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Courses - EDC

EDC400 - The Reflective Practitioner (3)

In this course the reflective practitioner will examine his/her professional beliefs and practices through the study of major historical and philosophical positions in education and the analysis of learning theories from educational, cognitive, and social psychology. Historical, political and economic issues in American education are examined. Students will present topics in class that address current educational issues from diverse perspectives. Field experience is required in this course. PREREQUISITE(S): None

EDC401 - Introduction to School Administration and Management (3)

In general, the course is designed to provide the student with a practical perspective of elementary/middle/secondary school administration and management, as well as specifics dealing with historical and current theories and practices in the field. Case studies, computer-simulated activities, on-site visitations and analysis of current legislative reform are part of the course activities. The Massachusetts Curriculum Frameworks will be examined. PREREQUISITES: Experience in PreK-12 teaching

EDC402 - Multisensory Teaching of Language Skills (3)

This course will examine the use of multisensory approaches to teaching reading and language arts as they align with the developmental reading and language needs of all learners at basic, proficient, and advanced skill levels, including ELL students and those with moderate disabilities. PREREQUISITES: EDC400 or EDC516

EDC403 - Advanced Developmental Reading (3)

This course involves the study of the reading and writing process, from the emergent skills in the early language arts, through the creation of lifelong readers and writers. Emphasis will be placed on current research in the developmental skills of listening, speaking, reading, and writing. Participants will examine a variety of programs, methods and strategies that are appropriate to specific cognitive levels, background experiences, learning needs, and proficiency in the English language. Content area reading and writing will be highlighted as key mechanisms for advancing students learning in the subject matter disciplines. PREREQUISITES: EDC516 or introductory reading course

EDC406 - Assessment, Methods and Materials for Teaching in Special Education (3)

This course offers an analysis of specific techniques for teaching in special education and inclusion classes, with emphasis on the Massachusetts Curriculum Frameworks and MCAS requirements. Class sessions will be devoted to lectures, demonstrations, discussions, audio-visual material, and topics of particular interest as they relate to exceptional children within the area of assessment. Techniques on how to prepare and include students with disabilities in the general education classroom will be emphasized. Provisions will be made for classroom visitations. PREREQUISITES: EDC521

EDC409 - Issues in Urban Education (3)

This course looks at the various ethnic and minority/majority cultures and populations attending U.S. urban schools today. Students will explore social, behavior, and academic needs of the urban population through readings, articles, short fiction, childrens literature, autobiographical selections, and historical documents. The format of the class will be participatory. PREREQUISITES: EDC400 or equivalent

EDC412 - Behavior Management (3)

The purpose of this course is to study basic behavioral methods, measures, and management techniques involved in teaching special needs and general education students. Theory and materials in the general education classroom and in special education settings will be explored. Special attention is given to issues such as bullying, school violence, and mandated reporting practices. Individual as well as group management skills are emphasized. PREREQUISITES: EDC521

EDC413 - Observation and Research Techniques (1)

Students will observe, record, and analyze the behaviors of special needs students in their classroom environment. Observation techniques are compared and contrasted. Observation results are applied to typical curricular situations. PREREQUISITES: EDC521

EDC414 - Communication Skills for Teachers and Learners (3)

The skills sequence designed for this course will introduce the clinical student to a range of interpersonal and communication skills that will enhance relationships in the professional setting. The students will explore values and issues in education and be equipped with models and skills to be implemented in the actual classroom. The elaboration and refinement of these new skills will be integrated into subsequent modules of course work and requirements that are designed to develop a reflective practitioner. PREREQUISITES: None

EDC415 - Foundations of Reading MTEL Preparation (1)

This preparation course is recommended for prospective early childhood, elementary, and special education teachers. It will include a review of the theories and practices related to reading instruction including phonological and phonemic awareness, concepts of print and the alphabetic principle, phonics and word analysis skills, vocabulary and reading comprehension, formal and informal assessment, and multiple approaches to reading instruction. PREREQUISITES: None

EDC417 - Essential Foundations of Quality Education

This course focuses on the elements of effective teaching: theories of learning, practical applications for educating all children, meeting the emotional needs of children, understanding the different learning styles, instructional planning, strategies for teaching, classroom management, and student assessment. PREREQUISITES: None

EDC418 - Supervision and Evaluation of Instruction (3)

