EDC 786 Research Seminar in Education
Prerequisite: SFR 780. An in-depth study of chosen topic in K-12 education leading to the guided development and completion of an extensive research paper or major creative work.
Educational Technology Courses
EDT 640 Technology Administration and Management
This course is designed to provide technology specialists, technology coordinators, library media specialists, school administrators and educators with a working knowledge of the administrative processes and concerns of operating an educational technology support facility. The primary focus will be toward leadership, strategic planning, and change management and writing technology plans. The content of this course is primarily structured for educational institutions but could be utilized for instructional and training systems in many types of industrial, religious, medical and corporate organizations that teach and train. May be taught concurrently with EDT 563. Cannot receive credit for both EDT 640 and EDT 563.
EDT 650 Selection and Utilization of Educational Technology
Targets principles of attention, perception, and retention regarding selection and implementation of instructional strategies. Students apply instructional design principles and learning theories to develop professional products; develop and implement evaluation strategies for hypermedia materials; combine electronic and non-electronic media; use telecommunications tools for production purposes; and integrate a variety of instructional technology tools. May be taught concurrently with EDT 565. Cannot receive credit for both EDT 650 and EDT 565.
EDT 662 Educational Applications of Computers for Teaching
Using microcomputers in educational settings. Includes the investigation of software in desktop publishing, record management and multimedia applications. Special emphasis will be given to selection of appropriate programs for specific classroom utilization as well as computer interfaced peripheral devices. May be taught concurrently with EDT 562. Cannot receive credit for both EDT 662 and EDT 562.
EDT 690 Topical Issues in Educational Technology
A variable credit course with amount of credit based on the extent of the work required. Special topics related to the field of Educational Technology which may broaden the scope of the program of study. May be repeated up to a maximum of 6 hours. May be taught concurrently with EDT 597. Cannot receive credit for both EDT 690 and EDT 597.
EDT 696 Continuing Education in Educational Technology
Special topics related to Educational Technology for continuing professional development. A variable credit course with amount of credit based on the extent of work required. Cannot count toward the Educational Technology MSED program. May be repeated to a maximum of 6 hours.
EDT 763 Administration of Educational Technology
Emphasis is placed on management skills including budgeting; facility design; policies and procedures; selection and utilization; evaluation; assessment and other topics related to coordinating an educational technology program at a building, district, institutional or organizational level.
EDT 764 Instructional Design
Emphasis on the analysis and development of instruction for large group, small group, and individual student instruction. The utilization of systems approaches and packaged instructional forms will be stressed. The course will integrate systems approaches with learning theory involving educational technology.
EDT 765 Educational Media Production
Prerequisite: EDT 650. Principles and techniques of designing and producing advanced forms of media software materials in video, audio, and photography formats with emphasis on multi-media that includes computer generated graphics interfaced with video and audio editing as well as more basic production techniques.
EDT 767 Educational Technology Practicum
This is a field-experience based course that requires the student to spend a minimum of 20 clock hours in a working environment where educational media technology services and programs are used or developed. The practicum may include: school media services: university programs, development centers in industry, government or medical programs, educational TV studios, computer facilities or other media production venues.
EDT 777 Problems in Educational Technology
Research in or in-depth examination of issues and problems in the field of Educational Technology. May be repeated up to a maximum of 5 hours when topic varies.
EDT 797 Educational Technology Special Research Project
Prerequisite: SFR 780. An extensive multimedia production project which results in a functional product with extensive written documentation to support its use as a research or instructional tool which could provide results for extended research and publication.
EDT 798 Research Seminar in Educational Technology
Prerequisite: SFR 780. An extensive research paper focused on the field of instructional Design and Technology.
EDT 799 Educational Technology Thesis
Prerequisite: SFR 780. Independent research and study connected with preparation of a thesis in the field of Educational Technology. The paper will consist of original or creative research accountable to committee review and defense. May be repeated for a maximum of 6 hours credit.
