ECE 6360 Culturally Responsive Pedagogy
Credit Hours 3.0 - 6.0
Requirements Student must complete the course with a minimum grade of "S"
Description

This course is designed to examine the role of culture in child development and learning. Through a process of introspection and application, the candidate reflects on the impact and implications of culture and self-identity in the teaching and learning of various student populations and settings from a political, social, economic, and historic context. This course is graded as satisfactory/ unsatisfactory.

ECE 6361 Responsive and Student Centered Pedagogy
Credit Hours 3.0
Description

This course focuses on the teacher as a reflective practitioner, affirming childrens diverse backgrounds, abilities, interests, personalities, and experiences through exploring concepts of personally relevant pedagogy. Throughout this course, candidates consider their role in the creation of more just and equitable educative opportunities for all children, specifically the ones served daily in our classrooms. This work toward justice will be conceptualized through holistic and descriptive understandings of individual children and through a survey of scholarship on educational equity. Study focuses on strategies for effective communication and partnership between the teacher, student, family, and community. Reflection and application of knowledge will be contextualized in a discussion of the political, social, economic, and historical contexts within the U.S. and the intersection of these contexts and communities, equity in education, and educational practices broadly and locally constructed.

ECE 6370 Classroom Management and Instruction
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This field-based course focuses on effective teaching skills and techniques such as planning, instruction, assessment, and reflection in the development of an effective classroom community in an urban environment. Methods for appropriate classroom management are examined and developed.

ECE 6375 Responsive Practice for Urban Education
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

In this course, the student examines issues including diversity, urban school culture, reflective teaching, and classroom management and their application to classroom practice. In addition, current issues relevant to urban education are explored.

ECE 6380 Foundations of Literacy Instruction for Young Children
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate receives an overview of the basic concepts of literacy and their developmental denotations for school aged children from pre-kindergarten through grade five. This is a field-based course where the candidate applies learned skills within the context of schools in urban communities.

ECE 6385 Teaching Literacy to Culturally and Linguistically Diverse Learners I
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This course is designed to introduce future educators to the knowledge and skills needed to provide an effective learning environment for students who are learning English as an additional language. Course participants will explore issues related to the methodology of teaching ELLs, as well as the language acquisition process. Current research, materials, curricula, and teaching methodologies in the area of ESOL and literacy instruction will be examined. Teacher candidates will continue to explore the components of a balanced literacy environment within an elementary classroom, exploring furthur teaching methods and theories for literacy instruction when teaching linguistically and culturally diverse students. This is a field based course where teacher candidates are applying learned skills within the context of schools in urban communities.

ECE 6386 Teaching Literacy to Culturally and Linguistically Diverse Learners II
Credit Hours 2.0
Prerequisites ECE 6385 with a grade of "C" or higher
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate continues to apply reading and language arts methodologies within the authentic context of schools and classrooms in urban communities. This course reinforces the integration of assessment, planning, instruction, and evaluation strategies, promoting an ability to describe and interpret the literacy behaviors of children.

ECE 6387 ESOL: Language Acquisition
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

Principles of first and second language and teaching will be examined. An emphasis on the analysis of language structure as it applies to second language acquisition is a core component of this course. Appropriate assessment of language proficiency will be examined in addition to ESOL program entrance and exit criteria.

ECE 6390 Elementary Mathematics Curriculum and Pedagogy
Credit Hours 2.0
Requirements Students must complete the course with a grade of "C" or higher
Description

Candidates will learn about effective instructional methods for the mathematics content spanning the pre-kindergarten through grade five curriculum. Candidates will develop knowledge of developmentally appropriate, standards-based mathematics instruction, with specific emphasis on urban elementary classrooms.

ECE 6391 Teaching Mathematics in Urban Schools
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

Candidates will develop culturally responsive pedagogical skills for teaching mathematics in elementary urban contexts. Candidates will acquire mathematical content knowledge and gain understanding about children as learners of mathematics. Candidates will apply the learned skills in classrooms in urban communities.

ECE 6392 Critical Issues in Elementary Mathematics
Credit Hours 2.0
Prerequisites ECE 6390 with a grade of "C" or higher and ECE 6391 with a grade of "C" or higher
Requirements Students must complete the course with a grade of "C" or higher
Description

Candidates will explore critical issues in elementary mathematics and their impact on instructional practice. Candidates will acquire advanced culturally responsive mathematics pedagogical skills, with specific emphasis on integrating instruction, families, and urban communities.

ECE 6395 Child Growth and Development in Urban Education
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This course focuses on the growth and development of children in urban settings. Theories and research on physical, cognitive, social, and emotional aspects of development are investigated and applied to the urban classroom. Issues of learner diversity and culture and their applications to classroom practices are also examined.

ECE 6405 Science and Social Studies in the Urban Classroom
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This course provides experiences through which the candidate explores and investigates science and social studies relevant to urban school settings. It includes strategies for integrating the curriculum around science and social studies and infusing culturally relevant content and pedagogy.

ECE 6406 Science in the Urban Classroom
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This course provides experiences through which the candidate explores and investigates science relevant to urban school settings. It includes strategies for integrating the science curriculum and infusing culturally relevant content and pedagogy.

ECE 6407 Social Studies Methods for Culturally and Linguistically Diverse Learners
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This course provides students with experiences through which they will explore and investigate social studies methods relevant to culturally and linguistically diverse classrooms. This course provides students with an overview of the field of social studies, attention to relevant disciplinary literacies, and strategies for teaching social studies to culturally and linguistically diverse kindergarten through fifth graders.

ECE 6415 Curriculum and Assessment Urban Education I
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate examines, integrates, and applies current theories of curriculum and assessment to the teaching of students in urban classrooms. The candidate assesses and enhances children’s concepts, skills, and dispositions through culturally responsive approaches and investigations of real issues.

ECE 6416 Curriculum and Assessment for Urban Education II
Credit Hours 3.0
Prerequisites ECE 6415 with a grade of "C" or higher
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate extends the examination, integration, and application of current curricular and assessment theories to the teaching of students in urban classrooms. The candidate assesses and enhances children’s concepts, skills, and dispositions through culturally responsive approaches and investigations of real issues.

