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Graduate Catalog 2013-2014

CatalogGraduateSchool of EducationMSSSCourse Descriptions

Middle Grades, Secondary, and Specialized Subjects Course Descriptions

All course descriptions carry behind the name and number a parenthesis ( ) indicating the credit hours, lecture hours, and the lab hours per week. For example: NSCI 110 (4-3-2). The first number in the parenthesis indicates the credit value of the course (4); the second number indicates the number of lecture hours (3) per week; and the third number indicates the number of lab hours per week (2).

EDMG 614  (3-3-0)  Techniques of Teaching in the Middle School: A study of the teaching profession, with emphasis on teaching strategies, curriculum content and development, and materials selection for middle school education (grades 6-8).
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EDUC 615  (3-3-0)  Techniques of Teaching in the Middle and Secondary Schools: A study of the teaching profession, with emphasis on teaching strategies, curriculum content and development and materials selection for middle grades and secondary school education.
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EDUC 616  (3-3-0)  Teaching and Technology in the Middle and Secondary Schools: A study of the teaching profession, with emphasis on teaching strategies, curriculum content and development technology, and materials selected for middle and secondary school education, grades 6-12. Specific attention will be directed forwards developing each student as a facilitator of learning. Emphasis will be placed on integrating technology to enhance teaching and learning.
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EDUC 620  (3-3-0)  Adolescent Psychology: A study of the adolescent in contemporary society, theories of adolescence, and the physical, emotional, social, familial, moral, educational, vocational, and ethnic influences on adolescent behavioral development.
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EDUC 626  (3-3-0)  Applied Strategies for Safe/Peaceful Schools: This course is designed to enhance students' knowledge related to safe schools, violence and conflict resolution. This introductory course will also provide participatory, experiential and hands-on training in conflict resolution, resiliency strategies and peer mediation for pre-service and in service educators. Promoting pro-social behavior and improving learning in K-12 settings for all students are stressed. A supervised field experience is required.
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EDUC 630  (3-3-0)  Advanced Educational Psychology: A study of teaching as a process, emphasizing educational objectives, characteristics of students, theories of learning and motivation, teaching styles and techniques, and evaluation processes.
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EDUC 641  (3-3-0)  Advanced Studies in Human Development and Learning Communities: An exploration of psychological principles and their application to the problem of teaching and learning, including characteristics of stages in human development throughout the preschool and school years, theories of motivation and learning, classroom management strategies, individual differences, exceptional achievement and teaching strategies.
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EDUC 644  (3-3-0)  Foundations and Curriculum Development: A study of educational foundations and curriculum development in secondary schools, including discussions of the development, implementation, and evaluation of educational goals and objectives in the secondary curriculum.
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EDUC 646  (3-3-0)  Trends/Issues in Curriculum and Instruction: An exploration of the current issues, trends, and research in curriculum and instruction, and the sociological, psychological, and political factors influencing educational trends and innovations.
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EDUC 650  (3-3-0)  Effective Practices for Teaching, Learning and Collaborative Leadership: An advanced study of effective teaching practices supported by educational research, the application of technology to the educational setting, learning in content areas, and the design of collaborative leadership. This course is designed to introduce various aspects of teaching and learning that have relevance to understanding effective instructional procedures.
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EDUC 680  (3-3-0)  Special Topics in School Administration: This course examines special topics in the area of school administration and leadership that affect school practices. Selected topics range from varied aspects of school administration and leadership. They include, but are not limited to: 1) School Vision, Mission and Strategic Goals; 2) Teaching for Learning; 3) Understanding Collaborative School Climates; 4) Human and Fiscal Resource Management, 5) Parental and Community Involvement; 6) Leadership development (the principalship), and 7) Politics and Policy.
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EDUC 690  (3-3-0)  Applied Research in Education: A study of the development and use of research, research methods, applied research, basic research, methods of reasoning, fallacies in reasoning, statistical methods, thesis writing, survey-research and evaluation of research Emphasis is placed on understanding the scientific approach and not upon statistics.
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EDUC 694  (3-3-0)  Introduction for Lateral Entries: This course is designed to prepare lateral entry teachers (LE) for teaching in today's general and special education classrooms. Participants will encounter the following issues: understanding the nature of today's learners, teaching today's diverse learners, assessing/diagnosing for classroom teaching, planning lessons, organizing for the instruction, selecting and using developmentally appropriate materials, strategies and technology managing learning environments, selecting service learning opportunities and collaboration with other professionals, parents and agencies.
