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Ed.S. Course Descriptions

EDUF 7130 – Learning Theories and Applications
Examines the principles and theories of learning that serve as the basis for educational models and practices. Special emphasis is given to recent empirical findings and to practical applications and theory to educational settings.

EDUR 7130 – Educational Research
A comprehensive overview of topics related to research as it is applied to educational settings. Emphasis is placed upon methods of quantitative and qualitative research, especially in regard to applied and basic research in education.

EDUR 8131 – Educational Statistics I
Topics covered in this course include central tendency, variability, distributions, correlation, significance testing, t-tests, linear regression and chi-square analysis. Emphasis is placed on application of statistics in educational research situations. Prerequisite: EDUR 7130 or equivalent or permission of instructor.

EDUR 8231 – Applied Qualitative Research Methods
This course will provide practical experience applying qualitative research methods in a variety of settings. Topics addressed in the course include selecting participants, conducting observations, creating descriptive field notes, interviewing techniques, analyzing qualitative data, and writing qualitative reports.

EDUR 8434 – Field-Based Educational Research
Designed primarily to assist Ed. S. level students in developing a sound research proposal for the conduct of an independent research project required as part of their Ed.S. program. Prerequisite(s): Minimum grade of “C” in EDUR 8131 and submission of a signed topic approval form.

ITEC 8231 -Transforming Learning with Technology
Critical examination of the role of technology and instructional design in the teaching/learning process. Review of quantitative and qualitative research relevant to student’s area of interest and the impact of technology on student learning. Examination of the use of electronic portfolios to demonstrate student learning.

READ 7630 – Teaching the Literature of Social Reflection
This course defines literature in broad terms and literature will be represented through fiction, poetry, essay, art, music and film. The selections are all based on the following questions: How does one live a life? What kind of life? And for what purpose? This course is about the stories told through any media about the world around us that lead us to broad social reflection. We feel that literature/art has the capacity to change our lives and our perspectives on the lives of others.

READ 8130 – Linking Literacy Assessment with Instruction II
Involves a continued in-depth study of the administration and interpretation of literacy and literacy-related diagnostic strategies and of corrective and remedial strategies appropriate to the needs determined through diagnosis. Focus is on individuals experiencing substantial literacy difficulties in P-12 settings. This course includes a required field-based component. Prerequisite(s): READ 7132.

READ 8430-Current Research in Trends and Issues in Literacy Education
This course provides the opportunity to explore and examine current research in trends and issues in literacy development from different perspectives. Candidates will develop the ability to evaluate literacy research, reflect upon best practices in literacy, and apply the knowledge to school setting. Candidates will identify and synthesize the literature related to a literacy topic of interest. They will write a literature review that demonstrates their understanding of the topic and the application in their school setting. Must be taken within the first 9 hours of the program. Admission to the Ed.S. in Reading program.

READ 8431-Literacy Leaders in Today’s Schools
This course explores the role of the literacy teacher as a leader in today’s schools from PreK to High School. Teachers will have the opportunity to uncover their potential as future literacy leaders by studying the different aspects and characteristics of literacy leadership that will assist them in their advocacy for colleagues, students, and communities. This course will equip teachers with resources and knowledge to provide professional development that promotes collaborative work with colleagues. Prerequisite(s): A minimum grade of “C” in READ 8430.

READ 8530-Critical Issues in Literacy Education with Diverse Populations
This course explores the contemporary critical approaches to literacy education research in a diverse society and globalizing world. This course will examine literacy and its impact on linguistically, socially, and culturally diverse students from a sociocultural and critical perspective.

READ 8839 – Field Project in Reading
Designed to enable students to design, organize, and report an instructional improvement research project implemented in reading. Prerequisite(s): EDUR 8434.

TCLD  6233- Applied Linguistics for ESOL/TCLD (Restricted Elective)
An in-depth study of the major theories of first and second language acquisition and their implications for instruction. Graduate students will be given an extra assignment determined by the instructor that undergraduates will not be required to do.

Last updated: 6/8/2023