Department of Teacher Education and Higher Education, The Graduate School Bulletin, The Graduate School, UNCG

The Graduate School Bulletin

Department of Teacher Education and Higher Education

336 Curry Building
(336) 334-3437

http://www.uncg.edu/cui

Graduate Programs:

Post-Baccalaureate Certificate - Special Endorsement in Computer Education (jointly with Department of Library and Information Studies), 18 hours
Post-Baccalaureate Certificate in Teaching English as a Second Language, 18 hours

Master of Education (MEd) in Curriculum and Instruction, 39-42 hours

Master of Education (MEd) in Educational Supervision, Instructional Design concentration, 36 hours
Master of Education (MEd) in Student Personnel Administration in Higher Education, 42 hours
Doctor of Philosophy (PhD) in Educational Studies

Teacher Education and Development concentration, 60 hours
Higher Education concentration, 66 hours

Admissions Information

Graduate Faculty

Overview

HED Higher Education Courses

TED Teacher Education Courses

Graduate Faculty

Professors

Sarah B. Berenson, PhD, Teaching and learning mathematics (Yopp Distinguished Professor of Mathematics Education).
Colleen Fairbanks, PhD, Adolescent literacy, literacy and identity, teacher knowledge and development, writing instruction.
Barbara B. Levin, PhD, Teacher education, pedagogical thinking, technology education for teachers and children, case-based teaching, problem-based learning, social studies curriculum (Assistant Chair of Department).
Catherine E. Matthews, PhD, K-12 science education and environmental education.
Samuel D. Miller, PhD, Literacy development, student motivation, teacher education (Chair of Department).
Dale H. Schunk, PhD, Social cognitive learning, self-regulation, motivation.
Deborah J. Taub, PhD, Identity development of traditional age college students and professional preparation in student affairs.

Associate Professors

David F. Ayers, EdD, Organization and governance, cultural political economy, program planning.
Heidi B. Carlone, PhD, Anthropology of science education, equity in science education, science curriculum.
Jewell Cooper, PhD, Equity education, ethnic identity development, community-based learning in preservice teacher education.
Charles P. Gause, PhD, Cultural and critical perspectives of school leadership, popular culture and schooling, youth identity, black masculinity, gender construction, media representation.
Francine R. Johnston, EdD, Literacy, spelling (Director of Graduate Study).
Brian Sevier, PhD, Teacher-created anti-racist classroom materials, the experiences of men in elementary teaching, culturally relevant pedagogy in teacher education, service learning in the social studies.

Assistant Professors

Beverly Faircloth, PhD, Educational psychology, student motivation and development, sense of school belonging.
Ye He, PhD, ESL, teacher education, multicultural education.
Wayne Journell, PhD, Social studies education, political education, technology integration.
Kathryn Prater, PhD, Early literacy, ESL literacy and preservice teacher education.
Kerri Richardson, PhD, Mathematics education, teacher education, mathematics curriculum.
Edna Tan, PhD, Urban science education, girls science education, teaching science for social justice.
Amy Vetter, PhD, Literacy and identity, discourse analysis, case studies.
P. HoltWilson, PhD, Mathematics education, professional development, and learning trajectories.
Clinical Associate Professor
Ann D. Harrington, PhD, Teacher education and literacy.

Clinical Associate Professor

Ann D. Harrington, PhD, Teacher education and literacy.

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Post-Baccalaureate Certificate for Special Endorsement in Computer Education

The Post-Baccalaureate Certificate for Special Endorsement in Computer Education requires 18 semester hours and is offered jointly by the departments of Library and Information Studies and Teacher Education and Higher Education. The certificate provides educators with extensive knowledge and skills to work with students and other teachers to use computers in on-going instructional programs and to serve as a computer education leader for a school. Completion of the certificate provides NC licensed teachers the opportunity to fulfill requirements to apply for the NC endorsement for the position of Technology Facilitator.

Application and Admission

Applicants must submit all application materials required by The Graduate School by the appropriate deadline and currently hold a NC teaching license.

Certificate Requirements

TED 610 Integrating Technology into Subject Matter Instruction (3)
LIS 631 Emerging Technological Trends in Information Access (3)
LIS 632 Managing School/Library Computer Laboratories (3) or LIS 630 Computer-Related Technologies for Information Management (3)
LIS 635 Media Production Services for Library Programs (3)
TED/LIS 672 Instructional Design (3)
SES 662 Assistive Technology for Inclusive Education (3)

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Post-Baccalaureate Certificate in Teaching English as a Second Language

The Post-Baccalaureate Certificate in Teaching English as a Second Language requires 18 semester hours and is intended for those with a bachelor's degree in any field and documented evidence of having studied a foreign language. The curriculum is designed to develop the knowledge, skills, and dispositions of those who are currently teaching or desire to teach language-minority adults and children to understand, speak, read, and write English in a variety of community, educational, and business settings.

Application and Admission

In addition to the application materials required by The Graduate School, applicants must submit a personal statement and resume.

Certificate Requirements

TED 523 Legal, Historical, and Cultural Implications of English as a Second Language (3)
TED 526 Teaching English as a Second Language (3)
TED 605 Developmental Psycholinguistics (3)
TED 613 Linguistics for ESL Teachers (3)
ENG 660 Modern Language Theory (3)

And one of the following literacy courses:
TED 614 Word Study (3)
TED 615 Literacy in the Early Years (3)
TED 616 Literacy Development and Instruction Across the Grades (3)

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MED - Master of Education in Curriculum and Instruction

The MEd in Teacher Education offers ten concentrations that culminate with the development of an Advanced Competencies Portfolio, providing eligibility for candidates to earn “M” licensure. Four of the concentrations—elementary education, social studies education, science education, teaching English to speakers of other languages (TESOL) —offer two tracks, a Classroom Practice Track and a Teacher Leadership Track. The other six concentrations—chemistry education, elementary mathematics, instructional technology, middle/secondary English language arts, middle/secondary mathematics, and reading education—offer only the Teacher Leadership Track. All concentrations and tracks require 33-42 semester hours for the master's degree.

The Classroom Practice Track is designed for candidates who have a bachelor's degree but did not pursue teacher education or licensure as an undergraduate. All concentrations in this track will also have prerequisite or corequisite courses which are required for teaching licensure in North Carolina. The prerequisite or corequisite courses must be completed before a candidate can be recommended for licensure. A list of prerequisite or corequisite courses is available in the Student Advising and Recruitment Center (www.uncg.edu/soe/newsite/sarc/index.html) or the department's web page at www.uncg.edu/cui.

The Teacher Leadership Track is designed for candidates who already hold the Standard Professional I license or initial license to teach and wish to pursue more advanced study in a field of education.

The Instructional Technology concentration is designed for teachers and other candidates who wish to focus their studies on instructional technology as it relates to curriculum and instruction. The Instructional Technology Specialist—Computers (077) licensure is attached to this concentration.

Field experiences (school-based activities) are required across the curriculum of the MEd programs.

Application and Admission

In addition to the application materials required by The Graduate School, applicants must submit a personal statement and resume.

