5560. Fundamentals of Bilingual and English as a Second Language Education in EC–12 Settings. 3 hours. Examination of historical and legal aspects of bilingual and English as a second language education in EC–12 settings, including program models for the education and English language learners; also, an overview of theories of second language learning and their implications for practice in schools. A minimum of 10 hours of observation is required.
5570. Assessing Language and Content Learning in EC–12 Bilingual and English as a Second Language Education. 3 hours. Examination of issues related to assessment of language proficiency and cognitive abilities of EC–12 English language learners, including the importance of appropriate diagnostic testing to the teaching and learning process; a review of potential cultural bias in EC–12 assessment procedures for assessing eligibility of EC–12 students for special language programs.
5580. Curriculum for EC–8 Bilingual Education. 3 hours. Study of methods, approaches and materials to teach content in a bilingual classroom with a special focus on the rationale and techniques for literacy development in Spanish. Language of instruction is Spanish and English. Placement through departmental Spanish proficiency exam. Ten hours of observation in authentic bilingual classrooms are required.
5585. Teaching, Reading and Other Language Arts in Bilingual Education. 3 hours. Theoretical principles, practices and materials applicable to the teaching of reading and other language arts in Spanish in elementary bilingual education classrooms. Key topics include reading pedagogy for biliteracy, issues of transfer from Spanish to English reading, process writing, children’s literature, use of Internet and applicable computer software resources and assessment strategies. Language of instruction: Spanish. Placement through departmental Spanish proficiency test. Minimum of 10 hours of observation in authentic bilingual classroom.
5590. Pedagogy of English as a Second Language for EC–12 Classrooms. 3 hours. Examination of appropriate procedures and materials for academic content instruction and language development for English Language Learners (ELL’s). Topics to be explored include structured and unstructured techniques for teaching ELL’s, the relationship between oral language development and literacy skills, the development of literacy skills in English for students who are not literate in the first language and methods for effective sheltered English instruction. Emphasis placed on inclusion of all learners.
5013. Research Strategies and Techniques in Early Childhood Education. 3 hours. Research strategies and techniques and their application to the research process in early childhood education.
5030. Practicum, Field Experience or Internship. 3, 6 or 9 hours each. (0;0;3,6,9) Supervised professional activities in development, family studies and early childhood education. Registration is on an individual basis and student must have prior consent of professor.
5470. Early Childhood Classroom Management. 3 hours. Explorations of current theories of classroom management including alternative discipline approaches. Emphasizes application to children in early elementary school (early childhood) classrooms. Fifteen (15) hours of observation are required.
5513. Advanced Studies in Early Childhood Education. 3 hours. Advanced survey of theory/philosophy and research related to educating children. Integrative and comprehensive assessment of both classic and recent contributions in the field of early childhood education. Course requires involvement in early childhood setting.
5523. Early Childhood Education Colloquium. 3 hours. Rotating graduate seminar featuring workshops and/or lectureships led by national experts in the field of early childhood education.
5613. Advanced Curriculum for Early Childhood. 3 hours. Study of the principles of curriculum construction and innovative instructional practices for early childhood. Explores research related to organization strategies including planning, arrangement, and selection of materials and evaluation.
5623. Environments and Programs for Young Children. 3 hours. Recommended for individuals entering the early childhood profession. Emphasizes the application of early childhood theory and developmentally appropriate practices. Includes curriculum planning, classroom management, and techniques and strategies for effective learning environments.
5633. Assessment in Early Childhood Education. 3 hours. Examines the role of assessment in the process of program development, instruction and individual differences. Attention is given to observational strategies, record keeping, analysis of data, instructional planning and program evaluation.
5643. Leadership and Supervision of Programs. 3 hours. Issues and problems in administration of programs for children, youth and families. Includes administrative leadership of programs and staff, effective staff development and supervision.
5653. Making the Literacy Connection: Language to Reading. 3 hours. Study of the development of literacy in young children through oral language, listening comprehension, alphabetic knowledge, print awareness and reading. Addresses young children’s communication, language diversity, age-appropriate characteristics and appropriate instructional techniques to support literacy and reading. Includes techniques for assessment and evaluation of early language development. (Same as EDRE 5653.)
5800. Special Topics in Early Childhood Education. 1–3 hours. Organized classes designed to accommodate the needs of students and demands of program development not met by regular offerings. Short courses and workshops on specific topics are offered on a limited basis, to be repeated only upon demand. May be repeated for credit as topics vary.
5900-5910. Special Problems. 1–3 hours each. Open to graduate students capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor.
5950. Master’s Thesis. 3 or 6 hours. To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.
6030. Practicum, Field Problem or Internship. 3 hours. Mentored professional activities in early childhood education. Registration is based on approval from student’s committee. May be taken once for credit.
6511. Continuing Integrative Seminar. 1 hour. Integration of knowledge gained from courses, seminars and community experiences through interaction with practicing professionals to explore the political, economic and social forces that shape and influence early childhood education.
