Graduate Education

EDU 501 Sociological Foundations of Education [3]

A study of the social, political, economic, and historical background of the contemporary American school system. This course demonstrates how social forces have shaped the curriculum, organization, and purposes of formal education. Three ESOL themes-cultural diversity, linguistics, and curriculum and methods-are introduced in this course and noted on the syllabus with an asterisk. ESOL infused course.

EDU 503 Philosophical Perspectives on Education [3]

An application of analytical techniques to various classical and contemporary writings in the philosophy of education. Readings reflect various educational philosophies and may include selections from Plato, Aristotle, Pestalozzi, Kant, Froebel, Rousseau, Dewey, Whitehead, and Russell.

EDU 504 Psychological Foundations of Education [3]

Presents an application of psychological principles to learning by children and adolescents in school contexts. Special topics include child and adolescent development, human motivation, and implications for teaching strategies.

EDU 510 Teaching in a 21st Century Classroom [3]

This course offers the students a firsthand study of the components of a 21st century classroom. They will learn about cutting-edge techniques, software, hardware, and learning styles of todays digital native.

EDU 511 Teaching Writing in Elementary Schools [3]

Students learn about the nature of the writing process and how to develop learning activities where the development of good writing will be facilitated among elementary students.

EDU 512 Strategies for Instruction, Learning and Classroom Management with Diverse Elementary Learners [3]

This course examines current and emerging school programs found in grades K-6. Topics include learner diversity, planning, and delivery of instruction and assessment procedures. ESOL infused course.

EDU 513 Curriculum and Assessment with Diverse Learners [3]

This course addresses school organization and curriculum development in elementary and secondary schools including instructional goals and basic teaching strategies. This course is a designated ESOL stand-alone course in the Department of Education and emphasizes curricular adaptations for Limited English Proficiency (LEP) and ESOL materials. The skills and competencies covered in this course are indicated on the syllabus.

EDU 517 Teaching (Particular Subject) in Secondary Schools [3]

Examines special methods for teaching at the middle or secondary level. The course covers instructional techniques and classroom materials in the designated subject and includes special problems associated with classroom testing and teaching the "at-risk" learner. To be taken the semester before student teaching and with EDU 517L.

EDU 517L Field Experience in Secondary Education [1.5]

A pre-internship field experience. A minimum of four hours a week in a middle or secondary school is required. To be taken with EDU 517.

EDU 522 Strategies for Instruction, Learning, and Classroom Management with Diverse Secondary Learners [3]

Examines current and emerging school programs found in grades 6-12. Topics include the impact of technology, student diversity, and accountability on curriculum. Prospects for curriculum and assessment reform, and the relation of curriculum design to teaching methods will be addressed. ESOL infused course.

EDU 533 Student Teaching: Elementary [9]

A student teaching internship offered at the elementary level. A nine-semester-hour experience requiring teaching in a public or private school. This course requires prior application to the Director of Field Experiences (deadlines for each term are published). This experience is fully explained in the Student Teaching Handbook available from Graduate Studies.

EDU 534 Student Teaching: Secondary [9]

A student teaching internship offered at the secondary level. A nine-semester-hour experience requiring teaching in a public or private school. This course requires prior application to the Director of Field Experiences (deadlines for each term are published). This experience is fully explained in the Student Teaching Handbook available from Graduate Studies.

EDU 535 Content Area Reading in Secondary Schools [3]

All teachers are teachers of reading. This course is designed to provide background information for secondary teachers in the content areas including the reading process, strategy instruction, and diagnosis of reading problems. Pre-service teachers will be provided with a variety of strategies to promote an understanding of content area materials.

EDU 536 Research in Education [3]

An analysis of the current issues in education. Topics for discussion may include technology in the classroom, current curricular trends, important educational research results, and others. A formal search of the literature is required. Each student may choose his/her own area of interest to research. M.Ed. students conduct a study with elementary students.

EDU 540 Seminar in Classroom Management [3]

A survey course, taken during the student teaching semester, helps to prepare future teachers in the planning of instruction, organization of classrooms, and the management of student learning. Beyond the day-to-day items facing the teachers, this course examines topics pertaining to teaching such as child abuse, assessments, and job-hunting skills. The ETEP portfolio based on the Florida Educator Accomplished Practices must be completed at the performance level. Concurrent with EDU 533 or EDU 534.

EDU 544 Statistics for Teachers: Tests and Measurements [3]

This course includes basic statistical concepts and theories of tests and measurements. Students will learn to apply descriptive and inferential statistics to educational settings.

EDU 545 Orientation to International Studies [1]

This course serves as an orientation to a field study. Students will read, write, view videos, and discuss the culture, people, geography, history, politics, religions, education and economy of the country where the field study will take place. This course is a prerequisite to selected field studies. Instructor approval required.

