EDC - Education Conc - Grad

Students gain an understanding of trauma informed practices in order to provide safer, collaborative, and empowering environments for staff and children within the educational system. Provides a basic understanding of the psychological, neurological, biological, and social impact that trauma has on the lives of youth and the associated behaviors commonly generated by trauma.

Course explores strategies and specific inteventions to assist professionals in school settings. Emphasis is placed on remediation of academic areas, cognitive processes, and behavioral deficits.

An introduction to the field of school psychology, including its history, the roles and functions of school psychologists, professional issues, and ethics and law for school psychologists.

Course prepares the teacher with an understanding of gifted students' diverse learning needs and characteristics that support their cognitive, physical, social, emotional, and career development needs.  Also explored is the development and understanding of the philosophical, historical, and legal foundations of the interrelatedness of education and gifted education.

An advanced diagnostic course which focuses on the assessment and diagnoses of exceptional children. Specific diagnostic populations include mentally retarded, learning disabled, emotionally disturbed and gifted children. Attention is also given to low incidence handicaps such as vision impaired, hearing impaired, multiple handicapped, etc.

Course prepares the teacher of students who need gifted curriculum and learning opportunities to plan and implement effective instructional methods and strategies to meet the needs of diverse gifted learners.

Principles and methods of performing individual psychological evaluations of school-age children and youth. Administering, scoring, and interpreting Wechsler Intelligence Scales, Stanford Binet, and other assessment instruments.

Provides applied learning for the administration, scoring and interpretation of behavioral and personality measures, such as parent teacher child interviews, youth self-report measures, standardized rating scales, and projective techniques. Encompasses written and oral reports to integrate results relevant to psychological services in educational settings; for example, identification of emotional handicaps, intervention planning and crises intervention.

Examines the counseling process, instruction and practice in communication skills in counseling, history, development, and practice of counseling as a profession,and how and where counseling is provided.

Psychological testing theory, clinical and practical aspects of individual test administration, educational and clinical diagnosis, interpretation, and non-discriminatory and controversial issues in testing.

Overview of common statistical techniques used in educational research, including univariate and bivariate descriptive statistics, chi square, and linear regression.

Examination of federal and state statues, agencies, and court decisions in education; including administrative and teacher rights, responsibilities, relationships, and liabilities.

Concepts and techniques involved in the analysis and interpretation of clinical and research data. Lecture and laboratory descriptive and inferential statistics. Major topics included correlation and regression, test of significance, and introduction to analysis of variance. Both parametric and non-parametric approaches are covered. Prerequisite: EDC 7152.

Legal issues and challenges facing the field of Special Education with emphasis on topics such as non-biased assessment, mainstreaming, non-categorical vs. categorical special education, effects of labeling multicultural, special education, and evaluation programs for the school psychologist. Additionally, includes the special education referral and delivery system according to the law, individual education plans and legislation affecting special education.

Concepts and practice of consultation in a variety of settings, including child-centered, teacher-centered and system-centered techniques.

This course will examine issues in the assessment of bilingual students, including the appropriate use of standardized measures, non-discriminatory assessments, alternative approaches to the assessment of cognitive functioning, and social adaptive behavior of linguistically diverse students. Students will learn when and how to conduct evaluations in the child's first and/or second language. Student will administer tests, make case presentations and write reports.

Provides an in-depth review of major learning theories with an emphasis on how this impacts the practice of school psychology. Course explores learning processes, historical perspectives of learning theory and examines relationships that exist between learning theory and educational and psychological practices.

Students spend 45 hours in a school setting working with a school psychologist practicing academic and alternative testing procedures and report writing.

Students spend 45 hours in a school setting working with a school psychologist practicing personality, behavior, social, and emotional testing procedures and report writing.

Overview of the field of educational technology in a variety of organizational settings.  Examines the role of the educational technology professional in various organizational models. Introduces requirements of the program.

Course explores foundational elements required for study of educational technology, such as the history of educational technologies and their implementation worldwide, learning theories and their relationship to educational technology implementation, learning technologies terminology, and the relationships between learning technologies and power and privilege.

Students engage in a learning technologies project that applies their learning in a school, business, or organizational setting.  Students must complete 40 hours of supervised work per credit, develop at least one artifact for inclusion in their Personal Portfolio that results from the practicum experience, and reflect on the experience (in writing or via another creative form approved by the instructor) in their Personal Portfolio. May lay groundwork for an applied project in EDF 8503 Master's Research Project, but must be independent of that project.  Approval required before practicum begins.

