600

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 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 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.

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 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 graduate level course is designed to provide candidates with the knowledge, skills, and dispositions necessary for effectively integrating children's literature into a balanced reading program. Course content provides a survey of literature for children from preschool through grade 6 with an emphasis on applying the principles of valuation to selected books from a wide variety of genres. Candidates will explore the positive correlation between children's literature and reading achievement and will learn how to apply their knowledge of literature to help children grow in their language and reading abilities.

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 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 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.

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.