Enables school administrators to utilize technology to increase student achievement, as well as to understand the effective use of educational technology in the classroom. Students investigate the issues that surround the use of technology in an educational setting, as well as develop the skills and understandings needed to meet the national Technology Standards for Administrators. Prerequisite: Basic computer skills (file managment, word processing, e-mail, internet searches). Three hours per week.

Examination of the use of evaluation research as a basis for decisions about educational programs, products and goals with the aim of providing the educational leader with valid and reliable evidence upon which to base program decisions. Three hours per week.

equips candidates with skills to become educational leaders who have the knowledge and ability to promote the success of all students by providing an effective instructional program, monitoring the alignment of curriculum, instruction and assessment and applying best practices to student learning. Three hours per week.

Analysis of the responsibilities of the school administrator, including procedures for staff organization, professional development, curriculum development, scheduling, pupil personnel services and other facets of school administration. Prerequisites: EDLD 510, EDLD 512. Three hours per week.

Designed to equip school administrators with the competencies and skills to improve instructional practices through the purposeful observation and evaluation of teachers and other school personnel resulting in the design of comprehensive professional growth plans and effective professional development strategies. Prerequisites: EDLD 510, EDLD 512. Three hours per week.

Focuses on the need for educational leaders to develop the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision. Emphasis is placed upon the use of collaboration to develop a culture of learning focusing upon the change process and continuous improvement. Prerequisite: EDLD 516. Three hours per week.

Study of diversity and group development within educational settings. Emphasis is placed on diverse communities, collaboration, decision making and communication theory and the development of programs that address student diversity, community relations and the media. Prerequisites: EDLD 516, EDLD 517. Three hours per week.

Focuses on the need for educational leaders to use their knowledge of organizational theory to create a learning environment that promotes the success of all students. Emphasis is placed on the allowcation of resources such as personnel, facilities and technology to create an effective learning environment. Students investigate management issues dealing with the alignment of fiscal and human resource functions to the success of all students. Prerequisites: EDLD 516, EDLD 517, EDLD 552. Three hours per week.

Sociological, historical and philosophical approach to the role of the school in an increasingly diverse society. Emphasis on development of knowledge, values and skills needed to live, learn, interact and work in a global society. Field experience required. Credit cannot be received for both EDUC 210 and 305. Three hours per week.

Physical, intellectual, emotional and social development of children (ages 3-18) with emphasis on adolescent development. Attention is given to student learning and assessment. Required field observation. Credit cannot be received for both EDUC 300 and 304. Prerequisite: PSYC 101. Three hours per week.

Overview of the role of technology in education. Examines computer applications and their use as tools in the constructivist classroom. Issues and classroom management techniques for using technology in the classroom will be explored. Field experience is required. Prerequisites: Admission to Professional Teacher Education Program, ability to create documents using word processing, spreadsheets, presentations with software such as PowerPoint, and Web pages. One hour lecture, 50 minute laboratory per week.

Explores the ability to create and maintain productive learning environments. Emphasis on development of learner responsibility, promotion of positive social relationships, interdependence of effective instruction and management, and prevention/intervention strategies. Consideration given to accommodating diversity and communicating with families. Field experience included. Prerequisite: Admission to Professional Teacher Education Program; ELED 310, 311, 312, 313, 316, 317, 408, EDUC 318. Co-requisite: ELED 309. Three hours per week.

Selected topics in intellectual and educational history from the time of ancient Greece to the present. The relation of education to historic traditions and social trends. Three hours per week.

Introduction to quantitative and qualitative methods of scientific inquiry. Students gain experience in the use of research in defining a problem and in collecting, organizing and presenting information on it. Three hours per week.

Aids teachers in developing practical skills needed to manage their classes more effectively. Recent research related to effective management techniques and its application in classrooms will be considered. Appropriate management strategies will be selected, implemented and evaluated in the classroom. Three hours per week.

Examination of contemporary cultural diversity within the United States educational environments. Special attention given to cultural problems and issues that influence opportunities and performance in educational institutions. Human relations skills considered for improving success within culturally diverse populations. Prerequisite: EDUC 502. Three hours per week.

