Instruction and Teacher Education
Fenice Boyd, Chair
Ph.D. Language/Research Tool Requirement
The candidate must have a reading knowledge of one foreign language or an approved alternative selected from the Department of Instruction and Teacher Education language/research tool options.
Option A
Demonstrate competency in a foreign language or in an alternative language for the visually or hearing impaired by completion of one of the following courses with a grade of B or better:
- Foreign Languages: 615 course or satisfactory performance on an examination administered by the Department of Languages, Literatures, and Cultures
- EDEX 682
- EDEX 687
(Substitute courses from other accredited institutions may be acceptable in place of EDEX 682 and EDEX 687.)
Option B
Demonstrate competency in a computer language or software package with potential for research applications by one of the following:
- enroll in and pass EDET 603 with a grade of B or better,
- enroll in and pass both EDRM 710 and EDRM 711 with grades of B or better,
- submit artifacts at a time of comprehensive examination that demonstrate the ability to use a software package approved by the advisor for qualitative research; faculty in the program area will evaluate the artifacts using a departmental rubric, or
- Demonstrate competency in a computer-related area of study outside of the College of Education by completion of one of the following courses or sets of courses with a grade of B or better (please check the bulletin section for the College of Engineering and Information Technology for prerequisites):
Courses
An introduction to current and promising designs and approaches to curriculum development from grades K-12.
Review of the history, concepts, current techniques, skills, and issues in diversity training as it applies to effective staff development.
An introduction to the vast array of differences among children, youth, and adults and the impact of these differences on the curriculum, their learning, and their social and emotional development.
The interplay of social class diversity, curriculum development, and success in formal schooling. Promising programs and practices for educating children of poverty are critically examined.
A critical examination of theories of race and ethnicity and their impact on the curriculum. The dynamics of dominance, issues of social justice, and means of social action are explored.
An examination of issues and concepts relating to sexual diversity as it applies to formal and nonformal educational settings with particular emphasis on curriculum, educational policy, and school practice.
A study of gender, culture, and power; research and theory from educational psychology, sociology, history, and current feminist scholarship.
Presentation of methods and procedures to design, develop, implement, and evaluate curricula.
Study of theory, research, and practice of curriculum leadership as a transformative enterprise with particular focus on embracing diversity and fostering social justice in schools and other social institutions.
Each student identifies and studies a contemporary curriculum issue pertaining to diversity. Under faculty supervision, observations and interviews in schools and/or community agencies will take place throughout the semester.
A survey of the design and development of post-secondary curriculum.
Investigation of the process of diffusion and adoption of innovations and change in schools and communities, with a particular emphasis on the inclusion of and impact on diverse populations.
Introductory analysis, interpretation, and systematic study, using action research methodology, of a significant question or issue related to teaching or administration in K12 schools, higher education, and/or other social institutions.
Advanced analysis, interpretation, and systematic study, using action research methodology, of a significant question or issue related to teaching, administration in K12 schools, higher education, and/or other social institutions.
The formulation and use of interpretive frameworks to study and understand the relationships among human diversity, school structures, and the curriculum.
An advanced curriculum course designed to allow students to investigate and analyze curriculum studies discourse and its application to issues of diversity.
The systematic presentation of classic curriculum works as they relate to current theoretical issues in education.
Examination of empirical, critical, and phenomenological methods and issues in conducting curriculum research.
Intensive study of a designated topic influencing curriculum theory and/or practice.
Principles, practices, and content of family dynamics, including practicum/service learning.
Graduation with Leadership Distinction: GLD: Community Service
Service-learning and seminar experiences addressing intellectual, physical, social, and emotional development, prenatal through grade three, within an ecological context. Child’s critical thinking, creative expression, and diagnosis/assessment emphasized.
An ecological study with emphasis on home-school relations, parent involvement, and community resources. Multicultural perspectives and needs of exceptional children addressed.
Instructional approaches and materials for teaching elementary school mathematics, grades K-3.
Internship for practice in classrooms appropriate to early childhood education related to curriculum design and assessment. Admission to the professional program in early childhood education.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Exploration of the principles and theories about teaching and learning as they apply to early childhood education in the context of schools in democratic societies.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships, GLD: Research
Analysis of programs and practices for involving parents in early childhood educational settings. Emphasizes objectives, methods, techniques, and materials for program development. Community resources for supporting programs for children in various instructional settings.
