An analysis of trade patterns and the implication of government policy on trade, in the light of both economic theory and empirical findings.

Topics and methods for students who wish to become policy practitioners as well for those who will deal with policy makers. Focus is on role of the federal, state, and local government in the economic with both the expenditure and revenue sides of the government budget examined. Substantial material from standard public finance courses including welfare measures and cost-benefit analysis, program evaluation, and tax analysis.

The purpose of this course is to assist the student in developing and completing a research study applying the tools and institutional knowledge obtained in other courses in the Applied Economics courses to evaluate an important economic policy or concern in either the public or private sector. While much of the work in the course is done independently students will meet together to discuss their progress as well as meet with the instructor individually.

Theoretical and empirical assessment of dynamic issues in macroeconomics. Topics include neoclassical and endogenous growth models and vector autoregressions.

May be repeated to a maximum of six semesters.

May be repeated to a maximum of 12 hours.

The course examines the current theories and methods of teaching English as a second language. The course will include (1) language learning theory as it relates to other disciplines; (2) methods and techniques of contrastive analysis. Prereq: One course in linguistics or consent of instructor. Provides ENG Major Elective credit and ENG minor credit. Same as ENG/LIN 513.

Focuses on individual and collaborative authoring applications for technology based instructional materials. Topics include linear and non-linear information structures, instructional message design, compositional issues related to audience focus, information density, language control, and organization, and prototype production with industry standard authoring software.

The purpose of this course is three fold. First, to acquaint students with the most current thinking about reading and learning processes relative to young, low progress, 'at-risk' students. Second, to acquaint students with the seminal research and theories which have influenced the reading difficulties field. Third, to help students relate recent and seminal theories of learning and, in particular, reading difficulties, to young students who are hard for us to teach.

Careful attention to implementation is critical for a successful intervention. Reading Recovery has well-developed, context-sensitive and evolving mechanisms for ensuring quality implementation. Teacher leaders play a critical role in maintaining the quality of each implementation. In order to provide effective leadership, teacher leaders must be knowledgeable about the design principles of the intervention and skillful in problem solving issues that arise. Teacher leaders collect and analyze data to evaluate and strengthen the implementation of Reading Recovery.