Education (ED)

College of Education

 

ED 501 Introduction to Teaching      Credit, 1 hour
Observations and case-study analysis will provide students with a pedagogical foundation on which to build a personal philosophy of education.

ED 502 Introduction to Teaching at the Secondary Level       Credit, 3 hours
The COE conceptual framework theme, “Educator as Developing Professional,” is a major organizer for this course in that secondary candidates will be encouraged to explore various foundations for beginning a career in teaching and for committing to anticipated growth and development to span the entire career. Corequisites: ED 507 and 512.

ED 503 Power, Politics, and Change       Credit, 2 hours
This course will introduce graduate students to how educational policy is made for American schools and the effect of policies on classroom teaching. The emphasis of the course is on the complex interrelationship between politicians, private foundations and think tanks, teachers’ unions, special-interest groups, educational researchers, school administrators, boards of education, courts, and classroom teachers.

ED 504 Innovative Instructional Design       Credit, 2 hours
This course will introduce graduate students to the evolution of the standards movement in the early 21st century and its strong political force in today’s schooling. The emphasis of the course is on using innovative instructional designs (i.e., multiple intelligences, learning styles, differentiation, cooperative learning, interdisciplinary learning, problem-based learning, mentoring service learning, etc.) within a climate of high-stakes standards-based curricular accountability.

ED 506 Reaching Every Learner       Credit, 2 hours
This course will introduce graduate students to the historical impact of culture, ethnicity, language, socioeconomic background, gender, ability, and interest levels on student learning. An emphasis on the course is on the examination of personal and professional biases, experiences, values, and beliefs, and the impact of these things on a teacher’s ability to reach students from diverse backgrounds.

ED 507 Exceptional Learners in the P–12 and Secondary Programs      Credit, 3 hours
Skills related to identification of exceptional learners at the P–12 and secondary levels and their needs related to an inclusive setting. Evaluation of the learner according to the exceptionality, environment, and family relationships. Corequisites: ED 502 and 512.

ED 508 Exceptional Learners in the Early Childhood and Elementary Classroom      Credit, 3 hours
Skills related to identification of exceptional learners at the early childhood and elementary levels and their needs as related to an inclusive setting. Analyzing the learner according to the exceptionality, environment, and family relationships.

ED 511 Advanced Studies in Teaching Reading      Credit, 3 hours
Understanding reading difficulties, practical experiences in diagnosing reading difficulties, a study of corrective treatment, and the ability to develop and implement a directed reading lesson. Guided laboratory experiences with children who exhibit reading limitations that can be aided by the regular classroom teacher. Prerequisite: ED 410. Corequisites: ED 515 and 546.

ED 512 Reading and Writing in the Secondary Content Areas      Credit, 3 hours
This course is designed to provide secondary content teachers with an understanding of the importance of teaching reading and writing in a diverse classroom. Prerequisite: Admission to Phase I of the AFY Program. Corequisites: ED 502 and 507.

ED 514 Creative Arts for the Classroom Teacher      Credit, 3 hours
Development of creative thinking processes for instructional planning for teaching and for the development of such processes in students. Consideration to the total school program with special emphasis on creative arts and the improvement of thinking skills, such as perceiving, imagining, analyzing, predicting, judging, elaborating and evaluating. (Summers only).

ED 515 Instructional Methods in the Inclusive Early Childhood and Elementary Classroom      Credit, 3 hours
Preparation of elementary education teachers to teach in inclusive classrooms through the introduction of advanced academic, behavioral and social instructional methods. Appropriate laboratory experiences provided. Prerequisite: ED 508. Corequisites: ED 511 and 546.

ED 516 Emerging Literacy in the Classroom      Credit, 3 hours
Understanding and teaching of beginning literacy in primary grades. Theory, methods, materials, along with assessment alternatives.

ED 517 Teaching Writing in Today’s Classrooms       Credit, 3 hours
Written language development in students and their teachers. Investigation of writing as a process, strategies for managing a writing process classroom, and assessment procedures. Practical applications of the writing process, including educating parents, administrators, and other classroom teachers. Strategies to expand students’ development in spelling and grammar.

ED 518 Advanced Management and Organization for Secondary Education      Credit, 2 hours
Provides an opportunity to review, research, and analyze various classroom environments and disciplinary styles. Students will develop basic human-relations skills and communicate an understanding of their role in the classroom. Prerequisites: Admission to Phase II.

