TEACHING 5110 2 credits Key Concepts of Middle Level Education
Provides students with understanding of the philosophy and organization of middle level education. C: TEACHING 5120.
TEACHING 5120 2 credits Characteristics of Transescents
Introduces characteristics of young adolescents with a focus on their physical, intellectual, emotional, and social development. C: TEACHING 5110.
TEACHING 6020 2 credits Educational Media Technology
Considers audio and visual materials that comprise educational media; laboratory activities for use, design, and development of instructional media; communication theory; selection, utilization, and production of materials; micro-computer applications and the operation of equipment.
TEACHING 6030 1-3 credits Management for Children with Disabilities (CWD)
Increases understanding of instructional practices for managing classroom behavior. Presents techniques for preventing behavior problems and for intervening when problems do occur.
TEACHING 6150 3 credits Assessing Children with Disabilities (CWD)
A survey of psychological testing with emphasis on the evaluation, administration, interpretation, and statistical analysis of the results of psychological testing devices and techniques.
TEACHING 6200 1-3 credits Transitions for Children with Disabilities
Transition services is about life skills, not just about school-to-work. Transition services apply to all ages, including pre-school. Students ask and respond to the question: what is it that each student needs in order to have a good quality life? Areas covered include: employment/education; home/family; leisure pursuits; community involvement; emotional/physical health; personal responsibility/relationships. Course focuses on students with special needs.
TEACHING 6220 2 credits Advising, Interaction and Communication
Focuses on the classroom affective skills required of middle school teachers including listening, group dynamics, encouragement, and non-verbal communication. C: TEACHING 6620.
TEACHING 6330 3 credits Administration and Family Relations in Early Childhood
Development of managerial and leadership roles, knowledge of requirements for certification and licensing, effective communication with staff and parents, community relations and advocacy.
TEACHING 6420 3 credits Oral Language and Emergent Literacy
Considers development of communication, acquisition of language, development of phonology, structure of language, dialect variations, how language is acquired, assessment of language and communication skills, and classroom approaches to oral language development.
TEACHING 6530 1-4 credits Current Topics in Education
Study of a selected topic determined by an identified need. For example: current issues, ideas, and topics of interest to a particular group of teachers. P: consent of instructor.
TEACHING 6620 2 credits Teaching Transescents
Provides an overview of the curricular and instructional practices appropriate for the young adolescent learner. Addresses issues, trends, and research relevant to effective middle level practices through service learning projects. C: TEACHING 6220.
TEACHING 6630 3 credits Learning and Language Disorders
Reviews Pre-Kindergarten/kindergarten through young adult development and identification with children with disabilities (CWD); emphasizes diagnosis and remediation of learning disorders through a special education approach; studies appropriate learning environments.
TEACHING 6730 1-2 credits Working with Families of Children with Disabilities
Students learn to help pupils with special needs and their families become advocates and full partners in the educational process. Information relative to family dynamics, needs and concerns, multiple types of families, school consultations practices, working with agencies, and communication skills are all covered in this course.
TEACHING 6830 1-3 credits Strategies for Effective Inclusion
Current trends and issues in special education, the role of the general education teacher, and characteristics of students with various disabilities will be discussed. Adaptations and modifications in curriculum, instruction, and assessment for students with various exceptionalities will be a major focus of this course.
TEACHING 7000 3 credits Research Procedures
Definition of problems and issues, critical examination of the research literature, review of trends in curricula and methods, and planning of investigations including historical, descriptive (including ethnographic), and experimental.
TEACHING 7050 3 credits Public Relations in School and Community
Designed primarily for school personnel and other community residents. Emphasizes the importance of designing programs around the needs and problems of the school and community; considers economic, social, political characteristics of communities; methods of assessment, communication, involvement, and conflict resolution. Includes activities and programs such as bond referenda, advisory committees, volunteers, public relations, etc.; considers organization, operation, implementation, and evaluation of school/community relations programs.
