Curriculum and Instruction

Chair: Dr. Lynn Kirkland
Phone: (205) 934-8358
E-mail: lkirk@uab.edu
Website: http://www.uab.edu/education/ci/
Degree offered:
Education, Early Childhood Ph.D., Ed.S., M.A.Ed.
Education, Elementary Ed.S., M.A.Ed.
Education, High School and Middle School Ed.S., M.A.Ed.
Arts Education M.A.Ed.
Arts Education with a Concentration in Music M.A.Ed.
English as a Second Language Ed.S., M.A.Ed.
Reading M.A.Ed.
Special Education Ed.S, M.A.Ed.
Teacher Leader Ed.S.
School Psychometry M.A.Ed.

Program Contact Information

Program  Coordinator  Contact Information (Room  and Phone Number)
High School and Middle School Education: Dr. Susan Spezzini  100  (205) 934-8357
English as a Second Language: Dr. Susan Spezzini   100  (205) 934-8357

Arts Education: Dr. Susan Spezzini 100 (205) 934-8357

Special EducationDr. Diane Pevsner 122  (205) 975-5481
(Certification) Early Childhood/Elementary EducationDr. Jennifer Ponder 121 (205) 975-6150

(Non-Certification) Early Childhood/Elementary Education: Traditional Masters and Ed.S. Dr. Kay Emfinger 100 (205) 934-7003

Reading Education: Dr. Jennifer Summerlin 110B (205) 996-3540

All Other Programs: Dr. Lynn Kirkland 100 (205) 934-8358

Graduate Programs

The M.A.Ed. and Ed.S. programs emphasize improving the teaching skills of the student and
broadening the student's understanding of the field(s) of teaching specialization. Numerous teaching
fields are available. All prospective students must apply for admission through the Graduate School.
The M.A.Ed. program requires a minimum of 30-32  semester hours of study, and the Ed.S. 
program requires at least an additional 30 semester hours. All programs require a written final
examination or comprehensive electronic portfolio and a minimum GPA of 3.25 for master’s degree and
3.50 for the Ed.S. An outline of the specific course requirements can be obtained from the following link: http://www.uab.edu/education/studentservices/general-information/checklists. Admission requirements are located at the following link:  https://www.uab.edu/education/studentservices/admission-requirements. 

The M.A.Ed. programs satisfy the academic requirements for the Alabama State Department of Education Class A Professional Certificate and an M.A.Ed. degree. The Ed.S. programs satisfy academic requirements for the Alabama State Department of Education Class AA Professional Certificate and an Ed.S. degree. See also the section "Education (General Information)" earlier in this catalog.

The program leading to the Doctor of Philosophy (Ph.D.) degree in early childhood education is
sufficiently flexible to accommodate the interests and previous preparation of the student, but it must
include an internship and a substantial research component culminating in the completion of a
dissertation. The minimum admission requirements are those of the UAB Graduate School. However,
admission is highly selective, and most successful applicants have qualifications much higher than the
minimum. Admission is open with ongoing application considerations. Application packets must be
complete in the Graduate School office before the applicant can be considered for the program.

Contact Information

For detailed information, contact:

  • Dr. Jennifer Ponder (Early Childhood, Elementary Education - Certification),
  • Dr. Kay Emfinger (Early Childhood - Non-Certification),
  • Dr. Diane Pevsner (Special Education),
  • Dr. Susan Spezzini (High School and Middle School Education, Arts Education, and English as a Second Language),
  • Dr. Jennifer Summerlin (Reading Education)

UAB Department of Curriculum and Instruction, School Psychometry, EB 100, 1720 2nd Avenue South, Birmingham, Alabama  35294-1250.  Dr. Stephanie Corcoran  (205) 934-5371
Web: www.ed.uab.education/ci

ECE-Early Childhood Educ Courses

ECE 545. Curriculum for Young Children: Math Science and SS. 6 Hours.

Basic knowledge of curriculum and concepts of mathematics, science, and social studies for young children. Child growth and development as basis for planning and teaching mathematics, science, and social studies to young children. Teaching methods and use of instructional media. Practicum experience required. Prerequisite: Admission to ECE 5th-Year Program.
Prerequisites: EEC 240 [Min Grade: D] and MA 113 [Min Grade: D] and MA 114 [Min Grade: D]

ECE 546. Comm Arts/Reading Young Child. 6 Hours.

Nature of reading and language arts experiences for children grades N-3. Media, materials, experiences, programs, and strategies to facilitate development of communicative abilities with emphasis on preserving and maintaining creative expression. Integration of learning in areas of listening, speaking, reading, composition, literature, handwriting, spelling, and other communication arts. Laboratory experiences required.
Prerequisites: EDR 440 [Min Grade: D]

ECE 548. Infant/Toddler Development. 3 Hours.

Study of human development within an ecological context from before birth to three years of age. Course covers social-emotional, physical, cognitive, language, and creative development of the infant and toddler in the home and also in programs for very young children.

ECE 549. Edu Environment: Inf/Todd/Par. 3-6 Hours.

Study of infant (or toddler) development as it relates to the organization of a parent/infant (or toddler) educational program. Information concerning program management, observation of parent/infant (or toddler) interaction, development and sequencing of activities, creation and evaluation of materials, and an examination of techniques and procedures for parent involvement and education. Actual experience in working with a parent/infant (or toddler) program will be an integral part of the course. Prerequisite: ECE 548 or equivalent.
Prerequisites: ECE 548 [Min Grade: C]

ECE 620. Introduction to Curriculum and Teaching in Cultural & Familial Contexts. 3 Hours.

Basic knowledge of early childhood curricula for young children and their families in a variety of cultural contexts. Relationship of child growth and development and family empowerment in planning and implementation of curriculum.

ECE 630. Cognitive Curriculum ECE. 3 Hours.

Mathematics and science for children four to eight years of age based on constructivism. Children's thinking, particularly in physical-knowledged activities, group games, and situations in daily living.

ECE 631. Programs for Young Children. 3 Hours.

Literature for children in nursery school, kindergarten, primary grades; selection, use, and integration of literature in total curriculum.

ECE 632. Young Children and Their Literature. 3 Hours.

Literature for children in nursery school, kindergarten, primary grades; selection, use, and integration of literature in total curriculum.

ECE 633. Social Development of the Young Atypical Child. 3 Hours.

Theoretical issues and political, sociological relationship of the atypical child. Nature, assessment, and intervention of emotional disorder. Program planning, teaching, and interdisciplinary considerations.

ECE 690. Practicum in Early Childhood Education. 3-6 Hours.

Required of all M.A.Ed. students. Prerequisite: Permission of instructor.

ECE 691. Practicum Supervision in ECE. 2 Hours.

Supervision of practicum students.

ECE 692. Practicum in Primary Education. 6-9 Hours.

Prerequisite: Permission of advisor and department.

ECE 693. Internship in Early Childhood Education. 3-9 Hours.

Full-time internship for 10 weeks (300 clock hours).

ECE 694. Practicum in ECE for the Young Atypical Child. 3 Hours.

ECE 730. Doctoral Seminar I: Issues in Development Theory. 3 Hours.

Prerequisites: Admission to doctoral program or instructor permission.Special Topics in Early Childhood and Development Studies. Specific topic announced in class schedule.

ECE 731. Doctoral Seminar II: Children and Society. 3 Hours.

Prerequisites: Admission to doctoral program or instructor permission.Special Topics in Early Childhood and Development Studies. Specific topic announced in class schedule.

ECE 732. Dr III: History of Early Childhood Education. 1-3 Hour.

Survey of historical, philosphical, and sociocultural foundation of early childhood programs and policies.
Prerequisites: ECE 730 [Min Grade: C] and ECE 731 [Min Grade: C]

ECE 733. Doctoral IV: Adv Research Design in ECE. 3 Hours.

Evaluation and planning of research in preparation for dissertation. Prerequisite: At least one course in research, measurement, or statistics.

ECE 734. Logic and Scientific Inquiry. 3 Hours.

Scientific investigation as applied in education. Conceptual issues in research process. Methods of analysis and presentation. Prerequisite: Master's degree.

ECE 735. Meaning and Development of Play. 3 Hours.

Nature of play, its importance and how it is nurtured.

ECE 736. Personality Development of the Young Child. 3 Hours.

Theoretical perspectives; review of research, including cross-cultural studies.

ECE 737. Parent Child and School Interface. 3 Hours.

Historical development of parent involvement. Theoretical bases of family-school interactions.

ECE 738. The Consultation Process and the Young Child. 3 Hours.

Skills for working with families, teachers, and professionals in community agencies that serve infants, toddlers, and young children.

ECE 739. Developing Interpersonal Competence for Leaders. 3 Hours.

Relationships with coworkers and subordinates. Various approaches to interpersonal relationships.

ECE 740. Research Apprenticeship. 3-6 Hours.

Planning, implementation, analysis, and presentation of research.

ECE 741. Research Study: Design and Implementation. 3 Hours.

Development of rationale, literature search, collection and analysis of data, and formal written report (according to APA guidelines). Must be completed before admission to candidacy.
Prerequisites: EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C] and EPR 609 [Min Grade: C] and ECE 740 [Min Grade: C]

ECE 742. Piaget: Theory and Research I. 3 Hours.

Jean Piaget's theory, application to early childhood education; physical and social (conventional) knowledge. Representation and memory, logico-mathematical knowledge. Prerequisite: Master's degree and EEC 672.
Prerequisites: EEC 672 [Min Grade: C]

ECE 743. Piaget: Theory and Research II. 3 Hours.

Jean Piaget's theory, application to early childhood education; physical and social (conventional) knowledge. Representation and memory, logico-mathematical knowledge. Prerequisite: Master's degree and EEC 672.
Prerequisites: EEC 672 [Min Grade: C]

ECE 744. Piaget: Theory and Research III. 3 Hours.

Jean Piaget's theory, application to early childhood education; physical and social (conventional) knowledge. Representation and memory, logico-mathematical knowledge. Prerequisite: Master's degree and EEC 672.
Prerequisites: ECE 743 [Min Grade: C] and ECE 672 [Min Grade: C]

ECE 745. Piaget: Theory and Research IV. 3 Hours.

Jean Piaget's theory, application to early childhood education; physical and social (conventional) knowledge. Representation and memory, logico-mathematical knowledge. Prerequisite: Master's degree and EEC 672.
Prerequisites: ECE 744 [Min Grade: C] and ECE 672 [Min Grade: C]

ECE 746. Contemporary Issues in Science Education. 3 Hours.

Crisis atmosphere surrounding science education in American classroom.
Prerequisites: ECE 730 [Min Grade: C] and ECE 731 [Min Grade: C] and ECE 732 [Min Grade: C]

ECE 747. Social Development of Young Children. 3 Hours.