Analysis of recent theory and results of research for the teaching of mathematics. Students investigate developments at either the elementary or secondary school level. Three hours per week.

One full-time, seven week clinical experience provides opportunity to actualize the latest educational research and theory into practice, including, but not exclusive to: observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor. Prerequisite: Completion of all course work in the M.A./TESOL certification sequence prior to the internship, with an overall program GPA of 3.0; passing scores on Praxis I. Co-requisite: EDUC 509 and 511. Three hours per week.

Survey of research techniques and findings in the field of human growth and development. Research related to developmental characteristics of students considered. Prerequisite: EDUC 300 or consent of instructor. Three hours per week.

One full-time, seven week clinical experience provides opportunity to actualize the latest educational research and theory into practice, including, but not exclusive to: observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor. Prerequisite: Completion of all course work in the M.A./TESOL certification sequence prior to the internship, with an overall program GPA of 3.0; passing scores on Praxis I. Co-requisite: EDUC 507 and 511. Three hours per week.

Analysis of selected issues in education. Students required to survey and critically evaluate pertinent research on at least one issue. Three hours per week.

Forum for discussing problems encountered during the internship. Colloquium for developing strategies to resolve problems. Prerequisite: Completion of all course work in the M.A./TESOL sequence prior to the internship and passing scores on the Praxis I. Co-requisite: EDUC 507, 509. Three hours per week.

Analysis of theory and research in the social sciences as applied to developing and teaching social studies at either the elementary or secondary school level. Three hours per week.

Analysis of recent advances in the teaching of science and the development of skills in applying these to classroom teaching at the elementary or secondary school level. Three hours per week.

Explores current theories about the composing process and their implications for teaching writing and using writing to teach other content areas. Focuses on adapting and evaluating classroom activities for different grade levels and educational settings. Cross-listed with ENGL 515. Prerequisite: Consent of the instructor.

Designed for professional personnel seeking specialization in clinical diagnostic techniques. Includes data collection and analysis of reading behavior and examines various instruments and strategies for collection of data on children with reading disabilities. Three hours per week.

Designed for professional personnel seeking specialization in clinical-remedial techniques. Includes transfer of diagnostic data into teaching strategies and materials for programs of remediation. Prerequisite: EDUC 520. Three hours per week.

Designed for professional personnel seeking advanced work in clinical, diagnostic and remedial techniques. Includes diagnosis and remediation of children with severe reading disabilities. Emphasizes collection and analysis of test data and development of instructional programs for the severely disabled. Prerequisite: EDUC 521. Three hours per week.

Seminar designed to acquaint students with the dynamics of media, technology and instructional systems via required outside readings and in-class discussions; and involve students in an in-depth investigation of a pertinent topic selected in consultation with the instructor. Paper required. Prerequisite: EDUC 407 or equivalent, EDUC 502 and consent of instructor. Three hours per week.

Introduces students to present-day language theory and practice. The objectives are not only to increase students’ skill in writing classroom language tests and assessing standardized instruments, but also to improve their ability to evaluate language research in which testing plays a part. Prerequisite: ENGL 430 or permission of instructor. Three hours per week.

Explores the historical and philosophical foundations of early childhood education. Includes an introduction to curriculum and methods with an emphasis on theories, practices, strategies and materials. Three hours per week.

Critical evaluation of developments occurring in early childhood education, as well as antecedents of modern practices. Review of pertinent research influencing shifts in ideas, practices and policies. Three hours per week.

Identification of classroom problems and issues related to and involving instruction; the development and application of strategies to aid in resolving issues and solving problems; and the coordination of student characteristics and environmental factors to improve the quality of learning experiences in the schools. Three hours per week.

The study of philosophy, aims and methods of teaching English as a second language in grades 1-12 with emphasis upon theories, techniques and materials in current use. Graduate scholarship expected. Prerequisite: Admission to the M.A./TESOL program; completion of four program courses at graduate level, to include ENGL 439; must successfully pass Praxis I. Three hours per week.