ED 519 Inclusion: Collaboration and Intervention      Credit, 3 hours
Inclusion: Knowledge of learners with special needs and interpretation of formal and informal assessments. Knowledge of community resources, intervention and modification strategies, along with communication techniques among professionals and with parents.

ED 521 Modern Elementary Programs      Credit, 3 hours
Effective practices in elementary schools with respect to current and future trends. Curricular programs, innovative management procedures, differentiated methods and materials, and current organizational/planning techniques studied in respect to implications of recent research.

ED 524 Practicum in Elementary Education      Credit, 3 hours
The student will design and will, under the supervision of a University professor, implement a project in an actual classroom setting. Prerequisite: EDF 500. Spring semester.

ED 525 Assessment and Planning for Reading Instruction      Credit, 3 hours
Develops educator’s expertise in choosing, administering, and interpreting a variety of formal and informal assessments approved by the Alabama Reading Initiative. Emphasis will be on the use of assessments in program review and planning at all levels.

ED 527 Computer-Based Instructional Technologies      Credit, 3 hours
Contemporary applications of computer technology within the classroom setting. Use of computers, software, and peripheral devices for (a) communication, (b) classroom management, and (c) instruction.

ED 528 Multimedia Technology in Education      Credit, 3 hours
Using emerging technologies and software in the classroom and in the general school setting. Desktop publishing, hypermedia in the classroom, computer networks, optical storage, animated graphics, and interactive video included. Prerequisite: Consent of instructor.

ED 529 Curriculum Integration Technology       Credit, 3 hours
This “hands-on” course is intended to help the practicing teacher develop the critical analysis skills necessary to appropriately integrate computer technology into the classroom. Current research and trends in the application of educational technology will be investigated and discussed. From this foundation, the student will learn to critically assess the technology needs of his or her students and environment and to develop, implement, and evaluate technology-supported instruction that accurately meets those needs.

ED 530 Language and Literacy Development      Credit, 3 hours
Study of language development and how it influences learning and literacy development.

ED 532 Content Area Literacy      Credit, 3 hours
Comprehension and study skill development in concept subjects and the materials and technology that support that development.

ED 533 English Language Learners in Today’s Classrooms      Credit, 3 hours
This course deals with issues related to curriculum and instruction of second-language learners in P–12 classrooms.

ED 534 Professional Learning Group       Credit, 3 hours
Educators identify specific professional development goals and collaborate in attaining those goals through focused study of concepts and strategies for school improvement. Increased knowledge of self as professional, diverse learners and communities, curriculum and subject matter, and approaches to instruction are attained as professional learning groups study, reflect, and plan for change.

ED 535 Teaching Art at the Secondary Level       Credit, 1 hour
Field-based methods with certified teacher in students’ teaching field. Corequisites: Phase II courses.

ED 536 Teaching English/Language Arts at the Secondary Level       Credit, 1 hour
Field-based methods with certified teacher in students’ teaching field. Corequisites: Phase II courses.

ED 537 Teaching General Science at the Secondary Level       Credit, 1 hour
Field-based methods with certified teacher in students’ teaching field. Corequisites: Phase II courses.

ED 538 Teaching Math at the Secondary Level       Credit, 1 hour
Field-based methods with certified teacher in students’ teaching field. Corequisites: Phase II courses.

ED 539 Teaching Social Sciences at the Secondary Level       Credit, 1 hour
Field-based methods with certified teacher in students’ teaching field. Corequisites: Phase II courses.

ED 541 Teaching Family and Consumer Sciences at the Secondary Level       Credit, 1 hour
Field-based methods with certified teacher in students’ teaching field. Corequisites: Phase II courses.

ED 542 The Secondary School Program      Credit, 3 hours
Basic principles, legal policies, and common practices involved in the secondary school program. Current issues and trends that affect the curriculum and basic school environment.

ED 544 Teaching Elementary School Social Studies      Credit, 3 hours
Methods for providing a developmentally appropriate social studies curriculum for children in early childhood and elementary settings. Open only to students in the alternative fifth-year program. Prerequisites: ED 511 and 546. Corequisites: ED 545 and 548.