Factors influencing socialization of young children.
Prerequisites: ECE 730 [Min Grade: C] and ECE 732 [Min Grade: C]

ECE 748. Research in Infancy. 3 Hours.

Theoretical and empirical evidence relating to developmental domains for young children.

ECE 749. Advanced Early Childhood Curriculum. 3 Hours.

Historical, philosophical, psychological, and social thought influencing curriculum in early childhood education.

ECE 750. Literacy Before School. 3 Hours.

Written language development of preschool children.

ECE 751. School and Literacy Instruction. 3 Hours.

Primary-level literacy instruction and children's literacy development. Prerequisites: Admission to doctoral program in early childhood education and two courses in language development.

ECE 752. Theory Research Literacy Developement Instruction. 3 Hours.

Philosophical and psychological beliefs regarding literacy development.

ECE 753. John Dewey and the Early Childhood Curriculum. 3 Hours.

Dewey's philosophy, epistemology; relationship to early childhood education and development.

ECE 760. Current Issues in Education. 2-3 Hours.

Internship.

ECE 774. Advanced Seminar in Language Development. 3 Hours.

Relationship of thinking and knowing to language development; strategies for analysis; strengths and weaknesses of techniques of examining language development.

ECE 790. Internship in Early Childhood Education and Devel. 3-9 Hours.

Internship.

ECE 791. Field Studies in Early Childhood Education. 1-6 Hour.

Prerequisite: Permission of instructor.

ECE 792. Directed Readings in Research. 3 Hours.

Review of research in early childhood education to gain understanding of conceptual and methodological basis.

ECE 793. Individual Research in Early Childhood Education. 3 Hours.

Recent research in early childhood education; systematic solutions to problems in education.

ECE 794. Current Research Topics in Early Childhood Educ. 1-3 Hour.

Philosophical aspects of scientific methods in education; functions of paradigms, theories, and models in inquiry; theory development and validation; major types of experimental and nonexperimental inquiry appropriate to study of educational phenomena.

ECE 798. Non-Dissertation Research. 1-12 Hour.

The course provides for supervised research experience under the direction of a graduate faculty member within the School of Education. The topic for an ECE 798 course must relate to the discipline or specializations within early childhood education and child development. The course is only available to students who have been admitted to the doctoral program in ECE.

ECE 799. Dissertation Research. 1-12 Hour.

Doctoral research Prerequisite: Admission to candidacy.
Prerequisites: GAC Z

ECT-Collaborative Teacher Educ Courses

ECT 520. Formative and Summative Assessment. 3 Hours.

In-depth analysis of testing, assessment, and accountability applied to special education. Analysis of applied issues such as standards-based reform, annual yearly progress, response to intervention, and program effectiveness. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. [Course is for students in the Alternative Masters Program (AMP) only].
Prerequisites: ECY 600 [Min Grade: C]

ECT 521. Program and Lesson Planning. 3 Hours.

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 522. Language and Communication Facilitation. 3 Hours.

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. Includes an overview of normal and typical language development and research on effective naturalistic communication interventions. Candidates will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 523. Instructional Methods. 3 Hours.

This course provides information on research-based instructional strategies for equipping students with disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Particular emphasis will be placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming will be addressed. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 524. Sensory, Health and Physical Methods. 3 Hours.

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 525. Positive Behavioral Supports. 3 Hours.

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 526. Assistive and Instructional Technology. 3 Hours.

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 527. Collaborative Processes. 3 Hours.

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, agencies, paraprofessionals as well as other professionals.
Prerequisites: ECY 600 [Min Grade: C]

ECT 528. Legal Issues and Trends. 3 Hours.

This course explores current laws and trends relating to special education.
Prerequisites: ECY 600 [Min Grade: C]

ECT 529. Teaching Literacy and Reading in Inclusive Settings. 3 Hours.

The purpose of this course is to provide teacher candidates with an understanding of a balanced approach to literacy and research -based best practices for supporting literacy development among a diverse population of students. This knowledge affords teachers the ability to choose curricular goals, design instruction, promote student achievement, and assess and /or report student to a variety of stakeholders.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C]

ECT 530. Effective Teaching and Learning. 3 Hours.

This course focuses on the effective teaching and learning of students with disabilities. Course work will focus on planning appropriate lessons that support the student, ways to engage all learners and analyze teaching effectiveness. Candidates will also learn ways of using feedback to guide further learning and ways of using assessment to inform instruction.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C]

ECT 531. Internship in Collaborative Teaching K-12. 3-9 Hours.

These courses are required in UAB’s Alternative Masters Program (AMP) for a Master of Arts in Education with Alternative Class A certification for teaching in the following areas: Collaborate Teacher K-12, Early Childhood Special Education,Visual Impairments P-12. The purpose of ECT 531 is to prepare teachers to use Best Practices for teaching within their content area. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a certified teacher shall require competence to teach as demonstrated in an internship of 15 weeks of full-time student teaching. Collaborative Teacher K-12 and Visual Impairments P-12 interns will have two placements to satisfy their K-12 and P-12 certification requirements (i.e., 7.5 weeks in a K-5 placement and 7.5 weeks in a 6-12 placement).

ECT 532. Student Teaching Seminar. 1 Hour.

This course will accompany student teaching/internship to support and extend the efforts of student teaching. The course will focus on the successful completion of edTPA assignments and submission.

ECT 554. Communication & Technology Applications In Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide information on communication facilitation and assistive and instructional technology applications for young children with delays or disabilities. The course examines (a) the use of various communication systems, (b) naturalistic communication strategies, (c) computer-based instruction and management systems to utilize assistive and instructional technology, (d) issues related to the integration of technology into instructional design, (e) a review and analysis of educational software, (f) an exploration of educational considerations of technology for young children with delays or disabilities, (g) an evaluation of assistive technology options, and (h) an overview of instructional and managerial computer applications. Candidates will incorporate evidence-based decision-making, IFSP and IEP development, and program planning to facilitate communication and provide instruction for young children with delays or disabilities and their families.

ECT 555. Early Primary Curriculum and Methods. 3 Hours.

Universal design, response to intervention, and co-teaching are central components of this course. This course provides information on providing evidence-based instructional strategies and support to young children (K-3) with delays or disabilities. The intent is to equip children (K-3) with the skills and knowledge that will help them thrive in the classroom, as well as other settings. Particular emphasis will be placed on applied teaching strategies for the acquisition and generalization of skills.

ECT 591. edTPA Seminar for Collaborative Teaching. 3 Hours.

This course will accompany student teaching/internship to support and extend the efforts of student teaching. The course will focus on the successful completion of edTPA assignments and submission.

ECT 601. Introduction to Technology in Special Education. 1 Hour.

Provides students with the knowledge and skills to begin the process of designing a standards-based electronic portfolio. Students will address the issues regarding the content and construction of electronic portfolios and the purpose of each stage of development. Issues related to formatting options will be demonstrated and critiqued. Students will be required to develop and demonstrate the requisite skills for creating and filing critical information in a digital format. Students will review numerous portfolios for discussion. The focus will be a standards based product which each student will begin during this course.

ECT 620. Formative and Summative Assessment. 3 Hours.

In-depth analysis of testing, assessment, and accountability applied to special education. Analysis of applied issues such as standards-based reform, annual yearly progress, response to intervention, and program effectiveness. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 621. Program and Lesson Planning. 3 Hours.

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 622. Language and Communication Facilitation. 3 Hours.

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. Includes an overview of normal and typical language development and research on effective naturalistic communication interventions. Candidates will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 623. Instructional Methods. 3 Hours.

This course provides information on research-based instructional strategies for equipping students with disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Particular emphasis will be placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming will be addressed. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 624. Sensory, Health and Physical Methods. 3 Hours.

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 625. Positive Behavioral Supports. 3 Hours.

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 626. Assistive and Instructional Technology. 3 Hours.

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 627. Collaborative Processes. 3 Hours.

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, agencies, paraprofessionals as well as other professionals.
Prerequisites: ECY 600 [Min Grade: C]

ECT 628. Legal Issues and Trends. 3 Hours.

This course explores current laws and trends relating to special education.
Prerequisites: ECY 600 [Min Grade: C]

ECT 631. Practicum in Collaborative Teaching K-12. 3-9 Hours.

The purpose of ECT 631 is to prepare teachers to use Best Practices for teaching within their content area. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a certified teacher shall require competence to teach as demonstrated in a focused practicum experience. Field experience is required.

ECT 650. Masters Seminar in Collaborative Teaching. 3 Hours.

A diagnostic and evaluation course designed to ensure that students have acquired basic competencies in historical, philosophical, legal, and assessment foundations in special education. Competencies addressed in this course also include research, writing, speaking, and computer literacy.

ECT 651. Assessment Foundations in Special Education. 3 Hours.

Designed to prepare special education teachers to assess children and youth in a manner that reflects federal and state mandates and regulations. Students are prepared to appropriately select, administer, and interpret assessment instruments designed to answer questions related to eligibility determination and, intervention programming.
Prerequisites: ECT 650 [Min Grade: C]

ECT 652. Char of Chldren/Yth w/Learning and Behv Disabilities. 3 Hours.

Details the characteristics, needs, and concerns related to children and youth with mild learning disabilities, mental retardation, and emotional-behavioral disorders. Additional issues addressed in the course are due process, inclusion, collaboration, and diversity as they pertain to these populations of students. Field experience required.
Prerequisites: ECT 650 [Min Grade: C]

ECT 653. Characteristics of Students with Low-Incidence Disabilities. 3 Hours.

Details the characteristics, needs, and concerns related to children and youth with physical, health, sensory, and communication disabilities. Additional topics covered include positioning and handling, assessment, development of health care plans, and transdisciplinary collaboration. Field experience required.
Prerequisites: ECT 650 [Min Grade: C]

ECT 654. Communication and Technology Applications In Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide information on communication facilitation and assistive and instructional technology applications for young children with delays or disabilities. The course examines (a) the use of various communication systems, (b) naturalistic communication strategies, (c) computer-based instruction and management systems to utilize assistive and instructional technology, (d) issues related to the integration of technology into instructional design, (e) a review and analysis of educational software, (f) an exploration of educational considerations of technology for young children with delays or disabilities, (g) an evaluation of assistive technology options, and (h) an overview of instructional and managerial computer applications. Candidates will incorporate evidence-based decision-making, IFSP and IEP development, and program planning to facilitate communication and provide instruction for young children with delays or disabilities and their families.

ECT 655. Early Primary Curriculum and Methods. 3 Hours.

Universal design, response to intervention, and co-teaching are central components of this course. This course provides information on providing evidence-based instructional strategies and support to young children (K-3) with delays or disabilities. The intent is to equip children (K-3) with the skills and knowledge that will help them thrive in the classroom, as well as other settings. Particular emphasis will be placed on applied teaching strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming in all curricular areas will be addressed. Candidates will incorporate evidence-based decision-making, design instructional programs, provide instruction, and monitor the progress of children K-3 with delays or disabilities. The course also focuses on co-teaching and working as a member of the team along with paraprofessionals, related service personnel, general educators, and families.

