PHASE I. Developing Perspectives (9 hrs)
ELED 6200. Current Issues in Global and Urban Elementary Schools. (3)
Prerequisite: Admission to M.Ed. in Elementary Education program. Candidates demonstrate an understanding of global, civic, and urban issues that impact local teaching and learning ideals. The course is reading and writing intensive, as candidates are required to reflect on and analyze instruction for diverse learners using a variety of flexible and adaptable instructional methods appropriate for learning in a globalized educational context.
ELED 6201. Theories of Human Development and Learning in Cultural Contexts. (3)
Prerequisites: Admission to M.Ed. in Elementary Education program. Requires candidates to critically analyze child, adolescent, and cognitive development to determine developmental needs in an effort to design relevant yet rigorous instruction. Candidates are also required to critically examine paradigms and theories of development, conceptual relationships between education and developmental paradigms, the concepts of learning and development, and the roles and responsibilities of school staff for meeting children's developmental and cultural needs.
ELED 6202. Classroom Management and Leadership for Diverse Learners. (3)
Prerequisite: Admission to the M.A.T or M.Ed. in Elementary Education program. Examination of theory, models, and best practices in classroom management, with focus on management of special populations of students. Emphasis on demonstrating best practices of classroom management models of instruction through professional development leadership.
Phase II: Collaborative Inquiry (6 hrs)
Candidates must complete requirements of Phase II before Phase III.
RSCH 6101. Research Methods. (3)
Identification of logical, conceptual, and empirical research problems; application of methods and procedures, including conducting library research, interpreting research findings, and preparing reviews of related literature.
ELED 6203. Instructional Differentiation and Leadership for Diverse Learners. (3)
Prerequisite: Admission to the M.A.T or M.Ed. in Elementary Education program. Examination of models, approaches, and best practices for effective instructional differentiation for diverse learning needs of elementary school students. This is a capstone course which must be taken in the final semester of the program.
Phase III: Investigative Leadership. (3 hrs)
Complete all Phases I and II Requirements before Phase III.
ELED 6303. Teacher Inquiry and Data Analysis in the Elementary Classroom. (3)
Prerequisite: Admission to the M.A.T or M.Ed. in Elementary Education program. This capstone course examines data-driven instructional decision making and the use of research to improve student learning. Requires application of advanced content knowledge, instructional planning, and student assessment data in the creation of a capstone experience. Must be taken in the final semester of the M.A.T. program.
ELECTIVES (3 hrs)
To be taken any time after planning contract is approved. Any non‐required course in the Concentration can be taken as an elective. Courses are Ph.D. courses designed to bridge M.Ed. students into the doctoral level. EDCI 8141: Varieties of Constructivism in Elementary Education (3)
Concentrations (12 hrs)
Concentrations can be taken any time throughout the program.
Academically or Intellectually Gifted:
SPED 5211. Nature and Needs of Gifted Students. (3)
Examination of the historical and philosophical perspectives of education for gifted and talented learners with emphasis on answering the question "What is giftedness?" Issues explored in the course include identification procedures, instructional options, the nature of intelligence and creativity, laws/policies, psychological and emotional correlates of talent, and current research findings.
SPED 6124. Methods of Instructing Gifted Students. (3)
Prerequisite: SPED 5211. An introduction to the basic skills necessary to plan, implement, and evaluate instructional procedures that facilitate learning by gifted students. Specific theories discussed include Bloom, Bruner, Krathwohl, Parnes, Kohlberg.
SPED 6161. Social and Emotional Needs of Gifted Students. (3)
Prerequisite: SPED 5211. An overview of current theory and practice in understanding gifted students’ social and emotional development. Topics discussed in class range from the social and emotional needs of the general population of gifted students to the unique needs of specific sub-groups of gifted students (e.g., gifted girls, gifted and learning disabled, gifted minority students).
SPED 6224. Adapting Curriculum Materials and Classroom Differentiation. (3)
Prerequisites: SPED 5211 and SPED 6124. Students study methods of making accommodations to meet the gifted student’s needs in the regular classroom. Topics include differentiated lesson plans based on national and state standards as well as methods of adapting the learning environment to support multi-level learning.
Education in Instructional Systems Technology:
EIST 6101. The Adult Learner. (3)
The focus of this course will be on the examination of how adults learn in instructional settings. Characteristics of the adult learner will be examined. Students will investigate adult learning theory as well as current trends and advancements in adult learning. The focus will be on making better instructional decisions and media selection for the education and training of adults.
EIST 6100. Reading in Instructional Systems Technology. (3)
Contemporary issues and trends in instructional systems technology, including foundations in learning research, instructional systems design, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics, hardware and software innovations, assessing instructional outcomes, and factors affecting utilization.