TEACHING 7070 3 credits Developmentally Appropriate Practice-The Learners
In this course students and professors develop course units, in the context of the cohort individual and district needs, as well as the developmental concepts that are central to the course. The concepts for this course include theories of cognition, brain development, characteristics of learners, and critical thinking.
TEACHING 7080 3 credits Developmentally Appropriate Practice-Teaching Methods
In this course students and professors develop course units, in the context of the cohort individual and district needs, as well as the developmental concepts that are central to the course. The concepts for this course include dimensions of literacy, integrated curriculum, teaching strategies, assessment, diagnosis, evaluation, and instructional content and practice.
TEACHING 7130 3 credits Improving Instructional Effectiveness
Connects principles of learning to teaching practices; demonstrates how theory can become practice; considers models of teaching that promote developmentally appropriate teaching and reflective thinking; characterizes teaching as a process of conscious decision making; helps teachers become more effective decision-makers.
TEACHING 7150 3 credits Oral Language, Emergent Literacy, and Theories of Second Language Acquisition (TESOL)
This course is designed for the graduate TESOL emphasis to be offered to students from the People's Republic of China. It includes Oral Language and Emergent Literacy topics, plus content on the theories of second language acquisition which are part of most TESOL programs and usually taught within the context of acquiring oral language.
TEACHING 7170 3 credits Professional Development
In this course students and professors develop professional development plans, in the context of the cohort individual and district needs, as well as the professional development concepts that are central to the course. The concepts for this course include technology, professional self-assessment, reflection, application of research in professional practices, best practices, professional networking, community outreach, professional development plans, lifelong learning, planning and managing the teacher and the learning environment, and professional and ethical practices.
TEACHING 7180 3 credits School and Community Culture
This course will explore the teacherís role in the Culture of the School and Community. Some of the issues including addressing diverse populations, school and community culture and resources, philosophical, historical, and legal and social science perspectives in education, special education, working with families, managing student behavior and social skills interactions, and communication and collaborative partnerships.
TEACHING 7190 3 credits Educational Leadership and Mentoring
This course is designed to improve teachersí skills in the process of mentoring beginning teachers and collaborating with veteran teachers. Mentoring is defined as the professional practice that provides support, assistance, and guidance to new teachers to promote their professional growth and success. Collaborating is developing collegial peer coaching relationships designed to enhance professional efficacy. Course topics include understanding of value added leadership in education, practicing ethics of education, reflection, impact of student learning through professional development efforts, and mentoring, particularly as it relates to PI-34.
TEACHING 7210 3 credits Reading at the Elementary and Middle Schools
Considers problems arising in a well-rounded reading program, development of basic reading abilities and skills, improvement of attitudes and tastes, adjusting materials and methods to individual needs.
TEACHING 7220 3 credits Remedial Reading
Provides instruction teaching children who read one or two grade levels below expectation; supplemental and specialized techniques of the developmental reading concepts are emphasized and such topics as identification of the remedial reader, selection, application, and evaluation of the materials and techniques appropriate to the individual are included.
TEACHING 7230 3 credits Remedial Reading Practicum
Provides laboratory practice with children one or more years below grade in reading. Special attention is given to models of teaching designed to promote developmentally appropriate teaching and reflective thinking. P: TEACHING 7220 or equivalent.
TEACHING 7240 3 credits Juvenile Literature
Provides advanced study in literature for children and youth; administration of a recreational reading program, methods of teaching and integration with other curricular areas; evaluation and selection of significant books and appraisals of recent books including special study of project English. Students read at the level in which they are most interested - primary, intermediate, or middle level school.
TEACHING 7250 3 credits Content Area Reading
Considers the utilization of reading skills, study strategies, and materials as applied to (a) selected field(s), and techniques for incorporating reading into content area instruction.
TEACHING 7270 3 credits Reading in the Middle/Secondary School
Assists middle and secondary teachers in utilizing fundamental reading skills as they apply to content areas; special consideration will be given to effective skills, study skills, and vocabulary development in specific areas.