6523. History, Philosophy and Ethics of Early Childhood Education. 3 hours. Investigates the origins of early childhood education considering historical, philosophical and ethical issues. Contributions of leaders in early childhood are evaluated through social and educational contexts.
6533. Current Readings and Research in Early Childhood Education. 3 hours. Introduction to current research as well as historical and contemporary readings in early childhood education. Contributes to students’ roles as professionals in the field. Assigned readings are critically examined; students lead discussions on self-directed readings. Students are required to register for this course in each of their first three terms/semesters of course work. 3 hours required; limit of 4 hours may be applied to the degree plan.
6543. Critical Issues in Early Childhood Contemporary Society. 3 hours. Critical issues and their implications in improving early childhood education and influencing public policy. Issues are explored across change areas (environment, children and families, context, services and agencies) and topic (risk factors, violence, schooling and education, equity, culture and gender).
6613. Leadership, Professionalism and Social Change in Early Childhood Education. 3 hours. Assists early childhood professionals in developing educational leadership, vision and the ability to promote social change through understanding the roles of the individual educator, organizations and the community.
6623. Advocacy in Early Childhood Education. 3 hours. Critical examination of the rationale, evidence and program and policy issues involved in family-oriented early childhood initiatives and service systems. Readings and discussions focus on issues such as the characteristics, strengths and weaknesses of emerging policies and programs to strengthen and support families with young children and change and reform efforts in various agencies.
6800. Special Topics in Early Childhood Education. 3 hours. Organized classes designed to accommodate the needs of students and demands of program development not met by regular offerings. Short courses and workshops on specific topics are offered on a limited basis, to be repeated upon demand. May be repeated for credit as topics vary.
6900-6910. Special Problems. 1–3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.
6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.
Students wishing to enroll in the following TWU courses will do so through a cross-registration mechanism administered by the School of Graduate Studies at UNT.
FS 5203. Language and Literacy in Early Childhood. In-depth study of language and literacy for ages birth through eight, including strategies for promoting early literacy development at home and at school. 3 lecture hours a week.
FS 5213. Curriculum Development in Early Childhood. In-depth study of basic principles underlying curriculum construction and innovative instructional practices for ages birth to eight; emphasis on research related to organization and sequential arrangement of materials. Observation/Field Experience: 15 clock hours. 3 lecture hours a week.
FS 5223. Child Growth and Human Development in Early Childhood. Motor, social, emotional and cognitive aspects of the development of children birth through age 8. Observation/Field Experience: 15 clock hours. 3 lecture hours a week.
FS 5263. Observation and Assessment in Early Childhood. Designed to provide a comprehensive knowledge base concerning assessment of young children. Areas of emphasis include development of skills in selection, use and interpretation of developmentally appropriate formal, informal and holistic instruments and procedures; measurement terms and principles; procedures and legal requirements for record keeping; use of technology in assessment; and managing an assessment team. Observation/Field Experience: 15 clock hours. 3 lecture hours a week.
FS 5273. Reflections and Perspectives in Early Childhood. An analysis of contemporary issues and problems in early childhood including investigations of current research, as well as analysis of ethical, political and advocacy issues. 3 lecture hours a week.
FS 5773. Home/School/Community Partnerships. Investigate techniques and strategies for developing and implementing effective home, school, community involvement programs in early childhood settings. Observation/Field Experience: 15 clock hours. 3 lecture hours a week.
FS 5783. Issues in Early Childhood Research and Evaluation. A practical approach to research and evaluation theory and practice, which includes evaluating research articles and evaluation reports, identifying problems or topics for investigation, and synthesizing literature reviews. Quantitative and qualitative methodologies will be compared. 3 lecture hours a week.
FS 6623. Language in Early Childhood Classrooms. Analysis of psycholinguistic research in preschool language development, emphasizing pragmatics; determination of patterns of language use in early childhood classes; interpretation of ethnographic studies of language abilities of school-aged children from varied socioeconomic and ethnic groups from a sociolinguistic perspective; comparison of home and school language display; methods for continuing language growth in the classroom based on the demonstrated processes of language development. 3 lecture hours a week.
FS 6653. Seminar in Developmental Theory. An analysis and integration of theories and research on development in the early childhood and middle school years. 3 lecture hours a week.
FS 6663. Foundations of Early Childhood Education. Historical, philosophical, sociological, physical and psychological bases for understanding and implementing programs of early childhood education.
5300. Introduction to Educational Administration. 3 hours. Focuses on instructional leadership development and serves as the introductory course for degrees and certification in educational administration. Includes a study of campus-level leadership and accountability and concomitant roles and responsibilities, as well as interrelationships among administrators, teachers, students, parents and community groups. Degree plans are developed and the major professor/advisor is assigned.
5330. Instructional Leadership. 3 hours. Study of instructional leadership as it relates to the improvement of instruction, effective schools and ongoing effective program delivery by personnel. Areas to be explored and discussed include significant and recent research and best practices of instructional leadership, learning theory, the change process, school climate and culture, effective teaching methods and the relationship of instruction to curriculum.
