8: Curry School of Graduate Education

General Information | Categories of Graduate Degree Status and Program/Degree Requirements
Program Descriptions | Course Descriptions | Faculty

Department of Curriculum, Instruction, and Special Education
Department of Human Services | Department of Leadership, Foundations, and Policy

Department of Curriculum, Instruction, and Special Education

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, physical development to persons with disabilities as well as the gifted. Credit is not given for both EDIS 302 and EDIS 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 and Special 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 504 - (3) (S)
Assessment Techniques for Exceptional Children

Prerequisites/Corequisites: EDIS 510, 511, or 512
Integrates a wide range of academic and behavior assessment instruments. Offers experience in examining theories of assessment and administering formal and informal tests, and inventory instruments which lead to the development of remediation and teaching strategies that can be used with the mentally retarded, behavior disordered (emotionally disturbed), learning disabled, or visually impaired student.

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

Prerequisite/Corequisite: EDIS 302 or 500 (510, 511, 512)
Presents strategies for teaching children with special needs and focuses on cognitive and behavioral instructional approaches. Collaboration and consultation for inclusive classrooms are essential class features. Application of instructional modification procedures and development of individualized plans are also included. This class is coordinated with EDIS 514.

EDIS 510 - (3) (S-SS)
Characteristics of People with Emotional Disturbances and Behavioral Problems

Prerequisite/Corequisite: EDIS 302 or 500
Study of 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 - (3) (S-SS)
Characteristics of People with Learning Disabilities

Prerequisite: EDIS 302 or 500
Study of the meaning and concepts associated with the field of learning disabilities and the divergent characteristics of individuals with these disabilities. Topics include the nature, causes, assessment, and treatment of learning disabilities.

EDIS 512 - (3) (Y)
Characteristics of People with Mental Retardation

Prerequisite: EDIS 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 - (3) (Y)
Characteristics of People with Severe Disabilities

Prerequisite: EDIS 500
Introduction to 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 - (2) (Y)
Curriculum for Exceptional Children

Prerequisite: EDIS 302, (510, 511 or 512)
Focuses on strategies for secondary-aged students with special needs, and is designed to extend the information given in EDIS 508. Curriculum and instructional approaches related to cognitive and behavioral theories are emphasized. Applications of transition procedures are addressed.

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

A two-semester sequence. Workshop format is used. Outward Bound type activities, modified individual and group confidence-building physical activities, sports, crafts and recreation are the focus. 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. Primary problem focus is on (1) recognition and management of stress in professionals and their clients; (2) working with substance-abusing youth. Techniques with short-term goals are studied.

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

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

Prerequisite: Admission to Teacher Education Program
Designed to prepare preservice teachers for teaching reading and language arts in the elementary classroom. During the year, attention shifts from learning to read to reading to learn and from working with an individual child to the effective differentiation needed to work with entire classes of children.

EDIS 531 - (6) (Y)
Reasoning Skills Block

Prerequisite: Admission to Teacher Education Program
Exploration of the strategies and tactics of fostering elementary school studentsí reasoning skills, with an emphasis on instruction in science, mathematics, and social studies.

EDIS 532 - (3) (SS-E) Teaching Mathematics in the Elementary School
A study of problems in the teaching of elementary school mathematics. Attention is given to emerging practices and programs in mathematics for the elementary school.

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

Prerequisites: EDIS 541, 542, 543 and permission of instructor
Students learn how to translate theory and research into practice: design, enact, and evaluate instructional units with a variety of teaching methodologies; individualize instruction; construct appropriate learning objectives; develop evaluation tools; 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. Investigate language as a teacher of language. Research current issues, and design effective strategies for teaching various aspects of the English language.

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

Students learn to study, practice, and evaluate theories and methods of writing and teaching writing; 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

Consideration of objectives, subject matter, materials, classroom instructional procedures, diagnosis and remediation, and evaluation procedures in secondary school mathematics classes. Emphasizes organization of courses and programs in mathematics education.

EDIS 548 - (3) (Y)
Teaching Modern Foreign Languages

Prerequisite: Permission of instructor
Consideration of objectives, subject matter, materials, classroom instructional procedures, and pupil experiences in secondary school foreign language classes. Emphasizes organization of courses and programs in modern language education.

EDIS 550 - (3) (Y-SS)
Teaching of Science-Secondary

Prerequisite: Permission of instructor
Consideration of objectives, subject matter, materials, classroom instructional procedures, pupil experiences, and evaluative procedures for science classes in the secondary schools. Emphasizes organization of courses and programs in science education.

