Elementary/Secondary Education Courses (EDCI)

Related Catalog Entry: Graduate School of Education

Related Mason Website: Graduate School of Education (http://gse.gmu.edu/)

500 See EDUC 500.

501 Curriculum and Instruction in Early Childhood Education (3:3:0).Prerequisite: Admission to the Graduate School of Education or permission of instructor. Emphasizes designing curriculum based on the social studies unit, as well as health, nutrition, and safety issues. The course focuses on evaluating and planning appropriate environments and instruction. Historical foundations, model programs, and early education initiatives are examined. Field experience in public schools is required.

502 Developing Concepts in Early Childhood Mathematics and Science (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Examines preoperational and concrete operational thought processes of conservation, seriation, comparison, classification, and early number concepts. Concrete science materials and experiences to foster development of quantitative thinking in geometry, measurement, graphing, and whole number arithmetic are used. Field experience in public schools is required.

503 Language and Literacy in Early Childhood Education (3:3:0).Prerequisite: Admission to the Graduate School of Education or permission of instructor. Stresses the interrelatedness of reading, writing, listening, and speaking and provides opportunities for developing appropriate instructional strategies for early childhood levels. The course focuses on creative development and critical thinking in communication. Field experience in public schools is required.

507 Internship in Applied Linguistics (3:0:3).Prerequisites: Graduate standing in the Graduate School of Education or Department of English, and EDCI 519 or ENGL 521 (ESL methods course). Requires 100 hours completed over at least a five-week period for 3 hours of credit. The internship provides practical experience in the field of English as a Second Language and Applied Linguistics as, for example, teacher, administrator, counselor, or researcher. For placement, consult instructor before semester starts.

511 Developing Curriculum and Designing Instruction in Early Childhood Education (3:3:0). Studies procedures, materials, and organization of environments for young children. Field experiences are required for students without previous teaching or administrative experience in early childhood settings.

512 Family, School, and Community Relationships (3:3:0). Examines patterns and problems of family life to improve communication between teachers and parents.

513 Play in Applied Settings (3:3:0). Focuses on play as an approach to teaching and learning. Play is examined as an intellectual, social, and emotional function in children's development.

514 Administering Early Childhood Programs (3:3:0). Examines programs and techniques relating to the administration and supervision of early childhood programs. Emphasis is on the director's role in staff recruitment, hiring, development, and evaluation. Leadership and management techniques are examined.

516 (formerly EDUC 532) Bilingualism and Language Acquisition Research (3:3:0). Examines research in first and second language acquisition, including the interaction of a bilingual person's two languages, with implications for the classroom.

517 Bilingual Education (3:3:0). Examines the historical, legal, and legislative foundations of bilingual education, with analysis of theory, research, and current educational programs for language minority students, including English as a Second Language (ESL) programs.

518 Multicultural Education (3:3:0). Examines the historical and theoretical foundations of multicultural education through focus on the concept of cultural pluralism in an ethnically, linguistically, and culturally diverse society. Emphasis is on developing a multicultural curriculum for diverse classroom settings and the verbal and nonverbal communication skills necessary for cross-cultural functioning. Field experience in public schools is required.

519 Methods of Teaching in Bilingual/English as a Second Language Settings (3:3:0).Prerequisite: EDCI 516. Examines approaches, methods, and techniques for teaching English as a Second Language (ESL) in bilingual and ESL classrooms, as well as resources available in the field. Participants critically analyze and demonstrate teaching approaches based on second language acquisition research, including teaching language through content. Field experience in public schools is required.

520 Assessment in Bilingual/English as a Second Language Settings (3:3:0). Prerequisites: EDCI 516 and 519. Examines federal, state, and local education policies and practices in assessing language minority students and English language learners. Topics include identification, placement, monitoring of student progress, development of authentic performance-based measures, design of portfolios, application of measurement concepts, and analysis of assessment instruments.

