Elementary/Secondary Education (EDCI)

500 In-Service Educational Development (1-6:0:0). See EDUC 500.

501 Curriculum and Instruction in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Emphasizes designing curriculum based on the social studies unit, as well as health, nutrition, and safety issues. Focuses on evaluating and planning appropriate environments and instruction. Historical foundations, model programs, and early education initiatives are examined. Field experience in public schools is required.

502 Developing Concepts in Early Childhood Mathematics and Science (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Examines preoperational and concrete operational thought processes of conservation, seriation, comparison, classification, and early number concepts. Uses concrete science materials and experiences to foster development of quantitative thinking in geometry, measurement, graphing, and whole number arithmetic. Field experience in public schools is required.

503 Language and Literacy in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Stresses the interrelatedness of reading, writing, listening, and speaking, and provides opportunities for developing appropriate instructional strategies for early childhood levels. Focuses on creative development and critical thinking in communication. Field experience in public schools is required.

511 Developing Curriculum and Designing Instruction in Early Childhood Education (3:3:0). Studies procedures, materials, and organization of environments for young children. Field experiences are required for students without previous teaching or administrative experience in early childhood settings.

512 Family, School, and Community Relationships (3:3:0). Examines patterns and problems of family life to improve communication between teachers and parents.

513 Play in Applied Settings (3:3:0). Focuses on play as an approach to teaching and learning. Play is examined as an intellectual, social, and emotional function in children's development.

514 Administering Early Childhood Programs (3:3:0). Examines programs and techniques relating to the administration and supervision of early childhood programs. Emphasis is on the director's role in staff recruitment, hiring, development, and evaluation. Leadership and management techniques are examined.

516 (formerly EDUC 532) Bilingualism and Language Acquisition Research (3:3:0). Examines research in first and second language acquisition, including the interaction of a bilingual person's two languages, with implications for the classroom.

517 Bilingual Education (3:3:0). Examines the historical, legal, and legislative foundations of bilingual education, with analysis of theory, research, and current educational programs for language minority students, including English as a Second Language (ESL) programs.

518 Multicultural Education (3:3:0). Examines the historical and theoretical foundations of multicultural education through focus on the concept of cultural pluralism in an ethnically, linguistically, and culturally diverse society. Emphasis is on developing a multicultural curriculum for diverse classroom settings and the verbal and nonverbal communication skills necessary for cross-cultural functioning. Field experience in public schools is required.

519 Methods of Teaching in Bilingual/English as a Second Language Settings (3:3:0). Prerequisite:EDCI 516. Examines approaches, methods, and techniques for teaching English as a Second Language (ESL) in bilingual and ESL classrooms, as well as resources available in the field. Participants critically analyze and demonstrate teaching approaches based on second language acquisition research, including teaching language through content. Field experience in public schools is required.

520 Assessment in Bilingual/English as a Second Language Settings (3:3:0). Prerequisites: EDCI 516 and 519. Examines innovative approaches to assessing language minority students and English language learners. Topics include identification, placement, monitoring of student progress, development of authentic performance-based measures, design of portfolios, application of measurement concepts, analysis of assessment instruments, and linking assessment to instruction.

521 Curriculum Development in Bilingual/English as a Second Language Settings (3:3:0). Prerequisites: EDCI 516 and 519. Examines current approaches to curriculum development for second language learners and language minority students. Participants review, evaluate, and develop curricular materials, with primary emphasis on learner-centered activities, cooperative learning, interdisciplinary and thematic approaches, authentic and problem-based learning, integration of language and content, and linkage of assessment and instruction.

522 Children, Families, Schools, and Communities (Ages Birth to 8 Years) (6:6:0). Prerequisite: Admission to GSE. Provides students with a knowledge of child and family development from an integrated perspective. Students explore the role of culture and theories in providing frameworks for understanding and interpreting child and family growth and development. Examines both factors that facilitate development and factors that may place children at developmental risk. Students learn about various disabilities and the way in which both risk and actual disability affect both family and child development. Students acquire an appreciation for the critical role of families and their diversity in supporting the development of the child.

528 Teaching and Learning Mathematics in Middle Education (3:3:0). Prerequisite: Admission to the teacher education program or permission of instructor. Focuses on the learning processes fundamental to the development of mathematical thinking. A variety of instructional strategies and materials are examined in relation to the broad scope of mathematical content taught in the middle grades. Field experience in public schools is required.

