EDU - Education

An introduction to the contemporary issues and trends in public education from historical, sociological and philosophical perspectives. Requires 10 hours of volunteer work in the public schools.

This course is designed to promote beginning computer literacy and engages students in problem-solving, evaluation of hardware and software, examination of microcomputer applications in an educational setting, and discussions of technology in education.

For education majors only. The course introduces the topic of human development, integrating basic concepts of physical, intellectual, cognitive, psychological, social and emotional development of children, youth and adults at each major life stage, adopting a developmental psychology perspective. Theoretical viewpoints and recent research are considered with respect to the practical application of psychosocial theory emphasizing the interaction of human development and learning.

For education majors only. Students will investigate primary source data for philosophical orientations to teaching that include progressivism, perennialism, essentialism, social reconstructivism and existentialism. Students will apply that data in the process of responding to contemporary teaching/learning scenarios and in developing their own teaching philosophy. Students will also explore teacher-learner relationships and their impact on the quality of learning encounters.

For education majors only. This course is designed to provide students with knowledge and practices of global education in the classroom. Emphasis is on international educational practices, management strategies, curriculum and instruction and their relationship to current practices in the United States. Specifically, the course is designed to address other elements of the UCC's #3 and #6, reading, interpretation and the use of data for student achievement and classroom management, respectively, as delineated by the Florida Department of Education.

For education majors only. This course is designed to promote beginning computer literacy and engages students in problem solving, evaluation of hardware and software, examination of microcomputer applications in an educational setting and discussions of technology in education.

For education majors only. This introductory-level course adopts a developmental psychology perspective with an emphasis on the new neuroscience of the exceptional brain. The course presents the types of disability in concert with the nature and needs of children and youth with disability. The course considers the intellectual, cognitive, psychological, developmental, physical, social, emotional and learning characteristics of children and youth with special needs, including gifted and talented children and youth. Children's literature is also used to explore the psychosocial aspects of disability.

Developmentally appropriate procedures, resources and programs designed to meet the special needs of pre-kindergarten/primary-age children are investigated, analyzed and assessed. Appropriate interventions, family conferencing, procedures for mainstreaming, and processes for screening, assessment and placement are analyzed, applied and developed. Individualized Family Service Plans (IFSP) and Individual Educational Plans (IEP) are researched, compared and contrasted. Analyses are conducted of methods for working with children who are abused, abandoned, homeless or neglected. Experience is arranged with adaptive and assistive technologies for children with special needs.

This is a specialized methods course for secondary English education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

This course is designed to provide pre-service teachers with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self. The course includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders.

This course is designed to provide teacher candidates with the knowledge, skills and dispositions necessary for designing and planning instruction. The course provides research-based coverage of general teaching methods while emphasizing contemporary topics such as learning communities, differentiated instruction and modifications for student differences. Candidates will become proficient in the planning of instruction as specified in the Florida Educator Accomplished Practices Competencies Eight and Ten. Thus they will acquire knowledge of how to implement scientifically based instructional practices to ensure positive impact on student learning in the classroom. Field hours required (Practicum I).

This course investigates theories and strategies enabling teachers to manage student behavior and solve classroom problems. Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis. Examines frameworks for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community. Areas of emphasis include structuring the classroom for success, planning for instruction, managing materials and equipment, and assessing and managing student and group behavior. The course emphasizes acquiring performance assessment techniques and strategies that measure higher-order thinking skills and identifies strategies, materials and technologies that expand students' thinking abilities.

Emphasizes the teaching of reading skills and content material. Discusses the adolescent in relation to methods and materials. Requires simulated teaching and field hours.

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for teaching language arts/reading. Students will examine the language arts, the cognitive and literacy development of children, methods of instruction in the communication processes, the needs of diverse learners and the integration of language arts across the curriculum. Candidates will become proficient in planning and implementing reading instruction as specified in the Florida Reading Endorsement Competencies One and Two. Thus they will acquire the knowledge to implement scientifically based reading research instructional practices to ensure a positive impact on student learning in the elementary classroom. Field hours required (EDU 309: Practicum I).

This is a specialized methods course for secondary social studies education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

This course is designed to provide teacher candidates with the opportunity to conduct careful and systematic field-based observations tied to coursework and to engage in seminar discussions regarding those experiences. During Practicum I, candidates will complete eight essential research-based tasks required of those doing observations and fieldwork in school and classroom settings. Candidates will: 1) observe, 2) notice, 3) notate, 4) predict, 5) generate, 6) analyze, 7) critique and 8) reflect. Employing the use of these eight tasks to guide classroom observation efforts promotes the critical analysis of classroom life and facilitates the development of a realistic perspective of the realities of teaching. This is a pass/fail course.