521 Curriculum Development in Bilingual/English as a Second Language Settings (3:3:0).Prerequisites: EDCI 516 and 519. Examines current approaches to curriculum development for second language learners and language minority students. Participants review, evaluate, and develop curricular materials, with primary emphasis on learner-centered activities, cooperative learning, interdisciplinary and thematic approaches, authentic and problem-based learning, integration of language and content, and linkage of assessment and instruction.

522 Children, Families, Schools, and Communities (Ages Birth to 8 Years) (6:6:0). Prerequisite: Admission to GSE. Provides students with a knowledge of child and family development from an integrated perspective. Students explore the role of culture and theories in providing frameworks for understanding and interpreting child and family growth and development. Both factors that facilitate development and factors that may place children at developmental risk are examined. Students learn about various disabilities and the way in which both risk and actual disability affect both family and child development. Students acquire an appreciation for the critical role of families and their diversity in supporting the development of the child.

528 Teaching and Learning Mathematics in Middle Education (3:3:0).Prerequisite: Admission to the Teacher Education program or permission of instructor. Focuses on the learning processes fundamental to the development of mathematical thinking. A variety of instructional strategies and materials are examined in relation to the broad scope of mathematical content taught in the middle grades. Field experience in public schools is required.

529 The Teaching and Learning of Social Studies and the Humanities in Middle Education (3:3:0).Prerequisite: Admission to the Graduate School of Education. Focuses on the design and delivery of an integrated curriculum centered on knowledge and skills from history and the social sciences for citizenship education. The development of the social studies unit as the unifying core of the middle grades (4-8) curriculum is examined. Field experience in public schools is required.

549 Foreign Language Immersion in the Elementary School (3:3:0). Studies theories and methods of teaching foreign language through the elementary school curriculum, as well as curriculum development, assessment, and community relations in foreign language immersion classes.

550 Teaching Foreign Languages in the Secondary School (3:3:0). Studies theories and methods of foreign language teaching, with practical application to the classroom. Field experience in public schools is required.

551 Curriculum and Instruction in Middle Education (3:3:0). Studies the development of curriculum in the middle grades, historical backgrounds, present programs, development and implementation of new programs, program evaluation, and instructional and organizational implications. Field experience in public schools is required.

567 Teaching Social Studies in the Secondary School (3:3:0). An advanced course in methods, materials, content and organization of social studies programs in the secondary schools. Field experience is required for those seeking initial teacher licensure.

569 Teaching English in the Secondary School (3:3:0). An advanced course in methods, materials, content, and organization of English programs in the secondary school. Field experience is required for those seeking initial teacher licensure.

572 Teaching Mathematics in the Secondary School (3:3:0). Studies curricula, current issues, and research literature in secondary school mathematics. Emphasis is on developing different styles of teaching. Field experience is required for those seeking initial teacher licensure. Spring semester only.

573 Teaching Science in the Secondary School (3:3:0). An advanced course in methods, materials, content, and organization of science programs. Emphasis is on curriculum planning, current methodologies, and trends education in secondary schools. Field experience is required for those seeking initial teacher licensure.

597 See EDUC 597.

600 See EDUC 600.

601 Applied Study of Young Children's Language Development (3:3:0). Prerequisite: Admission to the Graduate School of Education. Focuses on analyzing the language development of preschool, kindergarten, and primary children, and on designing individual and group language experiences. Language development is studied in relation to cognitive, social, and emotional development.

602 Technology Applications in Early Childhood Education (3:3:0).Prerequisite: Admission to the Graduate School of Education. Examines criteria and methods for integrating technology into all areas of the early childhood curriculum. The use of instructional technology to facilitate cognitive and social growth is emphasized.

603 Trends, Issues, and Research in Early Childhood Education (3:3:0). Prerequisites: Admission to the Graduate School of Education and EDRS 590. Examines current trends, present and recurring issues, research findings, and resulting program development in the field.

605 Problem Solving in Early Childhood Mathematics and Science (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Focuses on preoperational and concrete operational children, developing specific problem- solving strategies useful in mathematics and science. The use of concrete materials to solve problems in mathematics and science in the primary grades is emphasized. Field experience in public schools is required.

