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
Eirini Gouleta, Assistant Professor of Education, TESOL
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 NCATE accredited. Each 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 liberal arts 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 intellectually and in practice while addressing social inequalities in gender, ethnicity, social class, and disabilities as they intersect with the educational system.
Students in this program work together to create effective responses to the political, social, and economic realities that impact the learning opportunities of students, as they learn to become leaders and educational change agents. The use of instructional technology will be integrated into all classes; therefore, students matriculating into this program are expected to demonstrate basic computer skills.
Degree candidates will complete 33 credits designed to provide advanced interdisciplinary study. Theory to practice will be emphasized as students explore the practical application of their coursework. Degree candidates will learn about models for curriculum change and implementation, current research and best practices for teaching and learning, and equitable methods of assessment. Experiential learning composed of field experiences will be a central component of the learning process for this program as students interact with the community.
Required Courses (33 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School Seminar
EDCC 601 Transition to Graduate School Seminar
Non-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 Poverty
EDCI 505 Psychology of Children and Youth Facing Poverty
Provides 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
EDCC 600 Research in Education
Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Formerly EDU 599B.
3 credits
EDCI 607 Cultural Diversity and Global Concerns
EDCI 607 Cultural Diversity and Global Concerns
Explores 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 Education
EDCI 611 Role of Social, Economic, and Political Systems in Education
Explores 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 Resolution
EDCI 612 Conflict Management and Resolution
Examines 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 Learners
EDCI 650 Glob & Ethical Persp of Diverse Learners
This 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 621 Meaning Through Literacy
EDCI 621 Meaning Through Literacy
Emphasizes 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 Education
EDCI 652 Literacy Issues in Urban Education
This 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 Education
EDCI 653 Current Issues in Urban Education
This 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.
EDCI 654 Urban Curriculum and Program Design
EDCI 654 Urban Curriculum and Program Design
This 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 Instruction
EDCI 699 Capstone in Curriculum and Instruction
Provides 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 instruction 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 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 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 a comprehensive exam prior to being admitted to EDCI 690 Practicum in Curriculum and Instruction
EDCI 690 Practicum in Curriculum and Instruction
Allows 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 Seminar
EDCC 601 Transition to Graduate School Seminar
Non-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 600 Research in Education
Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Formerly EDU 599B.
3 credits
EDCI 622 Emergent Literacy & Beginning Reading
EDCI 622 Emergent Literacy & Beginning Reading
Introduces major theories of reading acquisition and word recognition, and uses these theories as a foundation for effective practice. Candidates learn developmentally appropriate techniques for fostering early literacy development. To enable candidates to target instruction to be maximally effective, the development of a solid understanding of the developmental continuum of literacy acquisition is stressed. In addition, candidates will learn to administer and interpret assessments for emergent and early literacy, and learn to use ongoing assessment to plan effective and developmentally appropriate instruction and learning opportunities for groups and individual students. Candidates will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, writing, and fluency. Includes field component.
EDCI 627 Language Acquisition and Development
EDCI 627 Language Acquisition and Development
Explores the major language theories and systems. The constructivist, psycholinguistic, and sociolinguistic views provide the framework for exploring phonology, semantic, syntactic morphology, and pragmatic systems related to language acquisition and development. Second language and non-standard language development as they relate to cognition and learning will be discussed. Field component with observations are an integral component of the course. Formerly EDU 556 B.
3 credits
EDCI 632 Methods of Teaching Writing
EDCI 632 Methods of Teaching Writing
Focuses on the essential elements of an effective school writing program. Topics will include writing as a means of constructing knowledge, writing for authentic purposes, developing a supportive environment, implementing other language arts skills into the writing process. Attention will also be given to the evaluation of student writing, the development of benchmarks and rubrics, portfolio preparation and analysis, and publication of students' work. Formerly EDU 511C Teaching Writing.
EDCI 633 Organization and Supervision of School Reading Programs
EDCI 633 Organization and Supervision of School Reading Programs
Involves in-depth research on those topics pertinent to school needs, the development of sound school reading programs and staff development including high stakes testing. Emphasis is placed on meeting school needs, evaluation of materials, critiquing existing programs, and methods of evaluating new programs. Students are expected to plan a reading program in a culminating paper. Only graduate reading concentrators who have finished most of their course work are allowed to register for this course. Formerly EDU 528 Organization and Supervision of School Reading Programs.
EDCI 634 Advanced Diagnosis
EDCI 634 Advanced Diagnosis
Introduces students to formal measures of evaluation. Taking case histories will be presented as a means of discovering pertinent factors that influence reading ability. Practice in administration and interpretation of screening devices that test for visual, auditory, neurological, and psychological disorders affecting reading ability will be explored. Assessment materials include the Woodcock Reading Test, the Detroit Test of Language Abilities, Slosson Intelligence Test, as well as others. A lab experience is included. Emphasis is on administering test and interpreting the data so as to know when to make referrals and to aid in the plans for instruction. Emphasis will also be placed on communication with parents and teachers. Formerly EDU 529 Advanced Diagnosis.
