Discussion sessions and assignments in public schools; designed to help students make teaching career decisions.

Discussion sessions and assignments in public schools; designed to help students make teaching career decisions.

Discuss the institution of schooling, and processes of school reform, from historical, philosophical, and political perspectives. Introduction to the origins and development of public schooling in the United States in the context of processes of settler colonialism, racial capitalism, and contests over the meaning of democracy. Explore past and present influential philosophical visions of schooling and de-schooling, with focus on debates over the notion of the common school, schooling as socialization, and education for uplift and emancipation. Examine the politics and policy of education, with special attention to the consequences for students of color, Indigenous students, LGBTQIA students, immigrant students, and students with disabilities.

Explore support positive, effective physical education and implement well-planned and stimulating physical activity for children. Focus on integrating academic content with physically active classrooms. Examine principles of movement and motor development in children, curriculum, legislation and policy, physiological principles, learning principles, coordinated school health (CSH), and comprehensive school physical activity programming (CSPAP).

Explore and utilize a variety of resources and opportunities for graduate studies and academic professionalization. Define, develop, produce and model an independent research project.

Examines the socio-historical contexts of education for minoritized groups in the U.S. through empirical approach of critical qualitative inquiry in education. Explores qualitative and historical studies in which students, teachers, administrators, and parents seek to change or reform their educational experiences. Entails research in schools and non-school settings.

This course is used to record credit the student earns while enrolled at another institution in a program administered by the University's Study Abroad Office. Credit is recorded as assigned by the study abroad adviser in the Department of Curriculum and Instruction. University credit is awarded for work in an exchange program; it may be counted as coursework taken in residence. Transfer credit is awarded for work in an affiliated studies program.

Examine the foundations of language and literacy through a lens of sociocultural knowledge and practice. Consider cognitive theories of learning, as well as sociocultural theories of the processes of language, reading, and composing, and how they relate to each other. Discuss the five pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) along with other component areas including oral language development, print awareness and alphabet knowledge, syllabication, and morphemic analysis. Prepare for addressing disabilities and difficulties, which are expected and part of the variation of how people learn to be literate.

This course is used to record credit the student earns while enrolled at another institution in a program administered by the University's Study Abroad Office. Credit is recorded as assigned by the study abroad adviser in the Department of Curriculum and Instruction. University credit is awarded for work in an exchange program; it may be counted as coursework taken in residence. Transfer credit is awarded for work in an affiliated studies program.

Administrative structure of secondary schools; concepts, principles, and strategies for establishing an orderly classroom environment, preventing inappropriate behavior, and promoting student involvement in academic work.

One of the beginning courses in the professional development sequence for approved programs in secondary education.

Overview of the objectives, organization, and operation of schools; the teaching process; teaching as a professional career.

Designed for students in a University secondary teacher preparation program.

Designed for students in a University secondary teacher preparation program. Social, political, cultural, emotional, and personal perspectives on adolescent literacy. Subjects may include adolescent literacy practices in and out of school; literacy in relation to identity, peer communities, meaning, communication, and social engagement; curricula that emphasize the social and civic purposes of literacy; and motivation, fulfillment, and democratic participation as educational outcomes.

Learn to facilitate the exploration of culture; time, continuity, and change; people, places, and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices. Discuss how to enact engaging and purposeful social studies curricula for varied grade levels. Consider history, sociology, anthropology, economics, geography, and civics.

Explore methods of designing a classroom community with equity and justice.

Discuss the social and cultural contexts that contribute to the development of children and families within their school and community.

Designed primarily to help prospective bilingual education teachers expand their oral Spanish proficiency for instructional purposes in the bilingual education classroom.

Intensive practice in the various aspects and conventions governing literacy within the elementary bilingual education curriculum.

Covers the use of oral and written literature for children in bilingual programs while examining the history and development of Spanish-language children's literature from social, cultural, and political perspectives. Subjects may include foundational books, authors, and illustrators of Latina/o children's literature; criteria for evaluating culturally authentic children's literature; multimedia and online resources related to bilingual children's literature; and the literary response process.

An overview of theory, practice, programs, and policy related to bilingual education as implemented in the United States. Designed to give students an opportunity to learn about and discuss issues related to bilingual education, and the education of linguistically and culturally diverse populations.

