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Non-Public Schools Project - Courses

School of Education
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Non-Public Schools Project - Courses

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DISCPL PROG CRS-TITLE CRS-NO. CRDS
The following courses are open to all participants in the Non-Public Schools Project:
    4:50 PM Courses    
EDCE CHI Science in a Program of Childhood Education:
Development of first-hand knowledge of standards-based science content, materials, and methods appropriate to the several growth levels of children in the primary and intermediate programs of the elementary school. Written reviews of scholarly literature, maintenance of written journals, and fieldwork on the study of teaching in a childhood education classroom.
3100C 3.0
EDCE ECE Family, Child, and School:
A study of the contexts for learning that affect teachers, children, and their families. Topics explored include: multicultural communities and differing family structures, conferencing with parents, children with special needs, indications of child abuse, educators' legal and ethical responsibilities. Required for initial certification.
1800K 3.0
EDCE ECE Language and Literacy Development in Young Children:
This course focuses on language and literacy development from birth to age 6 and on how to develop a well-balanced literacy program for young children. Special emphasis is placed on an exploration of research in the field, a study and critical analysis of children's literature, the art of storytelling, and effective strategies for learning to read.
1900C 3.0
EDCE ECE Art and Expressive Activities in Early Childhood Education:
Interpretation and use of creative activities for the diverse learning needs of young children as they explore and develop personal skills and interests in various art media. Required for initial certification.
4300C 3.0
EDCE ECE Managing the Environment to Support Young Children’s Learning:
This course will explore behavior and classroom management techniques for young children with special needs in a variety of early learning environments, including, but not limited to the home, center-based programs, and integrated classrooms. Participants will focus on identifying challenging student behaviors and discuss various classroom management models for effective teaching and learning in individual, small group, and large group settings. In addition, they will study the role collaboration plays in providing effective support for students with special needs.
7106N 3.0
EDCE ECE Curriculum Development in ECE:
Critical examination of principles underlying curriculum development and program planning for young children. How to prepare the environment, integrate the day, differentiate instruction for students with varying needs, discipline effectively, and use technology. To be taken with or after student teaching. Required for initial certification. Ancillary requirement for professional certificate (on advisement).
7250C 3.0
EDCE LIT Literacy for Struggling Readers and Writers:
Candidates will examine the multiple dimensions that contribute to students' literacy struggles. They will explore and critique theories and research regarding literacy practices and identify practical applications based on these insights. A significant aspect of this work will involve practice with methods to assess and support readers' and writers' competencies with cuing systems and engagement with texts. Candidates will explore how multimodal literacies can be used as a source of strength, confidence, and growth with print literacy. Throughout the course, candidates reflect on how they can support all students' literacy growth through effective lesson design as well as advocacy for curricular and structural change.
2700C 3.0
EDCE LIT Emergent to Fluent Literacy:
(Prereq. for Graduate Program in Literacy Acquisition and Development) Emergent to fluent literacy acquisition for students with diverse cultural and linguistic backgrounds and students with special needs; assessment of semantic, syntactic, phonic, and phonemic awareness; strategies for children having difficulties in acquisition of speaking, listening, reading, and writing competencies; organizing shared, guided, and independent reading and writing instruction; use of technology.
7500C 3.0
EDSE SST Development of the Secondary School: Philosophy, Urban Issues and Curriculum Development in Secondary Schools:
Examination of selected social studies projects and application of their methods and materials to students' present teaching situations.
2300E 4.0
EDSE SPA The Teaching of Reading and Writing Across the Curriculum in Spanish in Secondary Schools:
The course is designed to explore methods for the teaching of reading and writing in Spanish to non-native speakers of the language and how these skills relate to listening and speaking across the curriculum. Prospective or current teachers will be provided knowledge of theory and best practices related to literacy in Spanish. They will also develop instructional materials and their own "voices" as writers.
1204E 3.0
EDUC FEE Psychology of Learning and Teaching:
Theories and principles of learning and instruction pertinent to achievement, development, self-regulation, and behavior in children from culturally and ethnically-diverse backgrounds. Includes classroom applications, testing and evaluation.
7200A 3.0
EDUC FEE Child Development:
Theories and principles of development pertinent to culturally and ethnically-diverse and inclusive classrooms with an emphasis on classroom applications and fieldwork.
7300A 3.0
EDUC FEE Adolescent Learning and Development:
The evolution of how theories and research on learning and development manifest themselves in urban settings for teachers of adolescents. Teacher-centered and student-centered, human and technology-based approaches, emphasizing those promoting independent, self-regulated adolescent learners. Theories, their cultural implications and their classroom applications: learning, intelligence, motivation, affect, parenting styles, classroom communications, and classroom management strategies.