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EDUC 697  (3-3-0)  Advanced Applied Product of Learning (Internship): This course has been designed to serve as an eleven-week supervised internship for the Master of Arts in Teaching (MAT) Program in Education in a specific content area. This internship in the public secondary and middle schools will provide MAT students with opportunities to observe educational professionals in the classroom, practice teaching under supervision, and to participate in other activities and responsibilities of regular in-service teachers. (Fall and Spring)
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EDUC 698  (3-3-0)  Advanced Applied Product of Learning: This course has been designed to serve as a capstone or culminating experience for the Advanced Master's Degree Program in Education in all the specialization areas. This course will assist students in preparing the culminating activity and will encapsulate the total experiences in the program. It will provide a field-based context for the completion, presentation, and evaluation of the exit options: advanced professional portfolio, action research project, and thesis. (Other requirements related to the area of specialization, such as field experience component, may be required by the area of specialization.)
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EDUC 699  (6-6-0)  Thesis: A supervised empirical study in a selected area of concentration.
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EDUC 899  (0-0-0)  Thesis Non-Credit: This course is required for students that have completed their course work and the number of thesis hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their thesis must enroll in this course.
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ELEM 655  (3-3-0)  Using Technology in Elementary/Middle School Curriculum: This course is designed to further develop abilities in using technology, electronic media and other multi-media in teaching and curriculum planning for elementary and middle level science. This course not only addresses the use and application of very specific types of technology, but also focuses on how technology can be used as a thinking tool to foster meaningful learning in elementary and middle school science classrooms.
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SPED 515  (3-3-0)  Teach Reading to Students with Disabilities: This course is designed to introduce students to the knowledge, skills and procedures needed to provide effective instruction for students with disabilities who demonstrate persistent reading difficulties. The course presents research-validated teaching principles, techniques and strategies that will provide a solid foundation on which to build an effective reading instruction program.
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SPED 518  (3-3-0)  Teach Mathematics and Writing to Student with Disabilities: This course will provide research-based content related to the mathematics and written language difficulties of students with mild to moderate disabilities along with research-validated best practices for teaching students with disabilities who exhibit these problems.
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SPED 522  (3-3-0)  Seminar in Learning Disabilities: A course exploring the etiology of learning disabilities, with emphasis on classroom manifestations of and treatment programs for children with learning disabilities, and with additional consideration of test patterns, differential functioning program planning and placement, and related research.
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SPED 523  (3-3-0)  Advanced Studies in Specific Learning Disabilities: This course is designed to explore the definitions, characteristics, etiology, educational and social impact and intervention implications of specific learning disabilities on children and adolescents. Emphasis is placed on identifying the research and best practices bases for identification and treatment of students with this disability.
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SPED 524  (3-3-0)  Working with Parents/Family of Handicapped Child: A study of theories and practices related to parent/family involvement in the education of the handicapped.
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SPED 528  (3-3-0)  Mainstreaming the Exceptional Child: A study of the theory, history, and practices associated with mainstreaming exceptional children, with emphasis on efforts toward overcoming problems related to educating exceptional children in a regular classroom setting.
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SPED 530  (3-3-0)  Introduction to Exceptional Children: A comprehensive survey of the various exceptionalities affecting learning: giftedness, mental retardation, emotional disturbance, learning disabilities, speech impairment, sight impairment, orthopedic impairment, autism, neurological and physical impairment, and cultural differences.
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SPED 532  (3-3-0)  The Gifted Child: An exploration of the nature of giftedness and creativity, including characteristics of gifted and creative children and approaches to encouraging the use and development of their abilities.
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SPED 535  (3-3-0)  Psychology of Mental Retardation: An intensive study of the psychological and sociological aspects of educationally handicapping conditions and of the children who manifest those conditions, with emphasis on integrating theory, research, and practice in effective program planning and implementation.
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SPED 536  (3-3-0)  Advanced Studies in Mental Disabilities: This course involves the intensive study of the psychological and sociological aspects of educationally handicapping conditions and the individuals who manifest these conditions, with emphasis on integrating theory, research, and practice in effective program planning and implementation
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SPED 537  (3-3-0)  Introduction to Education of Emotionally Disturbed Children: An overview of the education of emotionally and behaviorally disturbed children, including history, philosophical issues, kinds of emotional disturbance, management of educational programming, types of programs, and professional roles for teachers.