EDCI 635 Literacy Across the Curriculum
EDCI 635 Literacy Across the Curriculum
Focuses on the importance of literacy as both a goal and a tool. Literacy acquisition and development depend upon the ability of students to integrate prior knowledge about reading and writing with skills in the content areas. Particular attention will be paid to techniques that address the unique demands of the structure of expository text. Students will use current research to demonstrate best practices. Formerly EDU 522L Literacy Across the Curriculum.
EDCI 636 History & Theories of Read Processes
EDCI 636 History & Theories of Read Processes
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.
EDCI 637 Diagnostic & Prescriptive Instruction
EDCI 637 Diagnostic & Prescriptive Instruction
Introduces and/or extends candidates' knowledge of 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 effective instruction. Includes field component.
ONE Directed Elective
ONE Practicum
EDCI 690 Practicum in Curriculum and Instruction
EDCI 690 Practicum in Curriculum and Instruction
Allows 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 Seminar
EDCC 601 Transition to Graduate School Seminar
Non-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 600 Research in Education
Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Formerly EDU 599B.
3 credits
EDCI 607 Cultural Diversity and Global Concerns
EDCI 607 Cultural Diversity and Global Concerns
Explores 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 Development
EDCI 627 Language Acquisition and Development
Explores the major language theories and systems. The constructivist, psycholinguistic, and sociolinguistic views provide the framework for exploring phonology, semantic, syntactic morphology, and pragmatic systems related to language acquisition and development. Second language and non-standard language development as they relate to cognition and learning will be discussed. Field component with observations are an integral component of the course. Formerly EDU 556 B.
3 credits
EDCI 640 Language Learning
EDCI 640 Language Learning
Presents 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 English
EDCI 641 The Structure of American English
This 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 Bilingualism
EDCI 642 Linguistics and Bilingualism
This 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 TESOL
EDCI 643 Principles and Practices of TESOL
Examines 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 Measurements
EDCI 646 TESOL Tests and Measurements
This 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
EDTE 647 Teaching reading to TESOL students
EDTE 647 Teaching reading to TESOL students
EDTE 677 Student Teaching in TESOL
EDTE 677 Student Teaching in TESOL
This 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 NumbersCourses 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. Only graduate students may enroll in courses numbered 600 and above.
EDCC - Education Core and Common Courses
EDCC 601 Transition to Graduate School Seminar
EDCC 601 Transition to Graduate School Seminar
Non-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
EDCC 600 Research in Education
Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Formerly EDU 599B.
3 credits
EDCI - Curriculum and Instruction Courses
Course Descriptions by Program
Curriculum and Instruction: Educating for Change Courses
EDCI 505 Psychology of Children and Youth Facing Poverty
EDCI 505 Psychology of Children and Youth Facing Poverty
Provides 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 Concerns
EDCI 607 Cultural Diversity and Global Concerns
Explores 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 Education
EDCI 611 Role of Social, Economic, and Political Systems in Education
Explores 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 Resolution
EDCI 612 Conflict Management and Resolution
Examines 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 Learners
EDCI 650 Glob & Ethical Persp of Diverse Learners
This 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 Comm
EDCI 651 Leadership in Family, School and Comm
This 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 Education
EDCI 652 Literacy Issues in Urban Education
This 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 Education
EDCI 653 Current Issues in Urban Education
This 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.
EDCI 654 Urban Curriculum and Program Design
EDCI 654 Urban Curriculum and Program Design
This 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 699 Capstone in Curriculum and Instruction
EDCI 699 Capstone in Curriculum and Instruction
Provides 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 Reading
EDCI 622 Emergent Literacy & Beginning Reading
Introduces major theories of reading acquisition and word recognition, and uses these theories as a foundation for effective practice. Candidates learn developmentally appropriate techniques for fostering early literacy development. To enable candidates to target instruction to be maximally effective, the development of a solid understanding of the developmental continuum of literacy acquisition is stressed. In addition, candidates will learn to administer and interpret assessments for emergent and early literacy, and learn to use ongoing assessment to plan effective and developmentally appropriate instruction and learning opportunities for groups and individual students. Candidates will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, writing, and fluency. Includes field component.
EDCI 632 Methods of Teaching Writing
EDCI 632 Methods of Teaching Writing
Focuses on the essential elements of an effective school writing program. Topics will include writing as a means of constructing knowledge, writing for authentic purposes, developing a supportive environment, implementing other language arts skills into the writing process. Attention will also be given to the evaluation of student writing, the development of benchmarks and rubrics, portfolio preparation and analysis, and publication of students' work. Formerly EDU 511C Teaching Writing.