This is a specialized methods course for secondary biology education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

This is a specialized methods course for secondary mathematics education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

For elementary education majors. This course provides a framework for synthesizing the five ESOL domains, the 12 ESOL performance standards and the 11 ESOL competencies in order to prepare pre-professional teachers with effective linguistic and cultural classroom-based practices. The focus of this course is on ESOL methods for comprehensible instruction, ESOL materials and curriculum, and ESOL assessment procedures for English language learners (ELLs). The final exam serves as a comprehensive overview of the ESOL components infused in the education program. An ESOL field experience is required for all students (EDU 319).

This course places teachers in a position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership. Participants gain an understanding of how the relationships among the development of learning communities, teacher leadership, school effectiveness and site-based accountability can positively improve schools. Knowledge gained in the university classroom will be applied in site-based activities, including participant-observer studies, shadow studies, action research, problem-based learning activities, case studies and quantitative and qualitative research studies. This course requires students to brainstorm, free-write, research, rewrite, present information and peer-edit. A significant aspect of this course is teaching students about writing for different audiences.

An examination of the language arts, the cognitive and literacy development of children, methods of instruction in the communication processes, the needs of the diverse learner, and the integration of language arts across the curriculum. A focus is the use of children's literature in teaching by examining genres, student responses and a balanced literacy program.

A comprehensive survey of the basic methods of teaching reading in the elementary school. Examines the methods, materials and basic skills of teaching reading, with a focus on skill development in the intermediate classroom.

This course is designed to provide teacher candidates with the knowledge, skills and dispositions necessary to conduct investigations of ethics and learner diversity, including linguistic diversity with an emphasis on developing anti-bias strategies, curriculum and learning environments, as well as corresponding interaction between teacher and learner. The course provides research-based coverage of diversity and ethics issues while emphasizing contemporary topics such as creating a climate of openness, inquiry and support by practicing classroom strategies of acceptance, tolerance, resolution and mediation. Candidates will become proficient in the areas of diversity and ethics as specified in the Florida Educator Accomplished Practices Competencies Five and Six. Thus they will acquire knowledge of how to implement scientifically based research instructional practices to ensure positive impact on student learning in the classroom.

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for diagnosis and correction of mild to moderate reading difficulties with an emphasis on reading instruction guided by assessment. The physical, physiological, cognitive, language, emotional and socio-cultural correlates of reading disabilities are examined to help candidates understand the nature and causes of reading problems in grades K-6. Candidates will gain facility in the selection and use of formal and informal instruments for the early detection and correction of reading difficulties. The diagnostic-prescriptive model will be applied to help candidates acquire expertise in the analysis of children's reading diagnostic data and the implementation of developmentally appropriate instructional methods that address the needs of diverse student populations. Candidates will become proficient in planning and implementing reading instruction as specified in the Florida Reading Endorsement Competencies Three, Four and Five. Thus they will acquire knowledge of how to implement scientifically based reading research instructional practices in phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure positive impact on student learning in the elementary classroom. Field hours required (Practicum II).

This course is designed to provide teacher candidates with the opportunity to participate in more than 45 hours of ESOL field experience. Candidates will plan and implement ESO- relevant instruction in one-to-one, small-group and large-group settings. This course introduces the Florida State ESOL Performance Standards and Competencies in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL.

Emphasis on developmentally appropriate objectives, materials, activities and methods of teaching the primary grades. Various historical, philosophical and sociological perspectives in early childhood education are investigated, analyzed and evaluated. The course includes 20 hours of field experience.

Involves observation/participation in early childhood education settings and an examination of instructional materials, procedures and evaluation of nursery, kindergarten and primary curricula and instructional strategies.

The course examines the ways in which early childhood programs are a part of the family support system. It focuses on the development of an understanding of traditional and nontraditional families, structural and lifestyle variations, parenting in diverse cultures and the needs of high-risk families. Implications from these understandings will guide development of a parent involvement plan that includes effective ways to communicate with parents, conference with parents, hold parent meetings and conduct home visits.

Involves study and practice in elementary physical education methods. Examines and evaluates subject matter, methods and source materials for health programs. Field hours required.

