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Graduate Education Courses

EDUC 503 Educational Research & Evaluation
Educational Research and Evaluation: The purpose of this course is to teach students how to investigate and analyze various educational research findings. Students will then apply this new knowledge by synthesizing their findings and creating a research proposal within a real world setting. Students will be required to critically analyze research designs, explore and assess various research methods, comprehend basic statistical procedures, and interpret the data of current educational research findings. Additional topics include reflective examination of current school learning and teaching practices; assessment strategies in contemporary classrooms; identifying support for research in elementary school settings; and examining content pedagogy. Research, Reflective Writing, Case Studies. Phase II Course. 3 hrs.

EDUC 504 Classroom Mgt & Conflict Resolution
Classroom Management and Conflict Resolution: This course offers practical strategies relating to assessment, classroom management, and instructional technologies. Specific emphasis will be placed on empirically validated practices and conflict resolution methods. A field experience is required. 3 hrs.

EDUC 510 Educational Psychology
Educational Psychology: Study of those principles and theories of psychology that have direct application to the classroom. Emphasis will be on development, learning, motivation, classroom  management, and assessment. 3 hrs.

EDUC 513 Math Methods and Materials
Mathematics Methods and Materials in Elementary Schools: This course emphasizes conceptual understanding of mathematical concepts in the child-centered classroom. Students learn developmentally appropriate strategies for diverse populations. Topics include National Council Standards and NC Standard Course of Study, lesson plans, reasoning skills, cooperative learning, problem solving, multiple assessment techniques, error pattern analysis, the use of technology and curriculum integration. Strategies of NC End of Grade Tests. A field experience is required.  3 hrs.

EDUC 514 Educational Technology
Educational Technology: This course provides instruction in advanced competency skills and the infusion of technology in the curriculum. The focus of the course is on the use of technology to support learning and assessment strategies for diverse populations, ethical and legal issues, electronic communication, the Internet as a research tool, evaluation of software and web sites, and the use of technology to increase teacher's productivity. Strategies of NC End of Grade Tests. Field experience and reflective journal, technology journal required. Phase I Course. 3 hrs.

EDUC 518 Foundations/Curriculum in Elem Educ
Foundations and Curriculum in Elementary Education: In this course students explore the K-6 curriculum with emphasis on the NC Course of Study, planning lessons, curriculum integration, instructional practice, differentiation of instruction for unique learner needs, classroom climate, and the use of the INTERNET for resources. Educational theory and practice in the United States will also be studied in the context of historical, philosophical and sociological foundations. Topics addressed in this context will include historical influence in contemporary education; major philosophical theories and their influence in school practice; the relationship between school and society. Phase I Course. 3 hours. 3 hrs.

EDUC 520 Curriculum & Instruction in Element
Curriculum and Instruction in Elementary Schools: In this course students explore the K-6 curriculum with emphasis on the NC Course of Study, planning lessons, curriculum integration, instructional practice, differentiation of instruction for unique learner needs, classroom climate, and the use of INTERNET for resources. Students practice reflective writing, are video-taped and learn how to self-assess their teaching behaviors. Strategies of NC End of Grade Tests. Field experience and reflective Journal required. Phase I Course. 3 hrs.

EDUC 524 Diagnosis & Correction of Reading
Diagnosis and Correction of Reading Difficulties: interests, use of cueing systems, reading strategies and comprehension of text. Use of ongoing and systematic evaluation. Define, develop, and apply corrective instruction. Monitor and document student's progress, strengths,and needs. Record summaries reports to share with parents of Grade Tests. Field experience, required. Phase I Course. 3 hrs.

EDUC 525 Diversity in Schools
Diversity in Schools: Investigates similarities and differences within cultures, race, gender, ethnicity, socioeconomic status, religion, and exceptionality in the United States School system. Examines various ways to meet (K-6) students' needs in diverse classrooms. Phase II Course. 3 hrs.

EDUC 527 Teaching Reading & Other Language Arts
Teaching Reading and Other Language Arts: An in-depth study of literacy development focusing on social, cognitive, and linguistic foundations. Critical reading of professional literature to extend knowledge base and assist student in developing a philosophy of reading instruction emphasizing the reading process, the challenges of the diverse classroom, and the integration and interrelationship of all the language arts. Demonstration of various instructional approaches and strategies to promote a print-rich environment and to teach children to effectively use syntactic, semantic, grapho-phonic, and pragmatic cueing systems and comprehension of story. Competency in planning learning experiences that incorporate the communication processes in all curricular areas. NC Standard Course of Study and National Standards for Reading Instruction will be used as basis for K-6 lesson development. Strategies of NC End of Grade Tests. Field experience, student analysis and reflective journal required. Phase I Course. 3 hrs.

EDUC 533 Science Methods & Materials
Science Methods and Materials in Elementary Schools: This course emphasizes science attitudes and process skills, science concepts, and the integration of science across the curriculum. Students learn developmentally appropriate hands-on strategies for diverse populations. Topics include organizing for effective science teaching, safety, methods of inquiry, questioning techniques, using technology, diagnosing and correcting misconceptions, and the role of science in every-day life. NC Essential Standards are addressed. A field experience is required. 3 hrs.

