EDC - Education Concentration - Grad

Overview of common statistical techniques used in educational research, univariate, bivariate, z-test and t-tests (one & two sample).  Introduction to Analysis of Variance, exploration of non-parametric tests like: Pearson r, Spearman rho, and Chi-Square tests.

Course explores strategies and specific interventions 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.

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.

In this course, students will examine the central concepts, tools of inquiry, and structures of the arts (music, visual; arts, dance, and/or theatre), physical education, and wellness.

Students will learn to plan, implement, and assess (with adaptations as needed) learning experiences in the arts (music, visual arts, dance and/or theatre), physical education and wellness that engage all learners (including those with special needs) in critical thinking, creativity, and collaborative problem solving.

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 crisis 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 200 hours each in a school setting working with a school psychologist practicing academic and alternative testing procedures and report writing. Prerequisites: EDC 7122 and EDC 8222.

Students spend 200 hours each in a school setting working with a school psychologist practicing personality, behavior, social, and emotional testing procedures and report writing.  Prerequisite:  EDC 7222 Practicum (I) Assessment & Int.: Academic & Alt. Test.  Registration restriction:  Students may not self-register for this course.  Approval of lead faculty and/or academic advisor needed before registration.

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. 

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.

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.

This course examines the understanding and uses of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices central concepts, tools of inquiry, and introduces the structures of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability).  Experiences will include designing personalized learning needs, ELL strategies, universal design, application of learning technologies, and intensive intervention strategies.  Field experience required.

Students will examine the central concepts and structures of social studies (the integrated study of history, geography, people and places, economics, civics and government) and the English/Language Arts (reading, writing, speaking, listening, language and ELL).  Field experience required.

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.

Students examine how school leaders can develop and maintain an atmosphere for improved student achievement based on data-driven systems.  Topics include increased external accountability and data demands, as well as the ability to accurately interpret the data and implement positive learning opportunities based on the analysis of said data.  Particular emphasis is placed on continuous improvement modeling.

Students investigate the background and current status of assessment principles, purposes, strategies, and procedures used to evaluate curriculum with attention given to school improvement planning through continuous improvement and gauging student progress.  Emphasis on effective interpretation of evaluative data and methods of recording and reporting progress to stakeholders.

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 7961.

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.

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 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.

This course will help students gain experience with research-based strategies, project-based instruction, global collaboration, and reflective practice, which assumes use of technology and universal design.

This course will help students gain strategies for instruction, inclusion, classroom organization, data management and student engagement.

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.

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.

Designed to provide foundational knowledge in basic linguistic and pedagogical knowledge of English learners for teachers in early childhood; elementary; and/or secondary schools.

This course provides a review of evidence-based practices and interventions that are used in schools to improve the academic, emotional, and behavioral functioning of children and adolescents.  Concepts (including: data-based decision making, problem solving, and multi-tiered systems of supports) are integrated to provide students with the skills needed to identify, analyze, and address problems and selecting interventions that promote positive impacts on individuals, groups, and systems.

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

This course 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.

Observe, develop, and practice skills under the guidance of a supervisor within the major area of interest.  Field experience based course in a classroom setting.

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.  Prerequisite:  Completion of all coursework in the Ed.S. program with the exception of EDF 8503 Master's Research Project.  Registration restriction: Students may not self-register for this course.  Approval of lead faculty and/or academic advisor needed before registration.

Continuation of Internship II in the same school setting as Internship I.  Prerequisite:  EDC 8122 Internship I.  Registration restriction:  Students may not self-register for this course.  Approval of lead faculty and/or academic advisor needed before registration.

Course extends skills in academic and alternative testing, including report writing, selection, use, and interpretation of academic instruments, as well as ways to summarize and report test results to other professionals and parents. Topics include current issues and trends 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.

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.

An overview of individual and group approaches to assessment and evaluation used in a variety of counseling and education settings. Students examine the psychometric properties used to develop and evaluate these instruments. Topics include a historical perspective of assessment, basic concepts of standardized and non-standardized testing, measures of central tendency, normative sampling and standardization, reliability and validity, assessment report writing, test score interpretation, and test construction. Students will address the ethical, legal, and multicultural issues related to selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 

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.

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.

Practice in selected inclusive classrooms with emphasis on the ELA elementary education standards and ELL standard (including phonics, the science of reading, and language acquisition).  Special seminars and continuous evaluation teaching experiences.

Practice in selected inclusive classrooms with emphasis on the mathematics elementary education standards.  Special seminars and continuous evaluation of teaching experiences.

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.

Practice in selected inclusive middle or high school classrooms with emphasis on the ELL standards and the Science of Reading (including phonics, dyslexia, and language acquisition). Special seminars and continuous evaluation teaching experiences. 

Approval from the School of Education required.

Practice in selected inclusive middle or high school classrooms with emphasis on integrated instruction (diversity, equity and inclusion and social emotional learning) and pedagogical competencies. Special seminars and continuous evaluation of teaching experiences. Approval from the School of Education required. 

Practice in selected inclusive middle or high school classrooms with emphasis on reading in the content instruction. Special seminars and continuous evaluation of teaching experiences. Approval from the School of Education required. 

Practice in selected inclusive middle or high school classrooms with emphasis on assessment, data-driven practices, and professional portfolio development. Special seminars and continuous evaluation of teaching experiences. Approval from the School of Education required. 

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.

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, and student engagement. Topics include development of specific content lesson plans that incorporate all the above aspects to improve student achievement.

The internship requirements are equivalent 8 weeks placement in a school setting under the dual guidance of an on-site staff school counselor and a University-based supervisor. This course is the first of the two required internships. Participation in the development processes, individual and group counseling, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Student will work with individuals and groups of children, apply school counseling practices, write reports and practice short-term counseling services under the supervision of the on-site school counselor. 

Prerequisite: Completion of all coursework in the program with the exception of EDF 8503 Master's Research Project. Students may not self-register for this course. Approval of lead faculty and/or academic advisor needed before registration. 

The internship requirements are equivalent 8 weeks placement in a school setting under the dual guidance of an on-site staff school counselor and a University-based supervisor. This course is the second of the two required internships. Participation in the development processes, individual and group counseling, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Student will work with individuals and groups of children, apply school counseling practices, write reports and practice short-term counseling services under the supervision of the on-site school counselor. 

Prerequisite: Completion of all coursework in the program with the exception of EDF 8503 Master's Research Project. Students may not self-register for this course. Approval of lead faculty and/or academic advisor needed before registration.