ECE 6575 Beginning Teachers of Record as Reflective Practitioners I
Credit Hours 2.0
Description

This course is a field experience course for first semester first year teachers that utilizes a scaffolded, developmental coaching model in order to support beginning teachers of record as they grapple with constructs such as the creation of pupil centered and personally relevant curriculum and instruction. This course focuses on the continued development of critical reflexive and reflective practice for teacher growth and pupil learning. Structures of support are available for beginning teachers as they strive for an increased level of professionalization and claim opportunities to engage with communities, families, and pupils to bring about equitable educative opportunities for all children. Candidates will be observed and coached in their own classrooms. In order to ensure candidates preparedness for teaching in a range of P-12 classrooms they will also be observed and coached in complementary educational settings.

ECE 6576 Integrative and Iterative Curriculum Design
Credit Hours 6.0
Description

This course is designed to support beginning teachers of record as they strive to be successful and critically reflective teachers of culturally and linguistically diverse students in urban classrooms. The focus of this course is to consider means for education for democratic purposes and engagement in meaningful and critical curriculum design and implementation. Novice teachers will explore (a) strategies to support reading comprehension and vocabulary development during the elementary years; (b) science and social studies content and methods of inquiry; (c) strategies for integrating the curriculum around science and social studies content; (d) curriculum design that incorporates student interests and queries around critical and important themes and topics; (e) personally relevant and learner centered teaching strategies; and (f) ways that teachers can build on students culture and prior knowledge to best meet the needs of students in diverse classrooms. This is a field-based course in which beginning teachers will connect theory to practice as they develop and implement an integrative and iterative curriculum with pupils.

ECE 6585 Beginning Teachers of Record as Reflective Practitioners II
Credit Hours 2.0
Prerequisites ECE 6575
Description

This course is a field experience course for second semester first year teachers that utilize a scaffolded, developmental coaching model in order to support beginning teachers of record as they grapple with constructs such as the creation of pupil centered and personally relevant curriculum and instruction. This course focuses on the continued development of critical reflexive and reflective practice for teacher growth and pupil learning. Structures of support are available for beginning teachers as they strive for an increased level of professionalization and claim opportunities to engage with communities, families, and pupils to bring about equitable educative opportunities for all children. Candidates will be observed and coached in their own classrooms. In order to ensure candidates preparedness for teaching in a range of P-12 classrooms they will also be observed and coached in complementary educational settings.

ECE 6586 Advocating for Students Through the Descriptive Review of a Child
Credit Hours 3.0
Description

This course focuses on the teacher as a critically reflective practitioner, affirming childrens diverse backgrounds, abilities, interests, personalities, and experiences through exploring concepts of reflective teaching, child development, and the creation of a classroom climate which nurtures the holistic development of all children. Throughout this course teachers of record of in urban classrooms will consider their role in the creation of more just and equitable educative opportunities for all children, specifically the ones they serve daily in their classrooms. This work toward justice will be conceptualized through holistic and descriptive understandings of individual children as teachers turn a self-reflexive leans on themselves, their language use, and their practices, and engage dialogically with colleagues inquiring into the unique strengths and vulnerabilities of the individual children each serves. This course will examine issues including child development, diversity, and urban school culture, reflective teaching, and classroom management and the application of these constructs into classroom practice.

ECE 6587 Language and Literacy Development
Credit Hours 3.0
Description

This course focuses on the teacher as a reflective practitioner of language and literacy instruction for culturally and linguistically diverse pupils, affirming childrens diverse backgrounds, abilities, interests, personalities, and experiences in order to nurture the holistic development of all children. This class explores (a) language and literacy development during the elementary years; (b) theories of learning languages and literacy; (c) teaching strategies and skills that contribute to additive language development and facilitate literacy development for all learners; (d) tools for taking well-reasoned, data-based, and deliberate actions to create meaningful learning opportunities in support of the language and literacy development of each pupil; and (e) ways that teachers can build on pupils culture and prior knowledge to best meet the needs of learners in diverse classrooms.

ECE 6655 Student Teaching I
Credit Hours 3.0
Requirements Students must complete the course with a grade of "B" or higher
Description

This is the first of two student teaching field experiences that focuses on the practical application of classroom management, culturally relevant curriculum and instruction, and child development. The candidate is observed and supervised in an urban school environment.

ECE 6656 Student Teaching II
Credit Hours 3.0
Prerequisites ECE 6655 with a grade of "B" or higher
Requirements Students must complete the course with a grade of "B" or higher
Description

This is the second of two student teaching field experiences that focuses on the practical application of classroom management, culturally relevant curriculum and instruction, and child development. The candidate is observed and supervised in an urban school environment.

ECE 6657 ESOL Student Teaching
Credit Hours 1.0 - 6.0
Requirements Student must complete this course with a grade of "B" or higher
Description

Candidates have supervised field placements in ESOL classrooms as well as in non-ESOL classrooms with significant culturally and linguistically diverse student populations. The candidates are observed and supervised in urban school environments in various K-12 grade level placements. This field experience focuses on the practical application of culturally relevant curriculum, instruction, and assessment.

ECE 6660 Mentorship in the Urban Classroom I
Credit Hours 3.0
Requirements Students must complete the course with a grade of "B" or higher
Description

This is the first of two mentorship field experiences. The candidate must have teacher certification through the Alternative Preparation Program in the Department of Early Childhood Education at Georgia State University and currently hold a position as a first year teacher in an urban elementary school. This field based course is designed to actively support the teacher during the first year of teaching using a systematic form of reflection to mentor and assess professional development.

ECE 6661 Mentorship in the Urban Classroom II
Credit Hours 3.0
Prerequisites ECE 6660 with a minimum grade of "B" or higher
Requirements Students must complete the course with a grade of "B" or higher
Description

This is the second of two mentorship field experiences. This field based course continues to actively support the teacher during the first year of teaching using a systematic form of reflection to mentor and assess the professional portfolio as a repository to collect, synthesize, and analyze artifacts of the teaching competence.

ECE 6800 Urban Education Capstone Seminar
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate synthesizes and reflects upon the compellation of coursework during the second year of the program. The candidate integrates the learning and understandings by developing and implementing an action research project related to the critical issues and trends of urban education in the schooling context.

ECE 6830 Critical Theories and Research in Urban Education I
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate attains an in-depth understanding of the research and practice in facilitating urban education by examining historical contexts of schooling, shifting societal beliefs, and traditional as well as contemporary educational theories and practice.

