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- School of Education
- Franz Hall 427, MSC 149
- 5000 N Willamette Blvd.
- Portland OR 97203
- 503-943-7135 or 800-546-3633
- soed@up.edu
School of Education: Graduate Course Descriptions
| ED 502 Policies and Practices for Diverse Learners |
| 3 cr. hrs. Identifies and addresses population characteristics, incidence, and general educational placement options for the different categories of exceptional learners. Assessment practices and exemplary teaching techniques are also explored for multicultural and diversity issues.Law, policy, and IEP procedures are emphasized. Field experience required. (Prerequisites: human development course and fingerprint clearance.) |
| ED 503 Language and Communication: Support and Strategies |
|
3 cr. hrs. Focuses on the linguistic and cultural relationships between language and learners including the assessment and evaluation of applied linguistics, and the structures and functions of spoken and written languages. Candidates practice numerous assessments and language intervention strategies designed as supports for learning, language disabilities and cultural linguistic differences. (Prerequisites: ED 330 or 502.) |
| ED 504 School, Parent, and Community Relations |
|
3 cr. hrs. Emphasizes developing knowledge, understanding, and communication skills to discover and apply the resources of communities and families to meet the needs of students in their classroom and school. Special attention is given to understanding the concept of “family” as a social structure and to appreciating the historical, cultural, and social forces which shape families, school, and community. |
| ED 505 Behavior Support: Consultative and Collaboration |
|
3 cr. hrs. Analyzes and plans toward productive behavior in academic and social settings. Candidates will participate in developing support systems for behavior in the classroom (PreK-transition) by learning alternative forms of intervention as well as collaborative and consultative techniques. (Prerequisite: ED 330 or 502.) |
| ED 506 Academic Assessments, Curriculum, and Instruction for Diverse Learners |
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3 cr. hrs. Candidates learn to select, evaluate, and effectively use curricular materials, adapting and modifying to comply with the IEPs of students with mild disabilities. Candidates learn relevant assessment methods grounded in the curriculum in use and suitable for measuring students’ progress toward IEP goals. Candidates also learn to recognize the instructional implications of assessment information so they may participate in developing appropriate IEPs that incorporate assessment information and best practices, as required by law. Candidates concurrently participate in field experience that offers opportunity to practice all skills and knowledge they learn in this course. (Prerequisites: ED 330 or ED 502 and fingerprint clearance). |
| ED 508 Functional Assessments, Curriculum, and Instruction for Diverse Learners |
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3 cr. hrs. The purpose of this course is threefold: 1) Candidates learn to develop functional prevention and intervention assessments of students with moderate to severe disabilities; 2) Candidates learn to observe, sample, and analyze students’ behavior according to developmental cognitive, social, language, and motor domains in assessing and evaluating progress toward academic and curricular IEP goals and objectives; and 3) Candidates learn about specialized supports and technology for academic and curricular assessment and instruction. (Prerequisites: ED 330 or ED 502, plus 9 hours in special education and fingerprint clearance). |
| ED 509 Methods and Materials for Teaching ESOL |
| 3 cr. hrs. Candidate learns to select, modify, and evaluate curricular materials for individuals and groups of English as a second language learners taking into account the learners' abilities, learning rates, and styles of learning. Candidates are also given field practice time to work with ESOL individuals using the methods and materials discussed in class. (Prerequisite: fingerprint clearance.) |
| ED 510 Linguistics |
|
3 cr. hrs. Examines and applies the major concepts, theories, and research related to the nature and acquisition of language as a system. This includes a focus on the components of a language system, including phonology, morphology, syntax, semantics, pragmatics, semiotics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions. Also listed as ENG 510. (Corequisite for the ESOL program). |
| ED 514 Children’s and Adolescent Literature and Library |
|
3 cr. hrs. Examines various genres of literature, pre-primary through grade eight.Includes book selection appropriate to age and interest level.The course uses literature to enrich integrated school curriculum, and demonstrates techniques for increasing motivation and teaching through print and technological media. |
| ED 515 Readings in Education Administration |
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1-4 cr. hrs. Opportunity to create, under the guidance of an instructor, an in-depth, selective education administration bibliography to enrich personal knowledge and to augment professional career goals. Reading logs and reflective journal assignments and for three or more credits a literature review is required.May be taken as a standard class or as an independent study. |
| ED 516 Readings in Catholic Education |
|
1-4 cr. hrs. |
| ED 517 Catholic Educator Seminar |
| 3 cr. hrs. Explores topics of teaching in learning through the lens of the Catholic faith tradition and the responsibilities of Catholic school teachers. |
| ED 518 Life Span Personal and Professional Development |
|
3 cr. hrs.
