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Graduate Catalog 2014-15

CURRICULUM AND INSTRUCTION (CI)

407-3 THE MIDDLE AND JUNIOR HIGH SCHOOL. Theoretical background and evolving trends in middle and junior high education, curriculum review, learning theories, methods of practice, and management techniques. Prerequisites: EPFR 415 or EDUC 405 or consent of instructor.

410-3 PRINCIPLES OF EARLY CHILDHOOD EDUCATION. Examination of national and local programs in early childhood education; overview of issues, trends, and research.

414-3 TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION. Mathematical concept development for Pre-K - Grad 3 teachers, emphasizing developmentally appropriate methodology and instructional strategies, and employing problem solving and inquiry-based learning. Prerequisites: CI 301, CI 317, CI 323.

416-3 INFANT AND TODDLER DEVELOPMENT AND EDUCATION. Study of current theories, knowledge, and practice concerning the growth and development of infants and toddlers. Prerequisites: Nine hours of early childhood course work that includes CI 201 or 410, or consent of instructor.

421-3 CHILD, FAMILY AND COMMUNITY RELATIONSHIPS. Parent involvement strategies: insight from community agency personnel pertaining to goals of early childhood and elementary programs. Prerequisite: CI 301 or CI 410.

422-3 HEALTH AND NUTRITION FOR THE YOUNG CHILD. Nutrition principles related to development of the young child; food service selection, integration of nutrition concepts into early childhood curriculum. Prerequisites: CI 201; 410.

424-3 LITERACY STRATEGIES K-3. Literacy instructional strategies to meet the needs of diverse learners in K through grade three. Application of theory and pedagogy during field placement. Prerequisite: CI 323

425-3 READING AND WRITING METHODS FOR MIDDLE AND UPPER GRADES. Techniques for developing increasingly sophisticated linguistic skills. Prerequisite: CI 337, 505, 440, or consent of instructor.

433a-j-1-3 SELECTED TOPICS IN CURRICULUM AND INSTRUCTION. (a) Early Childhood; (b) Elementary; (c) Middle Level; (d) Middle/Secondary; (e) Literacy; (f) English/Language Arts; (g) Mathematics; (h) Science; (i) Environmental Education; (j) Social Studies. Maximum of 9 credit hours total. Prerequisite: consent of instructor.

434-3 TEACHING SCIENCE AND SOCIAL STUDIES IN EARLY CHILDHOOD. Instructional strategies for teaching science and social studies in Pre-K through grade 3. Examination of functions, practices, and problematic issues of science and social studies education. Prerequisite: CI 317.

440-3 ADOLESCENT LITERACY. Instructional theories, practices, and strategies for literacy across content areas in middle and high school; enhancing interest and motivation; and assessment of students' literacy performance.

447-3 READING FOR SPEECH LANGUAGE PATHOLOGISTS. Theories and models of reading as related to instruction, connections between reading and speech difficulties, ways to help children overcome difficulties.

471-3 TEACHING IN THE MULTICULTURAL CLASSROOM. Concepts and strategies for developing positive attitudes; increasing knowledge and selecting appropriate materials for teaching children from culturally diverse backgrounds.

490a-n-1 to 6 INDEPENDENT READINGS AND PROJECTS IN CURRICULUM AND INSTRUCTION. (a) Curriculum; (b) Language Arts; (c) Science; (d) Reading; (e) Social Studies; (f) Mathematics; (g) Early Childhood Education; (h) Elementary Education; (i) Middle School Education; (j) Secondary School Education; (k) Community College; (l) Adult Education; (m) Environmental Education; (n) Organization and Supervision. Maximum of 6 total credit hours per segment permitted. Prerequisite: consent of instructor.

495-1 to 6 SELECTED TOPICS. Varied content; offered as need exists and as faculty interest and time permit. May be repeated to a maximum of 6 hours. Prerequisite: consent of instructor.

506-3 CLASSROOM CORRECTIVE READING INSTRUCTION. Appraisal of reading texts; establishment of instructional program and operation of teaching prescription for less severe reading disabilities. Prerequisite: CI 505.

