EDU 601 Curriculum Theory (3 credit hours)
This course introduces graduate students to the study of curriculum theory. Students explore the nature of curriculum theory, differentiate curriculum theory from curriculum planning, place the study of curriculum theory within the larger history of the American school curriculum, and explore a variety of models of curriculum theory including alternative models.
EDU 602 Language Acquisition and Cognition (3 credit hours)
This course is based on the study of language acquisition and its relationship to cognition. The course focuses on current theoretical notions of language acquisition while paying particular attention to how such notions might become relevant for learning in K-12 classroom settings. Topics include the social origins of mind as well as the role that language plays in human development and in the advancement of higher order thinking skills in children. Students will demonstrate an understanding of language acquisition and reading as a process of student engagement in fluent decoding of words and construction of meaning.
EDU 603 Tests and Measurement (3 credit hours)
This course allows graduate students to explore the role and relevance of measurement, testing, and evaluation in education. Topics included are the principles of test construction, issues relating to the reliability of measurement instruments, methods of assessing the validity of test procedures and instruments, techniques of item analysis, and overall impact of high stakes testing.
EDU 606 Multicultural Children’s and Adolescent Literature as Comprehension Tools (4 credit hours)
This course is designed primarily for teachers to assist them in becoming knowledgeable about a wide range of multicultural literature from various cultural, ethnic, and religious groups, most of which are under-represented. Connections will be made across and within groups that can facilitate and expand the reading and writing skills of children. Students will demonstrate use of literature in developing fluency and comprehension of text. Fieldwork is required.
EDU 607 Teaching Writing Across the Curriculum (4 credit hours)
This course offers teachers intensive graduate study in the teaching of writing. The course examines composition theory and focuses on applying that theory in a practical way in the classroom. Progressive models of writing instruction will be studied and demonstrated. Students will demonstrate understanding of scientifically based reading research as it applies to the language arts, particularly writing. Fieldwork is required.
EDU 608 Cross Cultural Diversity (4 credit hours)
This course is designed for graduate students and teachers who want to explore frameworks, materials, and strategies that will help them translate the rationale for diversity education into effective educational practice with learners of any age, level, or background. Accordingly, the course focuses on approaches to curriculum consonant with a diverse perspective.
EDU 609 Reading Assessment, Diagnosis, and Remediation of Reading Disorders (4 credit hours)
This practicum course addresses the perceptual, linguistic, and cognitive processes involved in reading and reading disorders. Current theories of reading development are discussed and considered in the context of practice in reading instruction. Students will administer and interpret instructional assessments to include screening, diagnosis, and progress monitoring with purposes of prevention, identification, and remediation of reading difficulties. Fieldwork is required.
EDU 620 Educational Research (3 credit hours)
This course is an introduction to historical, experimental, descriptive, and survey research as they relate to seeking solutions to problems within the field of education. Research techniques, the analysis of research results, and the uses of research are explored. This course guides classroom teachers through the process of reviewing, evaluating, conducting, and disseminating educational research and is designed to help teachers evaluate research findings and their applications to classroom practice.
EDU 621 Exceptional Student Learning: Inclusive Classrooms (3 credit hours)
This course traces the historical development of special education and inclusive classrooms through landmark legislation and litigation, parent advocacy, and national economic and social needs. The provisions of federal and state special education mandates, judicial interpretations, and Florida state guidelines regulating the delivery of educational services persons with handicaps will also be addressed.
EDU 623 Applied Research* (3 credit hours)
This course utilizes the action research process to help educational practitioners plan and complete an action research project related to their current teaching assignment. The course examines the social, cultural and ethical issues of conducting research with children. Course activities foster critical inquiry and collaboration among practitioners, administrators, researchers, and other professionals. This culminating experience in applied research will assist the educator in improving or refining his or her actions.
*EDU 623 is a culminating experience that may take the form of a qualifying exam, a thesis, or a project. Students will design this at the end of their first semester with their Academic Advisor.