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Teaching & Curriculum Doctoral Student Portfolio Requirement
The following courses meet the new Portfolio Requirement for doctoral students in Teaching & Curriculum:
ED 525 Theory and Research on Teaching and Learning
ED 526 Theories and Research in Curriculum and Change

Teaching & Curriculum Course Descriptions are listed under each of the following categories:
General Foundations
Early Childhood Education
Elementary Education
English
ESOL/Foreign Language Education
Mathematics
Science
Social Studies
Inclusion
Teaching Internships
Doctoral Studies Courses

General/Foundations

ED 400/400A · Topics in Teaching and Schooling
Prepares teachers to address the varied needs of their students and school, beyond typical curricular and academic responsibilities. Topics include conflict resolution, educational law, ethics, listening and counseling skills, career preparation, and school and community relations. This is a two-semester course.
Prerequisites: None
Offered: Every fall, continues in spring
Restrictions: None
Instructor(s): Callahan; Dingus

ED 404 · Teaching, Curriculum, and Change
Provides a critical understanding of the context of schooling within which teachers need to operate. Introduces the background philosophy and history required to understand today’s teaching and schools. Critically examines a range of issues in contemporary education, including the realities of teaching and prevailing images of teachers’ work; student assessment and evaluation; standards and teacher accountability; the social organization of schools; and the influence of popular media, commercialization, and consumerism on teaching and learning.
Prerequisites: None
Offered: Every fall, spring, and summer B
Restrictions: None
Instructor(s): Dingus; Hursh; Perhamus

ED 409 · Language and Literacy in Education
Provides educators with an understanding of how language and literacy inform instruction and enhance students’ learning in schools. Introduces candidates to the broad areas of language study while asking fundamental questions about the nature of language and literacy learning. Explores the complexity, diversity, and power of language (written, spoken, and visual) as a tool for communicating and thinking. Provides an opportunity for reflecting upon the implications of language study for teaching and learning in schools in a global information economy.
Prerequisites: EDU 498 recommended
Offered: Every fall
Restrictions: None
Instructor(s): Curry; Allen

ED 415 · Adolescent Development and Youth Culture (ages 10 to 20)
Develops an understanding of what it means to be an adolescent in present day American culture. Explores adolescent development as an integral part of life-span development, employing cultural, psychological, social, and biological perspectives. Examines pop culture, the commodification of youth culture, and popular practices in the media that shape and influence adolescent development.
Prerequisites: None
Offered: Every fall and summer A
Restrictions: None
Instructor(s): Allen; O’Connor; Peterson

EDU 442 · Race, Class, Gender, and Disability in American Education
Prepares educators to better understand diversity issues, with the ultimate goal of discontinuing existing practices of exclusion and inequality in schools and society. Surveys and critically analyzes literature on diversity, and encourages candidates to examine their own positions of identity, including race and ethnicity, class, gender and sexual orientation, language, religious belief, age, and ability and the consequences of these identity positions on teaching and learning in diverse settings.
Prerequisites: None
Offered: Every fall, spring, and summer B
Restrictions: None
Instructor(s): James-Wilson; Dingus; Hursh; Larson; Perhamus

ED 447 · Disability and Schools
Prepares educators to better understand and respond to the needs of students with disabilities. Examines the concept of disability in society and, more specifically, in education. Considers the historical context for special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current educational practices, laws, and regulations for students with diverse learning abilities. Addresses the inclusion/standards debate, as well as the diagnosis, classification, and assessment of students. Introduces some strategies for working with students with diverse learning abilities in the typical classroom.
Prerequisites: None
Offered: Every fall and summer A
Restrictions: None
Instructor(s): Hetherington