ECT 657. Teaching in Inclusive Classrooms. 3 Hours.

Provides students with the knowledge and skills to teach learners with low-incidence disabilities in K-12 settings. Course content addresses issues related to positioning and handling, Alabama Extended Standards, IEP development, writing health care plans, assessment, and strategies for teaching reading, math, and writing.
Prerequisites: ECT 653 [Min Grade: C]

ECT 658. Curriculum in General Education. 3 Hours.

Prepares students to utilize the general education curriculum as the foundation for educational programming for children and youth with special needs. IEP writing, using the general education curriculum, team planning, state- and district-wide assessments, and curriculum accommodations and modifications are topics addressed in this course.
Prerequisites: ECT 650 [Min Grade: P]

ECT 659. Plan and Manage the Teaching and Learning Environment. 3 Hours.

Prepares students to plan and manage the teaching and learning environment effectively. The major emphasis of the course is on the elements of classroom design and preparation. Primary and secondary academic and behavioral interventions are presented. Outcomes expected for students are related to the creation and maintenance of positive, caring classroom communities that facilitate the academic and social development of children and youth with disabilities. Field experience required.
Prerequisites: ECT 650 [Min Grade: P]

ECT 660. Providing Positive Behavior and Social Support. 3 Hours.

Prepares students to plan and manage the teaching and learning environment effectively. The major emphasis of the course is on the elements of classroom design and preparation. Primary and secondary academic and behavioral interventions are presented. Outcomes expected for students are related to the creation and maintenance of positive, caring classroom communities that facilitate the academic and social development of children and youth with disabilities. Field experience required.
Prerequisites: ECT 650 [Min Grade: P] or ECY 635 [Min Grade: C]

ECT 661. Communication and Collaborative Partnerships. 3 Hours.

Provides an opportunity for students to develop the knowledge, skills, and ability to work collaboratively with professionals responsible for services provided to students with disabilities, their families, and their communities. Emphasis will be placed on blending general education, special education, and related services. The course consists of a series of topics and activities that are designed to provide an overview of collaboration and consultation, present issues related to diversity and inclusion, and highlight implications for special educators, general educators, related service personnel, students, the community, and families. Field experience required.
Prerequisites: ECT 650 [Min Grade: C] or ECY 635 [Min Grade: C]

ECT 670. Practicum in Collaborative Teaching: Grades K-6. 3 Hours.

Students seeking Collaborative Teacher certification, Grades K-6, are required to complete a practicum experience in a collaborative setting that includes children who present a wide range of disabilities. This practicum experience is tailored to the unique needs and experiences of students seeking this certification.

ECT 671. Practicum in Collaborative Teaching: Grades 6-12. 3 Hours.

Students seeking Collaborative Teacher certification, Grades 6-12, are required to complete a practicum experience in a collaborative setting that includes children who present a wide range of disabilities. This practicum experience is tailored to the unique needs and experiences of students seeking this certification.
Prerequisites: ECT 650 [Min Grade: C]

ECT 672. Internship in Collaborative Teaching: Grades K-6. 3,9 Hours.

Students in the 5th-year, nontraditional program are required to complete a 12-week internship that is to be divided between lower and upper elementary settings. This internship is designed to assist the prospective graduate in virtually all teaching responsibilities in collaborative settings.

ECT 673. Internship in Collaborative Teaching: Grades 6-12. 3-9 Hours.

Students in the 5th-year, nontraditional program are required to complete a 12-week internship that is to be divided between lower and upper secondary settings. This internship is designed to assist the prospective graduate in virtually all teaching responsibilities in collaborative settings.

ECT 676. Survey of Pervasive Developmental Disorders. 3 Hours.

An in-depth examination of the characteristics, needs, and other concerns of children and youth with pervasive developmental disorders. Topics also include interventions, collaboration, and functional life-skill programming.

ECT 679. Advanced Legal Aspects of Special Education. 3 Hours.

Provides students with an in-depth examination of legal information pursuant to individuals with disabilities. The Individuals with Disabilities Education Act and its related amendments, the Americans with Disabilities Act, and Section 504 of the Improvement Rehabilitation Act are major federal laws reviewed in this course. Special education litigation is also addressed during the course.
Prerequisites: ECT 650 [Min Grade: C]

ECT 685. Comm and Lang for Indiv w/Low Incidence Disibilities. 3 Hours.

This course is designed as an elective to extend the experiences and knowledge base of students in the area of communication and language development for individuals with low incidence disabilities. The disabilty areas of focus will be visual impairments, hearing impairments, dual sensory impairments, autism,cerebral palsy, and moderate to severe mental retardation. Students will explore the linkages between speech, languate and communication and relate them in application to alternative modes and/or indicators of inner, receptive and expressive language. There will be traditional academic tasks infused with technology and assistive technology applications, reinforced by hands-on learning experiences and field based learning.

ECT 700. ASD: An Introduction. 3 Hours.

Introductory course that focuses on characteristics of children and youth with autism spectrum disorders; trends and issues connected with autism spectrum disorders; and effective practices and strategies for structuring, managing, and promoting social skill development and social interactions between children and youth with autism spectrum disorders.

ECT 701. ASD: App of Assessment Inform. 3 Hours.

Assessment-centered course that will guide the candidate in assessment, intervention, and programming for individuals within the autism spectrum. Candidates will learn to use formal and informal measures to identify student learning, language, sensory and regulatory needs, to design student-centered educational programming, write comprehensive evaluations, and select research based materials that match learner needs.

ECT 702. ASD: Meth Mod to Sev Function. 3 Hours.

Methods course, with special emphasis on low-functioning learners an Individuals with autism spectrum disorders. Particular attention is given effective practices and strategies for teaching and promoting functional and adaptive behavior that will enhance the learner¿s social responsibility and independent performance of daily activities.

ECT 703. ASD: Meth High Funct Learn- Asp. 3 Hours.

Methods course, with special emphasis on learners with higher functioning autism spectrum disorders and Asperger Syndrome. Particular attention is given effective practices and strategies for teaching and promoting social skill development and proactive social interactions. Autism Spectrum Disorders: Methods for High Functioning Learners and Asperger's Syndrome. Field experience required.

ECT 704. ASD: Collaboration-Consultation. 3 Hours.

Focuses on collaborative problem solving, consultation and related issues linked to educating students with autism spectrum disorders and related disabilities.

ECT 705. ASD: Sem Adv Mathods. 2 Hours.

Autism Spectrum Disorders: Seminars in Advanced Methods (2 credit hours) (20 clinical hours) to be taken concurrently with ECT 710: Autism Spectrum Disorders Practicum.

ECT 710. ASD: Practicum. 3 Hours.

Multi-faceted practicum course that encompasses seminar in advanced methods through ECT 705. ECT 710 is a series of planned activities in diverse, integrated school continuums where participants continue to learn and practice their skills in a regulated program supervised by master teachers identified in the autism spectrum concentration. The required High Stakes Artifacts assist the candidates and their supervisors in evaluating their student teaching competencies. Autism Spectrum Disorders: Practicum, 5-8 credit hours. Must register for ECT 705 and ECT 710 at the same time.

ECT 720. Universal Design for Lrn. 3 Hours.

This course covers the following areas: Accommodations/Modifications, Differentiated Instruction, Behavioral Strategies, Positive Learning Environments, Student Engagement, and Demonstration Teaching.

ECT 720L. Field Experience. 1 Hour.

This course covers the following areas: Accommodations/Modifications, Differentiated Instruction, Behavioral Strategies, Positive Learning Environments, Student Engagement, and Demonstration Teaching.

ECT 720R. Action Research. 1 Hour.

This course covers the following areas: Accommodations/Modifications, Differentiated Instruction, Behavioral Strategies, Positive Learning Environments, Student Engagement, and Demonstration Teaching.

ECY-Special Education Courses

ECY 535. Foundations of Early Childhood Special Education. 3 Hours.

This is the introductory graduate course in the early childhood special education program, which is designed to provide an overview of the field of early intervention/early childhood special education (EI/ECSE) and address policy issues, the importance of collaboration, and future directions. Candidates must develop competencies in the areas of historical and philosophical foundations of EI/ECSE, federal, state, and local laws and legal requirements, characteristics of young children with known or suspected disabilities, family-professional partnerships, service delivery options, recommended practices, current policy issues and trends, and professionalism and ethics. Another important aspect of this course is professional development and life-long learning. Candidates must demonstrate a number of research and technology skills such as: accessing resources to support graduate studies; conducting reviews of the early childhood special education resources and literature; using American Psychological Association (APA) professional style writing; utilizing technology to support graduate studies; and identifying professional development resources for life-long learning. Course content and assignments are designed to promote critical thinking, problem solving skills, evidence-based practice application, and resource identification.

ECY 536. Early Intervention and Preschool Curriculum and Methods. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children (birth through five) with known or suspected disabilities and their families from a variety of social, ethnic, and racial backgrounds. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying current curriculum and methods for young children. Special emphasis will be placed on supporting families in all aspects of intervention. Attention will be given to developmentally and individually appropriate practices that facilitate inclusive environments. Candidates will be familiarized with instructional strategies and technologies. Course content and assignments will promote the use of critical thinking skills, problem solving, and technologies as they are applied to instructional programs for young children with known or suspected disabilities and their families. The course objectives will be assessed through completion of the course requirements and class participation. The content of this course is based on evidence-based practices, which integrate the best available research evidence with professional and family wisdom and values. Emphasized throughout this course are the following objectives: how to be a member of a transdisciplinary team in providing instruction, how to respond to cultural diversity, how to provide services in high-poverty communities and LEAs, and how to utilize evidence-based practices in all aspects of services. These priority areas will be addressed throughout the course.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C] and ECY 535 [Min Grade: C] and ECY 537 [Min Grade: C]

ECY 537. Assessment in Early Childhood Special Education. 3 Hours.

The purpose of this course is to prepare the candidate with knowledge and practical applications regarding the screening and assessment of young children with known or suspected disabilities (ages birth through eight). Both child-level and family-level assessment procedures will be emphasized. The candidate completing this course will be prepared to make professional decisions regarding the screening, assessment, program planning, and progress monitoring of young children with disabilities. Course content and assignments will promote critical thinking and problem solving skills. The content of this course is based on evidence-based practices, which integrate the best available research evidence with professional and family wisdom and values. Emphasized throughout this course are the following objectives: how to be a member of a transdisciplinary team in providing services in the natural environment, how respond to cultural diversity, how to provide services in high-poverty communities and LEAs, and how to utilize evidence-based practices in all aspects of assessment. These priority areas will be addressed throughout the course.

