English as a Second Language (ESL)

This course provides an overview of the state and federal laws pertaining to the education of English language learners as well as the background and history surrounding classroom instruction. It provides an introduction to the foundations, methods, applications and instructional practices (e.g. WIDA, SIOP) on the teaching of the English language to culturally diverse learners. There will be a focus on identifying culturally diverse students, formal and informal assessment, connecting home and school, and research-based school practices to address the language learning system. An overview of the WIDA English Language Development Standard, ACCESS, and the utilization of these tools to target learning objectives for the ELL student.  PREREQUISITE: None

This course investigates the developmental factors and influences that impact child growth and learning for the special needs child. Identification processes of children who have special needs and the pedagogical study of clinical interventions and cognitive aids are explored to aid special education children. State regulations (Chapter 766) and Federal requirements (IDEA) will be covered in depth, as well as the creation of documentation of the Individual Education Plan (IEP).   PREREQUISITE: Enrollment in graduate education program. Pre-Practicum hours required.

This course provides an overview of the research associated with first and second language acquisition. Review of the theories addressing reading skills and comprehension in English as a first language and different levels within the language. This course will address the linguistic difference between the first and second language acquisition for reading instruction in English, and the differences of reading instruction in English (e.g. phonemic awareness, and phonics) for students who may or may not be literate in their first language.  PREREQUISITES: None

This course provides an overview of literacy development for K-12 students. Current research related to the five components of reading and effective literacy instruction for English Language Learners (ELLs) will be reviewed. Potential impact of poverty on students’ readiness for learning to read will be discussed. Issues related to brain-based reading and language development and acquisition will be introduced. An in-depth study of scientifically-based instructional approaches and assessment practices related to phonological awareness, phonics and advanced decoding will be presented and will serve as the foundation for designing differentiated instruction to meet the needs of diverse learners. Students will be required to collect, analyze and interpret data for their case study students using specific literacy assessments appropriate for first and second English language learners. Using the Universal Design Model, students will develop an instructional plan for their case study students. 21st Century internet research approaches will be presented to hone students’ understanding of how to implement effective instruction for primary, elementary and adolescent readers. PREREQUISITES: Enrollment in the graduate education program.

This course is specifically designed to develop the knowledge, skills, and understanding needed to teach the content areas in the classroom by providing the educator with a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences in ESL instruction. Discussions will explore key concepts of second language learning theory (linguistic, psycholinguistic, and sociolinguistic) and theoretical approaches to second language learning and acquisition. Cognitive development and cognitive approaches to second language learning will guide the development of practical teaching techniques for everyday use in the ESL classroom. The major emphasis of the course is the development of an instructional unit appropriate to the educator’s level that will include activities and strategies in such areas as cross-curricular and differentiated instruction, cooperative learning, integration, and indirect teaching methods. Microteaching teaching experiences in ESL instruction will focus on specific components of lesson planning and lesson presentation.  PREREQUISITE: None

This course examines the issues involved in urban education.  Various ethnic and minority/majority cultures and populations attending U. S. urban schools today, including low income and ELL are discussed. Students will research and explore social, behavior and academic needs of the urban population through researching readings, articles, short fiction, children’s literature, autobiographical selections and historical documents in responses to closing the achievement gap. PREREQUISITE: Enrollment in graduate education program.

Classroom tests and assessments are an essential part of the instructional process. When properly done, they can effectively evaluate and enhance students’ learning and teachers’ instruction. When poorly done, they can confuse and alienate students, distort the curriculum, and hinder good instruction. Test scores and grades sometimes affect “high-stakes” decisions about students, prompting intense concern regarding accuracy and fairness. New trends in educational measurement are also causing educators to rethink assessment. Testing and assessment is not only important, but when done correctly, it links the general instructional objectives to specific 147 learning outcomes that can be assessed to show student performance and curriculum vitality for all grade levels. Recognizing the link between good assessment and good instruction, the profession has adopted standards for teacher competence in educational assessment. This course is designed to help teacher candidates meet those professional standards. It is also designed to help teacher candidates understand the many forms of good classroom assessment. PREREQUISITE: Enrollment in graduate education program.

This is a research and statistics based course that leads to the completion of an APA formatted classroom based research project. Action research, unlike traditional research, places action at the center of investigation; its primary goal is to solve a problem that will lead to improvement in individual or organizational practice. Action research prioritizes the “insider” status rather than assuming an outside, “detached” stance. The purpose of the course is to have practitioners be empowered to construct their own knowledge, skills, and dispositions to improve outcomes for their students. They will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples and/or other principles learned in their coursework to the end of increasing student achievement. An action based research project is the central activity for this course. The action research project is designed to help the educator/professional analyze their own practices and professional development to enhance the quality of their classroom outcomes and their colleagues’ learning. PREREQUISITE: Successful passage of all other coursework in program of study. Employed teachers may utilize their own classrooms for this culminating experience.