EDIS 785 - Seminar

Course sections of this doctoral level seminar are aligned with special topics related to individual program areas. Students are advised to contact the program coordinator or their advisor for additional information on course content and scheduling. Section 1: Special Education: Advanced study of various problems in special education. Areas of emphasis are: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; severely handicapped; preschool handicapped. Prerequisite: masters level students with 12 graduate credits.
Section 2: Elementary Childhood: Study of the major problems in elementary education today as they influence curriculum development.
Section 3: Early Childhood: Study of the major problems in early childhood education today as they influence curriculum development.
Section 4: English Education: Study of selected topics in theory and development of curriculum and instructional methods in English education.
Section 5: Science Teaching: Study of the major problems in science teaching today, emphasizing historical and philosophical contributions to the formulation of objectives and methods in modern science.
Section 6: Science Education: Study of recent curriculum developments in science and in-depth consideration of selected topics, themes, and areas of content for the major of curriculum studies in elementary and secondary schools.
Section 7: Social Studies Education: Study of selected topics in theory and development of curriculum and instructional methods in social studies education.
Section 8: Curriculum: Consideration of selected problems, issues, programs, reports of research, and elements of theory pertaining to evaluation of elementary and secondary school curricula.
Section 9: Seminar: Curriculum, Instruction, and Special Education
Section 10: Instructional Research and Evaluation: Focus on development of research projects directed toward the resolution of problems in teaching and teacher education.
Section 11: Literacy Acquisition: Designed to stimulate critical evaluation and thinking about current theories of literacy acquisition. The central question is: How do we ensure that all children are reading at grade level at the end of third grade? Topics include research on the process of learning to read and how that knowledge informs the national agenda; the additional research that needs to be done to fully understand and promote literacy; the tasks and processes involved in reading acquisition and the factors that affect it.

Credits: 3