Provides early career Catholic School Teachers opportunities for developing personal understanding and professional experience in mastering the skills of a reflective practitioner in a school/classroom setting. New teachers reflect on what it means to be a Catholic Educator and how to model the virtues of and teach the values of the faith. Opportunities afforded to learn personal strengths, to share teaching experiences and to explore concerns regarding teaching performance. Young teachers receive support while they explore and reflect on teaching practices and develop a philosophy of education that integrates Catholic values. |
| ED 519 Dimensions of Adult Learning |
|
3 cr. hrs.
The purpose of this course is to introduce principles of adult learning and teaching to higher education instructors. Through an introduction to philosophy education theories of learning behavior, models of teaching, strategies of critical thinking and metacognition, and the purposes and methods for assessment of learning, candidates will formulate their own knowledge base relative to their own goals as higher education instructors. |
| ED 524 Computers and Educational Technology |
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3 cr. hrs. Explores the impact of computer technology on today’s schools. Emphasis is placed on developing skills for integrating technology to facilitate learning. |
| ED 525 Intercultural and Civil Rights Education |
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3 cr. hrs. |
| ED 530 Dimensions of Education |
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3 cr. hrs. Introduces the responsibilities of teaching through the lens of social, cultural, philosophical, economic and legal perspectives. Emphasis is on understanding the linking of theory and practice and developing pre-service professional knowledge skills and dispositions, especially related to lifelong learning and written and oral communication skills. |
| ED 531 Theories of Development and Learning |
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3 cr. hrs. Candidates examine behavioral, social, cognitive, biological, and cultural perspectives on human learning and development across the life span.Those multiple theories are fused to the practice of applying research about how children learn and develop to the design and implementation of inclusive pedagogy. An array of instructional practices aimed at accommodating the varied needs of diverse learners are employed by the instructor and practiced by the student in the context of a tutoring experience. |
| ED 532 Assessment and Evaluation in Inclusive Classrooms |
|
3 cr. hrs. Candidates explore current assessment and evaluation methods used in diverse PK-12 classrooms.Using criteria from multiple perspectives, candidates will study and create traditional and performance-based strategies for analyzing and reporting individual and group performances.Course content is tied to a concurrent field experience at one of four levels of licensure: early childhood, elementary, middle, or high school. |
| ED 533 Methods of Teaching and Learning |
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3 cr. hrs Focuses on the design and implementation of effective curriculum and instruction through the mastery of planning skills and instructional methods. Candidates will plan and teach a unit of instruction that incorporates their understanding of the needs and cultures of a diverse body of learners.The level of desired licensure (early childhood, elementary, middle, or high school) will determine the specific content of the course.Taught in conjunction with field experience. |
| ED 534 Classroom Management and Organization |
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3 cr. hrs. Promotes the development of a theoretical framework for generating educational practices that encourage the intellectual, personal, and moral development of students from diverse cultural backgrounds.Candidates learn practical strategies for engaging students in the active process of constructing social order, building self-esteem, encouraging positive social interaction, active engagement in learning, solving human relations problems, and establishing effective classroom procedures and routines.Content is parallel to the field experience required at one of four levels of licensure: early childhood, elementary, middle, or high school. |
| ED 535 Literacy Across the Curriculum |
|
3 cr. hrs. |
| ED 536 Student Teaching Seminar |
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3 cr. hrs. Provides pre-service educators opportunities to examine accomplishments and share concerns regarding their teaching performance in the early childhood/elementary classrooms through participation in group discussion. Candidates will acquire information about transition to profession, professional development plans, and information about licensure. |
| ED 537 Research in Schools |
|
3 cr. hrs. Examines educational research and statistical methods (both qualitative and quantitative) in light of current research on effective teaching and school practices. Candidates locate, read, and critique the results of current educational research and apply research techniques to classroom and school issues. Candidates will be expected to identify and describe an important research-appropriate educational issue and/or problem and develop a research proposal. |
| ED 538 Master of Arts in Teaching Capstone Project |
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3 cr. hrs. Candidates will develop a research project which addresses the candidate's application and integration of research course content, professional knowledge, and the School of Education’s conceptual framework and is intended to translate theory and research into practice. The project is completed independently in consultation with a project advisor. Dissemination of the research will include a written paper and an oral component. |
| ED 540 Student Teaching |
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3 cr. hrs. Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions. |
| ED 541 Student Teaching |
|
3 cr. hrs. Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions. |
| ED 542 Student Teaching- Advanced |
