's development and that multiple leverage points exist for creating a culturally responsive and nurturing environment for all.

This course is designed to increase students' knowledge of and ability to implement foundational and targeted instructional strategies aimed at promoting children's early mathematics skills in domains including numeracy, operations, geometry, patterning, and measurement. We will explore how to observe students' mathematics skills and how to collect meaningful information on children's mathematical thinking and use that to inform instruction.

This course will explore design as a creative problem-solving approach to making. Participants will be introduced to design tools and key maker education concepts through hands-on design studio projects, each highlighting a learner-centered approach to instruction. This course is also relevant for those seeking to learn creative applications of digital design and fabrication technologies.

This course provides students with a deep understanding of the nature, causes and consequences of poverty during the early childhood years in the United States. Students will explore mitigating factors that promote healthy child development, including the promotive role family support and practices play. Students will also examine the history of programs serving young children and critically analyze their impact.

This one-credit course is for practicing educators and undergraduates wanting to learn about English Learners (Els) in today's classrooms. This course is an introductory-level consideration of the instructional opportunities and challenges presented by ELs. Participants explore their own language-learning as they consider what it means to learn a language. The course has four weeks of content; dates can include an orientation week and work time.

Field-based practicum for preservice teachers seeking initial licensure. Students develop skills in fostering positive professional relationships with students, colleagues, and peers; designing and implementing individual, small group, and whole class instruction; and observing and reflecting on practice. This course meets the guidelines for state-approved teacher education programs in Virginia.

This course prepares individuals to administer, score, and interpret standard instruments; to use information procedures in the administration of assessments; and to interpret the combined results of psychological, sociological, medical, and educational assessments. Implications for use for assessment data will be discussed.

Teaches special education teachers the Virginia Mathematics Standards of Learning (SOL) K-12 content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry: Probability and Statistics; and Patterns, Functions, and Algebra. This course also focuses on the mathematical adaptations through Problem Solving, Reasoning and Proof, Mathematical Communication, Mathematical Connections, and Representation.

This course explores the meaning and concepts associated with the field of emotional and behavioral disabilities, including the psychological and behavioral characteristics of individuals with emotional and behavioral disabilities. Topics include specific causes, assessment, and treatment of emotional and behavioral disabilities. Educational, psychological, historical, and medical implications are addressed.

This course explores the meaning and concepts associated with the field of learning disabilities, including the psychological and behavioral characteristics of individuals with learning disabilities. Topics include specific causes, assessment, and treatment of learning disabilities and related disabilities. Educational, psychological, historical, and medical implications are addressed.

This course explores the meaning and concepts associated with the field of learning disabilities, including the psychological and behavioral characteristics of individuals with learning disabilities. Topics include specific causes, assessment, and treatment of learning disabilities and related disabilities. Educational, psychological, historical, and medical implications are addressed.

This survey course provides an overview of the language acquisition and development process from both current and historical perspectives. Factoring influencing language acquisition and development will be explored.

This course provides an examination of current reading and writing research and its implications for assessment and instruction for students with reading and writing disabilities. This course focuses on the assessment and diagnosis of reading and writing difficulties and instructional strategies for addressing literacy problems. Students will learn how to conduct literacy diagnoses, develop case reports, and develop programs based on assessment.

Teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms.

Teaches elementary teachers the Virginia Mathematics Standards of Learning content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; Patterns, Functions, and Algebra. This course focuses on the processes for planning, instructing, and assessing mathematics understanding, problem solving, reasoning and proof, mathematical communication, mathematical connections, and representation.

This course examines language as a complex and dynamic system for the purposes of thought and communication, with a focus on development occurring between birth and age eight. This course also examines how practitioners may guide and shape this pivotal developmental process, using theory and science to inform educational and clinical practices for measuring and fostering early childhood language development in positive ways.

Fostering children's development requires consistent and intentional high-quality interactions. In this course, we explore intentional teaching along five key themes: Building relationships, fostering curiosity, promoting talk, understanding behavior, and understanding strong emotions. This is a hands-on course where you'll get many opportunities to understand the types of interactions that support children's learning and development.

Designed to accompany the teaching internship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.

Designed to accompany the teaching internship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program.

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

Independent study.

Directed Research under supervision of faculty member.

Introduction to the study of exceptional children and adults. Extends principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities. Includes gifted, autism, TBI, dyslexia, ADHD and other medical conditions; historical, ethical, and legal aspects; application of federal/state regulatory requirements; identification, education, and evaluation of students with disabilities.