5390. Campus-Level School Law. 3 hours. Provides an understanding of important constitutional, statutory, administrative and case law as it pertains to the everyday operation of schools in Texas. Students learn the legal framework within which schooling takes place and how it structures the decisions that campus administrators make. Primary emphasis is placed on legal issues facing campus-level administrators.
5400. Management of School Resources. 3 hours. Introductory-level course in the planning and management of school resources with particular applications to Texas. Designed to prepare building-level administrators to understand the issues influencing the planning and management of personnel, financial and capital resources at the school building level.
5500. Internship in Educational Administration. 3 hours. Provision for on-the-job experience and professional study in administration and supervision as directed by the student’s major advisor. Required for Texas professional certificate for school administration. Not applicable to degree programs. The internship requires 125 hours of experience at either a secondary, middle, elementary, or alternative school site.
5550. Computer Applications for Educational Administrators. 3 hours. Study and analysis of the use of technology in the administration of education with emphasis on using microcomputer applications to facilitate administrative activities; planning for the incorporation of technology into district/campuswide instructional programs; and promoting education via the use of technology.
5600. Race, Class and Gender Issues in Education. 3 hours. Race, class and gender inequities exist throughout educational systems. Students critically examine issues related to providing leadership for a diverse student population. Students learn what it means to be a culturally responsive leader and to review, research and debunk stereotypes and negative views. Students begin to recognize all learners as capable, motivated, resilient and able to build on cultural strengths. Strategies for school change are also explored.
5610. School Communications and Public Relations. 3 hours. Every administrator in an educational organization has a responsibility to engage in public relations on a daily basis. The primary objective of this course is to examine school-based public relations with the context of life in an information age, practice in schools shared decision making, and sustained demands for school improvement. Students study three critical dimensions of school public relations: informing the public; modifying attitudes and opinions; and integrating the actions and attitudes of an organization with those of its public.
5620. Administration and Leadership for Student Educational Services. 3 hours. Designed to investigate the values, theoretical bases, best practices and challenges for leaders who administer student educational services at the school or district levels. Provides a review of federal laws, rules, regulations and expectations for students placed at risk in educational settings by circumstances and situations beyond their control. Emphasis on students who are educationally disadvantaged because of poverty, language differences, disabilities, interests and academic performance or lack thereof.
5630. Organizational Change and School Improvement. 3 hours. School change and improvement from the perspectives of classical/rational organizational theory, open systems theory, contingency theory and social systems theories. Content includes research on school change and school improvement, strategic planning, effects of major reform initiatives in the 1980s and 1990s, and the development of the literature review in a research study.
5650. Professional Development and Supervision. 3 hours. Provides students with the knowledge, interpersonal skills and technical skills to accomplish the supervisory tasks of direct assistance to teachers and professional development. Students learn how to implement models of professional development, especially job-embedded professional development, and how to apply the basic processes of developmental supervision, clinical supervision and coaching. In addition, the course addresses the relationship of effective supervisory behaviors to appraisal processes.
5680. Administration of the K–12 Curriculum. 3 hours. Examines the interaction among curriculum, instruction and assessment at site, district and national levels. Theoretical knowledge as well as site and district based curricular projects are included. The student develops an understanding of the critical importance of research based yet practical curriculum alignment and coordinated planning in school reform and improvement.
5700. Practicum in Educational Administration. 3 hours. The final course for the educational administration program area. During the class meetings students review and analyze fundamental issues in the educational administration competency areas, discuss current trends and pressures influencing changes in the field, and address knowledge and skills needed to be prepared for an administrative career. At least 125 contact hours are spent in the field working with a site or central office administrator dealing with specified instructional, supervisory, administrative, leadership, curricular and management responsibilities.
5800-5810. Studies in Education. 1–3 hours each. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Short courses and workshops on specific topics are offered on a limited basis, to be repeated only upon demand. May be repeated for credit.
5900. Special Problems. 1–3 hours. Open to graduate students who are capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor and the department chair.
6031-6032-6033. Practicum, Field Problem or Internship. 3 hours each. Provision for on-the-job experience or professional study in administration or supervision as directed by student’s major advisor. Limited to 6 hours in doctoral degree program. Special designation for each section is as follows.
6031. Internship Under Practicing School Administrator. Required for Texas professional certificate for school administration. Not applicable to degree programs.
6032. Practicum or Field Problem. An elective for doctoral candidates in administrative leadership.
6033. Internship Under School Superintendent. Required for Texas professional certificate for superintendent. Not applicable to degree programs.
6100. Theoretical Foundations of Educational Administration. 3 hours. Designed to provide educational leaders and administrators with the body of theory most relevant to the high-quality practice of educational administration, and to specifically relate research and theory to practice in educational administration.
6110. Advanced Theory and Research in Administration. 3 hours. Contemporary inquiry in educational administration. Examines the impact of positivism, subjectivism and functionalism and its critics on recent research on school organization and administration.
