Department of Teacher and Bilingual Education

Designed for thesis option students. The course requires completion of thesis research. Prerequisite: departmental approval. May be repeated for maximum of 6 semester hours.

Introduction to conceptual, linguistic, sociological, historical and legal foundations of bilingual education.

Psychological and sociological perspectives on the child's learning environment.

Methods, techniques and vocabulary needed for teaching mathematics, science and social studies in Spanish will be presented.

An examination of methods and techniques for teaching oral skills, reading and writing in the bilingual classroom. Relationship among the communication skills will be explored.

Content and methods for promotion development of knowledge, skills and attitudes in social and natural sciences for preschool children. Unit themes will be developed for integrating curriculum.

Historical, philosophical, sociological and psychological bases for early childhood curriculum design. The representation of research, theory and professional recommendation in developmentally appropriate practice.

Practicum in observing and recording behavior of young children. Assignments in developmentally appropriate activities for preschool children. May be repeated once. Prerequisite: 12 hours of Early Childhood Education.

An advanced course in curriculum design with an emphasis on integration of content areas for instruction. Math, science, language, arts and social studies scope and sequence will be presented. Adaptations for special populations will be included.

A study of creative thought and behavior in young children. Methods and materials for teaching art, music and dramatics for young children. Theories of play and development.

The identification and research of specific problems as they relate to preschool programs. May be repeated once.

The identification and study of the elements, issues, and challenges of leading an early childhood program.

Development of logical thought and reasoning in young children. Developmentally appropriate activities and materials for promoting quantitative concepts.

Emergent literacy as simultaneous development of listening, speaking, reading and writing. Linking research findings to early childhood philosophy and integrated program implementation.

Field-based projects and experiences for the purpose of practical application of instructional technology.

Designed for teachers seeking certification under the alternative certification program. Provides extensive supervised experiences in a setting aligned with student?s chosen program. Prerequisite: bachelor?s degree from a regionally accredited institution, employment by a school district and criteria for admission to the alternative certification program. Course is repeated consecutively for two three-credit hour courses to meet state alternative certification requirements of six hours of internship.

Designed for novice teachers in high need schools. Provides an opportunity for them to strengthen their development in the three major areas research has identified as critical to teacher induction programs: coping with personal and professional issues, adjusting to the climate and culture of the school site and system and developing effective instructional and classroom management skills. The course goals are to aid in the formation of participants? professional identity as teachers and life-long learners and to provide them with personal and professional support to help cope with the realities of the first year in the classroom.

Demonstrates the integration of two or more academic subjects into a learner-centered lesson that provides effective instruction for a diverse student population; evaluates the impact of the physical, cognitive, psychological, and social aspects of child development on creation of a classroom environment that facilitates optimum growth of the whole child.

Advanced teaching skills and strategies for experienced teachers. Verbal and nonverbal instructional strategies and positive discipline approaches.

Provides opportunities to experience the instructional design process as applied to the development of a computer-based instructional prototype module. Opportunity to interact with subject matter experts, draft a comprehensive design approach and implement ideas using an authoring system. Focuses on facilitating connections between instructional design literature and practice of designing and developing instruction using multimedia technology.

Analyzes the roles of the technology leader in an educational environment, including developing, planning, implementing and evaluating an initiative for technology integration. Emphasis will be placed on effective decision making strategies which optimize high quality learner outcomes.

Explores effective instructional technology and design strategies in the online classroom. The course will include theory to support examination and analysis of current practices, analysis and synthesis of research, and discussion of issues related to teaching and learning in online environments.

Use of resources, techniques and basic skills.

Study of the child and adolescent in contemporary society; ethnic background, interests, attitudes, values and needs; self-concept adjustment mechanisms; learning process, social, emotional, and sexual development. Effectively working with teachers and EC-12 students.

Examination and implementation of developmentally appropriate instructional, assessment and management strategies and techniques with an emphasis on problem-based, inquiry-based and technology-based learning; development of extended inter- and intra- disciplinary learning experiences for all learners from K-12 utilizing appropriate TEKS, resources and materials.

This course focuses on research in ESL with special emphasis on research methods suitable to the field.

An overview of testing theories and procedures; review of tests available for use in ESL classrooms. Prerequisites: admittance to Master's Program in ESL.

The study of contrastive analysis and its application in identifying potential problem areas for Spanish speakers learning English as a Second Language.