Practice in administrative and supervisory problem-solving using simulations and case studies. Offered as an alternate to EDUC 555. Prerequisite: All courses in the M.Ed. in administration/supervision program sequence. Three hours per week.

Focuses on the role and responsibility of school leaders in communication with the public and in building support for the school. Application of the principles of motivation and publicity, promotion and marketing are taken into account as the student practices the development of a variety of examples of communication instruments. Strategic planning concepts are applied to the development of a comprehensive plan for school-community relations in a setting of the student’s own choosing. Prerequisite: EDUC 516. Three hours per week.

A five-week course under the direction of an experienced teacher/mentor and a university supervisor that provides classroom experience in an additional area of teaching certification for those who already hold certification in one area. Interns will observe teaching, participate in work with children, participate in planning sessions, teach and participate in all activities for which regularly employed teachers are responsible. Prerequisites: Teaching certification; all requirements for the additional certification area sought; at least six graduate credits at Salisbury University; a graduate GPA of 3.0 or higher; permission of M.Ed. program coordinator.

Research-based investigation of theories and practices involved in teaching in institutions of higher education. Intended for graduate students aspiring to college teaching or academic leadership positions. Examines the roles and responsibilities of college instructors with emphasis on practical applications in college and university settings. Three hours per week.

Opportunities for research-based examination of selected current issues in postsecondary education and for students to share the efforts of their investigations on topics of interests. Three hours per week.

Explores college student development, utilizing the approach of practice to theory to practice. Students conceptualize how college students grow and develop during the critical college years. Students are challenged to hypothesize and theorize en route to creating developmentally based practical applications. The process results in the practitioner's ability to consider developmental implications for all student interactions. Prerequisites: EDUC 502. Three hours per week.

For students in the post-secondary education track of the M.Ed. and those in other fields seeking information and contemporary methods of effective adult instruction. Assumes no prior knowledge or experience about instructional methods, theories or practices. Three hours per week.

This course seeks to equip teachers with strategies for co-teaching and for mentoring both intern novice teachers and paraprofessionals. While the primary focus will be on the intern-mentor relationship in professional development school (PDS) settings, the strategies of collaboration, differentiation of instruction and mentoring are relevant for all teachers. Three hours per week.

Opportunities to examine selected current issues in educational technology. Examines educational technology as a tool in the classroom. Focuses on learning theories, classroom management, cooperative learning, assessment, the one computer classroom, gender issues, the digital divide, assistive technology, instructional software and distance learning. Students will research topics and prepare multimedia presentations.

Examines the use of telecommunications to bring information and resources from around the world into the classroom. Develops activities for teaching collaborative projects, corresponding with students and teachers in other countries, gathering and analyzing data, and conducting research in K-16 classrooms. Explores lesson design for integration of Internet into the classroom, including WebQuests. Prerequisite: Admission to graduate studies and basic computer skills (file management, word processing, e-mail, Internet searches).

Examines the physiological, cognitive, social and instructional influences on the development of language. Explores the instructional implications for balanced literacy instruction in sensory-rich environments to promote literate growth. Intended for in-service elementary teachers. Prerequisite: Admission to graduate study. Three hours per week.

Examines assessment instruments and processes employed at classroom, district, state and national levels. Promotes teacher decision-making by exploring the relationship between assessment and instruction. Develops ability to communicate assessment results to students, parents and school personnel. Intended for in-service elementary teachers. Prerequisite: Admission to graduate study. Three hours per week.

Exposes participants to a variety of texts that can be used in classrooms. Examines strategies for motivating students to read widely, for selecting and evaluating materials, and for organizing classroom instruction with text. Intended for in-service elementary teachers. Prerequisite: Admission to graduate study. Three hours per week.

Focuses on developing elementary environments fostering appropriate literacy skills and knowledge. Shows teachers how to use a balanced program of graphophonics, semantics and syntactics in teaching reading, appropriate early identification strategies to assist students with special literacy needs or low achievement. Prerequisite: Admission to graduate study. Three hours per week.

