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Education-Curriculum, Instruction, & Special Ed |
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EDIS 5470 - ESL Assessment and Curriculum Design
The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.
Credits: 3
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EDIS 5480 - Second Language Acquisition and Modern Language Teaching Methods: PreK-12
Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages; and selection of appropriate materials, realia, visuals, and media for instructional purposes.
Prerequisite: Instructor permission.
Credits: 3
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EDIS 5490 - Planning Foreign Language Instruction
Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents.
Prerequisite: EDIS 5480.
Credits: 3
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EDIS 5500 - Selected Topics
These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated.
Credits: 1 to 6
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EDIS 5600 - Teaching Social Studies in the Secondary School I
A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology into the social studies curriculum are also explored.
Prerequisite: Instructor permission.
Credits: 3
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EDIS 5601 - Teaching Social Studies in the Secondary School II
A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics.
Prerequisite: EDIS 5600.
Credits: 3
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EDIS 5620 - Video Communications
Introductory experience in producing digital visual narratives and television programs. Emphasizes the design and production of studio (multicam) and field (sinclecam) projects along with viewing and critiquing classic examples of video and film. Participants gain experience with conceptualizing, planning (storyboarding), producing, and editing digital video for research and teaching in education and the arts.
Credits: 3
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EDIS 5631 - Instructional Photography
Basic course in photographic art, science and craft. Explores photography as a craft and the ways in which it is used for recording and expressing ideas in research, instruction, and creative expression. Emphasizes the basic competencies required to visualize images and carry out the process of exposing and developing film and printing pictures. Topics include seeing photographically, visual narrative/visual anthropology, darkroom design, chemistry and processes, camera operations, film, exposure and filtration; image control with the view camera; studio lighting; copy techniques and photographic aesthetics.
Credits: 3
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EDIS 5632 - Advanced Photography
A continuation of CISE 5631: Lectures and lab/demonstrations cover advanced skills, knowledge, applications, topical assignments, and reviews and critiques. These are followed by presentations and discussions of the applications of photography to specific areas of research, teaching, and expression.
Prerequisites: EDIS 5631 or Equivalent Experience.
Credits: 3
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EDIS 5700 - Positive Behavior Support
This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities or with young children who have disabilities. The primary focus is upon the concepts and skills needed a) to design, implement, and evaluate behavior support programs which derive from functional behavioral assessment, b) to use effective teaching strategies to build relevant replacement skills and facilitate skill generalization and maintenance, d) to apply functional communication training, e) to incorporate prevention strategies, f) to improve the aspects of the student’s environment that relate to the problem behavior, and g) to incorporate, as appropriate, safety plans.
Prerequisite: EDIS 5000 and 7150.
Credits: 3
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EDIS 5720 - Word Study Workshop
Written as an overview of a word-study approach to phonics in the classroom, this course will introduce the stages that children negotiate as they become readers and connect instruction in spelling/word study to reading at each level. The workshop is not intended to be as in-depth a treatment of developmental word knowledge as the three-hour graduate course.
Credits: 1
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EDIS 5721 - Comprehension Strategies
This one-credit course covers practical strategies for reading, writing, discussion, studying, and vocabulary in all content areas. The emphasis will be on learning a range of content and comprehension strategies that lead to greater engagement by student learners and more effective instruction by teachers. This course can be tailored to a specific group of teachers such as K-3 or for grades 4 and up.
Credits: 1
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EDIS 5722 - Small Group Differentiated Reading Instruction
This one hour graduate course is designed for educators who want to learn more about differentiating small group reading instruction. Based on assessment data, participants will learn how to design instruction & use flexible grouping. Differentiating instruction for reading groups ad individuals students will be addressed. Designing & critiquing lesson plans is a required component of this course. This course can be tailored to a specific group o
Credits: 1
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EDIS 5723 - Word Study for the Struggling Reader
This course aims to convey an understanding of struggling adolescent readers and their unique word study needs. A student’s spelling will be seen as a “window” for understanding development in word knowledge. Teachers will learn how to assess struggling adolescent learners’ spelling, design instruction, and evaluate appropriate materials.
Credits: 1
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EDIS 5724 - Literacy Coaching
This one-credit-hour course will meet for 15 contact hours. The purpose of this course is to assist reading specialists develop and refine coaching skills that will enable them to be reading leaders at the school and/or district level. Participants will examine the role of the literacy coach, and work on skills that enable reading coaches to be effective literacy leaders.
