MA in Education Course Descriptions

EDCC 501 Creating Cultures of Change (3 SH)

Explores practical implications of constructivist theory in classrooms. Emphasizes concepts such as reflective practice, student centered learning and processes for change.

EDCC 521 Peacebuilding and Conflict Resolution (3 SH)

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 and Ethical Issues in Education (3 SH)

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 communitys social and ethical concerns.

EDCC 551 Action Research in Educational Settings (3 SH)

Provides an overview of action research conducted within educational settings. Emphasis is placed upon gaining an understanding of the difference between qualitative and quantitative research design, as well as becoming competent in setting up an action research project. Prerequisite: Admission to Candidacy and EDPC 501.

EDCI 501 Curriculum and Instructional Strategies (3 SH)

Examines curriculum theory and instructional practices within a framework of equitable instruction. Integrates curriculum mapping with culturally responsive instruction and assessment applicable to all P-12 classroom settings.

EDCI 511 Teaming and Collaboration (3 SH)

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.

EDCI 521 Self Care and Renewal of Teachers (3 SH)

Focuses on the understanding and care for self as foundational for dealing with stress and understanding and caring deeply for others. This course is designed to give practical suggestions for enhancing self-awareness and positive involvement with others as a basis for effective teaching. The 13 Components of Emotional Intelligence will be a significant frame of reference for accomplishing this goal.

EDCI 531 School Law for Educators (3 SH)

Emphasizes state and federal statutes and case law affecting due process, liability, religion in the schools, special education, student rights, teacher evaluation, search and seizure, and other relevant topics. Participants should develop a clear understanding of the rights and responsibilities of students, teachers, and administrators in the school setting.

EDCI 541 Behavior Management (3 SH)

Conducts analysis and critiques of actual cases in education in which behavior management is the major issue. Lectures, discussions, and assignments give students the background and tools needed to conduct case analysis, focusing on important principles of behavior management as well as evidence-based practices found in current literature and personal experience.

EDCI 601 Assessment for Learning (3 SH)

Examines formal and authentic assessment strategies as they relate to learners within the regular education classroom. Focuses on designing curriculum to improve student learning. Explores key ideas and examines time honored practices around the relationship between curriculum, assessment, and instruction. Some emphasis upon dilemmas faced when assessing diverse populations.

EDCT 501 Technology to Enhance Learning (3 SH)

Focuses on strategies and delivery systems of instruction which are now available to teachers through the use of technology. Investigates how a wide range of electronic information technology might affirm core values and promote excellent teaching practices. Emphasizes hands-on learning.

EDCT 571 Integrating Technology into the Classroom (3 SH)

Combines principles of instructional design with skill for technology integration. This course is designed for teachers already comfortable using educational technology. A hands-on approach will provide teachers with opportunities to use and explore multimedia, Internet resources, and presentation software while focusing upon how to incorporate their use into the classroom. Each teacher will be expected to create projects that demonstrate effective integration of technology as a tool for enhancing the learning environment.

EDCT 601 Designing & Delivering Technology-Based Classroom Activities (3 SH)

Explores and examines ways to effectively design and deliver student-centered technology-based classroom activities in a collaborative environment. The overall goal of this course is help participants achieve NETS*T certification.

EDCT 611 Creating a Technology-Rich Learning Classroom (3 SH)

Enhances and further develops techniques to effectively provide student-centered technology-based classroom instruction.

EDCT 621 Digital Images in the Classroom (1 SH)

Teaches how to infuse your instruction with the world of digital images. Topics to be covered: digital cameras, web resources, image editing, photo story, document cameras, and digital microscopes.

EDCT 631 Digital Audio in the Classroom (1 SH)

Teaches how to make learning come alive through audio. Includes recording, web resources, podcasting, and exploration of various audio devices.

EDCT 641 Digital Video in the Classroom (1 SH)

Learn to combine digital images and audio and produce your own video.

EDCT 651 Classroom Technologies: Online Resources (1 SH)

Explores free and paid online resources, including Quia, Gizmos, United Streaming, Discovery Learnings Science Connection, blackboard, moodle, etc.

EDCT 661 Classroom Technologies: 21 st Century Skills (1 SH)

Helps develop skills for the future. Includes exploration of 21 st century technology skills, blogs, wikis, and ways to use them in the classroom.

