Through campus and school-based experiences, students will learn how to engage young people in learning English and how to make decisions about planning instruction and develop assessment based on a sound knowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
The professional development of becoming teachers involves in-depth understanding of social contexts and identities (e.g., race, gender, class, sexuality, ability, etc.), power systems (e.g., white supremacy, whiteness, patriarchy, capitalism, hetero-aggression, able-bodiedness, etc.), and complex social and educational foundations, philosophies, and theories (e.g., Critical Race Theory, Critical Whiteness Studies, Queer Theory, DisCrit, Black Feminism, etc.) that are not often easy to talk about in public, let alone learn about academically and professionally.
A mixed methodology conceptual framework is used to examine various approaches for designing, implementing, and analyzing practitioner data generated in a variety of instructional settings. Topics include epistemological, methodological, and ethical issues involved in action research, classroom discourse analyses, and mixed methods curriculum inquiry.
Students will apply their knowledge of instructional systems design in a real-life setting. The work setting will be selected based on the professional goals of each student and student work will be supervised and reviewed by the internship coordinator. May be repeated to a maximum of nine credits.
Students will apply their knowledge of instructional systems design in a real-life setting. The work setting will be selected based on the professional goals of each student and student work will be supervised and reviewed by the internship coordinator. May be repeated to a maximum of nine credits.
Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.
Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.