529 The Teaching and Learning of Social Studies and the Humanities in Middle Education (3:3:0). Prerequisite: Admission to the Graduate School of Education. Focuses on the design and delivery of an integrated curriculum centered on knowledge and skills from history and the social sciences for citizenship education. Examines the development of the social studies unit as the unifying core of the middle grades (4-8) curriculum. Field experience in public schools is required.

549 Foreign Language Immersion in the Elementary School (3:3:0). Covers theories and methods of teaching foreign language through the elementary school curriculum, as well as curriculum development, assessment, and community relations in foreign language immersion classes.

551 Curriculum and Instruction in Middle Education (3:3:0). Covers the development of curriculum in the middle grades, historical backgrounds, present programs, development and implementation of new programs, program evaluation, and instructional and organizational implications. Field experience in public schools is required.

552 Mathematics Methods for the Elementary Classroom (3:3:0). Prerequisite: Admission to the elementary education licensure program. Introduces methods for teaching all children topics in arithmetic, geometry, algebra, probability, and statistics in the elementary grades. Works with manipulatives and technologies to explore mathematics and solve problems. Field experience required.

553 Science Methods for the Elementary Classroom (3:3:0). Prerequisite: Admission to the elementary education licensure program. Develops skills and abilities in science teaching methods, applications of technology, safety practices, and the creation of integrated science curricula. Examines science teaching based on contemporary theory, practice, and standards. Field experience required.

554 Social Studies Methods for the Elementary Classroom (3:3:0). Prerequisite: Admission to the elementary education licensure program. Examines an integrated curriculum based on knowledge and skills from history and the social sciences. Develops interdisciplinary units based on the Virginia Standards of Learning and various national social studies standards. Field experience required.

555 Literacy Teaching and Learning in Diverse Elementary Classrooms I (3:3:0). Prerequisite: Admission to the elementary education licensure program. Provides a research-based introduction to literacy teaching and learning for younger children. Emphasizes language development; reading and writing processes; emergent literacy; culture, families, and literacy; and literacy integration in the curriculum. Field experience required.

556 Literacy Teaching and Learning in Diverse Elementary Classrooms II (3:3:0). Prerequisite: Admission to the elementary education licensure program. Provides a research-based introduction to literacy teaching and learning for older children. Emphasizes literacy and language processes and development; connections between cultures, families, and literacy; and literacy integration in the curriculum. Field experience required.

557 Integrating Technology in the Elementary Curriculum (3:3:0). Prerequisite: Admission to the elementary education licensure program. Examines the development and implementation of curriculum and instruction in the elementary classroom. Emphasizes integrating technology in the curriculum and the inclusion of special needs and culturally diverse students. Field experience required.

558 Integrating Fine Arts, Movement, and Health Elementary Education (3:3:0). Prerequisite: Admission to the elementary education licensure program. Examines children's creative expression and physical development through movement, art, drama, and music. Emphasizes stages and types of movement, health and safety issues, developmental stages of art, interpreting music, and creative drama. Field experience required.

560 Methods of Teaching Foreign/Second Languages in PK-12 Schools (3:3:0). Prerequisite: EDCI 516 or student is currently in a teaching position. Studies past and current approaches, theories, and methods of teaching foreign/second languages, with practical application to the classroom. Students demonstrate teaching strategies, develop lesson and unit planning skills, and evaluate curricula and materials. Field experience in schools required.

567 Teaching Social Studies in the Secondary School (3:3:0). This is an advanced course in the methods, materials, content, and organization of social studies programs in the secondary schools. Field experience is required for those seeking initial teacher licensure.

569 Teaching English in the Secondary School (3:3:0). Provides study of advanced methods, materials, content, and organization of English programs in the secondary school. Field experience is required for those seeking initial teacher licensure.

572 Teaching Mathematics in the Secondary School (3:3:0). Covers curricula, current issues, and research literature in secondary school mathematics. Emphasis is on developing different styles of teaching. Field experience is required for those seeking initial teacher licensure. Spring semester only.

573 Teaching Science in the Secondary School (3:3:0). Provides advanced study of methods, materials, content, and organization of science programs. Emphasis is on curriculum planning, current methodologies, and trends education in secondary schools. Field experience is required for those seeking initial teacher licensure.

