| ED | 402 | Philosophy of Education and Urban School Policy | 3 hours. | Selected social and education philosophies and their impact on urban school curriculum design, school organization and control. |
| ED | 403 | Policy Issues in the History of American Education | 3 hours. | Political, economic, and cultural influences shaping the development of American education policy; emphasis on issues of education theory and practice in their historical settings. |
| ED | 421 | Advanced Educational Psychology | 3 hours. | Examines current theory and research on the teaching-learning process with particular attention to general learning and curriculum-relevant problem solving skills. Prerequisite(s): ED 210 or graduate standing. |
| ED | 422 | Advanced Developmental Psychology and Educational Processes | 3 hours. | Focuses on cognitive and social development from birth to adolescence. Examines relations between development, learning, and educational processes. Same as PSCH 422. Prerequisite(s): PSCH 100 and any one from ED 210, PSCH 259, PSCH 320; or graduate standing and consent of the instructor. |
| ED | 429 | Practicum in Middle and High School Classrooms | 2 hours. | Students will observe secondary classrooms, tutor individuals, and teach small groups. Discussions explore curriculum, instruction, and assessment practices within content areas and cultural contexts. Prerequisite(s): Admission into a secondary teacher education program and graduate standing. Must enroll concurrently in ED 430. |
| ED | 430 | Curriculum and Teaching | 3 hours. | Introduction to curriculum and teaching as areas of inquiry; implications of these areas of inquiry for educational practice; related contemporary problems and issues. Credit is not given for ED 430 if the student has credit for CI 428. Prerequisite(s): Admission to graduate study in Education, or consent of the instructor. |
| ED | 431 | Improving Learning Environments | 3 hours. | Analysis of structural, normative, and social dimensions of learning environments and their relationships to student learning. Exploration of change processes to improve those environments. Prerequisite(s): Graduate standing or consent of the instructor. |
| ED | 432 | Instruction and Evaluation in Secondary Education | 5 hours. | Instructional planning and curriculum design; strategies for instruction and classroom management; forms of formative and summative evaluation; and professional development issues. Field work required. Prerequisite(s): Completion of education core courses in undergraduate teacher certification program: ED 200 and ED 210 or, in graduate teacher certification program: ED 402 or ED 403 or PS 401; and ED 421 or ED 422 or ED 445. |
| ED | 445 | Adolescence and the Schools | 3 hours. | Physiological, intellectual, and social development of adolescence. Relations between aspects of adolescent development and the academic and social demands of secondary schools. Prerequisite(s): ED 210 or the equivalent, or graduate standing. |
| ED | 450 | Composing a Teaching Life I | 15 hours. | Begins the capstone experience of the program, full-time student teaching in an elementary classroom. It is accompanied with a weekly seminar to discuss experiences, reason about learning, and reflect on students' own learning. Prerequisite(s): Senior standing or above and admission to the Bachelor of Arts in Elementary Education program. |
| ED | 451 | Composing a Teaching Life II/Senior Reflective Seminar | 5 hours. | Provides the capstone experience for students, with a weekly Senior Reflective Seminar in which students reflect upon their teaching through the lenses of the five program curricular strands. Field work required. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program. Senior standing and successful completion of ED 450. |
| ED | 461 | Political and Socio-Cultural Perspectives on Special Education | 3 hours. | Students will examine issues of access and equity through legislation, litigation, and socio-cultural perspectives and be introduced to major theoretical frameworks that influence special education programs. Same as SPED 461. Field work required. |
| ED | 470 | Educational Practice with Seminar I | 0 TO 12 hours. | The first half of a two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades six through twelve. Graduate credit only with approval of the college. Prerequisite(s): Good academic standing in a teacher education program, completion of 100 clock hours of pre-student-teaching field experiences, and approval of the college or department of specialization. |
| ED | 471 | Educational Practice with Seminar II | 0 TO 12 hours. | The second half of a two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades six through twelve. Graduate credit only with approval of the college. Prerequisite(s): Good academic standing in a teacher education program, completion of 100 clock hours of pre-student-teaching field experiences, credit or concurrent registration in ED 470, and approval of the college or department of specialization. |
| ED | 472 | Promoting Academic and Prosocial Behavior I | 3 hours. | The importance of school-wide and classroom structure and climate in the educational process. Strategies to promote academic success and desired social behavior. Same as SPED 472. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| ED | 473 | Teaching Math and Science with Adaptations | 3 hours. | Provides prospective teachers with assessment strategies and a range of adaptations, modifications, and interventions in math and science for students with disabilities. Same as SPED 473. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| ED | 500 | Philosophical Foundations of Educational Inquiry | 4 hours. | Philosophical foundations of various forms of educational inquiry. Epistemological and ethical dimensions of different research approaches. Prerequisite(s): Admission to the PhD in Education program or consent of the instructor. |
| ED | 501 | Data and Interpretation in Educational Inquiry | 4 hours. | Data, interpretation, reliability, validity, accuracy, stability, and generalizability from different methodological perspectives; how research design, data collection, and interpretation vary with different philosophical approaches. Prerequisite(s): Admission to the PhD in Education program or consent of the instructor. |
| ED | 502 | Essentials of Qualitative Inquiry in Education | 4 hours. | Hands-on introduction to qualitative research methods, including foundations, practices, and ethics in qualitative research. Prerequisite(s): Admission to the PhD in Education program or consent of the instructor. |
| ED | 503 | Essentials of Quantitative Inquiry in Education | 4 hours. | Introduces theory and assumptions behind parametric statistics. Also provides hands-on experience in conducting basic quantitative research (t-test, correlation, regression, analysis of variance). Same as EPSY 503. Prerequisite(s): Admission to the PhD in Education program or consent of the instructor. |
| ED | 543 | Research on Teaching | 4 hours. | Review and analysis of history, paradigms, methods, and findings of research on teaching. Focus on the development of research questions and strategy. Prerequisite(s): ED 490 or ED 503 or CIE 578; and consent of the instructor. |
| ED | 580 | Colloquium on Diversity in Secondary Education | 2 hours. | Designed to provide candidates with opportunities to interact with experts who deal with various issues of diversity in education, to discuss those issues with their cohorts, and to explore ways of meeting students' diverse needs. Satisfactory/Unsatisfactory grading only. |
| ED | 594 | Special Topics in Education | 1 TO 4 hours. | Exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term. Prerequisite(s): Consent of the instructor. |
| ED | 596 | Independent Study | 1 TO 4 hours. | Students independently study related topics not covered by course, under faculty supervision. May be repeated. Students may register in more than one section per term. Prerequisite(s): Consent of the advisor. |