Principles and practices of the organization and supervision of educational programs as defined by both traditional supervisory practices and as a part of institutional reinvention, including the impact of the Massachusetts Education Reform Act of 1993 and the No Child Left Behind Act. There is an emphasis on staff development, multiple aspects of evaluation, promoting human development, and knowledge of teaching and learning. PREREQUISITES: EDC401

EDC420 - Practicum in Administration (6)

This activity is the culminating requirement for candidates seeking licensure as a School Administrator or Director. Students engage in a 300-hour activity in the schools, working with a principal or director in the level and role appropriate for their specialization area. Supervision is provided by college faculty during this activity. PREREQUISITES: 18 hours of educational administration. Minimum cumulative grade point average of 3.0

EDC427 - School Finance and Budget Administration (3)

The course will review and discuss the economics of education with regard to finance and school business administration. Areas covered will include revenue sources, state and federal school aid, budget preparation, school building construction, and alternative funding. Required for Superintendent/Asst. Superintendent. PREREQUISITES: EDC401

EDC428 - Advanced Methods in the Middle and Secondary Classroom (3)

This course, taken in association with graduate level studies in the subject area discipline, integrates advanced subject matter knowledge into classroom curriculum and practice. Utilizing a range of innovative and specialized teaching approaches, students will examine the theoretical and practical application of methodologies through field-based research and micro-teaching activities. Interdisciplinary instruction, problem-solving approaches, diagnostic teaching, technology and media applications, and multicultural approaches are among methodologies that will be explored. Students will develop topics for instruction based on current research and study in their discipline area. PREREQUISITES: EDC504

EDC430 - Teaching Assistantships in Education (3)

A limited number of upper-class status education majors or graduate students will be selected each year by the education department to act as teaching assistants (TA) in several undergraduate/graduate courses. The TA will be expected to deliver a minimum of two full lectures, to be involved in an active tutoring program, to assist in both creating and scoring exams and quizzes; in short, to be involved actively in the total teaching process. PREREQUISITES: Recommendation by the chairperson of the department

EDC434 - School Law (3)

Study and analysis of school law from the historical and present viewpoint. Federal, state, and local law will be analyzed in terms of their effects on schools. The influence of precedent-setting cases on all aspects of school functions will be studied and sample cases will be employed as part of the curriculum. PREREQUISITES: None

EDC435 - Independent Study (1-6)

This activity enables the student to pursue specialized areas of study in depth. Interested candidates should obtain a proposal form from the School of Arts, Education and Sciences and obtain the approval of a staff member who will supervise and assist in the activity. PREREQUISITES: nine (9) credits in education

EDC439 - Student Teaching Practicum

Please see one of the concentrations:

EDC439A: Student Teaching Practicum: Elementary (6)
EDC439B: Student Teaching Practicum: Early Childhood (6)
EDC439C: Student Teaching Practicum: Moderate Disabilities (6)
EDC439E: Student Teaching Practicum: Reading (6)
EDC439F: Student Teaching Practicum: Secondary (6)
EDC439G: Student Teaching Practicum: Middle (6)

EDC439A - Student Teaching Practicum: Elementary (6)

For candidates seeking teacher licensure, this is the 300-hour practicum required for the initial teacher license. A minimum of 150 hours must be logged in the full-role of teaching. There is an application process. Students will be assigned a college supervisor. A portfolio and documentation for the Massachusetts Dept. of Elementary and Secondary Education is required at the conclusion. Pre-requisites: passage of required coursework for the license, minimum cumulative grade point average of 3.0, and passage of all MTELs required for the license.

EDC439B - Student Teaching Practicum: Early Childhood (6)

EDC439C - Student Teaching Practicum: Moderate Disabilities (6)

EDC439E - Student Teaching Practicum: Reading (6)

EDC439F - Student Teaching Practicum: Secondary (6)

EDC439G - Student Teaching Practicum: Middle (6)

EDC444 - Organization, Administration and Supervision of Reading Programs in the Elementary and Secondary Schools (3)

This course is for those who expect to assume responsibilities for reading programs in grades K-12. Methods will be investigated for assessing needs, evaluating the current programs and planning for system-wide improvements, change and continual growth and development. Emphasis will be on the roles of the supervisor and consultant, and helping teachers in relation to the needs of the classroom teacher and the wider school community. PREREQUISITES: A reading course

EDC446 - Professional Seminar I (3)