EDCI 633 Organization and Supervision of School Reading Programs
EDCI 633 Organization and Supervision of School Reading Programs
Involves in-depth research on those topics pertinent to school needs, the development of sound school reading programs and staff development including high stakes testing. Emphasis is placed on meeting school needs, evaluation of materials, critiquing existing programs, and methods of evaluating new programs. Students are expected to plan a reading program in a culminating paper. Only graduate reading concentrators who have finished most of their course work are allowed to register for this course. Formerly EDU 528 Organization and Supervision of School Reading Programs.
EDCI 634 Advanced Diagnosis
EDCI 634 Advanced Diagnosis
Introduces students to formal measures of evaluation. Taking case histories will be presented as a means of discovering pertinent factors that influence reading ability. Practice in administration and interpretation of screening devices that test for visual, auditory, neurological, and psychological disorders affecting reading ability will be explored. Assessment materials include the Woodcock Reading Test, the Detroit Test of Language Abilities, Slosson Intelligence Test, as well as others. A lab experience is included. Emphasis is on administering test and interpreting the data so as to know when to make referrals and to aid in the plans for instruction. Emphasis will also be placed on communication with parents and teachers. Formerly EDU 529 Advanced Diagnosis.
EDCI 636 History & Theories of Read Processes
EDCI 636 History & Theories of Read Processes
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.
EDCI 635 Literacy Across the Curriculum
EDCI 635 Literacy Across the Curriculum
Focuses on the importance of literacy as both a goal and a tool. Literacy acquisition and development depend upon the ability of students to integrate prior knowledge about reading and writing with skills in the content areas. Particular attention will be paid to techniques that address the unique demands of the structure of expository text. Students will use current research to demonstrate best practices. Formerly EDU 522L Literacy Across the Curriculum.
EDCI 637 Diagnostic & Prescriptive Instruction
EDCI 637 Diagnostic & Prescriptive Instruction
Introduces and/or extends candidates' knowledge of 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 effective instruction. Includes field component.
EDCI 690 Practicum in Curriculum and Instruction
EDCI 690 Practicum in Curriculum and Instruction
Allows 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 Learning
EDCI 640 Language Learning
Presents 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 English
EDCI 641 The Structure of American English
This 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 Bilingualism
EDCI 642 Linguistics and Bilingualism
This 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 TESOL
EDCI 643 Principles and Practices of TESOL
Examines 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 Measurements
EDCI 646 TESOL Tests and Measurements
This 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 ESOL
EDCI 647 Teach Reading & Writing to ESOL
This 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 627 Literacy Assessment and Instruction for Emergent and Early Readers
Prepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the “cutting edge” of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component required.
3 credits
EDTE 642 Teaching Reading in the Content Area
EDTE 642 Teaching Reading in the Content Area
Prepares 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
Course Descriptions
EDCC 601 Transition to Graduate School Seminar
EDCC 601 Transition to Graduate School Seminar
Non-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
EDCI 622 Emergent Literacy & Beginning Reading
EDCI 622 Emergent Literacy & Beginning Reading
Introduces major theories of reading acquisition and word recognition, and uses these theories as a foundation for effective practice. Candidates learn developmentally appropriate techniques for fostering early literacy development. To enable candidates to target instruction to be maximally effective, the development of a solid understanding of the developmental continuum of literacy acquisition is stressed. In addition, candidates will learn to administer and interpret assessments for emergent and early literacy, and learn to use ongoing assessment to plan effective and developmentally appropriate instruction and learning opportunities for groups and individual students. Candidates will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, writing, and fluency. Includes field component.
EDCI 636 History & Theories of Read Processes
EDCI 636 History & Theories of Read Processes
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.
EDCI 637 Diagnostic & Prescriptive Instruction
EDCI 637 Diagnostic & Prescriptive Instruction
Introduces and/or extends candidates' knowledge of 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 effective instruction. Includes field component.
EDCI 647 Teach Reading & Writing to ESOL
EDCI 647 Teach Reading & Writing to ESOL
This 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.
EDCI 650 Glob & Ethical Persp of Diverse Learners
EDCI 650 Glob & Ethical Persp of Diverse Learners
This 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 Comm
EDCI 651 Leadership in Family, School and Comm
This 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 Education
EDCI 652 Literacy Issues in Urban Education
This 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 Education
EDCI 653 Current Issues in Urban Education
This 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.
EDCI 654 Urban Curriculum and Program Design
EDCI 654 Urban Curriculum and Program Design
This 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 & Culture
EDCI 655 Spanish Language & Culture
This 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 670 Research II Analysis & Critique
EDCI 670 Research II Analysis & Critique
Participants will develop the skills necessary to be discriminating users of research. This course will prepare participants to read, understand, and critically analyze educational research. The course builds on EDCC 600 Research in Education by further exploring analysis tools and common pitfalls in research design and reporting.
