University of Virginia
The Rotunda at U.Va.
Curry School of Graduate Education
General Information  |  Categories of Graduate Status and Program/Degree Requirements  |  Program and Course Descriptions  |  Faculty
Course Descriptions

Department of Curriculum, Instruction, and Special Education

The Department of Curriculum, Instruction, and Special Education provides educational programs for individuals concerned with the development and delivery of curriculum and instruction in schools and specialized educational institutions for all learners, including those with special needs. The department provides leadership within the Commonwealth of Virginia and the nation in areas related to curriculum, instruction, and special education. Programs housed in the department include: curriculum and instruction; elementary education; reading education; secondary education (English, foreign languages, math, science, social studies); special education (mental retardation, behavioral disorders, learning disabilities, and severe disabilities and the training program for early childhood special education).

Most program areas in the Department of Curriculum, Instruction, and Special Education offer degrees at three levels: master's (M.Ed. or M.T.), education specialist (Ed.S.), and doctoral (Ed.D. or Ph.D.).

The department offers a concentration area for doctoral students who plan to become pre-service teacher educators at a college or university. This concentration area has two tracks: generalist and specialist. The two tracks share a common core of requirements, but differ according to whether students want an in-depth preparation in a subject-matter area, or a more generalized preparation that would focus on methods of instruction, supervision, technology, and policy. Students interested in the generalist track should apply to the Curriculum and Instruction program area, and students interested in the specialist track should apply to one of the other departmental areas, e.g., mathematics education, science education, or social studies education.

Curriculum and Instruction Offered for experienced teachers, the Master of Education (M.Ed.) degree program is designed to provide each participant with an individually tailored set of experiences for in-depth professional study consistent with his or her professional goals. Beyond a limited core of required courses, there is ample flexibility for the student and advisor to plan an appropriate course study.

Applicants for doctoral work are generally experienced educators. Doctoral-level (Ph.D. and Ed.D.) graduates typically assume positions as faculty in colleges and universities, as leaders of curriculum and instruction improvement in school divisions, or as program specialists in human service agencies. Specialized study in curriculum and instruction, instructional use of computers, and research is required, with additional work selected from program areas across the Curry School. Emphasis is on analysis and evaluation of teaching, design and evaluation of educational programs, processes of change, and practical strategies for inquiry.

Elementary Education Graduate programs in elementary education (pk-6) are designed to assist individuals seeking to advance their professional knowledge (P.D., M.Ed., Ed.S., Ed.D., Ph.D.) or obtain a degree and initial licensure (M.T.). The elementary education programs can also assist individuals in meeting re-certification requirements or in adding endorsements to existing certificates.

Students completing graduate programs in elementary education typically find themselves advancing their careers as classroom teachers, elementary supervisors, subject area curriculum coordinators, training materials specialists, or personnel training and staff development professionals in both public and private schools. They may choose education-related professions, such as teacher educators, at either graduate or undergraduate levels as well.

The elementary education graduate degree program includes practicum, and internship experiences. Programs of study at all levels are determined by the student and an assigned advisor or advisory committee working within established program area guidelines. Every effort is made to develop a program of study that is designed to achieve each student's personal and professional goals.

English Education The post-baccalaureate Master of Teaching (M.T.) degree initial licensure program prepares prospective teachers of English. Building on the students undergraduate English studies, students investigate the social and psychological context for teaching English at the secondary level, explore concepts of curriculum and instructional models, and pursue in-depth study of effective methodologies for teaching language, literature, and writing. The program of study involves practicum experience, emphasizes an integrated conceptualization of secondary English curriculum, and stresses the importance of multicultural awareness in all aspects of planning and instruction. Opportunities exist for individual direction, both within course parameters and in independent study. Study also includes graduate courses in English. The prerequisite for admission is a B.A. in English or the equivalent.

The Master of Education degree program extends the preparation of experienced teachers of English or language arts. With the teacher's experience as the point of departure, the M.Ed. candidate deepens pedagogical inquiry and extends existing background in English studies through graduate-level English and English education courses. The program explores current methodologies and research-based practice and emphasizes the multicultural dimension of literature, composition, and language study. Opportunities exist for researching individual interests both within existing course parameters and in independent study. Prerequisites for admission are two years of teaching experience or satisfactory completion of student teaching (or an equivalent classroom internship), along with an undergraduate major in English or its equivalent.

The Education Specialist degree program trains teachers, teacher educators, and researchers as active creators of language and literature, moving beyond the role of critical consumer and cultural transmitter of language and literature. Course work includes specified courses in English education, English, and in the supporting areas of curriculum, supervision, reading, and evaluation. Study includes a field project combining curriculum planning, instructional implementation, and evaluation in English Education. Prerequisites for admission are a master's degree or its equivalent, preferably in English or English education, and the successful completion of at least two years of full-time teaching, preferably at the secondary school level.