The purpose of this course is to identify, explore, and discuss special education's defining issues and the complex contexts in which teachers work. Students will examine historical perspectives, models, theories, philosophies, and trends in order to provide context for current issues in special education. Students will explore current federal, state, and local policy contexts and the legal status of special education teachers and students.

Teaching is one of the most rewarding professions, but it can also be one of the most stressful. Mindfulness for Teachers will introduce students to a series of evidence-based practical skills that will help them cultivate the inner resources needed to support their students' social, emotional, and academic growth.

This course introduces knowledge and skills teachers need to support students exposed to chronic stress and trauma: the effects of trauma on body and mind; recognizing those effects; evidence-based practices to support healing, build resilience, and foster mindfulness and compassion in the classroom. Students will examine practices for meeting the needs of diverse populations (e.g., gifted learners, English learners, students with disabilities).

Social & Emotional Learning introduces current research on the social and emotional development of students and teachers in educational settings. It also presents students with the current theory underlying social and emotional learning (SEL) curriculum and programs and the empirical research on the efficacy of such programs.

Learning science and educational research informs us about what should be happening in classrooms for both students and teachers. In this class, we will focus on professional knowledge--curriculum content, instructional design, instructional planning and delivery, and assessment for and of student learning so that a positive classroom learning environment can be established.

Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans.

Examination of principles and applications of behavior analysis in education settings. Students learn fundamental concepts of human behavior as well as procedures for managing classroom behavior and routines for establishing positive learning environments.

The second course in the "Teaching Science Sequence" addresses scientific inquiry, teaching process skills, safety, assessment, and evaluation. Prerequisites: Admission to the Teacher Education program; EDIS 5050.

Teaches special education preservice teachers the Virginia Mathematics Standards of Learning (SOL) K-12 content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry: Probability and Statistics; and Patterns, Functions, and Algebra. This course also focuses on the mathematical adaptations through Problem Solving, Reasoning and Proof, Mathematical Communication, Mathematical Connections, and Representation.

Instructional design and development of online courses within formal educational settings (for-credit higher education courses, virtual k-12 schools, professional credentialing) with regular and substantive interaction in a learning community. Develop assessments and weekly units of instruction inside of a learning management system. Online teaching in both asynchronous and synchronous settings. Discussion of current topics in distance education.

Examines principles and practices necessary for addressing the learning needs of diverse student populations (including culturally and linguistically diverse students, gifted learners, English learners, students with disabilities) at all levels of schooling. Includes role of curriculum, on-going assessment, learning environment, and instructional strategies for addressing student readiness, interest, and learning profile.

The course will focus on the basic principles of ABA. The course will cover the characteristics, theories, basic definitions, principles, and processes of behavior analysis and basic behavior change techniques. Upon completion of this course, students are expected to have a solid knowledge base of the basic concepts, principles, and techniques of applied behavior analysis.

This course is designed to provide skills, practice, and knowledge in advanced theory and methods of ABA. Emphasis will be placed on the theory, principles, procedures, and science of ABA. Analysis and design of advanced research models will be a major focus of this course; therefore, students must have knowledge and experience withresearch design.

This course will familiarize the student with ethical issues and responsibilities of special educators and behavior analysts by leading organizations in the fields of education and mental health. Informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed within the context of case method.

Presents cognitive and behavioral instructional approaches for teaching children with special needs in a variety of service delivery options. Emphasis is given to collaborating and adapting instruction, assessment, and materials within inclusion and special education placements to support student achievement of the Virginia Standards of Learning. Co-requisite EDIS 4887

This class will focus on the development of legally appropriate IEPs and their application to instructional planning. The course will also address transition planning and the strategies for assisting students in sped to move across the grades & from school to post-secondary placements. This on-line class will include readings, cases, hands-on activities, & video analysis.

This class will focus on the development of legally appropriate IEPs and their application to instructional planning. Students will gain knowledge of the eligibility process, as well as legal and regulatory requirements of IEP development and implementation..

The purpose of this course is to identify, explore, and discuss some of education's defining issues. The first part of the course examines the foundation and history of American education in order to provide context for current issues in education. In the second part of the course, we will collaboratively explore a variety of current educational issues that directly impact K-12 classroom teachers.

This course examines critical issues in special education leadership, emphasizing evidence-based practices and data-informed decision making. Topics include disproportionality in identification, inclusive strategies, culturally responsive practices, and intervention methods. Students explore policy, assessment, and fostering positive school cultures. Participants develop skills in program analysis and improvement planning.