TEACHING 7280 3 credits Seminar in Reading
Examines current issues and trends in reading education. Includes pertinent topics such as foundations of reading instruction, current approaches to teaching beginning reading, individual differences in reading performance, and factors that affect reading acquisition.
TEACHING 7290 3 credits Symposium on Reflection and Critical Thinking
This course serves as a capstone experience for graduate students in M.S.E. program. The purpose of the course is to guide and consult with students to help them as they applay the outcomes of their graduate program to practice. Students meet in a symposium setting to: develop and discuss readings as well as the process of reflection to application; discuss the application of their graduate coursework in their classrooms; the use of reflection with their students; and to explore self-actualization as a product of reflection.
TEACHING 7310 1-2 credits Educational Administration Practicum
The Educational Administration program requires two onecredit practicums. The local school administrator or supervisor will work with the administrative candidate to design a series of events, activities, and experiences in the school setting as an administrator (monitoring students, conducting professional development, observing faculty, reviewing curriculum, creating and implementing schedules, leading parent and/or student conferences, and communicating with others in the community or on the school board). This course will provide administrative candidates the opportunity to deepen their understanding of educational administration issues and practices, and then critically evaluate their own skills based on their own reflection and the guided work of their mentors, the local school administrator, and the university supervisor. At least two written evaluations (initial, midterm, or final) from the onsite mentor/supervisor must be included in the candidate’s portfolio. Atleast one of the written evaluations must include the university supervisor, onsite supervisor, and candidate.
TEACHING 7340 2 credits Educational Administration Introduction Seminar
The module will be an overview of the Educational Administration Program. Included will be an explanation of the Cohort Model as well as a detailed discussion of the remaining five modules. Each student will complete a self-assessment of their knowledge of the Ten Teaching Standards for Wisconsin and write a Professional Development Plan. Special permission only.
TEACHING 7350 1-4 credits Educational Administration Relationships
This module will address the following: personnel issues, classroom management, community relations, school climate, relationships with district office, school board members, professional judgement, school culture, diversity issues, and leadership and management styles. P: TEACHING 7340 Co-requisite:1 credit of TEACHING 7310
TEACHING 7360 1-4 credits Educational Administration Student Learning
Designed to prepare prospective administrators to be instructional leaders in their school. This course is built around the Wisconsin Standards. Students in this course are expected to demonstrate a knowledge and experience base in the ten teaching standards and how these standards transfer into effective classroom activities. P: TEACHING 7350.
TEACHING 7370 1-5 credits Educational Administration Systems I
The Systems I module is designed to prepare prospective administrators to effectively manage the organizations, operations, and resources of a school system in order to ensure a safe, efficient, and effective learning environment that will promote the success of all students. P: TEACHING 7360.
TEACHING 7380 1-4 credits Educational Administration Legal Aspects
Legal Issues for School Administrators. Participants develop a working knowledge of law as it relates to functioning as a school administrator. Researching and resolving legal issues impacting school operations using practical problem situations forms the focus. In addition, relevant statutory and case law are included. P: TEACHING 7370.
TEACHING 7390 1-5 credits Educational Administration Systems II
The Systems II module is an extension of the Systems I module with an emphasis on simulations and practicum projects. P: TEACHING 7380. Co-requisite: 1 credit of TEACHING 7310.
TEACHING 7500 3 credits Topics in Education
Examines current, critical issues on the state, national, and international levels; service course in education.
TEACHING 7520 3 credits Supervision and Administration of Reading Programs
Examines the organization, administration, supervision, and improvement of school-wide reading programs; reading practicum to be conducted in a clinical setting.
TEACHING 7540 3 credits Program Planning for Adults
Examine program development concepts, approaches, and practices used for planning, conducting, and evaluating programs for adults. Analyze framework for identifying relationships among learner goals, content, format, setting, learning objectives, learning activities, and outcomes. Develop processes and procedures for identifying and addressing educational needs and interests. Analyze tools for managing financial and non-financial resources. Develop strategies for conducting formative and summative evaluation of program elements.