EDU 464 · Child Development and Learning in Context (ages 5 to 12)
Develops an understanding for educators of what can be expected of children 5 to 12 years old. Examines the development of children from theoretical and empirical perspectives, emphasizing the role of a wide range of contextual factors in children’s development. Examines research trends and findings in the areas of language development, social development, intellectual development, learning, and achievement motivation. Distinctions between informal and formal learning provide a context for exploring the role that formal schooling can play in learning and development.
Prerequisites: None
Offered: Every summer A
Restrictions: None
Instructor(s): French; O’Connor; Peterson

EDU 498 · Literacy Learning as Social Practice
Develops an understanding of the nature of language practices and literacy learning in classrooms. Examines theories of literacy learning and learning more generally, also addresses current debates in the field of literacy. Challenges candidates to rethink their definitions of what counts as literacy and of how people learn. Constructs an understanding of the social context of literacy learning as the negotiation of the multiple linguistic and cultural realities of contemporary society across age levels and abilities.
Prerequisites: None
Offered: Every fall and summer A
Restrictions: None
Instructor(s): Larson; Callahan; Allen; Peterson; Steed

Early Childhood Education

ED 407 · Development, Learning, and Teaching for Children Ages 3 to 5 Provides an understanding of the developmental accomplishments, strengths, and limitations of children ages 3 to 5 and of the ways this development can be affected in positive or negative ways by a variety of factors, including individual and environmental variables and instruction. Considers the range of programs designed to serve preschoolers, the regulations that govern these programs, standards for accreditation, and ways to support parents of preschoolers. Examines issues of school readiness and expectation.
Prerequisites: None
Offered: Every spring
Restrictions: Pre-service teachers take this course concurrently with student teaching in settings that serve preschool-aged children. (i.e., EDF 442 or 443)
Instructor(s): Conezio; French

ED 408 · Development, Learning, and Teaching for Children Ages Birth to 3
Provides an understanding of the development that ordinarily occurs in children birth to 3 years old and of the ways this development can be affected in positive or negative ways by a variety of factors, including individual and environmental variables and instruction. Examines the range of programs designed to serve infants, the regulations that govern these programs, and the assessment tools commonly used with infants in medical and intervention settings.
Prerequisites: None
Offered: Every odd summer B
Restrictions: Pre-service teachers take this course concurrently with field experiences in a setting that serves children ages birth to 3. (i.e., EDF 440 or 441)
Instructor(s): Mock; Conezio; Daly-Wagner

EDU 467 · Language, Literacy, and Cognitive Development
Develops an understanding of how children develop oral communication, reading, writing, and other literacy skills, and how this development can be supported and enhanced. Explores how children acquire, use, and expand their competence with language from infancy through their first years in elementary school. Examines the theory and research on the cognitive bases for language acquisition, the sequences of intellectual development that characterize infancy and early childhood, the nature of language-based interactions with others in the immediate environment, and the uses of language in the wider community.
Prerequisites: None
Offered: Every even summer B
Restrictions: None
Instructor(s): French

EDU 477 · Integrating Curriculum in Early Childhood
Prepares early childhood and elementary teachers to create meaningful learning experiences for their students by integrating various subject matters. Examines existing integrated curricula for early childhood, in light of the cognitive, linguistic, and social development and instructional goals for preschoolers and kindergarten to grade 2 students. Candidates learn to create integrated learning experiences that support the development of the cognitive foundations essential to learning in elementary school, including language and pre-literacy skills, attention regulation, problem solving, and a rich, coherent knowledge base.
Prerequisites: None
Offered: Every odd summer A
Restrictions: None
Instructor(s): French; Conezio; Duckles

Elementary Education

EDU 427 · Theory and Practice in Teaching and Learning Literacy in Elementary School
Develops practices that support children’s literacy learning and teaches planning and implementing meaningful English language arts curriculum, based on current understandings of literacy learning. Introduces key issues in the teaching and learning of language and literacy at the elementary level. Examines the social construction of literacy and the effectiveness of progressive practices in the areas of curriculum development, instructional planning, and instructional strategies that are germane to elementary English language arts instruction. Introduces and examines strategies to differentiate instruction in meeting the needs of students with a range of learning styles and abilities.
Prerequisites: EDU 498
Offered: Every fall
Restrictions: Pre-service teachers must take this course concurrently with their field experiences and fall student teaching. (i.e., EDF 404 or 405; EDF 406 or 407)
Instructor(s): Larson; Gatto; Maier