Professional Seminar I is designed in conjunction with Professional Seminar II as the culminating classroom research project for Professional Teacher Licensure. The classroom teacher first reviews relevant philosophical and theoretical positions in education and develops a statement of individual teaching philosophy. In support of this philosophy, the teacher undertakes a critical review of his/her subject matter knowledge and instructional effectiveness in relation to the success of all learners in the classroom. Based on this analysis, an area of challenge or need is identified as the topic for further investigation and research. The teacher plans and carries out an individual professional development plan to gather information, study and plan for the classroom research. Seminar conferences and a site visit will be arranged by the course instructor. PREREQUISITE(S): Initial teaching license and completed coursework in professional program.

EDC451 - The Middle School: Organization and Concepts (3)

A survey of the basic structure, concepts, and principles of the middle school approach to adolescent education. Emphasis will be placed on the philosophy, program characteristics, teaching strategies, the interdisciplinary team process, and counseling and support system. The course will lay a foundation for restructuring middle school education through program transition and implementation. PREREQUISITES: EDC400

EDC459 - Education Organizations, Leadership, and Institutional Change Process (3)

Intended for administrators or prospective administrators, this course will prepare them for the important role of change agents in the school. A critical examination is made of the typical organizational structures found in the schools today, especially in regard to their claims of increased efficiency. The student will then examine principles of leadership and ways in which the educational leader can facilitate meaningful change. Fieldwork required. PREREQUISITES: EDC401

EDC460 - Applications of Technology in the Classroom (3)

This course gives the classroom teacher a working knowledge of technology resources for designing lessons that will enhance student achievement throughout the curriculum. Using content from the Massachusetts Curriculum Frameworks, participants will explore hands-on applications with a variety of computer hardware, including hand-held computers, laptops, workstations, and projection devices. Experiences in a fully electronic classroom will be included. Teachers will leave with a portfolio of valuable lessons, hotlinks, and other technology tools suitable for a full range of learning styles and needs. PREREQUISITES: prior education coursework

EDC468 - Inclusive Practices/Action-Based Research (3)

A preparation course for a clinical master's program dealing with a qualitative and quantitative orientation to school research, observing and analyzing classroom interaction, and developing formal and informal inquiry skills. Emphasis will be placed upon diversity and pluralism in the American classroom to include multicultural settings, school organization, and reflective and cooperative learning and teaching. Portfolio continuation will demonstrate the use of inquiry, systems of observation, critical evaluation of research methodologies, and an ability to conduct, interpret, report, and utilize research as it applies to instructional processes. PREREQUISITES: Prior education coursework

EDC471 - Practicum in Guidance Counseling (3)

The purpose of the practicum is to provide a culminating experience for the student in a school. The student is offered an opportunity to apply skills gained from course work in actual practice of guidance counseling. The student works under the direct supervision of a certified guidance counselor with the assistance of a college advisor. The advisor helps the student to develop appropriate goals, to effectively use interpersonal skills, and to determine the areas to be further developed. Periodic meetings are scheduled with students and the college advisor as part of the practicum experience. The duration of the practicum is 450 clock hours, for which three credits are awarded. The clinical experience is a continuation of the practicum and builds upon the experience. At this point, the student is employable as a guidance counselor and works independently with school mentorship and college supervision. The clinical experience is 600 clock hours, for which six credits are awarded. PREREQUISITES: 15 credits of coursework in guidance program

EDC472 - Foundations of Administrative Leadership

For prospective administrators, this course focuses on the different management styles, including effective delegation, communication, professional development, decision making, analyzing information, team-building techniques, and operational strategies. PREREQUISITES: EDC401

EDC475 - Curriculum Design and Development (3)

This course examines the historical, social, philosophical, and psychological bases upon which the curriculum is founded in the school today. Students will engage in actual evaluations of various curriculum materials and develop techniques for implementing curriculum reforms in their schools. A major goal of the course is to develop an analytical and critical approach to proposed educational panaceas. Fieldwork required. PREREQUISITES: EDC401

EDC477 - Field-Based Research: Elementary / Early Childhood (6)

Students majoring in this specialty area may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience in the non-licensure program. It is an opportunity for the candidates to apply the principles learned in their coursework to the end of improving educational experiences for students. An action-based research project is the central activity of this course. Employed teachers may utilize their own classrooms for this proposal (40 clock hours per credit). There is an application process and a college supervisor will be assigned. PREREQUISITES: completion of 24 credits of education coursework