Credits: 1
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EDIS 5725 - Preschool Children’s Literature
This course focuses on the study of various genres of literature appropriate for preschool and primary grade children. The course emphasizes criteria for selecting and interpreting quality material for children who are at different developmental levels. In addition, it explores the many ways that quality children’s preschool literature can be used in the classroom.
Credits: 1
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EDIS 5726 - Oral Language Development
This one-credit graduate level course designed for prekindergarten teachers will focus on the role of oral language acquisition and development in emergent literacy, as well as theories that describe various aspects of language acquisition and the stages of oral language development. Strategies for fostering oral language in the classroom and methods of evaluating oral language will be explored.
Credits: 1
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EDIS 5740 - Diagnosis and Remediation II: Grades 3-12
This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement.
Corequisite: EDIS 5730
Credits: 3
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EDIS 5750 - Early Reading Development
This course is designed for primary educators who want to learn more about the components of a balanced literacy program for early readers. Participants will learn how to administer and interpret early literacy assessments (PALS, TOPPA, ERSI, and Running Records). Instructional topics include how to incorporate phonological awareness, phonics, leveled text, and guided reading lessons into a balanced language arts program.
Credits: 3
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EDIS 5760 - Adolescent Literacy
Characteristics of Adolescent learners and instruction that meets their needs will be explored in this course. Topics include: assessment, matching texts to readers, strategy instruction for comprehension and vocabulary. Integrated into the course is the use of technology and how to address the needs of ELL students and striving readers.
Credits: 3
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EDIS 5871 - Seminar: Teaching Associateship - Elementary Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5872 - Seminar: Teaching Associateship - English Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Credits: 3
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EDIS 5873 - Seminar: Teaching Associateship - Foreign Language
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5874 - Seminar: Teaching Associateship - Mathematics Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5875 - Seminar: Teaching Associateship - Science Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5876 - Seminar: Teaching Associateship - Social Studies Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Credits: 3
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EDIS 5877 - Seminar: Teaching Associateship - Special Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5878 - Seminar: Teaching Associateship - Early Childhood Special Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5879 - Seminar: Teaching Associateship - Health & Physical Education
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5880 - Teaching Associateship: Severe Disabilities
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas & meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Ed.
Credits: 1 to 6
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EDIS 5881 - Teaching Associateship: Elementary
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Education Program; permission of advisor and the Director of Teacher Education
Credits: 3 to 12
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EDIS 5882 - Teaching Associateship: English Education
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5883 - Teaching Associateship: Foreign Language
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5884 - Teaching Associateship: Mathematics
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5885 - Teaching Associateship: Science Education
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5886 - Teaching Associateship: Social Studies
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5887 - Teaching Associateship: Special Education
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 3 to 12
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EDIS 5888 - Teaching Associateship: Early Childhood Special Ed.
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5889 - Teaching Associateship: Health and Physical Education
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to the Teacher Ed. Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 5890 - Workshop
Special topics, offered as needed.
Credits: 1 to 3
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EDIS 5900 - Writing Institute: Central VA Writing Project
This Invitational Institute is sponsored by the Central Virginia Writing Project and the National Writing Project. Prek-12 teachers who have taught for at least 3 years, and who teach in all subject areas, attend this 4-week, all-day Institute where they study themselves as writers and the teaching of writing. An emphasis on teachers as researchers prevails, and the participants engage in continuation experiences during the ensuing school years.
Credits: 6
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EDIS 5910 - Teaching Young Writers 6-12
This course runs in conjunction with the UVA Writers Workshop program. It involves reading relevant texts, attending workshops, assisting in labs, and teaching electives, as well as interacting with young writers and their original texts and discussing readings with other course participants. Instructor permission is required and experience in teaching writing to adolescents is recommended. Submit sample writing and sample lesson plan.
Credits: 1 to 6
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EDIS 5920 - Advanced Writing Institute: Central VA Writing Project
This Invitational Advanced Institute is sponsored by the Central Virginia Writing Project and the National Writing Project. Teachers who have attended the CVWP Summer Writing Institute attend this 2-week, all-day Advanced Institute where they study the data they are collecting as teacher researchers, prepare presentations, create documents for publication, and plan for the continuation of their teacher research during the ensuing years.
Prerequisites: EDIS 5900 Writing Institute.