ECE 6831 Critical Theories and Research in Urban Education II
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

The candidate attains an in-depth understanding of the research and practice in facilitating urban education by examining historical contexts of schooling, shifting societal beliefs, and traditional as well as contemporary educational theories and practice.

ECE 7280 Early Writing Development
Credit Hours 3.0
Description

This course provides in-depth experiences, analysis, and construction of ideas related to expressive communication among young children, especially regarding their written language. Readings, discussions, and activities will relate to theories of development, learning, and cognition, composition theory, young children’s expressive communication, and the writer’s craft. Talk about culture, multilingualism, and the value of diversity will permeate all of these topics. Cross-listed with EDLA 7280.

ECE 7360 Reading Recovery Clinical for Teachers I
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students
Corequisites ECE 7370
Description

This course is designed to help teachers in training develop an in-depth knowledge of the principles and procedures of the Reading Recovery program and to implement these principles and procedures with at-risk regular education first-grade children in local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 7370 Reading Recovery Clinical for Teachers II
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students
Corequisites ECE 7360
Description

This course is designed to help teachers in training further develop an in-depth knowledge of the principles and procedures of the Reading Recovery program and continue to explore these teaching methods and procedures, for acceleration of learning, and subsequent discontinuing from the program with at-risk regular education first-grade children in local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 7380 Reading Recovery Clinical for Teachers III
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students; ECE 7360; and ECE 7370
Description

The course is designed to help teachers in training develop further the principles and procedures of the Reading Recovery program and continue to explore these teaching methods and procedures, acceleration of learning, discontinuing from the program with at-risk regular education first-grade children in local school districts. Other issues discussed include midyear selection of students, guidelines for program withdrawal, records management, data collection, system-wide implementation, and evaluating and reporting the results of the Reading Recovery program. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 7390 Curriculum in the Early Childhood Classroom I
Credit Hours 3.0
Description

Students examine and adapt current theory and professional standards when planning mathematics, science, social studies, and language arts instruction in the early childhood classroom. Faculty model integration and collaborative approaches; participants continually reflect upon classroom implementation. For the Collaborative program, IP grades are assigned each term until all course requirements have been completed.

ECE 7393 Number and Operation in the Elementary Classroom
Credit Hours 3.0
Description

This course explores mathematics content and appropriate related pedagogy for understanding mathematical practices with whole numbers at the P-5 elementary level. Topics include counting, cardinality and comparing numbers; number problem structures; children’s invented problem-solving strategies; representations of children’s solutions; and developing number sense. ECE 7393 is cross-listed with ECE 9393.

ECE 7394 Geometry and Measurement in the Elementary Classroom
Credit Hours 3.0
Description

This course will explore content and pedagogy of geometry and measurement concepts for elementary children. The course will explore attributes of 2- and 3-dimensional shapes as well as classifying, dividing, combining and transforming those shapes. Geometry topics will also include congruence, similarity, slides, flips, turns, and symmetry. Measurement topics will include attributes appropriate for the elementary classroom including distance, weight, area, volume, temperature and time; tools for measuring, the metric system and conversions. ECE 7394 is cross listed with ECE 9394.

ECE 7395 Rational Numbers and Algebra in the Elementary Classroom
Credit Hours 3.0
Description

This course explores mathematics content and appropriate related pedagogy for understanding mathematical practices with rational numbers and algebraic concepts at the P-5 elementary level. Topics include concepts and operations with fractions and decimals; understanding equivalence; relational thinking; and making and justifying conjectures about general properties of arithmetic. ECE 7395 is cross listed with ECE 9395.

ECE 7396 Data Analysis and Probability in the Elementary Classroom
Credit Hours 3.0
Description

This course will explore the Data Analysis and Probability Standard in the NCTM Standards for grades PreK-5. Topics in data analysis will include asking good questions, collecting data, representing/displaying data, measures of central tendency (mean, median and mode) and making predictions. Topics in probability will include basic concepts of probability such as theoretical and experimental probability, sample space, and calculating probability. Appropriate methods and materials for each topic will be discussed. ECE 7396 is cross listed with ECE 9396.

ECE 7397 Elementary Mathematics in Dual Immersion Settings
Credit Hours 3.0
Prerequisites Admission to the Dual Immersion Endorsement Program or Master of Education in Elementary Education Program
Description

In this course, candidates will develop their mathematical content knowledge and gain understanding about bilingual children as learners of mathematics. Candidates will also learn about effective instructional methods for the mathematics content spanning the pre-kindergarten through five curricula. This is a field-based course where candidates apply learned skills in the context of Dual Immersion K-5 schools in urban communities.

ECE 7400 Curriculum in the Early Childhood Classroom II
Credit Hours 3.0
Prerequisites ECE 7390
Description

Students examine and adapt current theory and professional standards when planning mathematics, science, social studies, and language arts instruction in the early childhood classroom. Faculty model integration and collaborative approaches; participants continually reflect upon classroom implementation. Course work is taken over two consecutive terms. IP grades are assigned each term until all course requirements have been completed.

ECE 7410 Critical Issues in Early Childhood Education I
Credit Hours 3.0
Description

Students examine critical issues in the field such as diversity, technology, leadership, assessment and others, and their impact on instructional practice in a collaborative setting. For the Collaborative progoram, IP grades are assigned each term until all course requirements have been completed.

ECE 7420 Critical Issues in Early Childhood Education II
Credit Hours 3.0
Corequisites ECE 7410 and EPSF 7120
Description

Students examine critical issues in the field such as diversity, technology, leadership, assessment and others, and their impact on instructional practice in a collaborative setting. Course work is taken over two consecutive terms. IP grades are assigned each term until all course requirements have been completed.

ECE 7440 Biliteracy: Literacy Development in Multilingual Settings
Credit Hours 3.0
Prerequisites Admission to the Dual Immersion Endorsement Program or Master of Education in Elementary Education Program
Description

This course focuses on the knowledge and skills needed to provide an effective learning environment for bilingual students. Course participants will explore issues related to teaching methods as they relate to language acquisition. Current biliteracy research, materials, curricula, and teaching methods will be examined with those appropriate for Dual Immersion classrooms emphasized. This is a field based course where teacher candidates apply course-based learning within the context of schools in urban communities.