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SPED 538  (3-3-0)  Advanced Studies in Behavioral/Emotional Disabilities: This course is designed to provide a comprehensive overview of the area of study for the special education of Students with Emotional and Behavioral Disabilities. Major subject matter components include, but are not limited to, issues and trends, behavior management screening/assessment, programming and professional and family collaboration. The current status of this area of study is more directly linked to the present realities of our nation’s schools and its students than ever before. For these reasons the ability to apply research and instructional development skills in each major component of the discipline is very essential. Opportunities to plan, implement and evaluate programmatic, individual and intensive individual interventions will begin in this initial course offering within the area of specialization.
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SPED 560  (3-3-0)  Reading and Language Arts for Gifted Children: An in-depth study of curricula, methods and materials for teaching the language arts to gifted children, with attention to examining characteristics of the gifted, assessing their unique learning needs, and investigating aspects of creativity.
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SPED 579  (3-3-0)  Management of Learning Environments: A study of effective behavior analysis techniques for intervening in the environments of exceptional children to facilitate learning.
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SPED 580  (3-3-0)  Advanced Management of Learning Environments: Emphasis on effective behavior analysis techniques for intervening in the environments of exceptional children to increase learning. Includes examination and application of various models, approaches and techniques to provide positive behavioral supports for students and prevent discipline problems, where possible. Emphasis will also be placed on self-management and development of appropriate social-emotional skills.
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SPED 600  (6-0-6)  Practicum in Special Education: A ten-week supervised field experience in teaching exceptional children in an educational setting.
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SPED 610  (3-3-0)  Curriculum Development for the Gifted: A comprehensive view of the gifted learner and the implications of advanced learning ability for curriculum development, teaching/ learning models, and current educational environments.
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SPED 615  (3-3-0)  Issues and Trends in Special Education: This course is designed to provide a forum to discuss current issues related to the field of Special Education. Participants will explore effective approaches and strategies for managing issues in the creation of responsive learning environments.
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SPED 620  (3-3-0)  Teaching the Gifted Child: An overview of the features and procedures essential to designing, implementing, and facilitating an instructional program for gifted learners, with attention to strategies for counseling the gifted, issues-related topics in gifted education, and techniques for working effectively with parents, the community, and other advocates as resources for the gifted program.
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SPED 630  (3-0-3)  Consultative Internship in Special Education: A supervised experience in planning, implementing, and evaluating consultation projects involving exceptional and potentially exceptional students, educators of regular students, administrators, and parents.
Prerequisite Or Corequisite: SPED 649
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SPED 631  (3-3-0)  Teaching Students with Mild to Moderate Disabilities: Academic Methods: A study of classroom educational procedures, including methods, curriculum and materials, for teaching students with developmental or academic/ learning handicaps, with emphasis on problems related to learning disabilities, mental retardation, and emotional disturbances.
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SPED 632  (3-3-0)  Teach the Hand Chld-Dev Level: A study of classroom educational procedures including methods, curricula, and materials for teaching birth-to-school-age students handicapped by developmental problems and for teaching older students with a mental age in the preschool range.
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SPED 633  (3-3-0)  Teaching Adolescents with Disabilities: A study of classroom educational procedures, including curricula, methods, and materials for teaching adolescent students (junior high through young adult) with disabilities.
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SPED 634  (3-3-0)  Curriculum and Effective Practices for Teaching Students with Mental Disabilities: This course is designed to provide an overview of the historical background, current developments and future directions for teaching children who are mildly and moderately mentally disabled. Emphasis will be placed on classroom procedures including methods, curriculum and materials for teaching the mentally challenged from K-12. Strategies and methods for use in the classroom to facilitate learning will be emphasized to include the use of technology for teachers as well as students.
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SPED 635  (3-3-0)  Curriculum and Effective Practices for Teaching Students with Specific Learning Disabilities: This course is designed to provide an overview of the historical background, current developments and future directions for teaching academic skills to students who have specific learning disabilities. Emphasis will be placed on classroom procedures including methods, curriculum and materials for teaching basic skills and content areas in grades K-12. Strategies and methods for integrating technology into lessons will be included.
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SPED 638  (3-3-0)  Teaching the Emotionally Disturbed Child: An examination of management techniques and educational planning and programming for emotionally disturbed children, with emphasis on the roles of the teacher and on the development of programs.