EDU 546F International Field Study [3]

EDU 547 Global Perspectives on Education [3]

Autobiographical memoirs will be analyzed with focus on the authors' efforts to construct a coherent narrative of life and identity. Special attention given to recent memoirs by travelers and immigrants that raise questions about culture, conflict, and identification. Psychological studies of memory and philosophical reflections on the puzzle of identity over time.

EDU 550 Motivation in Education [3]

The purpose of this course is to explore trends in the area of academic motivation with an eye to how motivation constructs relate to one another and how they influence classroom behavior and achievement. Toward that end, we will explore historically important ideas as well as constructs prominent in the current academic literature including achievement goals, selftheories (self-concept, self-efficacy), interest, and attribution theory. All theories will be taught with a strong emphasis on practical application to classroom settings.

EDU 567 Inclusive Schools and Communities [3]

Offers the student a first-hand look at the process of screening, referring, evaluating, and placing school-age learners in educational settings where they can benefit most from the educational services available to them under the law. Emphasis is placed on the inclusive school and community, where disabled and nondisabled learners are educated together in classrooms, and educational services are brought to the classroom instead of bringing the learners to the services. Strategies for successful collaboration and inclusion are included.

EDU 570 Schools That Learn: Models of Systemic Change for Student Learning [3]

This course will examine models for systemic change that seek to create learner-centered schools. Class discussions will be based on assigned readings, current school issues, and experiences of the class participants. Members of the class will be asked to complete the assigned readings, write reflection papers, assess their knowledge of the course concepts, interview educators and parents, and work together in a small group to design a classroom and school that meets the learning needs of children.

EDU 576 Advanced Reading Strategies [3]

An intensive class in prescriptive reading strategies and materials. Students work toward expertise in matching techniques and materials to the needs of the individual child. Prerequisite/Corequisite: RED 575.

EDU 578 Children´┐Żs Literature Institute [3]

The Childrens Literature Institute introduces in-service teachers to a wide variety of genres of childrens literature. Ten authors and illustrators each spend one day presenting their stories behind their stories. A capstone project focuses on building the works of these authors and illustrators into your own curriculum.

EDU 580 The Multicultural Classroom: Issues in Cross-Cultural Communication and Understanding [3]

Examines cultural pluralism in the classroom: multicultural education, diversity and teaching, bilingual education, racism, tracking, and teacher preparation. This course is a designated ESOL stand-alone certification course in the Department of Education and is intended to meet the competencies and skills that are required for Teacher Certification in Florida.

EDU 581 Child Study Skills for Primary Education [3]

An opportunity to study and understand the sequence of growth in child development. Students learn strategies for observing, diagnosing, and prescribing appropriately for the needs of the early learner whose cognitive development is enhanced by concrete experiences. Different approaches for working with parents and families of ethnically diverse groups are presented.

EDU 582 Foundations of Primary Education Curriculum [3]

Examines the theory, principles, and practices of curriculum development in early childhood education from planning to evaluation. Topics discussed include the following: What should comprise the early childhood curriculum? What is the purpose of early childhood schooling? What types of early childhood curricula are available?

EDU 583 The Development of Literacy in Primary Education [3]

Emphasizes the importance of linguistic experiences as a basis for developing reading, writing, listening, and speaking skills in early learners. The stages of language acquisition for ages of birth to nine are studied. Additional concern is focused on the different modes of personal interaction used by children of this age.

EDU 587 Child Development [3]

Focuses on the physical, social, emotional, cognitive, and creative development of the individual from birth through adolescence. The course strives for a balance between developmental theory and practice. Theoretical positions include Normative-Maturation (Gesell), Behaviorist Environmental (Skinner), Psychodynamic (Freud and Erikson), Cognitive- Transactional (Piaget), and Humanism. Practical application with children in a variety of settings including home, school, and agency is stressed.

EDU 590 Special Topics in Education [3]

Special topics will be covered in a seminar format to focus on a specific issue in education.

EED 519 Integrated Arts in the Elementary School [3]

This course provides the prospective teacher with the knowledge, skills, and the disposition to integrate Music and Art into the education of elementary school children.

EED 555 Elementary Methods for Foreign Language [2]

Focuses on the principles and methods for teaching foreign language to elementary school children. Required for all students seeking a foreign language certification.

EED 563 Teaching Mathematics in Elementary School [3]

Focuses on the NCTM standards for the teaching of elementary mathematics. Major topics include the use of manipulatives, calculators, the real number system, informal and formal geometry, basic facts and algorithms, measurement and metrics, and problem solving.