This course addresses reading and writing development from emergent literacy through adolescent readers with attention to diverse needs of students. The course also addresses components of effective literacy programs (e.g., concepts of print, fluency, phonological awareness, phonics, spelling, writing, comprehension, vocabulary) and evidence-based practices for reading and writing instruction informed by assessment within an MTSS framework.

This course provides an examination of current reading and writing research and its implications for assessment and instruction for students with reading and writing disabilities. This course focuses on the assessment and diagnosis of reading and writing difficulties and instructional strategies for addressing literacy problems. Students will learn how to conduct literacy diagnoses, develop case reports, and develop programs based on assessment.

This course provides students with an understanding of developmental dyslexia. Students will learn the distinguishing characteristics of dyslexia, common assessment practices for sub-component skills related to dyslexia, and how Structured Literacy and its elements and principles meet the needs of students with dyslexia.

This online course is designed for educators of children who are learning English as a second language. Theory is grounded in researched practices for teaching reading with an understanding of the challenges facing non-English native speakers.

Designed to teach elementary pre-service teachers fundamental social studies concepts of United States history, Virginia Studies, civics, geography, and economics appropriate for meeting the Virginia Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction, and assessment of social studies curriculum.

Translate theory & research into practice: design instructional units using a variety of best practices. Emphasis on individualized projects, developmentally appropriate learning objectives, authentic assessments, plus cooperative learning, creativity, reflection, media & technology integration. Critique & reinvent school textbooks for effective instruction; incorporate standards while delivering imaginative, relative learning.

This course focuses on the many genres of children's literature. Students will learn strategies for promoting reading for enjoyment and information, developing collections to support diverse learning needs, and collaborating to support literacy instruction. Students will evaluate literacy quality and learn a range of instructional techniques to support a literature curriculum.

Using Sims Bishops' (1990) mirrors, windows, and sliding glass doors framework, students read, analyze, and discuss contemporary young adult literature (YAL) featuring marginalized viewpoints and identities. Students will collaborate around strategies to incorporate contemporary YAL into schools and evaluate the viewpoints present and absent in the titles they currently use with young adults.

This course aims to help educators understand how to provide quality instruction for diverse learners in schools and classrooms that are becoming increasingly multicultural. In the course, students explore theories of culturally responsive/sustaining teaching and how they can be applied to help diverse learners (including but not limited to ethnically, culturally, and linguistically diverse students) feel valued and successful in classrooms.

This course introduces the scientific study of language, exploring how linguistic insights can prepare teachers who work with preK-12 ELLs. It addresses the sounds of the language (phonetics and phonology), the structure of words/sentences (morphology and syntax) and how these features convey meaning (semantics and pragmatics). Students will apply this knowledge of language to the everyday use of English and its acquisition in school settings.

This course examines writing development, assessment, and instruction that supports diverse learners. Participants will learn how to teach the domains of composing, written expression and mechanics. Participants will learn how to move through the writing process and provide instruction on planning, drafting, revising, and sharing a final product. This course explores narrative, descriptive, and explanative modes of written expression

This course is designed for current and future teachers seeking to learn how to instruct English learners. Students will explore the WIDA Essential Actions and ELD Standards, learn about various current and historical ESL instructional models, and will consider how the four language skills are taught within classrooms to ELs. Students will also learn about collaborative practice as ESL teachers working with grade-level or content-area teachers.

This course is a continuation of EDIS 5450, with a greater emphasis on instructional strategies and use of technology.

The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.

This course focuses on dual-language curriculum and instructional methods. Students will learn to serve multilingual students/families in culturally responsive ways aligned with SLA principles. It includes exploration of WIDA, and Virginia's SOLs and Early Learning & Development Standards. Students may also complete a dual-language practicum for endorsement.

A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics. Prerequisite: EDIS 5600.

This course explores how students' language, experiences, and literacy development play a role in learning content material. Participants explore the nature and meaning of content literacy and what it means to learn through texts. Theoretical and foundational considerations will frame the exploration, modeling, and instructional practice of comprehension, academic and content vocabulary, and writing to learn strategies.

Designed for teachers, administrators, parents, and others who work to develop talent in diverse high potential learners. Investigates the social and emotional development and counseling issues of preK-12 learners, implications of similarities/differences between gifted and other students, characteristics of positive learning environments, and evidence-based strategies to support students in a variety of contexts.