508-3 RECENT ISSUES AND TRENDS IN SECONDARY EDUCATION. Popular and professional criticism of American secondary education. Innovations as they affect social organization of the instructional setting. Prerequisites: completion of half or more of the work leading to a master's degree; consent of instructor.

510a-o-3 ANALYSIS OF INSTRUCTION. Teaching and relationship between teaching and learning in the area of: (a) P-12; (b) English Language Arts; (c) Science; (d) Literacy; (e) Social Studies; (f) Mathematics; (g) Early Childhood Education; (h) Elementary Education; (i) Middle School Education; (j) Secondary Education; (m) Environmental Education; (o) Culturally Relevant Pedagogy. Maximum of 3 credits per segment, maximum of 6 credits overall.

511-3 DIFFERENTIATED INSTRUCTION. Principles and practices of differentiated curriculum, instruction, and assessment to address the needs and interests of all learners, including the integration of technology.

512-3 ISSUES AND TRENDS IN ASSESSMENT. Examination of the multi-faceted role of assessment, issues surrounding assessment practices, including the complexity of evaluating student learning in diverse classrooms.

513-3 LITERATURE ACROSS THE CURRICULUM. Incorporating children's and adolescent literature into content area studies. Prerequisite: CI 413 or consent of instructor.

514-1-3a-g TEACHING, LEARNING, AND ASSESSMENT IN K-8 MATHEMATICS. (a) Addition/Subtraction; (b) Multiplication/Division; (c) Fractions, Decimals, Percents; (d) Algebraic Reasoning; (e) Geometry; (f) Measurement; (g) Data Analysis, Probability, Statistics. Max of 3 credits per segment, 9 credit overall.

515a-e-3 ISSUES AND TRENDS IN ELEMENTARY SCHOOL MATHEMATICS. (a) Computers and mathematical learning; (b) Curriculum development; (c) Problem solving; (d) International approaches to mathematics education; (e) Research on children's mathematical thinking. Up to three segments may be taken to a maximum course total of 9 hours. Segments may be not be repeated. Prerequisite: CI 415 or consent of instructor.

518-1 to 3 SUPERVISION OF STUDENT TEACHERS. Expectations and responsibilities of teachers who supervise student teachers and other clinical experience students. Emphasis given to using clinical supervision model.

519-3 AN ADVENTURE OF THE AMERICAN MIND. Methods and materials designed for use with pre-service and in-service teachers utilizing primary sources and integrating technology. Prerequisite: consent of instructor.

519b-3 TEACHING WITH PRIMARY SOURCES. In-depth study on research and practice of using primary sources and Library of Congress digital collections to enhance K-12 instruction. Prerequisites: CI 519 and consent of instructor.

520-3 THEORETICAL FOUNDATIONS IN LITERACY. Provides a foundation in literacy education including historical and theoretical perspectives as they pertain to reading, writing, listening and speaking.

521-3 EMERGENT AND PRIMARY LEVEL LITERACY. Application of theory to appropriate practice for literacy development from birth to the primary level, including assessments, teaching methods, strategies, and instructional materials.

522-3 WORD STUDY: STRATEGIES FOR PHONICS, STRUCTURAL ANALYSIS, SPELLING AND VOCABULARY. Stages of word knowledge, development, including phonemic awareness, phonics, structural analysis, spelling, vocabulary. Effective instruction to understand, read and write words.

524-1-6 PIASA BLUFFS WRITING PROJECT INVITATIONAL SUMMER INSTITUTE. Classroom teachers study writing process pedagogy to modify instruction. Students develop, demonstrate and inquire into their teaching practices by studying writing process pedagogy theoretical perspectives.

525-3 UPPER ELEMENTARY AND MIDDLE LEVEL LITERACY. Application of theory to appropriate practice for upper and middle level literacy including assessments, teaching methods, strategies, and instructional materials.