EDU 428 · Theory and Practice in Teaching and Learning Social Studies in Elementary School
Prepares teachers to facilitate the learning of history and other social sciences for ALL students in elementary school. Introduces key issues in the teaching and learning of social studies at the elementary level. Examines the key questions of what should be taught, why and how, in the elementary school social studies curriculum, in light of relevant research on the learning and teaching of social studies, state and national standards, and promising practices. Introduces and examines strategies to differentiate instruction in meeting the needs of students with a range of learning styles and abilities.
Prerequisites: None
Offered: Every spring
Restrictions: Pre-service teachers must take this course concurrently with their spring student teaching experience. (i.e., EDF 408 or 409)
Instructor(s): Hursh

EDU 429 · Theory and Practice in Teaching and Learning Science in Elementary School
Prepares teachers to make the learning of science more meaningful and accessible to ALL students in elementary school. Examines the key questions of what should be taught, why and how, in the elementary school science curriculum, in light of relevant research on the learning and teaching of science, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching science in grades K–6. Introduces and examines strategies to differentiate instruction in meeting the needs of students with a range of learning styles and abilities.
Prerequisites: None
Offered: Every spring
Restrictions: Pre-service teachers should take this course concurrently with their spring student teaching experience. (i.e., EDF 408 or 409)
Instructor(s): Gatto

EDU 430 · Theory and Practice in Teaching and Learning Mathematics in Elementary School
Prepares teachers to make the learning of mathematics more meaningful and accessible to all students in elementary school. Examines the key questions of what mathematics should be taught, why and how, in elementary school, in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching mathematics in grades K–6. Introduces and examines strategies to differentiate instruction in meeting the needs of students with a range of learning styles and abilities.
Prerequisites: None
Offered: Every fall
Restrictions: Pre-service teachers should take this course concurrently with the 100-hour field experience. (i.e., EDF 404 or 405 or 410 or 411)
Instructor(s): Choppin; Orem; Callard

EDU 440 · Children’s Literature and Literacy Learning
Prepares educators to use children’s literature for fostering learning. Focuses on children’s literature as a unique context for literacy and linguistic learning in the classroom. Explores the field of children’s literature and literary analysis by reading, analyzing, and evaluating children’s books representing each major literary genre. Develops questioning techniques designed to enrich children’s experience as readers, to enhance the quality of their responses to literary texts, and to help children develop the strategies necessary to generate meaning as readers and writers.
Prerequisites: EDU 498 recommended
Offered: Every summer B
Restrictions: None
Instructor(s): Moss

EDU 480/480A · Theory and Practice in Teaching and Learning the Arts in Elementary School
Provides elementary teachers with opportunities to learn and practice the skills needed to teach the arts effectively, and to integrate them into other curricular areas, including English language arts, social studies, mathematics, science, and technology.
Prerequisites: None
Offered: EDU 480 is 2 credit hours offered every summer B; EDU 480A is a 1-credit-hour, field-based project to be completed over the following fall semester
Restrictions: None
Instructor(s): Hallmark

English Education

EDU 431 · Theory and Practice in Teaching and Learning English
Prepares teachers to support students’ learning of the English language arts in secondary school. Candidates learn to apply a perspective of language and literacy as social practice into instructional practices that meet the need of culturally and linguistically diverse learners. They question what should be taught, why and how, in the secondary English language arts curriculum, in light of relevant research on the learning and teaching of English language arts, state and national standards, and promising practices. Topics addressed include multicultural literature, integrating reading and writing instruction, teaching writing as a process, teaching grammar in context, and authentic assessment of language and literacy skills.
Prerequisites: EDU 498 recommended
Offered: Every fall
Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience.
Instructor(s): Callahan

