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2010-2011 Catalog Online

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Education (EDC)

Director: Professor Byrd

102 Introduction to American Education (3)

Introduction to the fundamental structure, functions, and problems of American education. Emphasis on education as both a sociocultural phenomenon and an embodiment of philosophical commitments. Diversity, writing, and speaking focus. (Lec. 2, Rec. 1) Not for major credit in elementary or secondary education. (S) [D]

250 Supervised Preprofessional Field Experience (1)

Supervised early field experience and seminar for students wishing to explore one or more possible career choices in education. (Practicum) May be repeated for credit. S/U only.

279 Career Development Seminar (1)

Individualized approach to career concerns, skill identification, self-awareness, career development theory, decision making. Emphasis on understanding long- and short-term goals. (Seminar)

312 The Psychology of Learning (3)

An analysis of learning with emphasis on principles and procedures applicable to any human teaching and learning situation. (Lec. 3) Pre: PSY 113.

350 Primary School Practicum (1)

Students apply methodology in a public school setting for grades K-2 for three hours each week for 10 weeks. Lessons are taught and principles of classroom management, individualized instruction, and integrated curriculum are applied. (Practicum) Pre: HDF 200 and acceptance into the early childhood education program. S/U only.

371 Educational Measurements (3)

An analysis of concepts and procedures involved in creating, selecting, summarizing, and using tests and other measurement devices in educational settings. (Lec. 3) Pre: 312.

400 Middle School Curriculum Assessment and Methods (4)

Contemporary middle school curriculum, assessment, methods, and research-based models are emphasized. Focus is on adolescents; teaming; thematic, integrated, interdisciplinary, standards-based instruction; differentiated instruction; and multiple intelligences. (Lec. 3 and 30 hours of field experience) Pre: prior or concurrent enrollment in 312 or 424 or 448 or permission of instructor. Undergrad/M.A./TCP candidates must take this course, one or two semesters prior to student teaching, if seeking middle level endorsement.

402 Educating Students with Special Needs in Inclusive Settings (3)

Legislative, judicial, social, and psychological issues related to assessment, identification, and education of students with special needs in general education classrooms. (Lec. 3) Pre: acceptance into a teacher preparation program or teacher certification.

403 Observation in a Middle Level Classroom (1)

Seminar and practicum (minimum of 30 hours) to observe teaching practices and adolescent behavior in middle school. Completion of a shadow study of an adolescent. Pre: concurrent enrollment in 569 or permission of instructor.

415 Adolescents and Classroom Management (4)

Seminar and practicum addressing issues of adolescent development manifested in the classroom, emphasizing management strategies for learning and adolescent developmental needs. (Seminar and 30 hours of field experience) Pre: in- or pre-service major in secondary education or elementary education, or seeking middle level endorsement, or graduate level candidate, or permission of instructor.

422 Technology Applications in Education and Training (3)

Introduction to the use of microcomputers in pre-K through adult education settings. Current use and techniques will be explored for evaluating hardware and software, implementation issues, and future developments. (Lec. 3) Pre: senior standing. Not for graduate credit.

423 Teaching Comprehension and Response in the Elementary School (3)

Analysis of narrative and expository text; strategies for teaching literacy in elementary grades using these texts, specifically focusing on vocabulary, comprehension, response, and integrating these literacy practices throughout the curriculum. (Lec. 3) Pre: prior or concurrent enrollment in 312 or 512 or graduate standing, or permission of instructor.

424 Teaching Literacy in the Primary Grades (3)

Fundamental knowledge base in literacy development and primary grade literacy instruction. Bridges theory and practice through exposure to a variety of methods and materials used to create a comprehensive primary literacy curriculum. (Lec. 3) Pre: Elementary education majors: 312 or 512, and 423; Early childhood education majors: HDF 302 or EDC 423; Non elementary or early childhood education majors: graduate standing or permission of instructor.

425 Web Site Technology In Education and Training (3)

Focus on designing Web-based curriculum. Topics include incorporating multimedia technologies into a Web site, appropriate androgological and pedagogical strategies, and Web site design and development. (Lec. 3) Pre: senior standing or permission of instructor. Not for graduate credit.

426 Integrated Primary School Curriculum (4)

Principles and practices of developing knowledge, skills, and activities in language arts/reading, math, science, social studies, music, art, and physical education/health. (Lec.) Pre: portfolio interview/acceptance into ECE teaching program. Concurrent enrollment in 350. Not for graduate credit in education.