School- and home-based experience with parents. Emphasis upon home-school relationships and their effects upon the young child’s development and learning. Participation with advisory groups, parent activities in the classroom, home visits, and parent-teacher communication. Weekly seminar sessions.
An analysis of early childhood program models and curricula with theoretical orientation, related research, societal needs, and the student’s philosophy of education.
Provides classroom teachers with an overview of the development of language and communication skills in children, birth through eight.
Theories of emergent literacy and implications for literacy learning and instruction.
Theory, research, and practice related to the play of young children in various settings.
Planning, designing and implementing a developmentally appropriate socio-cultural curriculum for young children, preschool through grade four.
The study and practice of science education for preschool and primary students focusing on appropriate content, goals, and methods.
Seminar for students seeking initial certification. Consideration of principles and theories of teaching and learning and strategies to translate theory into personal classroom practice.
An overview of the purposes, organizational structure, sponsorship, funding sources, and advocacy for care and education programs and the characteristics, roles, and responsibilities of leaders in the field.
Strategies for integrating technology in early childhood education.
Synthesis of development, curriculum, cognition, and related issues in early childhood education.
Special and specific analyses of crucial issues in the field as they exist and emerge in the future. Provides an opportunity for students to do in-depth study of definitive areas of concern.
Analysis of innovations in the field within a historical perspective.
Supervised internship and related seminar participation in an approved setting.
Identifying and understanding the various components of the elementary environment through the practice of inquiry through field-based experiences.
Examining and practicing a variety of approaches that connect the content of different elementary school subjects.
Identifying and understanding the roles of elementary teachers through the practice of inquiry through field-based experiences.
To assist prospective teachers of young children in the development of a second language and multicultural learning activities. Practicum sessions are an integral part.
Cross-listed course: FORL 510
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Reinforces the science background of prospective and practicing elementary teachers. Innovations are examined. Emphasis is placed on methods, materials, community resources, and evaluation procedures.
Curriculum and pedagogy for mathematics topics taught in grades 3 through 8.
Instructional approaches and materials for teaching elementary school mathematics, grades 4-6. This course cannot be applied to a graduate degree in the elementary education program.
Fundamentals of social studies education in the elementary/middle school.
Internship for practice in classrooms appropriate to elementary education related to curriculum design and assessment.
Field experience that emphasizes planning lessons that actively engage students in learning.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Analysis of a developmental approach to teaching children under the age of 9.
Analysis of the concepts and skills of arithmetic in the school mathematics curriculum; exploration of diagnostic-prescriptive teaching methods.
Examine the content, goals, and methods of teaching language arts in elementary and middle school.
Theoretical and pedagogical approaches to Culturally Sustaining Pedagogy (CSP)—curriculum design tools and instructional strategies that reflect the diversity of students’ cultural and linguistic backgrounds in elementary classrooms. Masters of Arts in Teaching for Elementary Education Majors.
An investigation of the beliefs and practices of high quality instructional methods and materials designed to teach elementary readers, writers, mathematicians, scientists and social scientists. Individual content area instruction will be addressed as well as strategies for genuine integration across the curriculum. Special attention will be devoted to teaching diverse populations including English Language Users, in culturally responsive ways.
Critical study of the modern elementary school curriculum.
A course designed to examine the internal facets of the elementary school, including the library; health, guidance, and other pupil personnel services; curriculum revision; elementary school procedures; and pupil accounting.
A careful examination of the persistent problems of elementary schools (grouping, promotions, etc.) and the best solutions in terms of research findings and expert opinion.
An overview of the development of the middle school, history, purposes, and organization and an in-depth analysis of middle school organization and curriculum. The characteristics of middle school students, methods of evaluating students, and the overall curricular program are also considered.
The study and practice of social studies education for elementary students focusing on appropriate content, goals and methods.
The study and practice of science education for elementary students focusing on appropriate content, goals and methods.
Analysis of the school curriculum and instructional methods in the designated areas of mathematics; exploration of appropriate outcomes on instruction.
The selection of teaching procedures and instructional materials used to teach social studies in the elementary/middle school.
Writing instruction in relation to the developmental characteristics of children through preadolescence.