Degree Requirements

Core Courses for All Concentrations (unless otherwise noted) (9 hours)

TED 545 Diverse Learners (3)
TED 669 Educational Implications of Learning and Developmental Theory (3)
ERM 605 Educational Measurement and Evaluation (3) or ERM 604 Methods of Educational Research (3)

Advanced Competencies Portfolio and Other Required Culminating Experiences (Capstone Experience)

For some tracks, a technology portfolio and PRAXIS exams are necessary for licensure and graduation, while for others only the Advanced Competencies Portfolio and a possible assessment day are required.

Chemistry Education

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CHE 602 Graduate Seminar (2)
CHE 680 Research Problems in Chemistry (6)
7-10 hours of advanced courses in chemistry selected after needs assessment and under advisement from the Department of Chemistry
TED 632 Trends and Teaching Practices and Curriculum in Secondary School Science (3)

Professional Development/Leadership

TED 628 Trends and Issues in Curriculum and Instruction (3) or ELC 697 Selected Critical Issues in American Education (3) or approved substitute
TED 656 Teacher as Leader (3)
TED 675 Teacher as Researcher (3)

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Elementary Education

Classroom Practice Track (39 hours)

Pedagogical Expertise

TED 517 Literacy I: Reading and Writing in the Primary Elementary Grades (3)
TED 518 Mathematics in the Elementary School(3)
TED 519 Science in the Elementary School (3)
TED 520 Social Studies in the Elementary School (3)
TED 521 Literacy II: Reading and Writing in the Intermediate Elementary Grades (3)
TED 625 Mathematics in the Elementary School II (3)

Professional Development/Leadership

TED 650 The Interaction of Classroom Management and Instruction (3)
TED 680a Clinical Experience in Teaching (6)
TED 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

18 hours selected on basis of approved plan of study

Professional Development/Leadership

TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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Elementary Mathematics education

Teacher Leadership Track (39 hours)

Pedagogical Expertise

TED 658 Number Systems and Operations: K-5 Mathematical Tasks (3)
TED 659 Rational Numbers and Operations: K-5 Learning Trajectories (3)
TED 660 Data Analysis and Measurement: K-5 Classroom Interactions (3)
TED 661 Algebraic Reasoning: K-5 Discourse and Questioning (3)
TED 662 Geometry and Spatial Visualization: K-5 Assessment (3)
TED 663 Mathematical Modeling: K-5 Leadership (3)
*pending final approval

Professional Development/Leadership

TED 670 Teacher as Mathematics Education Researcher (3) or Teacher as Researcher and Leader II (3) when TED 670 is not offered
TED 676 Teacher as Researcher and Leader I (3)

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Instructional Technology

Teacher Leadership Track (39 hours)

Pedagogical Expertise

TED 610 Integrating Technology into Subject Matter Instruction (3) or TED 628 Trends and Issues in Curriculum and Instruction (when topic is Integrating Technology into the K-12 Curriculum) (3), or TED 667 Technology in Mathematics Education (3) or approved substitute
TED/LIS 672 Instructional Design (3)
TED/LIS 674 Seminar: Issues and The Virtual Community (3) or LIS 631 Emerging Technological Trends in Information Access (3) or LIS 688 Seminar: Transliteracy (3) or LIS 688 Seminar: Educational Informatics (3) or approved substitute
LIS 632 Managing School/Library Computer Laboratories (3) or LIS 630 Computer-Related Technologies for Library Management (3) or approved substitute
LIS 635 Media Production Services for Library Programs (3) or approved substitute
SES 662 Assistive Technology for Inclusive Education (3) or approved substitute

Professional Development/Leadership

TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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Middle/Secondary English Language Arts

Teacher Leadership Track (33 hours)

Pedagogical Expertise

TED 626 Middle Grades Curriculum and Instruction (3) or TED 638 Seminar in Secondary Education (3)
TED 628 Trends and Issues in Curriculum and Instruction (3) with appropriate topics: Gender and Education, Identity Matters, Youth Literacies
TED 695 Youth Literacies: Advanced Topics in Education (3)

Content Area Specialization Courses

TED 645 Critical Issues in English Language Arts (3)
One English course selected from the following list and with consent of advisor: ENG 522, ENG 590, ENG 697, ENG 602, or approved substitute (3)
One TED course selected from the following list and with consent of advisor: TED 622, TED 604, TED 618, TED 616, or approved substitute (3)

Professional Development/Leadership

TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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Middle/Secondary Mathematics Education

Teacher Leadership Track (33 hours)

Pedagogical Expertise

Two mathematics courses selected from the following list and under advisement from the Departments of Mathematics and Statistics and Teacher Education and Higher Education: MAT 503, 513, 514, 516, 517, 518, 519, 520, 521, 531, 532, 540, or 545
TED 630 Trends in Teaching Practices and Curriculum in Secondary School Mathematics (3)
TED 664 Teaching Problem Solving (3)
TED 667 Technology in Mathematics Education (3)

Professional Development/Leadership

TED 670 Teacher as Mathematics Education Researcher (3) or Teacher as Researcher and Leader II (3) when TED 670 is not offered
TED 676 Teacher as Researcher and Leader I (3)

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Reading Education

Teacher Leadership Track (39 hours)

Pedagogical Expertise

TED 615 Literacy in the Early Years (3)
TED 616 Literacy Development and Instruction Across the Grades (3)
TED 617a Diagnosis and Correction of Reading Problems (3)
TED 617b Advanced Strategies in Diagnosis and Correction (3)
TED 619 Research and Programs in Reading Education (3)
TED 628 Trends and Issues in Curriculum and Instruction (3) or approved substitute
TED 640 Writing Instruction in the Elementary and Middle Grades (3)

Professional Development/Leadership

TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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Add-on Licensure in Reading (18 hours)

The add-on program in reading is designed for professionals who have already completed a master's program in education or who are currently enrolled in a master's program and would like additional licensure as a reading specialist. The program requires 18 hours of course work. Some of these hours may be completed as part of another master's program such as those offered by the Department of Teacher Education and Higher Education or the Department of Specialized Education Services.

Admission Process

Currently enrolled graduate students who wish to apply to the add-on licensure program before completion of their master's degree should consult with Dr. Francine Johnston in the Department of Teacher Education and Higher Education. They do not have to reapply to The Graduate School.

Licensed teachers seeking additional licensure as a reading specialist who are not currently enrolled in a master's program must have completed a Master of Education degree at UNCG or elsewhere. They must apply to The Graduate School and be accepted to the Reading Add-on Licensure Program.