EDC478 - Field-Based Research: Secondary / Middle (6)

EDC479 - Field-Based Research: Moderate Disabilities (6)

EDC480 - Field-Based Research: Reading (6)

EDC481 - Field-Based Research: School Administration (6)

EDC483 - Principles and Practices of Guidance (3)

This is an introductory course designed to acquaint the student with the basics of the need, meaning, and ethics of guidance services. Issues related to school guidance practices, with an overview of the role and function of the school counselor, will be reviewed. Specifically, student scheduling, testing and assessment, career guidance, and college placement will be emphasized. Current trends in the field, as well as general guidance issues, will be explored. Emphasis will be placed on the fact that the guidance counselor serves as part of a collaborative team with a strong focus on consultation. PREREQUISITES: None

EDC485 - Advanced Analysis of Reading and Language Arts (3)

A survey of current research and theories of the reading/writing process will be explored. Informal and formal assessment procedures in reading and the language arts will be emphasized. Participants will analyze, interpret, and plan appropriate programs in reading and language instruction for specific populations, e.g., English language learners, advanced readers, and special education. Participants will be required to administer a battery of tests, interpret the results, prescribe an appropriate instructional plan, and write a case study. PREREQUISITES: EDC516 or equivalent reading course

EDC486 - Diagnostic Teaching (3)

This course will develop a basis for creating a personal theory of instruction through knowledge of brain functions, cognitive functions, learning styles, and motivation. Skill will be developed in the use of formal and informal measures for diagnosing problems, prescribing learning tasks, and generating corrective means for solving them. PREREQUISITES: Prior education coursework

EDC488 - Occupational Information (3)

This course is designed to acquaint the student with vocational counseling practices in the guidance profession. Sources of career information, advantages and disadvantages of each source, and methods of storing and disseminating information will be explored. An understanding of career development assessment and career counseling techniques will be emphasized. Current issues in college planning and school-towork transition programming will be explored. PREREQUISITES: None

EDC489 - Research in Reading (3)

This course is designed to provide the student with an understanding of research as it relates to reading. A knowledge of recent research studies in this area and how to use these studies as a guide to making decisions that pertain to reading will be developed. Successful completion of the course will provide the student with the skills to conduct valid studies in reading. PREREQUISITES: Successful completion of two advanced reading courses

EDC496 - Thesis Preparation (6)

This is for individual graduate students electing to do a master's thesis as their culminating activity. The student will register after a thesis proposal has been approved by the major advisor and dean. Students planning to do a thesis should meet with their director to obtain information regarding requirements and procedures. PREREQUISITES: Successful completion of 15 graduate credits

EDC498 - Specialized Practices in Reading (3)

This course provides the student with knowledge of significant programs and practices for teaching reading and language arts to specific populations including, English language learners, early childhood and special education, as well as proficient and advanced readers. Screening and diagnostic instruments will be used to identify specific strengths and weaknesses of the reader. The selection and use of appropriate programs, materials, and technology will be central to addressing the diverse needs in todays classroom. Reading strategy lessons will be modeled and shared to examine the specific theoretical and scientific-based approaches to reading instruction. Instruction in handwriting, spelling, and writing will also be considered in their relationship to reading. PREREQUISITES: EDC485

EDC499 - Case Studies: Reading (3)

Course participants assess children on an individual basis and write an educational plan based on the assessment. The case study approach is emphasized as the course participants must apply knowledge of intellectual, physical, emotional, social, environmental, and educational factors when writing the educational plan. PREREQUISITES: EDC485 and permission of the director

EDC503 - Professional Seminar II (3)

In the culminating activity for Professional Teacher Licensure, the candidate will work as a teacher-researcher in the classroom or school with the goal of improving student learning and achievement. Based on the activities from Professional Seminar and a strong background knowledge in the intended research topic, the teacher-researcher prepares to carry out research in the classroom. Activities include: establishing the research procedures; identifying the participants; selecting and developing methods of data collection; analyzing results; and writing the research report. In a final presentation of research to colleagues, the teacher-researcher will document and present evidence of both professional growth and changes in student learning. PREREQUISITE(S): EDC446 - Professional Seminar I

EDC504 - Secondary and Middle School Methods (3)