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

Prerequisite: Permission of instructor
Consideration of objectives, subject matter, materials, classroom instructional procedures, pupil experiences, and evaluative procedures for social studies classes in the secondary schools. Discusses organization of courses and programs in social studies education.

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

Essential concepts of micro- and macro-economics are examined with particular emphasis on the incorporation of these concepts in elementary and secondary schools.

EDIS 564 - (3) (IR)
Physical Geography

Emphasizes the use of maps and 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

Basic course in reading diagnosis, covering the major standardized and informal tools and techniques.

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

Explores the basic techniques of teaching reading to remedial readers and readers at risk of failure to learn to read.

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

Prerequisite: Admission to Teacher Education Program
Workshop format. Focus on the implications of cultural differences among students for teacher behavior and instruction; and health topics and implications thereof for the professional educator.

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

Prerequisite: Admission to Teacher Education Program
Designed to accompany the teaching associateship experience (student teaching). Focuses on special issues and concerns which grow out of that experience, including such topics as classroom management, parent-teacher conferences, school-communication relations, etc.

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

Prerequisite: Admission to the Teacher Education Program and permission of the director
Required internship (student teaching) experience for all potential teachers. It is supervised by clinical instructors from the public schools in cooperation with University supervisors.

Section 1: Elementary NK-8
Section 2: Special Education: Behavior Disorders
Section 3; Special Education: Learning Disability
Section 4; Special Education: Mental Retardation
Section 5; Special Education: Severe Handicaps
Section 6: English
Section 7: Foreign Language
Section 8: Mathematics
Section 9: Science
Section 10: Social Studies

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

Organized around current issues and topics, and may be used to meet specific program area degree requirements, in-service needs, and/or recertification needs of practicing educators. Specific topics to be announced on a semester-to-semester basis.

EDIS 590 - (1-3) (Y)

Special topics offered as needed are:

Section 1: Elementary Education
Section 2: Early Childhood Education
Section 3: English Education
Section 4: Math Education
Section 5: Social Studies Education
Section 6: Reading Education
Section 7: Curriculum and Instruction
Section 8: Special Education
Section 9: Science Education

EDIS 591 - (1-6) (Y)

A special assignment providing a unique experience in an educational setting that is consistent with the studentsí professional objectives and program focus and that is agreed to by the student and their assigned advisor. Conducted under the guidance of an experienced teacher and/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 704 - (3) (IR)
Positive Classroom Discipline

Focuses on building a positive classroom environment where there is order, cooperation, psychological safety, responsible behavior, respect, and academic achievement. Major topics include control theory, reality therapy, values in the classroom, cooperative discipline, empathy building, life space interview, invitational education, child and teacher stress, and effective education. Same as EDIS 404.

EDIS 705 - (3) (Y)
Behavior Management

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

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

Prerequisite: EDIS 408 or permission of instructor
Analysis of 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

Prerequisites: 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 with specific focus 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

Prerequisites: EDIS 500 and 705 and concurrent enrollment in practicum
Emphasizes assessment and teaching of students with moderate to severe disabilities in the following areas: (1) normal muscle tone, high and low tone, and related disabilities; (2) gross and fine motor skills including mobility, walking, transfers, positioning, handling, and carrying; (3) use and basic maintenance of adaptive equipment; (4) basic self care (toileting, dressing, eating) and grooming; and (5) 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

Prerequisites: EDIS 500, 705
Emphasizes the following areas of assessment and instruction related specifically to students with disabilities: (1) functional academics; (2) vocational skills, models of employment, and employment; (3) independent living and use of the community; and (4) post-secondary training in education.

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

Prerequisites: 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 are selected that 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 the 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)
Childrenís Literature

Study of childrenís 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 of 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 EDIS 732.

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

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

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: Permission of instructor
Study of major curriculum and instructional problems and issues in mathematics education from both historical and present-day perspectives.

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

Prerequisite: Permission of instructor
Study of 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 direction of the professional staff of the University in cooperation with local school divisions.

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

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

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

Focuses on issues of learning to read and becoming a better reader, in school and out. Students explore issues such as: how children grow into literacy, controversies in teaching methods, relationships of reading and writing, and the role of social factors in learning to read.

EDIS 771 - (3) (Y)
Reading in Content Areas

Major focus on issues of reading to learn. Designed on the premise that reading and writing are tools for acquisition and understanding information and ideas in literature, math, science, social studies, etc., at all grade levels, K-college. Emphasizes the use of textbooks, computers and supplementary readings as instructional tools.

EDIS 772 - (3) (Y)
Word Study

Prerequisite: EDIS 770
Explores a combination of theoretical and practical issues surrounding the most fundamental skill in readingóaccess 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) (Y-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) (Y-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. A practicum, and as such 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 which 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 studentsí needs in literacy acquisition. Participants critically examine ďin placeĒ reading programs and design their own plan for a reading program.