ECE 7500 Guided Inquiry into Educational Advocacy
Credit Hours 3.0
Description

Through this hybrid elective course, candidates will have opportunities to explore areas of interest pertaining to issues that affect children, candidates, schools, curriculum, policy, families, and stakeholders relevant to education writ large. This course is largely self-driven and monitored as candidates are given a measure of autonomy, intellectual freedom, and idiosyncratic options for expressing understandings gained pertaining to the issue(s) selected for study. Key goals of the course intend that candidates: a) Develop tools for informing themselves on critical issues of particular interest or concern. b) Acquire strategies for reaching out to particular stakeholders who are positioned to best act upon those issues. c) Share, publish, and/or disseminate resources for stakeholders and/or colleagues, thereby establishing or strengthening informed communities of activism. d) Develop expertise that will position themselves well in future endeavors impacting the lives of candidates, families, classrooms, and/or communities within and around schools. ECE 7500 will be cross-listed with ECE 4500.

ECE 7575 Induction Teachers as Change Agents I
Credit Hours 2.0
Prerequisites ECE 6585
Description

This course is a field experience course that utilizes a scaffolded, developmental coaching model in order to support second year first semester beginning teachers of record as they grapple with constructs such as the creation of pupil centered and personally relevant curriculum and instruction. This course is closely tied to the other courses in the ECE M.A.T. in order to support novice teachers committed to social justice and structural change. These educators will engage in inquiry to identify, understand, and mitigate issues in the local context that prevent equitable opportunities for all learners. Structures of support are available for beginning teachers as they strive for an increased level of professionalization and claim opportunities to engage with communities, families, and pupils to bring about equitable educative opportunities for all children. Candidates will be observed and coached in their own classrooms. In order to ensure candidates preparedness for teaching in a range of P-12 classrooms they will also be observed and coached in complementary educational settings.

ECE 7576 Teacher Inquiry for Critical Change
Credit Hours 3.0
Description

This course is part of a yearlong engagement in teacher research that will bring about a change in classroom practice, communities, and the lives of P-5 students and their families. The goal of this course is for teacher-researchers to work toward the mitigation of educational and systemic inequities through systematic and iterative processes of inquiry. This course is the embodiment of Freires construct of praxis, the merging of contemplation and deliberate action alongside others in a shared ecological context (classroom, school, community, state, nation).

ECE 7580 Language Foundations of Literacy Learning: From Acquiring Oral Language to Reading Words
Credit Hours 3.0
Description

This course examines the relationship between oral language development and reading acquisition. Language within this course is viewed as composed of three dimensions: sociolinguistic, linguistic, and development. An additional focus is on how oral language influences young children’s acquisition of word reading. Topics include: (a) the relationship between oral language development and acquiring an understanding of the alphabetic principle; (b) the significance of the concept of word; (c) reading sight words; (d) progression of word reading beyond sight word reading; and (e) effective instructional and assessment strategies. Cross-listed with EDLA 7580.

ECE 7585 Induction Teachers as Change Agents II
Credit Hours 3.0
Prerequisites ECE 7575
Description

This course is a field experience course that utilizes a scaffolded, developmental coaching model in order to support second year first semester beginning teachers of record as they grapple with constructs such as the creation of pupil centered and personally relevant curriculum and instruction. This course is closely tied to the other courses in the ECE M.A.T. in order to support novice teachers committed to social justice and structural change. These educators will engage in inquiry to identify, understand, and mitigate issues in the local context that prevent equitable opportunities for all learners. Structures of support are available for beginning teachers as they strive for an increased level of professionalization and claim opportunities to engage with communities, families, and pupils to bring about equitable educative opportunities for all children. Candidates will be observed and coached in their own classrooms. In order to ensure candidates preparedness for teaching in a range of P-12 classrooms they will also be observed and coached in complementary educational settings.

ECE 7680B Practicum II: Advanced Teaching and Supervision
Credit Hours 3.0
Prerequisites EDCI 7980, EPEL 7000, EPEL 7020, EPEL 7680B
Requirements A minimum grade of "B" is required for this course
Description

This course is a supervised practice in an approved instructional setting. A member of the faculty maintains close supervision.

ECE 7730 Perspectives on Child Development for Culturally and Linguistically Diverse Students
Credit Hours 3.0
Prerequisites Admission to the Dual Immersion Endorsement Program or Master of Education in Elementary Education Program
Description

This course focuses on physical, cognitive, and affective stages of human growth and development in culturally and linguistically diverse contexts. It introduces theories and models of behavior and development applied to the field of early childhood education. In addition, students will explore the foundations of, and current research on, Dual Immersion education in grades K-5. The class is based on a socio-constructivist view of education. Therefore, much of the learning will take place through hands-on learning in concert with peers in interactive small and whole group discussions, and responses to readings and lectures.

ECE 7740 Internship in Early Childhood Classroom I
Credit Hours 3.0
Requirements A minimum grade of "S" is required
Description

This is a field experience in the P-5 classroom which encourages the educator to implement a program based on the assumption that learning is a constructive process which builds upon the knowledge and experience of the learner. The teacher functions as a collaborator with parents and children to focus on strategies for enhancing child learning. Students in the Mathematics Education concentration must enroll in this course concurrent with one of the following courses: ECE 7393, ECE 7394, ECE 7395, or ECE 7396. Course is graded as satisfactory/unsatisfactory.

ECE 7750 Content-based Curricula, Instruction and Assessment for Dual Immersion Classrooms
Credit Hours 3.0
Prerequisites Admission to the ECEE Dual Immersion Endorsement Program or Master of Education in Elementary Education (MEd) Program
Description

This course provides students with experiences through which they will explore and investigate science and social studies relevant to Dual Immersion classrooms. Students will learn strategies for integrating the curriculum around science and social studies that are culturally relevant. The class is based on a socio-constructivist view of education. Therefore, much of the learning will take place through hands-on learning in concert with peers in interactive small and whole group discussions, and responses to readings and lectures.

ECE 7760 Create to Learn
Credit Hours 3.0
Description

Educators examine how to facilitate opportunities for children to learn through creating and inventing. Using Constructionist and Social Constructivist theories of learning to understand design thinking, integrated pedagogy, project-based learning, problem-based learning, tinkering, play, and making. The course offers opportunities for students to build projects and create multimedia explanations for why their projects are meaningful and research-based.