6200. Current Issues in Educational Administration. 3 hours. Doctoral seminar on issues of policy and practice in educational administration. Addresses value orientations, relevant research and policy considerations that shape decisions.
6310. Research Practicum. 3 hours. Students conduct a research project designed to generate or test theory.
6400. Politics of Educational Administration. 3 hours. Focuses on politics as it impacts educational administration. Starting with an exploration of the political systems model as a means of analysis, the course examines educational policy development at the local, state and federal levels. The roles of change agents, interest groups, lobbyists, the media and other political players are examined. Implications for administrative behavior are discussed. Much of the analysis is conducted through case studies and study of current educational issues.
6510. Seminar in Advanced Education Law. 3 hours. Builds on the content of the prerequisite course by focusing on legal and policy issues of particular concern to top-level educational policymakers and administrators. Topics include such controversial and complex issues as the role of the state in education, parental rights, school choice and vouchers, privatization, religion on campus, school desegregation and integration, and legal liability for constitutional wrongs. Topics vary, depending upon the current school reform agenda. Underlying concerns that drive the development of legal mandates in schooling are explored.
6520. Personnel Administration in the Public Schools. 3 hours. Principles and practices of personnel administration. Emphasis on recruitment, selection, deployment, evaluation, staff development, manpower planning and employee relations in the public schools.
6530. Educational Facilities. 3 hours. Planning, design, construction, maintenance and evaluation of educational facilities. Develops awareness and skills related to population projections, needs assessment, educational specifications, site selection, rehabilitation of buildings, maintenance and operation of educational facilities, and building evaluation surveys.
6540. Education and Public Relations. 3 hours. Principles and practices of public relations applied to education. Designed to provide proficiency and skill in the improvement of relations between the school and the public through interaction and utilization of political, community and human resources and other social institutions in the organization, and improvement of public education.
6550. Business Administration of the Public Schools. 3 hours. Organization of the business management function in the public schools, including internal structure, office and personnel management, budgeting maintenance and operation, transportation, food services, legal relationships, insurance and safety.
6570. Seminar in Advanced Educational Finance. 3 hours. Problems and issues involved in financing the public schools. The context and methodology of the course are suitable for educators working at all levels in the public schools and are directly relevant to their current problems and needs.
6580. Administration and Supervision of the Instructional Program. 3 hours. Major issues, problems and trends in the K–12 curriculum, from an administrative and supervisory point of view. Special emphasis is given to the role of organizational leadership and to strategies for stimulating, implementing and evaluating alternatives in curriculum and instruction.
6590. The Superintendency. 3 hours. An advanced course dealing with the basic functions of the superintendency — planning, programming, communicating and evaluating — and the current issues and problems confronting the practicing educational administrator.
6900-6910. Special Problems. 1–3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.
6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.
5070. Geo-Spatial Technologies for Educational Environments. 3 hours. Application of geo-spatial technologies for visualization and analysis in K–12 educational settings. Emphasis on applications such as Geographic Information Systems, Global Positioning System and Internet-based interactive mapping, and digital globes for geo-spatial inquiry in formal and informal educational environments. (Same as GEOG 5070.)
5100. Action Research for Multicultural Education. 3 hours. Provides graduate students with opportunities to review the literature on action research and multicultural populations and to develop basic skills in quantitative and qualitative data generation, analysis and interpretation.
5130. Philosophy and Principles of Multicultural Education. 3 hours. The recognition and examination of the philosophy and principles germane to multicultural education. Emphasis is on sensitivity to racial and cultural differences and their influences on an effective educational program. Students also examine the great diversity of lifestyles that our multicultural heritage embraces.
5320. Curriculum Development. 3 hours. Identification and understanding of the underlying philosophical principles, societal expectations and practical demands that must be reflected in the development of curricular offerings, incorporating appropriate instructional and evaluative methodology for a diverse student clientele. Includes continued development of the program portfolio. Includes research proposal for the program action research project.
5360. Effective Teaching and Learning. 3 hours. Theoretical grounding and practical experience to further enhance instructional knowledge and expertise of certified teachers. Course objectives are based on national and state standards for teacher development beyond initial certification. Enables student teachers to enhance student learning in the classroom and prepares teachers for campus leadership roles such as that of mentor teacher and staff development provider. Includes continued development of the program portfolio. Includes the literature review for the program action research project.
5620. Anthropology of Education. 3 hours. Examines issues and approaches relevant to the study of education within the field of anthropology. Introduction to anthropological concepts and anthropological methods used in the study of education and schooling. Examination of the relation between anthropology and education as it pertains to cultural transmission. Cultural difference, minority status, and educational outcomes. Current perspectives and critiques relevant to educational “problems” and emerging solutions derived from an anthropological perspective of education. (Same as ANTH 5620.)
5710. Curriculum and Instruction Inquiry I. 3 hours. Introduction to critical reflection and inquiry through action research. Development of basic skills as consumers of educational research and as teacher-researchers. Admission procedures are completed and degree plan developed. Should be taken upon first residence registration in the curriculum and instruction MEd program.