Practice in Spanish for the planning, implementation, and evaluation of learning in bilingual classrooms and their communities.

Introduces socio-cultural understandings of key early childhood education approaches. Critically examines these approaches in relation to their constructions of the young child as a learner, images of the early childhood educator, the social purposes of early childhood education institutions, and implications for culturally sustaining pedagogy.

Focuses on strategies for developing and supporting inquiry-based curriculum in early childhood education classrooms. Introduces pedagogical documentation as a tool to support curriculum development that is critically reflective, culturally sustaining and promotes a culture of inquiry in early childhood environments.

Explore basic principles and applications of differentiated instruction, multi-tier-systems of support and inclusive collaboration practices with special education in the general classroom.

Use of digital tools to increase technical, pedagogical, and administrative proficiencies in a series of hands-on laboratory projects involving word-processing, handling of databases and spreadsheets, multimedia presentations, digital image and video editing, web page creation, and tools to create digital storytelling, e-portfolios, and electronic gradebooks. Experiential foundation creates a repertoire of possibilities for content-specific, technology-supported teaching and learning associated with learner-centered, collaborative classrooms. Emphasis on the development of critical perspectives (including pedagogical, social, technical, cultural, ethical, economic, legal, and political) to help youth fully participate in digital learning.

Study of personal teaching and physical education programs. Accompanies student teaching.

Analysis of selected topics and problems in education.

Explore instructional approaches to teaching in the disciplines of social studies through advanced field-based practice.

Supervised practicum in early childhood through grade four classroom teaching, conducted in cooperating schools, as part of the teacher preparation program. Consists of teaching, analysis, and evaluation.

Supervised practicum in secondary classroom teaching, conducted in cooperating schools, as part of the teacher preparation program. Consists of teaching, analysis, and evaluation.

Supervised practicum in elementary, middle school, and secondary classroom teaching. Conducted in cooperating schools as part of the teacher preparation program. Consists of teaching, analysis, and evaluation.

Focus on secondary teaching, and addressing instructional design and assessment.

Explore social entrepreneurship and responsibility. Apply entrepreneurship skills and project management skills through individual or group assignments focusing on business development.

Supervised fieldwork or clinical work in the student's area of study.

Explore experiential learning in professional environments related to a chosen concentration area.

Students are assigned to a mentor teacher classroom where they might continue as apprentice teachers the next semester. Students will be observing or teaching in the classroom at least 3 hours a week, in addition to the 6 contact hours per week. Students prepare, implement and analyze results of inquiry- and project-based lessons, focusing on student thinking and participation, and meeting the needs of students with reading and writing difficulties, those learning in a second language, and those with behavioral and psychological issues.

Psychological foundations of learning; problem solving in mathematics and science education utilizing technology; principles of expertise and novice understanding of subject matter; implications of high-stakes testing; and foundations of formative and summative assessment.

Principles of delivering effective instruction in various formats (lecture, lab activity, collaborative settings); examination of gender, class, race, and culture in mathematics and science education; overview of policy related to mathematics and science education.

Foundations of project-based, case-based, and problem-based learning environments; principles of project-based curriculum development in mathematics and science education; classroom management and organization of project-based learning classrooms.

Curriculum content and organization, teaching procedures, materials, and research in elementary school subjects.

The methods, teaching strategies, and materials for developing and assessing English language proficiency in culturally and linguistically diverse populations within the context of the elementary school curriculum.

Curriculum content and organization, teaching procedures, materials, and research in one secondary school subject.

Curriculum content and organization; teaching procedures, materials, and research in one school subject at all grade levels.

Introduction to social entrepreneurship and responsibility. Apply entrepreneurship skills and project management skills through individual or group assignments focusing on business development.

Reading theory, assessment, materials, and instruction with emphasis on struggling readers; field experiences in reading tutoring.

Explore the development of pedagogical practices that adheres to the principals of democratic education.

Theoretical and practical complexities in issues surrounding African Americans in sports, including the relationship between athletics and higher education. Focuses on racial stereotyping, identity theory, and how practical knowledge of these theories can aid in understanding the current state of athletics.