This course offers an analysis of methods most effective in the middle and secondary classroom. Micro-teaching experiences within the students discipline area will focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Curriculum Frameworks. The preparation of a subject-area unit will involve the development of activities and strategies in such areas as integration across the curriculum, critical thinking, cooperative learning, and the incorporation of community resources. A 25-hour field-based experience is required. PREREQUISITES: Introductory graduate education course

EDC506 - Administration of Special Education (3)

This course covers the foundations of special education to include its history, classifications of exceptionalities, and current practices and issues. Emphasis is placed upon the field of knowledge requirements to include rights of persons with disabilities and state and federal legislation. The role of legislation, funding, programs, and technology in special education will be examined. Parent and family involvement, alternative settings for special needs students, and mainstreaming/inclusion will be studied. Educational leadership, special education program management, professional development, and equity in special education will be highlighted. PREREQUISITES: Initial Licensure in Special Education

EDC508 - Teaching Mathematics: Early Childhood, Elementary, Moderate Disabilities (3)

This course examines the significant processes and methods of teaching mathematics in regular and special education settings. The individual cognitive, language and developmental needs of learners will be central to studying a diversified range of instructional strategies. Students will utilize the Mass. Mathematics Curriculum Frameworks, NCTM standards / Focal Points, and the report of the National Mathematics Advisory Panel to develop lessons reflecting current standards and research. Students will engage in lesson planning and micro-teaching demonstrations. A review of math competencies based on MCAS release items is required. A 25-hour field-based experience is required for initial licensure. PREREQUISITE(S): prior education coursework

EDC509 - Pre-Practicum in Administration (3)

This activity-centered course gives the graduate students in educational administration the opportunity to observe practicing administrators in their roles. Students are individually placed in an educational setting and work with principals and supervisors in a variety of administrative tasks. Minimum 150 clock hours. PREREQUISITES: 15 hours of administration; minimum cumulative grade point average of 3.0

EDC510 - Staff Development (3)

This course emphasizes the skills and techniques needed to promote educational growth in various school personnel. Directive and non-directive, formal and informal approaches to this critical area of supervisory responsibility will be examined, as well as goal direction and the formulation of cooperative relationships. Fieldwork required. PREREQUISITES: EDC401

EDC511 - Apprenticeship in Education

Please see one of the concentrations:

EDC511A: Apprenticeship in Education: Elementary (6)
EDC511B: Apprenticeship in Education: Early Childhood (6)
EDC511C: Apprenticeship in Education: Moderate Disabilities (6)
EDC511D: Apprenticeship in Education: Reading (6)
EDC511E: Apprenticeship in Education: Secondary (6)
EDC511F: Apprenticeship in Education: Middle (6)

EDC511A - Apprenticeship in Education: Elementary (6)

For candidates seeking teacher licensure, this is the 300-hour practicum-equivalent for classroom teachers employed in the field in which they are seeking licensure. A minimum of 150 hours must be logged in the full-role of teaching. There is an application process. Students will be assigned a college supervisor. A portfolio and documentation for the Massachusetts Dept. of Elementary and Secondary Education is required at the conclusion. Pre-requisites: passage of required coursework for the license, minimum cumulative grade point average of 3.0, minimum of nine semester hours taken at AIC, and passage of all MTELs required for the license.

EDC511B - Apprenticeship in Education: Early Childhood (6)

EDC511C - Apprenticeship in Education: Moderate Disabilities (6)

EDC511D - Apprenticeship in Education: Reading (6)

EDC511E - Apprenticeship in Education: Secondary (6)

EDC511F - Apprenticeship in Education: Middle (6)

EDC512 - Teaching Mathematics: Secondary and Middle (3)

This course provides a study of mathematics curricula and various methods for planning instruction and evaluation in the secondary or middle school classroom. A survey of current textbooks, instructional materials, and testing materials will be included. Changes and developments in the area of teaching mathematics will be addressed through current professional literature. A 25-hour field experience is required for initial licensure. PREREQUISITES: Math major or equivalent

EDC514 - School Personnel Management (3)

The course will prepare and discuss the planning and operation of the personnel function in the school system. Emphasis will be placed on practices and issues, system function and effectiveness, and the development of a working model for the personnel function. PREREQUISITES: EDC401

EDC516 - Teaching Reading and Language Arts: Early Childhood, Elementary, Moderate Disabilities (3)

