Curriculum: Adolescent Education, M.A.T. with Bilingual Extension
View Curriculum for Adolescent Education, M.A.T.
Major Requirements
| Required Courses | Credits: | |
| EDPC 603 | Foundations I | 3 |
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Foundations of education focuses on the continuum of thought framing the past, present, and future understanding of the education profession. Candidates explore the disciplines of educational philosophy, educational history, educational psychology, educational sociology, along with curricular theory, gender and cultural theory, technology-enhanced learning theory, and philosophical outlooks on the future of the education profession. Using a New Media process of research, reflection, and analysis, each candidate develops a rigorous, well documented personal philosophy of education. This philosophy initiates each candidate's web-based professional portfolio. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field observations and experiences are required and integrated into the course. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDPC 605 | Curriculum Design and Development | 3 |
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Candidates design an instructional unit within a defined course of study based on the five phases of instructional systems design: analysis, design, development, implementation and evaluation. Candidates conduct a needs assessment for the learner, content, and context of their unit of instruction aligning learning objectives with national and state standards. Candidates develop performance assessment measures and incorporate instructional technologies to meet the needs of diverse learners. Issues addressed are curriculum alignment, learning theory, differentiated instruction, and design of instructional technology activities for active student engagement and inquiry. Field experiences are required and integrated into the course. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDPC 610 | Foundations II: Diversity, Learning, and Technology | 3 |
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Prerequisite: Prerequisite: Take EDPC 605 and one course in this group: EDIT 603 or EDPC 603 Candidates apply an understanding of diversity of student populations in P-12 schools. Particular emphasis is placed on research based evidence for effective uses of assistive and instructional technology for improving student performance in national and state standards based general education curriculum. Candidates develop instructional materials to meet the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Case studies are developed to demonstrate technology integration for differentiation for all learners. Field experiences are required and integrated into the course. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDPC 616 | Human Growth, Development, and Learning for Middle Childhood and Adolescence Education | 3 |
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Prerequisite: Prerequisite: EDPC 603 Candidates study human growth and explore the relationship of cognitive, social and emotional development to student learning in the middle childhood and adolescence classroom. Candidates analyze and prescribe interventions to cases that reflect their knowledge of the developmental stages of the learner, learner motivation and learning strategies for diverse learners. Candidates investigate the impact of assessment, diversity and the integration of technology on student learning in the classroom. In addition, candidates reflect on the influences of family, school, society, historical, cultural, ethnic and socioeconomic factors on student learning. The candidates take an in depth look at research and applications of learning, motivational theories, contemporary influences, and infuses literacy and study skills in the area of learner development. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDPC 630 | Culturally Responsive Teaching | 3 |
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This course prepares candidates’ understanding that culture is central to learning. It plays a role not only in students’ communicating and receiving information, but also in shaping their thinking process. Candidates will employ a pedagogy that acknowledges, responds to, and celebrates fundamental cultures that will offer full, equitable access to education for all students from all cultures. Candidates will recognize the importance of including student’s cultural references in all aspects of learning. Candidates will learn to establish culturally responsive teaching framework by examining the following principals: Establish positive perspectives on parents and families, learning within the context of culture, student- centered instruction, culturally mediated instruction, and reshaping the curriculum. Field observation and experience are required and integrated into the course. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 3-0-3 Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDPC 635 | Methods and Materials for Middle and Secondary Education | 3 |
