8000

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.