429 Emergent Literacy and Storytelling (2)

Theoretical foundations and practical applications of emergent reading, writing, and language development including field-based storytelling experiences at early childhood sites. Focuses on children birth to six years. (Lec. 2) Pre: portfolio interview/acceptance into ECE teaching program (except summer) and credit or concurrent enrollment in 424 (except summer). Spring enrollment limited to students admitted to ECE teaching program and scheduled to student teach the following fall. Not for graduate credit. Optional service learning.

430 Methods and Materials in Secondary Education (3)

Principles of education as related to curricular materials and classroom situations. Sectioned by academic major: English, mathematics, modern language, science, social studies. (Lec. 3) Pre: 102 and 250 and senior standing or permission of instructor. Concurrent enrollment in 431 required. Open only to secondary education majors and secondary M.A./TCP students. Not for graduate credit in education.

431 Clinical Experiences for Secondary Education (1)

Secondary school clinical experience, taken concurrently with secondary methods course (430) during semester prior to student teaching. Student applies content learned in methods course and prior course work to peer teaching and classroom settings. Restricted to majors. (Practicum) Not for graduate credit. S/U only.

435 The Teaching of Composition

See Writing 435.

448 Literacy Practices for Content Subjects (3)

Emphasis on the development of specialized vocabulary, textbook reading techniques, and other study skills needed to read math, science, social studies, business, and other content area materials. (Lec. 3) Pre: 312, 512 or graduate standing.

449 Teaching Adolescent Literature (3)

The current canon of adolescent literature will be reviewed and expanded, and methodologies for literature instruction will be explored. (Lec. 3) Pre: acceptance into the English education program or permission of instructor. Not open to students who have taken LSC 531.

452 Evaluation of Elementary and Middle School Students (2)

Purposes and means of evaluating elementary and middle school children will be critically analyzed. Types of tests and measurement tools will be examined, such as observation checklists, sociograms, rating scales, and portfolios. (Seminar) Pre: 453, 454, and acceptance into the elementary education program. Not for graduate credit.

453 Individual Differences (3)

Analyzing the needs of various student populations with attention given to the concomitant values, resources, and curriculum modifications necessary for success in learning. (Lec. 3) Pre: acceptance in the elementary education program. Not for graduate credit.

454 Individual Differences Field Component (1)

Supervised field experience related to 453 consisting of special education, language minority, compensatory education, gifted and talented, and at-risk students. (Practicum) Pre: acceptance in the elementary education program. Not for graduate credit.

455 Language Arts Methods in Elementary and Middle School Teaching (2)

Language arts and reading principles and practices of guiding children in the skillful use of basic means of communication (speaking, listening, writing, and reading) in the elementary and middle school classroom. (Lec. 2) Pre: 452, 456, 457, acceptance into the elementary education program, and concurrent enrollment in 458 and 459. Not for graduate credit.

456 Mathematics Methods in Elementary and Middle School Teaching (2)

Principles and practices of developing knowledge and skills in mathematics with elementary and middle school children. Service learning. (Lec. 2) Pre: 453, 454; acceptance into the elementary education program. Concurrent enrollment in 452 and 457. Not for graduate credit.

457 Science Methods in Elementary and Middle School Teaching (2)

Principles and practices of developing knowledge and skills in science with elementary school children. (Lec. 2) Pre: 453, 454, acceptance into the elementary education program or permission of director, and concurrent enrollment in 452 and 456. Not for graduate credit.

458 Social Studies Methods in Elementary and Middle School Teaching (2)

Principles and practices of developing knowledge and skills in social studies with elementary and middle school children. (Lec. 2) Pre: 452, 456, 457, acceptance into the elementary education program, and concurrent enrollment in 452 and 459. Not for graduate credit.

459 Supervised Elementary Methods Practicum I (1)

Supervised field experience related to evaluation of elementary students and methods courses: assessment, mathematics, and science. Students will observe and teach. (Practicum) Pre: admission into the elementary education program; 102, 250, 312, and 424; and concurrent enrollment in 425, 452, 456, and 457. Not for graduate credit.

460 Supervised Elementary Methods Practicum II (2)

Supervised field experience related to evaluation of elementary students and methods courses: teaching special needs students, social studies, and language arts. Students will observe and teach. Students meet periodically throughout the semester to focus on issues of classroom management. (Practicum) Pre: admission into the elementary education program; 102, 250, 312, and 424; and concurrent enrollment in 402, 455, and 458. Not for graduate credit.