EDU 443 · Implementing Innovation in English Education
Supports teachers in putting into practice what they learned in EDU 431 to enhance their understanding of key issues in the teaching and learning of the English language arts. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of the English language arts, consistent with state and national standards. Supports candidates in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences.
Prerequisites: EDU 431
Offered: Every spring
Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course.
Instructor(s): Callahan

ESOL/Foreign Language Education

EDU 435 · Theory and Practice in Teaching and Learning Foreign Languages and ESOL (English to Speakers of Other Languages)
Introduces teachers to key issues in the teaching and learning of a second language (foreign language or ESOL) in grades kindergarten through 12. Builds on research and theory in the fields of learning, teaching, curriculum, and second language education more specifically. Addresses issues about teaching other languages in schools. Includes topics such as literacy, assessment, and technology.
Prerequisites: ED 480 or by permission of instructor
Offered: Every fall
Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience.
Instructor(s): Curry

EDU 463 · Implementing Innovation in Foreign Languages and ESOL Education
Supports teachers in putting into practice what they learned in EDU 435 to enhance their understanding of key issues in the teaching and learning of a second language. Critically examines innovative teaching methods, curricula, and resources to support the teaching of foreign languages and ESOL, consistent with state and national standards. Supports candidates in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences.
Prerequisites: EDU 435
Offered: Every spring
Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course.
Instructor(s): Curry; Wilson

Mathematics Education

EDU 436 · Theory and Practice in Teaching and Learning Mathematics
Prepares teachers to make the learning of mathematics more meaningful and accessible to ALL students in secondary school. Examines the key questions of what mathematics should be taught, why and how, in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for grades 7–12. Introduces and examines strategies to differentiate instruction in meeting the needs of students with a range of learning styles and abilities.
Prerequisites: None
Offered: Every fall
Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience.
Instructor(s): Choppin

EDU 444 · Implementing Innovation in Mathematics Education
Supports teachers in putting into practice what they learned in EDU 436 to enhance their understanding of key issues in the teaching and learning of mathematics. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of specific mathematical topics, consistent with the National Council of Teacher of Mathematics standards. Supports candidates in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences.
Prerequisites: EDU 436 or permission of instructor
Offered: Every spring
Restrictions: Pre-service teachers must take this course concurrently with their student teaching experience; other candidates are expected to find an instructional context where they can conduct the projects included in this course.
Instructor(s): Choppin

EDU 482 · Integrating Mathematics and Literacy
Prepares mathematics teachers to capitalize on reading, writing, and other forms of literacy to enhance their students’ learning of mathematics. As candidates engage as learners in literacy-rich instructional experiences dealing with challenging mathematical topics, they also further their understanding of some fundamental mathematical concepts and ideas. |
Prerequisites: None
Offered: Every even summer B
Restrictions: None
Instructor(s): Choppin

EDU 483 · Integrating Mathematics and Technology
Prepares secondary mathematics teachers to effectively use technology to enhance mathematics instruction, while furthering their understanding of fundamental ideas and concepts in mathematics. Examines educational technology as a teaching and learning tool in mathematics instruction and how technology may affect instructional goals and teaching practices in mathematics education. Introduces and critically examines software, equipment, and other technological resources that can support the teaching of various mathematical topics.
Prerequisites: None
Offered: Every odd summer B
Restrictions: None
Instructor(s): Choppin

Science Education

EDU 434 · Theory and Practice in Teaching and Learning Science
Prepares teachers to make the learning of science more meaningful and accessible to ALL students in secondary school. Examines the key questions of what should be taught, why and how, in the secondary school science curriculum, in light of relevant research on the learning and teaching of science, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching science in grades 6–12. Introduces and examines strategies to differentiate instruction in meeting the needs of students with a range of learning styles and abilities.
Prerequisites: None
Offered: Every fall
Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience.
Instructor(s): Luehmann; Schademan