Students will synthesize their graduate studies for a master’s degree in elementary education. 24 semester hours of credit earned as specified on the master’s degree program of study.
Internship for practice in elementary classrooms (grades 2-6) related to curriculum design, assessment, interactive teaching, and professional roles. MAT in Elementary Education majors.
Seminar for students seeking initial certification. Consideration of principles and theories of curriculum development and strategies to translate curriculum into personal classroom practice.
Seminar on the relationship between different models of teaching and the cognitive, affective, social, and psychological outcomes of instruction.
Study of curriculum models and instructional theory underlying elementary and/or middle school science programs.
Examination of programs, content, and methods of teaching writing, speaking, reading and listening to grades 1-8 in the light of current research and theory in language learning.
A study of methods, techniques, and materials of instruction appropriate to science teaching in the middle school.
A study of goals, content, methods, and materials of instruction in middle school social studies.
Introduces literacy assessment for individual and small groups or middle level students.
Introduces goals, content, and methods of teaching language arts at the middle level.
A study of methods, techniques, and materials of instruction appropriate to mathematics teaching in the middle school.
Inquiry into the issues that arise during internship B experiences including classroom management, adolescent development, legal/professional responsibilities, multicultural perspectives, and needs of exceptional children.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Application of effective teaching techniques and organization of instructional settings for middle school students.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Application of effective teaching techniques and organization of instructional settings for middle school students.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Experiential Learning: Experiential Learning Opportunity
A survey of research and practice which facilitates students' literacy skills in the content areas. For K-12 content area teachers of art, dance, physical education, foreign language, music and theatre.
Diagnostic and prescriptive modes of teaching reading to adults, based on the physical, psychological, intellectual, and social characteristics of the adult learner.
Preparation of materials for teaching basic reading skills to adults and practicum experiences in teaching adults to read.
Study of the various phases of reading in their relation to a modern program of education and the place of reading in the curriculum. Emphasis on modern practices in the classroom teaching of reading.
The place of reading instruction in high schools, the programming of special services in reading instruction, methods of teaching basic and developmental reading skills, and case studies of programs. Demonstrations of tests and devices.
An overview of reading and its curriculum implications: grades K-12 and adults. Emphasis is placed on current trends and issues and related methodologies.
Integrating appropriate literature into traditional and alternative reading programs. Identifying appropriate literature for classroom use and recreational reading. Use of literature as a means of developing and reinforcing reading skills.
A survey of analysis of electronic and non-print media themes and messages aimed at youth, with special emphasis on design and implementation of curricula for enhancing children’s media literacy.
An active and reflective experience of process writing within multiple genres and multimodal literacies with classroom applications.
Designed to familiarize students with research findings and theories in psychology as they relate specifically to the process of learning to read. Topics will range from perception, learning theory, and personality theory to the implications of cultural differences and language factors as they affect both the child’s learning to read and the teacher’s effective facilitation of this learning.
An overview of major theoretical, conceptual, and historical foundations in literacy and their curricular implications. Emphasis is placed on actively analyzing current trends and related methodologies.
Demonstration and critical evaluation of teaching strategies and materials in reading.
Seminar and supervised one-on-one field experience focusing on assessing and meeting the needs of individual children as readers with emphasis on at-risk children.
A survey of the strategies and materials which facilitate students’ reading and writing skill in the content areas. For P-12 reading education and content area teachers.
Overview of assessment theory and practice; the reading/writing processes and the curricular implications across content areas.
Survey of the strategies and materials which facilitate students’ reading and writing skill in the content areas.
Classroom, school, and district literacy curriculum will be explored through multicultural and global literature.
An overview of inquiry-based teaching and learning within literacy instruction. Affiliated field experience will occur with a focus on assessing and meeting the needs of small groups of students.
Coaching principles and strategies related to improvements and innovations in classrooms and in literacy instruction. Emphasizes working with teachers in classrooms to bring about educational reform and improvements in teaching and literacy instruction.
Developing as a literacy leader within school and district contexts through: engagement in effective collaboration; design, management, and evaluation of professional learning; design, management, and evaluation of family and community outreach.
An introduction to the concepts of linguistics specifically for preK-12 educators. Topics include syntax, morphology, semantics, pragmatics, and first and second language acquisition theories.