Independent studies in instructional methodology and curriculum.

Problems and issues in the study of education from a sociocultural perspective. Examines research in different fields, including history, sociology, and anthropology of education; innovative education reform in the field of multicultural education; and issues of racial, class, and gender inequality. Includes a critical assessment of the American public school system, with an emphasis on social justice.

A study of social life in contemporary American schools from an anthropological perspective.

Consider and address contemporary challenges observed in the various areas within curriculum and instruction including the humanities, literacy, world languages and cultures, physical education, and education technology in the contexts of EC-12 and beyond. Engage problem-solving to design solutions to advance equitable outcomes.

An introduction to the methodology of social science research, with a focus on the field of education. Examines the fundamental assumptions, principles, and procedures of research; the meaning of knowledge and the ways in which knowledge may be acquired and communicated to others; preparation and utilization of effective questions; principles of data collection and data analysis; drawing conclusions from data; and evaluation of current research.

Explore processes and pedagogies of writing. Examine purposes, functions, consequences, and implications of writing in culturally and linguistically diverse communities. Examine theories and pedagogical approaches for teaching writing in a digital age.

Topics in the methodologies for the teaching of writing in American elementary, intermediate, and secondary classrooms. Topics may include writing assessment, connections between school and other settings, reading-writing connections, writing development, writing to think and learn, writing for a range of purposes and in a range of genres, and classroom structures for the teaching of writing.

Examines research on teaching, research in teacher education, and modes of inquiry.

An overview of theories, principles, and issues in curriculum construction for modern education.

Examination of the instructional design process at one of the following levels: elementary school, secondary school, higher education, all-level. Emphasis on promising practices and current efforts toward improvement.

Designed to provide students with the knowledge and competence in social science research methods required for careers in teaching or human services. Explores competing definitions of research; the idea of a research paradigm; characteristics of various forms of inquiry, including quantitative and qualitative research; and research methods in relation to issues of ethics and rigor.

Examination of the discipline of the subject-field selected, coupled with intensive study of research findings, publications of learned societies, and advanced experimentation with the improvement of instruction.

Explore the history and theory of early childhood and elementary social studies, including the numerous debates over what constitutes "social studies", how social studies fits within early schooling curricula, and what the ultimate goal of social studies ought to be. Use foundational texts as well as current research in the social studies to examine the field and to consider how these debates impact school curriculum and pedagogy.

An examination of personal values and such areas in the humanities as philosophy, music, art, drama, dance, and literature to provide richer educational experiences.

Designed for students majoring in the social sciences.

Examination of the discipline of the subject-field selected, coupled with intensive study of research findings, publications of learned societies, and advanced experimentation with the improvement of instruction.

Methods and procedures for teaching in specific fields selected by participants; major emphasis on successful classroom practices.

Survey of the scholarly literature in teaching and curriculum, with emphasis on bibliographic sources and techniques.

An introduction to the central issues in curriculum theory. Includes historical and contemporary approaches to the philosophy and analysis of curriculum, and curriculum theory and practice. Emphasis on the issues of power, knowledge, and exclusion.

Identification and analysis of the major types of contemporary instructional theory.

Advanced investigations of selected topics and problems in curriculum theory, program design, and research design at one of the following levels: elementary school, secondary school, higher education, all-level.

An exploration of the relationship between families and schooling in the United States through racial, class-based, linguistic, cultural, and global perspectives, using multiple theoretical frameworks to both understand and challenge current approaches towards parental involvement in school.

Engaging in the design and production process through work with a client on an interactive, web-based application through new media technology tools. Emphasis on industry standard technology: graphics, video, audio, animation, and web development.

An examination of play as a meaningful aspect of curriculum and child development; philosophical, psychological, and educational perspectives on play; and the grounding of educational play research in broader fields of inquiry.

Explores current research, theories, and strategies of computer-supported collaborative learning. Includes web-based activities focused on collaborative inquiry and writing, and approaches to project-based and foreign language learning.

Examines the philosophical, rhetorical, practical, and evaluative bases for constructivist approaches to instructional design. Students visit one constructivist classroom at the kindergarten through grade twelve level, and one at the college level.