ED 545 Teaching Elementary School Mathematics      Credit, 3 hours
Materials and methods of teaching mathematics to children in grades P–6. Appropriate laboratory experiences provided. Open only to students in the alternative fifth-year program. Prerequisites: ED 511 and 546. Corequisites: ED 544 and 548.

ED 546 Teaching Elementary School Language Arts      Credit, 3 hours
Selection of strategies and construction of language arts materials for the elementary school child. Appropriate laboratory experiences required. Open only to students in the alternative fifth-year program. Prerequisite: ED 410. Corequisites: ED 511 and 515.

ED 548 Teaching Elementary School Science      Credit, 3 hours
Materials and methods of teaching science to children in grades P–6. Scientific literacy, application of knowledge and integration of science with other subject areas. Open only to students in the alternative fifth-year program. Prerequisites: ED 511 and 546. Corequisites: ED 544 and 545.

ED 549 Selected Topics in Early Childhood and Elementary Education      Credit, 3–6 hours
This course will deal with an in-depth study of a selected topic which is of current importance to the field of elementary education.

ED 550 Managing and Teaching Across the Secondary Curriculum      Credit, 3 hours
Selection of appropriate methods and materials for teaching the various disciplines. Prerequisite: Admission to Phase II of Alternative Fifth-Year program. Prerequisite: Admission to Phase II of the Alternative Fifth-Year Program. Corequisites: ED 553 and EDF 562.

ED 553 Current Issues in Technology       Credit, 1 hour
Secondary students identify and explore their roles in terms of what skills are needed in planning and implementing instruction with content-specific technology. Students will use specific programs to increase their use of technology in the classroom and the use of technology by their students. Corequisites: ED 550 and EDF 562.

ED 555 Advanced Secondary Teaching Techniques and Assessment      Credit, 3 hours
Research on and study of new and more-advanced models of teaching, methods of assessment, and further integration of technology.

ED 556 Improving Instruction in Elementary Language Arts      Credit, 3 hours
Current research in various areas of language arts and teaching approaches.

ED 557 Thinking Mathematically in the Elementary Classroom       Credit, 3 hours
This course deals with current research in mathematics, as well as approaches to developing mathematical understanding, in the elementary classroom setting. The NCTM standards provide a basis for evaluating content, materials, and teaching strategies.

ED 558 Research in Science Teaching and Learning      Credit, 3 hours
Current, effective practices in the teaching and learning of elementary science and the research supporting these practices. Explanation of educational research and science content knowledge to develop innovative instruction and assessment of ideas for the elementary science classroom.

ED 559 Elementary Social Studies and the Integrated Curriculum      Credit, 3 hours
Making decisions for the effective planning, teaching, and assessment of social studies knowledge and skills. Strategies for developing civic responsibility through student involvement with each other, the fine arts, children’s literature, inquiry learning, and current events explored. Based on the Alabama Social Studies Course of Study (1998), this course stresses the development of students’ thinking skills and an integrated approach to social studies learning using thematic units.

ED 563 Teaching the Non-Traditional Learner       Credit, 1 hour
Secondary students identify and explore their roles in terms of what skills are needed in communication, classroom organization, and planning and implementing instruction with English-Language Learners (ELL). Students will discuss how schools and communities deal with the issues surrounding bilingual education.

ED 565 Organization and Management in the Elementary Grades      Credit, 3 hours
Planning, organization, instructional strategies and classroom management for elementary grades (K–6). Emphasis on the philosophy, design, curriculum, and organization of elementary schools, and on the teacher’s rights, responsibilities, relationships to other constituencies, and continuing professional development.

ED 566 Direct Instruction Reading      Credit, 3 hours
Training in direct instruction reading methodology.

ED 569 Special Topics in Secondary Education      Credit, 3–6 hours
In-depth study of a selected topic that is of importance to the field of secondary education.

ED 570 Selected Topics in Technology      Credit, 3 hours
This course will deal with special topics or current or emerging trends in the field of instructional technology.

ED 571 Selected Topics in ELL/Special Education       Credit, 3 hours
This course will deal with special topics in the field of ELL or Special Education.

ED 574 Thinking Geographically in the Elementary Classroom       Credit, 3 hours
This course covers current research in geographic education with a focus on the themes of location, place, human-environment interaction, movement, and regions. The NCSS standards, as well as the National Geography standards, provide a basis for evaluating content, materials, and teaching strategies in the elementary classroom.