A survey course focused on English for Speakers of Other Languages (ESOL), including a focus on different theoretical principles and approaches within various learning context as they concern preK-12 learners.
This course surveys research on the mental processes and linguistic contexts involved in reading and writing in a second language. Pedagogical implications for elementary, secondary, and postsecondary learners are discussed.
Cross-listed course: LING 796
Seminar and supervised one-on-one field experience focusing on accessing and meeting the needs of English learners including approaches to classroom-based assessments in ESL, bilingual education, and preschool-grade 12 classrooms.
This course will engage students in the examination and creation of research and theory that support curriculum design and materials development for the ESOL classroom.
Impact of theories of teaching, learning, and texts on literacy instruction; social, historical, political, and cultural influences on literacy.
Issues of literacy from a variety of critical stances such as democratic values, gender roles, and multiculturalism.
Internship in diagnosis and instruction of disabled, corrective, and developing readers to include supervision of graduate students enrolled in practica in reading, parent training, and program administration. Limited to advanced graduate students. May be repeated one additional time in a different supervisory setting for a maximum of six hours.
Research and theory, emphasizing the role of the reader’s response in the reading process.
Perspectives from psychology and sociocultural theory as they relate to literacy learning and research in literacy learning.
A review and critique of qualitative perspectives on language and literacy research.
Intensive study of a designated topic influencing theory and/or practice in language and literacy education.
Peircean semiotics and the implications of such for language and literacy education.
An exploration of the reading process and how readers construct meaning by relating their sociopsycholinguistic backgrounds to discourse, including analysis of reading miscues at several linguistic levels, an examination of assessment and instructional tools, and developing a comprehension centered reading program.
Theoretical frameworks and the relationship between current and classic studies in language acquisition.
Conceptual frameworks, findings, and connections among current and classic studies in emergent literacy; implications for further research.
Current theories of gender identity in relationship to literacy education.
Placement in an agency or higher education setting to gain supervised experience in literacy program planning and/or research. May be repeated once for a total of 6 hours.
Field-based inquiry into theories of critical multicultural education, culturally relevant and equity pedagogies with an emphasis on middle/high school students and engaging parents and the larger school community.
Teaching as reflective and ethical practice. Professional standards, teacher leadership and school change, and various roles of professional educators.
Introduction to selected materials available for all levels of instruction in geography. Emphasis on the substantive nature of the materials.
Cross-listed course: GEOG 560
A study of methods, techniques, and materials of instruction in middle and high school business education.
Teaching techniques and methodology related to the business education curriculum, emerging technology and software.
A study of methods, techniques, and materials of instruction in middle and high school English.
Origin, internal structure and internal processes of the earth, including plate tectonics, earthquakes, volcanoes, and mountain building. Required field trips, two lectures, and three lab hours per week. Cannot be used in MS or PhD programs in geology.
Cross-listed course: GEOL 540
Surface processes acting on the earth; introduction to weather and climate, weathering, erosion, and sedimentary processes; land form evolution; ocean currents and tides, near-shore geologic processes. Required field trips, two lecture, and three lab hours per week. Cannot be used in MS or PhD programs in geology.
Cross-listed course: GEOL 541
A study of methods, techniques, and materials of instruction in middle and high school mathematics.
A study of methods, techniques, and materials of instruction in middle and high school health.
A study of methods, techniques, and materials of instruction in middle and high school marketing education.
A study of methods, techniques, and materials of instruction in middle and high school science.
A study of methods, techniques, and materials of instruction in middle and high school theatre and speech.
A study of methods, techniques, and materials of instruction in middle and high school history and social studies.
Current methods, techniques, and materials of instruction appropriate for secondary schools.
Cross-listed course: FORL 511
Methods and materials for teaching the Latin Advanced Placement courses in secondary school.
Classroom management, service learning, legal/professional responsibilities, multicultural perspectives and needs of exceptional children.
Integration of content, pedagogy, and disposition knowledge learned during coursework with Internship I field experiences.
Integration of content, pedagogy, and disposition knowledge learned during coursework with Internship II field experiences.
Methods and materials for using manipulative devices to teach middle and high school level mathematics.
Methods and materials for using graphics calculators to teach algebra, elementary functions, and analytic geometry.