530-3 CHILD DEVELOPMENT: CLASSROOMS, FAMILIES, AND COMMUNITIES. Extends prior knowledge of child development and curriculum to enhance skills in creating appropriate learning environments and effective teaching strategies for young children and families.

531-3 EARLY CHILDHOOD EDUCATION: AN INTERNATIONAL PERSPECTIVE. Comparison of structure and implementation of early childhood education in the United States and other countries focusing on factors affecting similarities and differences. Prerequisite: CI 420 or consent of instructor.

532-1 to 3 READINGS IN EARLY CHILDHOOD EDUCATION. Independent reading; acquaintance with literature and research. Conference periods. May be repeated to maximum of 6 hours. Prerequisite: CI 410 or consent of instructor.

534a-c-3 READINGS IN ELEMENTARY EDUCATION CONTENT AREAS. Independent reading in a specific content area within the Elementary Education curriculum: (a) Language Arts; (b) Science; (c) Social Studies.

535-3 ORGANIZATION AND MANAGEMENT OF EARLY CHILDHOOD CENTERS. Current trends of implementing early childhood education into public school programs; techniques of administration, coordination, and program evaluation. Prerequisite: CI 410 or consent of instructor.

536-3 ADVANCED EARLY CHILDHOOD STUDIES: HISTORICAL PERSPECTIVES AND CURRENT ISSUES AND PRACTICES. Explores the history, philosophy, and current trends, issues, and practices that guide the work of early childhood professionals. Prerequisite: admission to the program or consent of instructor.

537-3 EARLY CHILDHOOD CURRICULUM. Theory, design, organization, interpretation, and evaluation of early childhood curriculum. Prerequisite: admission to the program or consent of instructor.

538-3 ADVANCED ASSESSMENT FOR EARLY CHILDHOOD CLASSROOMS. Prepares reflective, collaborative early educators who integrate theory and practice while making informed decisions related to assessment within the teaching-learning process.

539-3 WORKING WITH CHALLENGING CHILDREN. Instructional strategies for building strong and supportive relationships and environments to foster positive emotional development and reduce challenging behaviors in the early childhood classroom. Prerequisite: admission to graduate program or consent of instructor.

540-3 CONTENT AREA LITERACY. Application of theory to appropriate practice for elementary and secondary content literacy in English, social studies, science, and mathematics including assessments, teaching methods, strategies, and materials.

541-3 ISSUES AND TRENDS IN ELEMENTARY SCHOOL SCIENCE. Significant issues and current trends which affect methodology and subject matter. Prerequisite: CI 442 or consent of instructor.

544-3 ISSUES AND TRENDS IN ELEMENTARY SCHOOL SOCIAL STUDIES. Significant issues and current trends which affect methodology and subject matter. Prerequisite: CI 343 or consent of instructor.

545-3 ISSUES AND TRENDS IN ELEMENTARY SCHOOL LANGUAGE ARTS. Significant issues and current trends which affect methodology and subject matter. Prerequisite: CI 445 or consent of instructor.

546-3 ENVIRONMENTAL EDUCATION. Content and methods of teaching environmental education; integration of environmental problems into each academic discipline.

548a-m-3 ACTION RESEARCH. Action research methodology, ethics of research, project planning, and academic research and writing in the area of: (a) P-12; (b) English Language Arts (c) Science; (d) Literacy; (e) Social Studies; (f) Mathematics; (g) Early Childhood Education; (h) Elementary Education; (i) Middle School Education; (j) Secondary Education;(m) Environmental Education. Maximum of 6 credits.

550-3 to 6 PRACTICUM IN EARLY CHILDHOOD EDUCATION. Teaching experience in early childhood education setting under guidance of experienced teacher. Seminar accompanies classroom experience. Prerequisites: CI 410, 412, 530; consent of instructor.

551-3 COMMUNITY/JUNIOR COLLEGE CURRICULUM AND INSTRUCTION. Evaluation of research relating to and factors bearing on improvement of curriculum and instruction; major emphasis on teaching techniques, competencies, and innovations.