478, 479 Problems in Education (1-3 each)

Advanced work in education conducted as seminars, supervised individual projects, or supervised field experiences. Topics for 478 include “Heads Up! Reading” and “NBPTS: Pre-candidates.” Topics for 479 include “NBPTS” and “Literacy-Based Early Childhood Education Curriculum” as permanent topics. (Independent Study) Students in seminars and supervised individual projects will be graded using standard grades (A-F); students in supervised field experiences will be graded using S/U only. May be repeated for credit with different topic.

484 Supervised Student Teaching

Under approved critic teachers, students participate in classroom teaching and other school activities for a period determined by credit to be earned. Areas include secondary education, middle level education, elementary education, early childhood education, and music. (Practicum) Pre: methods course(s) of department involved. Not for graduate credit in education. S/U credit except for music.

485 Seminar in Teaching (3)

Seminar associated with student teaching. Classroom issues, resource materials, and teaching models are addressed. Course work from throughout the undergraduate program and student teaching is integrated into a professional portfolio. Capstone. Areas include secondary nonvocational, elementary early childhood education, home economics, resource development, business, music, physical education (S/U only), theatre. (Seminar) Pre: concurrent enrollment in 484 and permission of director. Not for graduate credit in education.

486 Student Teaching in Elementary Physical Education (6)

Under selected and approved critic teachers, students participate in classroom teaching and other school activities. (Practicum) Pre: methods courses of department. Not for graduate credit in education.

487 Student Teaching in Secondary Physical Education (6)

See 486.

500 Foundations of Adult Education (3)

Examination of fundamental structure, functions, problems, and history of adult education in America. Focus on socioeconomic factors and philosophical commitments that have shaped various programs. (Lec. 3) Pre: graduate or senior standing and permission of instructor.

502 Foundations of Curriculum (3)

History and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States. (Lec. 3)

503 Education in Contemporary Society (3)

Leading educators’ responses to issues and challenges confronting American education. Emphasis on identification and analysis of contemporary theories and practices reflecting the relationship between characteristics of society and educational values. (Lec. 3)

504 Adult Basic Education (3)

Teaching of adults whose educational level is below high school completion. Physical, social, and psychological characteristics of disadvantaged adults and various techniques and materials useful in motivating and teaching them. (Lec. 3) Pre: permission of instructor.

505 Leadership Development in Adult Programs (3)

Discussion of leadership concepts, styles, and implications. Discussion and practice in the use of several adult education methods and techniques for increasing the effectiveness of groups and organizations. (Lec. 3) Pre: permission of instructor.

508 Interdisciplinary Curriculum Development (3)

Curriculum development of interdisciplinary units for schools. Focus is on grade-level units, which incorporate multiple subject areas. Both individual and group projects required. (Lec. 3) Pre: permission of instructor.

509 Thinking Math I (3)

Examines current research in mathematics instruction (K-12). It helps teachers deepen their mathematical understanding, use assessment to guide instruction, and use research-based practices to improve student performance. (Lec. 3) Pre: teaching certification.

510 Reading Instruction (3)

Examines research in beginning reading and best practices for primary (K-2) literacy instruction, and links these to the Rhode Island Reading Policy and the Tri-State GLEs. (Lec. 3) Pre: teaching certification.

511 Reading Comprehension Instruction (3)

Examines reading comprehension research, strategies, and instructional techniques for both narrative and expository texts and links these to the RI Reading Policy and performance standards. (Lec. 3) Pre: teaching certification.

512 Educational Psychology/Classroom Learning (3)

Survey and analysis of classroom learning literature. Particular attention paid to interaction of theory and research for instructional practice. Introduces relevant measurement, statistical, and research concepts. (Seminar) Pre: previous course in psychology, or permission of instructor.

516 Teaching English as a Second Language (3)

Methods and materials for those who plan to teach English as a second language. Students develop and implement appropriate strategies and techniques for teaching of ESL. (Lec. 3) Pre: permission of instructor.

517 Teaching Social Studies in the Elementary School (3)

Intensive research in various cross-subject topics within the social studies. Systematic analyses of learning theories and methods as they relate to the teaching of social studies in the elementary grades. (Lec. 3) Pre: graduate or postgraduate standing.