This course is designed for teachers seeking initial certification. This course provides pre-service teachers with foundational knowledge of classroom assessment and data literacy, including types of assessment, assessment design and quality, and interpretation and use of assessment data. Students enrolling in this course must have successfully completed EDIS 5025 or a similar curriculum and instruction course.

Semester-long intensive clinical experience designed to develop skills in fostering relationships with students, colleagues, and peers; observing and reflecting on teaching and learning; and designing and implementing individual, small group, and whole group instruction. Designed to support special education teachers enrolled in the state-approved teacher education program.

A semester-long clinical experience designed to develop skills in fostering positive professional relationships with students, colleagues, & peers; observing & reflecting on instruction; & designing & implementing individual, small group, & whole class instruction.

This course serves as a co-requisite to the Teaching Internship in diverse and urban high needs communities. We will address topics such as behavior management, collaboration and communication with families, and school-community relations, while placing special focus on culturally responsive pedagogy, socio-economic diversity, inclusion and differentiation, as well as instructional practices for English Language Learners.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

Designed to accompany the teaching internship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

Independent Study

Laboratory course for students beginning to work on the development of curriculum and instructional programs. Application of curriculum design and evaluation principles to the development of a particular curriculum identified by the student.

Studies the implications for curriculum and data collection techniques of K-12 schools. Specific attention is given to objectives, sequence, standards, and developments in each subject area.

Reading comprehension and writing for meaning requires the development of many subcomponent skills. This course covers the fundamentals of reading and writing development from emergent literacy through adolescence. Students also learn evidence-based practices for reading and writing instruction informed by assessment within a multi-tiered systems of support framework.

Understanding the Code provides students with a deep understanding of the code and why building this knowledge across a child's reading development is crucial. Students learn how phoneme awareness and phonics lead to automatic word recognition, the influence of orthography, and how the meaning layer of language (i.e., morphology, syntax, semantics) supports decoding, spelling, and vocabulary.

The course begins with an overview of models of reading comprehension and research evidence that describes key influences on reading comprehension (e.g., oral language, decoding/fluency, vocabulary, text structure, and engagement/motivation). Through a series of assignments to apply knowledge, students administer and interpret assessments of language and reading comprehension and use assessment data to plan and implement lessons.

This course examines the leadership role of the reading specialist/coach. Students develop skills to evaluate reading programs and utilize data at the school and district levels. Examining coaching approaches helps students consider how to work in partnership with colleagues for successful implementation of evidence-based practices.

This course focuses on instructional coaching to enhance teaching practices of both novice and experienced teachers across a range of contexts. Students will examine key components of instructional coaching, models of instructional coaching, and considerations for navigating the educational landscape of various contexts for coaching.

Explores theories of creativity through study of creative people, the creative process, creative products, and creative "press" or those environmental conditions that support and facilitate creative production. Focuses on assessment of creativity, research related to creativity and its applications to education, environments conducive to the development of creativity, and heuristics designed to encourage creativity.

Educators must apply knowledge to enhance teaching practices and student learning. This culminating course explores the foundations of the M.Ed. C & I program pillars--curriculum, instruction, assessment, and diversity. We will examine the intersections of the pillars and learnings from the program coursework. The M.Ed. comprehensive (comp) exam is embedded within this course, and students must be in their final semester of coursework to enroll.

In this capstone course, pre-service teachers complete a professional project grounded in educational research and practice. This project serves as the culminating assignment for the graduate-level state-approved teacher education program.

EDIS 6991 serves as the framing course for the completion of the Curry Teaching Performance Assessment (CTPA), the culminating capstone project for the Secondary One-Year PGMT program. Additionally, EDIS 6991 explores the process of searching for and obtaining a job as a middle and/or high school teacher as well as issues of professional engagement in these settings.

Instructional design offers substantial potential to improve learning in every domain. Students learn systematic methods for ID, explore the role of design, theory, & technology in addressing instructional problems, & build significant analytical & project management skills. For any discipline where creative approaches to knowledge construction and information transfer are critical.

Using technology in instructional settings requires an understanding of the content, skill, or practice to be taught, relevant pedagogical knowledge, and an understanding of the technology and how the technology supports and/or augments learning in a specific context. In this course, students will develop and apply this technological, pedagogical, and content knowledge (TPACK) through their coursework.

