To fulfill requirements for non-thesis master's students who need to complete final degree requirements other than coursework during their last semester. This may include such things as a comprehensive examination, oral examination, or foreign language requirement. Students are required to be registered during the semester they graduate.

Preparation to become effective social studies educators capable of teaching elementary students the content knowledge, the intellectual skills, and the civic values necessary for fulfilling the responsibilities of citizenship in a participatory democracy.

Several linguistic fundamentals of the American English language and the manner in which these fundamentals may affect children's reading development. The linguistic fundamentals investigated are origin of the language, language development, phonology, morphology, and syntax. Special emphasis is placed on the function dialects have in children's reading development. An integral strand of the course is instruction strategies for implementing the linguistic fundamentals in classroom reading instruction.

Teaching-learning situations. Emphasis on learning techniques, methods, and materials of instruction, functions of the different subject matter areas. Special projects assigned to each student.

This course focuses on research-based reading interventions that support K-8 children.

A study of the principles of classroom discipline and management, including analysis of the dynamics of the classroom, application and evaluation of interactive models of classroom management, and legal issues of student discipline.

An introduction to the research process applied to Curriculum and Instruction topics, including design of the study, data collection, and analysis using qualitative and quantitative methods. Includes a discussion of variables, sampling, reliability, validity, and ethics of research. Students will read and interpret published research and develop a research proposal.

Adapting materials and methods of reading instruction to aid teachers meet the identified needs of learners.

An examination of media literacy and its place in the curriculum. Students will examine major themes and issues in media literacy education; acquire skills in deconstructing, using, and creating various media; and develop curriculum involving media literacy including appropriate methods of assessment.

Remedial and clinical methodologies and techniques utilized with pupils referred because of reading disabilities.

Behavior of households and business firms in determining the allocation of scarce resources among competing needs in a free market economy for those with no or little previous training in economics. Basic economic analysis is introduced as an aid in understanding the problems of energy, consumerism, unemployment, inflation, and pollution, among others. The course is designed to meet the requirements of Texas state law mandating instruction in free enterprise and economics education.

The development of the American political, economic, and social system by reference to the basic documents which undergird that structure. Emphasis is placed on understanding how the system developed and how that development reflected the thoughts of the American public as reflected in those documents. Particular emphasis is placed on the Constitution, court interpretation, and landmark Federal legislation.

Special techniques and methodology that the modern teacher must now master. Emphasis is given to diagnosing learning difficulties, specified techniques in directing learning activities, and ways of meeting the individual differences found among high school pupils.

Development of strategies for facilitating communication skills in the elementary grades and integration of language arts across the curriculum.

The application of developmental reading precepts to the reading requirements of the secondary content subjects. Peer teaching emphasizes techniques and materials for individualized reading assignments.

A study of the national standards and Texas requirements for science and social studies content in the elementary classroom with an emphasis on teaching strategies to promote active learning.

Contemporary philosophies and practice for designing and implementing the school's instructional program for administrators, supervisors, and teachers. In addition to placing an emphasis on the changing philosophies and patterns for implementing the curriculum, stress will also be given to current innovations and experimentation in curriculum.

Relation of theories of learning and concept development to the young child.

Application of learning and developmental theories to the design and evaluation of curricula for the young child.

Use of research literature to examine, understand, and evaluate various models of instruction for the young child.

Legal, social, and economic issues that affect educational processes for the young child.

A process approach to teaching writing K-12 explored in a workshop environment.

Recent practices and research in teaching writing K-12. Students will engage in some aspect of classroom research in writing.

Emphasis on teaching writing across the curriculum.

Content of secondary English, instructional methods, and teaching materials for grades 7-12. Contemporary concerns relevant to the curriculum development of the English language arts in the components of language, composition and literature. Includes a review of recent research in the teaching of English.

Current practices in character education (K-12) with an emphasis on schoolwide models and the materials and resources available to support character education initiatives. The arguments of both advocates and critics of character education will be considered.