Engages students in in-depth examination of current issues in literacy instruction for secondary students. General nature of issues remains constant but particular focus varies semester to semester, to reflect current thought. Three hours per week.

Grounds methods of teaching language and literacy in current knowledge and theory of language and literacy acquisition. Students take an active role in building personal theory to guide their practice in elementary literacy instruction. Three hours per week.

Critical review and analysis of current issues, research and practices in the teaching and learning of science and mathematics in the elementary school. Emphasis on exploring the expanding knowledge base in each discipline. Three hours per week.

Examines the current perspectives, trends, issues and controversies in the field of social studies education, both in relation to content and pedagogy. Considers social studies in terms of its relationship to the social science disciplines. Three hours per week.

Provides knowledge of the reading process, instructional strategies and materials used, drawn from research-based recommendations for using text in secondary content areas. Intended for M.Ed. candidates and other in-service teachers. Prerequisite: Admission to graduate study. Three hours per week.

Provides in-depth study of literacy needs of diverse populations. Includes instructional and assessment methods in reading and writing. Intended for all secondary and K-12 teachers. Prerequisite: Admission to graduate study. Three hours per week.

Aids educators in working effectively with groups in school settings. Laboratory method used to provide experience-based learning about group processes. Recent research on group dynamics and its application in school settings considered. Emphasis on the acquisition of skills and strategies in developing effective classroom groups. These skills are particularly helpful in situations where students are being mainstreamed. Three hours per week.

Examines the use of graphics, word processing, spreadsheets and databases to enhance learning. Develops the ability to use these tools and challenges students to use them as they solve problems. Students design learning activities for K-12 students that utilize technology tools to support authentic, constructivist, problem-based learning. Students evaluate software for appropriate use in the classroom. Prerequisites: Admission to graduate study and basic computer skills (file management, word processing, e-mail, Internet searches). Three hours per week.

Prepares educators to resolve conflicts with students, faculty and administration. Participants learn how to teach conflict resolution skills to students and how to institute peer mediation programs at the classroom and school levels. Three hours per week.

Provides students with skills to effectively utilize cooperative learning in the classroom. Class and team building, teaching of social skills and the use of appropriate cooperative learning structures emphasized. Three hours per week.

Special education services and issues from the perspective of elementary and secondary teachers. Focus on the inclusion model for various categories of disability. Prerequisite: EDUC 502.

Topics vary semester to semester. May be taken twice under different course subtitles. Prerequisite: Consent of instructor.

Focuses on specific content areas and investigates strategies for integrating technology into performance-based teaching and learning to enhance student achievement. Students design performance-based teaching and assessment tasks that integrate technology into curriculum. Topics and issues will change to focus on different subject areas. May be repeated once under different topic. Prerequisites: Enrollment in the master’s track or the Certificate for Advanced Study: Teaching and Learning with Technology track, EDUC 571, 589. Three hours per week.

Study of school law which affects the teacher and the public school. Nature and scope of school law considered as generally applied to the purpose and functions of the school system. Prerequisites: EDUC 502 and any two EDUC 500-level courses. Three hours per week.

Preparation of optional research project in master’s degree program under direction of departmental supervision.

Examination of the role of evaluation in assessing classroom learning. Evidence of student learning gathered from traditional and alternative assessment practices. Benefits and limitations of these assessment practices identified. Prerequisites: EDUC 502 and any two EDUC 500-level courses.Three hours per week.

Analysis of early childhood program models, curricula and assessment methods. Examines philosophical and theoretical orientations, related research and societal needs. Prerequisite: EDUC 502 and any two EDUC 500-level courses. Three hours per week.

In-depth study of the creative process and the techniques that will promote creativity. Prerequisites: EDUC 502 and any two EDUC 500-level courses.Three hours per week.

Advanced study of the development of language, literacy and communication skills in children, birth through age eight. Examines current issues and research with emphasis on classroom application. Prerequisite: EDUC 502 and any two EDUC 500-level courses. Three hours per week.

