Reading, Foundations and Technology Courses

This course examines educational issues, questions, concerns, and trends teachers face in their schools and daily practices. The impact of national and state policy-making, directions suggested by emerging educational research, and current educational reform efforts will receive particular attention.

This course engages students with research projects and curriculum ideas designed to strengthen and deepen student learning, with a special emphasis on questions of student diversity. The course helps students to formulate questions and use appropriate research principles to collect, analyze, interpret, and report data in order to evaluate the effectiveness of classroom instruction and educational policies. Students examine different curriculum models and theories and devise instructional practices to meet the needs of all learners.

This course examines the reasons for, benefits of, and limitations of the increasing call for effective and comprehensive assessment practices and helps teachers plan for, construct, use, and analyze a variety of assessment practices. This course also examines various models of and approaches to classroom management and discipline and the relation of management practices to effective learning.

This course engages students in a careful examination of the curriculum they teach, from district curriculum goals, national curriculum standards, and course- or grade-level goals. The course encourages reflection about instructional practices in light of curriculum goals.

An in-depth study related to a research topic identified earlier in the program or curricular project begun as part of a learning team, leading to the guided development and completion of an extensive research paper.

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.

This course examines current educational problems at the macro-social level and how current trends in education ease or exacerbate those problems. These problems include, but are not limited to, the achievement gap, charter schools, socio-economics, homelessness, school funding, race/gender, community-school relationships, the social impact of technology, public school funding, the state of democracy, and so forth.

This course examines diversity and our shrinking global relationships through the lens of various theoretical perspectives (feminist, critical race theory, queer theory, etc.) as the means to critique current curriculum models and construct more culturally response curriculum for 21st century students. Participants will lead in the creation of curriculum that is responsive to their particular students, has a global perspective, and is mindful of ability differences

This course examines various philosophical bases for creating successful classroom communities and reasonable strategies for assessment student growth. This course also examines the myriad ways that classroom community understandings impact why and how students might be assessed.

This course engages students in a critical examination of curriculum theory as the basis for making curricular decisions. The course encourages reflection about curriculum goals in light of contemporary and historically understood curriculum theory.

This course will include an introduction to computer and peripheral hardware, microcomputer operating systems and education-related software packages, and the management of computers in a classroom or school setting. The management and maintenance of a system of computers is useful in many educational, instructional, communication and media production settings. Educational technology students should be prepared to troubleshoot and resolve basic technology problems that occur in an educational setting. Therefore, a variety of education-specific topics will be presented in this course. May be taught concurrently with EDT 530. Cannot receive credit for both EDT 530 and EDT 630.

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 563 and EDT 640.

This course explores systematic approaches that can be used in the classroom to help students develop computational thinking skills through computer coding. To understand how computer coding can support learning, help develop problem solving skills, be an outlet for expression and creativity, and be used to increase motivation and persistence, current research will be explored. This "learn by doing course" will introduce content and pedagogical knowledge related to coding. Students will discover resources and lessons on how to introduce computer coding in the classroom and ways to integrate digital skills to facilitate learning. May be taught concurrently with EDT 545. Cannot receive credit for both EDT 545 and EDT 645.

This course covers the use of educational technology tools to guide the student in systematically developing e-learning instruction. These tools are taught and utilized as individual assignments to maximize learning in e-learning environments and include the topics of usability and accessibility. Students are expected to apply previously learned skills and knowledge including the principles and techniques for integrating current and emerging instructional technology to plan, create, and manage an e-learning project in a real-world context. May be taught concurrently with EDT 560. Cannot receive credit for both EDT 560 and EDT 660.

Using computers in educational settings, this course includes the investigation of software applications for classroom teaching. Emphasis is placed on the selection of numerous educational technology tools for classroom utilization to enhance student learning. May be taught concurrently with EDT 562. Cannot receive credit for both EDT 562 and EDT 662.

This course involves the principles and techniques of selecting and utilizing computer technology as well as other basic forms of auditory, visual and tactile instructional media and technologies. These technologies are used in a variety of educational, instructional, informational, and communications settings. Educational research, instructional design skills, equipment operation, and materials production as they relate to teaching strategies are all a part of this course. May be taught concurrently with EDT 565. Cannot receive credit for both EDT 565 and EDT 665.

This is a variable credit course with the 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 are covered. May be repeated to a maximum of six hours. May be taught concurrently with EDT 597. Cannot receive credit for both EDT 597 and EDT 690.

This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to Educational Technology for continuing professional development are covered. May be repeated to a maximum of six hours.

This course provides students interested in online teaching with best practices in distance learning and pedagogical principles associated with the online learning environment. This course engages students in an overview of the theoretical frameworks, along with emerging trends in distance learning. Students will review the instructional design process for online environments. A survey of the relevant research in online education including case studies is evaluated.