ECE 7800 Capstone Experience
Credit Hours 3.0 - 9.0
Description

This culminating seminar/independent study course allows participants to document, interpret, synthesize, and present benchmarks of professional development over the program. Capstone experience may extend beyond one term.

ECE 7850 Apprenticeship in Creative and Innovative Education
Credit Hours 3.0
Description

This apprenticeship is designed to support students in cultivating dispositions and skills key in operating education-related programs, partnerships, or enterprises. Students participate in an apprenticeship with a local agency (e.g., cultural center, museum, community guild, educational enterprise, non-profit organization) or university entity to gain hands-on experience in the operations, management, and development of learning sites. (Repeatable).

ECE 7930 Research and Theories of Creative Learning
Credit Hours 3.0
Description

This course is designed to explore research and theories related to creative learning practices of children and adolescents. Students examine and critique: theories instrumental in the development of creativity as a field; research focused on fostering childrens creative and problem-solving practices; current discourses connecting creativity and national and global issues related to education.

ECE 7960 Seminar in Creative and Innovative Education
Credit Hours 1.0
Description

This seminar provides an introduction and overview for masters work in Creative and Innovative Education. It focuses on key experiences (e.g., planning apprenticeships with community partners, developing specialization pathways, pitching ideas, writing grants and seeking funding, and marketing programs) that support students in designing, developing, and implementing creative and innovative educational programs for children. (Repeatable).

ECE 7963 Practicum in Interventions
Credit Hours 3.0
Description

The course focuses on the principles of early intervention for diagnosing literacy problems for students, including an understanding of emergent literacy, the reading and writing process, knowledge of instructional implications of research in early literacy, special education, psychology, and other fields that deal with the treatment of students with literacy and learning difficulties. Special attention will be placed on designing individualized and small-group instructional interventions targeted toward those students in greatest need or low proficiency levels as well as instructional interactions and/or experiences that support greater understanding of principles related to emergent and early literacy.

ECE 7964 Comprehensive Literacy Model for School Improvement
Credit Hours 3.0
Prerequisites Master's degree or a minimum of 9 hours of appropriate reading coursework
Description

This course is designed as a summer institute for teachers and school teams interested in implementing a comprehensive literacy model, including a framework for literacy, individual and small group interventions, literacy team meetings, assessment walls and progress monitoring, school plans and literacy coaching. This course is one of the six course requirement for the literacy coach course of study.

ECE 7965 Intervention Designs for Struggling Readers
Credit Hours 3.0
Prerequisites In addition to completing the Comprehensive Intervention Model (CIM) Institute the previous summer, participants are required to have completed ECE 7963 Practicum in Interventions or be a trained Reading Recovery teacher, Reading Recovery teacher leader or Literacy Collaborative Coordinator
Description

This year long training course focuses on preparing K-6 educators to differentiate reading and writing instruction within a range of settings for students experiencing difficulty in literacy learning. The training consists of intensive study of the Comprehensive Intervention Model Framework (a Response to Intervention Framework) and focuses on gaining in-depth knowledge and skills in designing and implementing a portfolio of small-group interventions for K-6 students. (Repeatable).

ECE 7975 Seminar for Graduate Assistants
Credit Hours 3.0 - 18.0
Requirements Course is graded as satisfactory/unsatisfactory
Description

A minimum grade of “S” is required for this course. This course is designed to inform the students of policies and procedures needed to complete an assistantship. Professional ethics associated with teaching, research planning, management, and accounting procedures are reviewed. The course focuses on the teaching and research being conducted in order to further the understanding of all students involved in teaching and research. (Repeatable).

ECE 7980 Theory and Practice in Literacy
Credit Hours 3.0
Prerequisites Masters degree or a minimum of 9 hours of appropriate reading coursework
Description

This course examines theory of cognitive, linguistic and cultural learning for their practical implication for teaching students in the elementary grades. A focus is placed on designing and implementing research-based interventions for struggling readers.

ECE 7981 Supervision and Organization of Literacy Programs
Credit Hours 3.0
Prerequisites Masters degree or a minimum of 9 hours of appropriate reading coursework
Description

This course focuses on preparing reading specialists and literacy coaches for supervising and organizing a school-wide literacy program, including organizational techniques and instructional approaches. An additional focus will be on developing the knowledge and skills of a literacy coach in three major areas: coaching teachers, providing professional development to school personnel, and evaluating a schools literacy program. This course is one of the six course requirement for the PCL-Literacy Coach course of study.

ECE 7982 Professional Experiences in Reading
Credit Hours 3.0
Prerequisites Masters degree or a minimum of 9 hours of appropriate reading coursework and ECE 7981 Supervision and Organization of Literacy Programs or Consent of Instructor
Description

This course focuses on practical experiences with a literacy program in a school. Requires field experiences as a literacy coach in a school, attendance at scheduled seminars, and a portfolio that demonstrates competency as a reading professional, including conducting literacy team meetings and staff development, coaching teachers, making evidence-based curricula decisions, and collecting data for school improvement. This course is one of the six course requirement for the PCL-Literacy Coach course of study.

ECE 7983 Literacy Coaches as Agents of Change
Credit Hours 3.0
Prerequisites Masters degree or a minimum of 9 hours of appropriate reading coursework and ECE 7981 Supervision and Organization of Literacy Programs or Consent of Instructor
Description

This course focuses on the roles and responsibilities of a literacy coach, including specialized techniques and language prompts for scaffolding teachers. An emphasis is placed on observing change over time in knowledge levels and types of self-reflection. Other responsibilities include modeling lessons, conducting team meetings, leading teacher study groups, selecting materials, and collecting and analyzing data for school improvement. This course is one of the six course requirement for the PCL-Literacy Coach course of study.

ECE 7984 Curriculum Design and Evaluation of Literacy Programs
Credit Hours 3.0
Prerequisites Masters degree or a minimum of 9 hours of appropriate reading coursework
Description

This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals. This course is one of the six course requirement for the PCL-Literacy Coach course of study.

ECE 8000 Issues in International Education
Credit Hours 3.0
Description

The course is designed to increase students’ knowledge and awareness of social, economic, and political issues related to international education. Students will also examine and compare policies and practices of educational systems in various countries in the world. The course is presented and studied online. It comprises twelve units on international educational issues such as citizenship, culturalism, and multiculturalism equality and Education, inclusion and norms, values and beliefs. Each unit provides an overview of the issues associated with the topic as well as materials that outline those issues. Student/activities/projects require the gathering of data from a variety of sources, synthesizing those data and presenting a summary.