5720. Curriculum and Instruction Inquiry II. 3 hours. Advanced critical reflection and inquiry through action research and advocacy. Refinement of skills as consumers of educational research, teacher-researcher and advocate for and against educational change. Consideration of contemporary issues in education. Presentation of program portfolio is scheduled during enrollment in this course, including completion of action research report. Should be taken during the last resident registration in the curriculum and instruction MEd program.
5800-5810. Studies in Education. 1–3 hours each. Organized class specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Short courses and workshops on specific topics are offered on a limited basis. May be repeated for credit with departmental approval. (Same as EDEE/EDSE 5800-5810.)
5960-5970. Education Institute. 1–6 hours each. For students accepted as participants in special institute courses on a range of topics relevant to the development of teacher leaders. (Same as EDEE 5960-5970.)
6030. Practicum, Field Problem or Internship. 3 or 6 hours. The provision of supervised professional activities in education by the student’s major advisor. Registration is on an individual basis.
6110. Conceptual Frames for Curriculum and Instruction. 3 hours. Analysis of major concepts, areas of concern and modes of inquiry of the fields of educational history, philosophy, sociology and anthropology as applied to theory and policy in the fields of curriculum and instruction. Required entry course for doctoral program in curriculum and instruction.
6220. Conceptual Models of Curriculum Development. 3 hours. Descriptions and analyses of conceptual models of curriculum theory, curriculum development, and curriculum inquiry and research.
6230. Implementation and Evaluation of Curriculum. 3 hours. Course covers selected models of curriculum and allows students to analyze and design appropriate strategies for implementing and evaluating curriculum.
6280. Qualitative Research in Education. 3 hours. Focuses on the knowledge and skills necessary for naturalistic research; observation, interviewing and other qualitative data generation techniques, as well as data analysis and interpretation.
6285. Qualitative Data Analysis in Education. 3 hours. Data collection, analysis and interpretation using qualitative methodology such as participant observation and interviewing for data gathering with special focus on constant comparative/grounded theory for data analysis. Use of computer software programs for qualitative data analysis. Students complete a qualitative study consisting of at least 45 hours of field work during the term/semester.
6340. Conceptual Models of Learning and Instruction. 3 hours. The study of the research base and the learning theory underlying major current models of teaching.
6350. Research and Practice of Teaching. 3 hours. The course focuses on research in teaching; the selection, implementation and evaluation of strategies and models; and conceptual models of improving instruction.
6460. Policy Analysis in Curriculum and Instruction. 3 hours. Description and analysis of major factors involved in curriculum and instruction policy-making at the local, state, national and international levels. The course includes information and practice on developing a practical approach to policy development in curriculum and instruction.
6900-6910. Special Problems. 1–3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.
6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.
5020. Advanced Studies in Elementary School Mathematics. 3 hours. Modern curricula and techniques. The content, scope, philosophy and pedagogical strategies of several modern mathematics curricula and their utilization in upgrading mathematics instruction in the elementary school.
5030. Field Experiences in Elementary Schools. 3 hours. Supervised professional activities in elementary schools; includes teaching under supervision.
5040. Advanced Studies in Elementary School Social Studies. 3 hours. Teaching social studies in the elementary school and aspects of citizenship and character development.
5050. Advanced Studies in Elementary School Science. 3 hours. Modern curricula and techniques. The content, scope, philosophy and pedagogical strategies of several modern science curricula and their utilization in upgrading science instruction in the elementary school.
5060. Advanced Studies in Elementary School Language Arts. 3 hours. A comprehensive study, based on principles of child growth and development, of the language arts for the elementary school. Major areas of consideration are trends and philosophies, materials and techniques, and relevant research. The interrelationships of all the language arts are given primary emphasis.
5101-5102. Student Teaching in Pre-K through Grade 4. 3 hours each. Certification program requires 6 hours total, to be taken simultaneously. Teaching under supervision. Courses are designed for UNT teacher certification candidates in the post-baccalaureate program. Supervision by university faculty and support from a school-based mentor teacher. Content includes supervised application of the Texas Pedagogy and Professional Responsibilities Standards. Requirements include classroom teaching under the leadership of the mentor or cooperating teacher and guidance of the supervisor. Research paper and a professional portfolio may also be required.
5103-5104. Student Teaching in Grade 4 through Grade 8. 3 hours each. Certification program requires 6 hours total, to be taken simultaneously. Teaching under supervision. Courses are designed for UNT teacher certification candidates in the post-baccalaureate program. Supervision by university faculty and support from a school-based mentor teacher. Content includes supervised application of the Texas Pedagogy and Professional Responsibilities Standards. Requirements include classroom teaching under the leadership of the mentor or cooperating teacher and guidance of the supervisor. Research paper and a professional portfolio may also be required.