ECY 538. Physical and Health Care Support in Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children with physical and health impairments. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying typical and atypical motor development and neurodevelopment. Candidates will become proficient in motor skill facilitation, positioning, handling, feeding and health care support. The course objectives will be assessed through completion of the course requirements and class participation.

ECY 539. Transdisciplinary Collaboration and Consultation in Early Childhood. 3 Hours.

This course is designed for students to develop the knowledge, skills, and ability to work collaboratively with other professionals who provide inclusive services to infants and young children with delays or disabilities and their families. Emphasis will be placed on working as members of teams, which include families, early childhood special education, and the related services of physical and occupational therapy. Topics include teamwork, group decision-making, team process, leadership, and communication, the evidence that supports these practices, and how such issues influence services for young children and their families. A significant portion of content/discussion will focus on the roles and functions of various disciplines (including family members) as team members. Case studies will be used in simulations of transdisciplinary teamwork in action.

ECY 562. Methods and Materials for Teaching Visual Impairments. 3 Hours.

Principles and procedures for developing and implementing curricula for persons who are blind, visually impaired or deaf-blind. Field experience required.
Prerequisites: ECY 600 [Min Grade: D]

ECY 564. Braille, Orientation and Mobility. 3 Hours.

Principles of teaching reading, transcribing and writing Braille; tests, curricula and technology for Braille literacy. Fundamentals in teaching spatial orientation and mobility for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: D]

ECY 565. Anatomy and Educational Implication of the Eye. 3 Hours.

Knowledge and evaluation of the visual system and use of low vision devices and other prescriptive devices for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: C] and ECY 661 [Min Grade: C] and ECY 662 [Min Grade: C] and ECY 663 [Min Grade: C] and ECY 664 [Min Grade: C]

ECY 572. Early Childhood/Elementary School Student Teaching. 3-9 Hours.

Provides individualized field-based experiences that will meet the unique needs of ECSE candidates in the 5th year, non-traditional program. Students complete internships in settings that include children who present a wide range of disabilities within the (0-3), (3-5), and (5-8) year age ranges. This internship experience is tailored to the unique needs and experiences of each student.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C] and ECY 535 [Min Grade: C] and ECY 536 [Min Grade: C] and ECY 537 [Min Grade: C] and ECY 538 [Min Grade: C] and ECT 555 [Min Grade: C]

ECY 600. Introduction to Exceptional Learner. 3 Hours.

An overview of exceptionality as it pertains to children and adults. Both high and low incidence populations will be examined. Each area of exceptionality will be reviewed in terms of etiology, diagnosis, prevalence, remediation, and educational strategies.

ECY 607. Counseling Parents of Exceptional Children. 3 Hours.

Dynamics of family life and parental and sibling reactions to handicapped individuals are addressed in this course. Prerequisite: ECY 600.

ECY 635. Foundations of Early Childhood Special Education. 3 Hours.

This is the introductory graduate course in the early childhood special education program, which is designed to provide an overview of the field of early intervention/early childhood special education (EI/ECSE) and address policy issues, the importance of collaboration, and future directions. Candidates must develop competencies in the areas of historical and philosophical foundations of EI/ECSE, federal, state, and local laws and legal requirements, characteristics of young children with known or suspected disabilities, family-professional partnerships, service delivery options, recommended practices, current policy issues and trends, and professionalism and ethics. Another important aspect of this course is professional development and life-long learning. Candidates must demonstrate a number of research and technology skills such as: accessing resources to support graduate studies; conducting reviews of the early childhood special education resources and literature; using American Psychological Association (APA) professional style writing; utilizing technology to support graduate studies; and identifying professional development resources for life-long learning. Course content and assignments are designed to promote critical thinking, problem solving skills, evidence-based practice application, and resource identification.

ECY 636. Early Intervention and Preschool Curriculum and Methods. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children (birth through five) with known or suspected disabilities and their families from a variety of social, ethnic, and racial backgrounds. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying current curriculum and methods for young children. Special emphasis will be placed on supporting families in all aspects of intervention. Attention will be given to developmentally and individually appropriate practices that facilitate inclusive environments. Candidates will be familiarized with instructional strategies and technologies. Course content and assignments will promote the use of critical thinking skills, problem solving, and technologies as they are applied to instructional programs for young children with known or suspected disabilities and their families. The course objectives will be assessed through completion of the course requirements and class participation.

ECY 637. Assessment in Early Childhood Special Education. 3 Hours.

The purpose of this course is to prepare the candidate with knowledge and practical applications regarding the screening and assessment of young children with known or suspected disabilities (ages birth through eight). Both child-level and family-level assessment procedures will be emphasized. The candidate completing this course will be prepared to make professional decisions regarding the screening, assessment, program planning, and progress monitoring of young children with disabilities. Course content and assignments will promote critical thinking and problem solving skills. The content of this course is based on evidence-based practices, which integrate the best available research evidence with professional and family wisdom and values. Emphasized throughout this course are the following objectives: how to be a member of a transdisciplinary team in providing services in the natural environment, how respond to cultural diversity, how to provide services in high-poverty communities and LEAs, and how to utilize evidence-based practices in all aspects of assessment. These priority areas will be addressed throughout the course.

ECY 638. Physical and Health Care Support in Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children with physical and health impairments. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying typical and atypical motor development and neurodevelopment. Candidates will become proficient in motor skill facilitation, positioning, handling, feeding and health care support. The course objectives will be assessed through completion of the course requirements and class participation.

ECY 639. Transdisciplinary Collaboration and Consultation in Early Childhood. 3 Hours.

This course is designed for students to develop the knowledge, skills, and ability to work collaboratively with other professionals who provide inclusive services to infants and young children with delays or disabilities and their families. Emphasis will be placed on working as members of teams, which include families, early childhood special education, and the related services of physical and occupational therapy. Topics include teamwork, group decision-making, team process, leadership, and communication, the evidence that supports these practices, and how such issues influence services for young children and their families. A significant portion of content/discussion will focus on the roles and functions of various disciplines (including family members) as team members. Case studies will be used in simulations of transdisciplinary teamwork in action.

ECY 662. Meth and Material for Teaching the Visually Impaired. 3 Hours.

Principles and procedures for developing and implementing curricula for persons who are blind, visually impaired or deaf-blind. Field experience required.
Prerequisites: ECY 600 [Min Grade: C]

ECY 664. Braille, Orientation and Mobility. 3 Hours.

Principles of teaching reading, transcribing and writing Braille; tests, curricula and technology for Braille literacy. Fundamentals in teaching spatial orientation and mobility for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: C]

ECY 665. Anatomy and Educational Implication of the Eye. 3 Hours.

Knowledge and evaluation of the visual system and use of low vision devices and other prescriptive devices for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: C] and ECY 664 [Min Grade: C]

ECY 670. Practicum in Early Childhood Special Education. 3-6 Hours.

Provides individualized field-based experiences to meet the unique needs of graduate candidates in ECSE. Students complete practicum experiences in settings that include children who present a wide range of disabilities within the 0-3, 3-5, 5-8 year age ranges. This practicum experience is tailored to the unique needs and experiences of each student.

EDA-Art Education Courses

EDA 534. Methods I: Visual Arts. 3 Hours.

Introduction to teaching visual arts in school settings. Developing basic skills in planning, instruction, and assessment. Admission to Alternative Master's Program required.

EDA 564. Methods II: Visual Arts. 3 Hours.

Preparation to plan, teach and assess the visual arts in school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.

EDA 583. Methods of Teaching Art. 3 Hours.

Preparation to teach art in schools. Learning experiences necessary for development of essential teaching competencies. Materials and methods in art studio media, technology skills for art classroom, art history and criticism, and current issues in art education. Admission to Alternative Master's Program required.

EDA 584. Methods of Teaching Art Lab. 1 Hour.

Methods of Teaching Art Lab required.

EDA 591. Art Education Final Exhibition. 3 Hours.

M.A. students plan and mount exhibition of work during final year. Graphicdesign students may prepare public portfolio presentation instead of exhibition. Art History students prepare a thesis research paper. Course is an independent study course taken with the student s thesis advisor.

EDA 651. Innovative Practices in Teaching Art in School. 3 Hours.

Innovative practices in planning, instructing, and evaluating in art education. Specialized study of contemporary needs in art and art education.

EDA 680. Advanced Methods: Visual Arts. 3 Hours.

Advanced methods for teaching the visual arts in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

EDA 690. Internship in Art Education N-12. 3-9 Hours.

For Alternative Master's Program students. Observation and student teaching in elementary and secondary schools (15 full weeks in school setting). Approval of internship application required.

EDC-Curriculum Education Courses

EDC 651. Innovative Practices in Curriculum. 3 Hours.

Current issues and special topics in curriculum; topics vary. May be repeated with different subject areas.

EDC 655. Curriculum Principles and Practices. 3 Hours.

Current curriculum practices; concepts and principles underlying their development.

EDC 656. Developmental Prob and Issues in Curriculum Construc. 3 Hours.

Developmental Prob and Issues in Curriculum Construction includes field study of curriculum in teachers' own schools.

EDC 694. Curriculum Seminar. 1-3 Hour.

Prerequisite: EDC 655 or permission of instructor.
Prerequisites: EDC 655 [Min Grade: C]

EDC 695. Coaching for Effective Instruction. 3 Hours.

This course provides research based and standards based practices to effect instructional change in schools, working collaboratively with children, teachers, and administration.

EDC 706. The Dynamics of Educational Change. 3 Hours.

Defining roles as change agents; understanding school as unit undergoing change; guiding perspectives in making changes. Prerequisite: Admission to graduate school.

EDC 707. Introduction to Teacher Leadership. 3 Hours.

This course is intended to be the first course in the Ed.S. program where students will begin their teacher leadership project.

EDC 711. Analysis and Evaluation of Teaching. 3 Hours.

Strategies and models for analysis of teaching. Use of data in evaluating teacher effectiveness. Prerequisite: Master's degree.

EDC 712. Seminar in Curriculum and Instruction. 3 Hours.

Critical issues and research. Development and discussion of individual research. Prerequisite: Master's degree.

EDC 713. Educational Issues and Human Diversity. 3 Hours.

Social, economic, and cultural forces contributing to deprivation; implications for teachers, administrators, and educational staff. Prerequisite: Master's degree.

EDC 720. Problems and Issues in Education. 3 Hours.

Exploration of problems and issues associated with education. Emphasis on needs of teachers and implications of the current problems and issues. Prerequisite: Master's degree.

EDC 725. Advanced Study in Social Studies Curriculum. 3 Hours.

Major problems and issues associated with social studies curriculum and instructional practices. Prerequisites: Completion of graduate course in teaching social studies and experience in teaching social studies.

EDC 728. EDS Research Project I. 3 Hours.