Examines methods and materials for teaching science and the scientific method. Emphasis on teaching aids, demonstration equipment and simulated teaching.

Involves participation in activities showing the relationship of humans to their physical and social environments. Students compare worldwide courses of study, with emphasis on multicultural diversity. Prepare units and participate in simulated teaching.

Discusses inclusion as a philosophy and practice. Focus is on the identification/instruction of students with special needs.

Required for all secondary majors, this survey course introduces the 25 Florida State ESOL Performance Standards in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL. Has a field component.

Develops techniques for assessment, evaluation and measurement pertaining to secondary classroom instruction. Particular emphasis is on authentic assessment, performance assessment, elementary statistics, test construction and evaluation, and grade reports.

This course provides an in-depth coverage of the various curricular models and developmentally appropriate teaching methods common at the elementary level in physical education. Students will be placed at a school to observe and teach physical education under the supervision of a licensed physical education teacher. Field study required.

This course is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.

This writing-intensive course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for the teaching of science and social studies content in the elementary school curriculum. Candidates will become proficient in planning, writing, implementing and evaluating science and social studies instruction as specified in the Florida Elementary Education Subject Area Competencies 7, 8, 9, 10, 11, 21, 22, 23, 24, 25, 26 and 27. Thus they will acquire knowledge of how to write and implement scientifically based instructional practices in the following curricular areas: history; geography; government and civics; economics; assessment in science and social studies; knowledge of matter; knowledge of forces, motion and energy; knowledge of Earth and space science; knowledge of life science; knowledge of the nature of science; and knowledge of the relationship of science and technology. In order to improve their writing skills, class participants will spend time with students in school and teach them how to write social science-based and science-based texts. Field hours required. This course requires students to brainstorm, free-write, research, rewrite, present information and peer-edit. A significant aspect of this course is teaching students about writing and learning through teaching writing, as well as learning through writing.

An intensive study involving the application of theoretical, philosophical and pedagogical education principles for grades 6-12. Required is a 120-hour minimum field experience for which extensive, fully planned lessons are developed and implemented in the classroom. Lectures and seminars about curriculum and instruction issues are presented at the University. Field experience placements are assigned by the Department of Education.

A specialized elementary music, art and physical education methods course. Features demonstrations with class participation. Implements a variety of strategies that facilitate active learning with music, art, movement and drama.

The focus of this course is the design, development and evaluation of learning experiences using the Internet. Instructional design and development applied to multimedia instruction. Instructional strategies for higher-order learning, including problem solving. Alternative design and development methodologies. Essential multimedia production tools and techniques. Students form design and development teams to create an engaging online-based learning experience. Students create and evaluate learning activities using the Web; creation of personal learning portal.

This course further develops the concepts presented in EDU 301 and 304. Emphasis is placed on the content areas of applied linguistics, curriculum integration, and methods of teaching ESOL. This is a required course for all elementary majors and secondary English majors. Field hours required (as part of Teaching Practicum II).

A full semester under the guidance of certified teachers provides practical application for pre-service teachers seeking certification for grades K-12 in the areas of music and physical education. The semester involves seven weeks at the elementary level and seven weeks at the secondary level. The internship is graded on a satisfactory/unsatisfactory basis. Students enrolling are advised that the internship is a full-time endeavor. Interns are advised against outside employment and may not enroll in additional courses concurrently without permission of chair (granted only in the most exceptional circumstances).

A full semester under the guidance of certified teachers provides practical application for pre-service teachers seeking certification for grades 6-12 in the areas of English, mathematics, social sciences and biology. The internship is graded on a satisfactory/unsatisfactory basis. Students enrolling are advised that the internship is a full-time endeavor. Interns are advised against outside employment and may not enroll in additional courses concurrently without permission of chair (granted only in the most exceptional circumstances).

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for the teaching of mathematics content in the elementary school curriculum. Candidates will become proficient in planning, implementing and evaluating mathematics instruction as specified in the Florida Elementary Education Subject Area Competencies 28, 29, 30, 31 and 32. Thus they will acquire knowledge of how to implement scientifically based instructional practices in the following curricular areas: knowledge of numbers and operations, knowledge of geometry and measurement, knowledge of algebra, knowledge of data analysis, and knowledge of instruction and assessment in mathematics.