The Doctorate in English Education (Ed.D. and Ph.D.) prepares candidates for a variety of leadership positions in public schools, government agencies, corporations, community colleges, and universities (e.g., university administrators, professors, and researchers; community college instructors and administrators; writers; high school English department chairs; corporate specialists in technical writing and instructional design; language arts supervisors and consultants; and officers in state or national educational agencies). The program design is flexible, including courses in English education combined with courses in English and other supporting areas. Also required are practica in conducting college classes and/or supervising student teachers, a dissertation, and a written comprehensive examination in English education designed in consultation with the degree candidate and faculty advisor. For admission, in addition to the requisite application, recommendations, GRE scores, and transcripts, the candidate must have completed a master's degree or its equivalent, preferably in English or English education, and must have completed at least two years of full-time successful teaching, preferably at the secondary school level.

Foreign Language Education The Master of Teaching (M.T.) program in foreign language education (k-12) prepares prospective teachers of foreign languages by building on the students' undergraduate foreign language major. The M.T. program follows the model of the secondary programs and includes preparation in pedagogy, as well as advanced course work in one or more languages and practical teaching experiences in schools under the supervision of University personnel. Students applying to the MT program in foreign languages are required to take speaking and writing proficiency tests in their target language, and final admission to the program is contingent upon the results of these tests.

The Master of Education in Foreign Language (M.Ed.) degree is offered for experienced middle or secondary school teachers to provide in-depth preparation in foreign language instruction. The program of study includes at least 12 hours of professional studies distributed in all three categories: curriculum and instruction, foundations of education, and statistics/technology; 12 hours of graduate- level course work in the appropriate foreign language department; and 2 hours of electives approved by the advisor.

Mathematics Education The Master of Teaching (M.T.) program in mathematics education prepares prospective teachers of mathematics by building on the students' undergraduate mathematics studies. The M.T. program in mathematics education includes preparation in pedagogy, as well as advanced course work in mathematics and practical teaching experiences in the schools under the supervision of University personnel.

The Master of Education in Mathematics (M.Ed.) degree is offered for in-depth preparation of secondary and/or middle school teachers of mathematics, and a doctoral degree is offered to prepare people to work in mathematics education at the college level and to prepare professionals to work in supervisory positions in mathematics.

Prospective students in the doctoral-level programs must have the equivalent of an undergraduate major in mathematics and at least two years of teaching experience. Doctoral programs are individually tailored and generally require course work in mathematics education, mathematics, research methodology, and other areas of education.

Reading Education The master's-level Reading Education Program prepares reading specialists to fill the role of reading coordinator in school units of varying size. The program's aim is to produce competent field leaders able to deal with curriculum theory and to implement this theory effectively in field settings through work with administrators, teachers, and pupils.

At the doctoral level, the reading program prepares candidates to fill leadership and scholarship positions in their area of specialization.

Science Education The Science Education Program offers graduate-level programs in science education including the master's (M.Ed. or M.T.), education specialist (Ed.S.), and doctoral (Ed.D. or Ph.D.) degrees. The program also provides preparation in science and science teaching methods for students in the Master of Teaching Program and results in initial licensure and endorsement in an area of science. The purpose of the master's-level program is to prepare teachers and/or supervisors of science education. The purposes of the doctoral program are threefold: (1) to prepare college and/or university science educators to teach science methods courses, to perform a variety of professional functions related to preservice and inservice education of teachers, and to perform the function of directing graduate study in science education; (2) to prepare supervisors and coordinators to direct the program of science instruction in a school system at the local, county, or state level; and (3) to prepare research specialists for programs of science instruction at all educational levels.

Applicants for admission to the doctoral program in science education must present a strong background in one field of science with sufficient breadth in related fields to ensure that they can pursue graduate study effectively. The candidate must also present evidence of two years of effective work experience related directly to the field of science education.

Applicants for master's-level study must hold a baccalaureate degree from an accredited college or university, have a B average or better for the last two years of undergraduate study, and meet other requirements for admission to the degree program. In addition to the admission requirements applicable to the master's program, an applicant to the doctoral program must: hold a master's degree or its equivalent from an accredited college or university; have an outstanding record as a student; and have previous professional experience in an area related to science education.

Course Requirements Candidates for the doctoral degree in science education must complete a minimum of 36 credits in science, 12 credits in science education, and 24 credits in two supporting fields, plus elective courses as determined by their advisory committee, for a minimum total of 72 credits beyond the bachelor's degree. The supporting fields are research and statistics (12 credits); curriculum (12 credits); supervision and administration (12 credits); instructional technology (12 credits); and instruction (12 credits). Regardless of the supporting fields, each student must have nine credits of research and statistics, including intermediate statistics and research design. The dissertation relates to learning theories or instructional practices in science education.

Social Studies Education The purpose of the master's-level Social Studies Education Program is twofold: to prepare social studies teachers (M.T.) in middle school/ secondary education with licensure and endorsement and to provide for professional growth of social studies teachers (M.Ed.) in middle school/secondary education with the particular focus on the integration of technology. The purpose of the doctoral-level program is to prepare social studies educators for teacher education centers; academic fields in secondary and higher education; supervisory positions; and curriculum development positions.