EDIS 779 - (3) (Y)
Using Cooperative Learning Strategies in the Classroom

Focus on using cooperative strategies with all types of students to improve learning and retention. Strategies covered include Jigsaw, Think/Pair/Share, Virginia Pairs, Four Corners, Send a Problem, Telephone, and Round Table.

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

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

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

Study of the modern secondary school curriculum including significant curriculum issues and movements of the past and present. Specific attention is given to objectives, sequence, major problems, and recent developments in each secondary school program area.

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

Introduction to issues, concepts, trends, and major orientations to elementary curriculum. Examples of currently used curriculum materials are also presented.

EDIS 783 - (3) (Y)
Curriculum: Early Childhood Education

Introduction to concepts and issues in curriculum as it relates to early childhood education including an analysis of several currently used models of early childhood education.

EDIS 784 - (3) (Y)
Curriculum: Middle School

Examination of the background, development and defining characteristics of middle schools. Emphasis is given to the relationship between the variables of community settings, student characteristics, principles of learning and motivation, examples of curriculum and instructional programs and the role of teacher.

EDIS 785 - (3) (SI)

Section 1; Special Education: Advanced study of various problems in special education. Areas of emphasis are: (A) behavior disordered (emotionally disturbed); (B) learning disabled; (C) mentally retarded; (D) general special education; (E) severely handicapped; (F) preschool handicapped. Prerequisite: masterís level students with 12 graduate credits.

Section 2; Elementary Childhood: Study of the major problems in elementary eduction 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, with emphasis on historical and philosophical contributions to the formulation of objectives and methods in modern science today.

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 insure that all children are reading at grade level at the end of third grade? Major topics include: (1) research on the process of learning to read and how that knowledge informs national agenda; (2) what additional research needs to be done both to fully understand literacy acquisition and to promote it; (3) the tasks and processes involved in reading acquisition and the factors that effect acquisition.

Section 12; Reading Research: Basic seminar in models and processes of reading. The widest possible range of models of reading are considered, from models that emphasize processes of word recognition to models that encompass readersí 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. Auditory processing, 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 (ECSE)
Section 2: Severe Disabilities
Section 3: In-service Training
Section 4: Vocational
Section 5: Behavioral Disorders (Emotionally Disturbed)
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 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
Analysis of 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: Permission of instructor
Individual program of reading or research for students majoring in the education of exceptional children. Areas of emphasis: (1) behavior disordered (emotionally disturbed); (2) learning disabled; (3) mentally retarded; (4) general special education; (5) special education administration and supervision.

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

Analysis of contemporary research dealing with exceptional children. Areas of emphasis: (1) behavior disordered (emotionally disturbed); (2) learning disabled; (3) mentally retarded; and (4) general special education; (5) special education administration and supervision. Not 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. 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 studentsí review of research for their dissertations.

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

School-wide interdisciplinary course on the key issues in education. Faculty from the Curry School and nationally recognized scholars introduce selected issues and topics. Small discussion groups explore these subjects in greater detail. Sponsored by all four departments. Open to all masterís and doctoral students.

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

Prerequisite: EDIS 780
Laboratory course for students beginning to work on the development of curriculum and instructional programs.

EDIS 881 - (3) (IR)
Curriculum: Evaluation

Extensive reading about principles and techniques of curriculum evaluation in conjunction with experience in planning a curriculum evaluation.

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. Procedures and results of both quantitative and qualitative research are considered. Contributions of major researchers in the field are examined.

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 their assigned advisor.

EDIS 899 - (1-6) (SI)
Masterís Thesis

A thesis project conducted under the guidance of the masterís 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. Topics and issues to be explored are determined by class participants and the instructor.

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

Application of empirical, theoretical, and practical knowledge to classroom teaching problems.

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

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: Permission of instructor
Students work under close guidance of a faculty member on areas of particular interest to the student when such need and interest can not be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the studentís permanent file in the Office of Student Affairs.

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

Prerequisite: Permission of advisor
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 masterís level, and a plan of research should be signed and filed in the studentís permanent file.

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

Prerequisite: Permission of instructor
Permits students to work independently under the supervision of a Curry faculty member. A plan of research should be signed by the faculty member and filed in the studentís permanent file in the Office of Student Affairs.

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

Prerequisite: Permission of instructor

Section 1: A supervised internship designed for doctoral students to gain experience in the profession of education. This 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 practical experience in methods, theories, and practices of various governmental and private agencies with functions related to science education. Possibilities include: teaching science in higher education institutions; administration, supervision, and/or 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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