Curriculum and Instruction (M.Ed.)
Faculty
Roberta Dorr, Associate Professor of Education,
Cynthia Greer, Associate Professor of Education, Educating for Change
Deborah Litt, Associate Professor of Education, Director of Curriculum and Instruction, Program Chair for Reading
Degree Description
The School of Education offers the Master of Education degree (M.Ed.) in curriculum and instruction to currently certified classroom teachers who want to pursue advanced study in Teaching of Reading or Teaching English to Speakers of Other Languages (TESOL) Students may also pursue a general Master of Education in Curriculum and Instruction (Educating for Change) which does not require a teaching certification for entrance. All certification programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). Each program requires students to complete a range of courses in their chosen concentration. Some concentrations require field work. Completion of the Teaching of Reading or the TESOL concentrations allows students to qualify for an additional teaching credential in the District of Columbia and other jurisdictions.
Curriculum and Instruction: Educating for Change
This concentration provides an opportunity for practitioners in education and those who will serve as advocates for students in K-12 education, particularly in urban environments, to better understand the dynamics of working for change to improve the quality of education for all students. Taught in a multidisciplinary context, this advanced degree program draws from the insights provided by a range of disciplines, including sociology, psychology, history, political science, economics, and education. This interdisciplinary perspective equips students to engage both intellectually and through practice, while addressing social inequalities within educational systems, associated with gender, ethnicity, social class, and disabilities.
Students in the program work together to understand the political, social, and economic factors and processes that impact learning opportunities and educational processes; students learn to become leaders and educational change agents. The uses of instructional technology are integrated into all classes; therefore, students matriculating into this program are expected to demonstrate functional computer skills.
Within this 36-credit program, students learn about models for curriculum change and implementation, current research and best practices in teaching and learning, and equitable methods of assessment. Experiential learning and field experiences are central components of the learning process and foster student interaction with the community.
Required Courses (36 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits (no credit; must be taken first semester student is enrolled)
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCC 600 Research in Education
EDCI 607 Cultural Diversity and Global ConcernsExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 612 Conflict Management and ResolutionExamines causes of violence and its repercussion. Emphasis is on positive strategies and techniques of conveying anger, frustration, and doubt. Considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping students work together to express feelings in a respectful atmosphere. Stepwise solutions will be offered and modeled for educators. This course also studies the contributions to peacemaking by Gandhi, Martin Luther King, Dorothy Day, and others. Formerly EDU 514L Peace Education.
EDCI 650 Glob & Ethical Persp of Diverse LearnersThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required.
EDCI 655 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
Credits: 3 credits
Prerequisites: None
EDCI 621 Meaning Through LiteracyEmphasizes reading as a process of constructing knowledge. Students will explore the multiple approaches to successful teaching of literacy. Special topics to be covered include the myths and realities of whole language, integrating traditional instruction with whole language, connecting reading and writing, and supporting literacy with computers and related technology. Current research supports discussion. Formerly EDU 521L A Whole Language Approach to Literacy: Constructing Knowledge.
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nation wide. A field experience is required.
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project. ,1112
EDCI 654 Urban Curriculum and Program DesignThis course reviews, evaluates, and develops curricula used in urban setting, emphasis is on programs that have demonstrated success in urban settings. A field experience in required.
ONE Capstone Project:
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity explore an area of particular interest within their specialization. Under the direction of their faculty advisor, students design a project and/or action research and subsequently share their project with other students in a seminar format. May be taken for 3 or 6 credits with advisor approval. Formerly EDU 600I Capstone Project in Curriculum and Instruction.
The Teaching of Reading
The concentration in the Teaching of Reading is designed to prepare experienced classroom teachers for new roles such as specialized reading teachers, reading specialists, or literacy coaches. Guided by the standards of the International Reading Association, the program includes advanced coursework in K-12 literacy teaching, learning, and assessment as well as experiences designed to develop the skills needed to be effective school-based instructional leaders. The capstone experience, a 6-credit intensive clinical practicum and seminar, is taken when all coursework has been completed and the comprehensive examination passed. Candidates who successfully complete the program and fulfill the other requirements of their state or jurisdiction. are eligible for certification as a Reading Specialist.
Students who have previously taken one of the required core or concentration courses may substitute an elective approved by their academic advisor in order to fulfill the 36-credit requirement for the degree.