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3 cr. hrs. Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Students assume full time teaching responsibilities for an extended period of time under the direction of qualified personnel. A work sample is required. |
| ED 544 Human Resource Development and Management |
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3 cr. hrs. Explores interpersonal dynamics and those performance competencies that relate to human resource management on early childhood, elementary, middle school, and high school.Issues addressed range from hiring, supervising, and evaluating of personnel to personnel processes and systems, including empowering stakeholders, staff development, labor relations and collective negotiations, school-community relationships and partnerships. |
| ED 545 Leadership and Organizational Change |
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3 cr. hrs. Focuses on perspectives and skills in leading and navigating schools through multi-level and systemic change. Change theory, the building of learning communities, and transformational leadership represent the core knowledge bases upon which candidates build their own mental models of administrative leadership. The course emphasizes using a local school as a center of inquiry and change. The particular school is aligned with the appropriate authorization level of early childhood, elementary, middle school and high school. |
| ED 546 Policy, Ethics, and the Law |
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3 cr. hrs. Examines legal foundation of educational policy by focusing on constitutional and statutory provisions governing schools and the changing roles of federal, state, and local levels of government. Analyses, through selected case studies at various levels of schooling, of research, trends, and emerging issues in the politics of educational governance equip the graduate student with skills and understandings in interacting with local boards, teacher groups, administrators, parents, and other citizen groups within local school systems in ethically responsible ways. |
| ED 547 Resource Allocation, Finance, and Management |
|
3 cr. hrs. Provides skills and techniques for effectively and efficiently managing and evaluating fiscal operations on the local school level, including field-based and/or simulated experiences in budget development, implementation, and monitoring. Examines strategies for resource allocation and finance at various levels of schooling.Includes an analysis of current national, state, and district-based sources of revenue and also the identification and development of alternative revenue sources to support local school development. |
| ED 548 Supervision for Instructional Improvement |
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3 cr. hrs. Familiarizes candidates with the benefits and challenges of supervision and coaching for instructional improvement. Theories of planning, analysis and evaluation in conjunction with supervision as well as models of supervision will be explored and practiced. The relationship of the supervisor to curriculum development, staff development, and teacher evaluation will also be addressed. |
| ED 549 IAL Leadership Practicum |
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2 cr. hrs. This capstone course is an integrative experience that is anchored in a partnership among the candidate, his/her advisor-instructor, and a field-based mentor-administrator. It is tailored to the appropriate levels of authorization. Candidates are required to design an integrative field-based experience that demonstrates their abilities to lead the development, implementation and/or the institutionalization of a school-wide change initiative using the skills, knowledge, and experiences gained from course work. Field experiences will be supplemented with monthly class seminars, on-site dialogues with the instructor-advisor and field-based mentor/administrator, and more frequent electronic communication between the student and instructor-advisor. The candidate must demonstrate the dynamic relationship between theory and practice and, in so doing, develop a portfolio that describes his/her personal theory-of-action for leadership. A leadership portfolio will be maintained and submitted at the end of the practicum. The portfolio will be assessed to determine the extent to which the student completed a set of leadership competencies. |
| ED 550 Personal and Professional Growth and Development |
|
3 cr. hrs. Offers opportunities for life long learning by developing personal understanding and mastery as a reflective practitioner and teacher leader. Candidates make explicit their values, goals, and preferred learning/leadership/teaching styles in order to deepen their knowledge of students. As a final outcome, candidates develop a personal and professional plan to guide their growth which applies theory to practice. |
| ED 551 Social and Cultural Foundations |
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3 cr. hrs. Examines social and cultural forces that affect schools and the experiences of students and teachers. This course encourages practitioners to value, embrace, and affirm the cultural, racial, class, and gender diversity of both their local and global communities and will help them to design and implement instructional practices that empower all students. |
| ED 552 Leadership for Sustaining the Vision |
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3 cr. hrs. Assess your personal leadership attributes and craft a personal leadership development plan that leads to building an achievement-oriented district. Consider research informed visions of current and future public and private schooling in a diverse and democratic society. Practice the art and science of leading toward and sustaining a vision through nurturing relationships, motivating stakeholders, and collaborating with others. |
| ED 553 Leadership for Instructional Improvement |
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3 cr. hrs. Examine best practices and sound educational research that lead to achievement for all students. Learn strategies to create a culture of high expectations with academic and behavioral foci through leadership practices, staff development, policy development, and the allocation of time, funds, and human resources. |
| ED 554 Leadership for Effective Data Driven Decision Management |
|
3 cr. hrs.
