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 provides students with a critical analysis of multicultural education theories, perspectives, current issues, and trends. Students will develop the competencies needed to write scholarly literature reviews, identify areas in multicultural education needing further research studies, and submit papers for review and presentation at professional meetings.

Study of the design and development of distributed learning systems in education and training. Topics include: foundations of distance education, distance learning research, and the design and development of e-learning courses and workshops. Student involvement in the design of an e-learning course or workshop will be emphasized.

Introduction to the instructional design process from needs assessment and goal definition through evaluation. Each student will design prototype instructional materials based on an instructional design model and/or procedures. The course will also introduce students to the field of instructional design and technology.

Introduction to the instructional design process from needs assessment and goal definition through evaluation. Each student will design prototype instructional materials based on an instructional design model and/or procedures. The course will also introduce students to the field of instructional design and technology.

A study of language and literacy development (oral and written language development, first and second language development, etc) across the lifespan to provide a foundation for literacy instruction and curriculum development.

Throughout the preparation year, teacher leaders engage in sensitive observation and responsive teaching of individual grade one children who have been identified as having difficulty learning to read and write. They study the theoretical rationales and practical application of Reading Recovery teaching procedures and connect their practice to wider understandings of literacy development. Across the year, teacher leaders work with a variety of children to gain a range of experiences, always focusing on teaching for accelerated learning.

Throughout the preparation year, teacher leaders engage in sensitive observation and responsive teaching of individual grade one children who have been identified as having difficulty learning to read and write. They study the theoretical rationales and practical application of Reading Recovery teaching procedures and connect their practice to wider understandings of literacy development. Across the year, teacher leaders work with a variety of children to gain a range of experiences, always focusing on teaching for accelerated learning.

Teacher Leaders in training examine the theoretical base underlying the processes of reading and writing. We will explore and extend our own personal models of reading and writing processes and ground this theory, building in close observations of young children reading and writing.