TEACHING 7550 3 credits The Adult Learner
Analysis of educational principles and instructional models will be applied to the instruction of adults. Emphasis will be on the teaching/learning transactions that encourage and assist adults in their learning activities. Characteristics of the adult learner and historical and current perspectives of adult education in both formal and informal settings will also be covered.
TEACHING 7610 3 credits Portfolio Development and Competency Review
Each student will develop a portfolio to document competencies (knowledge, skills, and dispositions related to teaching students with disabilities). This portfolio is a format for the documentation of this learning in a structured manner. P: Students must be licensed teachers or emergency licensed special education teachers.
TEACHING 7620 3 credits Special Education: Legal and Theoretical Foundations
Participants will develop a working knowledge of law (e.g.-IDEA 1997) as it relates to the rights and responsibilities of students, staff, and families. Participants will also incorporate knowledge of historical foundations, service delivery models, philosophies, and cultural diversity into the general and/or special education classroom.
TEACHING 7630 3 credits Instructional Content and Practice
This course will place emphasis on strategies, remediation, compensation, instructional methods, curriculum, and inclusive practices in the instructional setting.
TEACHING 7640 2 credits Ethical Practices in Teaching Children with Disabilities
Provides an overview of the effects of cultural and environmental backgrounds on students with disabilities and their families, and fosters an understanding of how personal and cultural biases may affect one's teaching and interactions with others. The course stresses the ethical and professional responisibilities of teachers.
TEACHING 7650 3 credits Issues in ELL Education
This course addresses the social, political, and cultural context in which language takes place and examines those issues that are relevant in language acquisition. Themes, such as immigration and diversity in the United States, language policies, history of bilingual education, English-only movement, English language learners and disability will be analyzed in this course. P: Students have to hold a teaching license or be licensable.
TEACHING 7660 3 credits Methods and Assessment of Teaching English Language Learners
This course is designed to examine methods and assessment of teaching English language learners. The course stresses a comprehensive understanding of the history of first and second language teaching methods from the past to the present, including knowledge of the traditional, contemporary, and innovative methods and approaches in the teaching English language learners. Practical pedagogical principles of teaching English to speakers of other languages with regard to language skills, language system, and related assessment and cultral implications are included. P: Students have to hold a teaching license or be licensable.
TEACHING 7670 3 credits Second Language Acquisition in K-12 Classrooms
This course examines theories of second language acquisition, and practical application of theories to second language teaching and learning. The course provides a comprehensive interdisciplinary survey of theory and practice through the application of research in linguistics, psychology, education, and sociology into second language acquisition. P: Students have to hold a teaching license or be licensable.
TEACHING 7680 3 credits Intercultural Communication for Teachers of English Language Learners
In this course, we will examine the impact that culture has on verbal and nonverbal communication. Participants will consider the nature of cultural patterns. They will learn to better interpret the behaviors they observe in their classrooms and in the public schools in general. The overall goal of the course is for participants to become competent in their intercultural interactions with students, parents, and colleagues in the K-12 setting. P: Students have to hold a teaching license or be licensable.
TEACHING 7690 3 credits Linguistics for Teachers of English Language Learners
This course is designed to introduce the nature of language, examines the language systems, and how meaning is structured. In particular, the course will focus on the core areas of linguistics including phonetics (the study of speech sounds), phonology (the sound system of languages), morphology (the internal structure of words), and semantics (the study of word and sentence meanings). Students in this course will relate this information to the education of ELLs and learn ways through which linguistics can inform their own teaching. P: Students have to hold a teaching license or be licensable.
TEACHING 7700 3 credits Field Experience in Cultural Diversity
This course provides the opportunity for students to gain in-depth firsthand knowledge of the cultural background of English language learners. Particular attention will be given to techniques that encourage and secure parental involvement. Positive effects of special programs for ELLs will also be emphasized in this course. P: Students have to hold a teaching license or be licensable.