597 Special Topics in Education (3:3:0). See EDUC 597.

600 Workshop in Education (1-6:0:0). See EDUC 600.

601 Applied Study of Communicative Competence and Classroom Discourse (3:3:0). Analyzes young children's language development and the design of individual and group language experiences.

602 Technology Applications in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education. Examines criteria and methods for integrating technology into all areas of the early childhood curriculum. Emphasizes use of instructional technology to facilitate cognitive and social growth.

603 Trends, Issues, and Research in Early Childhood Education (3:3:0). Prerequisites: Admission to the Graduate School of Education and EDRS 590. Examines current trends, present and recurring issues, research findings, and resulting program development in the field.

605 Problem Solving in Early Childhood Mathematics and Science (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Focuses on preoperational and concrete operational children, developing specific problem-solving strategies useful in mathematics and science. Emphasizes use of concrete materials to solve problems in mathematics and science in the primary grades. Field experience in public schools is required.

606 Creative Expression and Play in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Covers children's creative expression and psychomotor development through play; developmental stages of art in two- and three-dimensional forms; musical chants, rhythms, and instruments; and listening to and interpreting music as an integral part of the total curriculum. Field experience is required.lementary/Secondary Education (EDCI)

607 Literature and Literacy in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Guides students in developing and applying criteria for evaluating children's literature. Examines stages of reading development, assessment procedures, teaching strategies, print environments, reading materials, and classroom organizational patterns. Field experience in public schools is required.

608 The Teaching and Learning of Science in Middle Education (3:3:0). Prerequisite: Admission to the Graduate School of Education. Emphasizes collecting, organizing, and interpreting data as a result of inquiry into activity-oriented explorations. This is a "hands-on" activities course in the biological, physical, and earth sciences, and requires student demonstrations for the appropriate content level. Field experience in public schools is required.

609 Problem Solving in Mathematics in Middle Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Focuses on the development of higher order thinking skills as they are used to solve problems in grades 4­8. A variety of techniques and materials are used to develop specific problem-solving strategies. Field experience is required for those without full-time teaching experience.

610 Literature and Literacy in Middle Education (3:3:0). Prerequisite: Admission to the Graduate School of Education. Emphasizes the interrelatedness of the language arts and their natural bond with literature. Listening, speaking, reading, and writing are featured as the means for encoding and decoding. Books and authors are highlighted, leading to the appreciation of books and reinforcement of the art and skill of written, oral, and nonverbal communication. Examines use of literature to nurture cognitive, personal, and social development. Critical thinking permeates the course. Field experience in public schools is required.

612 Content Area Reading in Middle Education (3:3:0). Studies theory, methods, diagnostic instruments, and evaluation practices to individualize content area instruction in grades 4­8. Includes review of testing instruments, techniques for instruction, and an overview of study skills. Field experience in public schools is required.

613 Curriculum and Assessment in Early Childhood Education I (3:3:0). The first of a two-course sequence that addresses current thinking about curriculum and assessment in programs for children preschool through third grade. Provides an overview of effective ways to plan and implement integrated curriculum with a special focus on the content/subject matter.

614 Curriculum and Assessment in Early Childhood Education II (3:3:0). This is the second of a two-course sequence that focuses on the planning and assessing of children's knowledge of content/subject matter. Emphasis is on action research.

615 Advanced Human Development (3:3:0). This is an advanced course in development and learning across the lifespan. Critically reviews contemporary research and theories of human development/learning and their relevance to educational practice and family contexts as they relate to children under eight years of age.

616 The Creative Arts and Play in Early Childhood Education (3:3:0). This is an advanced course that uses the creative arts and play as central approaches to teaching and learning. Focuses on an integrated approach to what an arts-based curriculum looks like and how it functions.

663 Teaching Science in the Elementary School (3:3:0). Prerequisites: Course in teaching science in the elementary school and/or permission of instructor. Provides advanced study of the methodology and materials involved in teaching the biological, physical, and earth sciences.

666 Teaching Mathematics in the Elementary School (3:3:0). Covers curricula, current issues, and research literature in elementary school mathematics. Emphasizes the development of different styles of teaching.

