Curriculum & Instruction Practitioner Concentration

OVERVIEW

Elementary, middle or high school practitioners focus on a course of study to enhance existing skills and meet the challenges found in today’s schools. Emphasis is placed upon adapting and designing curriculum for diverse populations, designing integrated interdisciplinary instruction, upgrading professional knowledge in recent research in current issues, teaming with school and community professional and enhancing specific professional specialty area competencies.

CORE CURRICULUM (12 hrs)

A minimum of 36 semester hours is required to graduate in this concentration.

EDCC 501 Creating Cultures of Change (3)
Explores practical implications of constructivist theory in classrooms. Emphasizes concepts such as reflective practice, student-centered learning, and processes for change.

EDCC 521 Peacebuilding & Conflict Resolution (3)
Explores peacebuilding and conflict resolution within educational contexts. Focuses on peaceable climates and conflict transformation approaches and integrates peace curricula for individual classroom settings and within specific schools.

EDCC 531 Social & Ethical Issues in Ed. (3)
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns.

EDCC 551 Action Research in Ed. Settings (3)
Examines quantitative and qualitative research studies which have impacted education. Presents action research theory and design so that students may apply action research to their individual programs. Prerequisite: admission to candidacy.

REFLECTIVE PRACTICE (3 hrs)

EDPC 611 Action Research Project (3)
Incorporates a written report and delivery of a student-designed action research project in curriculum and instruction. Under faculty mentor supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication etc. Prerequisite: EDCC 551.

SPECIALTY AREA (12 hrs)

EDCI 501 Curriculum & Instructional Strategies (3)
Examines the philosophical foundations of curriculum development and implementation. Curriculum mapping, interdisciplinary inquiry, activity curricula and culturally responsive development will be discussed.

EDCI 511 Teaming and Collaboration (3)
Focuses on collaborative strategies for teaming among educators, parents and community agencies. Examines models of consensus building, team leadership, team planning, collaborative strategies and school-community partnerships within the context of inclusive classrooms and transition programs for at-risk learners.

EDDA 511 Teaching Diverse Learners (3)
Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations, i.e. students served under alternative education, special education services, ESL and gifted/talented programs

Choose one of the following Literacy courses:

Elementary Practitioners:
EDLA 501 Foundations of Lit.(3)
Examines the psychological, social and linguistic components of the developmental processes of reading and writing including phonemic awareness, alphabetic code, fluency, vocabulary, and comprehension. Emphasizes the importance of appropriate instruction and materials according to the child’s developmental stage.

Middle School Practitioners:
EDLA 521 Integrated Lit. Instruction (3)
Focuses on literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning in K-12 classrooms. The course explores instructional strategies, materials, and issues that impact the development and extension of literacy across the content areas. Technology as a tool for literacy is an integral part of designing appropriate instruction. The role of research in learning, and specifically in reading and writing is a focus area.

High School Practitioners:
EDLA 521 Integrated Lit. Instruction (3)
Focuses on literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning in K-12 classrooms. The course explores instructional strategies, materials, and issues that impact the development and extension of literacy across the content areas. Technology as a tool for literacy is an integral part of designing appropriate instruction. The role of research in learning, and specifically in reading and writing is a focus area.

ELECTIVES (9 hrs)

Students may choose from any MA in Education courses listed in the catalog. Students may transfer graduate level electives from other regionally accredited universities with the approval of the program director.

NOTE

Students are responsible to see that all graduation requirements are met. Course requirements may change as the program evolves. Students are required to complete the sequence of course work under the catalog in which they entered. Should program courses change and the student desires to replace an old requirement with a new, he/she must petition the Curriculum and Instruction Committee for the change to occur. The majority of credits toward the degree must be earned through instruction offered by EMU.

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