5105. Practicum I. 3 hours. Supervised teaching experience in school as a teacher of record. Required for initial teacher certification for those already holding a baccalaureate degree. Interns are guided by a school district mentor who assists them with classroom management strategies, student problems and concerns, and general guidance. Interns are also monitored and counseled by qualified university supervisors. Extensive online support and resources are provided. Grade is pass/no pass.
5115. Practicum II. 3 hours. Supervised teaching experience in school as a teacher of record. Required for initial teacher certification for those already holding a baccalaureate degree. Interns are guided by school district mentor who assists them with classroom management strategies, student problems and concerns, and general guidance. Interns are also monitored and counseled by qualified university supervisors. Extensive online support and resources are provided. Grade is pass/no pass.
5140. The Linguistically Diverse Learner. 3 hours. Designed to enhance an understanding of the unique needs and requirements of learners whose first language is not English. Students examine their own beliefs about speakers of other languages. Appropriate strategies and materials for the second language learner in both the ESL and regular classroom are explored.
5400. Curriculum Development in the Middle School. 3 hours. Analysis of the bases and techniques for curriculum development in the middle school with particular emphasis on the nature of the early adolescent learner and salient elements of middle school theory. Includes practical problems in developing curricula for middle schools and implementation of innovation in the middle school setting. (Same as EDSE 5400.)
5800-5810. Studies in Education. 1–3 hours each. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Short courses and workshops on specific topics are offered on a limited basis, to be repeated only upon demand. May be repeated for credit. (Same as EDCI/EDSE 5800-5810.)
5840. Engaging Students in Learning. 3 hours. Introduction to teaching in the school focusing on the circumstances of contemporary students, the qualities and practices of teachers who engage students in learning, and on schools as communities of learning for students and professionals. Teacher practices in classroom management and organization and focusing learning through assessment are emphasized. A field experience is included.
5850. Instructional Methodologies in Language Arts and Social Studies. 3 hours. Survey of subject-specific instructional methods and activities in English/language arts and social studies, along with connections to fine arts. Includes subject-specific assessments, subject-specific technology applications and the application of content area reading methods. Includes 24 clock hours of field experience. Course is designed for post-baccalaureate teacher certification candidates only.
5860. Instructional Methodologies in Mathematics and Science. 3 hours. Survey of subject-specific instructional methods and activities in mathematics and science, along with connections to fine arts. Includes subject-specific assessments, subject-specific technology applications and the application of content area reading methods. Includes 24 clock hours of field experiences. Course is designed for post-baccalaureate teacher certification candidates only.
5900-5910. Special Problems. 1–3 hours each. Open to graduate students who are capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor. Open only to resident students.
5950. Master’s Thesis. 3 or 6 hours. To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.
5960-5970. Education Institute. 1–6 hours each. For students accepted as participants in special institute courses. (Same as EDCI 5960-5970.)
5030. Practicum, Field Problem or Internship. 3–6 hours. (0;0;3–6) Supervised professional activities in reading education. Registration is on an individual basis.
5070. Literacy Development for English Learners. 3 hours. Detailed analysis of reading and writing instruction for English language learners. Includes theoretical models, recognition of current issues related to integrated literacy instruction, and delineates best practices for English literacy development in educational settings.
5170. Materials and Recent Developments in Reading. 3 hours. Recently developed reading programs, reading techniques and technological advances related to the reading field are examined in light of research.
5180. Advanced Assessment and Evaluation in Reading. 3 hours. An exploration of current techniques for assessment and evaluation in reading. Merging assessment and instruction in classrooms is emphasized.
5190. Reading Assessment and Instruction for Special Populations. 3 hours. Development, implementation and evaluation of assessment and instructional procedures in reading for special populations. Supervised instruction in a clinic setting is required.
5200. Development and Supervision of Reading Programs. 3 hours. Analysis of the total reading program, emphasizing specific strategies for improvement of programs.
5370. Advanced Reading Theory/Practice. 3 hours. A program designed to provide understanding of the many facets of the reading act, to provide opportunities for evaluation of approaches to teaching reading and to acquaint students with basic research in reading.
5510. Reading Workshop Approaches. 3 hours. Provides theory, research and practice related to composition instruction and writing workshop approaches, including classroom organization, the writing process and performance-based assessment practices. May be repeated for credit with advisor approval for a maximum of 6 hours.
5520. Writing Workshop Approaches. 3 hours. Provides theory, research and practice related to composition instruction and writing workshop approaches, including classroom organization, the writing process, and performance-based assessment practices. May be repeated for credit with advisor approval for a maximum of 6 hours.
5550. Literacy Instruction in Our Culturally Diverse Society. 3 hours. Establishes an awareness of the significance of culturally responsive literacy instruction and an understanding of the various components and characteristics of a learning context that support a diverse population. Emphasis on instruction, multicultural children’s literature, issues surrounding literacy instruction and assessment of such.
5653. Making the Literacy Connection: Language to Reading. 3 hours. Study of the development of literacy in young children through oral language, listening comprehension, alphabetic knowledge, print awareness and reading. Addresses young children’s communication, language diversity, age-appropriate characteristics and appropriate instructional techniques to support literacy and reading. Includes techniques for assessment and evaluation of early language development. (Same as EDEC 5653.)
