● PSY 712 Advanced Psychology of Learning
This course examines the diverse, intricate process of learning. Behavioral and cognitive views of learning are emphasized with special attention being given to the educational implications of learning theory.
● ESP 501 Introduction to Exceptionality
This course introduces the student to the physical, social, emotional and educational characteristics, incidence, prevalence, and educational intervention for the major categories of exceptionality enrolled in public and private educational facilities in the K-12 grade range. In addition, the course will identify ancillary services and agencies frequently impacting special populations including the major professional organizations and those concerned with residential programming and vocational training. The course will also identify the major litigation and legislation that have significantly influenced the nature of service to exceptional populations.
● ESP 610 Introduction to Exceptionality
This course is designed to provide information and skills necessary for accommodating exceptional learners in a variety of school arrangements. The primary focus is foundations of special education and collaboration/consultation for the successful inclusion of students with exceptionalities into the inclusionary classroom.
● ESP 612 Evidence-Based Practices for Pre-K-8 Inclusion
Evidence-Based Practices for Pre-K-8 Inclusion ESP 612 is a methodology course for pre-service elementary P/K-4 education majors. An emphasis is placed on assessment, instructional techniques, and methods necessary to teach reading and language art skills and mathematical concepts to children with disabilities in inclusive settings (Tier 1 & 2 interventions).
● ESP 701 Introduction to Behavior Analysis
The course provides for instruction in basic behavior principles, the application of those principles in practical “how-to” skills, the advanced discussion and exploration of empirical and theoretical research, and the organization of material in a way that will serve as a handbook for future practitioners
● EDE 701 Development & Organization of School Curriculum
This course is designed to provide a complete understanding of the history, organizational patterns, and resources available for the development of the school curriculum. Emphasis is on recent developments in curricula for infant/toddler programs, pre-kindergarten, kindergarten and grades one through twelve. Students receive an introduction to the many facets of curriculum development. Varied opportunities are provided for the students to apply, synthesize and evaluate information through cooperative and interactive learning experiences.
● RES 800 Methods of Research
This course provides students with an opportunity to attain a conceptual understanding of action research methods in education and the skill to use action research to transform classrooms and schools through data driven decision-making. As the result of this course, students will be able to critically analyze action research projects; design action research projects; read, critique, and summarize research literature; and prepare a proposal for an action research project.
Other Required Courses
● ECE 703 Literacy Development
This online course provides teachers with the opportunity to review recent research and theory concerning literacy development. The study of different areas of literacy development specifically oral language, writing, and reading are encompassed in the course. The theory and research is translated into practical strategies, assessment materials, and preparation of rich literacy environments. The course provides the teachers with an effort to reflect upon current issues in early literacy specifically: early intervention programs to assist struggling readers, language and diversity, teaching skills in developmentally appropriate settings, organization and management of literacy programs, and family literacy partnerships.
● ECE 702 Advanced Childhood Development
This online course provides teachers with the opportunity to review recent research and theory concerning advanced child growth and development. The course examines the nature and process of child development with a focus on infancy and early childhood years. The primary goal of the course is the integration of information generated from empirical research, both classic and current, into explanatory systems (theories) of child development. The emphasis in this course is less on learning the "facts" of child development and more on learning why child development research is conducted (theories), how it is conducted (methodology), what it means for the field (conclusions), and how research is evaluated (critical thinking).
● ECE 704 Special Topics in Early Childhood Education
A focused examination of an emerging and dynamic problem or issue in the study and practice of early childhood education. Special subject matter not ordinarily covered in the existing curricula can be presented by faculty. Examples include but are not limited to: design and accreditation of early care settings, adapting instruction for diverse learners, cultural diversity in the early care setting, parent and community involvement, advocacy and ethics, inquiry-based learning, or content specific topics.
● ECE 705 Science & Math
This course provides practicing teachers with the opportunity to attain an advanced conceptual understanding of and skill in using numerous teaching strategies for science and math content. As the result of this course, teachers will be able to increase their understanding of science and math content; select, plan and teach integrated constructivist-based lessons for diverse learners in their early childhood years.
● ECE 700 Early Childhood Curriculum and Assessment
Based on the premise that curriculum, instruction, and assessment are inextricably intertwined, this course is designed to help prospective teachers of young children conduct informal and formal assessments and develop an assessment system that draws information from various sources. Teachers will develop knowledge, and understand the principles and components of preschool curricula and strategies of learning for preschool children. Curriculum and assessment, content, strategies, and examples appropriate for the development and learning of young children is emphasized. The course communicates the mindset that comprehensive, reliable, and valid assessment data pave the way for meaningful, relevant, and engaging learning opportunities for children.
● ECE 707Leadership and Management in Early Childhood Settings
Early childcare settings should provide a supportive and encouraging environment. This course addresses planning for child care and education facilities including staffing, regulations and licensing, organizing space and equipment, nutrition and health policies, and parent and community relations. Teachers will examine the importance and application of developmentally appropriate practices and programs that are nationally recognized. Careful attention will be given to standards, ethical practices, and advocacy in the development of future leaders of Pre-K programs.
Choose One of the Following:
● RES 849 Thesis or
The thesis consists of a written report of extensive research into a specific area of investigation, demonstration of knowledge of the background of the subject, the published literature of the subject, and high standards of original research and presentation. A thesis is often experimental in nature.
● EDE 766 Action Research or
This course provides experienced teachers with the opportunity to attain a conceptual understanding of action research methods in elementary and early childhood education and the skill to use action research methods to transform classrooms and schools through data driven decision making. As the result of this course, students will be able to critically analyze action research projects; design action research projects; collect student, class and school data; interpret the results of student, class and school data analysis; and articulate action research principles as a teacher leader in their teaching contexts.
● EDE 768 Teacher Education Internship
The internship experience requires learners to participate in a supervised experience in a early childhood/preschool setting under the supervision of a sponsoring organization and university. The number of hours will be dependent upon the learner's prior experiences and may include up to 60 hours in an early childhood setting. Valid and current teacher clearances or clearances for your state are required. Individual internship locations will be arranged based on prior educational experiences and the educational program.
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