606 Creative Expression and Play in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Studies children's creative expression and psychomotor development through play, developmental stages of art in two- and three-dimensional forms, musical chants, rhythms, and instruments, listening and interpreting music as an integral part of the total curriculum. Field experience is required.

607 Literature and Literacy in Early Childhood Education (3:3:0).Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Guides students in developing and applying criteria for evaluating children's literature. The course examines stages of reading development, assessment procedures, teaching strategies, print environments, reading materials, and classroom organizational patterns. Field experience in public schools is required.

608 The Teaching and Learning of Science in Middle Education (3:3:0).Prerequisite: Admission to the Graduate School of Education. Emphasizes collecting, organizing, and interpreting data as a result of inquiry into activity-oriented explorations. This is a "hands-on" activities course in the biological, physical, and earth sciences and requires student demonstrations for the appropriate content level. Field experience in public schools is required.

609 Problem Solving in Mathematics in Middle Education (3:3:0).Prerequisite: Admission to the Graduate School of Education or permission of program coordinator. Focuses on the development of higher order thinking skills as they are used to solve problems in grades 4-8. A variety of techniques and materials are used to develop specific problem-solving strategies. Field experience is required for those without full-time teaching experience.

610 Literature and Literacy in Middle Education (3:3:0).Prerequisite: Admission to the Graduate School of Education. Emphasizes the interrelatedness of the language arts and their natural bond with literature. Listening, speaking, reading, and writing are featured as the means for encoding and decoding. Books and authors are highlighted, leading to appreciation of books and reinforcing the art and skill of written, oral, and nonverbal communication. The use of literature to nurture cognitive, personal, and social development is examined. Critical thinking permeates the course. Field experience in public schools is required.

612 Content Area Reading in Middle Education (3:3:0). Studies theory, methods, diagnostic instruments, and evaluation practices to individualize content area instruction in grades 4-8. Included are review of testing instruments, techniques for instruction, and an understanding of study skills. Field experience in public schools is required.

620 Teaching Thinking Skills Across the Curriculum (3:0:0). Teaches through lecture, discussion, and demonstration, the design, analysis, application, and evaluation of a range of approaches to teaching thinking skills and strategies in grades K-12. Application to selected subject matter is stressed.

650 Curriculum Development in the Elementary School (3:3:0). Studies the development of curriculum in the pre-elementary and elementary grades, historical backgrounds, present programs, development of new programs, methods of implementing new programs, and evaluative methods and procedures.

657 Teaching Language Arts in the Elementary School (3:3:0). Studies methods, curricula, current issues, and research literature in English-language arts programs of the elementary school. Emphasis is on recent innovations in methodology and traditional concerns of the communication arts.

658 Teaching Social Studies in the Elementary School (3:3:0).Prerequisite: Course in teaching social studies in the elementary school. Studies methods, materials, content, and organization of social studies programs in the elementary school.

660 The Diagnostic Teaching of Reading in the Elementary School (3:3:0). Prerequisite: Course in reading. Uses diagnostic techniques, diagnostic instruments, and evaluation to individualize the reading instruction in the classroom. The course is designed primarily for classroom teachers.

661 Literature in the Elementary School (3:3:0).Prerequisite: Course in children's literature. An advanced course relating to children's literature.

663 Teaching Science in the Elementary School (3:3:0).Prerequisites: Course in teaching science in the elementary school and/or permission of instructor. An advanced course in the methodology and materials involved in teaching the biological, physical, and earth sciences.

666 Teaching Mathematics in the Elementary School (3:3:0). Studies curricula, current issues, and research literature in elementary school mathematics. Emphasis is on development of different styles of teaching.

667 Advanced Methods of Teaching Social Sciences in the Secondary School, Part II (3:3:0).Prerequisites: EDUC 522 and 539, EDIT 504, and EDCI 567. Emphasizes interdisciplinary curriculum and instruction, implementing national state standards, authentic assessment, and adaptations for diverse populations. Field experience is required.

669 Advanced Methods of Teaching English in the Secondary School (3:3:0). Prerequisites: Successful completion of EDCI 569. Students must be enrolled in Internship in Secondary Education, (EDCI 790-C) or have permission from the instructor. A continuation course in "methods." (See EDCI 569.) This course guides students in working effectively with national and local standards for teaching secondary English.