5800-5810. Studies in Education. 1–3 hours each. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Short courses and workshops on specific topics are offered on a limited basis, to be repeated only upon demand. May be repeated for credit.
5900. Special Problems. 1–3 hours. Open to graduate students who are capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor. Open only to resident students.
5950. Master’s Thesis. 3 or 6 hours. To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.
6030. Practicum, Field Problem or Internship. 3 or 6 hours. Supervised professional activities in reading education. Registration is on an individual basis.
6040. Research in Literacy Assessment and Evaluation. 3 hours. Study of historically significant and current research and public policies that affect literacy assessment. Students are provided hands-on opportunities for action research in local schools or education agencies.
6060. Research in the Language Arts. 3 hours. Critical review and examination of extant research in the language arts with special emphasis on writing, listening and speaking. Current practices in language arts instruction are studied in relation to historical perspectives and contemporary research.
6070. Politics of Literacy. 3 hours. Investigation of significant policy documents that influence the field of literacy education. Along with building historical background, this course engages in critique and interpretation of policy from varying theoretical perspectives. Connections between research and policy, implications for district and campus decision-making, and opportunities for advocacy and policy development are included.
6080. Evolution of Literacy Research. 3 hours. Survey and critique of significant literacy research from its origins to the present. Focus on major works and contributions to the field, predominant researchers, as well as trends within literacy research and across related fields.
6090. Cognition and Reading. 3 hours. Analysis of the process of reading in relation to the physiological, perceptual, cognitive and affective domains.
6100. Seminar in Reading. 3 hours. Seminar engages learners in the exploration, analysis and critique of research reflecting a variety of topics in literacy, literacy education and related fields. Led by a different instructor each term/semester. Offered every spring and can be taken a maximum of twice in fulfillment of reading-related or elective degree requirements as approved by the doctoral program advisor.
6900-6910. Special Problems. 1–3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.
6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.
Students wishing to enroll in the following TWU courses will do so through a cross-registration mechanism administered by the School of Graduate Studies at UNT.
READ 6513. Observing and Responding to Young Readers. 3 hours. Focus on the systematic and controlled observation of young children using a series of diagnostic survey instruments. Additional content emphasis includes the teacher’s role in responding to emerging readers, based on actual observations of literacy behaviors and theoretical literacy perspectives.
READ 6523. Early Literacy Intervention. 3 hours. Focus on the procedure for working with emerging at-risk readers and writers. Course content is based on strategies children need to be independent readers and writers. Course content and presentation reflect a highly theoretical teacher decision making model based on actual observation of teacher-child interactions.
READ 6533. Foundations for Reading: Physiological and Psychological Dimensions. 3 hours. Critical examination of scientific studies and theories related to the physiological and psychological aspects of the reading act, analysis of facilitating and inhibiting factors in early reading development and appraisals of approaches to teaching beginning reading in relation to this analysis.
READ 6543. Theoretical Foundations: Early Literacy and Early Intervention. 3 hours. For Reading Recovery teacher leaders-in-training focusing on the underlying theories of early literacy acquisition (including processes related to reading, writing and oral language) and the underlying theories of prevention of reading difficulties through early intervention.
READ 6553. College and Adult Reading. 3 hours. Nature and scope of reading instruction for adults and college students; methods; materials; organization of developmental, corrective and accelerated study skill programs. 3 lecture hours a week.
READ 6573. Reading as Related to Language. 3 hours. Exploration of contributions and latest research of linguists, sociolinguists, psycholinguists and psychologists to the teaching of reading; examination of the role of language in the reading process including the social and cultural foundations of language use. 3 lecture hours a week.
READ 6583. Research in Reading. 3 hours. Description of methods and techniques employed in reading research; critiquing significant research and developing appropriate designs to study research topics. 3 lecture hours a week.
READ 6593. Advanced Reading Research Design: Analysis and Evaluation. 3 hours. Methods of inquiry about the reading process: teaching, learning and proposal development. 3 lecture hours a week.
READ 6663. Practicum. 3–9 hours. Registration in the areas of reading, kindergarten and/or early childhood teaching or by field placement in an administrative or supervisory setting. Type of placement will vary with student’s area of major concentration and past experience.
READ 6683. Doctoral Seminar in Reading. 3 hours. Variable content. In-depth examination of research relevant to topics.
READ 6903. Special Topics. 3 hours. Variable content.
READ 6911. Independent Study. 1–6 hours. Variable content. Individual research relating to a problem of professional interest and significance.
READ 6913. Independent Study. 3–6 hours. Variable content. Individual research relating to a problem of professional interest and significance.
5001. Public Education and the Teaching Profession. 3 hours. Provides an overview of the teaching profession and an understanding of the history, structure, purposes, organization and management of the American education systems.