Students will explore current issues related to assessment, multiple dimensions of assessment, and the process of assessment for mathematics education.

Introduction to a constructivist approach for teaching mathematics in grades K-5, emphasizing NCTM Principles and Standards. Includes a field-experience working with elementary and/or middle school students.

This course is designed to engage students in mathematical problem solving and problem posing and examining related research while immersing them in mathematics. The emergence of advanced mathematical understandings will aid students in the development of strategies that promote mathematical learning, particularly related to their professional educational work.

Designed to allow graduate students to explore and analyze research, experiences, case studies, and theory related to the teaching and learning of numerical thinking across grade levels. In particular, students will focus on rational numbers. Students will be able to investigate curriculum standards for K-12, instructional strategies in teaching rational numbers, and recent research on conceptual approaches.

Research in Algebraic Thinking is designed to allow graduate students to explore and analyze research, experiences, case studies, and theory related to the teaching and learning of algebraic thinking across grade levels. Students will investigate algebraic curriculum standards for K-12, instructional strategies in teaching algebra, and recent research on conceptual approaches.

Analysis of the unique needs of the elementary aged child with special emphasis on EC-6 content standards, lesson and unit planning in the elementary classroom, and elementary curriculum programs.

Students read and discuss the most influential works in the history of curriculum development and deliberation from the past 100 years. Students also are introduced to the main philosophical traditions within curriculum theory and practice.

An in-depth analysis of standardized assessments given at national, state, district, campus, and individual student levels. Participants make extensive use of technological tools to analyze instructional data sets. Data will be related to curricular analysis and instructional design at appropriate levels.

An in-depth analysis of curriculum philosophies, including perennialism, idealism, realism, experimentalism, and existentialism. Emphasis on curriculum planning using the philosophies and learning theory to meet needs of contemporary students.

Designed essentially for administrators, supervisors, and curriculum coordinators, this course investigates and analyzes current issues in curriculum theory and development with particular attention to curriculum revision and reform.

Comparative study of social, political, cultural and factors which influence international education. Emphasis on reform movements, curriculum and pedagogical characteristics of schools throughout the world.

Exploration and analysis of research, experiences, technology, and theory related to the teaching and learning of major concepts across grade levels. Students will investigate curriculum standards for K-12, National and International test results and implications, and recent research on conceptual approaches. Opportunities for exploring grade-level and content interests will be provided.

See EDL 5358 for course information.

An in-depth analysis of the fundamental issues related to science curricula, primarily at the K-6 levels, including the role of curricula in historical and current reform efforts in science education.

See TED 4361 for course information.

Provides the teacher candidate with foundational knowledge in inquiry-based, project-based, and problem-based learning, as well as providing opportunities to interact with middle and high school students during informal education experiences. The experiences will provide the teacher candidate with opportunities both to observe students and to participate as counselors/instructors.

The course explores multiple frameworks for integrating technology into the teaching and learning process. Current research on the positive and negative impacts of technology is examined. Personalized learning experiences are based on the individual student’s assessment of her or his technological expertise and professional trajectory.

Focuses on the participant's future role as an instructor and the participant's personal and professional use of various technologies (data/computer, communication, and video) to gather information, to conduct research, to communicate with learners and colleagues, and to prepare material for publication and/or presentation.

Prepares future instructional personnel to integrate technology (data/computer, communication, and video) into curricular applications. Emphasizes the application of technology in student learning activities.

Examines technology-driven instructional systems. After reviewing existing systems, participants will design and develop technology-based course materials. An emphasis will be placed on the use of authoring languages and/or applications to present course material and to track student interaction.

Examines the instructional design and production of multimedia curricular materials. Principles of human and machine interaction, hardware and software configurations, and production practices will be studied as participants create multimedia curriculum in a designated subject area.

Placement in a "technology-rich" environment will expose the participant to addressing the technology needs of end users.

