Education (EDUC)

300 Introduction to Teaching (3:3:0). Introduces the teaching profession by examining the roles of a teacher, the nature of American schools, and the students' potential contributions. School-based field experience is required during the course.

301 Educationally Diverse Populations: Handicapped, Gifted, Multicultural (3:3:0). Introduces the psychological, sociological, educational, and physical aspects of diverse populations in today's schools for early and middle education. Emphasizes litigation and legislation pertaining to the education of diverse populations. School-based field experience is required during the course.

302 Human Growth and Development (3:3:0). Examines human development through the life span with special emphasis on the cognitive, language, physical, social, and emotional development of children. Emphasizes contemporary theories of human development and their relevance to educational practice. School-based field experience is required during the course.

418 Student Teaching in Music Education (6:6:0). Prerequisite: Completion of requirements for admission to the music education concentration. Provides intensive, supervised clinical experience in approved Virginia schools, and supplemental course work appropriate to the student's area of concentration (vocal/choral or instrumental). Experiences are in elementary and/or secondary school settings.

500 In-Service Educational Development (1-6:0:0). Prerequisite: Employment in professional capacity by sponsoring division or agency. Offered at the request of the school division or other educational agency. Content varies. May be repeated for credit.

509 Advanced Child Development: Infancy to Middle Childhood (3:3:0). Prerequisites: Admission to the Graduate School of Education, or permission of instructor and EDRS 590. Provides an advanced course in the physical, psychological, cognitive, and personality development of the child from birth to age 12. Emphasizes the critical review of contemporary theories of human development and their relevance to educational practice.

511 Introduction to Education in International Schools (3:3:0). Introduces students to the structure and variations of international schools. Includes an analysis of human growth and development, an overview of educational psychology, and an introduction to the use of technology across the curriculum.

512 Teaching Elementary Social Studies in International Schools (3:3:0). Focuses on the translation of knowledge and data-gathering processes from the social sciences into appropriate and meaningful K­8 social studies experiences. Helps students develop an understanding of the aims and methodologies of history, geography, government/political science, sociology, anthropology, and psychology.

513 Teaching Elementary Math in International Schools (3:3:0). Presents topics in school mathematics with particular emphasis on developing common K­8 strands for application in international schools. Focuses on the exploration, verification, and explanation of concepts using concrete materials.

514 Teaching Elementary Science in International Schools (3:3:0). Covers the theory and practices of effective teaching of K­8 science in international schools. Uses laboratory and discovery techniques to design essential science components and integrate them with other disciplines. Introduces students to the design and implementation of activities for developing concepts, solving problems, and strengthening thinking skills in K­8 science.

516 Language Across the Elementary International School Curriculum (3:3:0). Introduces the current methods of teaching integrated language arts in elementary and middle school settings (K­8). Includes language and literacy development, second language acquisition, reading and writing in the content areas, and children's literature. The course has an international focus and considers needs of second language learners in regular classroom settings.

520 Elementary Curriculum, Instruction, and Assessment in International Schools (3:3:0). Addresses the interrelationship of instruction, curriculum, and assessment in international schools. Includes a review of research and effective practice in each of the three fields.

521 Foundations of Education PK­12 (3:3:0). Provides an overview of the various ways of educating and of the socialization processes operating within American educational institutions and other organizations. Analyzes current education practices in terms of history, philosophy, psychology, and sociocultural factors of formal and informal learning. Emphasizes trends, issues, and alternative futures. Field experience in public schools is required.

522 Introduction to Secondary Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Analyzes the philosophical assumptions, curriculum issues, learning theories, and history associated with current teaching styles. Emphasizes applications to all disciplines taught in secondary schools. Examines current educational trends and issues in relation to the sociology of secondary school settings. Field experiences are required.

530 Contemporary Social Issues in Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Examines selected social issues in education. Uses concepts and information from social sciences to help students understand the social issues and suggest possible remedies through practice and policy.

537 Foundations of Multicultural Education (3:3:0). Examines multicultural education through a focus on the historical, sociological, and philosophical foundations of education. Emphasizes the role of ethnicity in the development of the nation and its education system. Includes an overview of multicultural/multilingual curricula and culturally and linguistically responsive instructional and assessment techniques. Field experience is required.