ECE 8021 Child Development and Beyond
Credit Hours 3.0
Description

Exploring historical and contemporary theories and practices related to human development in childhood and early adolescence, students in this course examine and critique the origins, goals, and assumptions of developmental discourses (e.g., developmentally appropriate practice, readiness). Students examine effects of these discourses on current educational practice and draw implications for designing and implementing in school and out-of-school experiences with children that enhance creative learning.

ECE 8100 Children in Society
Credit Hours 3.0
Description

The purpose of this course is to empower educators to teach for a more equitable society. Issues of diversity, including race, social class, language, intelligence, etc. will be explored to deepen understandings of diversity so that educators may be agents of change. Educators will examine how cultural practices, policies, and media position and represent children in US and international societies. They will also examine how children themselves are advocating and influencing policies, practices, and media through their own socially networked activities and child-made media products. ECE 8100 may be cross-listed with ECE 9360.

ECE 8200 Critical Pedagogy in Practice
Credit Hours 3.0
Description

This course is designed to develop teachers as learner centered practitioners. Course content connects theories in critical pedagogy to teaching in early childhood and elementary classrooms. Coursework offers participants opportunities to explore their identities as teachers and their potential to become transformative educators. Participants explore the possibility of creating authentic, learner centered classrooms that model a just society. Course is offered on-line but participants will be given opportunities to interact face-to-face during the semester. The content of this course supports the Ed.S. program goals and is based upon the Five Core Propositions as defined by NBPTS.

ECE 8300 Reading Recovery Theory I
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students
Corequisites ECE 8360, ECE 8370, and ECE 8700
Description

Students examine the theoretical and research foundation for Reading Recovery, its history, issues for implementation, and the nature of this systemic educational innovation.

ECE 8310 Reading Recovery Theory II
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students and ECE 8300
Corequisites ECE 8320, ECE 8380, ECE 8390, and ECE 8700
Description

Students examine the theoretical and research foundation for Reading Recovery issues for implementation of this systematic educational innovation. Emphasis in this course shifts to a focus on developing and understanding of Clay’s theories of reading and emergent literacy in comparison to those of other theorists in the field.

ECE 8320 Reading Recovery Theory III
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students and ECE 8300
Corequisites ECE 8310, ECE 8380, ECE 8390, and ECE 8700
Description

Students examine the theoretical and research foundation for Reading Recovery issues for implementation of this systemic educational innovation. Emphasis in this course continues on developing an understanding of Clay’s theories of reading and emergent literacy in comparison of those of other theorists in the field.

ECE 8360 Reading Recovery Clinical for Leaders I
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students
Corequisites ECE 8300, ECE 8370, and ECE 8700
Description

This course is designed to help teacher leaders in training develop an in-depth knowledge of the principles and procedures of the Reading Recovery program and to implement these principles and procedures with at-risk regular education first grade children within local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 8370 Reading Recovery Clinical For Leaders II
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students
Corequisites ECE 8300, ECE 8360, and ECE 8700
Description

This course is designed to help teacher leaders in training develop further an in-depth knowledge of the principles and procedures of the Reading Recovery program and to continue to explore these teaching methods and procedures, for acceleration of learning, and subsequent discontinuing from the program with at-risk regular education first grade children within local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 8380 Reading Recovery Clinical for Leaders III
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students and ECE 8370
Corequisites ECE 8320, ECE 8390, and ECE 8700
Description

This course is designed to help teacher leaders in training develop further the principles and procedures of the Reading Recovery program and to continue to explore these teaching methods and procedures, acceleration of learning, discontinuing from the program, regular education first-grade children within local school districts. Other issues discussed include midyear selection of students, guidelines for program withdrawal, records management, data collection, system-wide implementation, reporting, and evaluation of the Reading Recovery program. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 8390 Reading Recovery Clinical for Leaders IV
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students and ECE 8360
Corequisites ECE 8310, ECE 8320, and ECE 8380
Description

The fourth in a four-course sequence is designed to help teacher leaders in training refine the principles and procedures of the Reading Recovery program and to continue to explore these teaching methods. Other issues discussed include late-year selection of students, program withdrawal, and problems of children receiving incomplete programs, end-of-year management and instructional issues, and planning for teacher training. (1.5 lecture hours and 1.5 laboratory hours a week.).

ECE 8400 Teacher Development
Credit Hours 3.0
Description

The course is designed to develop identities of teacher as researcher, child-centered practitioner, and professional learner in the context of teacher development. Participants will examine not only the multiple educational contexts and conditions that may inhibit or promote teacher knowledge, growth and change but also stimulate inquiry essential to better understand the characteristics, perceptions, tasks and training needs of teachers over the lifespan of their professional development. Introduction of program requirements for completion of Teacher Support and Coaching Endorsement begins in this course. May extend beyond one term.

ECE 8420 Essentials of Elementary Science
Credit Hours 3.0
Description

This course introduces the science content and pedagogy of early elementary classrooms. Participants will learn Life, Physical, Earth and Space Disciplinary Core Ideas based on the Framework for K-12 Science Education. They will also develop lesson plans using the 5E Model and the 3 Dimensional Planning as outlined in the Framework for Science Education. Special attention is paid to 1) common misconceptions in early elementary topics and 2) safety. This is a required course for the K-5 Science Endorsement but non-endorsement candidates can take this course as an elective.

ECE 8430 Mastery of Elementary Science
Credit Hours 3.0
Description

This course addresses the content of upper elementary classrooms. Students will learn Life, Physical, Earth and Space Disciplinary Core Ideas based on the Framework for K-12 Science Education including content such as: cells, ecosystems, heredity of traits, energy, chemical reactions, climate and Earths systems. The pedagogy will focus on assessment, differentiation and engaging a diverse community of learners to be inclusive of all students. This is a required course for the K-5 Science Endorsement but non-endorsement candidates can take this course as an elective with permission from the instructor.

