EDUC 511S. Educational Assessment and Measurement

Students will examine and analyze the theories and practice in psycho-educational diagnosis and remediation of children's learning disabilities. The areas of perception, cognition, language, and motivation will be explored in relation to school subject matter and classroom performance.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of instructor.

EDUC 517S. Reading Assessment and Instruction Across the Curriculum

A study of the techniques for diagnosing elementary, middle, and high school students with reading difficulties, causes of reading problems, evaluation and instruction of frequently used tests and inventories including group and individual, ideas for integrating literature/writing into content area curriculum based on Virginia Standards of Learning, and techniques for improving reading/writing achievement of students of all ability levels.

Hours credit: 2. Prerequisite: acceptance to the Program am or permission of instructor. Corequisite: EDUC 517PS.

EDUC 517PS. Reading Assessment and Instruction Practicum

Integration of theoretical and practical aspects of a reading program in a supervised clinical setting. Students function as members of the literacy staff and are required to develop, implement, and evaluate diagnostic and remedial reading programs based on Virginia Standards of Learning for children in grades 1-8. Written reports are prepared for the parents and schools of the children served.

Hours credit: 1. Prerequisite: acceptance to the Program or permission of instructor. Corequisite: EDUC 517S.

Qualitative and quantitative research methods on teaching and learning of diverse learners. Criteria for judging validity and applicability of research-based knowledge. Framing educational problems worthy of inquiry. Designing and assessing studies of teaching practices.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of instructor.

EDUC 527. Current Trends and Legal Issues with Diverse Populations

This course examines federal and state special education law including the Individuals with Disabilities Education Act (IDEA). The first half of the course will involve the study and analysis of relevant case law and statutes. The second half of the course students will apply their knowledge of education law.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of the instructor.

EDUC 600P. Interdisciplinary Practicum

Field placement focused on the practice of curriculum implementation and instructional strategies appropriate for corresponding methods course.

Hours credit: 2. Prerequisite: acceptance to the Program or permission of the instructor.

EDUC 603. Methods for Teaching Students with Mild Disabilities

Focuses on the knowledge base for educational intervention of students with diagnosed mild learning differences. Course content includes strategies for reading, written expression, mathematics, social-behavioral, study skills, and vocational and career options. The development of individual programs in collaboration with general and special education colleagues will be emphasized.

Hours credit: 2. Prerequisite: acceptance to the Program or permission of the instructor. Corequisite: EDUC 600P.

Focuses on teaching and learning in schools (preK-12) and includes the study of curriculum and methodologies suitable for a variety of content areas and students’ learning needs. Emphasis is placed on developing teachers’ leadership qualities in the classroom and in the school.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of instructor.

EDUC 606. Literacy Development for Struggling Readers

Intervention techniques for accelerating the reading ability of struggling readers in grades 3-12. Instructional methods presented in four categories of literacy development: reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Students learn to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement based on Virginia Standards of Learning.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of instructor. Corequisite: EDUC 600P.

EDUC 615. Curriculum and Teaching Problems in Elementary and Secondary Schools

Each student investigates a special instructional problem under the direction of the instructor. The research is supplemented by field work in an appropriate grade/content area. Open only to students accepted into the graduate education program and who have met one of the cross listed requirements as an undergraduate. Individual conferences to be arranged.

Hours credit: 3. Prerequisite: EDUC 511S and 523S or equivalent. May be repeated for credit up to a maximum of 6 semester hours.

EDUC 618. Instruction in the Subject Area

Seminars focusing on the structure of the disciplines and subject-specific methods of teaching based on Virginia Standards of learning and national standards. Supervised opportunity to implement subject-specific instructional strategies and classroom management skills in a local school setting.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of instructor.

EDUC 361/661. Survey of Special Education

Theories, definitions, and characteristics of students with mild disabilities. Students study learning problems and difficulties students with learning differences face in the general education classroom, resources and curricular modification, instructional strategies that facilitate learning. Virginia alternative testing requirements to meet NCLB are studied.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of instructor.

EDUC 663. Reflective Seminar for Intern Teaching

Hours credit: 1. Prerequisite: acceptance to the Program or permission of the instructor.

EDUC 683. Seminar in Education Research and Teaching I

M.A.T. candidates plan a research proposal and presentation based on studying empirical research design and the methodologies required. This includes both qualitative and quantitative methods of research. Candidates learn and complete the procedure for applying to Institutional Review Boards.

Hours credit: 2. Prerequisite: acceptance to the Program and satisfactory progress in the professional licensure degree program.

EDUC 684. Seminar in Educational Research and Teaching II

This course is designed to provide M.A.T. candidates opportunities to and conduct qualitative and quantitative research. Each candidate will work with a faculty supervisor to prepare a research project and develop a comprehensive proposal and IRB protocol. Candidates will present their work during an oral presentation for colleagues and faculty.

Hours credit: 2. Prerequisite: acceptance to the Program and satisfactory progress in the professional licensure degree program.

EDUC 692. Advanced Research Methods

This course comprises identification of research problems in education, consideration of alternative designs and methods of investigations, and development of a research proposal, data collection, and analyses of research results at the graduate level.

Hours credit: 3. Prerequisite: acceptance to the Program or permission of the instructor and EDUC 523S or equivalent.

EDUC 693. Intern Teaching for M.A.T.

Supervised teaching assignments in local school settings. Intern teachers maintain schedule of their assigned cooperating teacher. Placements are made according to endorsement area.

Hours credit: 9. Prerequisite: satisfactory completion of all graduate level course work required for the degree.

EDUC 695. Master In Education Internship

This internship occurs in a school setting and provides candidates opportunities to work with students with learning differences.

Hours credit: 9. Prerequisite: satisfactory completion of all graduate level course work required for the degree.

EDUC 696S. Thesis Seminar for M.Ed. Candidates

Candidates, working under faculty supervision, complete and defend a thesis based on educational research.

Hours credit: 4. Prerequisite: acceptance to the Program or permission of the instructor. Students may re-enroll in EDUC 696, only if they are making satisfactory progress as determined by faculty members, until the thesis is defended. Students who fail to make satisfactory progress will receive an F in EDUC 696 and be withdrawn from the program. Upon successful defense of the thesis, students will be granted 4 credits for EDUC 696. Offered on a pass/fail basis only.