Special Education The graduate programs in special education include a choice of emphasis in the areas of mental retardation, behavior disorders (emotional disturbance), learning disabilities, severe disabilities for early childhood developmental risk. The early childhood/developmental risk program results in licensure and endorsement for special education (birth-age 5) and elementary education (Prek-3).

Students completing specially approved programs may obtain licensure in more than one area of emphasis (e.g., learning disabilities, mental retardation, behavior disorders, and severe disabilities and early childhood education). All programs include a component on the inclusion of learners with special needs in general education programs. Students in the M.T. initial licensure program must select two endorsements from LD, MR or ED.

Graduate study at the master's level provides a program for those persons whose professional aspirations are oriented toward the instruction of exceptional children. It also provides preparation for students wanting to pursue a post-master's program at the education specialist or doctoral levels. All students in the master's program participate in practicum experiences selected according to their needs and interests.

The purpose of the doctoral program is to provide experiences that require the highest order of scholarship, research ability, creativity, and initiative. It is designed to prepare leadership personnel to function as highly professional special educators in more than one of the following roles: university or college instructors, researchers, administrators, and supervisors of programs for children with disabilities.

Course Descriptions


EDIS 500 - (3) (Y-SS)
The Exceptional Learner

An intensive introduction to the study of exceptional children and adults. Focuses on extending principles of learning and intellectual, social, emotional, and physical development to persons with disabilities, as well as the gifted. Information on medical conditions which influence learning and development is also provided. Credit is not given for both EDIS302 and 500.

EDIS 501 - (2) (Y)
Curriculum and Instruction for Elementary and Special Education

Prerequisite: Admission to the Teacher Education Program; corequisite: EDIS 488.
Study of curriculum and instructional design, and instructional strategies consistent with those designs.

EDIS 502 - (2) (Y)
Instruction and Assessment

Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 488.

Section 1: Elementary Education: Extension of EDIS 501 with a focus on instructional strategies and ways of assessing learning outcomes.

Section 2: Secondary Education: Focuses on instructional design and strategies for teaching in secondary classrooms and assessment of student growth toward prescribed learning outcomes.

EDIS 503 - (3) (Y)
Classroom Management and Conflict Resolution

Prerequisite: EDIS 502
Many beginning teachers report difficulties with classroom management issues. This class provides the opportunity to reflect on the importance of instructional, classroom management, and conflict resolution practices. Examines the critical issues associated with discipline and management, and develops communication and social skills that are critical for implementing a management system in the classroom.

EDIS 504 - (3) (S)
Assessment Techniques for Exceptional Individuals

Prerequisite/corequisite: EDIS 510, 511, or 512.
Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans.

EDIS 508 - (2) (Y)
Teaching Exceptional Children

Prerequisite/corequisite: EDIS 302 or 500 (510, 511, 512).
Presents strategies for teaching children with special needs, focusing on cognitive and behavioral instructional approaches. Emphasizes collaboration and consultation for inclusive classrooms. Includes application of instructional modification procedures and development of individualized plans. Coordinated with EDIS 514.

EDIS 510 - (2) (S-SS)
Characteristics of People with Emotional Disturbances and Behavioral Problems

Prerequisite/corequisite: EDIS 302 or 500.
Studies the characteristics of socially and emotionally disturbed children. Develops an understanding of the definitions, descriptive data, and various theoretical models of disturbance currently used in the literature and practice of appropriate professional disciplines.

EDIS 511 - (2) (S-SS)
Characteristics of People with Learning Disabilities

Prerequisite/corequisite: EDIS 302 or 500.
Studies the meaning and concepts associated with the field of learning disabilities and the diverse characteristics of individuals with these disabilities. Includes the nature, causes, assessment, and treatment of learning disabilities.

EDIS 512 - (2) (Y)
Characteristics of People with Mental Retardation

Prerequisite: EDIS 302 or 500.
Explores basic concepts and issues pertaining to persons with intellectual disabilities. Physiological, psychological, sociological, and educational implications are considered, as well as a historical perspective relating to the many issues in the field of mental retardation.

EDIS 513 - (2) (Y)
Characteristics of People with Severe Disabilities

Prerequisite: EDIS 500.
Introduces the characteristics of persons with severe and profound disabilities. Emphasizes the study of the physical, ecological, psychological, and educational implications of severe/profound disabilities and current issues.

EDIS 514 - (3) (Y)
Curriculum for Exceptional Children

Prerequisite: EDIS 302 (510, 511, or 512).
An extension of EDIS 508, this class focuses on strategies for secondary-aged students with special needs. Emphasizes curriculum and instructional approaches related to cognitive and behavioral theories and addresses applications of transition procedures.