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SPED 639  (3-3-0)  Curriculum and Effective Practices for Teaching Students with Behavioral/Emotional Disabilities: The major framework for the course includes a research based examination of management and educational planning/programming for Children and Youth with emotional and behavioral disabilities. The course seeks to inspire and guide participants to gain the knowledge and skills necessary to match the complex and challenging roles of the teacher for the establishment of programs which reflect sound practices and which meet the needs of these children/youth. The course content focuses on teacher directed educational activities for managing and teaching students with mild to severe behavior and emotional problems; however, it ultimately seeks to prepare master educators who can effectively teach academic skills to children with diverse abilities.
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SPED 640  (3-0-3)  Master's Internship in Special Education: A supervised experience in basic and advanced teaching skills in special education. (Offered for variable credits, with a maximum of nine credit hours applicable to a graduate degree.)
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SPED 641  (3-0-3)  Advanced Internship in Special Education (Mentally Disabled; Behaviorally-Emotionally Disabled; Specific Learning Disabled): This course provides an intensive supervised field experience. It is designed to be the most appropriate for the student's qualifications, experience and future educational goals. Requires a minimum of 150 hours per semester. This is a practical application of the knowledge base of the educational professional as a facilitator of learning. Depending upon the student's qualifications, skill and experience, the intern will be supervised in one of two (2) of the following options: (1) in-service or classroom internship; or (2) special placement internship. The in service classroom internship option is primarily for currently employed teachers who were in regular or special classroom settings and serve the populations for which they are seeking licensure. The special placement internship option is an advanced field teaching arrangement. The student will provide direct service to MD or BED or SLD students. Students will receive on site supervision from both master teacher/site supervisor and a university instructor. (Offered for variable credits, with a maximum of nine (9) credit hours applicable to a graduate degree.)
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SPED 642  (3-3-0)  Exceptional Child Development: An examination of the relationship between human development and education, with emphasis on deviations exhibited by exceptional children in cognitive, linguistic, social, affective, perceptual, and neurological development.
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SPED 643  (3-3-0)  Seminar in Special Education: A graduate level seminar drawing from both theory and research for advanced study and discussions of critical issues in special education. (May be repeated for credit.)
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SPED 645  (3-3-0)  Independent Study in SPED: Independent research on critical issues in special education. (May be repeated for credit.)
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SPED 646  (3-3-0)  Advanced Assessment Practices in Special Education: This course is designed to provide teachers of children with learning problems with an opportunity to study and practice both formal and informal educational and diagnostic assessments that are appropriate for children and youth.
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SPED 647  (3-3-0)  Educational Assessment of Students with Disabilities: A practical study of both formal and informal diagnostic assessment and observational techniques for identifying and evaluating mild to moderate academic disabilities.
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SPED 648  (3-3-0)  Curriculum Development in Special Education: A practical course in the development and implementation of curricula for learning disabled, mentally handicapped, and behaviorally-emotionally handicapped students, with attention to the development of I.E.P's, the understanding and application of legislative directives regarding special education students, and applications of evaluation techniques for accountability.
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SPED 649  (3-3-0)  The Consultative Role of the Special Educator: A study of the theory, methods, and practices relating to the special educator's consultative role in the education of exceptional children.
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SPED 650  (3-3-0)  Leadership and Supervision of Exceptional Child Programs: A study of major issues in the supervision and leadership of educational programs for exceptional children, with emphasis on appropriate leadership styles, child advocacy roles, applicable state and federal legislation, due process and confidentiality requirements, personnel conflict management, qualifications and roles of special education staff, data-based decision-making, and provisions for least restrictive educational environments for exceptional children.
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SPED 660  (3-3-0)  Internship of Gifted Education: Supervised study and practice in the education of the gifted, requiring a minimum of 75 to 150 contact hours.
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SPED 698  (3-1-2)  Advanced Applied Product of Learning: This course has been designed to serve as a capstone or culminating experience for the Advanced Master's Degree Program in Education in all the specialization areas. This course will assist students in preparing the culminating activity and will encapsulate the total experiences in the program. It will provide a field-based context for the completion, presentation, and evaluation of the exit options: advanced professional portfolio, action research project, and thesis. (Other requirements related to the area of specialization, such as field experience component, may be required by the area of specialization.) (Offered for variable credits, with a maximum of six credit hours applicable to a graduate degree.)
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