Course explores challenges of teachers in evaluating the needs of individual students in the diverse and inclusive classroom. Students will explore innovative possibilities for differentiating instruction to enhance learning for all students.

Integration of educational theories and methods of instructional management through paradigms of individual and organizational motivation and development. Incorporation of education psychology learning principles through personal inventory, and in-depth study into teacher-teaching and student-learning styles and their applicability to organizations. Introduction of organizational management and organizational assessment models, especially as they apply to principles of educational law. 2 semester credit hours.

Focus of this course is on application of curriculum theory to classroom practice. Topics include historical roots of current curriculum issues and practices, changing concepts, curriculum conflicts, curriculum reform and reconstruction, as well as curriculum research and improvement.

This course investigates the background and current status of assessment principles, purposes, and procedures used to evaluate curriculum and gauge pupil progress. Emphasis will be on effective interpretation of evaluative data and methods of recording and reporting progress.

Course explores the integration of current theories of curriculum design with state content standards in the planning of mathematics, language arts, science, and social studies instruction in the classroom.

Course immerses students in the many ways to leverage technology for the benefit of a wide array of learning needs.  Students discover ways to integrate appropriate learning technologies in order to meet the diverse needs of learners through differentiated instruction and assessment.  Topics include Universal Design for Learning (UDL), assistive technologies, and adaptive learning technologies.

Examination of the dynamics of grief, loss, and trauma and the role of the counselor in elementary, secondary, and community college settings in supporting students who have experienced loss or trauma.

This course explores the history, current landscape, and future of gamification in teaching and learning for all ages and abilities. Students discuss learning theory as it applies to games, simulations, and virtual environments in teaching and learning. Additional topics including methods for evaluation of their effectiveness, potential ethical dilemmas, and socio-cultural ramifications of gamification of learning.

Course explores the impact and implementation of learning technologies outside of the United States. Students examine the promises and challenges of educational technologies worldwide as well as the perspectives of those critical of educational technology. Students learn about inequalities and ethics surrounding educational technologies and educational technology implementations around the world.

Study of social, cultural and gender differences and issues related to counseling clients with various backgrounds, beliefs and concerns. Includes multicultural counseling techniques.

Includes topics of investigation and study designed around special theories, practices or interests in the field of education.

Develops knowledge and skills leading to identification and description of conflicts in an educational setting. Includes application of conflict resolution techniques and other communication approaches with students, parents and school personnel.(Cross listed with HRC 7691)

Course offers a historical overview of instructional technology. Students explore different applications of technology ranging from primary grades through higher education. Techniques in determining learning needs, application of technology in meeting student needs and outcome evaluation in using technology are reviewed.

Course focuses on contemporary theoretical insights, research, and practices relating to the development and implementation of distance learning. Topics include application of current and accessible technology, wireless networking, and Internet use within a variety of academic situations and environments

Administrative planning, management and implementation of technology-enhanced educational programs are explored. Students will examine legal and ethical parameters governing the use of technology in instruction; demonstrate skills in facilitating multimedia production by students and teachers; apply designing principles to multimedia design; and develop evaluation methods to determine instructional effectiveness.

Exploration of the use of CAI to support traditional classroom instruction. Emphases on principles used to determine technology supported needs of students, implementation of CAI in meeting learning needs, and evaluation methods in determining CAI effectiveness. Students will have hands-on experiences in developing CAI techniques.

Study of needs and theories underlying education intervention, role of the interventionist and fundamental techniques in use. Includes relevant ethics, laws and policies.

Course explores the use of technology in public and private schools from grades K - 12. Study use of the Internet and World Wide NET to examine instructional theory and application between students of another county, state or nation in providing more global perspectives in facilitating learning.

Course focuses on the development and implementation of educational technological policies that systematize the integration of technology throughout classrooms, within schools and between schools. Students will evaluate technologies, identify strategies for evaluation and examine current trends in the use of technology to support learning, with emphases on policy evaluation and interpretation.

Course explores emerging topics and trends in learning technologies, including technologies not originally designed for teaching and learning but that can be leveraged for this purpose.  Students explore use-cases for new technologies, examine and develop frameworks for evaluating new technologies and their relevance for the needs of their learners, and explore means for staying abreast of the ever-changing world of learning technologies.

Examines networks, directories and guides for the identification and utilization of intervention resources found within school systems and in the community at large.