EDIS 517 - (3) (SI)
Adapted Physical Education in Alternative Settings

Two-semester sequence, using a workshop format that focuses on Outward Bound type activities: modified individual and group confidence-building physical activities, sports, crafts, and recreation. Experiences in the field accompany the study of research and practices applicable to adolescents in alternative settings.

EDIS 518 - (3) (IR)
Counseling Handicapped Youth

A two-semester sequence, focusing on recognition and management of stress in professionals and their clients, and working with substance-abusing youth. Techniques with short-term goals are studied.

EDIS 521 - (3) (Y)
Introduction to Language Development

An overview of the language acquisition and development process. Surveys current and historical perspectives on language acquisition and treats those factors influencing language development.

EDIS 522 - (3) (Y-SS)
Reading Development

Reading Development is designed for pre-service elementary education techers and is the requisite course for EDIS 530 A and B, the Language Skills Block. The aim of this course is to make language structures accessible for teachers of reading and writing so that they may use instructional programs with confidence and flexibility. Within this course, the theoretical foundations of understanding how children learn to read and write will be explored. Effective reading instruction hinges on an awareness of the language development of each individual student as well as the language content of the text. This course deals with how students learn to read (reading psychology) and the content of reading (the form of written language). EDIS 530 A and B, the Language Skills Block, deals with the pedagogy (how it is to be taught).

EDIS 530 - (6) (Y)
Language Skills Block

Prerequisite: Admission to the Teacher Education Program.
Prepares preservice teachers for teaching reading and language arts in the elementary classroom. Attention shifts from "learning to read" to "reading to learn," and from working with small groups to the effective differentiation needed to work with entire classes of children.

EDIS 532 - (3) (SS-E)
Teaching Mathematics in the Elementary School

Prerequisite: Admission to the Teacher Education Program
Designed to prepare preservice teachers in understanding PreK-6 elementary topics in mathematics, teaching these topics, and how children learn mathematics developmentally. Examines ways to reason mathematically, make connections, and communicate mathematics through the use of literature, manipulatives, technology, and classroom discourse.

EDIS 533 (3) (S)
Teaching Science in the Elementary School

Designed for pre-service teachers, this course coalesces theories of how people learn and practical experiences teaching science to children. Not intended to be a science content course, rather, students will learn and practice pedagogy focused on the teaching and learning of science across several content areas and elementary grade levels.

EDIS 534 (3) (S)
Teaching Social Studies in the Elementary School

This course is designed to develop the knowledge, skills, and understandings needed to teach social studies in the elementary classroom. The class sessions will focus upon a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful social studies learning experiences for students.

EDIS 540 - (3) (Y-SS)
Teaching English

Prerequisite: EDIS 541, 542, 543, and instructor permission.
Translates theory and research into practice by designing, enacting, and evaluating instructional units with a variety of teaching methodologies. Students individualize instruction; construct appropriate learning objectives; develop evaluation tools; and use cooperative learning groups, micro-teaching, and reflective processes.

EDIS 541 - (3) (Y)
Literature for Adolescents

Students read the latest and greatest in adolescents literature, learn to motivate reluctant readers, and develop individualized multi-genre and multicultural reading programs.

EDIS 542 - (3) (SS)
Language, Literacy, and Culture

Considers the relationships among language, literacy, culture, and schooling. Students learn to investigate language as teachers of language, to research current issues, and to design effective strategies for teaching various aspects of the English language.

EDIS 543 - (3) (Y-SS)
Teaching Composition K-12

Students study, practice, and evaluate theories and methods of writing and teaching writing. They prepare a personal writing project, criticize a writing program, or create a writing program for students.

EDIS 545 - (3) (Y-SS)
Teaching Secondary School Mathematics

Prerequisite: Instructor permission.
Considers objectives, subject matter, teaching materials, classroom instructional procedures, pupil experiences, and evaluation procedures in mathematics classes. Emphasizes organization of courses and programs in mathematics education.

EDIS 548 - (3) (Y)
Teaching Secondary School Foreign Languages other than Latin

Prerequisite: Instructor permission.
Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages and selection of appropriate materials, realia, visuals, and media for instructional purposes.

EDIS 549 - (2) (Y)
Planning Foreign Language Instruction

Prerequisite: EDIS 548.
Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents.

EDIS 550 - (4) (Y-SS)
Teaching Secondary School Science

Prerequisite: Instructor permission.
Considers objectives, subject matter, materials, classroom instructional procedures, pupil experiences, and evaluative procedures for science classes. Emphasizes organization of courses and programs in science education.

EDIS 560 - (3) (Y)
Teaching Secondary School Social Studies

Prerequisite: Instructor permission.
Considers objectives, subject matter, materials, classroom instructional procedures, pupil experiences, and evaluative procedures for social studies classes. Discusses organization of courses and programs in social studies education.

EDIS 563 - (3) (IR)
Economics for Teachers

Examines essential concepts of micro- and macro-economics, emphasizing the incorporation of these concepts in elementary and secondary schools.

EDIS 564 - (3) (IR)
Physical Geography

Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity.