Explore the uses of data based research and technology in leadership, business, and student learning in an era of information and communication expansion. Discern meaningful uses of technology and data to advance student learning and organizational development. Explore the data based management principles related to finance and other operational services such as nutrition, transportation, maintenance, and communication.
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| ED 555 Teacher as Researcher |
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3 cr. hrs. Introduces research as a means to improve instructional and school-based decision-making. Various qualitative research techniques will be examined to classroom or school observation. As an extension of reflective practice, candidates will be expected to produce a qualitative research-based proposal. |
| ED 556 Leadership in the Socio-Political Context |
|
3 cr. hrs.
Examine effective strategies for collaborating with the boards of education, legislature, community, business, religious, and service organization leaders to create broad based support for education and children within a diverse community. Learn how to effectively interact with parents, teachers, and other administrators to support an educational vision and address student and family conditions that affect learning. Practice effective strategies for media relations. |
| ED 557 Ethical Leadership and Moral Imperative for Inclusive Practice |
|
3 cr. hrs.
Explore ethical decision-making, hone political understandings and skills, learn to capitalize on the diversity through inclusive practices, and develop a personal mantle of moral responsibility. Through case methodology learn to act with integrity and justice while helping every student achieve. |
| ED 558 Educational Research for Improved Student Learning |
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3 cr. hrs Examines educational research and statistical methods in light of current research on effective teaching and schooling practices. The course is developed to enhance practicing educators’ understanding and application of research findings in the classroom. Candidates will be expected to develop a proposal which applies course knowledge. |
| ED 559 CAL Leadership Practicum |
|
3 cr. hrs.
This practicum will be conducted at the district level. It will involve a field experience that will provide the candidate with opportunities to participate in district leadership decision-making, policy design and implementation, uses of data and technology in communication, human resources, building positive community relations, and conflict management. Through action research, participants will synthesize knowledge in these areas and enhance skills and dispositions while interning in district-level functions.
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| ED 562 Professional Development Process: Portfolio |
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3 cr. hrs. Serves as a capstone experience in which students produce a professional portfolio demonstrating skills related to the 10 standards for continuing licensure in Oregon. Simultaneously candidates develop a continuing professional development plan. |
| ED 563 Master of Arts Capstone Project |
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3 cr. hrs. Serves as a capstone in which candidates design and conduct a classroom, school, or community-based research project written in formal academic style that addresses the student’s integration of the professional knowledge and the School of Education's conceptual framework in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. (Prerequisite: Candidates must be eligible to graduate in the subsequent academic term.) |
| ED 564 Reading Practicum PK-12 |
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3 cr. hrs. Practicum teaching in a public school reading resource room or self-contained classroom in elementary, middle, or high school. Schedule negotiable. Supervision provided by school reading educators and university supervisor. (Prerequisite: Completion of reading endorsement coursework.) Fee $55 per credit. |
| ED 565 Teacher Internship |
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3 cr. hrs. The course provides experiences with intern teaching in a PK-12 school classroom under the direction of a mentor and a university supervisor. This course may be repeated. |
| ED 566 Practicum PK-12 |
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1-4 cr. hrs. Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge skills and dispositions related to the specialized area of study. A professional work sample is required. The course may be repeated as required up to 9 hours. Fee: $55 per credit. |
| ED 567 CAP Practicum PK-12 |
| 1 cr. hr. Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge skills and dispositions related to the specialized area of study. A prefessional work sample is required. The course may be repeated as required up to 9 hours. Fee: $55 per credit. |
| ED 568 Special Education Practicum PK-12 |
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3 cr. hrs. Practicum teaching in a public school special education resource room or self-contained classroom in elementary, middle or high school. Schedule negotiable. Supervision provided by school special educators and university supervisor. (Prerequisite: Completion of special education endorsement coursework.) Fee: $55 per credit. |
| ED 569 ESOL Practicum K-12 |
|
3 cr. hrs. Practicum teaching in a public school ESOL resource room or self-contained classroom in elementary, middle,or high school. Schedule negotiable. Supervision provided by school district ESOL educators and university supervisor. (Prerequisite: Completion of ESOL endorsement coursework). Fee: $55. per credit. |
| ED 570 Curriculum Development and Implementation |
