Elementary/Secondary Education (EDCI)

Graduate School of Education

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

511 Developing Curriculum and Designing Instruction in Early Childhood Education (3:3:0). Covers 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.

516 Bilingualism and Language Acquisition Research (3:3:0). Examines research in first and second language acquisition, including the interaction of a bilingual person's based introduction to literacy teaching and learning for youngerchildren. Emphasizes language development; reading and writing processes; emergent literacy; culture, families, and literacy; and literacy integration in the curriculum. Field experience 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 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.

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.

552 Mathematics Methods for the Elementary Classroom (1-3:1-3:0). 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. Focuses on using manipulatives and technologies to explore mathematics and solve problems. Field experience in public schools is required.

553 Science Methods for the Elementary Classroom (1-3:1-3:0). Prerequisite: Admission to the elementary education licensure program. Helps students develop 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 in public schools is required.

554 Social Studies Methods for the Elementary Classroom (1-3:1-3:0). 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 in public schools is 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- microwave bipolar transistors, GaAs MESFETs, and high-speed integrated circuits; and the design of linear and power amplifiers using Sparameter techniques and computer simulation.

556 Literacy Teaching and Learning in Diverse Elementary Classrooms II (1-3:1-3:0). 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 in public schools is 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 is required.

558 Integrating Fine Arts, Movement, and Health Elementary Education (2:2:0). 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 is required.

560 Methods of Teaching Foreign/Second Languages in PK­12 Schools (3:3:0). Prerequisite: EDCI 516 or student is currently in a teaching position. Covers 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 is required.

567 Teaching Social Studies in the Secondary School (3:3:0). Prerequisite or corequisite: EDUC 522. 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). Prerequisite or corequisite: EDUC 522. 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). Prerequisite or corequisite: EDUC 522. 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). Prerequisite or corequisite: EDUC 522. 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.

613 Curriculum and Assessment in Early Childhood Education I (3:3:0). This is 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.

621 Introduction to Gifted and Talented Learners (3:3:0). Examines the nature and needs of gifted and talented learners. Participants become knowledgeable about the characteristics of gifted and talented students and examine the role of culture in the manifestation of gifts and talents as well as gifted behaviors in special populations.

622 Curriculum Differentiation for Diverse Learners (3:3:0). Participants develop a personal and professional rationale for differentiating instruction in mixed-ability classrooms and acquire skills and knowledge of strategies designed to help a teacher utilize pre-assessment data, plan for, and implement differentiated instruction.

623 Models and Strategies for Teaching Gifted Learners (3:3:0). Provides a framework for examining and applying curriculum models and instructional strategies currently advocated for use with gifted students according to criteria to national and state standards that reflect best practices in gifted education.

624 Assessment, Identification, and Evaluation of Gifted Learners (3:3:0). Examines broad understandings of intelligence and assessment. Provides techniques to identify gifted students. Develops specific understandings of assessment techniques and an awareness of the influences of language, culture, ethnicity, gender, and exceptionality on the recognition and subsequent identification of giftedness.

631 Research in Elementary Education (3:3:0). Prerequisite: Completion of elementary education (PK­6) licensure. Helps beginning teachers understand various research paradigms for the purpose of using the research literature and systemic evidence to improve their practice. Emphasizes linking research and practice and making data-based instructional decisions.

632 Advanced Social Studies Methods for the Elementary Classroom (3:3:0). Prerequisites: Completion of elementary education (PK­6) licensure and EDCI 631. Provides advanced study of the teaching of social studies in elementary education. Focuses on using inquiry, research, and reflection to improve the teaching of social studies. Emphasizes the design and delivery of an integrated social studies curriculum centered on knowledge, skills, and dispositions from history, geography, civics and economics, the arts and humanities, and multicultural education. Covers student assessment and the use of student data in instructional decision-making and improvement. Extensive field experience in public schools is required.