EDCT 671 Classroom Technologies: Emerging Technologies (1 SH)

Explores the use of Palms, PRS, Wireless keyboards, 1 to 1 computing, RFID, Biometrics, School Pad, SMART Board.

EDCT 691 Creating in the Classroom Using 21 st Century Tools (3 SH)

Participants will identify, use and evaluate 21 st Century learning tools that can be used to address the top level of Blooms Taxonomy-Creating.

EDDA 501 At-Risk Issues in School and Community (3 SH)

Serves as a forum for engaging dialogue among educators, counselors, law enforcement personnel, social service agents and other community service workers regarding at-risk issues. Emphasizes current trends and program development models empowering collaboration within communities.

EDDA 511 Teaching Diverse Learners (3 SH)

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.

EDDA 521 Brain-Based Learning in the Content Area

Provides links to the latest research in neuroscience with content specific instructional methodologies in the classroom.Principles that govern how the brain takes in, processes, stores, and retrieves information will be presented and investigated.Class participants will actively engage in activities that model how these principles can be directly applied to the classroom.

EDDA 631 Research in Risk and Resiliency (3 SH)

Analyzes research bases for understanding risk and resiliency and explores protective factors within the child, family and community which enable resilience and mitigate risk factors.

EDDS 511 Foundations and Procedural Issues in Special Education (3 SH)

Focuses on recent changes within special education policy and law that directly impact the classroom teacher. Presents ways to use Internet services to keep current with procedural issues.

EDDS 521 Assessment and Planning in Special Education (3 SH)

Studies informal and formal diagnostic procedures appropriate for students with mental retardation, learning disabilities and emotional disturbance. Topics include legal requirements for eligibility, formulating individual education plans based on assessment data and general evaluation of instruction.

EDDS 531 Cognitive Learning & Emotional Disabilities (3 SH)

Provides historical perspectives, characteristics, and medical aspects and ethical issues in the practice of special education. Designed for teachers preparing for licensure in special education. Topics are viewed in context of normal patterns of development and the dynamic influence of the family system.

EDDS 601 Advocacy Issues With in Special Education (3 SH)

Recognizes the impact and importance of decision-making and the dynamics of advo cacy. Includes current topics such as impact of health and medical issues, self determination by and for students, selection and implementation of instructional and assistive technologies, and creating safe psychological and physical environments.

EDDS 611 Curriculum and Instructional Support for Special Education Students (3 SH)

Addresses research and best practice in curriculum development, instructional planning and behavior management to support students with high incidence disabilities: cognitive (MR), learning (LD), and emotional needs (ED). Emphasizes culturally sensitive integration of students into family life, schools and community programs and services.

EDLA 501 Foundations of Literacy (3 SH)

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. In Pennsylvania, this course includes 20-hour practicum/clinical activities for the PDE requirement.

EDLA 511 Literacy Assessment (3 SH)

Focuses on assessment as the basis for instruction. Teachers will learn to administer multiple assessments to diagnose and document a students literacy development. Teachers will also examine the design and purpose of national, state and district assessments. (Prerequisite: EDLA 501 Foundations of Literacy or instructors permission) In Pennsylvania, this course includes 20-hour practicum/clinical activities for the PDE requirement.

EDLA 521 Integrated Literacy Instruction (3 SH)

Focuses on literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning in K-12 classrooms. The course will explore instructional strategies, materials, and issues that impact the development and extension of literacy across the content areas. Technology as a tool for literacy will be an integral part of designing appropriate instruction. The role of research in learning, and specifically in reading and writing will be a focus area.

EDLA 531 Literacy in Community and Family Arenas (3 SH)

Addresses workplace literacy, family literacy, adult literacy and literacy advocacy.

EDLA 541 Teaching Struggling Readers (3 SH)

Focuses on those students who, in spite of a teachers best efforts, do not make satisfactory annual yearly progress. The factors that inhibit progress will be examined and assessments, instructional strategies and materials will be shared. Special emphasis will include ELL students and students with special learning needs.

EDLA 561 Language Acquisition and Literacy (3 SH)

Examines the development of oral and written language, and explores the effects of social and cultural influences on language acquisition and beginning literacy. This course is designed to help teachers to develop the understandings and skills to implement a balanced and meaning-focused literacy environment with the attention to the continued role of oral language, phonemic awareness and alphabetics, the reading and writing processes and related instructional strategies, assessment, and early word study and spelling instruction.

