Schedule of Classes

Application of technology concepts and skills to human service professionals. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources.

Surveys the history of American education from the Colonial Era to the present. Treats the changing character of education in the context of broader social and cultural developments. Provides both knowledge of the history of American education and an appreciation of historical perspectives as ways of understanding contemporary education. Examine the evolving historical contexts that served to shape and define American education. Specifically, the course will explore the role of education i.e., policies, purposes, practices, and reform efforts throughout U.S. history, and examine its relationships with the American economic, political, social, and cultural landscape.

An in-depth sequence of examining instructional planning and strategies, modes of teaching, and assessment of learning, including an awareness of exceptionality and diversity including an awareness of the social and emotional development of children. Other topics include instructional management, collaboration in curriculum design and delivery and with stakeholders, teacher leadership, decision making, and change processes. Preparation for Teacher Performance Assessment.

The socialization and enculturation of learners in the context of their families, communities, and cultures. Awareness, acceptance, and appreciation of diversity, whether resulting from cultural or ability differences. Emphasis on the teacher's role in involving, educating, and communicating with parents as partners in the educational process. Professional advocacy that supports an inclusionary, multicultural, antiracist, democratic, non-sexist, and global curriculum.

Emphasis on theories of guidance and learner-centered instruction including Response to Intervention (RtI) strategies for positive behavioral supports. Classroom management that is developmentally and culturally appropriate practice to nourish natural curiosity, develop problem-solving skills, acknowledge and accommodate learners with exceptionalities, including diverse cultures, students at risk, and English Language Learners, and develop a sense of community for success of all learners within inclusive environments. Preparation for Teacher Performance Assessment.

Relationship between learning to read and reading to learn; all aspects of literacy as applied to high school and middle school instruction. Primary focus on understanding a wide range of literacies and how to integrate literacy while teaching subjects that include mathematics, social studies, sciences, English, music, art, and family/consumer sciences. Evaluation of the appropriateness of classroom resources such as textbooks, e-textbooks, lab manuals, course software, online supplements, and assessment tools. Preparation for Teacher Performance Assessment.

Provides strategies and curriculum for teaching mathematics to youth in fifth through eighth grades. Strategies focus on problem solving, logical reasoning, and real life connections. Use of dynamic software and math modeling are emphasized. Assessment strategies appropriate for middle school mathematics will be addressed. Students will develop a deep understanding of national and state standards.

A study of the resources, services, and instructional strategies to support the learning of the elementary and secondary student in regular school classrooms as well as in remedial settings.

PreK-12 instructional strategies and designs. Emphasis on developmentally appropriate educational opportunities that actively engage the learner.

Provides an overview of classroom-based assessment methods, both qualitative and quantitative. Emphasizes the different types and purposes of assessment, as well as creative alternatives to traditional assessment techniques. Tailored to graduate students' needs and interests.

Individual study on a topic selected by student with advisor approval. Integration and application of research. Student must produce a product such as a software program, journal article, or program portfolio. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.