Pre-internship for elementary education majors only. An intensive study involving the application of theoretical, philosophical and pedagogical principals for grades K-6. Required is a 120-hour minimum field experience for which extensive, fully planned lessons are developed and implemented in the classroom. Lectures and seminars about curriculum and instruction issues are presented at the University. Field experience placements are assigned by the Department of Education

A course taken concurrently with Teaching Practicum IV: Final Internship. Topics include reflective inquiry, classroom management, the diverse classroom, lesson and unit planning, ethics and continued professional growth. Students will develop a professional portfolio as part of their evaluation.

A full semester of 14 weeks provides practical application and practice in a classroom under the direction of a certified teacher. Seminars and lectures on campus are required throughout the semester. The internship is graded on a satisfactory/unsatisfactory basis. Students enrolling are advised that the internship is a full-time endeavor. Interns are advised against outside employment and may not enroll in additional courses concurrently without permission of the Clinical Education Committee.

Involves study and practice in diagnosing reading status of individuals and prescribing appropriate methods and materials to improve reading performance. Emphasizes instruments and other evaluative materials and practices. Field hours required.

A specialized methods course for music education majors. Topics include teaching methods and curriculum materials, as well as planning and management of band, choral and orchestral programs. Field hours required.

A study and practice in methods pertinent to middle school and secondary physical education. Field hours required.

Focuses on teaching intermediate mathematics in the elementary school. Topics include teaching the intermediate elementary mathematics curriculum, learning theories as they relate to intermediate-level mathematics, major topics facilitated in intermediate elementary mathematics and modern approaches to instruction, as well as facilitating the conceptual transfer from concrete manipulative understanding to progressively abstract understanding.

Discusses inclusion as a philosophy and practice. Focus is on the identification/instruction of students with special needs.

A comprehensive survey of the theories and strategies enabling teachers to manage student behavior and solve elementary school classroom problems. Field hours required.

An investigation of learner diversity, including linguistic diversity, with emphasis on developing anti-bias learning strategies, curriculum, and learning environments, as well as corresponding interaction between teacher and learner.

An intensive study involving the application of theoretical, philosophical and pedagogical principles for grades 1-6. Required is a 120-hour minimum field experience for which extensive, fully planned lessons are developed and implemented in the classroom. Lectures and seminars about curriculum and instruction issues are presented at the University. Field experience placements are assigned by the Department of Education.

Topics include reflective inquiry, classroom management, the diverse classroom, lesson and unit planning, ethics and continued professional growth. Students develop a professional portfolio as part of their evaluation.

A full semester of 14 weeks provides practical application and practice in an elementary classroom under the direction of a certified teacher. Seminars and lectures on campus are required throughout the semester. The internship is graded on a satisfactory/unsatisfactory basis. Students enrolling are advised that the internship is a full-time endeavor. Interns are advised against outside employment and may not enroll in additional courses concurrently without permission of the chair (granted in only the most exceptional circumstances).

A comprehensive survey of the theories and strategies enabling teachers to manage student behavior and solve secondary classroom problems. Field hours required.

This course is a capstone exam that provides a framework for students to synthesize the 10 subject area competencies and skills (SACS) in biology 6-12. A final comprehensive exam serves as an comprehensive overview of the 6-12 biology subject area components infused in the education program.

This course is a capstone exam that provides a framework for students to synthesize the seven subject area competencies and skills (SACS) in English 6-12. A final comprehensive exam serves as a comprehensive overview of the 6-12 English subject area components infused in the education program.

This course is a capstone exam that provides a framework for students to synthesize the 15 subject area competencies and skills (SACS) in mathematics 6-12. A final comprehensive exam serves as a comprehensive overview of the 6-12 mathematics subject area components infused in the education program.

This course is a capstone exam that provides a framework for students to synthesize the six subject area competencies and skills (SACS) in social studies 6-12. A final comprehensive exam serves as a comprehensive overview of the 6-12 social studies subject area components infused in the education program.

This course is a capstone exam that provides a framework for students to synthesize the 12 subject area competencies and skills (SACS) in music K-12. A final comprehensive exam serves as a comprehensive overview of the K-12 music subject area components infused in the education program.

This course is a capstone exam that provides a framework for students to synthesize the 12 subject area competencies and skills (SACS) in PE K-12. A final comprehensive exam serves as a comprehensive overview of the K-12 PE subject area components infused in the education program.

Provides in-service and pre-service teachers with fully accredited education coursework that satisfies Florida Department of Education certification and continuing education certification requirements.