Development of research proposal. Proposal must be accepted and approved by appointed faculty committee.
Prerequisites: EPR 596 [Min Grade: C] and EPR 608 [Min Grade: C] and EPR 607 [Min Grade: C]

EDC 729. EDS Research Project II. 3 Hours.

Research prpject Prerequisites: EPR 692, EDC 728, EPR 596 or EPR 608, and 12 hours in Ed.S. program.
Prerequisites: EDC 728 [Min Grade: C] and EPR 596 [Min Grade: C] and EPR 608 [Min Grade: C] and EPR 607 [Min Grade: C]

EDC 731. Curricular Design & Implementation. 3 Hours.

Recognizing, assessing, and supporting quality instructional practices; program evaluation. School-based problem research project and field experience.

EDC 731L. Field Experience. 1 Hour.

This course covers the following areas: Standards-Based Content Knowledge, Instructional Strategies, Scope and Sequence of Curriculum, and Horizontal and Vertical Curriculum Design.

EDC 731R. School-Based Problem Research: Curriculum Design Implementation. 1 Hour.

This course covers the following areas: Standards-Based Content Knowledge, Instructional Strategies, Scope and Sequence of Curriculum, and Horizontal and Vertical Curriculum Design.

EDC 732. Culturally and Linguistically Responsive Instruction. 3 Hours.

Culturally responsive instruction, effective instruction of culturally and linguistically diverse (CLD) students, strategies to support academic and linguistic growth of English Learners, outreach to CLD parents and families, and professional learning communities.

EDC 732L. Field Experience for Culturally and Linguistically Responsive Instruction. 1-2 Hour.

Field-based experience to accompany EDC 732.

EDC 732R. School-Based Problem Research for CLD Responsive Instruction. 1 Hour.

Action-research project to accompany Culturally and Linguistically Responsive Instruction.

EDC 740. Teaching All Learners. 3 Hours.

This course explores Universal Design for Learning to meet the educational needs of diverse populations.

EDC 750. Critical Pedagogy for Diverse Populations. 3 Hours.

Critical analysis and social justice perspectives of historical and current social constructions of ethnicity, race, gender, religion, special needs, SES, and sexual orientation in educational settings will be explored.

EDC 760. Engaging Glocal Communities. 3 Hours.

Engagement of local and global, (glocal)communities through the identification, development, and implementation of grant projects, especially for promoting a targeted area of specialization.

EDC 770. Professional Preparation of College Educators. 3 Hours.

The professional preparation of college educators for teaching area of specialization.

EDC 780. Expanding Literature on Responsive Methodologies. 3 Hours.

The expansion of literature on responsive methodologies in a targeted area of specialization.

EDC 791. Field Studies. 3 Hours.

Participation in field studies related to a targeted area of specialization.

EDC 793. Directed Reading. 3 Hours.

Review of literature to expand understanding of conceptual and methodological basis in a targeted area of specialization.

EDC 795. Selected Topics. 3 Hours.

Recent studies in the education of diverse populations; systematic solutions to problems in a targeted area of specialization.

EDC 797. Dissertation Seminar. 3 Hours.

Doctoral Seminar.

EDC 799. Dissertation Research. 1-12 Hour.

Doctoral dissertation.
Prerequisites: GAC Z

EDR-Reading Education Courses

EDR 521. Reading in Context Areas. 1 Hour.

Application of principles of reading process to content-area materials and instruction. Designed for pre-service teachers. Field experience required concurrently with the field experience in a teaching methods course. Supervision fee $100.

EDR 540. Developmental Reading I. 1-4 Hour.

Materials and methods. Emphasis on planning balanced program and understanding reading process. Includes field experiences. Prerequisite: Admission to 5th-Year Program.
Prerequisites: EEC 650 [Min Grade: C]

EDR 541. Literature for Adolescents. 3 Hours.

Literary works written for or about adolescents.

EDR 543. Developmental Reading II. 1-4 Hour.

Reading process as it relates to content area materials. Includes field experience. Prerequisite: Admission to 5th-Year Program.
Prerequisites: EEC 612 [Min Grade: C]

EDR 551. Reading in Content Areas. 3 Hours.

Reading process; evaluation of content area materials; analysis of different content area textbooks; meeting individual differences. Supervision fee $100.

EDR 640. Reading Improvement Workshop. 3-6 Hours.

For inservice teachers of reading. Specific content varies according to needs of teachers.

EDR 645. Foundations of Reading. 3 Hours.

Early literacy experiences; beginning reading instruction; approaches to reading instruction; use of semantic, syntactic, and graphophonic clues; reading comprehension; and organization of reading program. Prerequisite: Admission to Fifth-Year Program. (If EDR 440, Developmental Reading I, has been taken, no credit will be given for EDR 645.).

EDR 650. Teaching Reading P-12. 3 Hours.

Understanding of reading process. Nature of reading programs; readiness motivation, methods, skills, assessment, evaluation, materials, and resources.

EDR 652. Pre and Early Reading Instruction. 3 Hours.

Theoretical bases, procedures, techniques, and materials for prereading and reading instruction. Prerequisite: Developmental reading course.

EDR 653. Literature for Grades P-12. 3 Hours.

Emphasis on needs of children, selection of books, societal issues in children's literature.

EDR 654. Dyslexia Research, Education & Advocacy. 3 Hours.

The purpose of this course is to provide candidates with an understanding of a balanced approach to literacy and research-based best practices for supporting literacy development among a diverse population of students. Additionally, this course provides knowledge of the approaches available to specialize curriculum for meeting the exceptional needs of students.

EDR 655. Reading Assessment and Evaluation. 3 Hours.

Examines evaluation techniques such as observation, standardized oral and silent reading tests and informal reading inventories such as miscue analysis.

EDR 656. Reading Strategies for Students with Reading Diff. 3 Hours.

Development and application strategies for remediating reading difficulties based on assessment and evaluation data.Prerequisite: Diagnostic reading course.

EDR 657. Supervision of Reading. 3 Hours.

Supervisor's role in improving reading instruction; methods of supervision and evaluation. Prerequisite: Permission of instructor.

EDR 659. Research and Problems in Reading. 3 Hours.

For teachers in elementary and early childhood education.

EDR 690. Internship in Reading. 1-3 Hour.

Supervised experience with children with reading difficulties. Prerequisites: Admission to reading certification program, permission of instructor and department.

EDR 691. Practicum in Reading. 3 Hours.

Practicum Prerequisite: Permission of instructor.

EDR 692. Internship in Supervision of Reading. 3-6 Hours.

Internship Prerequisites: Admission to Reading Supervisor Program and permission of instructor.
Prerequisites: EDR 655 [Min Grade: C]

EDR 698. Independent Non-Thesis Research in Reading. 3 Hours.

Research Prerequisite: Permission of instructor.

EDR 701. Advanced Diagnosis and Remediation of Reading. 3 Hours.

Examination of serious reading disabilities; diagnosis, possible remediation strategies, and development; diagnosis, possible remediation strategies, and development of remediation plan in lab setting. Prerequisites: Master's degree and M.A.-level diagnostic reading course or permission of instructor.

EDR 702. Reading: Theoretical Foundations. 3 Hours.

Relates concepts of learning, development, and linguistics to reading-learning process; emphasis on current theory; implications for program planning and classroom practice. Prerequisites: EDR 650 or permission of instructor, and master's degree.
Prerequisites: EDR 650 [Min Grade: C]

EDR 703. Advanced Research in Reading. 3 Hours.

Research Prerequisites: EDR 650 and master's degree.
Prerequisites: EDR 650 [Min Grade: C]

EDR 704. Field Experience in Reading. 3-6 Hours.

Supervised field experiences under direction of qualified reading consultant or supervisor in school setting. Prerequisites: Admission to Sixth-Year Program for Reading Teacher and permission of instructor.

EDR 705. Reading Instruction Seminar. 3 Hours.

Examination of trends and issues in field of reading. topics determined by each class. Prerequisites: Master's degree and 9 graduate hours in reading or permission of instructor.

EDR 706. Research. 1-3 Hour.

Research Prerequisites: Master's degree and permission of instructor.

EEC-Elem & Early Childhood Courses

EEC 500. Pedagogy One. 9 Hours.

Develops candidate's knowledge, skills/performance, and dispositions in the teaching of reading and language arts in the early childhood and elementary classroom. Refines abilities in instructional planning, instructional delivery, classroom management, and assessment of learners in order to address the literacy needs of diverse learners.

EEC 501. Pedagogy Two. 9 Hours.

Curriculum and field experience of P-6 curriculum in the areas of math, science, literacy, and social studies. Emphasis is placed on the scope, sequence, and content of each content area. Extensive field experience required.

EEC 502. Primary Math Methods. 1-4 Hour.

Materials and methods on emergent numeracy. Field experience required. Prerequisites: Admission to 5th year program.

EEC 505. Children's Literature in Elem. and Early Childhood. 3 Hours.

Materials and methods. Needs of children, selection of books, societal issues in children s literature, and role of media in children s literature. Field experiences required. Admission to 5th-Year Program, EEC 600, EEC 610, EEC 660.
Prerequisites: EDU 500 [Min Grade: C] and EEC 650 [Min Grade: C]

EEC 506. Language Arts in Elementary and Early Childhood Ed.. 1-4 Hour.

Materials and methods. Communication-based approach in developing effective language arts program. All aspects of language arts program addressed. Field experiences required. Admission to 5th-Year Program required.
Prerequisites: EEC 600 [Min Grade: C] and EEC 612 [Min Grade: C] and EEC 650 [Min Grade: C]

EEC 512. Math in EC and Elementary Educ. 1-4 Hour.

Material and methods of teaching mathematics. Emphasizes scope, sequence, and content of the mathematics program. Computation skills and problem solving are stressed. Includes field experiences. Prerequisite: Admission to 5th-Year Program.
Prerequisites: EEC 612 [Min Grade: C]

EEC 513. Science in EC and Elem Edu. 1-4 Hour.

Scope, sequence, materials, and methods. Emphasis on teaching and the development of content and process skills. Field experiences completed in conjunction with practicum. Prerequisite: Admission to 5th-Year Program.
Prerequisites: EEC 612 [Min Grade: C]

EEC 514. Soc Studies in EC and Elem Edu. 1-4 Hour.

Scope, sequence, and content of elementary school social studies curriculum. Teaching strategies, program articulation, and instructional planning. Field experiences completed in conjunction with practicum. Prerequisite: Admission to 5th-Year Program.
Prerequisites: EEC 612 [Min Grade: C]

EEC 515. Learning Environments through Positive Behavior Support. 3 Hours.

Theoretical approaches that focus on child centered curriculum, classroom management, discipline strategies and cultural, linguistic, and developmentally appropriate instruction. Field experience required. Admission to Alternative Master's Program required.

