Prerequisites: Current and clear background check, current and clear TB screening, and admission into the Teacher Education Program. This course involves education candidates in active and purposeful mid-level clinical experiences with regional community agencies that include and support individuals with disabilities and their families. Candidates are required to participate at agencies to meet organization goals and course objectives. This course requires the study of research and analysis of cultural competency in instruction, curriculum and achievement. Completion of this course partially fulfills mid-level clinical requirement for teacher certification. In addition to class meetings, 20 hours of clinical experience is required.

Prerequisites: Completion of Level I requirements. An introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL), and bilingualism. Students explore principles of language systems including English and the function of language in social and academic settings.

Prerequisites: TCH ED 3210. Covers the principles of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors in relation to second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics, and discourse, within a communicative framework, which directly relates to instructional strategies.

Prerequisites: Admission to Teacher Education Program. Students explore the impact of culture and society on English learners' academic language acquisition. Topics covered in this course include verbal and non-verbal communication, learning styles, and second language acquisition strategies. The course introduces concepts relating to the acculturation process, cross-cultural and intra- and inter-cultural communication and its impact on accommodating the coping strategies for the English learners academic achievement. Students develop strategies to enhance home, school and community relations and impact of culture on perceptions, communication, behaviors, and most importantly, academic learning.

Prerequisites: Admission to the Teacher Education Program. This course examines the teaching of multiple literacies including reading, writing, speaking, and critical thinking in the content areas. It explores implications of diverse cultures and languages and their relationship to reading.

Prerequisites: Admission into the Teacher Education Program and graduate standing. This course involves education candidates in active and purposeful advanced mid-level clinical experiences with regional community agencies that include and support individuals with disabilities and their families. Candidates are required to participate at agencies to meet organization goals and course objectives. This course requires the study of research and analysis of cultural competency in instruction, curriculum and student learning outcomes. Completion of this course partially fulfills mid-level clinical requirement for teacher certification. Current and clear background and TB screening required. In addition to class meetings, 20 hours of clinical experience is required.

Prerequisites: Graduate standing. Explores differentiated instruction as an approach to meeting the diverse literacy needs of all students in the classroom-including identifying students with reading difficulties and supporting their literacy in the content areas. This differentiated instruction approach will be used to enhance literacy developments of adolescent learners in functional literacy, content literacy, technological literacy and creative/innovative literacy.

Prerequisites: Admission to the Graduate School. This course addresses issues of equity and social justice from the perspective of personal and educational history. Participants will develop a cultural understanding of their own previous educational, community and family experiences, and apply that understanding in their current work as educators. They will also develop an understanding of the historical foundations of education and of the role of the educator as a catalyst for change, and of the critical components needed to create positive relationships with learners, coworkers and community members. Curriculum, instruction, and learning will be examined from the perspectives of race, ethnicity, class, gender, ability, sexual orientation, and religion. Finally, participants will examine global perspectives on, and challenges in, social justice education.

Prerequisite: Admission to Graduate School(same as Ed Psy 6030) Uses learning as the basis for the design of classroom instruction. By applying learning theories, teachers can improve their own unit development, lessons plans, assessment strategies, and the use of technology for effective teaching. Deals with the impact of cognitive educational research on the subject content and what is known about how people learn. Teachers will learn to critically evaluate and improve their own educational practices, design principled and appropriate assessments based on their instructional goals, and to assess their own professional development.

Prerequisites: Graduate standing. This course is an introduction to the historical, legal and pedagogical frameworks relating to Teaching English to speakers of Other Languages (TESOL) and bilingualism. Students explore current issues, trends and influential factors in second language acquisition (SLA) instructional and assessment models.

Prerequisite: TCH ED 6210. This course is a research-based study of language acquisition and the factors which influence learning. Students investigate first and second language acquisition processes including socio-cultural and cognitive factors, as well as linguistic research about second language acquisition (SLA). The course analyzes phonology, morphology, syntax, semantics and discourse, within a communicative framework, which directly relates to instructional strategies.

Prerequisite: TCH ED 6210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Within this theoretical context, students recognize their own socio-cultural identity and its impact on teaching models. Students develop strategies to enhance home, school and community relations.

Same as ENGL 6880. Prerequisites: Graduate standing. This course is an intensive study in the writing process and the writing curriculum, designed for in-service teachers and writers interested in writing pedagogy. Readings of current theory and research will be related to participants' experience as writers and as teachers. May be repeated for credit, but no more than 6 hours may be applied toward the M.Ed; summer course offering will fulfill 6 hours. This course counts toward the Graduate Certificate in the Teaching of Writing.

Prerequisites: TCH ED 6909 and a minimum of 23 hours of completed MEd coursework. This course serves as the master's degree capstone by assessing the interventions identified in the action research project from TCH ED 6909. It requires candidates to analyze data, integrate results, and share findings with relevant stakeholders.