Course examines the planning, implementation, and assessment of resources and instructional techniques for middle and high school students.  Topics include assessing readability of materials, guiding English language arts skills, facilitating vocabulary, comprehension, study skills, and integration across the disciplines.  Field experience based course in a classroom setting.

Examines the policies, practices, and strategies in school and community relations. Topics include public information techniques and procedures.

Surveys the field of curriculum theory and organizational frameworks for current practices in curriculum development and evaluation, as well as curriculum revision and change.

Explores the principal's role and responsibilities as related to organizational development, information systems, faculty and staff selection, orientation supervision and evaluation, curriculum development and implementation, scheduling, budgeting, and plant/facilities use.

Covers the economics of school finance relating to theories and principles of taxation, reimbursement, financial planning and budgeting; governmental impact, court intervention and the effects on public and non-public schools. Practical applications using local school district situations will be considered when possible.

Review and evaluate various instruments and techniques used for the identification and assessment of at-risk learners. Includes integration of test results, educational history and other sources of student information into the learning plan.

Development of materials and their strategic application to facilitate success-oriented attitudes and behaviors among at-risk learners. Integration of materials and strategies into curriculum, teaching, methods and student support services.

Course examines the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards in listening, speaking, reading, and writing. Other topics include the legal, historical, and educational reasons for SEI.

Focus on tools and techniques used in life planning and career development for elementary and high school students.

Study of theories of group counseling and techniques of observation, assessment and leadership in therapeutic groups.

Study of the ethical, legal and professional concerns of school guidance counselors and preparation for the school guidance practicum.

This source examines several aspects of the school reform movement, including an in-depth look at the criticism of school guidance counseling programs. Students will study the implications for the Comprehensive School Counseling Programs by focusing on the models that may be used to design and implement school counseling programs. The course will focus on The Comprehensive School Counseling Model and the ASCA National Model. Students will learn how to organize comprehensive school programs and address the process of redesigning school counseling programs.

Topics include principles of supervision, supervision theory, models, techniques of supervision, philosophical conflicts, teacher evaluation schemes, and research on supervision.

The internship requirements are equivalent to four semesters of full-time placement in a school setting under the dual guidance of an on-site staff psychologist and a University-based supervisor. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Students will evaluate children, write reports and practice short-term consultation under the supervision of the on-site psychologist.

Specialized work on an individual basis, consisting of knowledge and skills in practice where standards for the profession are applied.  Experience must include teaching students in gifted services.  Forty-five hours of supervised practicum required.  Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting.  Approved written proposal required.  Prerequisites:  EDC 7105 Intro to Characteristics of Gifted Learners and EDC 7115 Gifted Instructional Strategies and Methods.

Specialized work on an individual basis, consisting of knowledge and skills in practice where standards for the profession are applied.  Experience must include teaching students in gifted services.  Forty-five hours of supervised practicum required.  Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting.  Approved written proposal required.  Prerequisite: EDC 8103 Field Experience I: Gifted Education.

Continuation of Internship II in the same school setting as Internship I.

Course extends skills in academic and alternative testing, including report writing, selection, use, and interpretationof academic instruments, as wellas ways to summarize and report test results to other professionals and parents. Topics include current issues and trens in ability testing, ethical practices,theories of intelligence, working with linguistically and culturally different children, and environmental effects on intelligence.

Examines theory and principles of development from conception through adolescence. Topics include an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development. Students examine various theories, including Piaget, Erikson, Vygotsky, Skinner and others. Explores development in the context of gender, family culture, and society, with an emphasis on implications for professional practice.

Provides evidence-based principles as overview of trends regarding current issues in understanding and working with students with mild-moderate disabilities.  Emphasis includes overcoming challenges of human diversity and the impact on families, cultures, schools, and the influence and delivery of special education services.  Current principles and concepts of assessment, pedagogical practices, program evaluation, policy, and laws set a foundation for students to examine their own personal philosophies and understanding regarding assessment of, services to, and intervention with individuals with mild-moderate disabilities.

Study of the biological, physical, etiological, psychological, and educational characteristics of individuals demonstrating significant differences in learning and behavior development.  Includes the diagnosis, instruction, and research-based strategies to support children and youth classified as having emotional disturbance and behavior disorders.

Remediation of academic areas and cognitive processes involving perception, integration, and expression with emphasis on strategies for planning and implementing instructional programs.