Candidates admitted to the Reading Program in Fall 2005 and following are required to take and pass the Comprehensive Examination in Reading prior to being admitted to EDCI 690 Practicum in Curriculum and InstructionAllows the candidate to put into practice what has been learned throughout the course of study. Under the supervision of a college professor an intensive lab experience in a clinical setting will allow for the assessment of the causes(s) of a particular child's difficulty and writing a clinical report. Tutorial work with the student will follow diagnosis. Seminar time will be allotted for discussion on and evaluation of current methods used in remediation as well as methods of prevention. Formerly EDU 645 Practicum in Curriculum and Instruction. .
Required Courses (36 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits (no credit; must be taken first semester student is enrolled)
EDCC 600 Research in Education
EDCI 622 Emergent Literacy & Beginning ReadingTheories of reading acquisition and word recognition are introduced. A major focus is in developing a solid understanding of the developmental continuum of literacy acquisition which provides the foundation for using developmentally appropriate techniques for fostering early literacy development. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective and developmentally appropriate instruction and learning opportunities. Students will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, and fluency. Includes field component.
EDCI 627 Language Acquisition and DevelopmentExplores the major language theories and systems involved in language development, cognition and learning the reading process. The psycholinguistic, and sociolinguistic, views provide the framework for exploring phonology, semantic, syntactic, and pragmatic systems related to language acquisition and development and their relation to the reading and writing process. The understanding that literacy can be a means for transmitting moral and cultural values through the interaction of the readers' existing knowledge. The role of metacognition in reading and writing, and listening will be explored. Formerly EDU 556B.
Credits: 3
Prerequisites: None
EDCI 632 Methods of Teaching WritingCurrent best practices in the teaching and evaluation of writing (composition), and the use of writing as a vehicle to learn content material forms the core content of this class. Spelling development and its relationship to both reading and composition is addressed as well as adaptations and techniques for learners who are experiencing difficulty with written expression. Class time will be devoted to an in-class Writer's Workshop. Candidates will be expected to write and revise original compositions giving and receiving feedback from their peers. Formerly EDU 511C Teaching Writing.
Prerequisites: None
Credits: 3
EDCI 633 Organization and Supervision of School Reading ProgramsThis course involves in-depth research on those topics pertinent to the development of sound school reading programs with emphasis on three components: developmental, intervention, and recreational. Major topics include setting school-wide goals, meeting needs of individuals, evaluation of materials, and critiquing and evaluating existing programs. Students are expected to plan a reading program in a culminating project. Formerly EDU 528 Organization and Supervision of School Reading.
Prerequisites: EDCC 605, EDCI 622, EDCI 627, EDCI 632, EDCI 635, & EDCI 636.
Credits: 3
EDCI 634 Advanced DiagnosisStudents will learn to administer and interpret specialized formal assessments as well as review the administration, interpretation, and use of assessments with which they are already familiar. Candidates will be prepared to administer, score, and analyze data collected from the testing situation in order to plan for effective instruction, write a professional case report, and, where necessary, to make appropriate referrals. Formerly EDU 529 Advanced Diagnosis.
Prerequisites: None
Credits: 3
EDCI 635 Literacy Across the CurriculumProficiency in learning from complex written text is a prerequisite to full civic participation and economic security in post-industrial societies. The instructional strategies teachers need to ensure their students attain proficiency with complex text forms the focus of this class. Teacher candidates will develop a repertoire of instructional strategies that foster active learning with texts that can be used to meet the needs of students of differing cultures, interests, and levels of literacy development. Evidence-based instructional techniques that foster the ability to comprehend and learn from complex texts in conjunction with the development of content knowledge will be identified and practiced. Particular attention will be paid to techniques that address the unique demands of expository text and that promote learner independence. Reading program students will also develop peer coaching skills. Formerly EDU 522L Literacy Across the Curriculum.
Prerequisites: None
Credits: 3
EDCI 636 History & Theories of Read ProcessesThis course provides grounding in the historical and theoretical roots of past and present instructional practices in reading. Reading abilities and disabilities are examined from the perspective of psychological, sociological, sociocultural, and linguistic theories as applied to literacy acquisition and development. The research evidence in support of the major components of literacy instruction will be examined.
Prerequisites: None
Credits: 3
EDCI 637 Diagnostic & Prescriptive InstructionIntroduces and/or extends candidates' knowledge of formal and informal literacy assessments, their interpretation, and their use in guiding instruction for individuals and groups. Candidates will learn to select, administer, score, and analyze a range of instruments, and use the results of these assessments to plan and implement effective instruction. Includes field component.