Teacher leaders are expert in the complexities of teaching and leveraging this expertise to other school reform domains' mentoring, coaching, advocacy, community outreach, etc. By collectively establishing a positive school culture, teacher leaders build on strong pedagogical and cultural knowledge using a variety of interpersonal, instructional, and political skills to improve student learning in schools.

In this class, we will learn about performance improvement, an extension of instructional design in which practitioners assess needs and gaps in human performance in organizations using tools like root cause analysis, then design interventions to address the gaps and plan on-going evaluation for continuous improvement. These skills are commonly used in for-profit, government/military, and non-profit industries and is growing in education

In Phaedrus, Socrates debated the value of a new technology, writing, in the Academy with his students under a plane tree near Athens. Designed to develop "reflective practitioners", this course is our virtual plane tree in which we will use systems theory and cultural studies to explore how context and technology shape each other and ethical considerations for the design, selection, and implemetation of educational innovations.

Overview of the field of gifted education including conceptions of giftedness, identification tools and processes, characteristics of gifted learners, programming options, curriculum and instruction, and evaluation for gifted learners- including historically under-represented students. Students will gain a foundation in the field of gifted education and appropriate educational responses to gifted learners to be built upon in subsequent courses.

Designed to introduce students to modifying and creating appropriate and effective curriculum for gifted learners. Course participants will understand how to choose appropriate content, process and product outcomes and develop meaningful learning experiences that are rigorous, concept-based, open-ended, and tied to gifted learners experiences. Participants will explore and understand the process of curriculum design through multiple lenses.

Students gain an understanding of models for delivering instruction and adapting teaching strategies for appropriately educating gifted students. Participants learn strategies that nurture the affective, creative, and cognitive needs of gifted learners; including those who are culturally and linguistically diverse, economically disadvantaged, highly gifted, or have special needs or disabilities (twice-exceptional learners).

In this course, students will explore an assessment cycle consistent with current evidence-based practice of data-based decision making, including a cycle of screening, monitoring progress, administering targeted diagnostic assessments, and measuring progress with outcome measures. This work will be grounded within a multi-tiered systems of support framework.

This culminating course for the Ed.S. program will usher students through the process of designing and completing a final project that pulls together program course-work, personal context and professional goals. Students will have the opportunity reflect on the content learned throughout the program and apply leadership principles in the design of the final project. This course should be taken during the final semester of the program.

Interested in transforming education? This course explores a range of innovative efforts to improve education with the goal of preparing seminar students to envision and create innovations of their own that are grounded in theory, inspired by real-world examples, and infused with creativity. By the end of the seminar, you will have taken the first step by developing and pitching a transformative idea of your own.

In this course you become an educational entrepreneur by designing and implementing an educational innovation for a school or similar setting that you choose. You will help your partner site identify a challenge, design an innovative approach to address that challenge, and test and refine your approach. In short: in this course you will design an innovation that could impact learners immediately and for years to come.

Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.

Teaching and learning are highly complex and interactive processes occurring at the intersection of curriculum, instruction, and assessment. This course deeply explores instruction, the approaches and methods used to facilitate learning. After establishing a foundation of what is known about how people learn, we will consider how context, culture, and content should influence instructional decision making in terms of planning and implementation.

This advanced assessment seminar is designed to enable students to build on existing strengths and to provide an opportunity for further in-depth study in the area of educational assessment. The course is intended to facilitate the development of students' learning focusing on experiences typically not provided in coursework, such as planning learning experiences for professionals.

This course examines questions about the nature of teacher quality and how policies affect teacher quality. We will ask how policies affect teachers as college students who could decide to enter teaching, as students enrolled in a preparation program or pathway, as graduates seeking initial teacher licensure, as licensed teachers seeking jobs, as novice teachers, as tenured teachers, or as teachers who could be rewarded, honored, or dismissed

In this course, we will use Critical Race theory and related theories to explore equity and access in the American educational system, especially as it relates to minoritized students from historically underserved backgrounds.

In this student-driven, field-based course, students perform work at a school, district, or other educational setting to investigate and address a specific question, challenge, need, or interest of the partner organization. Students make informed analyses of the educational issues and present findings.

Practicum: Curriculum & Instruction

Practicum: Reading Diagnostic Clinic

Masters Internship: Gifted

For master's research, taken under the supervision of a thesis director.

Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.

This seminar is designed to support you as you draft and defend your C&I EdD Capstone proposal. This course does not focus on the introduction of new research methods but on the application of the research knowledge, understandings, and skills that you have learned as a doctoral student.

Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.

Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.

Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required

Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.