539 Human Development and Learning, PK­12 (3:3:0). Provides practicing teachers with the foundations of psychological theory, research, and professional practice relating to development and learning in inclusive PK­12 classroom settings. Field experience in public schools is required.

542 Introduction to Elementary Curriculum (3:3:0). Prerequisite: Admission to the elementary education licensure program. Examines the historical background of education as it relates to elementary schools and curriculum. Helps students develop an understanding of the relationship between society and education; explores contemporary innovations that influence curriculum. Field experience is required.

543 Children, Family, Culture, and Schools, 4­12 Year Olds. (3:3:0). Prerequisite: Admission to the elementary education licensure program. Examines child and family development and the ways that children, families, schools, and communities interrelate. Children's developing physical, social, emotional, and cognitive abilities are linked to planning curriculum and developing instructional strategies. Field experience is required.

597 Special Topics in Education (3:3:0). Prerequisite: Admission to a program in the Graduate School of Education. Provides advanced study on a selected topic or emerging issue in American or international education. May be repeated for credit with permission of the Graduate School of Education.

598 Directed Reading, Research, and Individual Projects (1-6:0:0). Prerequisites: Admission to a degree program and permission of dean. Presents various subjects and projects, principally by directed study, discussion, research, and participation under the supervision of a member of the graduate faculty. May be repeated for up to 12 credits.

599 Thesis (6:0:0). Prerequisite: EDRS 590. Provides for the study of a problem of significant interest to the student, using accepted research methods under the supervision of a member of the graduate faculty.

600 Workshop in Education (1-6:0:0). Offers full-time workshops and weekend seminars dealing with selected topics in education and education tour seminars. May be repeated for credit.

606 Education and Culture (1-6:1-6:0). Practitioners use the Cultural Inquiry Process (CIP) and web site to acquire cultural, social, and language-related perspectives on educational processes; learn skills in analyzing educational settings; and expand their strategies to address "puzzlements" in their own practice.

611 Cultural Issues in Second Language Acquisition (3:3:0). Prerequisite: Admission to TESL or bilingual/multicultural education program, doctoral status, or permission of instructor. Explores the impact of linguistic and cultural diversity among students on the teaching of second language across the curriculum. Draws on theoretical foundations in second language acquisition, cross-cultural communication, socio- and psycholinguistics, and educational anthropology.

612 Inquiry into Practice (2:2:0). Provides experience using research skills to foster systematic and thoughtful inquiry into classroom practice. Practitioners explore relevant classroom practice issues through critical writing and action and research. Emphasizes cultural diversity and gender issues in the conduct of research.

613 How Students Learn (3:3:0). This is an advanced course in the study of learning based on research and theory from different disciplines. Focuses on increasing students' learning through the study of different learning systems and understanding each learner in the context of the learning process itself.

614 Designing and Assessing Teaching and Learning (2:2:0). Explores the design and development of curricular, pedagogical, and assessment strategies that are responsive to the needs and interests of students. Investigates factors that affect teaching and learning and examines multiple ways of knowing that teachers bring to classrooms.

615 Educational Change (2:2:0). Explores influences on educational change at the classroom, school, community, state, and national levels. Investigates implications of a range of factors and influences that affect educational change. Analyzes influences and factors and involves students in reflecting on their own experiences, both past and present.

634 The Role of the School Library Media Specialist (3:3:0). Introduces participants to the basic concepts of library science, and the professional responsibilities and ethical standards of the library media specialist. Addresses this role as an instructional partner and resource person for students and staff.

640 Selection and Utilization of Library Media Materials and Equipment, Including Technology (3:3:0). Introduces prospective library media specialists to various uses of technology within the library setting and the elements involved in media collection development.

641 Reference and Bibliography (3:3:0). Covers the library reference process and the content of bibliographic tools to meet the needs of library patrons seeking information.

642 Organization and Technical Processing of Materials (3:3:0). Emphasizes the application of basic cataloging principles in the bibliographic description of print and nonprint materials. Students develop procedures for organizing, cataloguing, and maintaining a media collection using technological support.

643 Organization Administration and Evaluation of the School Library Media Center (3:3:0). Helps students develop the skills necessary to implement an effective school library media program. Focuses on management principles, interpersonal skills, and lifelong learning skills in relation to evaluation of services, collection development, and public relations for school libraries.