This course covers 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 the building, district, institutional or organizational level.

This course covers the analysis and development of instruction for large group, small group, and individual student instruction. The process of planning, development, implementation, and evaluation is emphasized. The course integrates instructional design models with learning theories to create instruction for use in educational and other professional settings.

This course covers principles and techniques of designing and producing advanced forms of media materials in video and other visual formats. There is an emphasis on multimedia that includes computer-generated graphics along with video and audio editing as well as additional production techniques.

This course explores instructional technology trends and practices being implemented in a variety of learning environments. Participants in this course will experience the practical side of designing a technology-rich curriculum and developing activities with multimedia tools. Additionally, the philosophical side of technology use affecting society and education will also be examined.

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.

This introductory graduate course will provide a foundational understanding of networking, cloud based storage, and internet safety. Learners in this course will gain an understanding of office and business networking, using the cloud for storage and safety, and types of internet attacks that they may face. Students will learn how to evaluate the needs of their organization and come to terms with the vulnerabilities or breaches they could face when implementing new technologies and explore ways to protect their organizations online.

This is a variable credit course with the amount of credit based on the extent of the work required. An in-depth examination of issues and problems in the field of Educational Technology is researched. May be repeated to a maximum of three hours.

This course is a comprehensive introduction to the process of research, including the diverse research methods and designs, and the evaluation of research findings in the field of educational technology with a strong applied focus.

This course utilizes the Research Proposal created in SFR 780 focused on the field of Educational Technology. Data is collected and analyzed, then research is completed.

This course utilizes the Thesis Template for the preparation of a thesis in the field of Educational Technology. The thesis will consist of original or creative research accountable to the Thesis Committee review and defense. May be repeated to a maximum of six hours.

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. Number of class hours determined by semester hours of credit. Cannot be substituted for any required reading/literacy course. May be repeated to a maximum of three hours. May be taught concurrently with LTC 599. Cannot receive credit for both LTC 599 and LTC 600.

Techniques of analysis and correction of difficulties in literacy for middle school and secondary teachers whose students struggle with literacy skills, such as reading and writing in content areas. Trends in dealing with diagnostic procedures, instructional techniques, special materials, evaluative devices, instructional interventions for students with reading deficits, and community-based experiences for practical implementation. Students concentrate study within their discipline and level of certification. May be taught concurrently with LTC 574. Cannot receive credit for both LTC 574 and LTC 624.

This course will begin with an overview of dyslexia. Historical issues, relevant laws and policies, as well as current legislation will be discussed. Students will learn common characteristics and possible identifiers of children with dyslexia and related language difficulties. Common misconceptions and myths related to dyslexia will also be addressed. Foundations of literacy development and an in-depth study of language processing, including orthographic, phonological, semantic, syntactic, and discourse, will be included. This course also addresses the neurobiological aspect of dyslexia, including the role of attention, executive functioning, memory, and processing speed in reading and writing development.

This course focuses on assessment procedures and techniques for working with exceptional children, with a strong emphasis on determining whether or not children display characteristics of dyslexia. The course will address differences among screening, diagnostic, outcome, and progress-monitoring assessments, and when it would be most appropriate to use each type of assessment. Students enrolled in the course will also learn how to use assessment results to plan interventions and guide instruction for children with dyslexia or other learning difficulties.

This course provides students with information on research-based strategies and interventions for use with children identified as dyslexic. Students will learn effective ways to support children who experience difficulties in various aspects of literacy development. The course focuses on explicit instruction and interventions using a multisensory approach. Students will learn how to provide instruction in all areas of literacy, including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, and writing.

This practicum course allows students to work in a one-on-one setting with a child identified as dyslexic or one displaying characteristics of dyslexia. The course allows students to integrate theoretical and practical knowledge gained from previous courses to administer assessments and plan appropriate interventions. Students will submit assessment results, lesson plans, progress monitoring data, in addition to videoed lessons.

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. May be taught concurrently with LTC 540. Cannot receive credit for both LTC 540 and LTC 640.

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 maximum of five hours when topics change. A maximum of three hours may be used toward degree. May be taught concurrently with LTC 556. Cannot receive credit for both LTC 556 and LTC 656 on same topic.

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 LTC 560. Cannot receive credit for both LTC 560 and LTC 660.

Designed for preservice and practicing middle and high school teachers working on graduate degrees in Literacy, Educational Technology, Master of Arts in Teaching, Master of Arts in Teaching and Learning, Elementary Education, or other MS, MA or MSEd graduate degrees. Students will expand their knowledge of ethnicity, race, socio-economics status, gender, exceptionalities, language, religion, sexual orientation, and geographic areas in the context of classrooms, schools, and community; and learn strategies to implement diversity into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of domestic and global diversity through a wide variety of course readings, culturally diverse literature, instructional videos, documentaries, webcasts, and intercultural interviews. May be taught concurrently with LTC 565. Cannot receive credit for both LTC 565 and LTC 665.