Development of curriculum and educational materials for middle and high school information technology courses; selection of equipment; techniques of teaching information management technology; practical experience with software and hardware.
Strengthening the technical competence of the business teacher. Philosophy and psychology of skill development in secretarial subjects.
Strengthening the technical competence of business teachers in bookkeeping/accounting and basic business, and improving instruction in these areas.
Study of the problems involved in all teaching in the secondary school.
A study of historical developments and recent innovations in curricula, resources, and techniques in the field of teaching English in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction.
A study of historical developments and recent innovations in curricula, resources, and techniques in the field of teaching history and social studies in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction.
A study of historical developments and recent innovations in curricula, resources, and techniques in the field of teaching science in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction.
Topics will be selected from various social studies education fields, including trends, methods, and materials of social studies education. May be repeated; credit up to six hours may be applied toward a degree.
A study of historical developments and recent innovations in curricula, resources, and techniques in the field of teaching mathematics in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction.
Use of the history of mathematics in middle and secondary school teaching.
Topics in the use of electronic technology in the teaching of mathematics at the middle and secondary school levels.
Recommendations for materials, content, and methods for teaching computer-related subject matter at the middle and high school level. Experience in writing computer programs for educational purposes in the Logo, BASIC, and Paschal languages will be given.
Application of effective teaching techniques and organization of instructional settings for middle or high school students.
Application of effective teaching techniques and organization of instructional settings for middle or high school students.
Application of effective teaching techniques and organization of instructional settings for middle or high school students.
Application of effective teaching techniques and organization of instructional settings for middle or high school students.
Application of effective teaching techniques and organization of instructional settings for middle or high school students.
Application of effective teaching techniques and organization of instructional settings for middle or high school students.
Historical developments and recent innovations in curricula, resources, and techniques in the teaching of mathematics in the middle or junior high school. Investigative research into the improvement in instruction.
Topics will be identified by title in the schedule of classes. Each topic may be taken only once.
Subject content of new literature programs; resources and innovative approaches; problems in organizing literature. Emphasis on specific teaching methodology and the development of materials.
New curricula in the teaching of oral and written composition; issues and problems in the composition phase of English programs; innovative teaching techniques and methodology. Development of materials appropriate to the teaching of oral and written composition.
Recent innovations in curricula, resources, and teaching techniques for such topics as dialectology, usage, regional varieties of language, lexicography, language history and development, structural grammar, and transformational grammar.
Research methodology and design in the field of English education. Interpretation of data and implications for further research. A preliminary dissertation proposal may be developed.
Analyses of select studies in the pertinent field(s) of specialization in secondary education. Consideration is given to implications for needed research in these fields.
Selected topics in mathematics education, including teacher training, evaluation of programs and instruction, in-service programs, and the history of mathematics education. Current research in these areas with implications for needed research.
Pedagogical content knowledge for teaching number concepts and operations, fraction, ratio, and proportional reasoning, and algebraic reasoning.
Pedagogical content knowledge for teaching number and operations, data concepts and statistical reasoning, geometry, measurement, and spatial reasoning.
Internship for practice in classrooms appropriate to the level of certification sought (early childhood or elementary) related to curriculum design and assessment.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Internship for practice in classrooms appropriate to the level of certification sought (early childhood or elementary) related to interactive teaching.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Internship for practice in classrooms appropriate to the level of certification sought (early childhood or elementary) related to professional roles.
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Internships
Application of research-supported effective teaching techniques to the teaching-learning process, including demonstration lessons, observations, and supervisory conferences.
Instructional approaches, materials, and procedures for utilizing cooperative/team learning in education.
Theoretical bases and techniques for teaching reading and writing in the elementary school, using multiple subject areas.
Development of concepts, materials, and practices to implement a whole language philosophy.
Examination of issues related to restructuring schools based on different assumptions about teaching, learning, and assessment.
National trends in the middle level school; emphasis on the relationship of early adolescent developmental characteristics to organization, curriculum, instruction, and teaching.
Rationale, processes, and methodologies for integrating character education into school or school district instructional programs.
Assist school personnel in designing academic, personal, civic, and workplace responsibility.
Introduction to computers, educational technology, and selected applications for instructional management.