555-3 IMPROVING INSTRUCTION IN THE MIDDLE AND JUNIOR HIGH SCHOOLS. Characteristics of young adolescents; typical middle level content; classroom management; planning instruction and assessment; teaching and learning strategies appropriate for middle level students. Prerequisite: CI 407.

556-3 CLASSROOM LEARNING ENVIRONMENTS. Theories of human development, learning, motivation, group processes, and culturally relevant pedagogy in relation to the development of productive classroom learning environments for diverse students.

557-12 TEACHING IN MIDDLE/SECONDARY SCHOOLS: BLOCK I. Curriculum, pedagogy, assessment, classroom learning environments, educational psychology, special education, literacy in content areas, integration of technology, and foundations of education for middles/secondary schools. Prerequisite: consent of program director.

558-12 TEACHING IN MIDDLE/SECONDARY SCHOOLS: BLOCK II. Curriculum, pedagogy, assessment, classroom learning environments, educational psychology, special education, literacy in content areas, integration of technology, and foundations of education for middle/secondary schools. Includes participation in middle/secondary schools. Prerequisite: CI 557.

559-12 TEACHING IN MIDDLE/SECONDARY SCHOOLS: BLOCK III. Curriculum, pedagogy, assessment, classroom learning environments, educational psychology, special education, literacy in content areas, integration of technology, and foundations of education for middle/secondary. Includes a semester of student teaching. Prerequisites: CI 557 and CI 558.

561-3 THE ELEMENTARY SCHOOL CURRICULUM. Reorganization, construction, and administration of elementary school curriculum; installation, adaptation, and administration of revised curriculum.

562-3 THE SECONDARY SCHOOL CURRICULUM. Modern curriculum patterns, group processes in curriculum construction, creative project approach to course design in one's major instructional field.

563-3 CURRICULUM MODELS. Curriculum theories and their associated strategic models; alternative concepts underlying curriculum development; practical problems of curriculum planning in the area of: (a) Curriculum; (b) Language Arts; (c) Science; (d) Reading; (e) Social Studies; (f) Mathematics; (g) Early Childhood Education; (h) Elementary Education; (i) Middle School Education; (j) Secondary Education; (k) Community College; (l) Adult Education; (m) Environmental Education; (n) Organization and Supervision.

564a-3 NBPTS CERTIFICATION SUPPORT. This is the first course of a two-course sequence offered specifically for teachers seeking the National Board for Professional Teaching Standards Certification. Prerequisite: Students must be applying for NBPTS Certification.

564b-3 NBPTS CERTIFICATION SUPPORT. This is the second course in a two-course sequence offered specifically for teachers seeking the National Board for Professional Teaching Standards Certification. Prerequisite: CI 564a.

565-4 BEGINNING TEACHERS SELF ASSESSMENT. Course fulfills the "Course for Self-Assessment" option for beginning teachers seeking to move from Initial to Standard Teaching Certificate. Prerequisites: initial teaching certificate, three years or less teaching experience.

566-3 APPROACHES TO VALUES EDUCATION. Development of professional competencies in helping others with values growth. Study of theory and practice of methodology of alternate approaches.

567-3 CURRICULUM DESIGN. Examine relationships between curriculum and instruction, including the design and delivery of curriculum to improve instructional processes and student learning.

568-1-3 SEMINAR ON CURRENT ISSUES IN CURRICULUM AND INSTRUCTION. Examination of current issues in curriculum and/or instruction. May be repeated to a maximum of 9 hours provided no topic is repeated.

570-3 TEACHING AND LEARNING IN THE 21ST CENTURY. Explores curricular and instructional shifts needed in 21st century education, including essential skills and literacy, learning environments, instructional and assessment practices.

571-3 LITERACY DIAGNOSTICS: ASSESSMENT AND INSTRUCTION. Administration and analysis of formal and informal assessments of cognitive, academic, and literacy development, to plan instruction. Prerequisite: CI 520, 521, 525, and 540 and pass the Illinois Content Area Reading Specialist Test (176), or consent of instructor.