Supervised, on-site field experiences and a series of seminars with other interns. Experimental learning enhanced by guided readings, interaction with professional practitioners, participation in activities of the host agency, completion of a major project and seminar discussions. Prerequisite: Consent of M.Ed. coordinator.

Examines advanced multimedia authoring tools for designing K-16 classroom instruction. Develops multimedia skills such as sound, video, graphics, PowerPoint and Hyperstudio. Plans multimedia projects that include performance-based indicators for each instructional unit. Examines principles of constructivism, lesson design for student projects and assessment strategies. Prerequisites: Basic computer skills (file management, word processing, e-mail, Internet searching) and EDUC 502 and any two EDUC 500-level courses. Three hours per week.

Permits self-study of problems not considered in other courses. May be taken twice under different course subtitles. Prerequisites: Approval of course instructor and M.Ed. coordinator, EDUC 502 and 6 additional graduate credits.

Examines the role of professional development in the process of school improvement. Focuses on research and best practices for most effective uses of technology, literature on the change process, and goals targeted in Maryland school improvement plans. Students examine ways that technology can enhance professional development and create their own professional development plans. Prerequisites: EDUC 570, EDUC 502, and any two EDUC 500-level courses. Three hours per week.

Capstone experience for students in the M.Ed. program. Students utilize research skills in completing a project based on a topic related to their concentration. Project must be presented to a professional audience. Students also reflect on how the M.Ed. program has made a difference in their professional lives. Prerequisite: EDUC 502, 24 hours of M.Ed. graduate credit.

Introduces students to the three basic forms of research: historical, descriptive and experimental, with an emphasis on incorporating them into classroom teaching. ERIC and other databases used in library research. Provides a technological base for the development of videotapes, portfolios and a research methodology for subsequent courses. Qualitative and quantitative data treatments developed within the context of individual student projects and the evaluation of the research literature. Prerequisite: Admission to M.A.T. program or consent of department chair. Three hours per week.

Examines theory and research in human development and learning psychology with application to teaching in contemporary middle and secondary schools. Emphasis on translating theory into practice by integrating field experiences, class work, student projects, assignments and exams. Prerequisite: Admission to M.A.T. program or consent of department chair. Three hours per week.

Analysis of social and philosophical tenets of education, with an emphasis on implications for contemporary middle and secondary schools. Examines current trends, issues, research and practice. Field experiences involving community, educational and social service agencies required. Prerequisite: Admission to M.A.T. program. Three hours per week.

Historical and current influences on curriculum developments and classroom applications; examines underlying principles, philosophical and social influences on strategic planning processes and school improvements. Emphasis on technological impacts on curriculum and instruction. Curriculum strands, research studies and products reviewed and assessed. Prerequisite: Admission to M.A.T. program or consent of department chair. Three hours per week.

Knowledge of the reading process, instructional strategies and materials use, drawn from research-based recommendations for using text in secondary content areas. Prerequisite: Admission to M.A.T. program. Intended for all M.A.T. candidates. Three hours per week.

Effective instructional methods and educational assessment procedures. Examines general principles related to planning and delivering instruction. Emphasizes connection between assessment and instruction. Presents informal and formal assessment procedures. Field experience required. Prerequisite: Admission to M.A.T. program or consent of department chair. Three hours per week.

Survey of special education and multicultural education. Instructional implications of diversity in the classroom. Current trends and instructional strategies for inclusion will be discussed and research opportunities provided. Field experiences. Prerequisite: Admission to M.A.T. program or consent of department chair. Three hours per week.

Two full-time, eight-week clinical experiences providing opportunities to actualize the latest educational research and theory into practice, including but not exclusive to observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor (experienced public school teacher) with guidance and support from the university supervisor. Prerequisites: EMAT 501, 503, 505, 506, 512, 515 and required methods course. Three hours per week each.

In-depth study of literacy needs of diverse populations. Includes instructional and assessment methods in reading and writing. Prerequisites: Admission to the M.A.T. program, EMAT 504. Intended for all M.A.T. candidates. Three hours per week.

