This capstone course is taken during the student teaching experience and is taught via an online modality. The purpose of the course is to investigate and document teaching effectiveness. Candidates design an integrated unit of study, pre and post test student learning, analyze learning gains drawing on formative and summative measures, and make modifications and accommodations based on the results. Prerequisite: Admission to Teacher Education.

This course provides an in-depth study of theories and teaching methods for integrating literacy (including digital literacy) instruction into content area classrooms at the K-12 levels. Instructional strategies, procedures, and assessments designed to increase vocabulary learning and comprehension of expository texts are emphasized.

Digital game-based video applications as prominent video-based vehicles for distance education and multimedia development through multi-user and virtual platforms. Classroom exercises and projects develop basic video game production skills including the use of graphical and video assets, flash animations storyboarding, equipment, terminology and systems, message design issues, and research on DGBI.

Students develop skill in advanced aspects of the operation and use of the range of instructional technologies from desktop to distributed computing environments. Students use operating systems, learn network administration, do technology planning, and work with basic authoring tools. Skill is demonstrated through a series of projects including development of a technology plan for a specified work setting and authorship of a prototype program.

This course provides candidates with the opportunity to participate in a full-time, supervised internship in middle grade classrooms. The student teaching experience occurs in a 5-9 school setting. Offered on a pass-fail basis only. Repeated for up to 15 hours. Prereq: Must meet published college requirements for teaching.

This course provides candidates with the opportunity to participate in a full-time, supervised internship in middle grade classrooms. The student teaching experience occurs in a 5-9 school setting. Offered on a pass-fail basis only. Repeated for up to 15 hours. Prereq: Must meet published college requirements for teaching.

This course dives deep into the intersectionality of race (and whiteness) to gender, sexuality, class, and multiple abilities that manifest in both society and education. Students will learn larger social systems of power that structures education, especially with respect to race, racism, whiteness, and white supremacy.

This course is designed to introduce students to theory, research, and teaching applications of second language literacy development in the ESL classroom. This is a field-based course, and students will study current teaching methods of literacy instruction and apply those ideas with learners in an ESL setting.

Reading Recovery is dependent on the level of expertise of Reading Recovery teachers. Students will learn to use the Reading Recovery procedures in order to help accelerate the learning of Reading Recovery children. Reading Recovery Teacher Leaders provide clinical supervision and guidance as teachers learn how to problem solve the particular challenges of children who are not making accelerated progress. Additionally, students will study the theoretical underpinnings of Reading Recovery.

Critical analysis of instructional design models and their theoretical foundations including the impact of various models and perspectives on the practice and the products of instructional design.