EDUC 540 Social Studies Methods & Materials
Social Studies Methods and Materials in Elementary Schools: Studies across the curriculum. Reflective writing, valuing a multicultural environment, National standards and NC Standard Course of Study will guide students learning. Cooperative learning, group process, and inquiry models will be used in planning lessons. Multi-faceted assessment techniques will be practiced. Field experience and reflective journal required. Phase I Course. 3 hrs.

EDUC 548 Content/Vocab Dvlpmnt Elementary Ed
Content and Vocabulary Development in Elementary Education: The importance of reading development in the content fields for the improvement of learning is emphasized. Topics include study skills; selection of appropriate reading materials, both functional and recreational; classroom strategies for facilitating reading comprehension; and vocabulary-building methodologies. Including spelling instruction that relies on an understanding of English orthography and way in which children develop as spellers. Analyzes the role of spelling in literacy development; identifies the characteristics of how children read, write and spelling in the stages of literacy development. Should be taken the spring term
prior to student teaching. 3 hrs.

EDUC 551 Teacher as Researcher
Teacher as Researcher: This course describes the nature and purposes of collaborative action research and how the action research process is used to improve the quality of classroom instruction and school climate. Students will formulate a research question, review related literature, and plan and carry out their own research in school settings. The learning product of this course will be a publishable paper to be presented at the Action Research Symposium. Co-requisite: EDUC552. Phase II Course. 2 hrs.

EDUC 552 Seminar and Reflective Practice
Seminar and Reflective Practice: Students will use case studies, research and reflective writing to expand and modify the three components: instructional practice, unique learner needs, and classroom climate oftheir Performance Based Licensure portfolio. Students will serve as mentors for preservice teachers and lead seminar discussions. Co-requisite: EDUC551. Phase II Course. 1 hr.

EDUC 601 Educational Research & Evaluation
Educational Research and Evaluation: Empirical, logical and conceptual research problems; methods and procedures of qualitative and quantitative research; interpreting research; writing reviews of related literature; library research. Students will critically analyze research designs, explore and assess various research methods, acquire a conceptual knowledge of statistical procedures and interpret results of research findings. 3 hrs.

EDUC 608 Diversity in Schools
Diversity in Schools: Investigates similarities and differences within cultures, races, gender, ethnicity, socio economic status, religion and exceptionality in schools. Provides students with broad base knowledge and skills to increase effectiveness in meeting the needs of diverse learners. 3 hrs.

EDUC 615 Word Study
Word Study: Examines spelling instruction that relies on an understanding of English orthography and way in which children develop as spellers. Analyzes the role of spelling in literacy development; identifies the characteristics of how children read, write and spelling in the stages of literacy development. 3 hrs.

EDUC 630 Foundations of Reading
Foundations of Reading: Provides an overview of the reading process, including reading readiness, comprehension, word recognition, diagnosis, methods of instruction and related language acquisition processes. 3 hrs.

EDUC 640 The Teaching of Writing
The Teaching of Writing: Provides theories, research and critical issues related to students' writing development and effective writing instruction. Implementing the writing process across the curriculum. Time will be reserved in section A (Elementary) to discuss reading instruction past the elementary grades. In section B (Secondary), practices of early reading instruction will be covered. Prerequisites: EDUC 601, 630. 3 hrs.

EDUC 650 Assessment, Diagnosis & Instruction
Assessment, Diagnosis, and Instruction to Remediate Reading Difficulties: Examines causes of reading disabilities, diagnostic instruments, standards and informal assessment procedures, report writing, and materials and methods of instruction of an atypical reader. Works with individual students or small groups identifying problem readers. Co requisite-EDUC 660 Practicum in Grading Diagnosis. 3 hrs.

EDUC 660 Practicum in Reading Diagnosis
Practicum in Reading Diagnosis: A comprehensive practicum that involves the supervised assessment of the reading and language arts abilities of children and adolescents. In a supervised clinical experience, students develop, administer, interpret, and score formal and informal tests, write case reports, and analyze reading and language arts problems. 6 hrs.

EDUC 670 Current Issues & Practices in Liter
Current Issues and Practices in Literacy: Theories, research and instructional methods associated with reading and the language arts; questions of effectiveness related to instructional approaches and materials. 3 hrs.

EDUC 680 Action Research
Action Research: Examines the nature and purpose of collaborative action research and how the action research process is used to strengthen literacy and improve school climate. Students will formulate a research question, plan and carry out their own research in school settings. The learning product of this course is a publishable paper to be presented at the Action Research Symposium. 3 hrs.

EDUC 690 Seminar in Collaborative Leadership
Seminar in Collaborative Leadership and Professional Development: Seminar focused on the self-direction and professional development of literacy specialists, with an increasing emphasis on becoming instructional leaders including: mentoring, staff-development, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers. 3 hrs.

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