518 Teaching Science in the Elementary School (3)

Emphasis on methods and materials for use in the teaching of science in technology, life, earth, space, and physical science topics. (Lec. 3) Pre: permission of instructor.

520 Teaching of Mathematics (3)

For the experienced teacher, examination of the principles underlying the teaching of mathematics in the elementary school; comprehensive survey of materials and methods available for the classroom teacher of mathematics. (Lec. 3) Pre: senior or graduate standing. In alternate years. Next offered 2011-12.

521 Teaching Basic Reading to Adults (3)

Techniques for teaching basic reading skills to illiterate adults; diagnosis, methods, and materials. (Lec. 3) Pre: 504 or permission of instructor.

522 Technology Applications in Education and Training (3)

Introduction to the use of microcomputers in pre-K through adult education settings. Current use and techniques will be explored for evaluating hardware and software, implementation issues, and future developments. (Lec. 3) Pre: senior or graduate standing.

525 Web Site Technology In Education and Training (3)

Focus on designing Web-based curriculum. Topics include incorporating multimedia technologies into a Web site, appropriate androgological and pedagogical strategies, and Web site design and development. (Lec. 3) Pre: 522 or permission of instructor.

527 (or PSY 527) Language Study for Teachers of Reading (3)

Focuses on the structure of language at the sound, syllable, and word level. Applies concepts to reading and spelling development, teaching phoneme awareness, interpreting student errors, and planning instruction. (Seminar)

528 Teaching Language Arts (3)

Preparation, presentation, use, and evaluation of methods and materials for teaching reading, writing, speaking, and listening in the language arts classroom and throughout the curriculum for K-6 grades. Pre: graduate standing.

529 Foundations of Educational Research (3)

Analysis of the current major research approaches to educational problems with emphasis on interpreting published research involving the language of statistics. Functional skills in basic descriptive statistics needed prior to enrolling. (Lec. 3)

539 Evaluation and Monitoring of Education Programs (3)

Evaluation and monitoring theory and practice for education and training programs. Focus on development of evaluations for programs in job training, public education, and private sector programs. (Lec. 3) Pre: 529 or permission of instructor.

540 Learning Disabilities: Assessment and Intervention

See Psychology 540.

544 Reading Acquisition and Reading Disability: Research and Implications for Practice

See Psychology 544.

555 Quantitative Thinking and Applications for Education (3)

Basic logic and techniques of quantitative data analysis. For education Ph.D. students planning to conduct applied research in educational settings, this course provides foundations of receptive and expressive literacy. This course satisfies the prerequisite for EDP 625, but cannot be used for program credit. (Lec. 3) Pre: admission to joint URI-RIC Ph.D. in education program. (Spans both summer sessions.)

562 Methods of Intervention for Literacy Difficulties (3)

Teachers will explore methods and materials used for developing phonological awareness, sound/symbol knowledge, word reading skills, fluency, comprehension, and vocabulary through readings, discussions, application, and reflection. (Lec. 3) Pre: restricted to students accepted to teacher education, or graduate standing, or permission of instructor.

563 Teaching Reading to Multicultural Populations (3)

Identification of the strengths of learners whose cultural and socioeconomic backgrounds vary, and the implications for teaching reading. Special emphasis on the selection and development of appropriate materials and teaching strategies. (Lec. 3) Pre: 424 or permission of instructor.

564 Diagnosis of Literacy Difficulties (4)

Use informal and formal techniques to assess students’ reading and writing skills, evaluate contextual factors, and evaluate the match between learner and context. Culminates in case report and plan for instruction. (Lec./Lab. 4) Pre: admission to reading master’s program or permission of reading program.

565 Advanced Literacy Research Seminar (3)

In-depth review of literacy research and theory from a variety of perspectives. Analysis of the relationships among research, theory, and political/instructional decisions. Includes development of a proposal to conduct literacy research. (Lec. 3) Pre: acceptance into reading master’s program or permission of reading program.

566 Intervention in Reading and Writing Difficulties (3)

Supervised clinical experience in reading and writing difficulties. Students work directly with struggling readers and writers to diagnose reading/writing difficulties and plan and implement an appropriate program of instruction. (Practicum) Pre: 564 and 565.

567 Field Study in Literacy (3)

Supervised clinical experience in reading and writing difficulties. Students work directly with struggling readers and writers to diagnose reading/writing difficulties and plan and implement an appropriate program of instruction. (Practicum) Pre: 565.