EEC 540. Workshop in Education: Strategies for English Learners. 1-3 Hour.

Strengthen proficiency in teaching English Learners in the mainstream classroom. Develop understanding of second language acquisition,culturally responsive teaching, accommodations for varying language levels, and appropriate assessments for English Learners. Practice planning, implementing,and managing sheltered instruction.

EEC 560. Current Issues in Education. 3 Hours.

Topics announced in class schedule. May be repeated for maximum of 6 hours with different topics.

EEC 565. Teaching Globe and Map Skills. 3 Hours.

Concepts and skills related to understanding functional use of globes and maps. Teaching strategies and methodologies for teaching concepts and skills. Curriculum scope, sequence, continuity, and application within social studies program.

EEC 592. Individual Curriculum Projects:(Area Specified). 3-6 Hours.

Field projects in curriculum modification and improvement of classroom practice. Prerequisite: Permission of instructor.

EEC 593. Individual Readings. 1-3 Hour.

Individualized readings on special topics. Prerequisite: Permission of instructor.

EEC 594. Field Work in Elementary and Early Childhood Education. 1-6 Hour.

Observation and participation experiences with children.

EEC 600. Transition into P-6 Teaching. 3 Hours.

Introduction to the teaching profession (Alternative Master's Program, Elementary/Early Childhood Education).

EEC 610. Curriculum Development in ELEM and ECE. 3 Hours.

Curriculum decisions, planning and implementation.
Prerequisites: EEC 660 [Min Grade: C]

EEC 611. Teacher Roles in Elementary and Early Childhood Ed.. 3 Hours.

Models of instructional roles such as facilitator, program planner, curriculum designer; models of social roles. Includes practicum experiences.

EEC 612. Models of Teaching. 3 Hours.

Selecting and applying specific teaching strategies. Includes practicum experiences.

EEC 620. Teaching Mathematics N-6. 3 Hours.

Issues and approaches in early childhood and elementary mathematics; research and implementation for instruction.
Prerequisites: EEC 660 [Min Grade: C]

EEC 621. Teaching Language Arts P-12. 3 Hours.

Issues and approaches in teaching early childhood and elementary school language arts. Implications of research for instruction.
Prerequisites: EEC 660 [Min Grade: C]

EEC 622. Teaching Social Studies N-6. 3 Hours.

Function and organization of social studies programs in early childhood and elementary schools. Selection and adaptation of content, resources, teaching materials, and teaching strategies/methods with emphasis on current trends.
Prerequisites: EEC 660 [Min Grade: C]

EEC 623. Teaching Science N-6. 3 Hours.

Issues and approaches in early childhood and elementary science,technology, engineering,& math. Implications of research for instruction.
Prerequisites: EEC 660 [Min Grade: C]

EEC 625. Critical Pedagogy Advocacy Collaboration. 3 Hours.

Encompasses current issues in education from critical, postmodern, and feminist perspectives. Issues of advocacy, collaboration, equity, social justice, racism, sexism, and the marginalization of minorities in education will be explored. Admission to Graduate School required.
Prerequisites: EEC 660 [Min Grade: C]

EEC 628. Masters Project. 1 Hour.

Designed for the nontraditional 5th-year student in early childhood and elementary education. This one-hour seminar must be taken concurrently with the student's internship experience.

EEC 633. Classroom Applications of Constructivist Theory. 3 Hours.

This course provides practical classroom applications of constructivist principles in teaching and learning.

EEC 650. Systematic Reflections About Teaching. 3 Hours.

Theory and practice of reflective inquiry in the elementary classroom which includes observations, data collection, analysis, and narrative reporting.Prerequisite: Admission into Graduate School.

EEC 660. Reading in Teaching and Learning. 3 Hours.

Introductory course is designed to assist the student in locating, analyzing, and synthesizing current research in early childhood and elementary education.

EEC 670. Studying the Child in School. 3 Hours.

Analysis of child study in school; values and limitations of assessment.

EEC 671. Creative and Affective Experiences. 3 Hours.

Nature and nurture of creativity through creative learning experiences. Maintaining and preserving creative expression throughout curriculum.

EEC 672. Piaget and Perspectives in Learning. 3 Hours.

Piaget's theory of intellectual or cognitive development; applications to elementary and early childhood education. Prerequisite: Course in human growth and development.

EEC 673. Teaching in Diverse Society. 3 Hours.

Examination of effective strategies for working with diverse populations.

EEC 674. Language Development. 3 Hours.

Developmental processes involved in language, relationship to education programs.

EEC 675. Teaching in the Urban School. 3 Hours.

Methods and materials; evaluation of school and school-related programs for equalizing educational opportunity.

EEC 676. Discipline and Social Education. 3 Hours.

EEC 677. Readinesss for Learning. 3 Hours.

Preschool and primary level language development and literacy development; assessment techniques.

EEC 678. Primary Mathematics: A Constructive Approach. 3 Hours.

New ways of teaching primary math based on Piaget's theory about how children acquire logico-mathematical knowledge.

EEC 680. National Board Portfolio. 3-6 Hours.

Prepares teachers for National Board Candidacy and to support candidates as they go through the certification process. Students enrolled in this course may be either precandidates or candidates for National Board Certification. Prerequisites: Admission to Graduate School and permission of candidate's advisor and course instructor.

EEC 690. Internship in P-3/3-6. 3-9 Hours.

Supervised teaching in an early childhood (P-3) and an elementary (3-6) program. The student gradually assumes responsibility for planning and teaching for the entire class (minimum of 15 weeks). The internship experience includes supervision in working with professional resource professionals and parents. Approval of application for Internship in P-3/3-6 required.
Prerequisites: EDR 540 [Min Grade: C] and EEC 505 [Min Grade: C] and EEC 506 [Min Grade: C]

EEC 691. Practicum in ECE/ELEM. 3 Hours.

Practicum in Early Childhood Education and Elementary Education.Prerequisite: Permission of instructor.

EEC 692. Curriculum Projects. 3-6 Hours.

Field projects in curriculum modifications and improvement of classroom practice. Prerequisite: Permission of instructor.

EEC 693. Independent Studies. 1-3 Hour.

Prerequisite: Permission of instructor as independent study.

EEC 694. Field Study. 1-6 Hour.

Field study Prerequisite: Permission of instructor.

EEC 695. Practicum Supervision in ECE/ELE. 2 Hours.

Supervision of practicum students.Prerequisite: Permission of instructor or advisor.

EEC 696. Internship Seminar. 2 Hours.

Course will accompany the 9 semester hour internship (EEC 690) to support and extend the efforts of student teaching. The course will focus on problem-solving related to classroom situations such as classroom management, grading, professionalism and ethics, legal issues, teacher rights, and others that occur during the internship. It will be taught in a seminar style with once-a-week required meetings.

EEC 698. Independent Non-Thesis Research. 3 Hours.

Non Thesis research Prerequisite: Permission of instructor.

EEC 699. Thesis Research. 6-9 Hours.

Thesis research Prerequisites: Admission to candidacy and permission of instructor.
Prerequisites: GAC M

EEC 701. Advanced Seminar in Language Development. 3 Hours.

Relationship of thinking and knowing to language development; strategies for analysis. Prerequisites: EEC 674 or equivalent and master's degree.
Prerequisites: EEC 674 [Min Grade: C]

EEC 702. Administration and Supervision Prog Young Children. 3 Hours.

Evaluation, decision making, supportive services, staff development, community interaction strategies. Prerequisite: Master's degree.

EEC 710. Research. 1-3 Hour.

Research. Prerequisite: Permission of instructor.

EESL-English as Second Languag Courses

EESL 510. Second Language Acquisition. 3 Hours.

An in-depth look at major theories of second language acquisition. Exploration of learning environments, programs, home language, culture, and other factors that influence second language acquisition. This course entails 30 hours of field experiences. Required for the Alternative Master’s.

EESL 512. Curriculum, Program, Policies. 3 Hours.

Introduction to the curriculum, programs, policies, and laws that support new language learners with respect to legal issues, instructional strategies, accommodations, assessments, and support networks and that are grounded in second language acquisition theory. This course entails 5 days of field experiences in an English learner summer program. Required for the Alternative Master’s in ESL.
Prerequisites: EESL 510 [Min Grade: C]

EESL 513. Teaching ESL in a Multicultural Society. 3 Hours.

Designed to introduce students to the goals, principles, and practices of multicultural education and to sensitize students to cultural pluralism in the United States. Required for the Alternative Master’s.

EESL 515. Grammar and Linguistics for ESL Teachers. 3 Hours.

A critical study of aspects of Modern English grammar and linguistics that are important for the teaching of English as a Second or Foreign Language. Students will gain an understanding of the major syntactic and semantic phenomena important for teaching ESL/EFL, become familiar with the practical and theoretical literature on teaching English grammar, participate in practical exercises of grammar correction in writing with actual ESL students, and develop and compile classroom activities for teaching points of grammar. Required for the Alternative Master’s.

EESL 525. Phonology for Second Language Teachers. 3 Hours.

An introduction to phonology and its application to the teaching of a second or foreign language. Students learn the phonological structure of the English language, analyze examples from language learner data, diagnose pronunciation difficulties experienced by language learners from different first languages, and identify instructional strategies for assisting language learners to perceive and produce challenging sounds. Required for the Alternative Master’s.

EESL 530. Methods and Materials of Teaching ESL. 3 Hours.

Examines traditional and current approaches for teaching English to speakers of other languages and curriculum materials, texts, and other resources. This course entails 30 hours of field experiences. Required for the Alternative Master’s.
Prerequisites: EESL 510 [Min Grade: C]

EESL 540. Teaching New Languages Through Reading and Writing. 3 Hours.

Theory, research and practice in reading and writing for second language learners. Implications for teaching reading and writing skills that allow second language learners to participate in the full range of academic situations. This course entails 30 hours of field experiences. Required for the Alternative Master’s.
Prerequisites: EESL 510 [Min Grade: C]

EESL 560. Effective Teaching and Learning. 3 Hours.

This course prepares candidates to plan, teach, and assess second and foreign languages in school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment. This course entails 30 hours of field experience. Required for the Alternative Master's in ESL, French, and Spanish.

EESL 589. Internship Seminar in ESL. 1 Hour.

Provides an opportunity to explore in-depth effective ways to deliver instruction during the internship experience.

EESL 590. Internship in Second and Foreign Languages, N-12. 6 Hours.

Meets the internship requirements of the state code. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties.

EESL 601L. Community English Teaching. 0 Hours.

This course examines how adults do and do not learn an additional language. Candidates examine the major theories of second language acquisition and discuss their implications for teaching ESL and English as a Foreign Language (EFL) to adult learners.

EESL 610. Second Language Acquisition. 3 Hours.

An in-depth look at major theories of second language acquisition. Exploration of learning environments, programs, home language, culture, and other factors that influence second language acquisition. This course entails 8 hours of field experiences at other schools plus 22 hours of working with English learners at one's own school.