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Prerequisite: Prerequisite: EDPC 605 Candidates in this course will incorporate various effective research- based strategies and methods of teaching secondary students that can be applied to a wide range of content areas. Content pedagogy will focus on giving teaching candidates the opportunity to demonstrate their understanding of central concepts, to evaluate appropriate resources and curriculum materials, to engage students in viewing ideas from multiple perspectives, to utilize interdisciplinary approaches, and to use methods of inquiry central to their disciplines. This course will also include the means to update knowledge and skills in the subject(s) taught and in the pedagogy. Authentic performance tasks will include planning and presenting lessons that reinforce literacy across the curriculum utilizing research- based design to promote active student engagement and deep understanding. A research paper on current effective teaching strategies will also be required. The candidate will learn methods of supporting that social, emotional, and personal development of students through effective classroom management and communication techniques, which foster supportive interaction and collaboration in the classroom. To address the needs of diverse learners, the candidates will learn how to differentiate instruction and how to create a learning community that respects students’ individual needs, interests, learning styles, and differences. Critical thinking, problem solving, and performance skills will be at the core of the student- centered multiple instructional strategies that will be discussed in this course. To enhance instruction targeted at the 21st century skills that students need to be successful, candidates will continue to incorporate technology and media communication in to the classroom. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 3-0-3 Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDLI 635 | Theory and Practice of Literacy Instruction | 3 |
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Prerequisite: Prerequisite: EDPC 605 Candidates review the theories and principles of student's language and literacy development from emergent to accomplished reading and writing. Candidates learn methods and strategies for teaching literacy to all learners including those with diverse learning needs. A major premise of the course is that literacy instruction is a decision making process, grounded in research and practically based framework. Candidates must demonstrate their ability to apply teaching strategies in literacy education with early childhood, childhood or middle school learners. Field observations and experiences are required and integrated into the course. This course is a prerequisite to EDLI 636 (Diagnosis and Remediation of Literacy Disorders) and EDLI 637 (Reading in the Content Areas). Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDLI 637 | Reading in the Content Area | 3 |
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This course has been designed to provide the candidate with the knowledge and strategies for enhancing the literacy skills of learners in the content areas during middle childhood and adolescence education. Candidates are given the opportunity to learn about the process and artifacts of learning in subject matter areas. Candidates learn to use the classroom environment as a dynamic context for constructing discipline related meaning. Technology is integrated throughout the course as it contributes to broadening the scope of content area learning. A major theme through out the course is the needs of diverse learners as these needs effect the knowledge students bring to content literacy. Field observations and experiences are required and integrated into the course. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| Total: 24 Credits | ||
| Student Teaching | Credits: | |
| EDPC 683 | Supervised Student Teaching and Seminar (Adolescence 7–12) | 6 |
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The culminating experience in the teacher education program focuses on integrating program goals and analyzing one’s own teaching practices throughout the student teaching experience as the candidate makes the transition into the teaching profession. A problem solving approach is employed. Classroom Hours- Laboratory and/ or Studio Hours- Course Credits: 6-0-6 Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 6-0-6 |
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| Total: 6 Credits | ||
| Bilingual Extension | Credits: | |
| EDBL 603 | Foundations I: Principles and Practices in Bilingual/ESL | 3 |
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Candidates focus on the history, theory, and rationale for bilingual education and English as a second language to teaching speakers of languages other than English. Candidates investigate current research on the effectiveness of these methods and use the World Wide Web to access instructional materials and engage in conversations with Bilingual/ESL teachers. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDLI 634 | Teaching Literacy in Bilingual/ESL Education | 3 |
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Candidates examine the characteristics of the primary language of the students' in the bilingual classroom regarding their literacy/language arts, writing, speaking, and listening. Candidates develop skills and knowledge in the development and evaluation of literacy in the primary language and the transference of skills from one language to the second language. Candidates will apply different methods of teaching literacy/language arts and will analyze and create instructional materials to teach in the primary language. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| EDBL 605 | Teaching Content in Bilingual/Multilingual Classroom | 3 |
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This course is an examination of various techniques and materials being used to teach content area subject matter in ESL/TESOL bilingual education programs. Other topics of discussion include language assessment and adaptation of materials to the learner's language proficiency and cultural experience, application of major theories and research related to the structure and acquisition of language to help English language learners' (Ells') develop language and literacy and achieve in the content areas. 20 hours field observation and experience are required and integrated into the course. Classroom Hours - Laboratory and/or Studio Hours – Course Credits: 3-0-3 |
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| Total: 9 Credits | ||
| Total Program Credits for Initial/Professional Certification, with Bilingual Extension = 39 |