Credits: 3
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EDIS 5980 - Internship
A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the students’ professional objectives and program focus. Conducted under the guidance of an experienced teacher and/or University faculty. Section 1: Elementary Education Section 2: Early Childhood Education
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDIS 5993 - Independent Study
Independent Study
Credits: 1 to 6
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EDIS 5995 - Independent Research
Independent Research
Credits: 1 to 6
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EDIS 7000 - Introduction to Instructional Design
Students learn a systemic approach to Instructional Design (ID), conducting a needs assessment to inform the iterative instructional design/development of EDIS 8010. Every year, a different Emerging Technology is the focus of this work (Digital Engineering in Primary Grades, Educational Game-Based Learning, etc.). Learning theories are actively explored & applied. Case studies offer exposure to a range of professional practice issues, & settings.
Credits: 3
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EDIS 7010 - Computer Courseware Tools
This course provides an introduction to technologies commonly employed for instructional development. Courseware Tools is the first half of a two-course sequence. Topics in the first semester include digital media, print and web design / development, web scripting, and related instructional issues such as usability principles and interface design. In the second semester, use of these tools to develop projects is addressed in Courseware Design.
Prerequisite: Instructor permission.
Credits: 3
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EDIS 7020 - Computer Courseware Design
This course is the second half of a two-course sequence. It provides an introduction to tools and technologies employed for instructional development. Courseware Design builds upon and extends these topics, including use of these tools to develop instructional projects. This sequence supports and complements other instructional technology courses such as Introduction to Instructional Design.
Credits: 3
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EDIS 7040 - Seminar in Instructional Technology
There are four background segments of this course: history, current issues, specializations and competencies, and international perspectives. These four units have been designed to provide all IT majors with the requisite professional understanding of their discipline’s heritage. Also included are units that guide the participants through the application of specific media to the instruction process. These include research on media, selection, utilization and evaluation, and the relevant characteristics of the media.
Credits: 3
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EDIS 7070 - Digital Multimedia Development
Designed for the novice-level student who is interested in developing and publishing computer-based multimedia. This intensive, project-based class covers tools for website and podcast creation and working with digital images, audio, animation, and video. Students will be required to demonstrate competency with each individual tool, and will create a final project for the class which incorporates several tools.
Credits: 3
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EDIS 7080 - Advanced Techniques of Teaching the Exceptional Individual
Analyzes instructional approaches, strategies, and materials for advanced-level consultant and resource teachers in special education. Emphasizes the development of interactive skills among professionals in order to facilitate collaboration with general education.
Prerequisite: instructor permission.
Credits: 3
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EDIS 7091 - Proseminar: Reading
To be taken concurrently with EDIS 7850 Seminar (Reading), this one-credit pro-seminar is designed to prepare new doctoral students in reading and related literacy studies to be successful doctoral students. The hoops and hurdles of doctoral studies are demystified and faculty involved in current literacy research share their research agendas. Doctoral students at the end of their program are invited to share their experience and current research efforts.
Corequisite: Concurrent enrollment in EDIS 7850.
Credits: 1
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EDIS 7100 - Contemporary Educational Issues
The purpose of this course is to identify, explore, and discuss some of education’s defining issues. The course examines the foundation and history of American education and explores a variety of current educational and policy issues tha tdirectly impact k-12 classroom teachers.
Prerequisite: Admission to the Master of Teaching Program.
Credits: 3
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EDIS 7110 - Vocal and Non-Vocal Communication
Designed for teachers, therapists, and other professionals who implement communication programs for persons with moderate to severe disabilities or for preschoolers with disabilities. Current research and teaching practices are addressed, focusing on appropriate assessment strategies and tools; non-symbolic communication; augmentative and alternative communication systems; naturalistic teaching approaches; and collaborative teaming between teachers, parents, and speech, occupational, and physical therapists.
Prerequisite: EDIS 5000; corequisite: EDIS 7150.
Credits: 3
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EDIS 7130 - Transition Planning for Secondary Students
EDIS 7130 is offered twice a year with an emphasis on different groups of students. Emphasizes the areas of assessment and instruction related specifically to students with disabilities: functional academics; vocational skills, models of employment, and employment; independent living and use of the community; and post-secondary training in education. Emphasis on students with moderate and severe disabilities.
Prerequisite: EDIS 5000 (for fall) or EDIS 5000 and 5130 (for summer).
Credits: 3
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EDIS 7150 - Positive Behavior Support
This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities or with young children who have disabilities. The primary focus is upon the concepts and skills needed a) to design, implement, and evaluate behavior support programs which derive from functional assessment, b) to use effective teaching strategies to build relevant replacement skills and facilitate skill generalization and maintenance, d) to apply functional communication training, e) to incorporate prevention strategies, f) to improve the aspects of the student’s environment that relate to the problem behavior, and g) to incorporate, as appropriate, individually designed crisis intervention procedures.