Required Courses

TED 615 Literacy in the Early Years (3)
TED 616 Literacy Development and Instruction Across the Grades (3)
TED 617a Diagnosis and Correction of Reading Problems (3)
TED 640 Writing Instruction in the Elementary and Middle Grades (3)

Select two (2) courses from the following:
TED 614 Word Study (3)
TED 617b Advanced Strategies in Diagnosis and Correction (3)
TED 619 Research and Programs in Reading Education (3)

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Science Education

Classroom Practice Track (39 hours minimum)

Pedagogical Expertise

TED 559 Teaching Practices and Curriculum in Science (3)
TED 623 Environmental Education in the K-12 Classroom (3)
15 hours content courses

Professional Development/Leadership (9 hours)

TED 638 Seminar in Secondary Education (3)
TED 680a Clinical Experience in Teaching (6)
TED 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (33 hours)

Pedagogical Expertise

TED 561 Nature of Science, Technology, and Society (3)
TED 623 Environmental Education (3)
TED 632 Trends in Teaching Practices and Curriculum in Secondary School Science (3)
Two approved content courses in College of Arts and Sciences (6) or a second semester of TED 623, TED 561 and/or TED 632 with instructor permission or approved substitutes

Professional Development/Leadership

TED 638 Seminar in Secondary Education (3) or TED 626 Middle Grades Curriculum and Instruction (3)
TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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Social Studies Education

Classroom Practice Track (39 hours minimum)

Pedagogical Expertise

TED 553 Teaching Practices and Curriculum in Social Studies (3)
18 hours content courses (3-2-1 across 3 different social studies disciplines)

Professional Development/Leadership

TED 638 Seminar in Secondary Education (3)
TED 680a Clinical Experience in Teaching (6)
TED 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (33 hours)

Pedagogical Expertise

TED 631 Trends in Teaching Practices and Curriculum in Secondary School Social Studies (3)
9 hours content courses in HIS, PSC< GEO, ECO, ATY, PSY or SOC at 500 or 600 level
Two courses from different categories
ESL: TED 628, TED 523, or approved substitute
SES: SES 540, SES 543, SES 643, SES 648, or approved substitute
Technology: TED 628 or approved substitute

Professional Development/Leadership

TED 638 Seminar in Secondary Education (3) or TED 626 Middle Grades Curriculum and Instruction (3)
TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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TEACHING English to speakers of other languages (TESOL)

Classroom Practice Track (39 hours)

Pedagogical Expertise

TED 516 Emergent Literacy and Literature or TED 535 Literacy in the Content Areas (3)
TED 523 Legal, Historical, and Cultural Implications of English as a Second Language (3)
TED 603 Literacy for English Language Learners (3)
TED 604 Applied Linguistics for ESL Teachers (3)
TED 614 Word Study (3)
TED 618 Teaching English as a Second Language (3)

Professional Development/Leadership

TED 650 Interaction of Classroom Management and Interaction (3)
TED 680a Clinical Experience in Teaching (6)
TED 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (36 hours)

Pedagogical Expertise

TED 523 Legal, Historical, and Cultural Implications of English as a Second Language (3)
TED 603 Literacy for English Language Learners (3)
TED 604 Applied Linguistics for ESL Teachers (3)
TED 618 Teaching English as a Second Language (3)
6 hours electives under advisement to include courses in reading, language arts, math, science, social studies, instructional technology, and special education

Professional Development/Leadership

TED 676 Teacher as Researcher and Leader I (3)
TED 677 Teacher as Researcher and Leader II (3)

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Add-on Licensure in English as a Second Language (15 hours)

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MED - Master of Education in Education Supervision, Instructional Design Concentration

The MEd in Educational Supervision with a concentration in instructional design requires 36 semester hours and is designed for teachers and other candidates who wish a broad course of study related to curriculum and instruction. No licensure is attached to this concentration. The student's educational goals should be articulated with an advisor.

Application and Admission

In addition to the application materials required by The Graduate School, applicants must submit a personal statement and resume.

Degree Requirements

Foundation Courses (9 hours)

TED 669 Educational Implications of Learning and Developmental Theory (3)
TED 698 Human Development (3)
ELC 695 Comparative Education or ELC 696 Philosophies of Education (3) or ELC 697 Selected Critical Issues in American Education (3)

Research (6 hours)

ERM 604 Methods of Educational Research (3)
ERM 605 Educational Measurement and Evaluation (3)

Required Major Courses (12 hours)

TED 622 Differentiated Instruction (3)
TED 654 Teaching Models and the Analysis of Instruction (3)
ELC 615 Foundations of Curriculum (3)
LIS 672 Instructional Design (3)

Elective Major Courses (9 hours)

Electives must be selected with the prior approval of the advisor to address licensure needs or student interest.

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MED - Master of Education in Student Personnel Adminstration in Higher Education

The MEd in Student Personnel Administration in Higher Education prepares graduates to implement transformative and integrated learning experiences in college, university, and other postsecondary setting. In preparation for careers in college student personnel administration, graduate learners complete a minimum of 42 hours in foundation studies, professional studies, assessment and research, and a coherent sequence of supporting courses as well as an internship in college student personnel administration. Graduates may select supporting courses for an emphasis on adult learning.

Application and Admission

In addition to the application materials required by The Graduate School, applicants must submit a personal statement and resume.

Degree Requirements

Foundational Studies (9 hours minimum)

HED 601 Foundations of College Student Personnel Administration (3)
HED 661 Higher Education in the U.S. (3)
ELC 604 Moral Dimensions of Education (3) or ELC 661 Ethics in Education (3) or ELC 696 Philosophies in Education (3)

Professional Studies (18 hours minimum)

HED 602 Theoretical Foundations of Higher Learning (3)
HED 606 Administration of Higher Education (3)
HED 627 Enrollment Management (3)
HED 662 Curriculum in Higher Education (3) or HED 600 The Community College (3)
CED 603 Contemporary College Students (3)
One course in learning interventions, selected in consultation with advisor, such as HED 663 Planning Programs in Postsecondary Education (3) or HED 625 Academic Advising and Retention in Higher Education (3)

Assessment and Research (3 hours)

ERM 604 Methods of Educational Research (3)

Internship (3 hours)

HED 690 Internship in Higher Education (3)

Supporting Courses (9 hours)

Students select a coherent sequence of supporting courses in consultation with the advisor.

Comprehensive Examination (Capstone Experience)

Please consult with the Director of Graduate Study or departmental secretary for the dates of this examination.

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PHD - Doctor of Philosophy in Educational Studies, Teacher Education and Development or Higher Education Concentration

Application and Admission

In addition to the application materials required by The Graduate School, applicants must submit a personal statement and resume.

The application deadline is January 10 for fall admission.

Degree Requirements

Higher Education Concentration

The PhD in Educational Studies with a concentration in higher education requires 63 semester hours and is intended for experienced administrators and qualified scholars. Students develop the skills, knowledge, and attitudes necessary for investigating, understanding, and shaping the dynamic relations among students, institutions of higher education, and society. Graduates pursue careers as scholar-practitioners in areas such as student affairs, community college leadership, and general higher education administration.

Core Course Requirements (18 hours)

HED 744 Higher Education: Finance and Political Economy (3)
HED 745 Higher Education: Equity, Inclusion and Learning (3)
HED 746 Theories of College and University Organization (3)
HED 747 Advanced Student Development Theory (3)
HED 748 Law of Higher Education (3)
HED 749 Seminar in Higher Education Research (3)

Concentration Course Requirements (12 hours)

In consultation with the advisor, students will select a coherent set of concentration courses focusing on a specific problems of theory, policy, or practice in higher education.