ECE 8440 Leadership in Elementary Science
Credit Hours 3.0
Description

This course addresses interdisciplinary and challenging science concepts from the K-5 progression of the Framework for K-12 Education such as, plate tectonics, natural selection, conservation of energy and wave properties. Participants will prepare to become leaders in their schools through their deeper investigation of the Crosscutting Concepts and Science and Engineering Core Ideas as well as STEM (Science Technology Engineering and Mathematics) practices in the elementary classroom. This is a required course for the K-5 Science Endorsement.

ECE 8450 Nature of STEM Education
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

This course explores the History and Pedagogy of STEM Education through an interdisciplinary exploration of STEM research, STEM business and STEM Education as part of a STEM Endorsement. STEM fields are fast-moving, ever-changing fields. The goal of the course is to develop STEM leaders as lifelong learners of STEM fields so they will be able to change as the fields change. An emphasis is placed on current STEM research, business and education trends as well as making authentic connections with professionals in all of these fields.

ECE 8455 STEM Project-Based Instruction
Credit Hours 3.0
Requirements Students must complete the course with a grade of "C" or higher
Description

Within a STEM philosophy pedagogical content knowledge(s) (PCK) are further developed as teachers work toward the design of project-based units. Competency is continually built as candidates read about and discuss the principles of PBI; reflect on observations of project-based learning environments in elementary school settings; and incorporate what they are learning into the design of project-based lessons and ultimately, an entire project-based unit.

ECE 8660 STEM Field Experience
Credit Hours 2.0 - 3.0
Requirements Students must complete the course with a grade of "B" or higher
Description

This course is designed to prepare teachers of STEM through authentic experiences as part of an STEM Endorsement. Candidates will be observed and supervised in an STEM classroom environment as well as participate in a STEM related externship. Candidates will culminate this experience by implementing a collaborative STEM project.

ECE 8680 Internship in Teacher Support
Credit Hours 3.0
Prerequisites ECE 8400
Requirements Minimum grade of "S" required for this course
Description

This course provides participants with opportunities to engage in field-based opportunities in P-5 schools and classrooms to encourage development as teacher researchers, mentors, and leaders. Additionally, participants function in a collaborative way with other professionals to enhance their own and others’ growth and development. This course also provides support for teacher development experiences. Program requirements for completion of the Teacher Support and Coaching (TSC) Endorsement continue in this course. Internship may extend beyond one term. (Repeatable).

ECE 8700 Reading Recovery Supervision
Credit Hours 3.0
Prerequisites Restricted to Reading Recovery students
Corequisites ECE 8300, ECE 8360, and ECE 8370
Description

This course prepares students for the role of Reading Recovery teacher leader. Special attention is given to the understanding of how theory and research support the Reading Recovery program, issues related to effective implementation, theories and models of professional development, supervision, and systemic change. Students develop skills for administering, implementing, evaluating, and improving district and regional early literacy intervention programs and further develop skills for facilitating professional development of classroom teachers and educators. Issues that impinge on program development and change and the professional development of educators are explored. Teacher leaders in training apply knowledge of teacher effectiveness and supervision theory and supervision of Reading Recovery teachers. (Repeatable).

ECE 8800 Capstone Experience
Credit Hours 6.0
Requirements Minimum grade of "S" is required for this course
Description

The capstone experience is designed by faculty and participants to provide a final reflection and documentation of an individual’s work. As a culminating experience, it incorporates components of the program including self assessment, reflection, articulation of work to an outside audience, peer assessment, research analysis, and an action research project. The format for the capstone is negotiated by faculty and participants but must include emphasis on the three strands of the program: early childhood education, leadership, and research.

ECE 8920 Constructivist Theories and Research in Early Childhood Education
Credit Hours 3.0 - 6.0
Description

This course addresses constructivist theories of learning and how these theories apply to research. The focus is on how theory, research, and practice can improve learning and teaching in early childhood classrooms. Constructivist principles guide course development. The goals of this course primarily addresses being committed to children’s learning, engaging in scholarship, creating new knowledge and being members of learning communities. The course content and organization are planned to support the program’s commitment to prepare educational professionals focused on pupil learning and development and the program themes: Teacher Researcher, Learner-centered Practitioner, and Professional Learner. May extend beyond one term.

ECE 9120 Poststructural Inquiry
Credit Hours 3.0
Prerequisites EPRS 8510 or permission of the instructor
Requirements A minimum grade of "B" is required for this course
Description

The purpose of this course is to provide an introduction to the function of poststructuralism in the research process. In this course, students will begin to grapple with several different poststructural theories, play with constructing a research design grounded in these theories, and deconstruct the inquiry process. Students will work with theories of Butler, Deleuze and Guattari, Derrida, Foucault, and Lyotard. (Same as EPRS 9120).

ECE 9360 Curriculum, Issues, and Historical Perspectives in Early Childhood and Elementary Education
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

The focus of this course is on curriculum models, current issues, and historical perspectives in early childhood education and their implications for research, teaching, and leadership in the profession. Participants examine their beliefs and experiences related to young children, analyze critical and contemporary issues in early childhood and elementary education, including the political and societal contexts for those issues, and become advocates for young children and their families. ECE 9360 may be cross-listed with ECE 8100.

ECE 9380 Discourse Analysis
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course focuses on the study of language within social contexts, particularly as applied to teaching and learning within educational settings. Students will have opportunities to read and explore the theories and analytic techniques of a number of researchers, as well as do their own analyses of discourse-based data. (Same as EPRS 9380).

ECE 9393 Number and Operation in the Elementary Classroom
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course will explore the mathematics content, appropriate related pedagogy, and research base for understanding mathematical practices with whole numbers at the P-5 elementary level. Topics include counting, cardinality and comparing numbers; number problem structures; children’s invented problem-solving strategies; representations of children’s solutions; and developing number sense. ECE 9393 is cross-listed with ECE 7393.

ECE 9394 Geometry and Measurement in the Elementary Classroom
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course will explore content, pedagogy, and research base of geometry and measurement concepts for elementary grades P-5. The course will explore attributes of 2-and 3-dimensional shapes as well as classifying, dividing, combining and transforming those shapes. Geometry topics will also include congruence, similarity, slides, flips, turns, and symmetry. Measurement topics will include attributes of distance, weight, area, volume, temperature and time; tools for measuring, the metric system and conversions. ECE 9394 is cross listed with ECE 7394.