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3 cr. hrs. Examines the spectrum of curriculum reform issues and tensions confronting today's schools and classroom. Candidates will develop a critical perspective that reflects the complexity of political, social, and pedagogical pressures and trends impacting teaching and learning. |
| ED 571 Enhancing Classroom Relationships |
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3 cr. hrs. Offers practical classroom-based strategies for ensuring active engagement in learning positive social interactions, and responsible contributions to the classroom as learning community. Candidates examine and apply new techniques in their classrooms and assess them as members of a peer critical learning group. Helps candidates formulate a theoretical or research-based foundation that will guide them in developing classroom relationships and management. |
| ED 573 Quality Teaching and Peer Consultation |
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3 cr. hrs. Introduces systematic and objective processes for identifying, analyzing, and refining effective instructional practices providing the practitioner with skills and experiences in observing peers, as well as an understanding of his or her teaching actions. |
| ED 574 The Teacher as Leader: Challenges and Opportunities |
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3 cr. hrs. Develops new understandings about the role of teacher as constructivist leader in today's schools. This keystone course focuses on new role opportunities and expectations for teachers as participatory decision-makers in school-based change initiatives. Using their schools as laboratories, teacher leaders test assumptions and develop a professional theory-of-action for their roles as emerging teacher leaders. |
| ED 575 Transforming Schools and Systemic Change |
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3 cr. hrs. Identifies and analyzes current educational reform initiatives and evaluates them based on theoretical and research-based (Best Practices) models of change. Candidates are required to engage in formal inquiry and dialogue about the challenges confronting their own schools as dynamic units of change. Key concepts include school growth and renewal, effective schooling, and professionalism. |
| ED 578 Improving the Instructional Process |
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3 cr. hrs. Provides insights into models of teaching and learning with focus on distinct learning activities, environment, evaluation, and assessment. Emphasis is placed on expanding personal repertoires to become competent in the selection and use of appropriate and effective teaching strategies. |
| ED 580 Elements of Reading K-12 |
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3 cr. hrs. Studies components of the reading process, and the various operations performed while reading. Candidates develop empathy and respect for the learner of reading while exploring the stages of reading and the particular operations and strategies necessary in the ability to be a reader. Required for Reading Endorsement. (Prerequisites: ED 442/450 or ED 535, and permission of instructor.) |
| ED 581 Reading, Language, and Cultural Diversity in Schools |
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3 cr. hrs. Introduces candidates with no previous coursework in linguistics or cultural studies to the broad areas of language and culture relevant to PK-12 classrooms. Introduces theories, materials, and methods (including the writing of lesson plans) for reading/language instruction for diverse classrooms. Candidates develop empathy and respect for students with language and cultural differences, and for students with learning problems related to language. Advanced study of issues related to reading, language, and cultural diversity is required. Required for reading endorsement, ESOL, and special education endorsement. Field experience arranged by instructor may be required. |
| ED 582 Content Area Literacy |
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3 cr. hrs. Reviews current theory, knowledge and practice about reading and written communication for students in PK-12 classrooms. Integrates pedagogical knowledge of literacy development of theory into practice. Candidates learn various methods for facilitating the use of reading and writing skills in the content area classroom. An emphasis is placed on teaching for diversity and developing empathy and respect for all learners. |
| ED 583 Diagnosis and Instruction of Learning Problems Related to Reading and Language Differences PK-12 |
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3 cr. hrs. Studies theories, strategies, assessment methods, case studies of assessment, diagnosis, and instruction of reading-related learning problems which exist in PK-12 classrooms. Focuses on working with individual learners’ problems in reading and the language arts related to diverse learners. Required for reading endorsement. Field experience required. (Prerequisites: ED 480 or ED 580, or ED 442, fingerprint clearance and permission of instructor.) |
| ED 584 Administration and Evaluation of Reading Programs |
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3 cr. hrs. |
| ED 598 M.Ed. Capstone Project |
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3 cr. hrs. Serves as a capstone in which candidates design and conduct a classroom, school, or community-based research project written in formal academic style that addresses the candidate's integration of the professional knowledge and the School of Education's conceptual framework in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. (Prerequisite: candidates must be eligible to graduate in the subsequent academic term.) |
| ED 599 Thesis |
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3-6 cr. hrs. |
| ED 599x Thesis in Progress |
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0 cr. hrs. |
ED 590 Directed Study- credit arranged.
ED 591-592 Seminar- credit arranged.
ED 595-596 Workshop- credit arranged.
Updated April 4, 2007
- soed@up.edu
- 503-943-7135 or 800-546-3633
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