EDIS 565 - (3) (IR)
Cultural Geography

Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world.

EDIS 573 - (3) (Y-SS)
Diagnostics in Reading

An introductory course focusing on classroom-based reading assessments. Students learn to match assessment to instruction and to use assessment information to organize flexible reading groups for school-age children. Participants develop expertise in the use of formal and informal assessments that measure a variety of literacy skill from emerging concepts of print and alphabet knowledge to word recognition, decoding, oral reading fluency, and comprehension.

EDIS 574 - (3) (Y-SS)
Remedial Techniques in Reading

This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement.

EDIS 586 - (1) (Y)
Seminar: Multicultural and Health Issues

Prerequisite: Admission to the Teacher Education Program.
Using a workshop format, this course focuses on the implications of cultural differences among students for teacher behavior and instruction. Investigates physical and mental health topics, and the implications thereof, for the professional educator.

EDIS 587 - (3) (Y)
Seminar: Teaching Methods

Co-requisite: EDIS 588.
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-communication relations.

EDIS 588 - (6-12) (Y)
Teaching Associateship

Prerequisite: Admission to the Teacher Education Program; permission of advisor and the Director of Teacher Education.
A required student teaching internship for potential teachers. Supervised by clinical instructors from public schools, in cooperation with University supervisors.

EDIS 589 - (1-6) (S)
Selected Topics

These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated.

EDIS 590 - (1-3) (Y)

Special topics, offered as needed.

EDIS 591 - (1-6) (Y)

Prerequisite: Instructor permission.
A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the student's professional objectives and program focus. Conducted under the guidance of an experienced teacher or University faculty. Section 1: Elementary Education Section 2: Early Childhood Education

EDIS 702 - (3) (Y)
Models of Instruction

Focuses on variety in instructional design and delivery. A range of instructional models are introduced, most emphasizing cognition and the processing of information. Students practice planning and implementing instruction using several selected models.

EDIS 705 - (3) (Y)
Behavior Management

Intensive analysis of cases in which classroom behavior management is a key issue. Using the case method, students apply knowledge of behavior management experience, and the experiences of their peers, to the solution of problems encountered by practicing teachers.

EDIS 708 - (3) (Y-SS)
Advanced Techniques of Teaching the Exceptional Individual

Prerequisite: EDIS 408 or instructor permission.
Analyzes instructional approaches, strategies, and materials for advanced-level consultant and resource teachers in special education. Emphasizes the development of interactive skills among professionals in order to facilitate collaboration with general education.

EDIS 711 - (3) (E)
Vocal and Non-Vocal Communication

Prerequisite: EDIS 500, 705, and concurrent enrollment in practicum.
Designed for teachers, therapists, and other professionals who implement communication programs for persons with moderate to severe disabilities or for preschoolers with disabilities. Current research and teaching practices are addressed, focusing on appropriate assessment strategies and tools; nonsymbolic communication; augmentative and alternative communication systems; functional assessment; naturalistic teaching approaches; and collaborative teaming between teachers, parents, and speech, occupational, and physical therapists. Students design, implement, and evaluate an individual teaching program.

EDIS 712 - (3) (E)
Positioning, Handling, and Self-Care Skills

Prerequisite: EDIS 500 and 705 and concurrent enrollment in practicum.
Explores assessment and teaching of students with moderate to severe disabilities, emphasizing normal muscle tone, high and low tone, and related disabilities; gross and fine motor skills, including mobility, walking, transfers, positioning, handling, and carrying; use and basic maintenance of adaptive equipment; basic self care (toileting, dressing, eating) and grooming; and collaborative teaming. In addition to special education, instructors include occupational, physical, and speech therapists, and a registered nurse, who model and provide supervised practice opportunities. Students design, implement, and evaluate an individual teaching program.

EDIS 713 - (3) (Y)
Secondary, Vocational and Transition Skills

Prerequisite: EDIS 500, 705.
Emphasizes the following areas of assessment and instruction related specifically to students with disabilities: functional academics; vocational skills, models of employment, and employment; independent living and use of the community; and post-secondary training in education.

EDIS 715 - (3) (O)
Advanced Behavior Support

Prerequisite: EDIS 500, 705.
Emphasizes understanding and applying principles of positive behavior support to preschoolers, children, and youth with disabilities who exhibit behavior problems. Topics include defining and measuring behavior through interview and direct observation; identifying preferences; functional assessment and analysis; identification and teaching of alternative behaviors and replacement skills; social skill instruction; improvement of classroom, living, or work settings; nonaversive behavior support strategies; communication-based interventions; self-management; and peer support.

EDIS 721 - (3) (Y)
Advanced Language Development

Prerequisite: EDIS 521 or equivalent.
Focuses on language acquisition and development. Emphasizes the development of syntax, semantics, pragmatics, and phonology. Factors influencing language acquisition and development, such as the role of primary caretaker, the active participation of the child, social-economic conditions, and sensitivity to non-verbal cues are explored. Reading and research in language development highlight current issues in language requisition.