Information to aid teachers in dealing with responsibilities and concerns in school settings with regard to P.L. 94-142, Education for all Handicapped Children Action Section 504 of the Rehabilitation Act, Family Education Rights and Privacy Act, and other legal issues. Integration of methods of inclusion/assistive technology/working with paraprofessional.

Designed to assist students in understanding the process of collecting, analyzing, and interpreting data from a variety of relevant sources (both informal and formal) to use for educational and instructional programming decisions for students K-12.  Emphasis is on assessment and diagnosis of students who may have mild/moderate learning, social/emotional, intellectual, physical disability and/or health impairments and to collaborate with others to carry out research-based, effective interventions.

Use of behavioral principles to positively support individuals with disabilities, especially those with mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.

The practical application of theoretical learning within a group setting and involving an exchange of ideas and practical methods, skills, and principles.

Specialized work on an individual basis, consisting of student teaching and practice in actual service in a department, program, or discipline. Teaching formats must include teaching students with mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.

Practicum in school operations is an individually-designed course offering the opportunity to integrate course knowledge with practical experience in educational business operations settings.

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting.  School of Education approval is required.

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting.  School of Education approval is required.

Students explore the impact of the integration of technology on instructional design. They examine how learning theory influences instructional design from a variety of perspectives: student-centered learning (including experiential learning), content presentation, learning activities, accessibility, and assessment. Students explore and apply a variety of instructional design models and evaluate the merits and suitability of each within specific learning contexts.

Students examine evidence-based practices in teaching and learning via various distance technologies and with various target audiences (e.g. K-12, post-secondary, and corporate/government/non-profit). Students explore online teaching tools, learning management systems, video conferencing systems, online collaboration tools, learner engagement theory and practice, issues of identity verification, assessment in an online environment, and individualized instruction.

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting. Approved written proposal required.

Individually designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate level school setting. Approved written proposal required.Prerequisite: 15 semester credit hours of counseling course work, including EDC 8013.

Continuation of EDC 8453.

Individually-designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate school setting.  Prerequisite: EDC 8463 School Counseling Practicum I.

This course helps teachers improve student learning in mathematics through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources, and assessment measures in the context of mathematical reasoning and problem solving.

This course helps teachers improve student learning in science through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures in the context of scientific methods and ways of knowing.

This course helps teachers improve student learning in social studies through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures in the context of developing global understanding.

The purpose of this course is to help teachers construct a conceptual framework based on knowledge about the cognitive, social, biological, emotional, and cultural basis of language and to learn how to use that framework to individualize curriculum instruction, and assessment in reading, writing, speaking, listening, and viewing. Teachers will also connect long-term literacy goals to learning in other content areas through children's literature, such as expressive/transactional/poetic, written discourse, and the creative arts.

This course emphasizes building knowledge of theory and research, curriculum planning and delivery of instruction for the secondary teacher.

Supervised field placement in an approved Birth-PreK site to further develop the knowledge, skills, and attributes necessary to be an effective teacher/caregiver in an Early Childhood Program.  Students required to participate in graduate level academic projects through the Blackboard Learning Management System.  Direct training and supervision provided by the on-site mento and university supervisor.  Enrollment in the practicum requires approval by Director of K/12 Partnerships.  Student will complete 8 weeks of student teaching and design an action research project aligned with an educational issue.

Supervised field placement in an approved K-3rd grade site to further develop the knowledge, skills, and attributes necessary to be an effective teacher/caregiver in an Early Childhood Program.  Students required to participate in graduate level academic projects through the Blackboard Learning Management System.  Direct training and supervision provided by the on-site mento and university supervisor.  Enrollment in the practicum requires approval by Director of K/12 Partnerships.  Student will complete 8 weeks of student teaching and design an action research project aligned with an educational issue.

Supervised field placement in an approved Infant/Toddler Early Childhood/EC Special Education site to further develop the knowledge, skills, and attributes necessary to be an effective teacher/caregiver in an Early Childhood/EC Special Education program.  Students required to participate in graduate level academic projects through the Blackboard Learning Management System. Direct training and supervision provided by the on-site mentor and unversity supervisor.  Enrollment in this practicum requires approval by Director of K/12 Partnerships.

Course identifies and uses multiple strategies to improve student achievement through the integration of comprehensible input, ongoing, specific and immediate feedback, group structures and techniques,building background and vocabulary development, andstudent engagement. Topics include development of specific content lesson plans that incorporate all the above aspects to improve student achievement.