644 Production of Media and Instructional Materials (3:3:0). Provides guidance and practice with available audiovisual and computer-based technology in the planning, production, and presentation of useful instructional materials.

645 Literature for Young Adults (3:3:0). Gives students in-depth knowledge of young adult literature and the ability to relate that knowledge to their library programs. Extensive reading of young adult literature is required.

646 Literature for Children (3:3:0). Helps students develop critical abilities in selecting and using literature for children. Focuses on selecting materials to support the curriculum and to promote reading.

670 The Culture of Teaching (3:3:0). Prerequisite: Admission to the secondary education program. Corequisite: Initial methods course. Explores the roles, responsibilities, and realities of teaching in secondary schools. Examines teaching in the context of contemporary educational issues, legal matters, diverse and exceptional learners, classroom management, and professional practices.

671 Schools and Culture (3:3:0). Prerequisites: Initial methods course and EDUC 670. Corequisite: EDUC 672. Focuses on the relationship between schools and the communities they serve. Explores the historical roots of contemporary educational practice and then examines important directions defined by contemporary school reform efforts.

672 Human Development and Learning: Secondary Education (3:3:0). Explores developmental issues associated with middle and high school students as well as theories that provide a basis for understanding the learning process. Addresses implications for the design of instruction and curriculum. Field experience in public schools is required.

673 Communication Arts Across the Curriculum (4:4:0). Prerequisite: EDUC 672. Corequisite: EDUC 790. Helps students understand the language and literacy process as it applies to teaching in the middle and high schools. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students' literacy development. Focuses on ways reading, writing, speaking, and listening are developed and used within the learning of discipline-specific curriculum, including adaptations for culturally diverse and exceptional learners. Develops connections between knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing.

674 Assessing Learning and Teaching in the Secondary School Classroom (3:3:0). Supports beginning teachers' development and design of assessment practices for promoting student learning. Focuses on the individual differences and classroom, teacher, school, and cultural factors that impact assessment; different types and purposes of assessment; and the relationship of assessment to national and state standards.

695/ENGL 695 Northern Virginia Writing Project Inservice Program (1-3:0:0). Prerequisite: Admission to the graduate program or permission of dean. Offered at the request of a school division or other educational agency. Content varies. May be repeated with the permission of the department, but no more than 6 semester hours of credit in EDUC 695, ENGL 695, and/or ENGL 699 may be applied toward a master's degree.

697/ENGL 697 Theory of Composition (3:3:0). Prerequisites: ENGL 615 and ENGL 695 or equivalent. Acquaints classroom teachers with current theory relating to writing and teaching composition. Focuses on making explicit participants' theories, reading the works of leading theorists, and developing a statement describing the implications of theoretical consistency in the teaching of writing.

797 Advanced Topics in Education (3:3:0). Provides advanced study of selected topics in education for students preparing for doctoral studies or who have been admitted to the Ph.D. program in education. May be repeated for credit with the approval of the Graduate School of Education.

800 Ways of Knowing (3:3:0). Prerequisite: Admission to the Ph.D. program. Provides an understanding of the characteristic ways of knowing in various liberal arts disciplines while examining the disciplines' subject matter, scope, key concepts, principles, methods, and theories. Analyzes selected philosophical traditions underlying educational practice and research. This course is required during the first spring semester of study in the program.

802 Leadership Seminar (3:3:0). Prerequisite: Admission to the Ph.D. program. Provides intensive study of leadership, emphasizing concepts of leadership, decision and change processes, and the assessment and development of leadership skills. This course is required during the first semester of study in the program.

805 Doctoral Seminar in Education (1:1:0). Prerequisite: Admission to the Ph.D. program. Covers in depth selected topics in education. Students participate in an information exchange with other students, faculty members, and other scholars about current research interests and ideas.

830 Foundations of Literacy: Birth through Later Childhood (3:3:0). Prerequisites: EDUC 800 and EDRS 810. Explores theory, research, and practice related to emergent literacy and literacy development during childhood. Topics include literacy acquisition and development; historical trends in theories of literacy development; psychological and linguistic, socio/cultural, and instructional influences on literacy development; vocabulary development; the role of narrative and scripts on linguistic development; authentic tasks and assessment and early literacy; and development in academically diverse children.