568 Differentiation of Instruction (3)

Strategies for differentiating instruction to meet diverse student needs in a heterogeneous classroom are addressed. Development of lessons using integrated differentiated instruction and assessment strategies is required. (Lec. 3) Pre: 400 or 424 or 448 or 569 or permission of instructor.

569 Best Practices in the Middle Level Classroom (3)

Examination of state and school improvement data at the middle level to improve curriculum, instruction, and assessment practices. Action research is performed with an emphasis on designs, processes, and models. (Lec. 3) Pre: graduate standing or permission of instructor.

570 Elementary School Curriculum (3)

Modern curriculum in the elementary school with emphasis on the needs of children. Covers language arts, social studies, science, arithmetic, and special subjects. (Lec. 3) Pre: 529 or equivalent. In alternate years. Next offered 2011-12.

574 Current Trends in Secondary Education (3)

Effective use of instructional materials, media of communication, and organization of personnel and current research. (Lec. 3) Pre: 529 or permission of director.

575 Supervised Field Study/Practicum and Seminar in Education (3)

For nonthesis candidates. Lectures, seminars, and field work. Candidates plan and conduct a field study/practicum project approved by the instructor and the student’s professor. A formal proposal is developed, submitted, and approved, the project completed, and a formal paper defended. (Practicum) Pre: admission to a master’s program in education and permission of instructor. May be repeated for a maximum of 6 credits.

579 Labor Relations and Collective Bargaining in Education

See Labor and Industrial Relations 579.

581 Administering Adult Programs (3)

Administration, personnel management, resource management, recruitment, development, and supervision within programs dealing with adults as learners. (Lec. 3) Pre: 505 or permission of instructor.

582 Instructional Systems Development for Adult Programs (3)

Designing and implementing instructional systems. Discussion of the basic tenets underlying theories of instructional technology, curriculum development, and curriculum change as they apply to adult learners in a variety of settings. (Lec. 3) Pre: 581 or permission of instructor.

583 Planning, Design, and Development of Adult Learning Systems (3)

Overview of the program planning process including goal setting, needs analysis, program planning, and implementing change strategies. Discussion of effective functioning in the role of change agent within an organization. (Lec. 3) Pre: permission of instructor.

584 The Adult and the Learning Process (3)

Examination of the adult as a learner with emphasis on the factors that affect adult learning and learning processes related to instruction. (Lec. 3) Pre: permission of instructor.

586 Problems in Education (0-3 each)

Advanced work for graduate students in education. Courses conducted as seminars or as supervised individual projects. (Independent Study) For 586, topics include: “Consortium on Reading Excellence,” “Hosting a SALT Visit,” “Instructional Strategies for Diversified Classrooms,” “Orton-Gillingham Reading Instruction,” “Orton-Gillingham Reading Practicum,” “Reflective Practitioner-Using Data to Inform Instruction,” “SALT Visit,” “Schools Attuned,” “Using Blogs & Wikis to Foster Literacy,” “4 Roles of Leadership,” “Using the Internet for Teaching, Learning, & Practical Applications,” “Seven Habits of Highly Effective People,” “Teaching the Write Traits,” “Disciplinary Literacy,” “Thinking Math II,” and ”Building Teams & Leading Change.” Pre: permission of director. May be repeated for credit with different topic.

594 Organization and Supervision of Literacy Programs (3)

Field experience in the roles/responsibilities of a reading specialist. Requires shadowing reading professionals, visiting schools, involvement in professional groups, developing action plans, and developing and presenting professional development sessions. (Lec./Lab. 3) Pre: 565 or permission of reading program. In alternate years. Next offered 2011-12.

599 Master’s Thesis Research

Number of credits is determined each semester in consultation with the major professor or program committee. (Independent Study) S/U credit.

683 Psychology of the Exceptional Child

See Psychology 683.

920 Workshop for Teachers (1-3)

Current issues in education. Specific topics offered for in-service teachers and administrators. May be repeated with different topic. (Workshop) Topics include: “Using the Internet for Teaching,” “Learning, and Practical Applications,” “RITES 1” and “Immersion Program for Teachers of Spanish.” Pre: teacher certification.

921, 922, 923 Workshop for Teachers (1-3 each)

Current issues in education. Specific topics offered for in-service teachers and administrators. For 921, topics include: “Using Blogs & Wikis to Foster Literacy.” (Workshop/Online) Pre: certified teacher.


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