EED 563L Elementary School Mathematics Lab [1]

Problem solving sessions that utilize basic mathematical concepts introduced in EED 563. The use of manipulatives facilitates understanding of various number systems, measurements, and algorithms.

EED 564 Teaching Elementary School Science [3]

Reviews special methods of teaching science to elementary school pupils. A learning cycle approach is used stressing activity-oriented science and basic science concepts. Performance assessment will be utilized throughout the class.

EED 565 Teaching Advanced Topics in Science in the Elementary School [3]

Designed to expand teachers knowledge of basic physical science principles, increase interest and confidence in teaching science, and provide participants with a series of activities that can be incorporated into the science curriculum. The classes will involve lectures and discussions, but a significant portion of the class time will be spent performing laboratory exercises.

EED 566 Teaching Elementary School Social Studies [3]

This course reviews special methods of teaching social studies in the elementary grades. Topics include cooperative learning, contemporary affairs, and recently developed materials designed to introduce young children to the evaluation of significant social issues.

EED 567 Health and Physical Education Programs in Elementary Schools [2]

Reviews special methods for physical activities for children, concepts and materials of health education, and the values underlying programs of personal fitness for children.

MUS 510 Technological Trends and Media Resources for the Educator [3]

Media and technology permeates nearly every facet of education and challenge todays educators to provide the necessary knowledge of the discipline(s) in the classrooms. The purpose of thie course is to identify and teach technical and media applications around which education from K-12 grades should be built. The course also discusses the importance of music in education and the advocacy for music in school systems as well as related legal and ethical issues in the classroom.

MUS 551 Practical Music Theory for the Working Musician [3]

Music theory geared toward those who create performing scores for choral and instrumental ensembles, from K-12. Emphasis on practical composition and arranging techniques that can be used in a variety of educational environments. Prerequisite: 4 semesters music theory at the undergraduate level, or placement exam and consent.

MUS 560 World Music [3]

A survey of the variety of music from around the globe. Emphasis on social aspects of different cultures music, and familiarity with various methods and instruments that make each countrys music both unique and universal.

MUS 561 Music History and Performance Practice [3]

The study of stylistic and technical aspects of performance of various historical periods. For an educator, knowledge of this area is vital to assist student performers to place presentation of music with historical accuracy, thus reinforcing the details and environment of the musicians and society in which that music was written, be it Medieval, Renaissance, or Baroque. Additional consideration is given to accurate performance of the music of other cultures. Placement exam and consent.

MUS 580 Performance Literature: Choral/Instrumental [3]

Explore and survey a broad range of standard and new literature for choral and instrumental ensembles with an emphasis on music applicable to the school classroom, studying and learning music for various types of ensembles and age groups, including identifying sources, historical significance, basic conducting issues, evaluating the quality of performances, as well as practical application of the literature through creative programming.

MUS 586 Technological Trends and Media Resources for the Educator [3]

Media and technology permeates nearly every facet of education and challenge todays educators to provide the necessary knowledge of the discipline(s) in the classrooms. The purpose of this course is to identify and teach technical and media applications around which education from K-12 grades should be built. The course also discusses the importance of music in education and the advocacy for music in school systems as well as related legal and ethical issues in the classroom.

RED 509 Foundations of Reading [3]

This is the introductory course in the reading sequence. The course covers the theoretical models of reading, emergent literacy, phonics instruction, and the reading/writing connections. A balanced approach to reading instruction is emphasized.

RED 568 Differentiation in Language Arts and Content Area Instruction [3]

This course presents strategies for teaching the four areas of language arts: reading, writing, listening, and speaking. Emphasis on the importance of integrating reading and content area instruction. Strategies for diverse learners will be implemented in an original unit of instruction designed by the student based on best practices of a balanced reading classroom. ESOL infused course. Prerequisite: RED 509.

RED 569 Research-Based Practices in Reading and Language Arts

This course immerses students in authentic literature appropriate for elementary grade reading instruction. Students will apply knowledge of recent research in the field and techniques for integrating meaningful reading and writing experiences throughout the curriculum. Emphasis on strategies for appropriate literature responses through literature circles and application of the writing process.

RED 575 Diagnostic Techniques in Reading [3]

This course examines a variety of testing available to classroom teachers to diagnose and improve reading instruction. Students will administer diagnostic instruments and design and implement curriculum to improve the students reading skills. Prerequisite/Corequisite: RED 509.

RED 577 Demonstration of Accomplishment in Reading: Elementary [3]

Candidates will, through an extensive reading field experience, apply knowledge of data-based instructional planning within an elementary school classroom. Candidates will implement an integrated literacy unit, which will include strategies for differentiation, integration of readng and writing throughout all content areas and progress monitoring with evidence of student learning gains. Prerequisites: (three of four) RED 509, 575, 568 and 569.