Middle School Courses
MID 725 Advanced Theory and Practice in the Teaching of Early Adolescents
Materials, methods, and procedures for designing developmentally appropriate learning experiences for early adolescents; current trends and issues in the field.
MID 810 The Middle School-The Junior High School
An examination of educational programs most appropriate for students in late childhood and early adolescence with emphasis upon the philosophy, curriculum, instruction, and organization of middle schools and junior high schools.
RDG 600 Literacy Projects
This course is designed to provide students an opportunity to informally assess and tutor adults or children exhibiting literacy difficulties. Students are expected to have an increased awareness and understanding pertaining to literacy and to recognize the importance of improving the educational process of adults and children. This course may not be substituted for any required reading/literacy course. Number of class hours determined by semester hours of credit. May be repeated to a total of 3 hours. May be taught concurrently with RDG 599. Cannot receive credit for both RDG 599 and RDG 600.
RDG 640 Analysis and Correction of Difficulties in Literacy
Prerequisite: RDG 318 or both RDG 420 and RDG 421, or equivalent; and admitted to Teacher Education Program. Techniques of analysis and correction of difficulties in literacy for elementary, secondary, special education and reading/literacy teachers. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and assessment. Students concentrate study within their level of training. Family Care and Safety Registry (FCSR) check is required. May be taught concurrently with RDG 574. Cannot receive credit for both RDG 640 and RDG 574.
RDG 656 Topical Issues in Literacy
Prerequisite: permission may be required (see class schedule). To develop understanding and skills in relevant areas of literacy education. Credit hours may vary depending on topic. Variable content course. May be repeated to a total of 5 hours when topics change. A maximum of 3 hours may be used toward degree. May be taught concurrently with RDG 556. Cannot receive credit for both RDG 556 and RDG 656 on same topic.
RDG 660 Diversity Issues in Literacy and Content Area Instruction
Designed for preservice and practicing elementary, middle, and high school teachers working on undergraduate degrees in Elementary Education or Secondary Education; as well as graduate degrees in Literacy, Elementary Education, MAT, or other MS or MSED graduate degrees. Students will expand their knowledge of racial, cultural, ethnic, linguistics, and socio-economics diversity; and learn strategics to implement diversity issues into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of diversity through a wide variety of course readings, multicultural literature, videos, guest speakers, multicultural interview, and community field trips. May be taught concurrently with RDG 560. Cannot receive credit for both RDG 560 and RDG 660.
RDG 673 Psychology of Literacy
Practical contemporary learning theories and principles that are basic to acquiring literacy. Focus on evidence-based research supporting learner-centered classrooms and issues of cognitive and metacognitive development, the affective and motivational dimensions of instruction, the developmental and social aspects of learning, and individual differences in learning associated with cultural and social backgrounds. May be taught concurrently with RDG 573. Cannot receive credit for both RDG 673 and RDG 573.
RDG 680 Successful Classroom Communities to Enhance Student Learning
Integration of areas supporting student learning including productive interactions with families. Concentrated modules on literacy learning of regular education students, struggling readers, and exceptional students. Basic principles in effective communication with parents and other professionals to reinforce appropriate classroom learning. May not be substituted for any course required for Special Education degrees or certificates. May be taught concurrently with RDG 580. Cannot receive credit for both RDG 680 and RDG 580.
RDG 685 Techniques of Responsive Support in the Literacy Classroom
Techniques to support positive, active learning through appropriate response to intervention plans within the literacy classroom. Study of alternative and appropriate behaviors to meet students' needs in acceptable ways through modeling, guided practice, and cueing within a supportive environment, which includes teachers, parents, and other stakeholders in student's learning. May not be substituted for SPE 515, 615, 616, or any course required for a SPE degree or certificate. May be taught concurrently with RDG 585. Cannot receive credit for both RDG 585 and 685.
