2012-2013 Academic Catalog
| College: | Professional Studies |
EDG 3323C General Methods for Teaching K-12 Students
3 sh (may not be repeated for credit)
General methods of planning, presenting and evaluating instruction, incorporating principles and skills of effective teaching required of all Florida teachers. Intended for non-education majors. Students will receive instruction in Reading Endorsement Competency 2 and strategies for working with ESL and diverse learners.
EDG 4048 Contemporary Issues in Public Education
1-3 sh (may be repeated for up to 3.0 sh of credit)
An overview of current public school issues in the state of Florida. Is intended for individuals planning to pursue an alternative route to obtaining state certification as a teacher in the Florida public schools. Credit may not be received in both EDG 4048 and EDM 4404.
EDG 4373 Elementary and Special Education Integrated Arts
3 sh (may not be repeated for credit)
Integrates the musical arts, visual arts, and kinesthetic arts/health with the reading, language arts, science, and mathematics curriculum as a basis for instruction. Students learn discipline specific instructional techniques, activities, and content knowledge.
EDG 4936 Senior Seminar
2 sh (may not be repeated for credit)
Prerequisite: EDF 3234
Co-requisite: EDG 4940
Integrates theory, and general professional preparation with actual school practice. Prepares student for achieving initial certification and continuing success in the classroom.
EDG 4940 Student Teaching
3-12 sh (may be repeated for up to 12.0 sh of credit)
Minimum of ten weeks of supervised teaching in a public or private school. Student Teaching assignments will be made by the Division of Teacher Education Field Placement Coordinator. Students are not allowed to take additional coursework or pursue employment during the student teaching experience without prior approval from the Teacher Education Field Placement Coordinator. Graded on a satisfactory/unsatisfactory basis only.
EDG 4941 Teaching Internship I
1-6 sh (may be repeated for up to 6.0 sh of credit)
Co-requisite: EDG 4308, EDG 4324, EDM 4320.
Phase I of a year-long supervised teaching experience in public and private schools. (Students will register for this series in successive semesters.) Graded on satisfactory/unsatisfactory basis only. (See Teacher Education/ Admission to Student Teaching).
EDG 4942 Teaching Internship II
1-6 sh (may be repeated for up to 6.0 sh of credit)
Co-requisite: EDG 4308, EDG 4324, EDM 4320.
Phase II of year-long, supervised teaching experience in public or private schools. (Students will register for this series in successive semesters). Graded on satisfactory/unsatisfactory basis only. (See Teacher Education/Admission to Student Teaching).
EDG 5250 Principles of Curriculum Development
3 sh (may not be repeated for credit)
Emphasis on school curricula, underlying theories, and strategies for improvement make up the foundation for curricular reform. Students intending to meet SDOE certification requirements should select specialization areas. The specialization areas are (a) early childhood/ primary education, (b) middle school education, (d) secondary school education, and (e) exceptional student education.
EDG 5289 Alternative Assessment of At-Risk Students
1 sh (may not be repeated for credit)
Introduces student of different alternative assessment instruments to evaluate student performance of at-risk populations. Projects are designed to assist in the development of classroom assessment instruments for their specific curriculum. Credit may not be received in both EDG 5289 and EDG 5287.
EDG 5332 Principles of Instructional Design & Product Development
3 sh (may not be repeated for credit)
Selected concepts from communication, motivation, learning theory, and principles of instructional design are examined as a basis for developing instruction. Students develop a learning package utilizing a theoretically based design.
EDG 5366 Investigative Strategies and Empirical Foundations in Learning and Development
3 sh (may not be repeated for credit)
Designed for graduate students in Teacher Education. Examines the empirical foundations of teacher education, investigative strategies and data sources used to study issues in teacher education. Students will identify a possible area of research in their program of study and will select a Faculty Mentor who will assist in the development of their graduate program. Credit may not be received in both EDG 5366 and EDG 5021.
EDG 5411 Anger Control for At-Risk Students
1 sh (may not be repeated for credit)
Students will examine and identify the nature of anger and aggression and will learn strategies for anger replacement. Students will increase their proficiency in using replacement strategies with at-risk populations.
EDG 5416 Classroom Management Practices for At-Risk Students
1 sh (may not be repeated for credit)
Content focuses on structuring the classroom for success, assessing and man aging individual and group behavior/academic achievement, and motivating an d managing excetional and at-risk students. This course is required for st udents participating in the Professional Educator Preparation Program.
EDG 5420 Conflict Resolution Strategies for At-Risk Students
1 sh (may not be repeated for credit)
Introduces to professionals working with at-risk populations, several theoretical concepts and current models for reducing/eliminating conflict within at-risk populations. Students are expected to develop a conflict resolution model for their use. Credit may not be receive in both EDG 5420 and EDG 5403.
EDG 5421 Breaking the Cycle of Violence
1 sh (may not be repeated for credit)
Causes of violent behavior in at-risk populations are examined. Strategies for reducing or eliminating violent behavior will be explored by the students. Development of an action plan for violent behavior reduction/ elimination by the students is required. Credit may not be received for both EDG 5421 and EDG 5404.
