Courses

  • SED LS 734: The Roles and Responsibilities of the Literacy Specialist: Leadership, Coaching, Teaching (Prepracticum)
    Observation of a literacy specialist with attention to how the literacy specialist acts as a school-wide leader, coaches teachers, and provides literacy instruction to children. Course readings and discussions examine the multiple roles of a literacy specialist. 4cr, 2nd sem.
  • SED LS 735: Teaching Struggling Readers and Writers in the Elementary School
    Examination of theory and research that guides instruction of struggling readers and writers in K-6 classrooms. Includes study of the effects of various grouping practices, types of texts, and instructional strategies and routines. 4cr. 2nd sem.
  • SED LS 738: Clinical Assessment of Reading and Writing, Practicum Part 2
    Graduate Prerequisites: SED LS 737.
    Practical experience teaching students who struggle in learning to read and write. Each participant is paired with a school-aged student enrolled in the School of Education's Donald D. Durrell Reading & Writing Clinic. Students administer assessments and use the outcomes to plan and implement instruction. 4cr, Summer II
  • SED LS 750: Cognitive Development and Language
    Various philosophical and research positions exist concerning the relation between cognition and language, including cognitive interactionism (Piaget), social interactionism (Vygotsky), innateness (Chomsky), linguistic relativity (Whorf), information processing (MacWhinney), and theory (Gopnick). These positions are discussed, compared, and assessed in light of research findings bearing on different topics (e.g., word learning, theory of mind). Students are able to apply course material to a related topic of their choice. 4cr, 2nd sem.
  • SED LS 764: Roles and Responsibilities of the Literacy Specialist: Leadership, Coaching, Teaching
    To develop insight into how literacy professionals assume a variety of roles to enhance student learning, students will engage in three types of activities: observation, reflection, and analysis of a literacy professional's practice, seminar reading and discussions/leadership activities, and development of a plan to promote professional learning and enhanced literacy instruction. Field experience. Permission required. 4cr either sem.
  • SED LS 790: Literary Assessment to Inform Instruction
    The purpose of this course is to explore the theoretical underpinnings of literacy assessments as well as ways in which you can use assessments to identify strengths and needs of your learners. We will examine formal and informal assessments, with particular focus on assessment tools and strategies that provide information about the types of instructional approaches and practices that contribute to students' optimal literacy performances, and as such, inform teaching decisions on a day-to-day basis. 4cr, 2nd sem.
  • SED LS 792: Teaching Adolescent Readers and Writers
    Exploration of current theory and research regarding reading and writing processes and practices among adolescents in and out of school. Particular attention will be given to the integration of literacy instruction within content disciplines and the relevance of out-of-school literacies to in-school instruction. 4cr, 1st sem.
  • SED LS 793: Field Experience in Literacy Education: Clinical Interventions
    Graduate Prerequisites: SEDLS763
    This course focuses on the application of research and theory to practice in school-based instructional settings. Graduate students will continue to develop and apply knowledge of best practices in literacy assessment and instructional intervention to their work with students who struggle in learning to read and write. Students will administer and interpret results of carious screening and diagnostic instruments during individual and small group intervention sessions within schools. They will plan and implement effective instructional interventions based on children's identified areas of strengths and needs. Video analysis will be integrated throughout the semester to prompt a reflective stance toward instruction and to further support graduate students' professional growth. As a final project, students will prepare and share with each child's classroom teacher and reading specialist a final case report the summarizes assessment results and provides a detailed report of the instructional intervention and student progress. 2cr. 2nd sem.
  • SED LW 736: Teaching Writing in Elementary, Middle, and Secondary Schools
    Study of research and theory that informs an understanding of the writing process, the development of writing abilities, and writing instruction and assessment. Application of the literature to classroom practice at the elementary, middle and secondary school levels. 4cr, 1st sem.
  • SED LW 781: Processes of Writing
    Investigation of the theory and research related to writing. Exploration of implications for assessment, instructional design, and educational planning. 4cr, 1st sem, alternate years
  • SED ME 360: Mathematics for Teaching: Algebra
    Revisits school algebra from an advanced perspective, with emphasis on multiple representations, making generalizations, and justifications. Topics include variables, patterns, functions, and linear algebra. Attention to contemporary issues in curriculum, learning, teaching, technology, and other tools are woven throughout. 4cr, either sem.
  • SED ME 503: Mathematical Reasoning in the Elementary Grades: Number Systems
    This four-credit course is a prerequisite for ME 504. It is required for graduate students majoring in elementary education who are preparing to become teachers of children in kindergarten through grade five. This course focuses on topics in number systems and operations with an emphasis on number, operations, mental mathematics, proportionality, number theory, and probability. Students explore the mathematics from the perspective of a student and a teacher. The emphasis is on making sense of key ideas of number and operations and on exploring how students? understanding of these topics emerge and develop. 4cr, 1st sem.
  • SED ME 504: Mathematical Reasoning in the Elementary Grades: Algebra, Geometry, & Statistics
    Graduate Prerequisites: SED ME 503.
    This course is required for graduate students majoring in elementary education who are preparing to become teachers of children in kindergarten through grade five. This course focuses on topics in algebra, geometry, measurement and statistics. Students explore mathematics form the perspective of student and teacher. The emphasis is on making sense of key ideas in algebra and geometry and on exploring how student's understanding of these topics emerge and develop. 4cr, 2nd sem.
  • SED ME 506: Student-Teaching Half Practicum: Mathematics, 5-8
    Undergraduate Prerequisites: SED ME 508.
    Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequisites.
    Minimum 150 hours required, Open only to matriculated graduate students who have completed pre- requisites. For description, see SED ME507. 4cr, 2nd sem.
  • SED ME 507: Student-Teaching Practicum: Mathematics, 5-8
    Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequisites.
    Open only to matriculated graduate students who have completed pre-requisites. Student teaching: a full- time experience in a selected school under joint supervision of a cooperating teacher and a University representative. Minimum 300 hours. 8cr, 2nd sem.
  • SED ME 508: Student-Teaching Practicum: Mathematics, 8-12
    Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequisites.
    Open only to matriculated graduate students who have completed pre-requisites. Student teaching: a full- time experience in a selected secondary school under joint supervision of a cooperating teacher and a University representative. Minimum 300 hours required. 8cr, 2nd sem.
  • SED ME 509: Student-Teaching Half Practicum: Mathematics, 8-12
    Undergraduate Prerequisites: SED ME 507.
    Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequisites.
    Minimum 150 hours required. Open only to matriculated graduate students who have completed pre- requisites. For description, see SED ME 508. 4cr, 2nd sem.
  • SED ME 525: Assessment in Mathematics
    This course introduced pre-service and in-service mathematics teachers to the theory and practice of assessment in mathematics. This course prepares teachers to apply research-supported assessment techniques in their classrooms. Discussion about important issues in assessment around mathematics will be encouraged. 2 cr, 2nd Sem, Summer.
  • SED ME 530: Equitable Pedagogies in STEM Education
    This course examines the teaching and learning of mathematics and science in urban schools. Considers how issues of race, gender, class, language and culture affect the nature of mathematics and science education in schools. Successful methodologies and projects for teaching algebra to diverse populations are explored. 2cr, either sem.
  • SED ME 545: Methods of Teaching Mathematics: Elementary
    Introduces strategies, activites, assessment, and materials for teaching mathematical concepts and skills, grades K-6. Emphasis on how children develop knowledge of unifying ideas of mathematics. 4cr, either sem.