The evaluation, adaptation and development of instructional materials in ESL suitable for different elementary and secondary classroom environments.

Theories of child's first language acquisition and second language learning presented and researched.

Theories and methodologies for teaching listening, speaking, reading and writing of English as a second language.

Identification of specific reading problems through both quantitative and qualitative examination of reading skills. Individually administered diagnostic instruments. Remediation techniques appropriate for overcoming the reading difficulty. Supervised case study work. Prerequisites: EDRG 5372.

Evaluation, selection and use of children's books in the elementary classroom are emphasized. Special attention is given to using children's literature to teach reading in the elementary school setting.

The application of methods and materials to develop the essential elements of language arts (listening, speaking, writing and language) in the elementary classroom. Emphasis on diagnosis and remediation of individual students. Attention given to state testing programs.

Various models of the reading process as well as the sociological, physiological, psychological and educational factors influencing reading development are presented and researched. Also included are theories of language and literacy acquisition and development.

Topics such as reading readiness, beginning reading, word recognition and comprehension skills, needs assessment and instructional strategies.

Fee: $55.00

Needs of students in secondary reading courses are examined and appropriate strategies for meeting those needs investigated. Special attention given to using adolescent literature to fulfill the state reading essential element requirements in secondary reading classes.

A seminar investigating special topics in reading assessment, curriculum or instruction designed for reading specialists, supervisors, consultants and resource teachers. May be repeated for credit when topics change. Prerequisite: 6 hours of graduate reading courses.

Experience in developing competency in diagnosis and remediation of reading deficiencies in clinical setting. Prerequisite: EDRG 5314 and EDRG 5372.

Presents the principles and methodology of conducting research in special education; reviews and evaluates pertinent research studies and recent trends in the field; facilitates the preparation for a proposal for a research project.

State and federal legislation and litigation ensuring the rights of special populations for full participation in American society. Effective lifespan advocacy with and for individuals from special populations and their families. Prerequisite: EDSE 5360.

Study of designated areas in special education as approved by the university. May be repeated for credit when topics change. Prerequisite: EDSE 5360.

Curriculum needs and program planning for culturally and linguistically different exceptional students. Prerequisite: EDSE 5360.

An overview of special education issues relevant to handicapped, limited English proficient children. Prerequisite: EDSE 5360.

Introduction to the characteristics and education of exceptional learners. Emphasizes classroom practices and psychological, sociological and medical aspects of disabilities. Inclusionary practices in various educational contexts are investigated.

Diagnostic and instructional assessment of individuals with handicaps for collaborative education decision-making. Selection and administration of measures for comprehensive evaluation of individuals within their environments. A minimum of 15 hours of field experience is required. Prerequisite: EDSE 5360.

Development of a broadened perspective on socioemotional disorders. Educational translation and synthesis of psychoeducational theoretical approaches and classroom application into the most viable alternatives to meet the educational needs of special populations. A minimum of 15 hours of field experience is required. Prerequisite: EDSE 5360.

Major program designs, curricular goals, content and instructional strategies effective with persons identified as having a range of handicapping conditions and provision of a supportive rationale for these strategies based upon current literature, research and practice. A minimum of 15 hours of field experience is required. Prerequisite: EDSE 5360.

Individualized field experiences providing opportunity for observation, research and intervention with persons who are handicapped. Experiences in direct and indirect service in professional settings. Prerequisite: EDSE 5360, EDSE 5361, and EDSE 5366.

Focuses on opportunities for gaining extensive field experience in the administration of standardized individual psychological and educational batteries to children and youth, ages 3-21. Prerequisites: EDSE 5360, EDSE 5361.

Fee: $55.00

Presents a variety of assessment techniques and tools designed specifically for individuals teaching or assessing students with severe disabilities. A minimum of 15 hours of field experience is required. Prerequisites: EDSE 5360, EDSE 5361.

Process of identifying young children, ages birth to six, who have disabilities. Assessment strategies and techniques will be emphasized. Fifteen hours of field work are included. Prerequisites: EDSE 5360, EDSE 5361.

Emphasizes development from the prenatal period through early adulthood. Considers various theories and factors affecting human differences. Explores the cognitive, affective and psychomotor development of persons having a range of disabilities, from mild to multiple and severe. Prerequisite: EDSE 5360.