EDG 5427 Involving Families of At-Risk Students
1 sh (may not be repeated for credit)
Students will explore concerns about parental involvement in the educational process and will identify effective strategies which promote the involvement plans to address some of the deficiencies which occur that inhibit involvement of at-risk parents in the educational process.
EDG 5631 Building Resilience in At-Risk Students
1 sh (may not be repeated for credit)
Strategies which promote resilience in at-risk populations will be explored by students. Successful practices will be reviewed involving community and family influences. Credit may not be received in both EDG 5631 and EDG 5406.
EDG 5632 Guidance and Counseling Strategies for At-Risk Students
1 sh (may not be repeated for credit)
The study of research related to guidance and counseling strategies for at-risk populations. Practical activities are provided to assist students in the implementation of methods that promote a helping/caring milieu for at risk-students.
EDG 5940 Graduate Student Teaching
1-6 sh (may be repeated for up to 6.0 sh of credit)
Graded on a satisfactory/unsatisfactory basis only.
EDG 6047 Advanced Issues for At-Risk Students
1 sh (may not be repeated for credit)
Overview of current research and theory related to issues of at-risk populations is presented. Students will explore the roles of family, school, community, and culture to determine the more effective methods of building resilience in at-risk students. Credit may not be received in both EDG 6047 and EDG 6046.
EDG 6237 Setting Academic Goals for At-Risk Students
1 sh (may not be repeated for credit)
Educational strategies assigned to promote the setting of academic goals by at-risk students are acquired through lecture, group projects, and individual research. Students will develop motivational plans for use with at-risk students. Credit may not be received in both EDG 6237 and EDG 6236.
EDG 6255 Alternative Instruction for At-Risk Students
1 sh (may not be repeated for credit)
Alternative instructional strategies for use with at-risk students will be presented. Students will develop a classroom plan utilizing alternative instructional techniques using Gardner's Theory of Multiple Intelligences as a basis.
EDG 6285 Data Driven Decisions Using Standardized Student Achievement Data
3 sh (may not be repeated for credit)
Learning, Accountability, and Assessment is one of the new standards in Educational Leadership in Florida and it speaks specifically to the use of data in creating a school environment and curriculum that will enhance student learning. High Performing Leaders must monitor the success of all students in the learning processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Using data to drive decisions is a critical component of the accountability system currently in place in Florida. Participants will develop skills in determining data needed to make certain decisions; in analyzing data; in communicating information about the decision making process to stakeholders. Specifically for administrators in the K12 educational setting.
EDG 6288 Educational Assessment
1 sh (may not be repeated for credit)
The focus of this course is assessment concepts that are critical for good teaching. Topics include measurement issues to determine assessment quality; teacher constructed assessments such as paper and pencil assessments, informal assessments, and performance and product assessments; and interpreting standardized assessments commonly used in public schools. Required course for students participating in the Professional Educator Preparation Program.
EDG 6335 Advanced Instructional Design & Product Development
3 sh (may not be repeated for credit)
Prerequisite: EDG 5332
Analyzes, synthesizes, and evaluates instructional and learning theories and principles, taking into account a variety of situations and individual differences of learners. Develops a design and development plan and produces related materials accounting for various models of instructional design.
EDG 6412 Social Skills Intervention Techniques
1 sh (may not be repeated for credit)
Students will explore current curricula focusing on social skills development and the application to the remediation of at-risk populations. Students will participate in group interaction to develop techniques for delivery of social skills training to targeted at-risk populations.
EDG 6418 Recognizing and Working with Abuse Exposed Youth
1 sh (may not be repeated for credit)
Students explore background theory to better understand the dynamics of at-risk behaviors in abuse-exposed youth. Counseling and recovery techniques believed to be effective in working with abuse-exposed youth will be examined. Communication strategies will be enhanced in class group participation.
EDG 6621 Alternative Certification: Human Development and Learning
1 sh (may not be repeated for credit)
Drawing upon well established human development/learning theories and concepts and a variety of information about students, the teacher plans instructional activities. Credit may not be received in both EDG 6621 and EDG 6362.
EDG 6630 Peer Pressure and Youth Gangs
1 sh (may not be repeated for credit)
Current research related to peer pressure and gang activity is presented. Students will develop research project and action plans which include abatement strategies for at-risk population. Credit may not be received for both EDG 6630 and EDG 6405.
EDG 6633 Drugs and Alcohol
1 sh (may not be repeated for credit)
The causes of alcohol and drug abuse and the identification of effective strategies for reducing or eliminating abuse behaviors are presented. Students will develop an intervention plan for use in reducing abusive behaviors in at-risk populations.
EDG 6655 National Board for Professional Teaching Standards Certification
6 sh (may not be repeated for credit)
Prepares students to develop the portfolio entries required for National Board of Professional Teaching Standards certification. Graded on satisfactory/unsatisfactory basis only.
EDG 6705 Ethnic and Cultural Diversity
1 sh (may not be repeated for credit)
Theoretical and practical considerations for designing diverse, multicultural, and educational curricula are presented. Students will develop curricula for use with remediation of at-risk behaviors in diverse groups.
