An advanced study of the foundations of reading within the historical and contemporary context of reading instruction, with a focus on the theories and beliefs that underpin literacy instruction and the moral virtue of being sensitive to learner differences.

Educational Core Courses (for all content specializations):

510 Models of Curriculum and Instruction. (3)
This course considers current research regarding the teaching and learning processes and explores a variety of instructional models and strategies. Practical application of models to instructional planning and delivery in K-12 classrooms will be emphasized.

520 Educational Research. (3)
This course introduces a student to the various types of quantitative and qualitative research. Course content will focus on the research process including evaluations of existing educational research as well as analysis and application of the findings.

530 Integrating Technology in the Teaching and Learning Process. (3)
This course aligns content-specific standards with ISTE’s National Educational Technology Standards and state technology standards to assist teachers in integrating technology in K-12 classrooms through participation in and development of project-based learning activities. Learning activities focus on the use of technology as a tool to foster higher level outcomes in content-specific curricula. Teachers will have a better understanding of how technology enhances instruction and student learning.

540 Assessment & Evaluation. (3)
Application of measurement principals in the assessment of learning in educational environments. Topics include: formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with the administration and interpretation of evaluation instruments.

560 Action Research in Education. (3)*
(Prerequisites: EDUC 520 and 24 hrs. of coursework completion)
The course provides a foundation for qualitative inquiry with a focus on case study research, ethnographic description, designing and conducting qualitative research. The course includes collecting and analyzing data and reporting qualitative analysis.
*NOTE: See EDEL 560 and RDNG 560 for further information.

Educational Leadership Courses (EDEL)

500 Public School Administration. (3)
This course is designed to introduce the student to public school administration. Effective and successful schools research will be examined along with their practical applications to the field of education. A variety of topics relevant to the field of public school administration will be discussed. Twenty (20) clock hours in an elementary setting is required.

560 Action Research Internship in School Administration (Elementary, Middle, Secondary). (3)
(Prerequisites: EDUC 520 and 24 hrs. of coursework completion)
The entire emphasis of the internship is to provide a well thought out, planned “hands-on” learning experience for students which bridges the gap between pedagogy and practice. Students need to be able to make sense of what they are learning and to connect the experiences in ways that lead to conceptual understanding of the roles and responsibilities of school administrators. An internship of 215 clock hours must be completed within six months from the beginning of the course.

570 Organization and Management of Public Schools. (3)
This course represents a comprehensive study of the managerial duties and responsibilities of a school administrator in the K-12 setting. This course also examines the organizational structure of the public school system as well as the individual schools. Twenty (20) clock hours in a high school setting is required.

580 Public School Law. (3)
Explores Public School Law as it relates to the theory and practical application of federal, state, and local laws and regulations governing public schools. Emphasis on Constitutional law and the judicial rulings of the Supreme Court, federal district courts, and state appellate courts. Laws and regulations in West Virginia are examined. Twenty (20) clock hours in a PreK-12 setting is required.

590 School and Community Relations. (3)
An analysis of the role of school policy in modern community, community power structure and resources, the social and political context, and the principles of school-community relations in the context of social change, including group processes, multicultural and multiethnic understanding, the needs of exceptional children, interagency cooperation, funding and evaluation. Students are provided opportunities to develop materials for use in their local schools or districts. Twenty (20) clock hours in a middle school setting is required.

Education Courses (EDUC)

515 Supervisory Skills and Practices. (3)
This course is designed to help cooperating teachers develop effective supervisory skills. To meet this general objective it is first necessary to develop the ability to analyze instruction, to become familiar with the research on effective teaching, and to relate the research findings to current supervisory procedures. Once this has been accomplished students will examine techniques through which they can communicate and work with student teachers.

525 Educational Trends and Issues. (3)
This course explores the trends and issues in society that affect education and lifelong learning. The course will approach trends and issues that both external and internal to education, but continue to influence the institution of education. The course study will include a focus on (1) social trends and their potential impact on education, (2) educational trends and their impact on the classroom, and (3) planning for the future. Some key concepts explored and how these affect education include inclusion, professional development schools, legal policies and procedures, social-demographic changes and factors, socio-economics status, and technology. This course will also include planning for the future, forecasting, theories of change, and change agentry.

535 Theories of Educational Leadership. (3)
A general course for students of education in public and private schools, this course is devoted to a consideration of administrative theory and its practical application. Course content will include purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included.

550 Seminar and Special Topics in Education. (3)
This course provides an opportunity to examine and discuss current educational practices and issues in depth. Emphasis will be placed on analysis and synthesis of primary/current research as well as classroom application and practice. Possible courses might include preparing for National Board Certification, Grants and Grant Writing, and Electronic Resources for the Classroom. Course topics may vary each semester.

Reading Specialist (Pre K – Adult) (RDNG)

510 Foundations of Reading (3)

An advanced study of the foundations of reading within the historical and contemporary context of reading instruction, with a focus on the theories and beliefs that underpin literacy instruction and the moral virtue of being sensitive to learner differences.