Prerequisites: EDCI 621 and EDCI 635.
Credits: 3
ONE Directed Elective
ONE Practicum
EDCI 690 Practicum in Curriculum and InstructionAllows the candidate to put into practice what has been learned throughout the course of study. Under the supervision of a college professor an intensive lab experience in a clinical setting will allow for the assessment of the causes(s) of a particular child's difficulty and writing a clinical report. Tutorial work with the student will follow diagnosis. Seminar time will be allotted for discussion on and evaluation of current methods used in remediation as well as methods of prevention. Formerly EDU 645 Practicum in Curriculum and Instruction.
Teaching English to Speakers of Other Languages (TESOL)
The TESOL concentration is designed to prepare experienced classroom teachers to work as teachers of English to speakers of other languages. The program curriculum is grounded in the standards of the TESOL Association.
These 30 credits comprising the TESOL Program are sequenced over a two-year period, including summers. Candidates in the program are expected to participate in a cohort through the two year program.
Required Courses (30 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits (no credit; must be taken first semester student is enrolled)
EDCC 600 Research in Education
EDCC 605 Educational Measurement and EvaluationExamines methods for measuring and evaluating the progress of students, including the effectiveness of instructional programs and formal measures for assessing teaching and learning, the use of standardized tests, and the development of student portfolio assessments. Students learn to read, analyze, and interpret the current educational research literature on measurement and evaluation. Field component with hands on activities are an integral component of the course.
3 credits
Prerequisites: EDCC 541
EDCI 607 Cultural Diversity and Global ConcernsExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 627 Language Acquisition and DevelopmentExplores the major language theories and systems involved in language development, cognition and learning the reading process. The psycholinguistic, and sociolinguistic, views provide the framework for exploring phonology, semantic, syntactic, and pragmatic systems related to language acquisition and development and their relation to the reading and writing process. The understanding that literacy can be a means for transmitting moral and cultural values through the interaction of the readers' existing knowledge. The role of metacognition in reading and writing, and listening will be explored. Formerly EDU 556B.
Credits: 3
Prerequisites: None
EDCI 640 Language LearningPresents a systematic overview of the historical evolution of the field of Language Learning to include present day innovations. The purpose of this course is to facilitate awareness of how present day second language practices came into existence and to project the future direction of second language education based on the latest research. Participants will examine their own language learning in an effort to become more aware of the teaching-learning process for all language learners. Formerly EDU 972.
3 credits
EDCI 641 The Structure of American EnglishThis course is designed to provide students with advanced study of grammar as it impacts the structure of the English language. Students will have an opportunity to participate in activities that will allow them to have a deeper understanding of the components of American English. Formerly EDU 633.
3 credits
EDCI 642 Linguistics and BilingualismThis course is designed to integrate the essential content knowledge of General Linguistics covering the principles of phonology, morphology, semantics and syntax and exploring its relationship to the foundations of Bilingualism. Students will have an opportunity to work through activities that demonstrate the relevance of linguistics in understanding language. Formerly EDU 537A Linguistics and Bilingualism and EDU 673 Linguistics and Bilingualism.
3 credits
EDCI 643 Principles and Practices of TESOLExamines the principles of ""Best"" teaching practices for teachers so that they may skillfully assist second language learners in content area subject matter. The use of content or subject area teaching of language such as CALLA (cognitive academic language learning activities) will be explored. Additionally, modalities and learning styles of students and teachers as they apply to culture will be explored. In addition, classroom management, and responding appropriately to the needs of students in the classroom will be simulated and practiced. Strategies and techniques will be incorporated into each participant's repertoire ideas for making teaching and learning fun and meaningful. Field component with observations are an integral component of the course. Formerly EDU 643A.
3 credits
EDTE 647 Teaching reading to TESOL students
EDTE 677 Student Teaching in TESOLThis course provides students with a teaching internship in an elementary and secondary education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student-learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568S Supervised Teaching in Teaching English as a Second Language.
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated EDCC are education core and common courses across various programs in the School of Education. The Curriculum and Instruction Program directly sponsors courses prefixed by EDCI. Courses designated EDTE are largely specific to the M.A.T. teacher education program, although students in other programs may be required to take some of these courses. Undergraduates with at least junior status may enroll in courses at the 500-level, with permission of their accident advisor. Only graduate students may enroll in courses numbered 600 and above.