633 Advanced Mathematics Methods for the Elementary Classroom (3:3:0). Prerequisites: Completion of elementary education (PK­6) licensure and EDCI 631. Focuses on teaching all children, including those from non-mainstreamed populations. Emphasizes teaching problem solving and higher order thinking skills promoted by the National Council of Teachers of Mathematics and the Virginia Mathematics Standards of Learning. Uses techniques and materials to develop specific problem-solving strategies in a hands-on, activity, and workshop-oriented experience. Explores the teaching of problem solving, reasoning, communications, and connections in PK­6 mathematics by working with manipulatives and technologies. Field experience in public schools is required.

634 Advanced Science Methods for the Elementary Classroom (3:3:0). Prerequisites: Completion of elementary education (PK­6) licensure and EDCI 631. Emphasizes inquiry and extensions of theoretical understanding of how children learn. Helps students develop expertise in teaching and assessment and incorporate technology, safety, and issues of culture and gender into the experiences of day-to-day teaching activities.

635 Applied Research in Elementary Education (3:3:0). Prerequisites: Completion of elementary education (PK­6) licensure and EDCI 631, 632, 633, and 634. Helps beginning teachers plan and complete an action research project related to their current teaching assignment. Students will apply research methods explored throughout the prerequisite series of courses.

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). Explores 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 (3:3:0). Prerequisites: EDUC 522 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: EDUC 522 and EDCI 569. 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). Prerequisites: EDUC 522 and EDCI 572. 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. Examines a variety of instructional strategies and materials and relates them 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 (3:3:0). Prerequisites: EDUC 522 and EDCI 573. Provides advanced study of teaching and curriculum development based on research and current issues. Emphasizes integrating science and technology, adapting instruction to the needs of diverse learners, and promoting safety.

683 Curriculum Development and Evaluation in Science Education (3:3:0). Prerequisites: EDCI 663 or permission of instructor. An advanced course in science curriculum design and development. Emphasizes instructional materials and assessment.

684 Advanced Methods of Teaching Foreign/Second Languages in PK­12 Schools (3:3:0). Prerequisite: EDCI 516 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 is required.

693 Leadership and Organizational Issues in Science Education (3:3:0). Prerequisites: EDCI 663 and 683, or permission of instructor. An advanced course in current issues for leadership in science education. Emphasizes technology, safety, professional development, and related organizational change issues.

705/EDIT 705 Instructional Design (3:3:0). Prerequisite: Teaching experience. Helps students analyze, apply, and evaluate the principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Focuses on 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 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 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.

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.

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.

795 Science Education Research (3:3:0). Prerequisite: EDCI 891. Explores science education research, theory, and practice, including sources and methods of study. Students review and report on research literature and teaching practices on topics of current and individual interest.

796 Science Education Curriculum (3:3:0). Prerequisite: EDCI 891. Explores science education curriculum from preschool through high school, including identifying and evaluating curriculum materials and resources. Emphasizes research-based exemplary materials and use of technology.

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

891 Science Teaching and Learning (3:3:0). Explores research, theory, and practice for effective science teaching and learning. Focuses on science education standards at the local, state, national, and international levels. Students review both a common core of research literature and topics of individual interest.

892 Science Education History and Research (3:3:0). Prerequisite: EDCI 891. Explores the history of science education research, theory, and practice, including research on general teaching strategies that are used in science instruction. Students review a common historical core of research literature and conduct exploratory research of individual interest.

893 Science Education Staff Development (3:3:0). Prerequisite: EDCI 891. Explores staff development in science education with an emphasis on planning and conducting professional development on key topics in science teaching and learning. Students review a common core of research literature and conduct research of individual interest.

894 Science Education Leadership and Policy (3:3:0). Prerequisite: EDCI 891. Focuses on leadership and policy issues at the local, state, and national levels that affect science education. Emphasizes understanding the decision-making structure and process; current issues; and trends. Students participate in leadership and policy events.

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.