The historical development of science, technology, engineering, and mathematics curricula in the United States from the mid-nineteenth century to the present. Discusses politics, equity, the development of technology, and theories of learning; and examines current curricular trends.

Explores human-computer interaction (HCI), emphasizing designs and strategies for new media through various evaluations and hands-on activities. Examining the use of new media from the perspectives of information design, interaction design, and interface design; and using industry standard new media tools to illustrate understanding.

An overview of feminist social-action theory and research. Studies social action within the local community setting and with community projects.

Explores the provisions of state and federal legislation regarding high-stakes testing, including the implications for culturally and linguistically diverse student populations, the motivations for use, and the impact upon curricula, teaching, and student academic performance.

Current theories, research, and strategies related to the planning and management of learning technology projects. Exploration of funding proposals, strategic planning, and the use of planning tools such as surveys, inventory forms, project management aids, and decision-support systems.

Explores local educational and community resources for teaching from a multicultural and global perspective.

Explores various theories related to science, technology, engineering, and mathematics epistemology. Includes memory and the structure of knowledge, problem solving and reasoning, and the foundations of learning.

Application of the findings of linguistics to the teaching of languages.

Examines the historical and contemporary philosophies, practices, and pedagogies for Black education. Includes culturally responsive pedagogy, African-centered pedagogy and curriculum, multicultural curriculum and critical race theory.

Considers the cultural production of identity and identity politics and agency within a cultural, political, racial, gender, and activist framework in relation to education.

Investigation of theories of popular culture, cultural difference, and cultural politics, and their applications in educational research and practice. Focuses on the relation between culture and power, with attention to issues of identity as well as social structure.

Introduction to critical pedagogy, focusing on theoretical foundations and methodologies of teaching and curriculum. Explores approaches to education oriented toward the development of critical consciousness, empowerment, and social action.

Examines how scholars have utilized cultural theory and cultural knowledge to situate and respond to: the identity, role and responsibility of "being" a teacher; the pedagogic functioning of teaching; and teacher preparation. Particular emphasis is placed on how these factors concern the education of historically marginalized student population.

Explores the roles and experiences associated with women and girls in the broad field of education. Subjects related to women across a diverse social terrain are targeted including: historical scholarship, research, theoretical frameworks and policy issues.

Explores current historical and theoretical writings of Chicana women feminist theorists. Themes include patriarchy, domination/resistance politics, epistemology, contestation, social reproduction, identity and difference and how these connect to schooling practices, policies, and politics.

Investigates the history and philosophy of participatory action research, including that done by and for Chicanas. A research project benefiting Chicanas and other young, Latina females in a public educational setting will be required.

Provides a historical and contemporary overview of Mexican American children's schooling experiences that consider tracking, bilingual education, school finance, higher education access, and standardized testing.

Investigates the role of race and ethnicity as key organizing principles of society. Themes include individual and institutional racism, reproduction theory, cultural and structural assimilation, critical race theory, epistemology, anti-racist and culturally relevant pedagogy.

Investigates policy from a critical policy analysis perspective. Considers the importance of context, discourses, players, and policy articulations that influence policy development primarily in education and areas such as immigration and the economy.

Focuses on shifts in reading pedagogy in relation to changing societal conditions in the United States from colonial times through the 1980s. Engages with instructional materials and investigate practices through readings and course lectures. Considers historical research methods including oral history.

Offers an overview of methods, materials, and assessments used in the reading and writing instruction at the elementary level. Focuses primarily on classroom and school level processes with additional consideration of the instruction for special needs learners.

Examines the relationship between culture and literacy from a variety of theoretical perspectives including New Literacy Studies, identity and agency, sociocritical literacy and critical race theory with a particular emphasis on discourse and social change.

Designed as a collaborative, critical examination of teacher/action research, particularly in relation to the exploration of classroom discourse. Focuses on the rationale, issues, and implications of the teacher research movement within education and on the research strategies and techniques that can be used by teachers in conducting research in their own classroom settings.

Develops a stance of inquiry into teaching from a social practices framework. Emphasis will be on formulating thoughtful and theoretical questions to enhance the quality of interactions with children in classrooms; making ideologies that operate within the school literacy communities explicit; and looking through informed and critical lenses at each aspect of literacy instruction.