672 Advanced Methods of Teaching Mathematics in the Secondary School (3:3:0). Focuses on the learning processes fundamental to the development of mathematical thinking from a problem-solving perspective. Students are introduced to national (NCTM) and state (SOL) standards regarding the nature of the content and methodologies appropriate for the teaching of school mathematics. A variety of instructional strategies and materials are examined and related to the broad scope of mathematical content in the secondary curriculum. Field experience is required for those seeking initial teacher certification.

673 Advanced Methods of Teaching Science in the Secondary School, Part II (3:3:0). Prerequisite: EDCI 573. Advanced study of teaching and curriculum development based on research and current issues. Emphasis is on integrating science and technology, adapting instruction to the needs of diverse learners, and promoting safety.

674 Advanced Methods of Teaching Foreign Languages in the Secondary School (3:3:0).Prerequisite: EDCI 550 or approval of instructor. Blending of theoretical knowledge and practical application in an interactive format that gives both preservice and veteran teachers the background information and tools needed to improve classroom teaching. Advanced study of second language pedagogy and teaching trends based on current research. Emphasis is on the integration of the American Council of Teaching of Foreign Languages (ACTEL) standards, use of multimedia and other Computer Assisted Language Learning (CALL) strategies, assessment, use of portfolios, classroom management strategies, textbook evaluation, and multiple learner styles. Field experience (15 hours) is required.

675 Advanced Methods of Teaching Science in Middle Education (3:3:0).Prerequisite: EDCI 608. Advanced study of science teaching and curriculum based on research and current issues. Emphasis is on national, state, and local science standards; integrating science and technology; adapting instruction to the needs of diverse learners; and promoting laboratory and environmental safety. Field experience in public schools is required.

676 Advanced Methods of Teaching Social Studies and the Humanities in Middle Education (3:3:0).Prerequisite: EDCI 529. Advanced study of teaching social studies and the humanities in middle education. Continues the focus on the design and delivery of an integrated curriculum centered on knowledge and skills from history, geography, and the visual arts for citizenship education through the development of instructional units for the middle grades (4-8). Emphasis is on economics, civics, and performing arts. Field experience in public schools is required.

701 Educational Program Development (3:3:0).Prerequisite: Completion of student teaching or bachelor's degree from an accredited undergraduate institution. Analyzes and applies principles and procedures essential to the planning, design, testing, evaluation, revision, and implementation of instructional programs for use in schools, community colleges, public agencies, museums and business settings. The course studies selected theory, research, and exemplary practice regarding program development, and investigates alternative strategies for developing instructional programs.

705 Instructional Design (3:3:0).Prerequisite: Teaching experience. Analyzes, applies, and evaluates the principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Attention is given to a variety of instructional design models, with emphasis on recent contributions from cognitive science and related fields.

710 Technology and the Culture of Schools (3:3:0). Corequisite: EDIT 711. Explores the relationship between human inventions and social, political, cultural, and epistemological constructions. Examines the history of technology, the relationship between technology and human behavior, and theories of social change and technology. Emphasis is on the ways in which technological and social changes influences and shape the goals and outcomes of the K-12 educational process. Included in the broader discussion of technology, change, and education is a consideration of the linkages between technology and educational reform, the ways in which technology is associated with the educational reform movement, and the ways in which educators can take leadership roles in facilitating the intersection of educational reform and technology.

712 Technology and Learning (3:3:0). Corequisite: EDIT 713. Explores ways of knowing and theories of learning as they are reflected in and influenced by technology. Attention is paid to analysis, application, and evaluation of current theories such as constructivism, multiple intelligences, the role of symbolization in human cognition, the development of problem-solving and critical thinking strategies, and the conditions of learning. Attention is paid to the relationship between technological forms and the nature and structure of human cognition, especially as it influences K-12 educational practice. In addition, the course explores the relationship between technology and the nature of individual learner attributes, of learners in context, of special needs learners, of culture and of multiple cultures, and issues of access, equity, and values.