667 Advanced Methods of Teaching Social Sciences in the Secondary School, Part II (3:3:0). Prerequisites: EDUC 522 and 539, EDIT 504, and EDCI 567. Emphasizes interdisciplinary curriculum and instruction, implementing national state standards, authentic assessment, and adaptations for diverse populations. Field experience is required.

669 Advanced Methods of Teaching English in the Secondary School (3:3:0). Prerequisites: Successful completion of EDCI 569. Students must be enrolled in Internship in Secondary Education, (EDCI 790-C) or have permission from the instructor. Continuation course in methods (See EDCI 569). Guides students in working effectively with national and local standards for teaching secondary English.

672 Advanced Methods of Teaching Mathematics in the Secondary School (3:3:0). Focuses on the learning processes fundamental to the development of mathematical thinking from a problem-solving perspective. Introduces students to national (NCTM) and state (SOL) standards regarding the nature of the content and methodologies appropriate for the teaching of school mathematics. Avariety of instructional strategies and materials are examined and related to the broad scope of mathematical content in the secondary curriculum. Field experience is required for those seeking initial teacher certification.

673 Advanced Methods of Teaching Science in the Secondary School, Part II (3:3:0). Prerequisite: EDCI 573. Provides advanced study of teaching and curriculum development based on research and current issues. Emphasis is on integrating science and technology, adapting instruction to the needs of diverse learners, and promoting safety.

674 Advanced Methods of Teaching Foreign Languages in the Secondary School (3:3:0). Prerequisite: EDCI 550 or approval of instructor. Blends theoretical knowledge and practical application in an interactive format that gives both preservice and veteran teachers the background information and tools needed to improve classroom teaching. Provides advanced study of second language pedagogy and teaching trends based on current research. Emphasis is on the integration of the American Council of Teaching of Foreign Languages (ACTEL) standards, use of multimedia and other Computer Assisted Language Learning (CALL) strategies, assessment, use of portfolios, classroom management strategies, textbook evaluation, and multiple learner styles. Field experience (15 hours) is required.

675 Advanced Methods of Teaching Science in Middle Education (3:3:0). Prerequisite: EDCI 608. Provides advanced study of science teaching and curriculum based on research and current issues. Emphasis is on national, state, and local science standards; integrating science and technology; adapting instruction to the needs of diverse learners; and promoting laboratory and environmental safety. Field experience in public schools is required.

676 Advanced Methods of Teaching Social Studies and the Humanities in Middle Education (3:3:0). Prerequisite: EDCI 529. Provides advanced study of teaching social studies and the humanities in middle education. Continues the focus on the design and delivery of an integrated curriculum centered on knowledge and skills from history, geography, and the visual arts for citizenship education through the development of instructional units for the middle grades (4­8). Emphasis is on economics, civics, and performing arts. Field experience in public schools is required.

684 Advanced Methods of Teaching Foreign/Second Languages in PK­12 Schools (3:3:0). Prerequisite: EDC I516 or student is currently in a teaching position. Blends theoretical knowledge and practical application. Provides advanced study of second language pedagogy and teaching trends. Topics include multiple learning styles, alternative forms or assessment, and teaching diverse populations. Field experience required.

701 Educational Program Development (3:3:0). Prerequisite: Completion of student teaching or bachelor's degree from an accredited undergraduate institution. Analyzes and applies principles and procedures essential to the planning, design, testing, evaluation, revision, and implementation of instructional programs for use in schools, community colleges, public agencies, museums, and business settings. Covers selected theory, research, and exemplary practice regarding program development, and investigates alternative strategies for developing instructional programs.

705 Instructional Design (3:3:0). Prerequisite: Teaching experience. Analyzes, applies, and evaluates the principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Attention is given to a variety of instructional design models, with emphasis on recent contributions from cognitive science and related fields.

710 Technology and the Culture of Schools (3:3:0). Corequisite: EDIT 711. Explores the relationship between human inventions and social, political, cultural, and epistemological constructions. Examines the history of technology, the relationship between technology and human behavior, and theories of social change and technology. Focuses on the ways technological and social changes influence and shape the goals and outcomes of the K­12 educational process. Included in the broader discussion of technology, change, and education is a consideration of the linkages between technology and educational reform, the ways in which technology is associated with the educational reform movement, and the ways educators can take leadership roles in facilitating the intersection of educational reform and technology.