EDIS 730 - (3) (IR)
Language Arts: Elementary School

Designed for the graduate student whose primary interest is in methods and materials in the teaching of language arts in the elementary classroom. Emphasizes instructional strategies, activities, materials, and techniques to stimulate the acquisitions of oral, aural, and written language skills.

EDIS 731 - (3) (Y)
Children's Literature

Studies children's literature and its importance as an integral part of the school curriculum. Emphasizes the treatment in books of contemporary social problems and conditions.

EDIS 732 - (3) (Y)
Integrated Science in the Elementary School

Emphasizes understanding basic principles, processes, and conceptual schemes of the integrated life and physical sciences from the perspective of curricular requirements and societal expectations for elementary science teaching. In reviewing the history of science education, curriculum improvement studies, and current trends in science teaching, students examine instructional options for K-8 science teaching. Provides experience translating science content into activity/inquiry based, hands-on science lessons compatible with applicable curriculum standards and instructional objectives. Methods of interdisciplinary instruction involve mathematics, art, music, writing, reading, social studies, environmental education, and health and physical education. Credit may not be earned for both EDIS 432 and 732.

EDIS 733 - (3) (SI)
Social Studies in Elementary Schools

Studies curriculum materials, teaching methods, and problems in social studies education for elementary school children.

EDIS 739 - (3) (Y)
Academic Uses of the World Wide Web

Investigates, evaluates, and develops online resources that can be used in teaching or other educational endeavors. Emphasizes meaningful content, sound principles of web design, and use of appropriate current and developing technologies.

EDIS 740 - (3) (SI)
Problems and Issues in English Education

Critique of major issues in current instructional practice and curricula for secondary English. Students conduct inquiry directed toward posting solutions to identified problems.

EDIS 745 - (3) (SI)
Problems and Issues in Mathematics Education

Prerequisite: instructor permission.
Studies major curriculum and instructional problems and issues in mathematics education from historical and present-day perspectives.

EDIS 750 - (3) (SI)
Problems and Issues in Science Education

Prerequisite: Instructor permission.
Studies major curriculum and instructional problems and issues in science education from both historical and present day perspectives.

EDIS 753 - (3-6) (SI)
Science Supervision Internship

Supervisory experience under the direction of the University, in cooperation with local school divisions.

EDIS 760 - (3) (SI)
Problems and Issues in Social Studies Education

Prerequisite: Instructor permission.
Discussion of the major curriculum and instructional problems and issues in social studies education.

EDIS 770 - (3) (Y)
Foundations of Reading Instruction

The foundations of reading and reading development are the focus of this survey course. Topics covered include: children's basic language development as a precursor to reading and as a medium for instruction, methods for assessing and instructing the emergent reader, the beginning reader, and the instructional reader, and reading disability.

EDIS 771 - (3) (Y)
Reading and Writing in the Content Areas

This course focuses on the uses of writing and reading as ways to learn across the curriculum. Educators interested in elementary through high school instruction, in all subject areas, will learn about ways to set up a classroom for maximum learning, and about reading and writing strategies they may teach their students to use. Teachers learn how to use quality literature and other sources of information, and to meet the various achievement levels of their students.

EDIS 772 - (3) (Y)
Word Study: Language Structures and Phonics

Prerequisite: EDIS 770.
Explores a combination of theoretical and practical issues surrounding the most fundamental skill in reading—access to word in print. Assumes a basic knowledge of the reading process, such as familiarity with the alphabetic principle and prerequisites for learning to read. Provides hands-on opportunities to make conceptually-based word study tasks for developmental needs in phonics, spelling, and vocabulary acquisition.

EDIS 773 - (3) (SS)
Practicum in Reading Diagnosis

Prerequisite: EDIS 573.
Introduction to basic and advanced testing procedures used to diagnose reading difficulties of elementary and secondary students and adults. Examines clinical and classroom diagnostic methods, explores theoretical foundations for these practices, and discusses practical applications to the classroom.

EDIS 774 - (3) (SS)
Practicum in Remedial Reading

Prerequisite: EDIS 574.
Acquaints students with a variety of techniques to support and instruct remedial readers. These techniques address reading, writing, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic or in one of the local schools under close supervision. Emphasizes learning and developing appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems.

EDIS 775 - (3) (Y)
Effective Reading Programs

Prerequisite: EDIS 770.
Examines the organization and supervision of effective reading programs in the nested contexts of the classroom, the school, the school district, and beyond. The issue of organizational plans are discussed in relation to students' needs in literacy acquisition. Participants critically examine "in place" reading programs and design their own plan for a reading program.

EDIS 780 - (3) (Y-SS)
Curriculum: Fundamentals

Introduces basic concepts and issues related to curriculum design, development, change, and evaluation.