ECE 9395 Rational Numbers and Algebra in the Elementary Classroom
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course explores mathematics content and appropriate related pedagogy for understanding mathematical practices with rational numbers and algebraic concepts at the P-5 elementary level. Topics include concepts and operations with fractions and decimals; understanding equivalence; relational thinking; and making and justifying conjectures about general properties of arithmetic. ECE 9395 is cross listed with ECE 7395.

ECE 9396 Data Analysis and Probability in the Elementary Classroom
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course will explore the content, pedagogy, and research base for the data analysis and probability curriculum of the elementary grades P-5. Topics in data analysis will include asking good questions, collecting data, representing/displaying data, measures of central tendency (mean, median and mode) and making predictions. Topics in probability will include basic concepts of chance, theoretical, and experimental probability, sample space, and calculating probability. ECE 9396 is cross listed with ECE 7396.

ECE 9400 Teacher Development
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course focuses on theory and research related to teacher change and development and practices related to teacher development. The course includes an internship in which participants work with a student teacher to promote teacher development.

ECE 9420 Early Literacy Learning
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course will focus on literacy learning using theory and research from the domains of literacy and child development. Integrating the work of emergent literacy scholars with child development scholars should enrich understandings of the beginnings of literacy development and may enhance understanding of older students who struggle as readers and writers. It will address questions such as: How do the first years of a childs experience set the trajectory of meaning-construction How might human developmental theories inform an understanding of how a child develops as a reader, writer, language user Why might a child who demonstrates success in solving problems and navigating in his/her own culture be labeled as deficient when he or she begins formal reading instruction (Cross-listed with EDRD 7260).

ECE 9800 Scholarly Inquiry
Credit Hours 3.0
Description

This course provides an introduction to doctoral work in Early Childhood and Elementary Education by preparing students to become reflexive members of scholarly communities. Focusing on intellectual discussion and scholarly reading and writing practices and processes, students examine how academics work within such constructs as research, theory, collaboration, critical and conceptual thinking, self-reflection, intellectual ambiguity, and social action. (Repeatable).

ECE 9810 Directed Reading in Early Childhood Education
Credit Hours 1.0 - 3.0
Prerequisites consent of the instructor
Requirements A minimum grade of "B" is required for this course
Description

This course includes individual readings on special topics in early childhood education. These areas must be ones not covered by any course regularly taught in the Department of Early Childhood Education or an extension of a previously completed course. A Directed Reading Form, available in the Department of Early Childhood and Elementary Education, must be completed and signed by the instructor and the departmental chair prior to registration. (Repeatable).

ECE 9820 Teacher-Child Relationships in Early Childhood
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

Aside from parents, teachers are a most significant influence in childrens lives. Educational research has begun to focus on the child-teacher relationship using theories that offer ways of thinking about child-adult relationships within schools and other educational contexts. This course will explore research and theory on teacher-child relationships as they affect social, emotional, cognitive, and academic development among young children.

ECE 9830 Becom(ing) a Field: Exploration Amidst Diverse Perspectives
Credit Hours 3.0
Description

Students will work with instructors and peers to develop an individual reading trajectory based on a discourse, trend, idea, or topic vital to each student’s scholarly focus in education. Students will read texts from their individual trajectories and draw upon those readings in discussions and writing with peers and instructors. The combination of self-directed reading and collaborative sense-making aims to diversify students understandings about the problems and issues operating in the broader field of education.

ECE 9840 Socio-Cultural Issues in Early Childhood and Elementary Education
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

The purpose of the course is to explore educational theory, research, and practice within a critical socio-cultural context in early childhood and elementary education. Contemporary issues such as race, class, sexual orientation, gender, immigration, religion, and language acquisition will be analyzed for their role in shaping educational practices; family, school and community relationships; and teaching and learning. Students enrolled in this course will have opportunities to explore the intersections between their research interests and the issues of diversity related to the course.

ECE 9850 Research Seminar in Early Childhood and Elementary Education
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course focuses on research and methods on topical issues (e.g., literacy, mathematics, play, etc.) and their application to early childhood theory and classroom practice. Each seminar highlights one or two topics in depth. (Repeatable).

ECE 9860 Evaluating and Interpreting Research in Early Childhood and Elementary Education
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course is intended to strengthen students understanding of research methodologies used for research in early childhood and elementary contexts. Students will develop this knowledge by analyzing quantitative, qualitative, and mixed methods research with attention to critiquing research questions, methodology, data analytic techniques, findings, and implications.

ECE 9870 University Teaching Apprenticeship
Credit Hours 2.0
Description

The student learns to teach at the university level through close participation with an experienced faculty member. Upon completion, the student is prepared to teach independently. The course is graded as satisfactory/unsatisfactory. (Repeatable).

ECE 9880 Teacher Development Apprenticeship
Credit Hours 1.0
Description

The student learns to supervise and/or mentor preservice and inservice teachers through close participation with an experienced faculty member. Upon completion, the student is prepared to work independently with beginning and experienced teachers in the field. The course is graded as satisfactory/unsatisfactory. (Repeatable).

ECE 9890 Research Apprenticeship
Credit Hours 3.0
Prerequisites ECE 9850
Requirements A minimum grade of "B" is required for this course
Description

The student learns to conduct research through close participation with an experienced faculty researcher. At the end of the course the student is prepared to conduct research independently.

ECE 9910 Developing Doctoral Students as Scholarly Writers
Credit Hours 3.0
Description

Students examine the literature on scholarly writing, analyze exemplary writing, and study the writing processes involved in writing for publication. Students work with peers and instructor on their own writing currently in progress. Course may extend beyond one term. Course is graded as satisfactory/unsatisfactory. (Repeatable).

ECE 9960 Advanced Research and Theory in Child Development
Credit Hours 3.0
Requirements A minimum grade of "B" is required for this course
Description

This course focuses on the major theories of child development. Original works by the major theorists are read and discussed and effects of theories on research and practice are examined. Participants critically examine the major theories of development, families of theories, the relationship between theory and research, and the research base for the various theories. Participants study cognitive, affective, and social aspects of development.

ECE 9990 Dissertation
Credit Hours 1.0 - 18.0
Requirements A minimum grade of "S" is required for this course
Description

Involves the research and writing of the doctoral dissertation. Dissertation may extend beyond one term. Course is graded as satisfactory/unsatisfactory. (Repeatable).