EDU 448 · Implementing Innovation in Science Education
Supports teachers in putting into practice what they learned in EDU 434 to enhance their understanding of key issues in the teaching and learning of science. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of science, consistent with state and national standards. Supports candidates in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences.
Prerequisites: EDU 434
Offered: Every spring
Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course.
Instructor(s): Luehmann; Schademan

EDU 486 · Integrating Science and Technology
Prepares secondary science teachers to effectively use technology to enhance science instruction, while furthering their understanding of fundamental ideas and concepts in science. Examines educational technology as a teaching and learning tool in science instruction and the ways in which technology may affect instructional goals and teaching practices in science education. Introduces and critically examines software, equipment, and other technological resources that can support the teaching of various scientific subjects and topics.
Prerequisites: None
Offered: Every summer B
Restrictions: None
Instructor(s): Luehmann; Schademan

Social Studies Education

EDU 432 · Theory and Practice in Teaching and Learning Social Studies
Prepares teachers as reflective practitioners of social studies education who make the interdisciplinary study of history, geography, and the social sciences meaningful, exciting, and accessible to ALL students in secondary schools. Explores historical and contemporary issues related to the social studies while promoting critical dialogue about key questions of what should be taught, why, and how in light of relevant theory, research, and national and state standards. Supports candidates in planning, implementing, and reflectively assessing instructional units. The emphasis throughout this course is on preparing teachers to build democratic communities of learners who practice the skills of participatory citizenship by learning to think constructively, conceptually, and critically about social studies.
Prerequisites: EDU 442 recommended
Offered: Every fall
Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience.
Instructor(s): DeLeon

EDU 433 · Integrating Social Studies and Literacy
Prepares social studies teachers to effectively use literacy theory and practices to facilitate the development of the skills their students need to become active citizens in a global society who recognize and act on issues of equity and social justice. Enhances teachers’ understanding of the fundamental interdisciplinary themes and concepts in social studies, particularly those related to historical and contemporary global connections and cultural diversity.
Prerequisites: None
Offered: Every odd summer
Restrictions: None
Instructor(s): Evans; Phillips

EDU 462 · Implementing Innovation in Social Studies Education
Supports teachers in the integration of theory, research, and practice in social studies education. With an emphasis on education for citizenship in a culturally pluralistic democracy, teachers examine and experience innovative teaching methods, curricula, resources, and authentic performance assessment strategies that support social studies learning that is consistent with state and national standards. Introduces and examines strategies designed to meet the needs of diverse students with a range of learning styles and abilities. Introduces teachers to reflective action research strategies that will support their continued professional development.
Prerequisites: EDU 432
Offered: Every spring
Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course.
Instructor(s): DeLeon

Inclusion

ED 403 · Disability and Early Childhood
Develops a better understanding of disability, especially as it impacts young children. Addresses the inclusion debate, as well as the diagnosis, classification, and assessment of young children with disabilities. Examines the historical context for early intervention and special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current intervention and educational practices for young children with diverse developmental paths and learning abilities. Introduces some strategies for working with young children with disabilities in various contexts and for developing collaborative partnerships and teams to best meet the full range of needs of young children with disabilities.
Prerequisites: None
Offered: Every even summer A
Restrictions: None
Instructor(s): Mock

ED 405 · Assessment in Instructional Contexts
Provides an understanding of assessment as a tool to inform instruction in general and inclusive education across age levels. Examines the multiple contexts in which assessment is meaningful. In particular provides a critical analysis of the tradition of student testing and its consequences on teaching and learning across content areas, age levels, and abilities.
Prerequisites: None
Offered: Every spring
Restrictions: None
Instructor(s): Osborn; Hetherington