EDIS 781 - (3) (S)
Curriculum: Middle and Secondary School

Studies the curriculum of both middle and high schools, including significant curriculum issues and movements of the past and present. Specific attention is given to objectives, sequence, standards, and developments in each subject area, as well as exploring interdisciplinary curricula.

EDIS 782 - (3) (Y)
Curriculum: Elementary School

Introduces issues, concepts, trends, and major orientations to early childhood and elementary curricula. Examples of currently used curriculum materials are also presented.

EDIS 785 - (3) (SI)

Section 1: Special Education: Advanced study of various problems in special education. Areas of emphasis are: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; severely handicapped; preschool handicapped. Prerequisite: master's level students with 12 graduate credits.

Section 2: Elementary Childhood: Study of the major problems in elementary education today as they influence curriculum development.

Section 3: Early Childhood: Study of the major problems in early childhood education today as they influence curriculum development.

Section 4: English Education: Study of selected topics in theory and development of curriculum and instructional methods in English education.

Section 5: Science Teaching: Study of the major problems in science teaching today, emphasizing historical and philosophical contributions to the formulation of objectives and methods in modern science .

Section 6: Science Education: Study of recent curriculum developments in science and in-depth consideration of selected topics, themes, and areas of content for the major of curriculum studies in elementary and secondary schools.

Section 7: Social Studies Education: Study of selected topics in theory and development of curriculum and instructional methods in social studies education.

Section 8: Curriculum: Consideration of selected problems, issues, programs, reports of research, and elements of theory pertaining to evaluation of elementary and secondary school curricula.

Section 9: Seminar: Curriculum, Instruction, and Special Education (3) (Y)

Section 10: Instructional Research and Evaluation: Focus on development of research projects directed toward the resolution of problems in teaching and teacher education.

Section 11: Literacy Acquisition: Designed to stimulate critical evaluation and thinking about current theories of literacy acquisition. The central question is: How do we ensure that all children are reading at grade level at the end of third grade? Topics include research on the process of learning to read and how that knowledge informs the national agenda; the additional research that needs to be done to fully understand and promote literacy; the tasks and processes involved in reading acquisition and the factors that affect it.

Section 12: Reading Research: Basic seminar in models and processes of reading. The widest possible range of reading models are considered, from those that emphasize processes of word recognition to those that encompass reader-response theory and postmodern perspectives. Each model is evaluated in turn, with the goal of synthesizing multiple perspectives in a final paper that reconciles conflicting views and focuses on instructional implications.

Section 13: Comprehension of Text: Explores what it means to comprehend a text and how that ability develops in children and adolescents. Examines comprehension theories from the perspectives of psychology, education, linguistics, and literary theory. Participants also study the research on teaching reading comprehension to determine if schools can improve how students think and learn with texts.

Section 14: Reading Disabilities: Explores the research on reading disabilities from various perspectives. Phonological awareness, attention, language processing abilities, neuropsychological deficits, heritable syndromes, and motivational-emotional issues are examined from existing research and case studies. Dyslexia, hyperlexia, and other labels applied to reading disabilities are examined in light of this research. Seminar discussions focus on behavioral manifestations, etiology, and instruction.

EDIS 788 - (3) (Y)
Field Project

A field-based, action research project, designed to explore a contemporary educational problem.

EDIS 789 - (3-6) (SI)
Practicum: Special Education

Supervised experiences under the direction of the professional staff in cooperation with local and state educational personnel. Experiences are designed to prepare the students to manage and instruct individual children and groups of children representative of their respective area of emphasis. The experiences are addressed as follows:

Section 1: Early Childhood Special Education

Section 2: Severe Disabilities

Section 3: In-Service Training

Section 4: Vocational

Section 5: Behavioral Disorders

Section 6: Learning Disabilities

Section 7: Mental Retardation

Section 8: Curriculum: A laboratory course for students beginning to work on the development of curriculum and instructional programs. Prerequisite: EDIS 780.

EDIS 790 - (3) (Y)
Teaching and Learning with Web-Based Cases

Students concentrate on interdisciplinary teaching and learning in elementary, middle, and secondary schools across the U.S. Course content is delivered in a case-based format via the Internet. Purposes of the course are to develop and refine the ability to recognize, analyze, and address professional problems through the use of case studies; promote collaboration and group problem-solving among professional educators; model the use of instructional technology to support student-centered learning; and provide opportunities to develop technical skills.

EDIS 793 - (1-6) (S-SS)
Independent Study

Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.

EDIS 801 - (3) (IR)
Administration and Supervision of Special Education Programs

Prerequisite: EDLF 776 and 15 graduate credits in special education.
Analyzes the administration, organization, and supervision of special education programs. Staffing, physical facilities, budgeting, equipment, community agencies, legal basis, and methods of school survey and program evaluation are considered.

EDIS 802 - (3) (S)
Readings and Research in Education of Exceptional Children

Prerequisite: Instructor permission.
Individual reading or research program for students majoring in the education of exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision.