Research Methods (21 hours)

ERM 680 Intermediate Statistical Methods in Education (3)
ERM 681 Design and Analysis of Educational Experiments (3)
HED 775 Directed Doctoral Research (3) (3)
One course in qualitative or interpretive research methods
One advanced course in research methods
One elective research methods course

Academic Portfolio

Students will compile a portfolio consisting of the following:

Four substantial literature reviews, one for four of the five content courses in the doctoral core.
Documentation of attendance at one national professional organization in higher education, including NASPA, ACPA, ASHE, or CSCC. This documentation must also include a reflection paper on the value of professional associations and the quality of research presented at the conference attended.
Evidence of a presentation proposal submitted to one of the conferences listed above.
A qualifying paper addressing a significant problem of policy, practice, or theory in higher education. Completed during HED 749, this paper amounts to a literature review directly related to the student's intended dissertation research.
A written plan, developed in consultation with program faculty, highlighting the research skills required for investigating this problem as well as a list of specific courses addressing these skills.
An approved doctoral committee and an approved plan of study.

Preliminary Oral Examination

Upon completion of the doctoral core and the academic portfolio, students will sit for the preliminary oral examination. During the preliminary oral exam student will respond to two categories of questions: (a) follow-up, clarifying, or in-depth questions related to one or more literature review papers presented in the academic portfolio, and (b) questions requiring the student to situate the qualifying paper within the broader literature in the field of higher education. The latter type of question will require the student to elaborate the relationships between the major area of interest and student development, law, finance, organization and governance, and equity (core courses). The preliminary oral exam may be waived if, by unanimous decision, the full-time program faculty agree that the portfolio demonstrates superior quality scholarship.

Students whose performance on the portfolio and preliminary oral exam is not deemed passable by unanimous decision may revise and resubmit the portfolio as directed by the program faculty and sit for a second round of oral exams. This second round of exams must take place during the semester immediately following the original preliminary oral exam. If by the second round of exams, the portfolio, the preliminary oral exam, or both is deemed unacceptable by a majority of the full-time program faculty, the student will exit the program.

Comprehensive Examination and Oral Examination

The comprehensive examination will require students to demonstrate advanced competence with a set of inquiry skills. As evidence of this competence, students will design a dissertation research project, explain the contribution the proposed program will make to the extant literature, and defend the research methods selected. The student will present to the faculty a written proposal and will sit for an oral defense of the research project. Upon successful completion of the comprehensive examination, students will enter into candidacy for the degree.

Dissertation (12 hours)

Each candidate will complete an original research.

Teacher Education and Development Concentration

The PhD in Educational Studies with a concentration in teacher education and development requires a minimum of 60 semester hours. All students must meet requirements as described below. Additional course requirements are determined on an individual basis through planning by the student and his/her doctoral advisory/dissertation committee.

Required Core Courses (12 hours)

An asterisk denotes the course that should be the first completed in the doctoral program.
TED 646 Introduction to Equity Education (3) or TED 765 Research in Equity Education (3)
TED 746 Seminar: Research on Teaching (3)
TED 747 Doctoral Seminar in Learning and Cognition (3)
TED 749 Disciplined Inquiry in Teacher Education (3)

Research Requirements (21 hours)

The research component must include both qualitative and quantitative research courses, plus an applied research component. Students are expected to acquire a deep understanding of the concepts of research and inquiry as they relate to curriculum and instruction. The knowledge base should include understanding of various research paradigms, criticisms of these paradigms, and the ability to conduct scholarly research.

The research component must include one doctoral-level statistics course, one doctoral-level qualitative methods course, one doctoral-level mixed methods research course and at least 6 hours of applied research courses as follows.

TED 730 Qualitative Research Design in Curriculum and Instruction (3)
TED 738 Mixed Methods Research Design in Curriculum and Instruction (3)
TED 775 Directed Doctoral Research (two times for a total of 6 semester hours)
ERM 681 Design and Analysis of Educational Experiments (3)

ERM 680, prerequisite for ERM 681, can be counted in the 21 hours. The remaining research courses must be selected with advice and approval of the doctoral committee.

Concentration Courses (15 hours)

Students will decide on courses with the advice and approval of the doctoral committee. By carefully selecting courses, students may develop a focus in any of several areas including teacher education, elementary education, middle grades education, reading and literacy education, mathematics education, social studies education, science education, equity education, or an interdisciplinary focus.

Comprehensive Examination

Each candidate for the doctoral degree is required to successfully pass an oral and written comprehensive examination. Dates for this examination are determined by the student and the doctoral advisory/dissertation committee chair.

Dissertation (12 hours minimum)

Each candidate for a doctoral degree must prepare and present a dissertation that focuses on some aspect of teacher education, shows independent investigation, and is acceptable in form and content to the student's committee and The Graduate School.

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HED Higher Education Courses

589 Experimental Course

This number reserved for experimental courses. Refer to the Course Schedule for current offerings.

600 The Community College (3:3)

Development of the community college on the national and state levels, including objectives, organization, curricula, instruction, and services.

601 Foundations of College Student Personnel Administration (3:3)

Pr. admission to The Graduate School

Historical, philosophical, ethical, cultural, and research foundations of higher education that inform student affairs practice. Learners articulate the inherent values of the profession as guided by key professional documents.

602 Theoretical Foundations of Higher Learning (3:3)

Pr. admission to The Graduate School

Learning as a comprehensive, holistic, and transformative experience integrating academic learning and student development. Overview of campus programs and services. Review of research on the impact of college on undergraduates.

606 Administration of Higher Education (3:3)

Pr. permission of instructor

Basic skills and theory of administrative behavior, organizational structure, governance and management of higher education; processes and factors influencing institutional decision making and higher education planning.

607 College Teaching and Pedagogy (3:3)

Philosophical and epistemological paradigms of university and community college teaching explored and investigated. Traditional and alternative forms of pedagogy evaluated for their impact on successful college student experiences.

611 Survey of Adult Education (3:3)

Survey of concepts and history of the professional field of adult education and affiliated fields. Examination of the role of the influencer or teacher of adults within today's context of accelerating cultural change.

612 Current Issues in Higher Education (3:3)

Identification and analysis of current issues with discussion of proposals for resolution.

625 Academic Advising and Retention in Higher Education (3:3)

Addresses academic advising as a key element in the retention of college students; academic advising on the college campus.

627 Enrollment Management (3:3)

Pr. CED 579 or permission of instructor

“Enrollment influences” including the institution's integrated efforts in marketing, recruitment, admission, and retention, etc.

661 Higher Education in the U.S. (3:3)

Major problems and issues affecting contemporary higher education in the U.S. and their historical background.

663 Program Planning in Postsecondary Education (3:3)

Review of classic, naturalistic, and critical programming models in adult and postsecondary education. Prepares faculty, trainers, and staff developers to translate felt needs into meaningful learning experiences.