714 Methods of Integration (3:3:0). Corequisite: EDIT 715. Designed to engage students in consideration of curriculum design strategies that facilitate the integration of technology. Includes examples of curriculum design strategies, readings, discussions, and design of lessons or units appropriate to students' various contents. This first course in the sequence focuses on understanding disciplinary standards (i.e., NCTM, NARST, Virginia's SOL), the role of a variety of technology applications in support of these standards, and strategies for curriculum design, such as the learning cycle, thematic design, interdisciplinary/transdisciplinary approaches, and writing across the curriculum.

716 Principles of Integration (3:3:0). Corequisite: EDIT 717. Designed to engage students in a continued consideration of curriculum design strategies appropriate for the integration of technology. The course includes examples of curriculum design strategies, readings, discussions, and design of lessons or units appropriate to students' various contexts and contents. This second course in the sequence builds on previous student learning and focuses on technology's role in problem-based learning, problem-centered curriculum design, authentic instruction, and rationales and processes for implementing authentic assessment strategies.

723 Assessment and Guiding Behavior in Early Childhood Education (3:3:0). Prerequisite: Admission to the Graduate School of Education; corequisite: EDCI 790-A. Examines strategies and techniques for guiding young children's behavior. Guidance principles, communication strategies, parent conferencing, and behavior management techniques are presented, analyzed, and applied in classroom settings. Attention is given to the administration and interpretation of informal and formal evaluation tools.

737 Observing, Assessing, and Guiding Behavior in Middle Education (3:3:0). Prerequisite: Admission to the Graduate School of Education; corequisite: EDCI 790-B. Examines strategies and techniques for guiding the behavior of students in middle education. Guidance principles, communication strategies, parent conferencing, and behavior management techniques are presented, analyzed, and applied in classroom settings. Attention is given to the administration and interpretation of informal and formal evaluation tools.

781 Advanced Seminar in Early Childhood Education (3:3:0).Prerequisite: Completion of graduate program except for seminar, or permission of program coordinator. Applies graduate course work to instructional situations through discussion, projects, and reports related to practice and/or research.

782 Advanced Seminar in Middle Education (3:3:0).Prerequisite: Completion of graduate program except for seminar, or permission of program coordinator. Applies graduate course work to instructional situations through discussion, projects, and reports related to practice and/or research.

783 Symposium in Secondary Education (3:3:0). Today's dictionary defines symposium as a "meeting or conference for discussion of some subjects, or a collection of opinions expressed, and information contributed, by several persons or a given topic or subject." The Greeks described it "as a convivial meeting for conversation and intellectual entertainment and stimulation." The secondary faculty believes the word accurately reflects what occurs in the course.

790-A Internship in Early Childhood Education (6:6:0).Prerequisite: Admission to the Graduate School of Education; corequisite: EDCI 723. Provides intensive, supervised clinical experience of a full semester in a Virginia public school. Experiences in both kindergarten and grades 1, 2, or 3 must be included. Additional experiences are structured to meet preprofessional needs. The course must be taken twice in Professional Development School (PDS) model.

790-B Internship in Middle Education (6:6:0).Prerequisite: Admission to the Graduate School of Education; corequisite: EDCI 737. Provides intensive, supervised clinical experience of a full semester in a Virginia public school. The course provides experiences in both upper grades of an elementary school and in a middle school. Additional experiences are structured to meet preprofessional needs. The course must be taken twice in PDS model.

790-C Internship in Secondary Education (6:6:0).Prerequisites: Admission to and completion of all additional course work in the secondary education licensure program, and/or permission of instructor and adviser. Provides intensive, supervised clinical experience of a full semester in an approved Virginia secondary school.

797 See EDUC 797.

895 Emerging Issues in Curriculum and Instruction (3:3:0).Prerequisite: Admission to the Ph.D. program or permission of instructor. Studies current issues in the fields of curriculum and instruction through individual and group research, discussion, and writing, and presentations by experts. In this seminar, each student conducts a critical analysis of a specific field.