Survey of theories, practices and techniques of reading instruction for children in grades Pre-K to 8. Various methods and materials used in the teaching-learning process will be explored. The course also provides a comprehensive view of the processes of teaching effective writing, spelling, listening skills, and oral communication. A 25-hour field-based experience is required for initial licensure. PREREQUISITES: prior education coursework

EDC517 - Theories of Learning Disabilities (3)

This course is designed to familiarize the student with the field of learning disabilities and acquaint graduate students with the various concepts of learning disability and the changing and developing perspectives during the past 20 years. Included will be a review and evaluation of the evidence for the existence of a social learning disability and nonverbal learning disabilities. The evidence for a neurological basis of learning disabilities is explored. Definitions and terms are introduced and discussed. Particular emphasis is placed on the concept that a learning disability is not a single entity that will respond to a single remedial strategy, but exists rather as a multi-dimensional phenomenon basically occurring in the context of school-related tasks. PREREQUISITES: EDC521

EDC520 - Reading and Communication in the Middle and Secondary Schools (3)

This course addresses the developmental reading and language needs of the middle and high school student in the content area classroom. An examination of instructional and assessment methods will focus on the development of critical literacy skills that span "learning to read" through "reading to learn." Oral and written communication, and integration of literature into curricula will be included. Instructional strategies will emphasize the need to accommodate a wide range of student interests and ability levels. The developmental reading process is highlighted so as to better understand students specific learning needs. PREREQUISITES: prior education coursework

EDC521 - Introduction to Special Education (3)

The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge, educational terminology, and skills to identify those children who have special needs, and to study the pedagogical strategies that may be used to teach these children. The Individual Education Plan (IEP) will be emphasized along with state regulations (Chapter 766) and federal requirements (IDEA). Also, Response to Intervention (RTI), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA, 1990), as well as services available in the community by other agencies, will be examined. PREREQUISITES: None

EDC530 - Teaching Science and Social Studies (3)

This course explores the application of new technologies for inquiry-based science and social studies classrooms. Intended for current and prospective teachers in K-8, the course integrates the latest computer capabilities with content topics from the science and social studies curriculum. Inquiry strategies, such as creating questions, planning inquiry, investigating, collecting data, and sharing results are modeled and practiced. Through an established college-school partnership, participants will utilize the computer laboratory of a local school and have access to actual classrooms where inquiry methods are in practice. PREREQUISITES: EDC400

EDC531 - Educational Inquiry through Aerospace Technology (3)

A course that prepares students to understand the history as well as the latest use of aerospace technology in education. Students taking this course will be required to research, write, and give oral presentations on articles about aerospace technology used in education. PREREQUISITES: EDC400

EDC545 - Teaching Language Arts and the Writing Process (3)

A course that prepares students to plan specific, practical strategies for challenging and extending student writing, spelling, and grammar usage. Additionally, students will be oriented to the Commonwealth of Massachusetts English Language Arts Curriculum Frameworks and the Massachusetts Comprehensive Assessment System. PREREQUISITES: EDC516

EDC546 - Education Seminar (1-4)

The seminar sequence is arranged across the culminating semester to integrate specific topics and competencies with the field-based experience. In addition it provides an opportunity for students to 'peer-mentor' each other as they develop classroom skills. The seminar has been constructed in accordance with the Massachusetts Department of Elementary and Secondary Education regulations, the Mass. Curriculum Frameworks, and the goals and objectives established through the AIC-approved programs in Early Childhood, Elementary, Middle and Secondary Education. PREREQUISITE(S): completion of prior program coursework

EDC547 - Teaching Childrens and Adolescent Literature (3)

The course involves a general study of the field of literature for children and adolescents, plus ways to encourage the reading of literature by children. Picture books, traditional literature, non-fiction, historical fiction, poetry, and fantasy will be explored to help promote the readers understanding of children and adolescents and their literature. PREREQUISITES: Prior education coursework

EDC549 - Developing the IEP (1)

This course will focus on writing complete Individual Educational Plans with emphasis on general goals and specific objectives, both long and short term. The course will stress the content of IEPs from the perspective of current state and federal regulations and include information about services provided and or available to students by other agencies. PREREQUISITES: EDC521

EDC550 - Seminar in Learning Disabilities (3)

A seminar course covering current trends in the research literature. Essentially, "whats happening now" in the field of learning disabilities. Presentations by students on individual topics will be covered in-depth. PREREQUISITES: EDC521