688 Contemporary Problems Seminar (1-3)

Pr. advanced master's or doctoral standing, or permission of instructor

Specific course title identified each semester by subscript (e.g., Contemporary Problems Seminar; Issues in Professional Negotiations). May be repeated for credit when topic varies.

690 Internship in Higher Education (3)

Pr. must have completed 18 semester hours in the Plan of Study and permission of instructor

Provides experiential learning opportunities in six functional areas of higher education. Learners engage in professional work activities and explore career interests within business, student, and academic affairs, among others. (Graded on S-U basis)

692 Independent Study (1-4)

Pr. permission of instructor

Guided readings, research, and individual project work under direction of a staff member.

699 Thesis (1-6)

Individual guidance and direction in the development of a research problem in the master's degree thesis.

711 Experimental Course

This number reserved for experimental courses. Refer to the Course Schedule for current offerings.

738 Mixed Methods Research Design in Curriculum and Instruction

Pr. completion of at least one course in quantitative research (eg. ERM 681, 642, 643, 688, etc.) and one course in qualitative research (eg. TED 730), or permission of instructor

Overview of mixed methods research including its history, current literature, and typology. Topics include research design, data collection, data analysis, validity, and proposal writing for a mixed methods study.

744 Higher Education: Finance and Political Economy (3:3)

Pr. 601, 606, and 661

Research and scholarship on political economy of higher education, budget models, strategic planning, impact on students, and policy augmentation. Production of an in-depth literature review on a related topic.

745 Higher Education: Equity, Inclusion, and Learning (3:3)

Review of theory and research on inclusion and equity in postsecondary education. Addresses skills, knowledge, and dispositions necessary for establishing culturally responsive learning environments.

746 Theories of College and University Organization (3:3)

Pr. 601, 606, and 661

Competing theories of college and university organization from a transdisciplinary perspective with attention to the cultural singularities of academia. Production of an in-depth literature review on a related topic.

747 Advanced Student Development Theory (3:3)

Pr. 602, 606, and 661

Advanced study of the impact of college on students with emphasis on developmental needs and peer group characteristics. Requires an in-depth literature review on a related topic.

748 The Law of Higher Education (3:3)

Pr. 602, 606, and 661

Overview of law and implications for decision-making in higher education. Focus on constitutional, statutory, and case law. Prepares higher education leaders to protect individual rights of faculty, staff, students, others.

749 Seminar in Higher Education Research (3:3)

Pr. 601, 606, and 661

Overview of higher education as a field of study. Participants develop research interests, practice critical reading and writing strategies, and produce an in-depth literature review.

753 Accountability in Higher Education (3:3)

Pr. 661 or permission of instructor

Overview of accountability issues related to assessment, accreditation, institutional effectiveness, and self-study processes for graduate students and faculty interested in teaching or administrative positions in postsecondary education.

756 Public Policy in Higher Education (3:3)

Pr. 661 or permission of instructor

Overview of the roles of principal forces and actors in formulating federal and state policies related to access, affordability, and accountability in postsecondary education.

759 College Teaching Practicum (3:3)

Pr. advanced standing in the curriculum and teaching doctoral track and permission of instructor

Supervised experiences in teaching college level course(s).

765 Research in Equity Education (3:3)

Pr. 645 and 730 or other qualitative research methodology course or permission of instructor

Examines the research knowledgebase in equity education and facilitates the design of culturally sensitive studies. Emphasis on race/ethnicity, gender, and class issues related to the design of research studies that affirm equity and perpetuate social justice.

767 Qualitative Data Collection and Analysis (3:3)

Pr. 664, 665 or other course in qualitative research

In-depth experience in qualitative data collection and analysis beyond the introductory level. Completion of a qualitative research project in collaboration with other students in the class. (Same as ELC 767 and TED 767

775 Directed Doctoral Research (3)

Pr. doctoral students in HED and permission of instructor

Individual work on dissertation research problems: collection analysis, critical review, integration, and interpretation of research literature on a topic pertinent to the student's dissertation. May be repeated once for credit.

790 Practicum: Applied Research in Higher Education (3)

Pr. must have completed 36 semester hours in the Doctoral Plan of Study (including one methods course in qualitative research and one methods course in quantitative research) and permission of instructor

Complete an applied research project that addresses specific information needs of the cooperating institution. Learn to uphold the standards of the selected research methods. May be repeated once for credit. (Graded on S-U basis)

799 Dissertation (1-12)

Individual direction in the development and execution of a doctoral dissertation.

801 Thesis Extension (1-3)

802 Dissertation Extension (1-3)

803 Research Extension (1-3)

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TED Teacher Education Courses

506 Institutes in Education (1-3)

Practicum or workshop experiences to focus on issues, problems, or approaches in the profession. Students may apply no more than 3 hours of this course to any degree program. (Graded on S-U basis)

516 Emergent Literacy and Literature (3:3)

Explores emergent literacy development in preschool/kindergarten setting and introduces the wide range of literature available for young children with emphasis on using books to stimulate language and cognitive development.

517 Literacy I: Reading and Writing in the Primary Elementary Grades (3:3)

Pr. admission to the MEd in curriculum and instruction Classroom Practice Track, or permission of instructor

Course focuses on how children learn to read and what classroom teachers can do to facilitate their growth as readers in the primary grades.

518 Mathematics in the Elementary Schools (3:3)

Study of the current mathematics program, including emphasis on meaning theory and on instructional materials, methods, and procedures in teaching the fundamental operations.

519 Science in the Elementary School (3:3)

Course focuses on designing and developing science learning experiences for children in the biological, physical, earth, and space sciences. The nature of elementary school science and children's interests are considered. (Summer)

520 Social Studies in the Elementary School (3:3)

Course designed to help educators design and implement appropriate social studies instruction in the elementary school. Emphasis is given to program structure, instructional processes, and research developments. Specific attention is given to current emerging elements of the modern social studies program in the elementary school.

521 Literacy II: Reading and Writing in the Intermediate Elementary Grades (3:3:3)

Pr. admission to the MEd in curriculum and instruction Classroom Practice Track and 517, or permission of instructor

Integrated reading and language arts course designed to prepare students to teach reading and writing in the elementary grades.

523 Legal, Historical, and Cultural Implications of English as a Second Language (3:3)

Pr. Standard Professional I licensure in another area or permission of instructor

Exploration of legal and historical bases of English as a Second Language. Analysis of differences among home and school cultures, especially related to language.

527 Teaching Second Languages in the Elementary/Middle Schools (3:3)

Pr. 545 and admission to teacher education program or permission of instructor

Study of second language teaching approaches applicable to the elementary/middle school pupil. Materials development and evaluation. Organizing effective second language programs in the elementary and middle schools.

530 Middle Grades Language Arts Education (3:3)

Pr. admission to middle grades education

Develops competencies in middle grades language arts instruction as related to adolescent learners. Emphases include practical and theoretical attention to best-practices, curriculum, assessment, and standards of practice.

