8000

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.