5002. Everyone Can Learn: Applying Theory to Teaching Practice. 3 hours. Processes of learning and development are related to teaching in diverse secondary school settings. Cognitive, social, physical and moral development research is presented, and practical examples applied to teaching practice are demonstrated. Student differences with regard to intelligence, learning style, culture, economic status and gender are explored. Additional topics include operant conditioning, social learning theory, information processing, constructivism, various approaches to instruction and motivation theory.
5003. Successful Teaching in the Secondary School. 3 hours. Provides preparation for successful teaching in the contemporary secondary school. Focus on instructional planning, teaching strategies, classroom management and other teacher competencies necessary in today’s diverse classrooms.
5004. Literacy for All. 3 hours. Provides a brief overview of relevant theory with emphasis on practical applications. Designed to help prospective and practicing middle and secondary school teachers in all content areas increase and enhance students’ learning, especially from printed materials. Also helps secondary teachers recognize and compensate for the variety of students’ ability levels. Includes cognition related to reading, Metacognition, schemata, constructivism, vocabulary learning, writing to learn, literacy strategy instruction, assessment of literacy, text analysis, academic diversity and the use of resources other than textbooks to enhance learning.
5005. Curriculum Development for Diverse Secondary School Learners. 3 hours. Provides knowledge and skills required for the development and organization of curriculum and instructional strategies in the diverse secondary classroom. Topics include philosophy and principles of multicultural education; racial and cultural influences on education; Texas Essential Knowledge and Skills; alignment of district, state and national curriculum standards; standardized testing; the impact of teaching and learning on instruction and assessment; alternative assessment theories; and the relationship of instruction to classroom management.
5030. Field Experiences in Secondary Schools. 3 hours. Supervised professional activities in secondary schools.
5105. Practicum I. 3 hours. Supervised teaching experience in the public schools as teacher of record. Required for initial teacher certification for those already holding a baccalaureate degree. Interns are guided by a school district mentor who assists them with classroom management strategies, student problems and concerns, and general guidance. Interns are also monitored and counseled by qualified university supervisors who frequently visit/observe/assess in the classroom. A teaching portfolio is required. Must show proof of employment in a school recognized by the Texas Teacher Education Agency in order to enroll.
5108. Student Teaching in the Secondary Schools. 3 hours. Teaching under supervision.
5115. Practicum II. 3 hours. Supervised teaching experience in the public schools as teacher of record. Required for initial teacher certification for those already holding a baccalaureate degree. Interns are guided by a school district mentor who assists them with classroom management strategies, student problems and concerns, and general guidance. Interns are also monitored and counseled by qualified university supervisors who frequently visit/observe/assess in the classroom. A teaching portfolio is required. Pass/no pass only. Must show proof of employment in a school recognized by the Texas Teacher Education Agency in order to enroll.
5118. Student Teaching in the Secondary Schools. 3 hours. Teaching under supervision.
5400. Curriculum Development in the Middle School. 3 hours. Analysis of the bases and techniques for curriculum development in the middle school with particular emphasis on the nature of the early adolescent learner and salient elements of middle school theory. Includes practical problems in developing curricula for middle schools and implementation of innovation in the middle school setting. (Same as EDEE 5400.)
5440. Curriculum Development in the Secondary School. 3 hours. Practical problems in developing courses of study and curricula for the secondary school according to accepted psychology, sound education theory and national objectives.
5460. Improvement of Secondary Teaching. 3 hours. The derivation of appropriate methods and techniques from basic principles of learning. The development of working skills needed in cooperative planning, selecting and organizing teaching materials, utilization of the environment, individual and group guidance, and evaluation activities for the secondary school.
5470. Maintaining Classroom Discipline. 3 hours. Models and procedures for classroom management and discipline, as well as techniques for motivating and instructing diverse student populations. Human relations strategies are discussed in great detail and methods for increasing parental involvement are also addressed. Topics include: what to do before students arrive, creating the learning environment, behavioral analysis, legal considerations, conferencing, learning contracts, incentives, planning, staying organized and time management.
5710. Basic Research and Evaluation for Secondary Teachers. 3 hours. Basic skills in reading and interpreting research are developed. Students are introduced to elementary statistical concepts in measurement and evaluation. Should be taken upon first registration for the master’s degree. Admission procedures are completed and a degree plan is prepared.
5720. Evaluation Seminar. 3 hours. Demonstration on the part of candidates, through oral and written examination and completion of certain projects, of competency in special field and related areas of the degree program. Scheduled during last resident registration in the Master of Education degree program.
5800-5810. Studies in Education. 1–3 hours each. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Short courses and workshops on specific topics organized on a limited-offering basis, to be repeated only upon demand. May be repeated for credit. (Same as EDCI/EDEE 5800-5810.)
5900-5910. Special Problems. 1–3 hours each. Open to graduate students who are capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor. Open only to resident students.
5950. Master’s Thesis. 3 or 6 hours. To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.
Date of initial release: July 1, 2009 — Copyright © 2008 University of North Texas
Page updated:
February 23, 2010
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