ACP Practicum A course for Alternative Certification Program (ACP) students who are attempting student teaching/internship, general field experience, and/or observations which are part of the requirements for certification to teach.

Graduate Workshop in Education (1-0) Studies in designated areas. May be repeated for credit when topic varies.

Action Research for the Classroom Teacher (3-0) Research methodology to address the problems and needs of classroom teachers. Emphasis on interpreting professional literature and practitioner research in educational settings. Prerequisite: TED 5304 with a grade of "B" or better. .

Learning Contexts and Curriculum (3-0) Examination of the theoretical frameworks and broad definitions of curricula, processes of curriculum alignment, pedagogy and assessment, State standards, curricular resources, curriculum integration, learning theory and lesson planning.

Managing the Student-centered Classroom (3-0) Theory and practice on how to manage instruction and relationships in a student-centered classroom. Emphasis on classroom as communities of learning and on communication skills.

Authentic and Performance Assessment in the Classroom (3-0) Authentic and performance assessment practices in the constructivist classroom; use of instruments, such as rubrics, portfolios and individual and group projects as sources of assessment. .

Scholarly Writing for Education (3-0) Writing scholarly papers using archival research, documented sources, and electronic databases. Working closely with the instructor and a professor in their area of study, students produce publication quality papers. The courses covers issues of conceptualization, argumentation and evidence, and citation and referencing. It also deals with style, audience, organization, and mechanics, and relies heavily on peer editing and review. . .

Instructional Design/Methods: This course will provide the foundations of curriculum planning and delivery within the context of PK-12 schooling. The course will include concepts and practices that are critical to effective classroom teaching, including but not limited to: unit planning, lesson planning, standard-based instruction focused on student earning, and assessment. The course is meant to provide research-based approaches and hands-on practice for aspiring teachers seeking certification.

Diversity in Educational Settings (3-0) Exploration of the social context of education and teaching in a pluralistic society. Examination of schools and society in relation to historical and contemporary issues of diversity. .

Graduate Workshop In Education (3-0) Studies in a designated area. May be repeated for credit when topic varies.

Teaching Residency I: This course represents the first of two-part clinical teaching sequence. A part of this course, students will engage in hands-on learning and practice in a PK-12 classroom alongside a mentor teacher. Students will be coached and assessed based on elements of effective planning, instruction, and assessment. This course is required for teacher certification.

Teaching Residency II: This course is the second of a two-part clinical teaching sequence required for teacher certification. As part of this course, students will engage in hands-on learning and practice in a PK-12 classroom with intensive, on-site mentoring and coaching from faculty. The course includes elements of effective planning, instruction, and assessment, with a focus on student learning and achievement.

Dual Credit Teaching and Research This course examines local, state, and national issues related to dual credit/dual enrollment. There is a focus on the development of knowledge, skills, and attributes involved in teaching rigorous college-level courses in high school settings.

Independent Graduate Studies (0-0-3) Studies in an area of the student's choice that has been approved by the sponsoring professor. May be repeated for credit when topic varies. .

Thesis (0-0-3) Prerequisite: Department approval.

Thesis (0-0-3) Prerequisites: TED 5398 and department approval.

Survey of theories and perspectives shaping what is taught in schools, including discussion of various values, beliefs, and power relations shaping PreK-16 curriculum. Critical analysis and practice of basic principles and concepts for planning, implementing, and assessing instruction.

Analysis of scholarly issues with a focus on the role of language acquisition in the academic development of the bilingual/bicultural student. Examines language beyond the practice of signification and looks at the subjectivities of language with implications for curriculum and instruction. Centers on the role of language as a mediator for learning and a powerful force in the construction of meaning across curricular areas.

Examination of educational paradigms that inform and critique educational access, participation, and benefits within sociocultural, geopolitical, and economic contexts. Exploration of debates on teaching for a democratic society by review of anthropological, sociological, and educational curricula. Emphasis on the social structures in which curriculum and instruction are embedded.

Practicum in supervised professional activities that support the candidate's dissertation research.

The course examines philosophical, soci-cultural, and psychological perspectives on what ite means to know and learn in the various disciplines. The coure emphasizes different approaches to theorizing and studying learning theories that involve (but not limited to) problem solving, inquiry, critical thought, metacognition, and symbolic reasoning.

Studies in designated area. May be repeated for credit when topic varies. Prerequisite: Departmental approval.

Quantitative Research I (3-0). Introduction to empirical inquiry, including descriptive statistics, methods of inference, and hypothesis testing. Purposes of this course include gaining a basic graduate level understanding of experimental designs and statistical procedures used in education and other social sciences, obtaining the knowledge and skill necessary to be an informed and competent consumer and user of educational research, and ability to competently design a preliminary quantitative research study. Prerequisite: Department Approval.

Quantitative Research II (3-0). An in-depth examination of quantitative research design, data collection, analysis, and interpretation of statistical software (i.e., SPSS) on simulated and real data sets. The course include a brief review of scientific theory building, univariate and multivariate procedures and their applications across relevant experimental designs and educational disciplines along with an emphasis on individual student needs by critically evaluating published research. Student will be required to complete a research proposal and a submission of a research conference paper. Prerequisite: Department Approval.

Qualitative Research I (3-0). This course provides an introduction to qualitative research methodologies, with an emphasis on philosophical, conceptual, and theoretical underpinnings. Students will be required to create a research proposal which will be implemented in TED 6323. Prerequisite: Department Appproval.

Qualitative Research II (3-0). Examination of different qualitative traditions, frameworks, and philosophical assumptions about ways of knowing. Discussion of appropriate fit between research questions, methods selected, and role of the researcher. Students will engage in several phases of the qualitative research process. Prequisite: Department Approval.

Scholarly Portfolio Development This course si for finalizing the components of the scholarly portfolio, as per program guidelines and policies. To satisfactorily complete this course, the student will successfully defend the portfolio to their dissertation committee. A minimum of 33 credit hours earned in the program prior to enrollment.

Studies in an area of the student’s choice that has been approved by the sponsoring professor. May be repeated for credit when topic varies. Prerequisite: Departmental approval.

Doctoral Seminar in Education Research Departmental seminar to discuss critical issues in current research concerning curriculum and instruction.

Preparation of dissertation proposal. Student must successfully complete the course prior to scheduling the proposal hearing. Students may repeat this course if they cannot complete it the first time. If students are unsuccessful the second time, then the Probation/Dismissal Procedure will be initiated.

Under the direction of the committee chair, a dissertation will be written. Continuous enrollment in TED 6399 is required until the dissertation is accepted by the dissertation committee. May be repeated more than once. Prerequisite TED 6397

Students, under the direction of the Dissertation Committee, will write a dissertation. Continuous registration in TED 6399 is required until the dissertation has been succesfully defended and is accepted by the Dissertation Committee. May be repeated more than once. Prerequisites: TED 6398