Two full-time, eight-week clinical experiences providing opportunities to actualize the latest educational research and theory into practice, including but not exclusive to observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor (experienced public school teacher) with guidance and support from the university supervisor. Prerequisites: EMAT 501, 503, 505, 506, 512, 515 and required methods courses. Three hours per week each.

Complete and present portfolios, action research projects and seminar papers. Integrates educational technology, especially as it applies to teaching in the schools. Prerequisite: Successful completion of internship and seminar courses. Three hours per week.

Forum for discussing problems encountered during the internship. Colloquium for developing strategies to resolve these problems. Prerequisites: Completion of all coursework in M.A.T. sequence prior to the internship; passing score on the PRAXIS and passing grade on the M.A.T. joint comprehensive examination. Co-requisites: EMAT 507 and 509. Three hours per week.

Provides the student with a repertoire of strategies to create a classroom environment that facilitates optimal learning. Different classroom management theories will be explored and evaluated for appropriateness in a given situation. Special attention given to accomodating diversity, and strategies for effectively communicating with families considered. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

A study of the methods used in teaching physical education. The intention is to develop a philosophy of teaching physical education that will enable the candidate to analyze and make decisions about students, curriculum and instruction. Prerequisite: Admission to Master of Arts in Teaching program. Three hours per week.

Introduces students to the three basic forms of research: historical, descriptive and experimental, with an emphasis on incorporating them into classroom teaching. ERIC and other databases will be used in library research. Provides a technological basis for the development of videotapes, portfolios, and a research methodology for subsequent courses. Qualitative and quantitative date treatments will be developed within the context of individual student projects and the evaluation of the research literature. Educational technology, especially as it applies to teaching in the schools, will be integrated into the participants project work. Prerequisite: Admission to the Master of Arts in Teaching program. Three hours per week.

This course is designed for future physical education teachers. The purpose of this course is to provide the student with specific information about a developmental elementary physical education program. It allows students to learn and apply a skill themes approach to movement concepts and generic levels of skill proficiency by developing a variety of age appropriate activities for various grade levels. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

Techniques for teaching music and reading content in preschool through grade 6. Emphasis on vocal, instrumental and general music. Comprehensive overview of creative activities utilizing music/reading materials and their application to the elementary school curriculum. Development of a sound rationale for teaching music in the elementary schools, and will include a half day per week of classroom observations. Prerequisite: Admission to the Master of Arts in Teaching Program. Three hours per week.

First course of a two course sequence for analysis of the secondary school program in mathematics: emphasis on methods of teaching mathematical concepts and understandings. Emphasis on strategies, skills and instruction in content area reading. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

Techniques for teaching music and reading content in grades 7 through 12. Emphasis on vocal, instrumental and general music. Comprehensive overview of creative activities utilizing music/reading content II materials and their application to the secondary school curriculum. Development of a sound rationale for teaching music in the secondary schools, and will include one full day per week of classroom observations. Prerequisite: Admission to the Master of Arts in Teaching Program. 3 hours per week.

Continuation of EMAT 518, including organization of teaching units, assessment, observation and evaluation of teaching in school settings. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 518. Three hours per week.

Study of materials and methods for teaching language arts in the high school, with attention to strategies and materials that support reading and writing in content area study. Various models and strategies for teaching language arts - language, literature and media - at this level demonstrated and analyzed. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

Analysis of secondary school science teaching methods, materials and existing programs. Curricula and materials for the middle school and senior high school levels investigated by the students in biology, chemistry, earth science and general science, physical science and physics. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

Study of materials and methods for teaching language arts in the high school, with attention to strategies and materials that sepport reading and writing in content area study. Various models and strategies for teaching language arts, specifically writing - at this level demonstrated and analyzed. Focus on diverse classroom populations and assessment. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 526. Three hours per week.

Analysis of secondary school science teaching methods, materials and existing programs. Curricula and materials for the middle school and senior high school levels investigated by the students in biology, chemistry, earth science and general science, physical science and physics. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 527. Three hours per week.