712 Technology and Learning (3:3:0). Corequisite: EDIT 713. Explores ways of knowing and theories of learning as they are reflected in and influenced by technology. Covers analysis, application, and evaluation of current theories such as constructivism, multiple intelligences, the role of symbolization in human cognition, the development of problem-solving and critical thinking strategies, and the conditions of learning. Covers the relationship between technological forms and the nature and structure of human cognition, especially as it influences K­12 educational practice. Explores the relationship between technology and the nature of individual learner attributes, of learners in context, of special needs learners, of culture and of multiple cultures, and issues of access, equity, and values.

714 Methods of Integration (3:3:0). Corequisite: EDIT 715. Engages students in consideration of curriculum design strategies that facilitate the integration of technology. Includes examples of curriculum design strategies, readings, discussions, and design of lessons or units appropriate to students' various contents. This first course in the sequence focuses on understanding disciplinary standards (i.e., NCTM, NARST, Virginia's SOL), the role of a variety of technology applications in support of these standards, and strategies for curriculum design, such as the learning cycle, thematic design, interdisciplinary/transdisciplinary approaches, and writing across the curriculum.

716 Principles of Integration (3:3:0). Corequisite: EDIT 717. Engages students in a continued consideration of curriculum design strategies appropriate for the integration of technology. Includes examples of curriculum design strategies, readings, discussions, and design of lessons or units appropriate to students' various contexts and contents. This second course in the sequence builds on previous student learning and focuses on technology's role in problem-based learning, problem-centered curriculum design, authentic instruction, and rationales and processes for implementing authentic assessment strategies.

723 Assessment and Guiding Behavior in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education; corequisite: EDCI 790-A. Examines strategies and techniques for guiding young children's behavior. Guidance principles, communication strategies, parent conferencing, and behavior management techniques are presented, analyzed, and applied in classroom settings. Also covers the administration and interpretation of informal and formal evaluation tools.

737 Observing, Assessing, and Guiding Behavior in Middle Education (3:3:0). Prerequisite: Admission to the Graduate School of Education; corequisite: EDCI 790B. Examines strategies and techniques for guiding the behavior of students in middle education. Guidance principles, communication strategies, parent conferencing, and behavior management techniques are presented, analyzed, and applied in classroom settings. Also covers the administration and interpretation of informal and formal evaluation tools. R)

777 Research to Practice (3:3:0). Prerequisites: All other program courses except EDRS 590 and elective; or permission of instructor. Provides a culminating experience that synthesizes and applies the essential elements of second language teaching and learning. Emphasizes the teacher as a change agent through critical inquiry into practice. Aims to promote collaboration between ESL and grade-level teachers to advance the achievement of English language learners and language minority students.

781 Advanced Seminar in Early Childhood Education (3:3:0). Prerequisite: Completion of graduate program except for seminar, or permission of program coordinator. Applies graduate course work to instructional situations through discussion, projects, and reports related to practice and/or research.

782 Advanced Seminar in Middle Education (3:3:0). Prerequisite: Completion of graduate program except for seminar, or permission of program coordinator. Applies graduate course work to instructional situations through discussion, projects, and reports related to practice and/or research.

783 Symposium in Secondary Education (3:3:0). Today's dictionary defines symposium as a "meeting or conference for discussion of some subjects, or a collection of opinions expressed, and information contributed, by several persons on a given topic or subject." The Greeks described it "as a convivial meeting for conversation and intellectual entertainment and stimulation." The secondary faculty believes the word accurately reflects what occurs in the course.

784 Capstone Seminar in Early Childhood Education (3:3:0). This is a culminating seminar devoted to analyzing and synthesizing knowledge and skills gained through graduate course work as it applies to early childhood education.

790 Internship in Education (6:6:0). Provides intensive, supervised clinical experience for a full semester in an accredited school. Students must register for the appropriate section.

797 Advanced Topics in Education (3:3:0). See EDUC797.

895 Emerging Issues in Curriculum and Instruction (3:3:0). Prerequisite: Admission to the Ph.D. program or permission of instructor. Covers current issues in the fields of curriculum and instruction through individual and group research, discussion, writing, and presentations by experts. Each student conducts a critical analysis of a specific field.