A critical examination of the historical and contemporary relationship between religion and public education. Particular attention will be paid to the history of religion and education, contemporary church-state law and education, and how religion can and should be addressed in the curricula in constitutionally appropriate ways.

Designed to meet the individual needs of graduate students. May be repeated.

This course will provide students the opportunity to encounter several highly influential books, ideas, and individuals from the fields of Social Foundations of Education and Curriculum. As an interdisciplinary, Foundations course, the instructor will assist students as they consider the field of education from a broad liberal arts perspective.

An analysis of issues related to diversity in learning settings and the exploration of culture in educational contexts.

Introduction to the Montessori preprimary and elementary method of education, emphasizing the continuum of development in the young child (birth to age 9). Curriculum areas and classroom management skills as well as philosophical principles. Preparation for assisting in Montessori preprimary classrooms.

Practicum in a local elementary school where teacher candidates teach small groups of students within a variety of disciplinary areas as associated with the elementary teaching certificate.

Practicum in a local middle school where teacher candidates teach small groups and large groups of general education students within their content area as associated with the middle level teaching certificate.

Practicum in a local school (grades 7-12) where teacher candidates teach small groups and large groups of students within their content areas of mathematics, science, social studies, or ELAR as associated with specific secondary level teaching certificates.

Designed for student participating in the Master's degree with initial teaching certification. A supervised teaching experience in an area public school.

Designed to meet the individual needs of graduate students. May be repeated.

Credit received when the thesis is finally approved.

Introduction to responsibilities of university faculty, including applying for university tenure-track positions, preparing presentation proposals, writing for publication, and teaching university students, as well as discussion of resources to support research and writing.

Research, data analysis, writing, and of an approved problem of practice dissertation.

Data collection/analysis, writing, and defense of an approved doctoral dissertation. At least nine hours of EDC 6V99 are required for the PhD degree in curriculum and teaching. EdD students take required Problem of Practice hours in the form of EDC 6391, 6392, 6333, and 6393. EdD students requiring more hours to complete and defend their Problem of Practice as well as satisfy graduation requirements may enroll.

Exploration, analysis, and evaluation of various trends in curriculum and their impact on classrooms, as well as their causes and contexts and major scholars who advocate these ideas.

Examination of the varied lenses for understanding curriculum.

Seminar focusing on the philosophical history of American education with emphasis on primary source documents. Includes a discussion of the social, cultural, and historical contexts for development of this distinct intellectual tradition.

Provides doctoral students with increased understanding of historical and contemporary landmark policies that have influenced the landscape of schooling and education for students. Using a policy analysis framework, students analyze and offer critiques on reform-based educational initiatives.

In this course, students complete the data analysis, results, and conclusions.

The development of an in-depth understanding of the major methods of inquiry associated with qualitative research will be emphasized. These include participant observation, interviewing, and document analysis. Additionally, an appreciation for the strengths and limitations of engaging in qualitative research and a general understanding of the paradigms that undergird qualitative research and their implications for conducting qualitative inquiry will be cultivated.

See EDP 6338 for course information.

A study of ethnographic research methods, data collection and procedures for data analysis.

Research in mathematics education with emphasis on understanding current research, applied methodologies, and implications for teaching and learning mathematics. Includes practical skills in data collection and analysis with individualized and critical assistance given in application of technological tools, research types (qualitative and quantitative), and analysis techniques.

In-depth investigation of critical issues in the nature of knowledge and inquiry in school mathematics.

Various theoretical approaches used to understand the teaching and learning of mathematics are examined. Experiences in this course will allow for insight into the existing evidence accumulated on issues related to how people think about mathematics and how an understanding of mathematics develops.

This course examines the historical and contemporary relationship between the Christian tradition and education. It specifically addresses historical and contemporary proposals that consider how Christianity influences teaching, research, and service within educational institutions.

A theoretical and practical overview of mentoring and supervision. Through the examination of theoretical perspectives and current issues in the field of mentoring and supervision, the course uses a variety of interactive exercises to assist in the development of a mentoring stance and a developmental approach to supervision.