572-3 DIAGNOSTIC LITERACY PRACTICUM: ELEMENTARY LEVEL. Supervised clinical practicum for planning and implementing diagnostic lessons linking assessment analysis with appropriate practices to enhance the literacy development of elementary level students. Prerequisite: CI 571.

573-3 DIAGNOSTIC LITERACY PRACTICUM: MIDDLE AND SECONDARY LEVEL. Supervised clinical practicum for planning and implementing diagnostic lessons linking assessment analysis with appropriate practices to enhance the literacy development of middle/secondary level students. Prerequisite: CI 571.

575a-n-1 to 3 INDIVIDUAL RESEARCH. (a) Curriculum; (b) Language Arts; (c) Science; (d) Reading; (e) Social Studies; (f) Mathematics; (g) Early Childhood Education; (h) Elementary Education; (i) Middle School Education; (j) Secondary Education; (k) Community College; (l) Adult Education; (m) Environmental Education; (n) Organization and Supervision. May be repeated to a maximum of 3 hours provided no topic is repeated.

576-1 to 3 READINGS IN READING. Independent reading; acquaintance with literature; research. Conference periods. May be repeated to a maximum of 3 hours provided no topic is repeated. Prerequisite: CI 505 or consent of instructor.

577-3 to 6 PRACTICUM IN READING. For advanced students. Teaching demonstrations and evaluations. Each student works with group of reading disability cases. Prerequisite: CI 572 or consent of instructor.

578-3 ORGANIZATION AND ADMINISTRATION OF LITERACY PROGRAMS. Managing literacy instruction for a total school population. Leadership of needs assessment, program planning, curriculum construction, organization, assessment, staff development, and program evaluation. Prerequisite: CI 571 or consent of instructor.

580-3 INNOVATION AND CHANGE IN EDUCATION. Foundations of change processes, relationships between innovation and change, factors that promote innovation and change, barriers to change.

581-3 FOUNDATIONS OF TEACHER LEADERSHIP. Examination of the knowledge, skills, and dispositions required of teachers who serve as curriculum and instruction leaders in educational settings.

582-3 BECOMING A TEACHER LEADER: MENTOR AND COACH. Designed for teachers to build and refine knowledge, skills, and dispositions to support teacher development through instructional coaching in content areas. Prerequisite: CI 581.

583-3 LEADERSHIP IN PROFESSIONAL DEVELOPMENT. Examination of the knowledge, skills, and dispositions needed by teacher leaders who plan, implement, and evaluate professional development experiences in content areas. Prerequisite: CI 581.

588-0 CURRICULUM AND INSTRUCTION GRADUATE CO-OP. Education-related work in a school, educational center, or other business or agency under the supervision of a field supervisor. Prerequisites: Minimum cumulative GPA of 3.0. Consent of Career Development Center.

591-3 ISSUES AND TRENDS IN LITERACY INSTRUCTION. Current issues and trends in instructional approaches, materials, methodologies, assessment techniques, leadership roles, and the impact of political policy on literacy instruction. Prerequisite: CI 571 or consent of instructor.

596a-m-3 FIELD STUDY IN CURRICULUM & INSTRUCTION. Identify problem, survey pertinent literature, collect and analyze data, draw appropriate conclusions in: (a) P-12; (b) English Language Arts; (c) Science; (d) Literacy; (e) Social Studies; (f) Mathematics; (g) Early Childhood Education; (h) Elementary Education; (i) Middle School Education; (j) Secondary Education; (m) Environmental Education; (o) Foreign Language; (p) Culturally Relevant Pedagogy. Maximum of 6 credit hours.

598-0 CURRICULUM AND INSTRUCTION GRADUATE INTERNSHIP. Education-related work in a school, educational center, or other business or agency under the supervision of a field supervisor. Prerequisites: Minimum cumulative GPA of 3.0. Consent of Career Development Center.

599-1 to 6 THESIS. May be repeated to a maximum of 6 hours.

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