7500A 3.0
SPED SWD Reading and Writing Instruction for Students with Disabilities in Childhood Education I:
This course is the first in a two-part sequence designed to assist participants to make informed choices about how to structure classroom routines and rituals that maximize opportunities for teaching reading and writing in an integrated fashion. Various frameworks for lesson planning to complement the IEP will be introduced as well as exceptionality specific assessment instruments. Course content will address the essential components of reading, including: phonemic awareness, phonics, fluency and expressiveness, vocabulary, and comprehension. In conjunction with reading skills, methodologies of writing through a process approach will also be introduced (i.e., pre-writing, organization, writing a primary draft, multiple revisions, and final editing).
3600K 3.0
SPED SWD Reading and Writing Instruction for Students with Disabilities in Adolescent Education I:
This course is the first in a two-part sequence designed to assist participants to make informed choices about how to structure classroom routines and rituals that maximize opportunities for teaching reading and writing in an integrated fashion. Various frameworks for lesson planning to complement the IEP will be introduced as well as exceptionality specific assessment instruments. Course content will address the essential components of reading, including: phonemic awareness, phonics, fluency and expressiveness, vocabulary, and comprehension. In conjunction with reading skills, methodologies of writing through a process approach will also be introduced (i.e., pre-writing, organization, writing a primary draft, multiple revisions, and final editing). Matriculation in students with disabilities program required.
3601K 3.0
SPED SWD Introduction to Inclusive Education:
An introduction to the multiple meanings of inclusive education as employed in both national and international contexts. Specific attention is paid to school structure, legislative mandates in support of inclusive education, collaborative problem-solving relationships among educators (general and special), students, and families in designing and modeling inclusive pedagogies and practices for diverse learners. We will examine historical contexts, shifting societal beliefs, and subsequent educational theories that have led to an increased emphasis on inclusion and the merits of collaborative education to serve students with disabilities in more integrated contexts. The course includes: an overview of inclusive education, student characteristics; diverse approaches to pedagogical practice; models of collaboration, including collaborative team teaching (CTT); classroom management; and assessment and utilization of assistive instructional technologies. Matriculation in School of Education program required.
5000K 3.0
SPED SWD Positive Approaches to Challenging Behaviors:
This course is designed to assist participants to make informed choices about how to analyze a "behavior issue" in the classroom and school context. Participants will learn how to develop multiple positive approaches for extinguishing difficult behaviors. Traditional as well as alternative behavioral interventions will be considered including an overview of the traditional (i.e., controlling) behavioral approaches and practices typically used with students with intellectual or emotional disabilities. Readings and activities will encourage examination of the conceptual foundations and underlying principles of such approaches for use in an inclusive society. The central feature of this course, however, will be on interactive intervention alternatives that alleviate frustrations for students with disabilities, focus on their needs and wishes, and support them in taking control of their lives. The final project will require participants to apply an approach to the management of difficult behaviors they find most suitable in their classrooms.
5300K 3.0
EDCE ECE Education in the Early Years: Infants, Toddlers, and Preschoolers:
How knowledge develops from infancy through the preschool years; with a focus on how to support learners' growth and development and how to structure appropriate learning environments for infants, toddlers, and preschoolers with diverse needs. Theoretical perspectives on learning are explored. Required for initial certification. Ancillary requirement for professional certificate (on advisement).
3500C 3.0
EDCE BIL Education That Is Multicultural:
Analyzes the various components of a desirable education in a pluralistic society; provides opportunities for developing curriculum and strategies which reflect respect and dignity for all people; examines students' needs within a humanistic framework; critically examines instructional materials for bias.
5700C 3.0
    7:30 PM Courses    
EDCE CHI Teaching Social Studies in Childhood Education:
Integrated unit planning centered on a study of the community, cultural diversity and historical sequence; focuses on inquiry learning strategies and multicultural approaches to instruction. Includes introduction to Internet resources and software for classroom instruction in geography.
2100C 3.0
EDCE CHI Mathematics Knowledge for Teachers (Birth to Grade 6):
Focuses on the mathematics content knowledge needed to teach mathematics from birth to Grade 6, and the development of children's numerical and logical reasoning. Includes topics such as problem solving, sets, operations with sets, functions, numerical systems with different bases, and topics in number theory. All topics are connected to children's developing mathematics understandings. Reasoning and proof, problem solving, connections, communication, and representation are threaded through all instruction.
5950C 3.0
EDCE ECE Including Young Children with Special Needs in the General Education Classroom:
This course will provide early childhood educators with a theoretical framework and practical applications for successfully including students with special needs within the general education setting. Information, guidance, and resources will be presented to assist teachers in differentiating curriculum, using adaptive technology, assessing students holistically, working with their classroom/administrative school team as well as with children's home/family/community in situations where a child may require an evaluation and/or additional support services. Special attention will be paid to diversity issues, helping teachers to frame differences in a respectful, non-biased way.