Credits: 3 credits
Prerequisites: EDCC 600
EDCI 671 Philanthropy and Education Reform
EDCI 671 Philanthropy and Education Reform
Course Description: Many reform efforts in urban school districts -- including small high schools, charter schools, vouchers, performance-pay, community schools, and after-school programs -- are supported by philanthropy. In fact, philanthropic organizations gave 2.3 billion dollars to elementary and secondary education in the US in 2007. This course examines today's philanthropic landscape, specifically exploring major trends in foundation giving to urban school districts. The course examines the nature of philanthropic organizations and how funding decision are made; the types of educational enterprises that are being funded; and the impact of the funding on the quality of education in major cities, including the District of Columbia. The capstone project will be a creative grant proposal or research project that demonstrates an in-depth knowledge of the nexus of foundation and educational reform.
Credits: 3
Prerequisites: None
EDCI 672 Structures of Public School Governance & Administration
EDCI 672 Structures of Public School Governance & Administration
Course Description: The history and practices of the governance of PK-12 public education school districts is examined. Practical and theoretical issues of governance of large bureaucracies are explored. The emphasis is on the roles of governing board members versus the role of the Superintendent. Study involves the structures of governance and how those structures must be maintained in order to allow a school system to function financially and as an institution of successful student instruction. Issues of community involvement and engagement will be addressed. Labor relations, contract negotiations and the role of the national organizations will be examined. Case studies will be used to demonstrate issues in policy making and implementation, the role of the State and Federal Governments, state takeovers and Control Boards.
Credits: 3
Prerequisites: None
EDCI 673 Emerging Educational Models
EDCI 673 Emerging Educational Models
Course Description: The need to provide alternative models to meet the increasing needs of culturally and linguistically diverse students and their parents will be the major focus of this course. The history, efficacy, and funding of alternative and emerging models of providing PK-12 education will be examined. The technology, curricular and assessment implications of these models will be examined. Some of the delivery models that will be explored are: Charter schools, community based schools, experiential learning, year round schools, multi-age classrooms, and providing single sexed education in public schools. The best practices from other educational models outside of the U.S. will be researched and examined. A case study method will be used to better understand the ramifications of incorporating these models in various environments.
Credits: 3
Prerequisites: None
EDCI 674 School Leadership & Policy Development
EDCI 674 School Leadership & Policy Development
Course Description: Education policy is concerned with problems and policies related to major education issues such as student performance and achievement, school finance, equal opportunity, school standards, accountability, evaluation and testing. Students will learn how current and emerging issues affect and impact school reform, curriculum changes and instructional leadership. Using vignettes and case studies, students will develop an understanding of cutting edge theory and practice in school leadership and how it is influenced by issues such as race, multiculturalism, equity, efficiency, literacy and achievement gaps. Using this focus, students will learn about policy trends in education, will learn critical policy analysis designed to aid in the understanding of the context in which school leadership policies arise, how the policy making processes are arranged, how to assess its content in terms of a particular set of educational values, and to investigate whose inte rest the policy serves.
Credits: 3
Prerequisites: None
EDCI 675 Human Capital Management
EDCI 675 Human Capital Management
Course Description: Recruiting, managing, and evaluating the right mix of school professionals are critical activities in establishing and maintaining successful schools. This course explores various approaches to teacher and administrator recruitment, including non-traditional advertising, the timing and sequencing of recruitment, and the content and nature of recruitment activities. The course also explores new roles and responsibilities in schools, ranging from specialized tutors, to staff and student recruitment personnel, to family involvement personnel, to high caliber business managers and other specialists. The course will further examine how school professionals are evaluated in public, charter, parochial and other private schools. The purposes of evaluation and how evaluations are used to drive performance will also be explored.
Credits: 3
Prerequisites: None
EDCI 676 Current Issues in Education Policy
EDCI 676 Current Issues in Education Policy
Course Description: The broad issues that impact the development and implementation of national education policies will be examined. Study will be of a variety of frameworks though which students will learn to examine the nature of current educational policy, the historic development of policies and the perspectives of the people who wrote and implemented them. Students will study historical, cultural, sociological and political issues related to current national educational policies.
Credits: 3
Prerequisites: None
EDTE 503 Physical Education and Health for Teachers
EDTE 503 Physical Education and Health for Teachers
Allows teacher candidates to understand the foundations of good health, including the structure and function of the body and its systems and the importance of physical fitness. Additionally, candidates understand physical content relevant to the development of physically educated individuals. Field component is an integral part of the course. (Spring)
2 credits
Prerequisites: EDCC 220 with grade of C or higher; passing scores on Praxis I Examination