Review of program goals, policies, and procedures in the MED program. Introduction to the library, campus writing lab and word processing facilities. A process for scholarly and professional writing will be covered as well as style, form, documentation, support, organization, and a number of other topics to help develop writing confidence for graduate work.
Study of the relationship of contemporary schooling issues to historical practices and philosophies.
Topics in this course will include issues related to differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area as they impact teaching and learning.
Educational applications of principles and theories of psychology, human behavior, personality development and learning. Recommended prerequisite: MED 6080.
An overview of the theories of curriculum development as well as a practical appraisal of curriculum design, implementation, evaluation and assessment. Recommended prerequisite: MED 6080.
This methods course will include organizing and universal teaching strategies that can accommodate the variety of learning contexts and content that is taught to a diverse audience of learners. Recommended prerequisite: MED 6080.
Students learn to locate and interpret educational research, and to apply research methods to their own education issues. Prerequisite: MED 6000.
This course is designed to help students develop a Master's project proposal that is carefully researched and professionally written. Prerequisites: MED 6030, 6050, 6060, 6080 and Graduate Committee formed.
Development of a master's project, often related to a student's work assignment. Student must have a signed proposal and department permission to register. Prerequisite: MED 6085.
A review and synthesis of the program and its course work. The course includes opportunity to work with the development of personal portfolios. Prerequisites: All core requirements completed; Master's Project Proposal committee-approved and Master's Project Report completed or in progress. Student must have a signed proposal and program approval to register. Prerequisite: MED 6085.
This course serves as an introduction to classroom management for those who have not had classroom experience or have been hired by a school district on a "letter of authorization," (hired without a license). The focus will be on current issues, methodology and application of a variety of approaches for behavior change, discipline and management of diverse learners in the context of classroom environments. Classroom management as a function of good teaching will be examined.
Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect, and management and strategies for the classroom.
This course explores a topic receiving current attention by educators and the public, and deemed worthy of in-depth study. Credit will be determined by the nature of the topic.
Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with those who have behavior problems.
Students will explore effective classroom-based research techniques, complete classroom-based research projects, and engage in ongoing application of action research for the improvement of teaching practice.
Course will cover strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project.
Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom.
A variable title advanced course in Early Childhood Education (birth through age eight) based upon examination of the current trends in curriculum and instruction for young children. When this number is used it will be accompanied by a brief and specific descriptive title, i.e. literacy, math, science.
Considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions.
A survey course which identifies and gives opportunity to research current problems in education at national, state, and local levels. Solutions and responses are developed from the research to address problems.
Designed for students who have had a prior introduction to technology. Topics could include classroom applications of technology, software evaluations, and technology integration.
This course will address the nature of pluralism in American Society, including but not limited to exploration of multiculturalism, bilingualism, first and second language acquisition and instructional strategies. Establishes the core foundations for valuing diversity.
This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners.
Teaching strategies for English language development and content area instruction.
Examination of methods which would facilitate the interaction between the parent/community and the teacher/school through reciprocal communication, home-based involvement, school-based involvement and decision making. Special emphasis will be given to the importance of parental involvement in the education of second language learners.
Designed as an introduction to the philosophy, theory, and methodology of qualitative research. This course is a companion course to MED 6080, Conducting Educational Research. Special emphasis is placed on designing qualitative research proposals for master's degree projects.
Explores new concepts in curriculum and methods of science instruction in the elementary schools.
Explores new concepts in curriculum and methods of mathematics instruction in the elementary schools.
Explores new concepts in curriculum and methods of social studies instruction in the elementary schools.
An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, fluency, phonics, phonemic awareness in elementary school classrooms. This course is required for MED candidates in the Elementary Education Licensure track.
Students will explore theory, instructional methodology, and activities for supporting students in developing expertise in the essential skills of communication: listening, speaking, reading, writing, viewing, and visually representing.
Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas.
This course will provide a broad basis for using children's literature for instructional purposes in elementary classrooms to enhance literacy development.
Assessment of reading problems and corrective procedures for remediation in elementary classrooms.
An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, and metacognition. This course is required for the Level 1 Reading Endorsement.
The purpose of this course is to focus on the research on emergent and early literacy development so that teachers may construct well-designed, appropriate literacy learning environments and experiences for young language learners. Because this is an advanced course, students will be expected to have a reading background in early literacy. This course is required for the Level 1 Reading Endorsement.
This course is to help practicing secondary teachers acquire skills and strategies to support struggling readers. Specifically, this course will provide teachers with a systematic and ongoing approach to classroom intervention to prevent continued failure in reading. Required for the Level 1 Basic Secondary Reading Endorsement.
This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum evaluation and development, and assessment. This course is required for the Reading Specialist Endorsement. Prerequisite: Basic Reading Endorsement.
This course will engage students in studying and understanding primary research documents in reading. Students will be guided to explore both classical and contemporary reading research studies. Students will also be instructed in basic research techniques in reading. This course is required for the Reading Specialist Endorsement. Prerequisite: Level 1 Basic Reading Endorsement.
This course is a field-based experience designed to give students an opportunity to work with curriculum and school leaders for improving reading instruction on a district or school level. Prerequisites: Level I Basic Reading Endorsement, MED 6355, MED 6354. The course is graded Credit/No Credit.
An exploration of current reading, oral and written language theories, and their applications for the improvement of literacy practices in schools.
Designed for teachers, administrators, parents and community leaders. Examines the developmental processes of socialization and moral development. Four separate approaches of values education are evaluated.
