Using complex and intersectional readings, field-based activities, and lectures with critical dialogue, this intense 1-unit course deeply examines how teachers create a socially and racially just classroom environment in order to meet the diverse needs of all students. Students come away from this course having an introductory understanding of how cultivating classroom community is more about building meaningful and just relationships rather than simple management. Students will also learn theories, strategies, and context for developing a socially and racially just teacher identity.

The purpose of this course is to critically examine, analyze, and reflect upon research and theory pertaining to the production and understanding of oral and written language (reading, writing, speaking, listening, viewing, and visually representing).

Problems in the field of the school curriculum and in the preparation of instructional materials. Students enrolling in this course are required to leave on file with the College of Education a complete report of each problem studied. May be repeated once for a maximum of six credits.

Supervised practicum in analyzing problems in reading and related language arts and providing remedial work. Requires six hours per week in practicum with individual children or groups, plus two hours per week in seminar. May be repeated once to a maximum of six credits.

Students will teach in their subject areas in the schools full time, meet regularly to discuss teaching effectiveness and strategies for improvement and develop their professional portfolios. May be repeated to a maximum of nine credits. Lecture, 3-9 hours; laboratory, 6-18 hours.

Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.

May be repeated to a maximum of six semesters.

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 and faculty will discuss current research and related issues in curriculum & instruction. May be repeated to a maximum of two 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.