RDG 700 Relationship of Language to Literacy and Intellectual Development
Utilizing elements of language and intellectual development which provide the basis for the development of appropriate literacy skills. Helping teachers gain skill in using teaching strategies which help children develop language and intellectual competencies. To be taken during the first semester of the graduate literacy program.
RDG 710 Content Area Literacy
Prerequisite: enrollment limited to students in the MSED, MA, and MAT programs. Teaching subject matter in content areas in ways for utilizing and further developing fundamental literacy; effective reading and writing skills, vocabulary development in specific areas, study skills, utilization of cognitive processes.
RDG 720 Use of Multi-Media Resources in Literacy
Criteria, methods and tools for selection and effective utilization of both print and nonprint material, enhancing and encouraging competency in literacy; production of materials utilizing various media. Students concentrate study within their level of training (elementary or secondary.)
RDG 730 Assessment and Instruction of Less Skilled Readers and Writers
Prerequisite: RDG 318; or both RDG 420 and RDG 421, or equivalent. Supervised small group practice in a clinical setting assessing and instructing students who are experiencing difficulty learning to read and write. Planned with and directed by a graduate faculty member. Less intensive and more generalized clinical experience for those not intending to pursue Special Reading Teacher certification. May not be substituted for any course required for special reading certification (RDG 574/640, 780, 781, or 782). Family Care and Safety Registry (FCSR) check is required. Literacy majors must enroll for 6 hours, other majors may enroll for 3 hours. 3(2-2) or
RDG 740 Issues and Trends in Literacy Education
Provides intensive study of significant issues and trends in literacy education. Emphasis on locating and analyzing current issues and trends and encouraging teachers and administrators to apply the information to research-based best practices in the classroom.
RDG 770 Curriculum Design in Literacy
Prerequisite (required of graduate Literacy program students only): RDG 640 and RDG 660; and RDG 673 or RDG 780; RDG 700 and RDG 710; and RDG 730 (6 hours) or RDG 781 and RDG 782; and RDG 740. Research and read literature to prepare for establishing a total school literacy curriculum. This capstone course is taken during the semester graduate Literacy program students take comprehensive exams.
RDG 780 Assessment Procedures for the Literacy Specialist
Prerequisite: RDG 640. Designed especially for the special reading teacher or literacy coach who needs an advanced course for special reading teacher certification. Psycho-educational testing techniques, multisensory teaching techniques, report writing, resource personnel, and clinic operations will form the basis for this course.
RDG 781 Assessment of Literacy Problems
Prerequisite: RDG 780; and concurrent enrollment in RDG 782. Supervised individual practice diagnosing literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.
RDG 782 Remediation of Literacy Problems
Prerequisite: RDG 780; and concurrent enrollment in RDG 781. Supervised individual practice with remedial procedures for literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.
RDG 791 Problems in Literacy Education
Prerequisite: concurrent enrollment in SFR 780. In consultation with the advisor, major issues in the field of literacy education are selected for investigation through independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a total of 3 hours.
RDG 795 Research Seminar in Literacy
Prerequisite: SFR 780 and RDG 700 or RDG 710 and RDG 791. An in-depth study of a topic in literacy, leading to the guided development and completion of an extensive research paper.
RDG 799 Thesis
Prerequisite: SFR 780 and RDG 700 and RDG 710 and RDG 791. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours.
Secondary Education Courses
SEC 622 Philosophy of Vocational Education
Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 622 and BSE 622. May be repeated to a total of 3 hours. May be taught concurrently with SEC 522. Cannot receive credit for both SEC 522 and SEC 622.
SEC 626 Coordination of Cooperative Education
Problems and procedures in organizing and operating part-time cooperative and evening occupation programs. Restricted to those who can qualify as coordinators. Identical with AGV 626 and BSE 626. May be repeated to a total of 2 hours. May be taught concurrently with SEC 526. Cannot receive credit for both SEC 526 and SEC 626.