EDC551 - Introduction to Learning Disabilities (3)

This course is a survey of the general field of learning disabilities. It will include current theories, definitions, and exclusions in the diagnosis and treatment of learning disabilities. An in-depth study of the various constructs proposed by leaders in the field will be pursued, as well as several multisensory methods of instruction. Issues and controversies in the learning disabilities field will be examined. PREREQUISITES: EDC521

EDC554 - Classroom Assessment (3)

This course examines the growing variety of evaluation practices and their importance in instructional planning. Beyond consideration of various standardized measures and traditional classroom testing, students will study alternative assessment practices such as performance assessment, portfolios, rubrics, formative and affective assessment. Through individual and collaborative assignments, students will develop proficiency in generating different types of assessments, critically analyze their own assumptions and experiences, and develop their own approach to assessment. The course heavily emphasizes instructional technology as an essential tool to generate, use, and understand different types of assessments.

EDC560 - Half-Practicum in Education

A three-credit (150-hour) half-practicum for students who have completed one practicum experience in classroom teaching or in administration and are seeking a second license. The course may be taken multiple times as needed.

EDC565 - Speech and Language Development (3)

The following areas will be studied: speech and language development, voice and speech problems, and early language development as it relates to reading acquisition. Principles, methods and materials for teaching language development, auditory training and extra curricular activities will be examined. PREREQUISITES: EDC521, EDC516

EDC570 - Understanding Disorders of Written Language (3)

General overview of current theories in reading, spelling, and writing disabilities. Diagnostic techniques and remedial strategies for understanding and working with a disability in reading, spelling, or writing. PREREQUISITES: PSY925

EDC571 - Understanding Math Disabilities (3)

This course is designed to provide an overview of the relationship between learning disabilities and mathematics from a cognitive-developmental perspective. Topics to be discussed will include the use of diagnostic techniques and remedial strategies in aiding children having math-related disabilities. PREREQUISITES: EDC521, EDC508

EDC595 - Assessment and Curriculum for Early Childhood (3)

This course examines a full range of effective early childhood programs and curriculum. Curriculum documents, materials and teaching strategies are examined and evaluated for their effectiveness in addressing the diverse cognitive, language, and developmental characteristics of young learners. The administration and interpretation of informal and formal screening and evaluation procedures are used to assess individual students. Assessment findings are used to plan instruction for young children with and without special needs (preK-2). PREREQUISITES: Prior Coursework in Early Childhood program

EDC701 - Action Research in the Schools (3)

This course serves as an introduction to the process of action research, as well as to the PDARP program. Students will review the major techniques and paradigms in social science research, particularly as applied within education. Legal and ethical issues will be addressed, including those related to intellectual property and human subjects research. Examples of various types of research will be analyzed. Particular attention will be given to action research as presented and published. The application of research results and conclusions to the improvement of classroom practice will be addressed. An introduction to statistical analysis will be provided.

EDC702 - Advanced Research with Technological Enhancement (3)

This course explores in more detail the research paradigms used in education research, with a focus on those most useful in action research. Students will develop hypothetical research protocols for several types of studies. They will also review the technological support for research and its dissemination, including the use of statistical software, rich media and submitting to on-line journals.

EDC703 - Contemporary Issues in Education (3)

This course is focused upon the development of a research problem and the completion of a literature search. Current issues in education will provide the context for individual projects that link important questions with professional practice. The course products will be a research question and a literature review; these products will provide the foundation for the rest of the program.

EDC704 - Action Research Data Collection and Analysis (3)

Students in this course work with the support of research advisors to develop a research plan for their action project, based on the products of EDC 703. Students will secure the necessary permissions (including that of an IRB, if applicable), collect the data, and analyze the data according to the plan.

EDC705 - Action Research Product (3)

With the ongoing support of the research advisor, students will write a formal paper, in the form of a professional journal article, describing the project and reporting the results and conclusions, along with the implications for classroom practice. They will also prepare a presentation for a Professional Development Academy, and a separate document in which they focus on the potential impact on the home/school system as the insights and information gained from the project are fed back into the system.

By the end of this course, students will have:

Prepared and submitted a complete written report of their research as a formal article
Prepared and presented a conference-style presentation of their work
Prepared a plan for incorporation of their new insights and information into their working environment

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