ED 446 · Collaborative Teaching Partnerships in Inclusive Classrooms
Empowers teachers to capitalize on the expertise and support of other professionals in addressing the needs of students with disabilities in inclusive classrooms. Explores the nature of collaborative relationships within an educational and social context and how such relationships can be effectively established to support inclusive teaching. Examines historical and current theories and frameworks for collaboration and community building, and strives to develop for teachers a personal model of collaboration and team building with colleagues, parents, and students.
Prerequisites: None
Offered: Every summer B
Restrictions: None
Instructor(s): Osborn; Burley

ED 451 · Teaching and Learning in Inclusive Classrooms
Assists teachers by providing a critical understanding and skills to meet the needs of all students in inclusive classrooms. Provides an opportunity for candidates to critically examine policies and practices for students with disabilities. Focuses on promising practices in the context of general education and curricular reform and provides strategies to assist in collaborative practice and differentiating instruction.
Prerequisites: ED 447 or by permission of instructor
Offered: Every fall
Restrictions: None
Instructor(s): Osborn

ED 452 · Instructional Strategies for Inclusive Classrooms
Building on what was learned in ED 451, this course further explores and develops appropriate teaching and learning strategies to support all types of students in the classroom. Examines past and current instructional practices to understand how people learn and differentiate instruction through the concept of multiple intelligences and strength-based assessment and instruction. Assists teachers in identifying impediments to learning and in developing advocacy skills to overcome these obstacles.
Prerequisites: ED 447 and ED 451 or by permission of instructor
Offered: Every spring
Restrictions: None
Instructor(s) Osborn

ED 453 · Principles, Methods, and Applications in Applied Behavior Analysis I
Addresses the basic principles of learning theory and their application. Various methods of behavioral assessment and change techniques are covered, as well as ethical considerations when applying behavioral methods. Topics include theoretical and conceptual issues in applied behavior analysis, characteristics and methods of establishing, and strengthening and weakening behaviors.
Prerequisites: None
Offered: Most summers
Restrictions: None
Instructor(s): McAdam; Napolitano

ED 457 · Autism Spectrum Disorders: Characteristics and Educational Issues
Provides students with an overview of autism spectrum disorders and the associated learning and behavioral characteristics. Students develop an understanding of the history of the autism diagnosis, the current theories of etiology, and the issues surrounding diagnosis, assessment, and treatment.  This course can be taken independent of the Certification Program.
Prerequisites: None
Offered: Most springs
Restrictions: None
Instructor(s): Mozingo; Zarcone

ED 458 · Principles, Methods, and Applications in Applied Behavior Analysis II
Provides students with a conceptual understanding of how behavior analysis can be applied in educational and other human service settings, including service delivery models and factors contributing to program quality. Topics include skill-building methods in the areas of social skills, language and communication, self-care, play and classroom skills, supervision, and staff training and management.
Prerequisites: ED 453
Offered: Most falls
Restrictions: None
Instructor(s): Mozingo; Mruzek

ED 459/460 · Practicum in Applied Behavior Analysis and Autism Spectrum Disorders I/II
Through supervised experience at approved practicum sites, students learn how to apply knowledge of behavioral approaches to the education of children with autism spectrum disorders. Students work as part of a collaborative team to implement IEP goals and objectives and to problem-solve for student learning or behavioral difficulties. Prerequisites: ED 457; ED 453; ED 458
Offered: Most falls; springs
Restrictions: None
Instructor(s): Certification Program Faculty

EDU 475 · Early Intervention for Children with Disabilities (ages 3 to 5)
Assists teachers in meeting the needs of preschool children with disabilities. Critically examines the current service delivery system for early childhood education of young children with, or suspected of having, a disability. Building on an understanding of normal development in 3- to 5-year-olds with a focus on understanding those disabilities affecting that development, this course examines developmentally appropriate practices for children with disabilities within the context of an inclusive child- and family-centered curriculum and provides strategies to promote the growth of social and emotional development in children within a continuum of educational settings.
Prerequisites: None
Offered: Every even spring
Restrictions: None
Instructor(s): Mock

