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).

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.

The purpose of this course is to examine the growing research and design literature for on-line communities and networked learning groups that support cooperative, collaborative and social instructional activities. Framed by concepts from Activity Theory, Social Networking Theory and Social Learning Models students will read current books, research articles and be introduced to research methods and tools (such as tracking utilities and on-line data collection) for examining on-line communities.

A course designed for educators who are preparing to supervise teachers and who wish to analyze their own practice. Research, policies, and trends are examined and practices analyzed in the context of how to promote effective teaching. Principles apply to elementary and secondary education.

Critical analysis, design, and implementation of curricula. Survey of theoretical foundations, in-depth applied research experiences, design of curriculum resource materials, and implementation of curriculum designs.

Study of legal concerns of public school teachers. Emphasizes legal rights and responsibilities of teachers and pupils. Lecture, two hours per week for eight weeks.

Study of human resources development practices in school systems, with emphases on central office and school unit responsibilities for attracting, selecting, developing, evaluating and retaining competent faculty and staff.

EDL 646 explores issues in administering integrated support programs in schools and districts serving specific student or community populations while increasing school and community collaboration.

This course provides an introduction to the study of school technology leadership with an emphasis on educational administrators developing a shared vision, planning, and promulgating policies and utilizing resources for the comprehensive integration of technology at the school, district, and state levels. Prereq: Admission to the program or consent of instructor.