SEC 627 Teaching Adults in Vocational Education
Rise of the adult education movement; learning abilities, educational interests and vocational needs of adults; problems and procedures in organizing and operating adult education programs; relationship of adult education to public school education. Identical with AGV 627 and AGE 608. Cannot receive credit for SEC 627 and AGV 627 and AGE 608. May be taught concurrently with SEC 527. Cannot receive credit for both SEC 527 and SEC 627.
SEC 628 Measurement and Evaluation of Vocational Education Programs
Assessing specific program needs as determined from occupational surveys and other demographic data; follow-up techniques to evaluate the overall effectiveness of the program on manpower needs in a given labor market area. Identical with AGV 628 and BSE 628. May be repeated to a total of 3 hours. May be taught concurrently with SEC 528. Cannot receive credit for both SEC 528 and SEC 628.
SEC 701 Secondary School Curriculum
Foundation course in the development and organization of the secondary school curriculum.
SEC 703 Seminar in Current Trends in Teaching English
Prerequisite: ENG 405. For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.
SEC 704 Seminar in Current Trends in Teaching Social Studies
Prerequisite: HST 418. For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.
SEC 705 Curriculum Construction in Business Education
Objectives and interrelationships of business education courses and programs. Development of curricular materials and evaluative devices. Identical to BSE 705. May be repeated to a total of 3 hours.
SEC 706 Seminar in Current Trends in Teaching Business Education
Prerequisite: BSE 403. For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.
SEC 707 Seminar in Current Trends in Teaching Mathematics
Prerequisite: MTH 409. For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.
SEC 708 Seminar in Current Trends in the Teaching of Biology
Prerequisite: SCI 414. Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.
SEC 783 Internship in Teaching I
Prerequisite: SFR 797; complete appropriate background check and obtain current professional liability insurance. A site-based clinical experience. Students will observe the operations of a school, serve as teacher aides and administrative aides in the school; and work closely with school and community service organizations. Students will also complete an on-going seminar through online or literature based delivery systems. Students will implement an initial Teacher Work Sample in a classroom under the supervision of a cooperating teacher.
SEC 784 Internship in Teaching II
Prerequisite: SEC 783; and acceptance into the Master of Arts in Teaching degree program. The candidate must have passed the appropriate Praxis II examination, obtained current pre-professional liability insurance, completed the appropriate background check and be approved for supervised teaching. A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor. Students also attend an ongoing seminar and design and implement a Teacher Work Sample required for graduation. The candidate's professional portfolio should be completed during this course. Supplemental course fee.
SEC 785 Internship in Teaching III
Prerequisite: SEC 783 and SEC 784. Students will complete a professional preparation portfolio. The professional portfolio will be evaluated by instructors in order to determine how well the candidate demonstrated understanding of DESE content standards and MoSTEP quality indicators.
Secondary Education, Foundations, And Educational Research Courses
SFR 621 Techniques for Teaching Adults
A survey of the principles, objectives and trends in instructional techniques for adult education. May be taught concurrently with SFR 521. Cannot receive credit for both SFR 521 and SFR 621.
SFR 647 Guidance and Interpersonal Relationships in the Classroom
Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population. May be taught concurrently with SFR 547. Cannot receive credit for both SFR 547 and SFR 647.
SFR 676 Topical Issues in Education
To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable Content Course. May be taught concurrently with SFR 576. Cannot receive credit for both SFR 576 and SFR 676.
SFR 681 Law and the Classroom Teacher
Prerequisite: Teacher Certification students must be admitted to Teacher Education Program. Rights and responsibilities of classroom teachers as determined by the legal structure created by state and federal constitutions, legislative actions, and judicial decisions. Implications of legal foundations for teachers relative to ethics, relationships with students, colleagues, minority groups, professional organizations, and others. May be taught concurrently with SFR 581. Cannot receive credit for both SFR 581 and SFR 681.