The study of the mindset and behaviors involved in the acquisition and application of literacy from multicultural and global perspectives. Students will investigate and analyze the connections between language, literacy, and culture in schools and communities within a global setting. Students will examine the purpose and function of literacy while reading multicultural and international fiction and nonfiction literature. May be taught concurrently with LTC 573. Cannot receive credit for both LTC 573 and LTC 673.

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. Cannot be substituted for any course required for Special Education degrees or certificates. May be taught concurrently with LTC 580. Cannot receive credit for both LTC 580 and LTC 680.

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. Cannot be substituted for SPE 515, 615, 616, or any course required for a SPE degree or certificate. May be taught concurrently with LTC 585. Cannot receive credit for both LTC 585 and 685.

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.

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.

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.)

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. Cannot be substituted for any course required for special reading certification (LTC 540/640, 780, 781, or 782). Students in Literacy program must enroll for 6 hours, others may enroll for 3 hours.

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.

Advanced study of multilingual approaches to literacy development of culturally and linguistically diverse learners. Includes culturally and linguistically sustaining instructional approaches, dual language instructional modalities, utilizing home language and literacy practices in classroom contexts, family literacies, promoting equity for English learners, culturally congruent discourse practices, and uses of multilingual texts across content areas. Students will review best practices and theories of literacy development for linguistically diverse students, plan and conduct literacy sessions with emergent bilinguals, submit weekly reports from literacy sessions, and submit a final in-depth reflection of literacy sessions.

This course examines the theories and research on literacy from comprehension to implications for instructional practice. Candidates will gain knowledge and share with classmates influences on the teaching of literacy, which may include practices from historical to contemporary times. Research and read literature to prepare for establishing a total school literacy curriculum.

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.

Supervised individual practice diagnosing literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

Supervised individual practice with remedial procedures for literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

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 maximum of three hours.

An introduction to research methods in the field of literacy. In-depth study of a topic in literacy resulting in a culminating project.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

Materials, methods, and procedures for designing developmentally appropriate learning experiences for early adolescents; current trends and issues in the field.

An examination of educational programs most appropriate for students in late childhood and early adolescence with emphasis upon the philosophy, curriculum, instruction, and middle grades education.

Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 622. May be repeated to a maximum of three hours.

Investigation of various types of CTE curriculum including fundamental concepts of CTE for implementing effective programs. May be taught concurrently with SEC 526. Cannot receive credit for both SEC 526 and SEC 626.

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.

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. May be repeated to a maximum of three hours. May be taught concurrently with SEC 528. Cannot receive credit for both SEC 528 and SEC 628.

Foundation course in the development and organization of the secondary school curriculum.

For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.

For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.

Objectives and interrelationships of business education courses and programs. Development of curricular materials and evaluative devices. May be repeated to a maximum of three hours.

For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.

For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.

Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.

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.

A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor.

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 MoSPE standards.

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.

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.

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.

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.

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.

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.

This is a field experience-based course that requires the student to spend a minimum of 20 clock hours in a college teaching environment where students observe, teach, and/or participate in professional activities in college teaching under the direction of a cooperating supervisor/faculty. Students will demonstrate effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation.

Training in various procedures for individualizing instruction at all grade levels.

Acquaints teachers and administrators with problems and procedures involved in the organizations and supervision of student activities.

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.

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 three hours.

Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.

This course provides students with fundamental knowledge in such areas as the philosophy and history of education, education law and policy derived from educational philosophies, the political nature of educational policy, and broader philosophical and sociocultural issues impacting school and its relationship to society.

The purpose of this course is to develop deep understandings and skills pertaining to teaching and the procedures, methods, curriculum design, classroom management, and foundations - those fundamental pedagogical skills - required to be a practicing teacher. Candidates will be introduced to the electronic portfolio. Electronic portfolio checkpoint one will occur in this course.

Comparative analysis of major ideas and institutions of selected international systems of education. Comparisons between international systems of education and systems dominant in America.

Survey of research methods used in education; research design and evaluation; problems of interpretation and application; development of a formal research proposal.

Introduction to research methodologies utilized in educational research to include an exploration of qualitative, quantitative, and mixed methods research. Students will learn to examine, evaluate, synthesize, and apply research in their professional work. This course focuses on research to inform and improve upon an educator's pedagogical skills, the work of the school, and to meet the needs of students and community.

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 nine hours. Thirty clock hours equal one credit hour.

For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.

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.

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.

Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.

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.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

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 to a maximum of six hours.

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.