Focuses on the sociocultural investigation of language, particularly as it pertains to educational settings. Traces the historical emergence of the related fields of sociolinguistics and linguistic anthropology, exploring how each of these scholarly traditions approaches the study of language, identifying key points of overlap and tension between the two fields, and discussing recent examples of inter-disciplinary scholarship. Issues to be addressed include linguistic variation, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse.

Explores the relationships among speech, writing, and technology across human history, in contemporary cultures, in individual lives, and in processes of education. Situates discussions of "new literacies" in the context of the history of literacy.

Considers ways in which the literacy practices of youth in out-of-school settings and the literacy work of schools might productively inform each other, and examines the purposes, processes, and outcomes of this literacy work.

Studies a historical range of theorists who have tried to explain childhood and early learning in the fields of anthropology, psychology, philosophy, education, and child development.

Discusses philosophical orientations such as progressivism, post-modernism, humanism, and social reconstruction. Of particular value to those in the doctoral program in physical education teacher education.

Identifies and explores contemporary problems in science and mathematics education through collaboration with a practitioner in the field.

Explores and critically analyzes current issues, coalitions, and legislation related to physical education and develops the understanding and skills necessary to impact the future directions.

Critically analyzes scholars of early childhood education research, practice, and curricula. Questions assumptions about early childhood education; beliefs, theories, and ideas about working with young children, their families, and the communities in which they live and work.

Examines the complexity of the change process, especially in relation to the introduction of digital technologies in the PK-12 school context.

An introduction to research practices in the field of early childhood education. Classic studies and research reviews in various facets of early childhood education will be reviewed. Subjects include: child development, early childhood program models and evaluation, curriculum (including concept development and play), parent involvement, and teacher education in early education.

An intensive exploration of social constructivism, particularly Vygotskian theory and research. Classroom interactions, teaching and learning, parent and family contributions to education, cultural influences, and other contextually applicable aspects of education will be explored.

With a sociological lens, an examination of the constructs of the child and childhood through a range of social, political, educational, and economic contexts.

An examination of specific approaches to early childhood education including as the Montessori approach; programs such as Head Start; and critical analysis of how these various models of early childhood education define their role within the education of the young child as well as define the role of the child, teacher, and family. Philosophical, theoretical, historical, and empirical approaches to the field will be investigated.

An exploration of the central issues and theoretical orientations of curriculum theory and practice in early childhood and elementary public school programs in the United States.

Explores the policy and classroom implications of language assessment and evaluation practices, including review and critique of the assessment of English language proficiency for language minority students, standardized language assessment tools, and informal classroom-based methods for assessing language.

An investigation of sociological, psychological, and anthropological perspectives of immigration theory and immigration post-1965 as they apply to educational research and immigrant youth in United States schools.

Explores the implications of the perception of language as alternately a right, a resource, and a problem. Emphasis is on the development of linguistic support movements (bilingual, ESL, AAVE/Ebonics, etc.) as well as implicit and explicit language policies in the United States and in other countries.

Focuses on the theoretical foundations of biliteracy theories and new literacy studies.

Includes theories and research topics relevant to teaching and learning literacy in two languages, Spanish and English. Discussion of the ways in which sociocultural, linguistic, and academic factors influence biliteracy development.

An analysis of oral and written language learning from interdisciplinary perspectives and within a variety of contexts, both within and outside of school settings. Particular attention is paid to issues of pedagogy, non-standard" dialects of English, second-language learning, and multiliteracies.

An examination of current research regarding physical education curriculum paradigms, reform initiatives, and physical activity interventions as related to curriculum.

Analysis of contemporary social, political, and economic trends in national and international life from the standpoint of educational implications.

General survey of basic concepts, topics, and policy issues in the foundations of education.

Designed to help students develop skills in a variety of approaches and methodologies used in research design that requires quantitative methods. Focuses on multivariate methods; and includes research questions, purposes, methodologies, instruments, measures, participant selection, data collection and data analysis methods, results, and conclusions.

An introduction to the theoretical and methodological issues central to conducting qualitative research studies. Designed to help students develop practical research skills, and includes opportunities to evaluate current research, analyze data, observe, and interview.