Analysis of the secondary school program in social studies; emphasis on methods of teaching history, geography and citizenship. Current curriculum trends considered. Emphasis on strategies, skills and instruction in reading. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

The study of the philosophy, aims and methods of teaching foreign language in the middle and secondary school with emphasis upon the theories, techniques and materials in current use. Emphasis on strategies, skills and instruction in reading. Prerequisite: Admission to Master of Arts in Teaching Program. Three hours per week.

Analysis of the secondary school program in social studies; emphasis on methods of teaching history, geography and citizenship. Current curriculum trends considered. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 530. Three hours per week.

The continued study of the philosophy, aims and methods of teaching foreign language in the middle and secondary school with emphasis upon the theories, techniques and materials in current use. Emphasis on developing a coherent literacy program based on appropriate materials and strategies for instruction and assessment in reading. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 531. Three hours per week.

Analysis of middle and high school health education instructional planing, materials, and teaching strategies. Examination of literacy needs of diverse student populations including instructional strategies in reading and writing in the content area. Prerequisite: Admission to MAT program. Three hours per week.

Provides preparation for public school teaching in areas such as sex eduction, drug use, and abuse and other current health problems. Involves reading in the content area, curriculum planning , methods and materials. Prerequisite: Admission to MAT program. Three hours per week.

Introduction to elements of major research methodologies used in the study of education. Application of various methodologies in study of selected topics in reading field; evaluation of selected studies in reading education. Prerequisite: Admission to graduate study. Three hours per week.

Current theories of language and literacy development as related to instructional practices, grades K-12. Emphasizes the development of compositional and technical elements of writing as it relates to total language and literacy development. Three hours per week.

Designed to provide a broad-ranging perspective of contemporary literacy instruction, methods, strategies and practices, as determined by observation, research and informed decision-making. Intended for all school personnel seeking a contemporary perspective on elementary literacy instruction and to provide a foundation for M.Ed. reading specialist certification candidates. Prerequisite: Admission to graduate study. Three hours per week.

Knowledge of the reading process, instructional and assessment strategies, and materials use, drawn from research-based recommendations for reading and writing in secondary content areas. Prerequisite: Admissions to graduate study. Three hours per week.

Explores the relationship between mainstream literacy and students who are traditionally marginalized by their diverse learning needs as well as by socioeconomic, political and cultural factors. Investigates local educational reforms for at-risk readers and their families. Three hours per week.

Studies the works, topics and issues in literature written specifically for children and adolescents, with an emphasis on best practices in selecting and using authentic literature in a balanced instructional program. Especially pertinent to reading specialists in its K-12 perspective. For the purposes of this course, literature is defined broadly to encompass print, non-print and media sources of reading materials. Three hours per week.

Designed for professional personnel seeking experience with assessment instruments and diagnostic techniques. Examines various instruments and strategies for the collection and analysis of data about literacy development. Quantitative and qualitative measures will be examined. Prerequisites: REED 500, 515, 516, 517. Three hours per week.

Designed for professional personnel seeking experience in remedial literacy techniques. Includes the transfer of diagnostic data into teaching strategies and materials for programs of remediation. Prerequisite: REED 518, 610. Three hours per week.

Designed for professional personnel seeking advanced work in clinical assessment and interactive instruction techniques. Includes work with small groups of children who experience difficulty in literacy learning. Promotes professional development as a reading consultant. Prerequisite: REED 611. Three hours per week.

Designed for professional personnel seeking certification as reading teachers and reading specialists. Includes organizing and enhancing a reading program, developing curricula, communication and collaboration with diverse constituencies, providing for the professional development of self and others, and supervising professionals and paraprofessionals. Prerequisite: REED 612. Three hours per week.

Participation in professional reading and discussion of selected issues of literacy development and instruction. Demonstration of achievement of competencies of a reading professional through portfolio presentation and professional conference and/or publication preparation. Prerequisite of Co-requisite: REED 612. Three hours per week.