Provides in-service and pre-service teachers with fully accredited education coursework that satisfies Florida Department of Education certification and continuing education certification requirements.

For graduate students only. This course explores human development and learning with an emphasis on issues that are relevant to establishing effective conditions for successful learning and growth in middle and secondary contexts.

This course introduces graduate students to the study of curriculum theory. Students explore the nature of curriculum theory, differentiate curriculum theory from curriculum planning, place the study of curriculum theory within the larger history of the American school curriculum, and explore a variety of models of curriculum theory including alternative models.

This course is based on the study of language acquisition and its relationship to cognition. The course focuses on current theoretical notions of language acquisition while paying particular attention to how such notions might become relevant for learning in K-12 classroom settings. Topics include the social origins of mind as well as the role that language plays in human development and in the advancement of higher-order thinking skills in children. Students will demonstrate an understanding of language acquisition and reading as a process of student engagement in fluent decoding of words and construction of meaning.

This course allows graduate students to explore the role and relevance of measurement, testing and evaluation in education. Topics included are the principles of test construction, issues relating to the reliability of measurement instruments, methods of assessing the validity of test procedures and instruments, techniques of item analysis and overall impact of high stakes testing.

For graduate students only. This course provides a reflective look at current research and a variety of teaching strategies for the diverse classroom with a particular emphasis on adolescent behaviors in the classroom context and effective options for classroom management. The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida will be discussed. This practical view of life in the middle and secondary classroom will feature procedures for school safety and salient information on school law.

This course is designed primarily to assist teachers in becoming knowledgeable about a wide range of multicultural literature from various cultural, ethnic and religious groups, most of which are under-represented. Connections will be made across and within groups that can facilitate and expand the reading and writing skills of children. Students will demonstrate use of literature in developing fluency and comprehension of text. Fieldwork is required.

This course offers teachers intensive graduate study in the teaching of writing. The course examines composition theory and focuses on applying that theory in a practical way in the classroom. Progressive models of writing instruction will be studied and demonstrated. Students will demonstrate understanding of scientifically based reading research as it applies to the language arts, particularly writing. Fieldwork is required.

This course is designed for graduate students and teachers who want to explore frameworks, materials and strategies that will help them translate the rationale for diversity education into effective educational practice with learners of any age, level or background. Accordingly, the course focuses on approaches to curriculum consonant with a diverse perspective.

This practicum addresses the perceptual, linguistic and cognitive processes involved in reading and reading disorders. Current theories of reading development are discussed and considered in the context of practice in reading instruction. Students will administer and interpret instructional assessments to include screening, diagnosis and progress monitoring with purposes of prevention, identification and remediation of reading difficulties. Fieldwork is required.

For graduate students only. This course presents mathematics instruction or science instruction as one multifaceted and dynamic experiential learning module that responds to real-world problems and issues. Emphasis is on strategies for exploring mathematics or science in local, state, national and international community environments. Teacher candidates whose emphasis is mathematics 6-12 or middle grades mathematics 5-9 are enrolled in the section co-taught by mathematics and education faculty. Teacher candidates whose emphasis is biology 6-12, chemistry 6-12, physics 6-12 or middle grades science 5-9 are enrolled in the section co-taught by science faculty and education faculty.

For graduate students only. This course addresses all social dimensions of learning, including decisions regarding social aspects of classrooms, schools and other types of learning environments that teachers face, and the powerful impact these decisions have on educational climate. Students will develop an understanding of the influence of social factors on teaching and learning, and that social dimensions impact equal access, school progress and performance, and completion of academic programs.

For graduate students only. Technology and innovation are key resources for education and school reform initiatives. They not only provide an avenue to access 21st-century learning and teaching practices, but also define and shape the way schools operate. Managed properly, technological innovations are a primary source of competitive advantage for school systems; they also enhance the educational well-being of a nation and anchor its global know-how. The challenge of how best to manage technology and innovation has expanded beyond its traditional home in departments like instructional technology or media centers, to the point where it now permeates nearly every aspect of teaching and learning in modern schools. Schools are increasingly turning to technological innovations to enable new forums of engaging with knowledge; to change the way we think of teacher-learner roles; to improve quality and school/home/community communication patterns; and to create and retain student motivation. In addition, teachers now face an accelerating pace of innovation in the technologies supporting and changing the processes involved in school management, assessment and instruction. This course will explore the strategic role of technology and innovation in the survival and success of schools and schooling. The course will have a strong emphasis on state-of-the-art technologies in the selection of case examples.