Apply phenomenological approaches to study curriculum design, technology adoption, educational leadership, teacher development, and learner experience. Apply understanding of philosophy, qualitative research methods, and post-modern and post-structural views of research.

An in-depth investigation into the methodology of case study research, including approaches and theories, development of goals, and current issues and challenges.

Instruction in design-based research, a methodology aimed to improve educational practices through interventions involving iterative analysis, design, and development, and implementation of interventions based on collaboration among researchers and practitioners in real-world settings.

Various topics designed to help students analyze and improve instruction at one of the following levels: elementary school, secondary school, higher education, all-level.

An examination of the history and current practices involved in high and low inference methods of analyzing teaching. Commonly used evaluation systems such as the Professional Development and Appraisal System (PDAS) and National Board Certification will be reviewed.

Provides an overview of the theoretical frameworks, current trends, and common concerns associated with the design and development of instructional materials. Investigates the theoretical, practical, and critical perspectives on instructional design as applicable in a variety of educational contexts (K-12 education, higher education, and corporate training) and modes (face-to-face, online, and hybrid environments). Includes readings, discussions, real-world design, practical applications, and interactions with instructional design experts.

Designed to familiarize doctoral students with the theoretical, philosophical, sociocultural, and practical areas within the field of curriculum study.

Examine the genre of young adult literature, particularly literature written by non-traditional authors. Explore curricular and pedagogical approaches to issues related to reading young adult literature with linguistically and culturally diverse secondary students.

A practicum in assessing and teaching elementary school students who struggle with reading. Class meetings take place at a local elementary school and include one-on-one tutoring with coaching and modeling by the instructor, small group support sessions, and seminars on issues related to reading difficulties.

Covers the major themes of systemic reform in science, technology, engineering, and mathematics (STEM) education and explores, develops, and investigates models of reform initiatives.

Focuses on a critical issue in science, technology, engineering, and mathematics (STEM) education aligned with STEM education faculty research interests, culminating in a product (paper, presentation, proposal) that can be submitted to professional or funding agencies.

An overview of the theoretical frameworks, current trends, and common concerns associated with the design and development of instructional materials. The theoretical, practical, and critical perspectives on instructional design as it is applied in a variety of educational contexts will be reviewed for the purpose of designing effective and engaging learning experiences.

Includes advanced topics, theoretical frameworks, and strategies for the design of instructional systems. Students work in teams to design and develop an instructional product for an authentic client such as a state agency, school system, university, corporation, or museum that meets specified criteria for quality.

An introduction to theoretical bases for evaluating and investigating physical education teaching effectiveness. Emphasis is placed on current technologies and issues of assessment for physical education instruction, basic statistics concepts, and current educational evaluation trends. Designed primarily for physical education teachers.

An examination of past and current research on teaching, teachers, and curriculum in physical education. Empirical and conceptual scholarship related to the physical education teaching process, the preparation of teachers and their experiences, and the development of curriculum in physical education settings will be explored.

Introduces students to the field of learning technology by learning its history, as well as the learning theories, paradigms, thought leaders, trends, and issues that have shaped the field. Primarily web-based and involves both individual and collaborative work. Online class meetings will be held every two to three weeks to facilitate real-time discussions on the readings, as well as opportunities for interaction with visiting experts in the field.

Advanced topics, theoretical frameworks, and strategies for the design of instructional systems. Students work in teams to design and develop an instructional product for an authentic client such as a state agency, school system, university, corporation, or museum that meets specified criteria.

Examine historical and contemporary issues in urban education. Explore curriculum and pedagogical issues related to teaching linguistically and culturally diverse populations.

Examine issues related to teaching secondary English in urban contexts. Explore curriculum materials and teaching methods for secondary English language arts. Explore methods for teaching secondary reading.

Focus on theory and its connection to practice in pedagogy and professional responsibilities. Discuss state standards for teacher preparation are covered in this course. Participate in field-based experience.

Focus on teaching methods and classroom environment and community. Discuss state standards for teacher preparation.

Focus on teaching as a reflective practice. Discuss state standards for teacher preparation.