831 Foundations of Literacy: Adolescence through Adulthood (3:3:0). Prerequisites: EDUC 800 and EDRS 810. Explores theory, research, and practice related to adolescent and adult literacy. Topics include influences on adolescents' and adults' literacy practice and development, current and historical understanding of literacy, connections between literacy and learning in the content areas, and needs of diverse learners. Students review both a common core research literature and topics of individual interest.

840 Seminar in Adult Development and Learning (3:3:0). Prerequisite: Admission to the Ph.D. program or permission of instructor. Provides an advanced course on the nature of the adult learner and the processes of adult learning and development. Emphasizes adults as learners, motivations of adult learners and their participation patterns in adult education activities, and learning theory implications for adult learners.

870 Education Policy: Process, Context, and Politics (3:3:0). Prerequisite: Admission to the Ph.D. program or permission of instructor. Covers the study of policy as process in the local, state, and federal arenas. The primary focus is on policy questions of compulsory schooling, the purpose of schooling, curriculum and testing, governance, and finance. Also addresses issues of quality, efficiency, equity, and choice.

881 Seminar in Bilingual Education: Policy (3:3:0). Prerequisite: Admission to the Ph.D. program. Examines the historical development of education for language minority students in the United States, including federal and state legislation and court decisions. Explores in depth policy issues regarding administrative program models, instructional approaches, curricular reform, and assessment policies for language minority students developed in response to legal mandates, legislative decisions, and the school reform movement.

882 Seminar in Bilingual Education: Theory and Research (3:3:0). Prerequisite: Admission to the Ph.D. program. Examines the theoretical foundations of bilingual/ESL education through focus on linguistics, anthropology, sociology, psychology, and education research addressing language minority students.

890 Doctoral Internship in Education (3:3:0) or (1:1:0 to 6:6:0). Prerequisites: Admission to the Ph.D. program and prior approval of advisor and Ph.D. director. Requires 100 hours of on-site internship completed over at least a five-week period. Interns work with an appropriate staff member in a cooperating school, school system, or other educational institution, agency, or setting. Up to 6 hours of EDUC 890 may be applied toward Ph.D. degree requirements.

893 Seminar in Educational Anthropology (3:3:0). Prerequisite: Admission to Ph.D. program or permission of instructor. Examines how theories and research from educational anthropology and educational sociology can help clarify and address contemporary educational issues and concerns. Focuses on U.S. public schools, with comparative materials from other educational settings and other societies.

894 Seminar in Multicultural Education (3:3:0). Examines the knowledge base, policy issues, and curricular/instructional features of multicultural education in the U.S. and other countries.

895 Seminar in Emerging Issues of Education (3:3:0). Prerequisite: Successful completion of EDUC 800. Focuses on the study of selected emerging issues or problems in education. Students engage in research, study, discussion, and writing about various aspects of the topics selected for study. May be repeated for credit. Up to 6 hours of 895 course work may be applied to Ph.D. requirements.

897 Independent Study for the Doctor of Philosophy in Education (varying credit). Prerequisites: Admission to the Ph.D. program and prior approval of advisor and Ph.D. director. Provides a structured learning experience to extend and develop skills and knowledge relative to a field of professional expertise.

994 Advanced Internship in Education (3:3:0). Prerequisites: Admission to the Ph.D. program and prior approval of advisor and Ph.D. director. Requires an internship in a setting related to the student's major area of study, and a minimum of 100 hours completed over at least a five-week period. Each intern works with an appropriate staff member in a cooperating school, school system, or other educational institution or agency. Internship must be in a setting that differs from regular employment.

998 Doctoral Dissertation Proposal (1-3:1-3:0). Prerequisites: Admission to candidacy in the Ph.D. program; successful completion of the doctoral qualifying examination; and EDRS 810, 811, and 812 or their equivalents.

999 Doctoral Dissertation Research (1-9:1-9:0). Prerequisites: Admission to candidacy in the Ph.D. program and faculty approval of the dissertation proposal. Provides continued faculty assistance on an individual basis to complete the dissertation planned in EDUC 998 and initiate new projects. May be repeated for credit. No more than 11 hours of EDUC 998 and 999 may be applied toward the minimum Ph.D. degree requirements.

Other Courses For other Ph.D. courses, see EDUC 840, 881, 882; EDRS 810, 811, 812, 820, 895; EDCI 701, 705; EDLE 895; EDCD 895; EDCI 895.