EIST 6110. Instructional Design. (3)
Prerequisites: EDUC 6100 and RSCH 6101. Instructional Design and evaluation principles are included and examine Goal and task analysis, analysis of audience, flow chart development, instructional strategies, selection and development of instructional materials, formative and summative evaluation.
EIST 6135. Learning Media, Resources and Technology. (3)
Selection, use, and evaluation of technological innovations in instructional media.
EDUC 6254. Individualizing Instruction for Diverse Learners. (3)
Instructional modifications/adaptations related to meeting the individual learning needs of students. Emphasis on teaming, collaboration, and creating a classroom environment in which all learners can be successful. Differences among learners that are influenced by development, exceptionalities, and diversity are explored using case study methodology.
SPED 6503. Instructional Design in Special Education. (3)
Prerequisites: Admission to Teacher Education, M.A.T. (SPED) or M.Ed. (SPED); SPED 6475 or SPED 6476 or RSCH 7113. Advanced instructional design for learners who have significant difficulty in performing academic tasks with typical instruction. The course provides strategies for classroom-based assessment of individual needs using curriculum analysis, task analysis, and error analysis. It provides a framework for designing instructional sequences and error correction procedures that optimize progress. A field-based clinical assignment of approximately 15 hours is required.
SPED 6690. Consultation and Collaboration. (3)
Prerequisites: An “A” level special education teaching license and admittance to the M.A.T. in Special Education program. Graduate students in Special Education will likely assume leadership roles in their individual schools and/or their LEA's. Designed to provide students with the background, knowledge base, experience, and personal contact to work collaboratively with professionals and parents. Offered in a true seminar manner. Learning consultation and collaboration skills assures that the needs of individuals with Exceptional Learning Need (ELN) are addressed throughout their school career. It also enhances the view of Special Educators as specialists and a resource to colleagues for instruction, inclusion, transition, and collaboration with outside agencies. Students use these skills, the professional literature, and their professional experience to formulate training packages for successful collaboration.
SPED 6502. Advanced Classroom Management. (3)
Prerequisites: Admission to Teacher Education, M.A.T. (SPED) or M.Ed. (SPED); SPED 6475 or SPED 6476 or RSCH 7113. Advanced theoretical context, including applied behavior analysis, functional assessments, and positive behavioral supports, and related applied strategies necessary to manage and maintain effectively the classroom behaviors of individuals or groups of students. A field-based clinical assignment of approximately 15 hours is required.
Teaching English as Second Language:
ENGL 6161. Introduction to Linguistics. (3)
Introduction to linguistics, its techniques and objectives, descriptive and historical approaches, language families, language and culture.
TESL 5103. Methods in Teaching English as a Second Language. (3)
For current and future teachers of English as a Second Language (ESL) to master a variety of approaches, methods and techniques of teaching ESL and other competencies prescribed by the state of North Carolina.
TESL 6205. Second Language Acquisition in K-12 Schools. (3)
An examination of concepts, theories, research, and practice related to the language acquisition and literacy development of English Language Learners in U.S. schools. Attention is paid to the physiological, social and psychological variables that influence the academic success of immigrant children and the challenges associated with first language literacy, second language literacy, and second language development in K-12 settings.
TESL 5104. Authentic Assessment. (3)
For current and future teachers of English as a Second Language (ESL) to develop multiple criteria assessment models as TESL diagnosticians and to master other competencies prescribed by the state of North Carolina.
ELED 6311. Number Systems and Operations: K-5 Mathematical Tasks. (3)
Prerequisite: Admission to the Elementary School Mathematics Add-on Licensure or M.Ed. in Elementary Education program. Analysis and construction of effective mathematical tasks in teaching number systems and operations at the K-5 level. Attention is also given to the expansion of content knowledge.
ELED 6312. Geometry and Spatial Visualization: K-5 Assessment. (3)
Prerequisites: ELED 6311 and admission to the Elementary School Mathematics Add-on Licensure or M.Ed. in Elementary Education program. Formative and summative assessment strategies of students' geometric thinking in elementary grades; concept development of 2- and 3-dimensional geometry. Attention also given to diagnosis of student errors.
ELED 6313. Algebraic Reasoning: K-5 Discourse and Questioning. (3)
Prerequisites: ELED 6311 and admission to the Elementary School Mathematics Add-on Licensure or M.Ed. in Elementary Education program. Focus on the early algebra concepts of functional thinking and generalized arithmetic in relationship to pedagogical practices centered on questioning in the mathematics classroom.
ELED 6314. Rational Numbers and Operations: K-5 Learning Trajectories. (3)
Prerequisites: ELED 6311 and admission to the Elementary School Mathematics Add-on Licensure or M.Ed. in Elementary Education program. Focus on rational number concepts through learning trajectories at the K-5 level. Attention also given to problem solving and content knowledge.