Prerequisite: EDIS 5000.
Credits: 3
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EDIS 7210 - Advanced Language Development
Focuses on language acquisition and development. Emphasizes the development of syntax, semantics, pragmatics, and phonology. Factors influencing language acquisition and development, such as the role of primary caretaker, the active participation of the child, social-economic conditions, and sensitivity to non-verbal cues are explored. Reading and research in language development highlight current issues in language requisition.
Prerequisite: EDIS 5210 or equivalent.
Credits: 3
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EDIS 7230 - Curriculum for the Gifted and Talented
Reviews current theory and practice in planning and executing curriculum and instruction for the gifted and talented. Stresses design of instruction as a response to the specific cognitive and affective needs of gifted learners and in-depth investigation of quality curriculum based on contemporary models, and modifications of quality curriculum for a range of higher ability and high potential learners. Provides opportunity for both assessment and development of curriculum for the gifted.
Credits: 3
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EDIS 7240 - Social and Emotional Development of Gifted Students
Designed for teachers, administrators, parents, and others who work with high ability learners. Investigates similarities and differences between the development of gifted learners and other students, exploring the implications of these comparisons and focusing on strategies to assist gifted learners in school and home environments.
Credits: 3
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EDIS 7250 - Models and Strategies for Teaching the Gifted
Examines programming and curricular models for teaching gifted and talented learners, as well as a variety of instructional strategies commonly used with gifted and talented learners. Develops modes of assessing the effectiveness of models and strategies for use with gifted and talented learners.
Credits: 3
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EDIS 7260 - Mentorship in Gifted Education
Provides a context for the interrelationship between theory, research and practice in gifted education and related fields. Emphasis will be placed on the application of research methods for extending the scientific base of knowledge and for incorporating the use of evidence based practices. Learning methods include formal class meetings, readings, seminar-style discussions, critiques of published studies, literature searches & data analysis.
Prerequisites: Open to all Ph.D. students in the Curry School.
Credits: 3
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EDIS 7300 - Language Arts: Elementary School
Designed for the graduate student whose primary interest is in methods and materials in the teaching of language arts in the elementary classroom. Emphasizes instructional strategies, activities, materials, and techniques to stimulate the acquisitions of oral, aural, and written language skills.
Credits: 3
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EDIS 7320 - Integrated Science in the Elementary School
Emphasizes understanding basic principles, processes, and conceptual schemes of the integrated life and physical sciences from the perspective of curricular requirements and societal expectations for elementary science teaching. In reviewing the history of science education, curriculum improvement studies, and current trends in science teaching, students examine instructional options for K-8 science teaching. Provides experience translating science content into activity/inquiry based, hands-on science lessons compatible with applicable curriculum standards and instructional objectives. Methods of interdisciplinary instruction involve mathematics, art, music, writing, reading, social studies, environmental education, and health and physical education.
Credits: 3
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EDIS 7400 - Problems & Issues in Language, Literacy, & Cultural Studies
Students investigate and critique major issues in current literacy curricula and instructional practices in secondary English classrooms. They evaluate their own teaching experiences, identify research interests, and conduct in-depth inquiry into them with the purpose of posing solutions to the most pressing problems in literacy education.
Credits: 3
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EDIS 7608 - Aesthetics and Education
An interdisciplinary endeavor that considers aesthetics as more than a specialized philosophical study of fine arts, and education as wider than the school or college. Study includes historical and theoretical understandings, cultural and public dimensions of aesthetics and education, psychological considerations, and the discipline of various art forms.
Credits: 3
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EDIS 7700 - Foundations of Reading Instruction
The theoretical foundations of reading development are the focus of this survey course. Topics covered include: children’s basic language development as a precursor to reading and as a medium for instruction, and how stage theories of reading development can inform instruction across a spectrum of readers from emergent to advanced.
Credits: 3
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EDIS 7710 - Reading in the Content Areas
Familiarizes teachers with literacy instruction linked to content subjects, with an emphasis on how teachers in the upper elem., middle, & secondary grades can facilitate comprehension of nonfiction sources. Topics include practical assessments, evidence-based instruction in technical vocabulary & comprehension, affective and multicultural issues, writing in content areas, & technology.