EDLA 571 Assessing and Developing Word Knowledge (1 SH)

Focuses on the systematic teaching of phonics, spelling, and vocabulary in beginning, transitional and intermediate readers. Knowing what to teach and when will be emphasized.

EDLA 581 Word Study (1-3 SH)

Explores the development of orthographic knowledge of spelling. Provides hands-on experience in designing, implementing and assessing developmentally appropriate tasks for studentsneeds in spelling, phonics and vocabulary.

EDLA 591 Differentiated Literacy Instruction (3 SH)

EDLA 601 Multicultural Childrens’ Literature (3 SH)

Explores multicultural literature for children in a variety of genre. Elementary classroom activities including critical thinking and writing are demonstrated.

EDLA 611 Adolescent/Young Adult Literature (3 SH)

Concentrates on literature written for and by adolescent/young adult readers while relying on works typically classified as young adult literature as well as literary “classics” found within the curriculum for middle, junior and senior high classrooms. Employs reader-response theory.

EDLA 621 Informational Literacy and Response to Intervention Procedures (3 SH)

Designed for the general and special educator who wishes to use Response To Intervention in a classroom setting for prevention and early intervention of student learning difficulty associated with Informational Literacy with a focus on technology applications.

EDLA 651 Developing an Effective Reading Program (3 SH)

Provides practical knowledge about developing and implementing K-12 reading programs. Develops the strategies and understandings needed to provide a diverse student body with effective reading instruction. Emphasizes professional development, leadership and advocacy for reading specialists.

EDLA 661 The Bible as a Text for Literacy Instruction (3 SH)

Examines the use of Scripture to develop literacy. Emphasizes text analysis, creating reader-response strategies, introduction of literacy skills and curriculum models.

EDLA 681 Teaching Writing (3 SH)

Emphasizes the need for teachers to become authors within the educational community. Encourages students to write for publication.

EDPC 601 Practicum (3 SH)

Focuses on the outcomes of a specific track. Supervised by a graduate faculty mentor, field experience will take place in a setting necessary to complete track requirements.

EDPC 611 Action Research Project (3 SH)

Incorporates a written report and delivery of a student-designed action research project. 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 Action Research in Educational Settings.

EDS 621 Student Teaching Internship (7 SH)

Designed for those seeking initial licensure in Virginia .

EDSL 521 Second Language Learners (3 SH)

Emphasizes a psycholinguistic approach to the acquisition of a second language. Includes the study of transformational grammars, a review of language development and thought and language acquisition strategies.

EDSL 541 Literacy and ESL Methods(3 SH)

Emphasizes linguistic principles, practical methods, assessment and materials design and development for teachers teaching English as a second language in the K-12 school. This class involves a practicum with second language learners.

EDSL 551 Methods of Teaching ESL/FL (3 SH)

Emphasizes theory, practical methods, assessment and materials design and development for teachers teaching English as a second language and foreign language.

EDSL 561 The English Language (3 SH)

Focuses on essentials of linguistic science studies as a background for understanding the history of the English language. Explores the development of dialect, colloquialism and regionalism.

EDSL 571 Language Acquisition and Grammar (3 SH)

Explores current topics and issues in the study of language acquisition, language development and grammar. Offers teachers practical ideas for teaching grammar in the context of todays classroom.

EDSL 581 Language and Culture (3 SH)

Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom.

EDSL 591 ESL Assessment and Support (3 SH)

Explores assessment tools and practices as they relate to second language learners. Emphasizes the assessing and monitoring of oral language, reading and writing and content area subjects. Examines support services both in language acquisition and content learning.

EDSP 599 Special Topics (3 SH)

A special course designed around a current issue in education which impacts literacy, diverse needs or curriculum and instruction arenas.

EDSP 699 Directed Studies

A course that is a part of the regular curriculum, but is being taken in an altered format or time schedule. Must be approved by the student’s advisor, the program director and the university registrar.

EDSP 799 Independent Studies

A unique course designed by the instructor and the student. Must be approved by the students advisor, th e program director and the university registrar.

EDTR 671 Cross-Cultural Study (3 SH)

Study tours or short term teacher exchanges allow participants to further investigate an area of study within another culture.