4200C 3.0
EDSE SEC Reading and Writing across the Curriculum:
Explore how reading and writing can be modes of learning across the curriculum. Current research and theory will be discussed and methods of using reading and writing to learn will be developed. Not open to students who have completed EDSE 41200.
1200E 3.0
EDSE SEC Middle School Literacy:
This course will support candidates to learn how to: identify strengths of literacy learners in content classrooms; individualize instruction based on these assessments; and assess textual difficulty and guide students to develop reading and writing strategies and study skills.
1201E 4.0
SPED SWD Positive Approaches to Challenging Behaviors:
This course is designed to assist participants to make informed choices about how to analyze a "behavior issue" in the classroom and school context. Participants will learn how to develop multiple positive approaches for extinguishing difficult behaviors. Traditional as well as alternative behavioral interventions will be considered including an overview of the traditional (i.e., controlling) behavioral approaches and practices typically used with students with intellectual or emotional disabilities. Readings and activities will encourage examination of the conceptual foundations and underlying principles of such approaches for use in an inclusive society. The central feature of this course, however, will be on interactive intervention alternatives that alleviate frustrations for students with disabilities, focus on their needs and wishes, and support them in taking control of their lives. The final project will require participants to apply an approach to the management of difficult behaviors they find most suitable in their classrooms.
5300K 3.0
SPED SWD Working with Parents of Students with Disabilities:
Problems, principles, and procedures in working with parents of students with disabilities. Impact of disabling factors on parents, and study of different problem solutions including study of school and community resources.
6100I 3.0
The following courses require documentation of 3 or more years of teaching experience:
    On-line Special Education Courses    
SPED SWD Reading and Writing Instruction for Students with Disabilities in Childhood Education II:
This course (part II) is designed to extend the literacy components introduced in part I. Extended experiences will focus on maintaining a classroom structure that supports a reading-rich context in conjunction with writing-worthy opportunities for use in a variety of educational contexts. The course will feature strategies to teach habits of good readers, such as: activating schema, visualizing, questioning, determining importance, making inferences, monitoring for meaning, and synthesizing. In conjunction with explicit reading skills (part I), methodologies of writing will also be taught, focusing on the process of writing through: pre-writing, organization, writing a primary draft, multiple revisions, and final editing. The art of individual conferencing with students will be featured at length.
3700K 3.0
SPED SWD Reading and Writing Instruction for Students with Disabilities in Adolescent Education II:
This course (part II) is designed to extend the literacy components introduced in part I. Extended experiences will focus on maintaining a classroom structure that supports a reading-rich context in conjunction with writing-worthy opportunities for use in a variety of educational contexts. The course will feature strategies to teach habits of good readers, such as: activating schema, visualizing, questioning, determining importance, making inferences, monitoring for meaning, and synthesizing. In conjunction with explicit reading skills (part I), methodologies of writing will also be taught, focusing on the process of writing through: pre-writing, organization, writing a primary draft, multiple revisions, and final editing. The art of individual conferencing with students will be featured at length.
3701K 3.0
    Educational Leadership Courses    
    4:50 PM Course    
EDLS ADM Moral Dimensions of Leadership:
Candidates explore leadership theories, develop a leadership philosophy, a professional code of ethics, and a personal growth plan. An examination of issues related to personal and professional accountability is conducted. Preparation is provided in the leadership skills (i.e., motivation, conflict management, decision-making, etc.) needed to influence individual and group behavior and to shape school culture and values in the context of highly diverse schools and student and staff needs.
7201G 3.0
    7:30 PM Courses    
EDLS ADM School-Community Building:
Utilizing the values, emerging issues and trends, conditions, and dynamics impacting the school community and educational programs. This course provides best practices in communication, marketing strategies, media use, and partnerships with higher education, social agencies, businesses, and other stakeholders to build support and garner community resources for improving student achievement.
8801G 3.0
EDLS ADM Instructional Leadership:
Purpose, theory, and nature of instructional leadership are examined. This course focuses on the supervisor's human relations skills as a group leader, classroom visitations and conferences, supervisory techniques, teacher assessment, student learning and development, and curriculum review. Candidates explore the role of entry level leaders in the improvement and evolvement of teaching and learning, assessing supervision and teaching, and exploring strategies that promote the transformation of districts and schools into effective learning communities.
7401G 3.0
EDLS ADM Curriculum Development:
The principles of curriculum development, implementation, evaluation, and instructional programming are examined. Emphasis is placed on understanding learners, the learning environment and developing instructional support services for diverse and special school populations. Best practices in curriculum and instruction and standards based teaching and learning are addressed. Strategies for developing and implementing curriculum improvement plans for improved student achievement are stressed. Candidates are expected to develop an eclectic approach to the curriculum improvement process.
7301G 3.0