520 Reading & Writing in Content Areas (3)

Theories of the reading process and of reading and writing to learn in content areas are explored. Emphasis is upon practical strategies and techniques for acquiring knowledge through literacy in a variety of content areas.

530 Reading Assessment (3)

This course is designed to be an advanced study for the diagnostic assessing of readers to provide information that will enable appropriate instructional plans to be developed especially for non-proficient readers.

550 Reading and Language Arts Instruction for the 21st Century (3)

An advanced study of innovative and exemplary practices for teaching reading, writing and the language arts, including the selection and use of print and digital materials for all literacy learners.

560 Action Research in Reading Education* (3)

Prerequisites: Completion of 24 credit hours including EDUC 520 with a grade of “C” or better.  The course provides a foundation for qualitative inquiry in reading with a focus on case study research, ethnographic description, designing and conducting qualitative research. The course includes collecting and analyzing data and reporting qualitative analysis.

570 Reading Practicum (6)

Prerequisites: Reading 530, Reading 550.  The Reading Practicum is the culminating experience of the Master’s in Reading. The focus of the course is intensive diagnosis, assessment, and instruction of real learners in a clinical setting.]

Special Education (SPED)

SPED 503: Legal and Historical Foundations of Special Education (3 hours)
This courses offers an in depth study of current issues and problems related to children and youth who deviate from the average in mental, physical, social and/or emotional characteristics to the extent that the appropriate inclusionary setting is provided. Research on a current issue in special education is required.

SPED 505: Assessment of Individuals with Disabilities (3 hours)
This course focuses on the educational assessment, evaluation and designing of appropriate instruction for students with mild disabilities. Topics will include formal and informal assessment, curriculum development based on assessment data, planning/designing appropriate instruction, and the development and implementation of IEPs.

SPED 512: Reading Strategies for the Inclusive Content Classroom (3 hours)
(Prerequisites SPED 505 and RDNG 510)
This course emphasizes teaching and learning strategies designed to improve/enhance the reading and literacy skills of students with mild disabilities. Topics will include response-to-intervention and differentiated instruction as it applies to reading in the inclusive content classroom.

SPED 515: Introduction to Autism Spectrum Disorder (ASD) (3 hours)
This course introduces the student to the Autism Spectrum Disorder (ASD). The course provides the candidate with knowledge of identification criteria, assessments, prevalence, potential causes, and related disorders. Emphasis is placed on learning characteristics and effective strategies to prepare the candidate to teach an individual with autism in a variety of educational settings, including the content area classroom.

SPED 516: Methods for Teaching Students with Autism (3 hours)
(Prerequisite SPED 515)
This course provides the candidate with various strategies to teach and/or coordinate services for a student with Autism. Activities include developing routines, collaborating with school staff and families, conducting a functional behavior plan which includes assessing, implementing, and evaluating effectiveness of strategies for behavior difficulties, and the development of strategies for social skills deficits, communication deficits, restricted repertoires, sensory issues, generalizations, engagement and transition. A 25-hour Clinical is required for this course.

SPED 517: Asperger Syndrome (3 hours)
This course introduces the student to the Asperger Syndrome. The course provided the candidate with knowledge of identification criteria, assessments, prevalence, potential causes, and related disorders. Emphasis is placed on learning characteristics and effective strategies to prepare the candidate to teach an individual with Asperger Syndrome in a variety of educational settings, including the inclusive content classroom.

SPED 518: Positive Behavior Support (3 hours)
This course introduces the student to Positive Behavior Support (PBS) and provides the candidate with knowledge of the origins of PBS, the critical process of PBS, planning and assessment for PBS, PBS practices and applications, and PBS at school and communicating levels. Emphasis is placed on effective strategies to prepare the candidate to teach in a variety of educational settings ranging from full-time special education to the inclusive general education classroom.

SPED 525: Strategies for the Inclusive Mathematics Classroom (3 hours)
This course will focus on the effective principles for working with students with special learning needs who struggle with mathematics. The course will provide instruction on the development of strategies to enhance achievement in developmentally appropriate topics in the five National Council of Teachers of Mathematics Content Standards (NCTM): Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability.

SPED 555: Advanced Methods/Strategies for Special Education (3 hours)
(Prerequisite: SPED 503 and SPED 505)
This course is designed to be an advanced study of instructional methods and strategies for teaching students with special learning needs in a variety of educational environments/settings. Specific topics will include co-teaching models, differentiated instruction in the inclusive environment, strategy instruction models, etc. Candidates will complete a course practicum in a variety of special education settings. A Practicum experience is included in this course.

RDNG 510: Foundations of Reading (3 hours)
This course is designed to be an advanced study on the theoretical foundations of reading and the bases for reading instruction. The course focuses on the theories and beliefs that underpin literacy instruction and the moral virtue in being sensitive to learner differences.

NOTE: All clinical/practicum experiences will adhere to Council for Exceptional Children (CEC) Standards, WV Policy 5202 guidelines and to the West Virginia Professional Teaching Standards (WVPTS).

 

Last updated on Nov 7, 2013. Originally created on Sep 22, 2010. Report incorrect information.