An overview of education for the gifted and talented: historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum and educational program options; special populations of gifted students.
This course focuses on the development of attitudes, methods, and skills in creative teaching, including an exploration of using music, art, dance, and drama in the elementary classroom. Graduate students will also explore philosophy, research, and theories that support arts integration, and development of teaching strategies and materials for use in the elementary classroom.
This course examines social and emotional developmental needs of gifted and talented children and proposes strategies for recognizing and meeting those needs in classrooms and with families.
Exploration and development of readily available personal and community resources to encourage creative thinking/reasoning, classroom involvement, and transfer of learning.
Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms.
Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom.
Principles of assessment applied to: identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness.
This is a capstone course in the program leading to a Utah teaching endorsement in education of the gifted and talented and meets the USOE endorsement requirement for a field experience or practicum in education of the gifted by requiring a community-based project in which learning from previous endorsement courses is synthesized in a practical way. Students are expected to take initiative in planning, implementing, documenting, and evaluating meaningful action research projects relevant to education or the gifted and talented. Prerequisites: Bachelors degree, teaching license and MED 6420, 6480, 6490.
This course will cover the history of special education/disability, characteristics of learners and life span issues, major issues and trends including laws and legislative mandates.
Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities and techniques of collaboration and consultation.
Not currently being taught. This Practicum must be taken either concurrently with, or after completion of, MED 6510 and MED 6520. This Practicum experience will focus on examining in depth the lives of students with mild to moderate disabilities in school, home, and community settings. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings.
Administer, score, and interpret norm-referenced assessment instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs.
Current issues, practices, and application of a variety of approaches for behavior change, discipline and management of the classroom environment, and the teaching of appropriate social skills. Prerequisite: MED 6510 or MED 6520.
Effective teaching methods, instructional programming and modification of curriculum for students with disabilities. A direct instruction model is emphasized. Prerequisites: MED 6510, MED 6520, MED 6530.
This course is designed to introduce principles and techniques for diagnosis and remediation of reading problems. The course will cover student characteristics and school setting demands that contribute to lack of success in reading classrooms. Field experience required. Prerequisites: MED 6510, MED 6520, MED 6530, MED 6540.
Assessment and diagnosis of mathematics problems and corrective procedures for remediation. This course focuses on the needs of students with learning problems or who are at-risk for school failure. Students will apply the concepts learned in an action research project in a K-12 classroom.
This course is designed to introduce principles and validated strategies for teaching written expression to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in written expression. Field experience required. Prerequisites: MED 6510, MED 6520, MED 6530, MED 6540.
Effective teaching methods, strategies, and practices for secondary age level students with disabilities. A cognitive learning strategies approach is emphasized. Prerequisites: MED 6510, MED 6520, MED 6530.
Not currently being taught. The purpose of Pre-Student Teaching is to continue field experience in a supportive and professional manner. The student will have the opportunity to experience teaching and the responsibilities that it entails under the direct guidance of the Cooperating Teacher and the Course Instructor. This course is designed to provide students with practical experiences in the areas of: (a) assessment, (b) behavior management, (c) curriculum and instruction for students K-12, and (d) planning and developing post secondary transition plans. Must be taken either concurrently with, or after completion of, EDUC SI4530/MED 6530, EDUC 4540/MED 6540, EDUC 4550/MED 6550, and EDUC 4580/MED 6580. Prerequisite: EDUC 4521/MED 6521 Practicum in Special Education, with a grade of B or better.
Practicing teachers will gain a deeper understanding of the various types of assessment and their appropriate use for guiding instruction, intervention, and evaluation of student learning of mathematics content. This course is part of the Elementary Mathematics Endorsement.
Intended for the candidate who has special needs and who would benefit from an individual study program. Forms are available from Room ED 234 MEd program office and must be approved by the instructor and the Director at time of registration.
In order to provide flexibility and to meet many different needs, a number of specific offerings are possible using this catalog number. When the number is used it will be accompanied by a brief and specific descriptive title. The specific title with the credit authorized for the particular offering will appear on the student transcript.
This course is used to fill the continuous enrollment requirement while completing the Master's project. The course is graded Credit/No Credit.
This course provides a background in concepts relating to living organisms and the interactions among them and their environment. The flexibility of these concepts is examined in light of research activities.
Basic concepts of the physical sciences (chemistry and physics) are covered. The importance of the scientific method and the design of experiments is addressed as well as basic facts and discoveries. Hands-on laboratory activities are an important part of the course.
A background in basic concepts relating to the formation, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet (atmosphere, lithosphere, and hydrosphere) are investigated through laboratory activities applicable to elementary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
This course is designed to provide enrichment opportunities for those who undertake either domestic or foreign travel to participate in study tours, research, and other professional development experiences. It offers participants an opportunity to learn outside the classroom in locations available only through travel.
This course will examine the nature of science, the philosophy of science, and research in science education. Students will engage in authentic scientific research.
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
A background in the basic concepts of physics is provided. Topics include laws of motion, gravity, energy, light, heat, sound, electricity, magnetism, atomic and nuclear physics, radioactivity, and relativity. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
A background in the basic concepts related to matter, its properties, and its reactions is provided. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet's lithosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet's atmosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet's hydrosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
Refer to the Master-Level courses listed under the Master of English (MENG), Health (HLTH), History (HIST), Nutrition (NUTR), Physical Education (PEP), Recreation (REC), and Telecommunications & Business Education (TBE).
Weber State University 2010-2011 Catalog