EDIS 804 - (3) (S)
Problems in Special Education

Analyzes contemporary research on exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision. No more than three credits may be taken in each subsection.

EDIS 809 - (1-12) (S)
Special Education Doctoral Internship

Practical experience for doctoral students in methods, theories, and practices of various governmental and private agencies. The following appropriate and selected experiences will be provided in special education: higher education teaching; administration, supervision, and/or research in public schools; state departments of education; the United States Office of Education; state institutions; and private residential facilities for exceptional children.

EDIS 840 - (3) (Y)
Studies and Research in English Education

Students learn to analyze significant studies and research in English education; and to present and criticize selected studies from the students' review of research for their dissertations.

EDIS 851 - (1-3) (Y)
Curry Forum on Educational Issues

School-wide interdisciplinary course on key issues in education. Curry School faculty and nationally recognized scholars introduce selected issues and topics. Small discussion groups explore these subjects in greater detail. Sponsored by all four departments and open to all master's and doctoral students.

EDIS 880 - (3) (E)
Curriculum: Design and Evaluation

Prerequisite: EDIS 780.
Laboratory course for students beginning to work on the development of curriculum and instructional programs. Application of curriculum design and evaluation principles to the development of a particular curriculum identified by the student.

EDIS 882 - (3) (Y)
Curriculum: Advanced Theory

Study of the most significant recent developments in curricular concepts and patterns directed toward a deeper understanding of the theoretic base underlying them.

EDIS 885 - (3) (Y)
Current Research on Teaching and Teacher Education

Examines the emerging knowledge base on effective teaching and effective teachers. This literature includes studies of teachers, teaching and learning, and the contexts in which teaching occurs. Considers procedures and results of both quantitative and qualitative research and looks at contributions of major researchers in the field.

EDIS 885B - (3) (Y)
Policy Issues in Teaching and Teacher Education

This seminar engages graduate students in an intensive exploration of (1) the context for teaching and teacher education policy, (2) the diverse roles of various stakeholder groups and agencies, (3) the specific dimensions of policy on teaching and teacher education, and (4) current issues in teaching and teacher education policy.

EDIS 891 - (3-6) (SI)
Field Project

Field based and/or action research project designed to explore an issue or line of inquiry chosen by the student and his or her assigned advisor.

EDIS 897 - (1-6) (SI)
Master's Thesis

A thesis project conducted under the guidance of the master's advisor or others approved by the departmental chair. A formal plan should be filed in the Office of Student Affairs, and the final project must be approved by at least two Curry faculty members.

EDIS 920 - (3) (Y)
Readings and Research in Early Childhood Education

Survey of current issues and trends in early childhood research. Focuses on readings in current literature and explores topics and issues determined by class participants and the instructor.

EDIS 925 - (3) (Y)
Readings and Research in Elementary Education (K-8)

Applies empirical, theoretical, and practical knowledge to classroom teaching problems.

EDIS 940 - (3) (Y)
Seminar in English Education

Students develop a comprehensive and annotated bibliography of research, along with a rationale and procedures for carrying out a study that will contribute to research, theory, and practice in English education.

EDIS 945 - (3) (IR)
Research in Mathematics Education

Analysis of significant studies and research in mathematics education. Consideration is also given to implications for needed research.

EDIS 955 - (3) (IR)
Readings and Research in Science Education

Analysis of significant studies and research in science education. Consideration is also given to implications for needed research.

EDIS 965 - (3) (IR)
Readings and Research in Social Studies Education

EDIS 970 - (3) (IR)
Reading Research Seminar

EDIS 974 - (1-6) (IR)
Internship in College Teaching or Supervision

Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities arranged by the students with assistance of the sponsoring faculty member.

EDIS 993 - (1-6) (SI)
Independent Study

Prerequisite: Instructor permission.
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs.

EDIS 995 - (1-6) (SI)
Supervised Research

Prerequisite: Advisor permission.
Permits students to work jointly with faculty or other students in cooperatively designing and executing research projects. The nature and scope of such projects are advanced beyond the master's level, and a plan of research should be signed and filed in the student's permanent file.

EDIS 996 - (1-6) (SI)
Independent Research

Prerequisite: Instructor permission.Independent work supervised by a Curry faculty member. A research plan should be signed by the faculty member and filed in the student's permanent file in the Office of Student Affairs.

EDIS 997 - (1-6) (SI)
Internship - Ed.D. or Ph.D.

Prerequisite: Instructor permission.

Section 1: Designed for doctoral students to gain experience in the profession of education, this supervised internship must be completed after admission to the doctoral program and under the direct supervision of a Curry faculty member.

Section 2: Enables doctoral students to gain experience in methods, theories, and practices of governmental and private agencies with functions related to science education. Possibilities include teaching science in higher education institutions; administration, supervision, and research in state departments of education, the U.S. Office of Education, the National Science Foundation, the American Association for the Advancement of Science, and businesses and industries in science-related fields.

EDIS 999 - (3-12) (S-SS)
Doctoral Dissertation

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