EDCC – Education Core and Common Courses
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits
EDCC 600 Research in Education
EDCI – Curriculum and Instruction Courses
Course Descriptions by Program
Curriculum and Instruction: Educating for Change Courses
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 607 Cultural Diversity and Global ConcernsExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 612 Conflict Management and ResolutionExamines causes of violence and its repercussion. Emphasis is on positive strategies and techniques of conveying anger, frustration, and doubt. Considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping students work together to express feelings in a respectful atmosphere. Stepwise solutions will be offered and modeled for educators. This course also studies the contributions to peacemaking by Gandhi, Martin Luther King, Dorothy Day, and others. Formerly EDU 514L Peace Education.
EDCI 650 Glob & Ethical Persp of Diverse LearnersThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required.
EDCI 651 Leadership in Family, School and CommThis course recognizes the need to build bridges between all facits of family, school and community. Leadership and advocacy slills will be developed and well as understanding how social and educational policy interact. Field experience required.
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nation wide. A field experience is required.
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project. ,1112
EDCI 654 Urban Curriculum and Program DesignThis course reviews, evaluates, and develops curricula used in urban setting, emphasis is on programs that have demonstrated success in urban settings. A field experience in required.
EDCI 655 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
Credits: 3 credits
Prerequisites: None
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity explore an area of particular interest within their specialization. Under the direction of their faculty advisor, students design a project and/or action research and subsequently share their project with other students in a seminar format. May be taken for 3 or 6 credits with advisor approval. Formerly EDU 600I Capstone Project in Curriculum and Instruction.
Curriculum and Instruction: The Teaching of Reading Courses
EDCI 622 Emergent Literacy & Beginning ReadingTheories of reading acquisition and word recognition are introduced. A major focus is in developing a solid understanding of the developmental continuum of literacy acquisition which provides the foundation for using developmentally appropriate techniques for fostering early literacy development. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective and developmentally appropriate instruction and learning opportunities. Students will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, and fluency. Includes field component.
EDCI 632 Methods of Teaching WritingCurrent best practices in the teaching and evaluation of writing (composition), and the use of writing as a vehicle to learn content material forms the core content of this class. Spelling development and its relationship to both reading and composition is addressed as well as adaptations and techniques for learners who are experiencing difficulty with written expression. Class time will be devoted to an in-class Writer's Workshop. Candidates will be expected to write and revise original compositions giving and receiving feedback from their peers. Formerly EDU 511C Teaching Writing.
Prerequisites: None
Credits: 3
EDCI 633 Organization and Supervision of School Reading ProgramsThis course involves in-depth research on those topics pertinent to the development of sound school reading programs with emphasis on three components: developmental, intervention, and recreational. Major topics include setting school-wide goals, meeting needs of individuals, evaluation of materials, and critiquing and evaluating existing programs. Students are expected to plan a reading program in a culminating project. Formerly EDU 528 Organization and Supervision of School Reading.
Prerequisites: EDCC 605, EDCI 622, EDCI 627, EDCI 632, EDCI 635, & EDCI 636.
Credits: 3
EDCI 634 Advanced DiagnosisStudents will learn to administer and interpret specialized formal assessments as well as review the administration, interpretation, and use of assessments with which they are already familiar. Candidates will be prepared to administer, score, and analyze data collected from the testing situation in order to plan for effective instruction, write a professional case report, and, where necessary, to make appropriate referrals. Formerly EDU 529 Advanced Diagnosis.
Prerequisites: None
Credits: 3
EDCI 636 History & Theories of Read ProcessesThis course provides grounding in the historical and theoretical roots of past and present instructional practices in reading. Reading abilities and disabilities are examined from the perspective of psychological, sociological, sociocultural, and linguistic theories as applied to literacy acquisition and development. The research evidence in support of the major components of literacy instruction will be examined.
Prerequisites: None
Credits: 3
EDCI 635 Literacy Across the CurriculumProficiency in learning from complex written text is a prerequisite to full civic participation and economic security in post-industrial societies. The instructional strategies teachers need to ensure their students attain proficiency with complex text forms the focus of this class. Teacher candidates will develop a repertoire of instructional strategies that foster active learning with texts that can be used to meet the needs of students of differing cultures, interests, and levels of literacy development. Evidence-based instructional techniques that foster the ability to comprehend and learn from complex texts in conjunction with the development of content knowledge will be identified and practiced. Particular attention will be paid to techniques that address the unique demands of expository text and that promote learner independence. Reading program students will also develop peer coaching skills. Formerly EDU 522L Literacy Across the Curriculum.