Use of computer technology in teaching and managing science classes and problems in grades K-12.
Primarily for elementary, middle, and secondary school teachers. Teachers at other levels may be accepted.
Concepts and strategies to assist teachers in developing as effective and successful educators in PreK through 12 schools.
Examination of theoretical and philosophical concepts fundamental to understanding learning and teaching.
Culminating experience that includes completion of an action research project and a thorough review of professional growth.
Survey of the instructional uses of computers and other technologies.
Examination and implementation of the content, goals, and methods of teaching reading and the language arts. Emphasis on the teaching of reading, oral and written expression, and listening. K-6.
Introduction to Project-based Learning theory and basics of designing, delivering and assessing it. Designed for classroom teachers who have earned an initial teaching credential or its equivalent and who wish to continue their professional development through graduate education.
Acquisition of experiences required to plan, create, facilitate, and integrate appropriate instructional methodologies and technology within a Project-based Learning unit of study.
Techniques currently being used to quantitatively analyze the behavior of a teacher and his/her students while in a classroom situation.
Rationale and strategies for teaching environmental education.
Definition of and methods for teaching reasoning and inquiry skills in various educational settings. Participants develop a plan of instruction based on a study of model programs.
Issues in the teaching of writing, with emphasis on classroom applications K-12 and program development.
Instructional approaches, materials and methods for primary and elementary classrooms.
Application of effective teaching techniques and organization of instructional settings in foreign languages for K-12.
Cross-listed course: FORL 774A
An analysis of historical and contemporary factors that influence the education of African American children in the US. Emphasis on the knowledge, skills and dispositions required for educators and parents to provide an effective equitable education for African American students.
Analysis of instructional techniques and strategies effective in fostering student achievement at various levels of schooling.
Major roles of the master teacher in instructional improvement and professional development. Emphasis on analysis and integration of instructional change and professional development classroom teaching practices.
Effects of cultural diversity on instruction with emphasis on teaching strategies and programs for multicultural student populations.
Application of effective teaching techniques and organization of instructional settings in theatre for K-12.
Instructional planning, including evaluation and dissemination strategies related to improvements and innovations in the classroom. Emphasis is on preparation of written instructional plan for implementation in EDTE 781 Advanced Field Study of Teaching.
Application of effective teaching techniques and organization of instructional settings in health for K-12.
Cross-listed course: HPEB 782A
An examination of global issues, including the concepts of interdependence and empowerment, as organizing principles in the design of instruction for internationalizing the curriculum.
A Comparative examination of the educational and instructional processes of select nations in a variety of instructional areas.
An examination of the parameters of development education in select areas of the world and its implications for educators and other development workers.
Theoretical foundation of an integrated curriculum and implications for current practice.
Critical exploration of current research and research methodological approaches in STEM education.
Exploration of pedagogical practices and methodological approaches for integrating instruction across STEM disciplines.
An exploration of integrated engineering instructional practices and research into science, technology, engineering, and mathematics (STEM) pedagogical practices in order to effectively evaluate, create, and reflect on STEM education resources.
The study of teacher education pedagogy and practice focused on developing doctoral students’ abilities as future teacher educators to support classroom teachers’ (pre-kindergarten through grade 12) knowledge of African and African Diaspora literacies and the ability to broaden curriculum in preK-12 classrooms.
An overview of academic writing in Education as a genre. Emphasis on defining and critiquing the genre, and producing papers, articles, proposals and/or dissertations.
Placement in an educational agency, clinical experience, or teacher education setting to gain supervised experience in teacher education. This course is repeatable for up to 9 credit hours. Six (6) hours of required courses in the Ph.D. in Teaching and Learning program and approval of doctoral advisor and field supervisor.
Placement in teaching and/or learning setting to gain supervised research experience. This course is repeatable for up to 9 credit hours. Six (6) hours of required courses in the Ph.D. in Teaching and Learning program and approval of doctoral advisor and field supervisor. Professional division contract approved by instructor, advisor and department chair is required for undergraduate students.
An advanced study of how Critical Race Theory is applied by researchers to investigate issues of racial justice. The study of race and racism is the primary lens of analysis in understanding disparities in educational, political, social and economic outcomes.
Cross-listed course: EDFI 857
Major writers, issues, and research related to instruction and teacher education.