EESL 612. Curriculum, Programs and Policies. 3 Hours.

Introduction to the curriculum, programs, policies, and laws that support new language learners with respect to legal issues, support networks, instructional strategies, assessments, and accommodations and that are grounded in second language acquisition theory. This course entails 3 days of field experiences in an English learner summer program.

EESL 613. Teaching ESL in a Multicultural Society. 3 Hours.

Designed to introduce students to the goals, principles, and practices of multicultural education and to sensitize students to cultural pluralism in the United States.

EESL 615. Grammar and Linguistics for ESL Teachers. 3 Hours.

A critical study of aspects of Modern English grammar and linguistics that are important for the teaching of English as a Second or Foreign Language. Students will gain an understanding of the major syntactic and semantic phenomena important for teaching ESL/EFL, become familiar with the practical and theoretical literature on teaching English grammar, participate in practical exercises of grammar correction in writing with actual ESL students, and develop and compile classroom activities for teaching points of grammar.

EESL 617. Teaching English in a Global Context. 3 Hours.

Provides a sociolinguistic perspective on the globalization of English and on the emergence and teaching of English as an International Language. Students explore dialectology, language change, language diversity, language ideology and power, national language policies, World Englishes, the growing number of non-native English speakers, and attitudes of native and non-native English speakers toward the domination of English.

EESL 620. Special Topics in ESL. 3 Hours.

Topics will vary from year to year.

EESL 625. Phonology for Second Language Teachers. 3 Hours.

An introduction to phonology and its application to the teaching of a second or foreign language. Students learn the phonological structure of the English language, analyze examples from language learner data, diagnose pronunciation difficulties experienced by language learners from different first languages, and identify instructional strategies for assisting language learners to perceive and produce challenging sounds.
Prerequisites: EESL 610 [Min Grade: C]

EESL 627. Teaching Adult Language Learners. 3 Hours.

Introduces goals, principles, and practices for teaching English to adult learners, addresses the influence of varying backgrounds on adult language learning, and examines ways to evaluate adults' second language development. After learning to recognize quality components in distinct program models, as outlined by TESOL Standards for Adult Education ESL Programs, students do a critical study of community-based programs and English for Specific Purposes.

EESL 630. Methods and Materials of Teaching ESL. 3 Hours.

Examines traditional and current approaches to teaching English to speakers of other languages and curriculum materials, texts, and other resources. This course entails 40 hours of field experience working with English learners in one's own school.
Prerequisites: EESL 610 [Min Grade: C]

EESL 637. Methods Teaching English as an International Language. 3 Hours.

Prepares students to teach English as an International Language by using methods, strategies, and techniques appropriate for adults in ESL contexts and for all learners in EFL contexts. Engaged with approaches aligned with TESOL Standards for ESL/EFL Teachers of Adults, students plan state-of-the-art curriculum, instruction and assessment for 5 program settings: adult/community, workplace, college/university, intensive English, and English as a Foreign Language.

EESL 640. Teaching New Languages Through Reading and Writing. 3 Hours.

Theory, research and practice in reading and writing for second language learners. Implications for teaching reading and writing skills that allow second language learners to participate in the full range of academic situations. This course entails 8 hours of field experiences at another school and 32 hours working with English learners in one's own school.
Prerequisites: EESL 610 [Min Grade: C]

EESL 641. Teaching Emergent Bilingual Learners in the Early Childhood Setting. 3 Hours.

This course prepares candidates to work effectively with emergent bilingual learners in the early childhood setting. Candidates will gain context knowledge needed to design curriculum, including literacy, appropriate for emergent bilingual learners and will learn how culture and home language impacts learning additional languages.

EESL 647. Instruction and Assessment: Reading and Writing. 3 Hours.

Addresses linguistic, sociocultural, psychological, and educational factors that affect literacy development of English as an additional language. Grounded in theoretical and practical aspects of teaching second language (L2) reading and writing to adolescents and adults in diverse communities, students learn to implement effective instructional strategies for promoting literacy in English as an additional language. To measure attainment of L2 reading and writing skills, students learn to design and conduct authentic assessments and to administer standardized assessments.

EESL 650. Strategies for Teaching Math and Science to ELLs. 3 Hours.

Provides knowledge and strategies for making math and science accessible to ELLs at all grade levels, K-12. Classroom teachers will learn to make accommodations for teaching ELLs within a sheltered instruction framework.

EESL 657. Instruction and Assessment: Listening and Speaking. 3 Hours.

Examines how spoken communication is structured so that it is socially appropriate and linguistically accurate. Students learn principles and best practices for the contextualized teaching of second language (L2) listening and speaking skills to adolescent and adult learners. After exploring the purposes, types, and availability of formal testing tools to assess the attainment of these skills in English as an additional language, students also learn to generate and conduct their own tests for assessing L2 listening and speaking.

EESL 660. Effective Teaching and Learning. 3 Hours.

This course prepares candidates to plan teach and assess second and foreign languages in school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment. This course entails 30 hours of field experience. Required for the traditional Master's in ESL.

EESL 670. Engaging Families and Communities. 3 Hours.

This course prepares professional educators to engage families and communities with the overarching idea of shared responsibility for the English learner's academic success. In this course, UAB candidates will determine what family engagement could look like over time ( in school years) and through multiple levels, starting with individual engagement, the engagement of a school, and of a school system.

EESL 677. Field Studies. 1-3 Hour.

Students participate in field studies related to the teaching of English as a second or foreign language.

EESL 680. Research in ESL. 3 Hours.

Primary types of research conducted in second language teaching and learning and how these methods can be used to inform teaching. Introduction to classroom-based second language research approaches.

EESL 687. Practicum Seminar: English Language Teaching. 3 Hours.

This inquiry-focused course guides emerging teachers in experiencing the differentiated facets of working in adult ESL and EFL environments. Students explore issues related to Intensive English Programs, English for Occupational Purposes, Program Administration, and English as an International Language. Students observe classes in regional IEPs, develop an EOP program, receive hands-on experience in administration, apply research to various adult EIL teaching situations, and do an in-depth study of an EFL context.

EESL 689. Internship Seminar in ESL. 1 Hour.

Provides an opportunity to explore in-depth effective ways to deliver instruction during the internship experience. Must be taken concurrently with EESL 690.
Prerequisites: EESL 610 [Min Grade: C]

EESL 690. Internship in Second and Foreign Languages, P-12. 3 Hours.

Meets the internship requirements of the state code. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. This course entails 2 weeks of internship in an English learner summer program. Approval of internship application for the traditional master's.

EESL 691. Internship in Second and Foreign Languages. 3-9 Hours.

Meets the internship requirements of the State Code. Interns are required to engage in the full scope of teaching activities and planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. Approval of internship applications required.

EESL 697. ESL Practium: Adult Learners. 3 Hours.

A standards-based course offering practical application of the knowledge and skills learned in other courses for teaching ESL to adult language learners. After doing structured observations of professional ESL educators and participating in the corresponding debriefings, novice teachers engage in the full scope of ESL teaching activities. They plan and deliver lessons, evaluate learners and their language development, and conduct managerial tasks and other appropriate duties. Prerequisite: Approval of practicum application.

EESL 717. Teaching English in Global Context. 3 Hours.

This course provides a sociolinguistic perspective on the globalization of English and on the emergence and teaching of English as an International Language. Students explore dialectology, language change, language diversity, language ideology and power, national language policies, World Englishes, the growing number of non-native English speakers, and attitudes of native and non-native English speakers toward the domination of English.

EESL 743. Promoting Global Peace through TESOL. 3 Hours.

This course guides doctoral students in understanding and facilitating the promotion of global peace within their classroom and educational setting as well as in other settings, both locally and globally.

EESL 763. Facilitating Intercultural Communicative Competence. 3 Hours.

This course guides doctoral students in understanding and facilitating their students' intercultural communicative competence within and out of the classroom.

EESL 780. Research in ESL/EFL. 3 Hours.

Exploration of research methods conducted in second and foreign language teaching and applications of these methods to inform teaching in the ESL and/or EFL contexts.

EHS-High School Education Courses

EHS 530. Practicum. 1 Hour.

Field experience in school-based setting. Admission to Alternative Master's Program required.
Prerequisites: EDU 500 [Min Grade: C](Can be taken Concurrently)

EHS 535. Methods I Mathematics 6-12. 3 Hours.

Introduction to teaching mathematics in secondary school settings. Developing basic skills in planning, instruction, and assessment. Supervision fee.
Prerequisites: EDU 500 [Min Grade: C](Can be taken Concurrently)

EHS 536. Methods I: English Language Arts, 6-12. 3 Hours.

Introduction to teaching English language arts in secondary school settings. Developing basic skills in planning, instruction, and assessment. Field supervision fee.

EHS 537. Methods I: Science, 6-12. 3 Hours.

Introduction to teaching science in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission to Alternative Master's Program required. Field supervision fee.

EHS 538. Methods I: Social Science, 6-12. 3 Hours.

Introduction to teaching the social sciences in secondary school settings. Developing basic skills in planning, instruction, and assessment. Supervision fee.

EHS 539. Methods I: World Languages. 3 Hours.

Introduction to teaching world languages in school settings. Developing basic skills in planning, instruction, and assessment. Admission to Alternative Master's Program required. Supervision fee.
Prerequisites: EDU 500 [Min Grade: C]

EHS 556. Classroom Mgt in Sec Schools. 3 Hours.

Designed to help teachers build their own personal system of discipline, consonant with their philosophies and personalities as well as with realities of students and schools. Emphasis on successful classroom management techniques.

EHS 558. Science Technology and Society. 3 Hours.

Explores nature of momentous changes: origin, current status, and future direction. Emphasis on role of educational community in helping young people to better understand and deal with various issues raised.

EHS 565. Methods II: Mathematics, 6-12. 3 Hours.

Preparation to plan, teach and assess mathematics in secondary school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.
Prerequisites: EHS 535 [Min Grade: C]

EHS 566. Methods II: English Language Arts, 6-12. 3 Hours.

Preparation to plan, teach and assess English language arts in secondary school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.
Prerequisites: EHS 536 [Min Grade: C]

EHS 567. Methods II: Science, 6-12. 3 Hours.

Preparation to plan, teach and assess science in secondary school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.
Prerequisites: EHS 537 [Min Grade: C]

EHS 568. Methods II: Social Science, 6-12. 3 Hours.

Preparation to plan, teach and assess social science in secondary school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.
Prerequisites: EHS 538 [Min Grade: C]

EHS 569. Methods II: World Languages. 3 Hours.

Preparation to plan, teach and assess world languages in school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.
Prerequisites: EHS 539 [Min Grade: C]

EHS 570. Practicum II. 1 Hour.