EDG 6791 Multicultural Education
3 sh (may not be repeated for credit)
Designed to acquaint students with basic concepts of multiculturalism including theoretical orientations to (1) the study of race and ethnicity in the United States; (2) race and ethnicity in American institutions; 3) race and ethnicity in popular culture and communities; and (4) the future of race and ethnic relations and the impact on teaching and learning in a pluralistic society.
EDG 6945 Professional Education Practicum
1 sh (may not be repeated for credit)
One of three required practica for students particpating in the Professional Educator Preparation Program; alligned with three courses (EDG 5416: Classroom Mangement, EDG6621: Human Development and Learning, and EDG6288: Assessment). Requires students to complete a field experience in an educational setting. May be taken during the same semester or after the completion of the aforementioned courses.
EDG 6946 Special Methods Practicum
1 sh (may not be repeated for credit)
One of three required practica for students participating in the Professional Educator Preparation Program; aligned with the Special Methods Course in the student's respective content area. Requires students to complete a field experience in an educational setting that contains ELL/ESOL students. Students will design and implement a subject-ara lesson plan. May be taken during the same semester or after the completion of the aforementioned course.
EDG 6947 Reading Instruction Practicum
1 sh (may not be repeated for credit)
One of three required practica for students particpating in the Professiona l Educator Preparation Program; aligned with EDG3323 (General Methods for Teaching Students K-12) OR RED6060 (Foundations of Middle/Secondary Literac y). Requires students to complete a field experience in an educational sett ing and design and implement a reading lesson plan with accomodations. May be taken during the same semester or after the completion of the aforementi oned course.
EDG 7070 Managing Learning Environments
3 sh (may not be repeated for credit)
Managing learning environments is required in the educational curriculum and instructional Doctoral program, with a specialization in teaching and learning. The focus is on developing the skills necessary to become instructional leaders in the 21st century. Management of personnel, students, finances, and community resources is discussed.
EDG 7221 Curriculum Issues and Theories
3 sh (may not be repeated for credit)
Explores various curricula models, issues and dilemmas in curricula development, and approaches to curricula reform. Examines theoretical perspectives as well as the practical ramifications for administrators, instructional supervisors, and classroom teachers.
EDG 7225 Teaching Critical and Social Issues
3 sh (may not be repeated for credit)
Provides students with opportunities to design curriculum that includes critical, social, and controversial issues and to practice teaching using innovative pedagogical strategies.
EDG 7241 Social Justice and Inequities
3 sh (may not be repeated for credit)
Offers a comprehensive look at inequality and social-justice issues in American society. Using Patricia Hill Collins' notion of a matrix of domination as a central concept, focuses on institutionalized hierarchies and systems of domination both historical and current based on race, ethnicity, sexual orientation, social class, gender, disability, and age, and on how social hierarchies intersect and reinforce each other.
EDG 7303 Analysis of Learning and Teaching Practices
1-3 sh (may be repeated for up to 3.0 sh of credit)
Advanced study of theories and research on teaching and learning and their application to instructional practices; emphasis on professional leadership in decision making related to teaching practices and creating or restructuring learning environments.
EDG 7346 Advanced Analysis of Curriculum and Instruction
3 sh (may not be repeated for credit)
Enables students to utilize research based curriculum and instruction models to analyze and evaluate teaching processes for the purpose of improving instructional programs. Skill development in feedback and coaching techniques and strategies effective in orchestrating change in instructional practices will also be a focus.
EDG 7363 Applications of Current Research in Teaching and Learning
3 sh (may not be repeated for credit)
Provides advanced study of the theoretical knowledge bases, methodologies and applications of current research topics in teaching and learning to a variety of subject areas and educational settings. Required for the doctoral specialization in teaching and learning.
EDG 7458 Analysis of Alternative Assessment Methods
3 sh (may not be repeated for credit)
Advanced study of current theories and research on assessment with emphasis on alternative methods of assessing learning; designing multiple forms of assessment that tap into higher level thinking and allow students to demonstrate knowledge of processes and skills of problem solving and knowledge of concepts.
EDG 7930 Special Topics and Critical Issues in Teaching and Learning
3 sh (may not be repeated for credit)
Advanced study of current topics and issues related to teaching and learning across a variety of classroom lab or alternative settings. Students explore current teaching practices and future needs related to educational programs for learners of various ages.
EDG 7935 Research Design Seminar
3 sh (may not be repeated for credit)
Prerequisite: EDF 6481 and EDF 7407.
Provides students with an understanding of how to undertake a research thesis. Concepts include format, style, literature reviews, hypothesis formulation, research design and statistical application.
EDG 8980 Dissertation
1-18 sh (may be repeated for up to 36.0 sh of credit)
Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction program. This dissertation will reflect intensive educational research produced by the student and collaboratively developed with the student's graduate committee. Graded on a satisfactory/unsatisfactory basis only. Admission to candidacy and completion of all other doctoral program requirements are required.