EDU 476 · Early Intervention for Children with Disabilities (ages birth to 3)
Assists teachers in meeting the needs of infants and very young children with disabilities. Critically examines the current service delivery system for early childhood education of young children with, or suspected of having, a disability. Building on an understanding of normal development from birth to 3 years old with a focus on understanding those disabilities affecting that development, this course examines developmentally appropriate practices for children with disabilities within the context of an inclusive child- and family-centered curriculum and provides strategies to promote the growth of social and emotional development in children within a continuum of educational settings.
Prerequisites: None
Offered: Every odd summer B
Restrictions: None
Instructor(s): Mock

Teaching Internships

All the following courses are teaching internships (at different grade levels and in different settings), which also include a one-hour weekly seminar concurrent with the individual experiences taking place in the field.

EDF 404 Field experiences in elementary schools 2 F
EDF 405 Field experiences in inclusive elementary school settings 2 F
EDF 406 Student teaching in elementary schools A 3 F
EDF 407 Student teaching in inclusive elementary school settings A 3 F
EDF 408 Student teaching in elementary school B 4 SP
EDF 409 Student teaching in inclusive elementary school settings B 4 SP
EDF 410* Field experiences in middle childhood 2 F
EDF 411* Field experiences in inclusive middle childhood settings 2 F
EDF 412* Student teaching in middle childhood A 3 SP
EDF 413* Student teaching in inclusive middle childhood settings A 3 SP
EDF 414* Student teaching in middle childhood B 4 SP
EDF 415* Student teaching in inclusive middle childhood settings B 4 SP
EDF 416* Field experiences in secondary schools 2 F
EDF 417* Field experiences in inclusive secondary school settings 2 F
EDF 418* Student teaching in secondary schools A 3 SP
EDF 419* Student teaching in inclusive secondary school settings A 3 SP
EDF 420* Student teaching in secondary schools B 4 SP
EDF 421* Student teaching in inclusive secondary school settings B 4 SP
EDF 422 Practica in teaching literacy with pre-school children 3 SP
EDF 423 Practica in teaching literacy in elementary schools 3 F
EDF 424 Practica in teaching literacy in middle childhood 3 F
EDF 425 Practica in teaching literacy in secondary schools 3 SP
EDF 426 Field experiences in TESOL 2 F
EDF 428 Student teaching in TESOL in elementary schools 3 SP
EDF 430 Student teaching in TESOL in secondary schools 4 SP
EDF 432 Student teaching in TESOL 3 SP
EDF 440 Field experiences with children 0–3 2 Odd Sum B
EDF 441 Field experiences with children 0–3 in inclusive settings 2 Odd Sum B
EDF 442 Student teaching with pre-school children 2 SP
EDF 443 Student teaching with pre-school children in inclusive settings 2 SP

Prerequisites: All these internships should be taken concurrently with (or after) ED 400 and the corresponding methods courses.

Restrictions: Candidates matriculated in a teaching preparation program only; University of Rochester undergraduates and other students with permission of instructor only.

___________

* Offered in five separate sections: E=English; F=Foreign Languages and ESOL; M=Math; S=Science; H=Social Studies

Doctoral Studies

EDU 525 · Theory and Research in Teaching and Learning
This required doctoral course provides doctoral students with a broad foundation in the research literature on the processes of teaching and learning, as a basis for more advanced and specialized studies in these and other related areas.
Prerequisites: None
Offered: Every fall
Restrictions: Doctoral students only
Instructor(s): Ares; Choppin; Luehmann

EDU 526 · Theories and Research in Curriculum and Change
This required doctoral course s tudies the breadth of the literature on curriculum and change in education. Curriculum theory and history grounds students' future studies. Research on educational change and reform provides an historical context for understanding the field of education broadly defined.
Prerequisites: None
Offered: Every spring
Restrictions: Doctoral students only
Instructor(s): Larson; Hursh; Dingus