Field experience in school-based setting.

EHS 571. Special Education Accommodation/Modification Lab. 1 Hour.

Problems and issues in special education and the regular classroom.

EHS 597. Special Problems in Education. 3 Hours.

Seminar for seniors and graduate students; individualized readings and research projects based on student's special interests. May be repeated for total of 6 hours. Field Supervision Fee.

EHS 599. Field Studies in (Selected Educational Settings). 1-3 Hour.

Field visits to locations of high educational impact, preceded by organized group meetings to develop background and concepts on which visits will be based; summation meetings follow visits. Individual projects and papers prescribed as appropriate. Credit determined by complexity of area or topic under study and necessary length of time rather than by distance involved. Cost for travel and other related arrangements to be announced for each study group.

EHS 600. Secondary Education Curriculum and Methods I. 3 Hours.

Introductory course in Alternative Masters Program for secondary school education. Developing basic teaching skills and understanding of interdependence among all levels within school and community. Course requires 40 hours of field experiences beyond class meetings.

EHS 611. Advanced Methods: World Languages. 3 Hours.

Advanced methods for teaching world languages. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.
Prerequisites: EHS 600 [Min Grade: C]

EHS 612. Advanced Methods: English Language Arts, 6-14. 3 Hours.

Advanced methods for teaching English language arts in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

EHS 614. Advanced Methods: Social Sciences, 6-14. 3 Hours.

Advanced methods for teaching the social sciences in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

EHS 615. Advanced Methods: Science, 6-14. 3 Hours.

Advanced methods for teaching science in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

EHS 616. Advanced Methods: Mathematics, 6-14. 3 Hours.

Advanced methods for teaching mathematics in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.
Prerequisites: EHS 565 [Min Grade: C]

EHS 644. Workshop in Teaching. 3 Hours.

Prerequisite: Permission of instructor.

EHS 645. Inquiry in the Social Studies. 3 Hours.

Inquiry and discovery techniques through use of simulation, games, role playing, and other group activities. Social studies projects, programs, and materials.

EHS 647. Secondary School Programs. 3 Hours.

Innovations, programs, and classroom practices; forces leading to recent trends.

EHS 650. Teaching the Emerging Adolescent. 3 Hours.

Curriculum, materials, and methods of instruction reflecting needs and characteristics of age group.

EHS 651. Innovative Practices in Teaching in Secondary School. 3 Hours.

Innovative practices in planning, instructing, and evaluating high school area studies. May be repeated if taken in different areas of study.

EHS 653. Current Issues in Secondary Education. 3 Hours.

Critical problems affecting teacher and curriculum in grades 6-14.

EHS 680. National Board Seminar for Secondary Education. 3 Hours.

Course involves 18 Saturday seminars during the school year to prepare teachers for National Board Candidacy and to support candidates as they go through the certification process. Students enrolled in this course may be either pre-candidates or candidates for National Board Certification.

EHS 681. Special Topics in Education. 1-6 Hour.

Prerequisite: Permission of instructor.

EHS 690. Intern Seminar in Sec Edu. 1-3 Hour.

Observation and teaching in secondary school (15 weeks minimum). Includes attendance at a weekly seminar on campus. Unconditional acceptance in Alternative Master's Program and approval of application for internship required.

EHS 691. Secondary School Internship. 3-9 Hours.

Observation and teaching in secondary school (15 weeks minimum). Includes attendance at a weekly seminar on campus. Prerequisites: Unconditional acceptance in 5th-Year Program and approval of application for internship.

EHS 692. Field Studies (Selected Educational Settings). 1-3 Hour.

Field Studies.

EHS 693. Advanced Field Experience. 3 Hours.

Field Studies.

EHS 695. Secondary School Internship Speech Comm/Theatre. 6 Hours.

Observation and teaching in secondary school (10 weeks or 300 clock hours minimum). Students also attend minimum of five 3-hour seminars designed to meet specific needs. Prerequisites: Unconditional acceptance in 5th-Year Program, completion of graduate methods course 9 hours in certification area, at least 9 hours in professional in addition to methods course, and approval of application for internship.

EHS 697. Individual Readings in Education. 1-3 Hour.

May be repeated for total of 6 hours. Prerequisite: Permission of advisor and instructor.

EHS 698. Individual Research in Education. 1-6 Hour.

Research Prerequisite: Permission of instructor.

EHS 699. Thesis Research. 6-9 Hours.

Thesis Research. Prerequisites: Admission to candidacy and permission of instructor.
Prerequisites: GAC M

EHS 710. Creative Teaching in Secondary School. 1-3 Hour.

Advanced methods and materials for teaching grades.

EHS 720. Individual Research in Education. 3-6 Hours.

Research Prerequisites: Master's degree and permission of instructor.

ELE-Elementary Education Courses

ELE 620. Teaching Mathematics in Elementary School. 3 Hours.

Issues and approaches in elementary mathematics; research and implementation for instruction.
Prerequisites: EEC 600 [Min Grade: C] and EEC 660 [Min Grade: C]

ELE 621. Teaching Language Arts in Elementary School. 3 Hours.

Issues and approaches in teaching elementary school language arts. Implications of research for instruction.
Prerequisites: EEC 600 [Min Grade: C] and EEC 660 [Min Grade: C]

ELE 622. Teaching Social Studies in Elementary School. 3 Hours.

Function and organization of social studies programs in elementary schools. Selection and adaptation of content, resources, teaching materials, and strategies and methods. Emphasis on current trends.
Prerequisites: EEC 600 [Min Grade: C] and EEC 660 [Min Grade: C]

ELE 623. Teaching Science in Elementary School. 3 Hours.

Issues and approaches in elementary science. Implications of research for instruction.
Prerequisites: EEC 600 [Min Grade: C] and EEC 660 [Min Grade: C]

ELE 624. The Elementary School. 3 Hours.

Organizational patterns in American elementary schools.

ELE 690. Practicum in Elementary Education. 3-6 Hours.

Practicum Prerequisite: Permission of instructor.

ELE 691. Internship in Elementary Education. 3-9 Hours.

Full-time internship as elementary education teacher for 10 weeks (300 clock hours). Responsibility as teacher for at least 10 days. 3 or 9 hours.

ELE 692. Practicum Supervision in ELE. 2 Hours.

Supervision of practicum students.

ELE 721. Developing Effective Instruction in Elementary Sch. 3 Hours.

Leadership role of senior teachers; analysis and enhancement of instructional programs; development of teaching staff. Prerequisite: Master's degree.

EMS-Middle School Education Courses

EMS 590. Middle School Internship. 3 Hours.

Observation and teaching in middle school (10 weeks or 300 hours minimum). Students will attend a minimum of five 3-hour seminars designed to meet specific needs. Prerequisites: Unconditional acceptance in the 5th-Year Program and completion of graduate methods course, 9 hours in academic work, and at least 9 hours in professional courses in addition to the methods course.

EMS 648. The Middle School. 3 Hours.

Curriculum and principles in middle school education. Development of middle school from early junior high school movement. Examination of middle school programs and activities.

EMS 649. Studies in Middle School Education I II III. 1-3 Hour.

Advanced workshops in various phases of middle school program. Phase I foundations (history, growth and development, philosophy); Phase II, curriculum; and Phase III, instruction.

EMS 698. Individual Research in Education. 1-6 Hour.

Research in Education. Prerequisite: Permission of instructor.

Faculty

Calhoun, Charles, Associate Professor of Elementary Education, 1989, B.A. (Earlham), M.A., Ph.D. (Georgia State)
Causey, Cora, Instructor of Early Childhood and Elementary Education, 2014, B.A., (Birmingham Southern), M.A., Ph.D. (UAB)
Christensen, Lois M., Professor of Early Childhood and Elementary Education, 1996, B.A., M.A. (Arizona State), Ph.D. (Texas A&M)
Clabough, Jeremiah , Assistant Professor of Secondary Education, 2012, B.A. (Maryville College), M.S., Ph.D. (Tennessee)
Ennis, Robin, Assistant Professor of Collaborative Teacher Education K-12, 2015, B.A. (Birmingham Southern), M.Ed. (Vanderbilt), Ph.D. (Georgia State)
Ernest, James R., Professor of Early Childhood and Elementary Education, 2010, B.A. (The University of Exeter, Exeter, England), M.A. (Louisiana State), Ph.D. (UAB)
Goldman, Renitta L., Professor of Special Education, 1984, B.A. (Washington), M.S. (North Carolina State), Ph.D. (Missouri)
Hill, Kelly L., Temp Assistant Professor of English as a Second Language, 2015, B.S., M.A., Ed.S., Ph.D. (UAB)
Jepkemboi, Grace, Assistant Professor of Early Childhood and Elementary Education, 2008, B.Ed. (Egerton University, Kenya), M.A. (Moi University, Kenya), Ph.D. (UAB)
Kilgo, Jennifer L., Professor of Special Education, 1995, B.A. (Auburn), M.A. (UAB), Ed.D. (Alabama)
Kirkland, Lynn, Professor of Early Childhood and Elementary Education, 1998, B.S., M.A., Ed.S. (UAB), Ed.D. (Alabama)
Meadows, Lee, Associate Professor of Secondary Education, 1993, B.A. (Mississippi), M.A. (Texas), Ph.D. (Georgia)
Perry, Tonya, Associate Professor of Secondary Education, 2002, B.A. (North Carolina), M.A., Ph.D. (UAB), NBPTS
Pevsner, Wanda D., Assistant Professor of Special Education, 2004, B.S. (Judson), M.A., Ph.D. (UAB)
Ponder, Jennifer, Associate Professor of Elementary Education, 2015, B.S., M.A. (UAB), Ph.D. (Indiana)
Prado, Josephine, Assistant Professor of English as a Second Language, 2013, B.A. (Agnes Scott College); M.A., Ph.D. (Alabama)
Sims, Michele, Associate Professor of Reading and Secondary Education, 1999, B.A., M.S. (CUNY), Ed.D. (Pennsylvania)
Smith, Tommy G., Associate Professor of Secondary Education, 1989, B.S., M.S., Ed.D. (Auburn)
Spezzini, Susan K., Associate Professor of English as a Second Language, 2005, B.A., M.A. (California), Ph.D. (Alabama)
Summerlin, Jennifer, Instructor of Reading , 2011, B.A., M.A., Ph.D. (UAB), NBPTS
Voltz, Deborah, Professor of Special Education, 2013, B.A. (National College of Education), M.A. (UAB), Ed.D. (UAB)
Wang, Yu-Mei, Associate Professor of Early Childhood and Elementary Education, 2016, B.S. (Alabama State); M.A., Ed.S., Ph.D. (UAB)
Witherspoon, Taajah, Instructor of Early Childhood and Elementary Education, 2015, B.S. (ASU), M.A., Ed.S., Ph.D. (UAB)