ED 575 Environmental Education for ECE/Elementary Teachers       Credit, 3 hours
Emphasis will be on developing knowledge and dispositions related to environment and the teaching and learning of environmental education.

ED 578 Preparation for National Board Certification      Credit, 3 hours
Classroom teachers will enhance their knowledge of self as a developing professional through reflection and analysis of their practices using the five core propositions of the National Board for Professional Teaching Standards.

ED 579 Advanced Clinical Practice in Speech-Language Pathology      Credit, 1–9 hours
Supervised clinical practice, including diagnostic and treatment procedures with children and adults exhibiting a variety of communicative disorders. Students will work in the Speech and Hearing Center and in one or more of the off-campus externship facilities with which the University has a contractual agreement.

ED 581 Advanced Methods and Materials in Early Childhood Education      Credit, 3 hours
Deals with the selection and organization of instructional materials and teaching methods appropriate to young children. Prerequisite: Admission to the TEP.

ED 582 The Early Childhood Learning Environment      Credit, 3 hours
Examination of principles upon which programs for young children are organized. Investigation and construction of materials for young children.

ED 585 Practicum in Early Childhood Education      Credit, 3 hours
The student will design and implement a field project in an actual classroom setting under the supervision of a University professor. Prerequisite: EDF 500.

ED 589 Models of Teaching and Management      Credit, 3 hours
Examination of research-based models of educational decision-making in the areas of teaching and classroom management. Students will identify models through which teachers can develop their ability to make decisions that have positive effects on students as learners. A primary goal of the course is increased knowledge of the teacher’s development from novice to expert as an educational decision-maker.

ED 590 Advanced Seminar in Secondary Education      Credit, 3 hours
A capstone experience in teacher education, which includes the opportunity to reflect, apply, and integrate various program components. Prerequisite: Admission to internship. Corequisite: EDI 540.

ED 591 Research Design for Classroom Teachers       Credit, 3 hours
This course will introduce graduate students to the definition, origins, and theoretical foundations, goals, and procedures of action research. In addition, students will conduct a literature review, decide on an area of focus, and determine appropriate data collection techniques for a classroom-based action research project. Prerequisites: ED 503, 504, 506; three “emphasis area” courses.

ED 592 Action Research for Classroom Teachers       Credit, 3 hours
This course is designed to facilitate the completion of the action research project started in ED 591 (Research Design for Classroom Teachers). In this course, graduate students will work with a faculty mentor to complete a classroom-based action research project, including data collection, analysis, interpretation, and writing. The culmination of the course involves a multimedia presentation of the results of the action research study. Prerequisites: ED 503, 504, 506; ED 591 (or MUS 500); three “emphasis area” courses.

ED 595 Internship in the Reading Specialist (P–12) Program      Credit, 3 hours
A combination of seminar and fieldwork; students work with a mentor and develop a portfolio documenting growth in standards.

ED 598 Independent and Informal Study      Credit, 3 hours
This experience provides the student an opportunity to study in detail a specific school-related problem under the direction of a faculty member. It may be a specific problem that may be studied in the student’s local community; it may be a curriculum study in a given area; it may be the study of a problem or topic not covered in a regular course; or it may be a creative project or tutorial or honors study of an independent nature in the area of student’s research interests. The study to be made by the student must have the approval of his/her adviser and the course must be entered on the student’s program.

ED 690 Professional Standards in Education      Credit, 3 hours
Identification and exploration of standards established by national educational organizations, regional accrediting societies, and local schools. Reflection on how standards guide decision-making for instructional programs emphasized.

ED 691 Research and Planning for School Improvement      Credit, 3 hours
Targeting areas of needed improvement within the school and/or community. Current problems, issues, organizational patterns, and evaluation techniques appropriate to the school and/or community setting investigated, using a variety of research methodologies to develop a plan of action. Emphasis on national, regional, and local standards as evaluative criteria.

ED 692 Implementing and Evaluating School Improvement      Credit, 3 hours
Teacher leaders apply their understanding of standards and program assessment to enhance the learning of children and the professional development of teachers. Students design and implement a field project in a school or community setting, using qualitative and/or quantitative research methods.

ED 698 Independent and Informal Study      Credit, 3 hours