Prerequisites: None
Credits: 3
EDCI 637 Diagnostic & Prescriptive InstructionIntroduces and/or extends candidates' knowledge of formal and informal literacy assessments, their interpretation, and their use in guiding instruction for individuals and groups. Candidates will learn to select, administer, score, and analyze a range of instruments, and use the results of these assessments to plan and implement effective instruction. Includes field component.
Prerequisites: EDCI 621 and EDCI 635.
Credits: 3
EDCI 690 Practicum in Curriculum and InstructionAllows the candidate to put into practice what has been learned throughout the course of study. Under the supervision of a college professor an intensive lab experience in a clinical setting will allow for the assessment of the causes(s) of a particular child's difficulty and writing a clinical report. Tutorial work with the student will follow diagnosis. Seminar time will be allotted for discussion on and evaluation of current methods used in remediation as well as methods of prevention. Formerly EDU 645 Practicum in Curriculum and Instruction.
Directed Elective
In consultation with their advisor students select an elective best suited to further their professional growth in a particular area of interest.
Curriculum and Instruction: Teaching English to Speakers of Other Languages (TESOL) Courses
EDCI 640 Language LearningPresents a systematic overview of the historical evolution of the field of Language Learning to include present day innovations. The purpose of this course is to facilitate awareness of how present day second language practices came into existence and to project the future direction of second language education based on the latest research. Participants will examine their own language learning in an effort to become more aware of the teaching-learning process for all language learners. Formerly EDU 972.
3 credits
EDCI 641 The Structure of American EnglishThis course is designed to provide students with advanced study of grammar as it impacts the structure of the English language. Students will have an opportunity to participate in activities that will allow them to have a deeper understanding of the components of American English. Formerly EDU 633.
3 credits
EDCI 642 Linguistics and BilingualismThis course is designed to integrate the essential content knowledge of General Linguistics covering the principles of phonology, morphology, semantics and syntax and exploring its relationship to the foundations of Bilingualism. Students will have an opportunity to work through activities that demonstrate the relevance of linguistics in understanding language. Formerly EDU 537A Linguistics and Bilingualism and EDU 673 Linguistics and Bilingualism.
3 credits
EDCI 643 Principles and Practices of TESOLExamines the principles of ""Best"" teaching practices for teachers so that they may skillfully assist second language learners in content area subject matter. The use of content or subject area teaching of language such as CALLA (cognitive academic language learning activities) will be explored. Additionally, modalities and learning styles of students and teachers as they apply to culture will be explored. In addition, classroom management, and responding appropriately to the needs of students in the classroom will be simulated and practiced. Strategies and techniques will be incorporated into each participant's repertoire ideas for making teaching and learning fun and meaningful. Field component with observations are an integral component of the course. Formerly EDU 643A.
3 credits
EDCI 646 TESOL Tests and MeasurementsThis course will introduce participants to formal as well as informal practices of student assessment. Participants will analyze numerous concepts and methods concerning ESL testing. Students will be trained in the use of scoring and reporting of formal assessments used in both local and national school systems. Participants will become familiar with the organization and administration of second language programs in the schools and with the various methods used for record keeping. Field component is part of the course. Formerly EDU 724.
3 credits
EDCI 647 Teach Reading & Writing to ESOLThis course focuses on the essential elements of an effective school reading and writing program for ESOL students. Theory and research regarding teaching reading and writing to ESOL students will be examined. In addition to the basic reading and writing methods, current approaches and strategies in teaching reading and writing to ESOL students will be explored including the uses of cueing systems, writer's workshop and the writing process, writing for authentic purposes and rubric development. Methods of assessment and evaluation for reading and writing in TESOL will be presented.
Teacher Education (M.A.T.) Courses
EDTE 627 Literacy Assessment and Instruction for Emergent and Early Readers
EDTE 642 Teaching Reading in the Content AreaPrepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction. A field component and observations are integral parts of this course. Formerly EDU 522L Literacy Across the Curriculum and EDU 530 Teaching Reading in the Content Area.
3 credits
[department-courses dept=EDCI]