535 Literacy in the Content Areas (3:3)

Pr. admission to teacher education or permission of instructor

Designed to prepare middle grades, secondary and special subject or content area teachers to work with students who exhibit a variety of reading and writing levels.

545 Diverse Learners (3:3:2)

Pr. admission to advanced master's program in teacher education and/or admission to teacher education, or permission of instructor

Provides students with a broad base of knowledge and skills to increase their effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies.

551 Teaching Practices and Curriculum in English (3:3:2)

Pr. 545, admission to teacher education, and overall GPA of 2.75 or better; or permission of instructor. Required of student teachers in English

Organization of English in secondary schools; classroom methods, techniques, and activities; teaching materials; testing and evaluation.

552 Teaching Practices and Curriculum in Foreign Languages (3:3:2)

Pr. 545 and admission to teacher education or permission of instructor

Designed to acquaint second language teachers with modern methods and techniques of instruction in secondary schools. Emphasis on proficiency in listening, speaking, reading and writing and on teaching materials.

553 Teaching Practices and Curriculum in Social Studies (3:3:2)

Pr. 545, admission to teacher education, and overall GPA of 2.75 or better; or permission of instructor. Required of student teachers in social studies

Organization of social studies in secondary schools; classroom methods, techniques, and activities; teaching materials; testing and evaluation.

554 Middle Grades Social Studies Education (3:3)

Pr. admission to middle grades education concentration

Candidate competencies in middle grades social studies instruction. Emphases include practical and theoretical attention to curriculum development, planning, resources, standards, instructional strategies, and assessment.

555 Multicultural Education (3:3)

Philosophical and sociocultural perspectives on pluralism and diversity. Emphases include interdependent individual, cultural, and institutional behaviors related to race, religion, class, cultural/ethnic heritage, and gender.

557 Teaching Practices and Curriculum in Mathematics (3:3:2)

Pr. 450, 545 and admission to teacher education. Coreq. or pr. 470, or permission of instructor. Required of student teachers in mathematics

Special teaching problems in secondary mathematics. Teaching procedures for important topics discussed in relation to their foundations in mathematics and logic.

558 Middle Grades Mathematics Education (3:3)

Pr. middle grades education major in classroom practice track or lateral entry middle grades mathematics teachers or permission of instructor. Undergraduate Coreq. 375 or equivalent.

Development of middle grades mathematics instruction as related to adolescent learners. Emphases includes practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.

559 Teaching Practices and Curriculum in Science (3:3:2)

Pr. 545 and admission to teacher education or permission of instructor. Required of student teachers in science

Development of philosophy of science teaching and of attitudes and values relative to science teaching in secondary school. Emphasis on recent curriculum studies in biology, chemistry, physics, and earth-science and the changing approaches to teaching these subjects.

560 Middle Grades Science Education (3:3:5)

Pr. admission to Middle Grades Education concentration (undergraduate or graduate classroom practice track) or lateral entry middle school science teachers who have not had a middle grades science methods course

Develops candidate competencies in middle grades science instruction as related to adolescent learners. Emphases include practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.

561 Nature of Science/Technology and Society (3:3)

Study of nature of science, encompassing literature from history, philosophy, and sociology of science. Includes discussion of this literature's influence on school science instruction. May be repeated for credit when topic varies.

589 Experimental Course

This number reserved for experimental courses. Refer to the Course Schedule for current offerings.

603 Literacy Instruction for English Language Learners (3:3) (SVL)

Pr. admission to MEd in ESL or ESL add-on licensure program

Basic knowledge of theory and research in second language acquisition and literacy development and strategies and techniques for effective literacy instruction for English language learners.

604 Applied Linguistics for ESL Teachers (3:3)

Pr. admission to MEd in ESL or ESL add-on licensure program

Linguistics theories on phonology, morphology, syntax, psycholinguistics and sociolinguistics; basic theories of second language acquisition; and application of the theories and models of applied linguistics in ESL classroom teaching.

605 Developmental Psycholinguistics (3:3)

Pr. one course in human development or child development, one course focusing on human learning, or permission of instructor. A course in linguistics is recommended.

Processes involved in the acquisition and development of a first language in the human species. Interrelations between psycholinguistics and cognition. Field work will include observations in a natural setting and in language testing situations.

607 Adult Learning and College Teaching (3:3)

Alternative teaching models: their nature, curriculum foundations, relationship to the adult learner, analysis, and evaluation. Research on teaching and issues in faculty evaluation.

609 Methods of Teaching Computer Literacy and Computer Programming (3:3:3)

Content and method for teaching for computer literacy and computer programming and strategies for teaching these subjects. Designed for computer specialists, computer teachers, and regular classroom teachers. (Same as LIS 673)

610 Integrating Technology into Subject Matter Instruction (3:3:3)

Study of ways to integrate a variety of computer-based technologies for teaching and learning content in the K-12 curriculum. Designed for classroom teachers, computer teachers, and computer specialists.

613 Linguistics for ESL Teachers (3:3)

Designed for teachers pursuing advanced licensure in English as a Second Language. Focuses on understanding general linguistic concepts and their application to ESL pedagogy.

614 Word Study (3:3)

Designed to familiarize educators with underlying developmental theories and teaching strategies for word recognition, spelling, and vocabulary development. Special attention given to issues surrounding phonics.

615 Literacy in the Early Years (3:3)

Course gives experienced teachers an in-depth study of how children learn to read and how to facilitate growth as readers in primary grades. Emphasis on at-risk readers.

616 Literacy Development and Instruction Across the Grades (3:3)

Designed to give teachers a deeper understanding of the theories and research behind effective reading instruction for students beyond the primary grades.

617a Diagnosis and Correction of Reading Problems (3)

Pr. 615 and 616 and permission of instructor

Causes of reading disabilities, diagnostic instruments, standard and informal testing procedures, report writing, and materials and methods of instructing the atypical reader. Work with individual students or small groups identified as problem readers.

617b Advanced Strategies in Diagnosis and Correction (3)

Pr. 615 and 616 and permission of instructor

Further examination of atypical readers. Work with problem readers in a supervised, clinical context. Evaluation of formal and informal assessments, the generation of educational prescriptions, and the direction of assessment procedures.

618 Teaching English as a Second Language (3:3) (SVL)

Pr. admission to MEd in ESL or ESL add-on licensure program

Specific instructional methods and strategies to facilitate content area instruction and English language development for students who speak languages other than English.

619 Research and Programs in Reading Education (3:3)

Pr. minimum of 9 hours in reading education; 3 hours in research or statistics or permission of instructor

For students completing a master's program with a concentration in reading education or those entering into postmaster's work. Students encouraged to employ previously gained knowledge in seeking solutions to the problems facing the profession.

620 Theories of Reading and Writing Processes (3:3)

Current cognitive and social theories of reading processes and writing processes. Implications of applying those theories to the elementary and middle school curriculum.

621 Diagnosing Learning Difficulties in Elementary and Junior High School (3:3)

Procedures and techniques in diagnosing learning problems, especially in the language arts area. Emphasis placed on assessment and treatment procedures related to learning processes. Practical application stressed through contact with school-age children.