A systematic overview of the field of philosophy of education.

Examine the philosophies, knowledge, contexts, and pedagogies related to Black education," historically and in the present. Explore the complexities of Black education, including key tensions, themes, and questions surrounding education for Black people in the U.S.

Focus on teaching of social studies, writing, and the use of children's literature. Discuss state standards for teacher preparation.

Engage in critical analyses of historical and contemporary theoretical, pedagogical, and educational research that influence the views, perceptions, and educational outcomes of Black and Latino boys in and beyond K-12 schools. Focus on culturally and gender-relevant and sustaining theoretical, pedagogical, and research methodological approaches that center the voices, insights, and perspectives of Black and Latino boys. Critically reimagine Black and Latino boyhoods in and beyond K-12 schools and overhaul essentialist perspectives of Black and Latino boys that proliferate in theories, teaching methods, and educational research.

In the tradition of action research methods, content is framed around theoretical work in pragmatism, activity theory, and the "practice turn in teaching and teacher education through a combination of seminar and practicum elements. The major project is an action research study in a classroom/school. Faculty observe in classrooms where action research projects are underway.

Explore theories of using literacy as a tool for increasing social justice in the world. Understand and articulate theoretical and experience-based definitions of social justice and translate that knowledge into curriculum and instructional approaches that can educate students about how to use literacy to improve their worlds.

Explore research in English Language Arts with an emphasis on composition. Understand processes and methods of analyzing scholarly works and research studies in subject matter.

Explore research in the field of literacy with a focus on reading. Examine commonly-employed methodologies and current research published in peer-reviewed literacy journals and construct a literature review in an area of interest.

Examine historical and current views, policies, and school contexts related to literacy challenges from a sociocultural and contextual perspective.

Focus on teaching of literacy and language. Discuss state standards for teacher preparation.

Explore an overview of the theoretical frameworks, current trends, and common concerns associated with the design and development of instructional materials. Investigate the theoretical, practical, and critical perspectives on instructional design as it is applied in a variety of educational contexts (i.e. K-12, higher education, and corporate training) and modes (i.e. face-to-face, hybrid, and online).

Explore theoretical and applied practices of teaching and learning in a twenty-first-century classroom, as informed by research and best practices. Examine the framing, applied knowledge and design thinking needed to transform curriculum using technology integration and connected learning strategies. Consider authentic learning problems and devise teaching and classroom solutions that promote student learning, humanize pedagogy, and work towards the elimination of digital inequity in schools.

Examine models that help design teaching and learning within online spaces, in ways that help to balance cognitive, teaching, and social presence throughout the online course student experience. Explore theoretical models that drive high impact online learning designs, research that informs K-12 practice and models for technology integration and student engagement that promote digital equity. Apply these theoretical frameworks to design online courses that are intended for use in authentic K-12 online educational settings.

Learn theoretical approaches to digital justice that promote culturally and community connected, digital learning designs within and beyond the walls of the classroom. Explore a critical frame using a design justice lens and interrogate instructional technology designs while evaluating and designing digital learning spaces. Examine how connected and design justice approaches can meet students at typical boundaries of where they live and learn, extend learning environments to cultivate learners' interests, and provide secure and inclusive learning experiences that span the formal and informal.

Develop as "Connected Educators" by participating within Communities of Practice (CoP's) related to educators' digital equity interests. Apply design justice and design thinking strategies to create equity-focused educational technology innovations that empower student learning.

Research projects and creative investigations in a selected subject-field and developments in instructional practices and in research findings and methodologies. Offered at the following levels: elementary school, secondary school, higher education, all-level.

Hone the craft of academic writing, including composing research articles, peer reviews of drafts, and developing productivity habits. Author an article for submission to a journal.

Discuss and debate timely research subjects in the disciplines of physical education, public health, culture, and educational reform.

Investigation of assigned problems under the direction of a Graduate Studies Committee member; development and demonstration of competence in research design and execution; production of acceptably written reports of a technical character.

May involve syntheses of literature, field investigations on selected subjects, or other individual research subjects.

Supervised practice in a professional position.

Preparation of a report to fulfill the requirement for the master's degree under the report option.

Supervised college teaching experience.