EDU 527 · Advanced Doctoral Seminar in Teaching and Learning: Critical Perspectives on Disabilities
With each offering, this course focuses on a different topic within the areas of teaching and learning, examining issues and results from the relevant literature. The goal of this course is to enable doctoral students with an interest in the processes of teaching and learning to deepen their understanding of these areas as they prepare for doing independent research.
The Spring 2008 course taught by Professor Mock, will provide a critical perspective on the construction of disability in schools, intervention programs, community based services, and society. Readings will highlight how disability is constructed in various disability communities and how this construction impacts power relationships and positions in society of people with disabilities and their families.
Offered: Most Springs (next offered Spring 2008
Restrictions: Doctoral students only, or by permission of instructor
Instructor(s): Varies

EDU 528 · Advanced Doctoral Seminar in Curriculum and Pedagogy: Sociological Theories and Educational Explanations
With each offering, this course focuses on a different topic within the areas of curriculum and pedagogy, examining issues and results from the relevant literature. The goal of this course is to enable doctoral students with an interest in issues related to curriculum and pedagogy to deepen their understanding of these areas as they prepare for doing independent research.
One way that we, as researchers, we might make sense of what is observed is to provide a sociological explanation. The Fall 2007 course, taught by Professor Hursh, will provide and overview of the way in which sociology contributes to our understanding of the relationship between education and society, including issues such as inequality, the state, and forms of knowledge. Theorists discussed include but are not limited to Durkheim, Weber, Marx, Bernstein, Bourdieu, and Foucault.
Prerequisites: EDU 526 (unless waived by an instructor for students outside of teaching and curriculum).
Offered: Most Falls (next offered Fall 2007)
Restrictions: Doctoral students only, or by permission of instructor
Instructor(s): Various

ED 588 · Doctoral Seminar: Language and Literacy Across Cultures and Contexts
This doctoral seminar will focus on a different topic in research each time it is offered. The Spring 2008 course, taught by Professor Curry, will juxtapose readings by key theorists of language, literacy, education, and power (e.g., Bakhtin, Bernstein, Bourdieu) with ethnographic studies of language and literacy across a variety of contexts (social, geographic, historical). Reading the ethnographic studies against these theorists (and vice versa) will help illuminate the important ways in which language and literacy constitute key stages on which struggles for power and access to social resources are played out.
Prerequisites: None
Offered: Spring
Restrictions: Doctoral students only
Instructor(s): Various

ED 551 A, B, C; ED 552 A, B, C · Teaching and Curriculum Cohort Seminar
Cohort groups for the accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes.
Prerequisites: None
Offered: A every summer, B every fall, C every spring
Restrictions: For accelerated Ed.D. students only
Instructor(s): Borasi; Mock; Hursh; Luehmann

ED 553 · Teaching and Curriculum Proposal Seminar
Provides students in the Accelerated Ed.D. program with support for writing their action research dissertation proposal. Drawing on previous coursework, the comprehensive exam, and a pilot project, students are supported to develop a defensible dissertation proposal.
Prerequisites: See restrictions
Offered: Every summer (starting Summer 2008)
Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam
Instructor(s): Hursh; Mock; Borasi; Luehmann

ED 554 · Action Research Dissertation Seminar I
Provides a supported research experience for students in the accelerated Ed.D. program to conduct their action research dissertation projects. Students and faculty support one another in carrying out an action research dissertation, including analyzing data as it is collected, reformulating questions, and describing tentative findings.
Prerequisites: ED 553
Offered: Every fall (starting Fall 2008)
Restrictions: For accelerated Ed.D. students only
Instructor(s): Hursh; Callahan; Curry

ED 555 · Action Research Dissertation Seminar II
Assists students in presenting their findings, including writing the dissertation and presenting their research through other media such as video. Students present to their colleagues in the class in addition to preparing for the final dissertation defense.
Prerequisites: ED 554
Offered: Every spring (starting Spring 2009)
Restrictions: For accelerated Ed.D. students only
Instructor(s): Hursh; Mock; Borasi; Luehmann

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