622 Differentiated Instruction (3:3)

Pr. admission to MEd in curriculum and instruction; 545, 669, ERM 605, and a minimum of 15 hours in the pedagogical expertise area, or permission of instructor

Methods appropriate for assessing individual learning needs in a performance-based curriculum, and constructing, implementing, and evaluating a long-term instruction plan in specific content area(s).

623 Environmental Education (3:3)

Pr. 545, 669, ERM 605, or permission of the instructor

Teachers will design, conduct, and evaluate environmental education activities. Course activities partially fulfill requirements for North Carolina environmental education certification. Weekend field trip is required. May be repeated for credit when topic varies.

624 Elementary School Curriculum and Instruction (3:3)

Pr. 500-level course in elementary education

Curricular and instructional principles, processes, and designs applicable to children from early childhood to early adolescence. Current and emerging elements of the modern elementary school curriculum.

625 Mathematics in the Elementary School II (3:3)

Pr. admission to the MEd in curriculum and instruction, elementary education concentration; 518; or permission of instructor. Coreq. Classroom Practice Track students must be enrolled in an internship as part of their program requirement that places them in a K-5 grades classroom.

Elementary grades mathematics instruction for K-5 learners. Emphasizes practical and theoretical attention to best practices, curriculum, assessment, and standards of practice focusing on geometry, data analysis and probability, and measurement.

626 Middle Grades Curriculum and Instruction (3:3)

Pr. permission of instructor

Curricular and instructional principles, processes, and designs applicable to students in the middle grades. Particular emphasis is given to exemplary middle school programs.

628 Trends and Issues in Curriculum and Instruction (3:3)

Pr. admission to MEd in curriculum and instruction, 545, 669, ERM 605; or permission of instructor

Examination of selected current trends and issues in curriculum and instruction, focusing on causes, intentions, and effects of policies at the local, state, and national levels. May be repeated for credit when topic varies.

630 Trends in Teaching Practices and Curriculum in Secondary School Mathematics (3:3)

Pr. permission of instructor

Will familiarize teachers of grades 7-12 with the changes in content and methods of teaching secondary mathematics. May be repeated for credit when topic varies.

631 Trends in Teaching Practices and Curriculum in Secondary School Social Studies (3:3)

Pr. permission of instructor

Historical development and objectives of social studies curriculum in schools; structure of individual disciplines in social studies, trends and new directions in curriculum, and implications of significant research in social studies curriculum and methodology. May be repeated once for credit when topic varies.

632 Science Education: Teaching Practices and Curriculum (3:3)

Pr. permission of instructor

Application of reform efforts in the sciences with attention given to eco and social justice perspectives. May be repeated once for credit when topic varies.

633 Trends in Teaching Practices and Curriculum in Foreign Languages (3:3)

Pr. permission of instructor

Research in first and second language acquisition as it relates to second language teaching. Developments in foreign language curriculum and methodology. May be repeated once for credit when topic varies.

634 Seminar in Middle Grades Education (3:3)

Pr. completion of a course in middle grades curriculum and instruction

Will focus on the unique needs of students and teachers in middle level schools.

635 Reading in the Secondary School and Content Areas (3:3)

Pr. 664 or permission of instructor

Reading development; problems and procedures of teaching basic and mature reading skills to pupils in junior and senior high schools; explore implications of research for teaching, and identify problem areas.

636 Educational Psychology and Differentiated Instruction (3:3)

Pr. 517, 518, 519, 520, 545, and ERM 605 Coreq. 521 and 625

Understanding and applying current theory and research addressing education psychology (child/adolescent development, learning theory and motivation) and differentiated instruction.

637 Trends in Teaching Practices and Curriculum in Secondary School English (3:3)

Pr. permission of instructor

Developments in the teaching of English and analysis of current practices. Changes in curriculum and materials. May be repeated once for credit when topic varies.

638a, b Seminar in Secondary Education (3:3), (3:3)

Group analysis of selected problems. Individual student presentations of research done on topics related to that person's professional situation.

639 Global Education in the Curriculum (3:3)

Develop awareness of need for global education and skills and processes necessary for implementation in the curriculum.

640 Writing Instruction in the Elementary and Middle Grades (3:3)

Interrelates knowledge, research, and practice in teaching writing as a process in elementary and middle grades. Implementing the writing process across the curriculum.

644 Supervised Practicum in Curriculum and Teaching (3:3)

Pr. permission of instructor

Directed studies of curricular and instructional issues in a field setting. (Graded on S-U basis)

645 Critical Perspectives on English Language Arts (3:3)

Examines theoretical, political, and practical elements of the English language arts. Engages students in critical reflection about their teaching and analysis of perspectives on the purposes of English language arts instruction.

646 Introduction to Equity Education (3:3)

Designed to introduce concept of equity education (culture, race, ethnicity, socioeconomic status, language, gender, and exceptionality). Students acquire knowledge, skills, and dispositions necessary to create equitable environments in K-12 educational settings.

650 The Interaction of Classroom Management and Instruction (3:3)

Pr. permission of instructor

Competencies in motivating and increasing student learning through the development of positive interpersonal relationships in the classroom, effective classroom organization and instruction, and altering unproductive student behavior.

654 Teaching Models and the Analysis of Instruction (3:3)

Alternative models of instruction in elementary, secondary and non-school contexts: curriculum foundations, analysis and implications, observation systems, evaluation of teaching and teachers, and critical instructional issues.

655 Supervision of Instruction (3)

Supervision as curriculum and instructional leadership, focusing on the analysis and evaluation of instruction, generation of curriculum alternatives, interpersonal relationships between supervisor and supervisee, and strategies for the supervisory conference.

658 Number Systems and Operations: K-5 Mathematical Tasks (3:3)

Pr. teacher licensure

Analysis and construction of effective mathematical tasks in teaching number systems and operations at the K-5 level; attention also given to expansion of content knowledge.

659 Rational Numbers and Operations: K-5 Learning Trajectories (3:3)

Pr. 658

Focus on rational number concepts through learning trajectories at the K-5 level; attention also given to problem solving and content knowledge.

660 Data Analysis and Measurement: K-5 Classroom Interactions (3:3)

Pr. 658

Focus on statistical literacy of elementary teachers and the teaching of data analysis and measurement to K-5 students; attention also given to learning methods that facilitate appropriate classroom interactions.

661 Algebraic Reasoning: K-5 Discourse and Questioning (3:3)

Pr. 658

Focus on the early algebra concepts of functional thinking and generalized arithmetic in relationship to pedagogical practices centered on questioning in the mathematics classroom.

662 Geometry and Spatial Visualization: K-5 Assessment (3:3)

Pr. 658

Geometric concept development along with formative and summative assessment strategies of students' geometric thinking; attention also given to geometric content knowledge and diagnosis of student errors.