SFR 682 Contemporary Issues in Education
Prerequisite: Teacher Certification students must be admitted to Teacher Education Program. In-depth analysis of selected issues currently generating great interest and controversy in American education. Attention to the effects of the issues on the teaching profession, curriculum, instruction, and school personnel. May be taught concurrently with SFR 583. Cannot receive credit for both SFR 583 and SFR 682.
SFR 695 Applications of Educational Measurement
Prerequisite: Teacher Certification students must be admitted to Teacher Education Program. Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making. May be taught concurrently with SFR 595. Cannot receive credit for both SFR 595 and SFR 695.
SFR 709 Individualizing Instruction
Training in various procedures for individualizing instruction at all grade levels.
SFR 711 Principles and Organization of Student Activities
Acquaints teachers and administrators with problems and procedures involved in the organizations and supervision of student activities.
SFR 723 Organization and Administration of Adult Education
Theory and practice relating to the organization, administration, and supervision of adult education. Emphasis will be placed upon adult education programs in the public school and the junior-community college.
SFR 724 Organization and Administration of Vocational Education
Problems, procedures and local, state and federal relationships in organization and administration of vocational education in the contemporary school. Identical with AGV 724. May be repeated to a maximum of 3 credit hours.
SFR 730 Curriculum Construction in the School
Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.
SFR 750 Philosophies of Education
Philosophical problems of education; philosophical systems in America; their effect upon educational practice.
SFR 753 Comparative Educational Systems
Comparative analysis of major ideas and institutions of selected international systems of education. Comparisons between international systems of education and systems dominant in America.
SFR 780 Educational Research Methodology
Survey of research methods used in education; research design and evaluation; problems of interpretation and application; development of a formal research proposal.
SFR 781 Educational Research Literacy
Introduction to the appreciation and understanding of research and common research methods in Education. In addition to basic research concepts, students will learn to read, understand, evaluate, and synthesize research, and explore the application of research results in their professional work.
SFR 791 Educational Workshop
Workshop to upgrade understandings and skills, concerned with the improvement of secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of 9 hours. Thirty clock hours equal one credit hour.
SFR 792 Supervision of Student Teachers
Prerequisite: valid elementary or secondary teaching certificate. For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.
SFR 793 Qualitative Research Methods
This course is focused on qualitative methods in the social sciences and specifically in educational research, including educational action research. Depending on prior research work, students will plan, implement, or further a qualitative or action research study. Students will learn firsthand about collecting and analyzing qualitative data, developing theories, and writing up the results. Students will also explore the role of educational action research in professional development, in improving classroom practices, and in developing school policy.
SFR 794 Research Practicum
Prerequisite: SFR 780. Conducting research projects with schools and other educational agencies. Students will be engaged in articulating research problems, reviewing literature, collecting and analyzing data, and presenting results.
SFR 796 Problems in Education
Specific problems in education related to needs and interests of the student. May be repeated to a total of 3 hours.
SFR 797 Advanced Studies in Teaching and Learning
Prerequisite: admitted to the Master of Arts in Teaching program. The purpose of this course is to develop deep understandings and skills regarding secondary teaching, procedures, methods, curriculum, supervision, administration and foundations. Candidates will be introduced to the electronic portfolio. Portfolio checkpoint one will occur in this course.
SFR 799 Thesis
Prerequisite: SFR 780. May be repeated to a maximum of 6 hours credit.
SFR 858 Current Issues Affecting Education
This multi-disciplinary mini-course is composed of selected topics of current interest to all school personnel. Opportunities are provided for object examination of highly volatile controversies surrounding education. May be repeated for a total of 6 hours credit.
SFR 890 Field Research and Evaluation
Prerequisite: SFR 780. Specifically designed to give each student the prerequisite skills and competencies necessary for completion of field study research project(s) as well as preparation for conducting on-the-job institutional research.