TEACHING 7710 3 credits Bilingual and Bicultural Education
This course provides a comprehensive study of the bilingual and bicultural education in the United States. It will investigate bilingualism from a variety of perspectives including foundation in history, current policies, theory, research and practice of bilingual/bicultural education. Students in this course will also review and evaluate bilingual instruction including bilingual program models, curriculum design, methods, and assessment.
TEACHING 7830 3 credits Seminar Paper or Educational Project
The seminar paper or educational project need not be a report of original and independent research. It must demonstrate, however, the student’s ability to survey a field of knowledge and assemble, organize, evaluate, interpret, and present evidence in a logical and intelligent manner. Although the seminar paper or educational project may originate from work done in connection with one of the student’s graduate courses and be based upon a term paper or course project, it must be more comprehensive and complete in coverage and treatment. In consultation with the program advisor, the student proposes a seminar paper or educational project and a seminar paper or educational project advisor. An approved seminar paper or educational project proposal must be submitted and approved prior to registration. There is a website with useful links to guide the graduate student in grammar, style, evaluating web resources, and formats. The seminar paper or educational project advisor will provide guidance regarding the site. The site may be accessed through the University’s Karrmann Library.
TEACHING 7880 1-8 credits Graduate Practicum in Teaching
Provides a designed clinical teaching assignment for (1) graduate students meeting license requirements through an internship or (2) qualified educators who want to meet a professional development need through a graduate residency. P: consent of the Director of the School of Education.
TEACHING 7960 2-6 credits Cross-Categorical Special Education Practicum
The practicum in SLD/EBD/or CD is required in lieu of student teaching for graduate students in the Cross-Categorical Licensure Certification Program. Students will have a teaching experience under the supervision of a master teacher and/or field coordinator in a school, clinic, or other setting which provides practical application of theory, experience, and evidence of mastery of skills required by the Wisconsin Department of Public Instruction Code.
TEACHING 7970 3 credits Supervision of Student Teachers
Designed for teachers currently or potentially involved in supervision of student teachers; includes the identification, analysis, and development of good classroom procedures; desirable experiences for the student teacher in the total school program; professional responsibilities of the student teacher in the school and community. P: three years of teaching experience or consent of instructor.
TEACHING 7980 1-4 credits Independent Study in Education
The amount of graduate credit allowed for independent study may not exceed a total of four credits except with the special permission of the student's advisor, the Director of the School of Education, and the Dean of The School of Graduate Studies. Approval must be secured before independent study courses begin. Students registering for independent study must submit at or before registration a description of the subject to be covered. This description must be signed by the instructor conducting the independent study, the department chairperson, the Dean of the School of Graduate Studies, and the student. Independent study may not be used for collecting information for the seminar paper.
TEACHING 7990 3-6 credits Thesis Research
The thesis may be an outgrowth of a research course (e.g. TEACHING 7000 Research Procedures) or may be developed independently within the program area. The thesis will report the results of original and independent student research on a given problem or topic, by systematic and impartial methods, and will demonstrate the student’s ability to use techniques customarily employed in the particular field of investigation. Although a thesis for the master’s degree may not always be expected to make a significant contribution to existing knowledge, it should be a scholarly document that is accurate, verifiable, objective, and impartial. In consultation with the program advisor, the student proposes a committee of three faculty members. The committee normally includes the thesis advisor, one additional major department member, and one faculty member from another department. In some instances, a student may prefer a thesis advisor who is different from the program advisor assigned at the time of admission. An approved thesis proposal must be submitted and approved prior to registration. There is a website with useful links to guide the graduate student in grammar, style, evaluating web resources, and formats. (Thesis students will find the Texas A and M link useful for formatting procedures and other technical assistance.) The thesis advisor will provide guidance regarding the site. The site may be accessed through the University’s Karrmann Library.