See schedule of course offerings at www.emu.edu/maed
Core Courses (EDCC)
EDCC 501 Creating Cultures of Change (3 SH)
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Examines quantitative and qualitative research studies that impact education. Presents action research theory and design so that students may apply action research to their individual programs. Participants are taught within the course to use computer technology to conduct a literature review, collect, analyze and interpret data. Participants prepare an action research proposal, ready to be fine-tuned with their program mentor. Prerequisite: Admission to Candidacy.
Curriculum and Instruction Courses (EDCI)
EDCI 500 Foundations of Curriculum Development (1-3 SH)
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Explores research on how the brain processes, stores, and retrieves information, and on the impact of trauma and resilience on learning and behavior. In this regard, advances in neuroscience and the cognitive sciences provide insight into how life events, instructional design, instructional delivery, and educational environments can reshape brain structure and function in ways that can support or hinder a student’s motivation, engagement, achievement, and behavior. Intended for K-12 teachers, educational specialists, and administrators.
Classroom Technology Courses (EDCT)
EDCT 501 Technology to Enhance Learning (3 SH)
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Participants will identify, use and evaluate 21st Century Learning Tools that can be used to address the top level of the “new” Bloom’s Taxonomy – Creating. These tools will be used in the context of designing and delivering instruction that is consistent with current best practices for integrating technology.
Trauma and Resilience Courses (EDDA)
EDDA 501 Fostering Resilience through School and Community Partnerships (3 SH)
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Analyzes research bases for understanding risk and resilience and explores protective factors within the child, family, and community which enable resilience and mitigate risk factors.
Special Education Courses (EDDS)
EDDS 511 Foundations and Procedural Issues in Special Education (3 SH)
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Addresses research and best practice in curriculum development, instructional planning and behavior management to support students with high incidence disabilities: cognitive (ID), learning (LD), and emotional needs (ED). Emphasizes culturally sensitive integration of students into family life, schools and community programs and services.
Literacy and Reading Specialist Courses (EDLA)
EDLA 501 Foundations of Literacy (3 SH)
Examines the psychological, social, cultural and linguistic components of the developmental processes of reading and writing. The focus of the course is to develop an understanding of how children learn to read; to understand the spelling system of English orthography and how that influences word knowledge in reading and writing; to acquire an ability to select materials appropriate to the child's developmental stage and to explore what teachers can do to provide appropriate instruction. Appropriate instruction is based on the findings of the National Reading Panel and feature research and its implications in phonemic awareness, phonics, fluency, comprehension and vocabulary.
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Examines and implements current research and instructional strategies for incorporating reading, writing, vocabulary development and research in collaborative settings across the curriculum. Focuses on the reading/writing connection and the processes of teaching reading, writing, vocabulary, and research as tools for critical thinking. Attention is given to differentiating instruction for diverse student populations, adolescent literacy, and 21st century literacies. Emphasizes the need for teachers and students to become authors within educational settings and to write for authentic audiences.
Reflective Practice Courses (EDPC)
EDPC 601 TESL Practicum (3 SH)
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Incorporates a written report and delivery of a student-designed action research project. Under faculty supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551 Action Research in Educational Settings.
Restorative Justice in Education Courses (EDRJ)
EDRJ 551 Foundations of Restorative Justice in Education (3 SH)
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Designed for teachers, counselors, administrators, social workers and others who work with students, school climate, and student achievement in K-12 schools. Restorative discipline is based on restorative justice theory and fills the relationship gap in current school discipline practices. The model articulated in this course views misconduct first as a violation of relationships and secondarily as a violation of school rules and expectations. The misbehaving student has the primary responsibility of repairing the harm done. All of this is in the context of community building in the classroom and school to create positive human connection and relationships.
Teaching English as a Second Language Courses (EDSL)
EDSL 551 Methods of Teaching ESL/FL (3 SH)
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