Credits: 3
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EDIS 7720 - Word Study: Language Structures, and Phonics
Focuses on the theory and research underlying the acquisition of orthographic knowledge. Explores the increasingly inextricable relationship between orthography and phonology, and the language structures inherent in morphological aspects of English spelling. Building on the history of English spelling, the course touches on cross-linguistic issues related to different orthographies
Credits: 3
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EDIS 7730 - Practicum in Reading Diagnosis
Introduction to basic and advanced testing procedures used to diagnose reading difficulties of elementary and secondary students and adults. Examines clinical and classroom diagnostic methods, explores theoretical foundations for these practices, and discusses practical applications to the classroom.
Corequisite: EDIS 7740.
Credits: 3
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EDIS 7740 - Practicum in Remedial Reading
Acquaints students with a variety of techniques to support and instruct remedial readers. These techniques address reading, writing, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic under close supervision. Emphasizes appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems.
Corequisite: EDIS 7730
Credits: 3
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EDIS 7750 - Effective Reading Programs
Examines the organization and supervision of effective reading programs in the nested contexts of the classroom, the school, the school district, and beyond. The issue of organizational plans are discussed in relation to students’ needs in literacy acquisition. Participants critically examine ‘in place’ reading programs and design their own plan for a reading program.
Prerequisite: EDIS 7700.
Credits: 3
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EDIS 7751 - Literacy Leadership and Coaching
Literacy Leadership and Coaching is the capstone course for the Reading Masters program. The course has two primary goals: 1) Examine the leadership role of the literacy specialist/coach and 2) Learn how to evaluate the reading program (school level/district level) and implement change. Both of these goals will be met by examining central issues related to literacy instruction, assessment, and leadership.
Credits: 3
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EDIS 7800 - Fundamentals of Curriculum
Introduces basic concepts and issues related to curriculum design, development, change, and evaluation.
Credits: 3
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EDIS 7810 - Assessment of Curriculum: K-12
Studies the implications for curriculum and data collection techniques of K-12 schools. Specific attention is given to objectives, sequence, standards, and developments in each subject area.
Credits: 3
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EDIS 7820 - Curriculum Evaluation
Introduces issues, concepts, trends, and major orientations to early childhood and elementary curricula. Examples of currently used curriculum materials are also presented.
Credits: 3
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EDIS 7830 - Trends and Issues in Teaching and Learning
This seminar focuses on current issues in K-12 classrooms. Students will examine topics such as the changing teaching profession, bilingual education, the proper role of technology in education, high-stakes testing, and more.
Credits: 3
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EDIS 7851 - Theoretical Models of Reading Seminar
Students learn about key theoetical orientations regarding various aspects of reading, such as comprehension, word recognition, affect, and others.
Prerequisite: Admission to doctoral program or instructor consent.
Credits: 3
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EDIS 7883 - Reading Disabilities
Focuses on current research on reading disabilities. Explores how theories of speech affect research in reading and writing and the history of resarch on Dyslexia and its subtypes. Implications for identification and intervention are discussed in light of the most recent research on response to intervention.
Prerequisite: Background in reading, communication disorders, or special education.
Credits: 3
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EDIS 7886 - Comprehension of Text
Explores what it means to comprehend a text and how the ability develops in children and adolescents. Examines comprehension theories from the perspectives of psychology, education, linguistics, and literacy theory. Participants also study the research on teaching reading comprehension to determine if schools can improve how students think and learn with texts.
Credits: 3
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EDIS 7887 - Models of Reading
Basic seminar in models and processes of reading. The wides possible range of reading models are considered, from those that emphasize processes of word recognition to those that encompass reader-response theory and postmodern perspectives. Each model is evaluated in turn, with the goal of synthesizing multiple perspectives in a final paper that reconciles conflicting views and focuses on instructional implications.
Credits: 3
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EDIS 7991 - Field Project
A field-based, action research project, designed to explore a contemporary educational problem.
Credits: 3
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EDIS 7993 - Independent Study
Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.
Credits: 1 to 6
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EDIS 8010 - Advanced Instructional Design
Students employ an iterative instructional design/development process, focusing on a specific Emerging Technology, & building on needs assessment conducted in EDIS 7000. Students draw from learning theory to construct guidelines to guide their instructional designs. The selected technology is employed as an instructional medium. Instructional cases emphasize practice issues specific to the design/development process, across a range of venues.
Credits: 3
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EDIS 8030 - Advanced Seminar in Instructional Technology
As a prelude to dissertation research, each student conducts a pilot research study on instructional technology (IT). Students assemble research materials, arrange study participants, conduct the study, analyze the data, and write the research report. A weekly panel of research readings allow for consideration of the questions of most interest to the field of IT, and study of research designs and reporting techniques. Students also critique and assist in the research of their colleagues.
Prerequisite: EDLF 7300
Credits: 3
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