See EDA 6352 for course information.

Focuses on the profession of teaching and preparation of teachers; definitions, history, role in American society; diverse means of studying and conceiving of teaching and teacher education; research in teaching and teacher education; the teaching life; the teaching career; teacher leadership; pedagogical reflection; and trends and issues in national and international teacher education.

This course introduces students to different design-based research methods in educational research and provides students with an intensive experience in carrying out their own design-based research studies.

This course focuses on applied mixed method designs that address the unique settings and systems of education, including data collection strategies for field work.

Examination of issues related to instructional design in K-12, post-secondary, and corporate environments. Effective instructional design includes an assessment of specific needs, an understanding of the learner, and the implementation and assessment of effective learning experiences for content and skill mastery.

Through the examination and application of theories, including but not limited to leadership, decision-making, communication, motivation, power and influence, group dynamics, and change, this course develops diagnostic and problem-solving skills necessary for successful leadership of various organizational structures.

This course helps students to understand the context of healthy community partnerships. They engage with community partners to generate new knowledge and practices for all constituents. The culminating projects from the course will be disseminated to both academic audiences and public audiences.

Analysis of the intersection of education, ethics, philosophy, and leadership in order to build ethical educational leadership capacity in ourselves and in our organizations.

This course focuses on future trends that impact leadership and call for new leadership competencies. The course examines these trends as well as successful examples of leadership excellence in various fields. Students discuss emerging leadership frameworks, profiles, and case studies as the students develop in their own roles as future leaders in their organizations.

Case study research methods, data collection and procedures for analysis.

Survey of the technologies, methods, strategies, assessments, and research-related synchronous, asynchronous, and hybrid environments for teaching and learning. Learning experiences will be customized to meet the participant's target instructional environment.

Survey of technology frameworks designed to facilitate the integration of technology and instruction. Research related to effective implementation and documented outcomes will be reviewed. Learning experiences will be customized to meet the participant's desired target environment (K-12, higher education, informal settings, etc.).

Students who have completed or are enrolled in a graduate-level Qualitative Research course. Grounded Theory is a qualitative research design that is particularly valuable for exploring and understanding complex social phenomena. This doctoral-level course provides students with a comprehensive knowledge and understanding of the paradigmatic and theoretical principles, applied skills and techniques, and the ethical and pragmatic considerations associated with grounded theory research. By the completion of this course, students will have been provided opportunities to acquire the essential knowledge and skills necessary to design and conduct independent grounded theory research projects and contribute to the ongoing development of this valuable research methodology. Ultimately, the aspirant goal of this course is to empower emerging scholars to conduct rigorous, theory-driven research that contributes to the advancement of knowledge in their respective fields of scholarship.

This course examines short, medium, and long-range trends in the nature of professional work, organizations, and change as a result of rapid and pervasive technological development. The legal, ethical, and moral dimensions associated with these changes are addressed. Tools for trend analysis, innovation implementation, and professional development are introduced.

Designed to meet individual needs of doctoral students and address current issues in teaching, learning, curriculum, and educational research.

In this course, students complete the review of literature.

This is the second course in the sequence of three courses for Ed.D. students to work on and complete the dissertation project. In this course, students complete the research methodology.

This is the final course in the sequence of three courses for Ed.D. students to work on and complete the dissertation project. In this course, students complete the data analysis, results, and conclusions.

For research credit prior to admission to candidacy for an advanced degree. Credit will be given for the amount of work done. May be repeated for credit through 45 hours.

Data collection/analysis, writing, and defense of an approved doctoral dissertation. At least nine hours of EDC 6V99 are required for the PhD degree in curriculum and teaching. EdD students take required Problem of Practice hours in the form of EDC 6391, 6392, 6333, and 6393. EdD students requiring more hours to complete and defend their Problem of Practice as well as satisfy graduation requirements may enroll.