663 Mathematical Modeling: K-5 Leadership (3:3)

Pr. teacher licensure

Generated mathematical representations and making explicit connections between concepts. Pedagogy designed to equip elementary teachers to becom mathmateics teacher-lears in school setting. Focus given to topics integrated within mathematical strands.

664 Teaching Problem Solving (3:3)

Pr. admission to a graduate program, or permission of instructor

Survey of methods and materials for teaching problem solving and evaluating problem solving performance of students. Development of instructional programs on problem solving and assessment of their effects.

665 Diagnosis and Corrective Teaching in Mathematics (3:3)

Pr. successful completion in two mathematics courses (MAT 112 or higher) and one course in mathematics education, or permission of instructor

Techniques for diagnosing learning difficulties in mathematics in grades K-8. Design of instructional strategies to help students overcome difficulties. Attention to evaluation of remedial instruction.

667 Technology in Mathematics Education (3:3)

Pr. 664 or permission of instructor

Technologies used to learn mathematics and ways of incorporating those technologies into mathematics instruction.

668 Seminar in Mathematics Pedagogy (3:3)

Pr. 664 or equivalent, or permission of instructor

Analysis of alternative pedagogy for specific mathematics content, with design of instruction and assessment based on that analysis. May be repeated for credit; maximum of 6 hours applicable toward any degree.

669 Educational Implications of Learning and Developmental Theory (3:3)

How learning and developmental theories define the teacher's role as instructional leader, how curricular materials might be designed and used, and student learning and motivation.

670 Research in Mathematics Education (3:3)

Pr. successful completion of two courses in mathematics education, or permission of instructor

Research in mathematics instruction and learning; attention to synthesizing and identifying educational implications of research.

672 Instructional Design (3:3)

Components of the systems approach to instructional design. (Same as LIS 672)

674 Seminar: Issues and the Virtual Community (3:3)

Pr. permission of instructor

Major social and ethical issues emerging in the virtual community including those embraced by access, privacy, intellectual property, freedom of speech, institutional/social control, and evolving formats. (Same as LIS 674)

676 Teacher as Researcher and Leader I (3:3)

Pr. ERM 605 and 24 hours of MEd course work, or permission of instructor

Leadership skills for teachers working with school, district, state and/or national initiatives and issues. Course focuses on inquiry, developing an action research proposal, and practical application of findings.

677 Teacher as Researcher and Leader II (3:3:3)

Pr. 675

Conducting and interpreting a teacher action project investigating curriculum, instruction, teaching, and learning. Course focuses on systematic inquiry, conducting research, practical application of findings, and sharing research in professional settings. May be repeated once for credit.

680a Clinical Experience in Teaching (3-6)

Pr. admission to MEd, Classroom Practice Track program, or permission of department

Supervised in-school clinical experience. Required full-time teaching.

680b Clinical Experience in Teaching Seminar (3)

Pr. admission to MEd, Classroom Practice Track program, or permission of department

Seminar focused on the ways students learn within the classroom and community context.

685 Supervision: Theory and Concepts (3:3)

Theories and practices in educational supervision; curriculum development and coordination, staff development and assessment, and organizational alternatives designed to improve both student and teaching functioning in schools.

688 Contemporary Problems Seminar (1-3)

Pr. advanced master's or doctoral standing, or permission of instructor

Specific course title identified each semester by subscript (e.g., Contemporary Problems Seminar; Issues in Professional Negotiations). May be repeated for credit when topic varies.

692 Independent Study (1-4)

Pr. permission of instructor

Guided readings, research, and individual project work under direction of a staff member.

698 Human Development (3:3)

Selected works in social and biological sciences to determine basic psychological foundations of learning and human behavior and their application to the helping professions.

699 Thesis (1-6)

Individual guidance and direction in the development of a research problem in the master's degree thesis.

710 Human Development and Education (3:3)

Pr. 698 or permission of instructor

Major conceptual approaches to human development, current developmental research topics and their application to education.

711 Experimental Course

This number reserved for experimental courses. Refer to the Course Schedule for current offerings.

726 Seminar in Curriculum Development in Middle Grades Education (3:3)

Pr. master's degree in middle grades education; 644, 654, 655 or permission of instructor

Current research in young adolescent development and curriculum development as it relates to improving middle grades education.

728 Topics in Curriculum and Instruction

Pr. permission of instructor

Advanced study of special topics in curriculum and teaching. May be repeated up to three times for credit when topic varies.

730 Qualitative Research Design in Curriculum and Instruction (3:3)

Pr. 750 or permission of instructor

Qualitative research design in curriculum and instruction, including its history, philosophy and nature. Includes discussion of types of qualitative research, assessment issues, and critical reading of qualitative research.

738 Mixed Methods Research Design in Curriculum and Instruction (3:3)

Pr. completion of at least one course in quantitative research (eg. ERM 681, 642, 643, 688, etc.) and one course in qualitative research (eg. TED 730), or permission of instructor

746 Seminar: Research on Teaching (3:3)

Pr. admission to TED/HED doctoral program and grade of B (3.0) or better in TED 749

Competencies in thinking critically about research on teaching with respect to the findings of research and the methodologies for conducting research on teaching.

747 Doctoral Seminar in Learning and Cognition (3:3)

Pr. 749

Major historical/contemporary theory/research regarding learning and cognition. Relevant assumptions, concepts, principles, implications, issues, controversies, and research methodologies applied to contemporary educational issues.

748 Seminar in Student Cognition and Motivation (3:3)

Pr. 669 or permission of instructor

Current research findings in cognition and motivation as they apply to the development of various instructional approaches and activities.

749 Disciplined Inquiry in Teacher Education (3:3)

Pr. admission to PhD in curriculum and teaching or permission of instructor

Learn various methods for disciplined inquiry in the field of curriculum and instruction, begin to develop research interests, practice critical reading and writing strategies. Note: This course should be taken as the first course in doctoral program.

754 Internship in Curriculum and Instructional Leadership (3:0:10)

Pr. minimum of 24 semester hours from courses included in the doctoral student's program of study including the following or their equivalent: 654, 655, 685; written verification by the student's doctoral committee that student is ready for internship

Directed internship in an appropriate curriculum and instructional leadership setting. Supervision provided by departmental faculty in collaboration with field-based mentors. May be repeated once for credit.

765 Research in Equity Education (3:3)

Pr. 646 and 730 or other qualitative research methodology course or permission of instructor

Examines the research knowledgebase in equity education and facilitates the design of culturally sensitive studies. Particular emphasis on race/ethnicity, gender, and class issues related to the design of research studies that affirm equity and perpetuate social justice.

767 Qualitative Data Collection and Analysis (3:3)

Pr. 664, 665 or other course in qualitative research

775 Directed Doctoral Research (3)

Pr. doctoral students in TED/HED and permission of instructor

785 Research on Teacher Education (3:3)

In-depth study of current trends and issues in research on teaching.

790 Practicum: Applied Research in Higher Education (3)

799 Dissertation (1-12)

Individual direction in the development and execution of a doctoral dissertation.

801 Thesis Extension (1-3)

802 Dissertation Extension (1-3)

803 Research Extension (1-3)

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