For graduate students only. This course is an introduction to epistemology and historical, experimental, descriptive and survey research as it relates to seeking solutions to problems within the field of education. Classic educational research, research techniques, the analysis of research results and the uses of research are explored. This course guides classroom teachers through the process of reviewing, evaluating, conducting and disseminating educational research, and is designed to help teachers evaluate research findings and their applications to classroom practice.

For graduate students only. Examination of the educational theories, practice and research related to the education of diverse populations. The impact of nationality, ethnicity, race, religion, gender, class, language, sexual orientation and ability levels on knowledge bases, learning styles, socialization patterns and educational opportunities will be studied. Development of appropriate and diverse classrooms and curriculum will be emphasized. The role of teachers as social advocates and effective citizens within the context of our schools and our communities will be explored.

For graduate students only. This capstone course connects learning to national and state standards and utilizes learning from EDU 600-625 for classroom applications for middle and secondary teachers who are developing the art of teaching. Evidences in this course will enhance and connect learning in the total program experience, including apprenticeships. Service-learning pedagogy and secondary research implications will be applied to the disciplines and the larger community.

For graduate students only. This course provides a reflective (and reflexive) overview of the educational policy-making process at local, state and national levels, and of the ethical principles that can influence such policy making.

For graduate students only. Effectively using technology across all functions of a school system is, in itself, significant systemic reform. There is a wealth of evidence showing that facilitating change in schools, and especially maintaining that change, depends heavily on capable leadership. It is imperative, therefore, that we in higher education focus on leadership for technology in schools if we are to optimize its benefits in learning, teaching and school operations.

This course traces the historical development of special education and inclusive classrooms through landmark legislation and litigation, parent advocacy and national economic and social needs. The provisions of federal and state special education mandates, judicial interpretations and Florida state guidelines regulating the delivery of educational services to persons with handicaps also will be addressed.

This course is an introduction to the philosophical field of epistemology and how it applies to education and learning. While the course is strongly grounded in philosophy, an emphasis will be placed on the application and relationship of epistemology to students, teachers and learning.

This course utilizes the action research process to help educational practitioners plan and complete an action research project related to their current teaching assignment. The course examines the social, cultural and ethical issues of conducting research with children. Course activities foster critical inquiry and collaboration among practitioners, administrators, researchers and other professionals. This culminating experience in applied research will assist educators in improving or refining their actions.

For graduate students only. This course is a full-time supervised apprenticeship in middle and secondary schools mathematics or science classrooms. A full semester provides practical application of pedagogy in middle and secondary classrooms.

For graduate students only. This seminar focuses on the applied implications of concurrent coursework and practical issues in the middle and secondary schools environment. There will also be an emphasis on pedagogical content knowledge, academic service-learning and reflective practice.

For graduate students only. This course is a study of secondary school curriculum and instruction as a specialized part of the total schooling system. The study of this curriculum is intended to examine historical, societal and organizational issues with special emphasis on the interdisciplinary nature of curricular content and on the nature of the students being served in middle and secondary schools.

For graduate students only. This course provides linguistically and culturally appropriate instruction, assessment and learning opportunities for students with limited English proficiency.

For graduate students only. This course is a full-time supervised apprenticeship in middle and secondary schools mathematics or science classrooms. A full semester provides practical application of pedagogy in middle and secondary classrooms.

For graduate students only. This seminar focuses on the applied implications of concurrent coursework and practical issues in the middle and secondary schools environments. There will also be an emphasis on pedagogical content knowledge, academic service-learning and reflective practice.

For graduate students only. This course provides students an understanding of reading instructional methods, including strategies, assessment and teaching reading in the content areas. Emphasis is placed on reading comprehension in mathematics.

For graduate students only. This capstone course connects learning from EDU 600-660 and provides connections of theory to practice for secondary classroom teachers. Evidences in this course will enhance and connect learning in the total program experience, including apprenticeships. Service-learning pedagogy and secondary research implications will be applied to the disciplines and the larger community.

This is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.

Developing effective grant writing skills is essential to acquiring competitive funding from government agencies and private foundations. Writing a successful grant proposal is a blend of art and science. It requires content knowledge, writing proficiency, strong research skills, creativity, organizational ability, patience and a great deal of luck. This course will provide students with the background necessary to develop a competitive funding proposal endeavor.