Teaching and Learning Courses

 

EDTL600 Introduction: Inquiry and Educational Change

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Introduces the Master of Education in Teaching and Learning and Alternative Education. In this course graduate students will be introduced to the program expectations, tools and objectives including the technologies utilized for program delivery and electronic portfolio development, online learning strategies, the National Board for Professional Teaching Standards, the National Educational Technology Standards for Teachers, and educational research.

Prerequisite: None

Corequisite:   None


 

EDTL601 Teaching and Learning in an Information Age

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Provides graduate students with an understanding of the teaching/learning process in relation to the emergence of the "information age."   Students will consider paradigm shifts in the roles of teacher, learner and technology. Students will compare and contrast the effectiveness of various technology types and how they impact the teaching/learning process. Students will develop technology enhanced learning experiences while developing technology skills reflective of the best practices and applications.

Prerequisite: None

Corequisite:   None


 

EDTL602 Advanced Instructional Design and Development

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

The purpose of this course is to provide graduate students understanding and experience with various models of instructional design and development. Students will identify topics, analyze learners, generate objectives and assessments as well as develop content outlines and learning activities. Learners will develop a personal instructional design model reflecting their educational philosophy and approach.

Prerequisite: None

Corequisite:   None


 

EDTL603 Educational Assessment Strategies

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

This course will investigate the practical and theoretical issues involved in evaluating student performance, teacher performance and educational programs. The students enrolled in this course will examine a variety of assessment instruments and strategies and discuss the role (s) each has in the evaluation process. The course will enable students to plan, execute and interpret educational assessments.

Prerequisite: None

Corequisite:   None


 

EDTL604 Designing Assessments Using Performance Standards

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]

The purpose of this course is to provide graduate students an understanding of and practice with the design and analysis of assessments and rubrics that can be employed in a standards-based classroom. Readings and activities are grounded in educational research and illustrated with meaningful classroom practices of teaching and learning in a standards-based environment.

Prerequisite: None

Corequisite:   None


 

EDTL605 Critical Issues in Education
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]
This course serves to examine timely problems, trends and issues related to education from a multi-disciplinary perspective. The focus is on contemporary influences of change in education at various points across the delivery process. These include issues that come from federal or state decisions in policy and law which impact educational practice, those that are generated by the changing professional knowledge base regarding curriculum and methodology that define best practice, and those that occur at the initial point of education to learners as a function of district policy and teacher practice.

Prerequisite: None

Corequisite:   None


 

EDTL606 Analysis of Teaching
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]
Utilizing the five core propositions of the National Board for Professional Teaching Standards and the associated discipline/grade level standards as a framework, graduate students explore, design, implement and document strategies to analyze the effectiveness of their teaching and professional development.

Prerequisite: None

Corequisite: None


 

EDTL607 Projects, Readings and Case Studies in Education

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

A course in the M.Ed. program that allows the student to choose a subject of interest in education and pursue a focused and self-directed review of the literature or creation of a project or case study.

Prerequisite: None

Corequisite:   None


 

EDTL608 Education Reform

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

An in-depth look at efforts to reform the education system in the United States. The course includes a historical overview of American education during the past 100 years; an analysis of reform efforts; contributions by various cultures, inside and outside of the United States to reform efforts; an overview of the process of reform; and, an exploration of current reform initiatives.

Prerequisite: None

Corequisite:   None


 

EDTL609 Classroom Management and Control

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Designed to provide an opportunity for teachers at the graduate level to fully explore an alternative approach to classroom management using Glasser's Choice Theory.  Students will apply their understanding of choice theory both personally and professionally in a self-study to analyze and evaluate the efficacy of a choice theory approach in the classroom.

Prerequisite: None

Corequisite:   None


 

EDTL610 Fundamentals of Educational Leadership

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Fundamentals of Educational Leadership is designed for teachers (or others) who are interested in developing their knowledge and skills in the area of leadership studies. Topics covered include contemporary leadership theory, gender and ethnic issues in leadership, assessment of personal leadership socio-emotional (SEQ) skill profiles, informal and formal school leadership, assessment of leadership cultures in schools, classroom leadership, teaching leadership skills to students, project and team leadership, transformational and change leadership, exemplary school leadership and the development of a personal leadership portfolio.

Prerequisite: None

Corequisite:   None


 

EDTL611 Character Education: Developing Students to Become Productive Citizens

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Focuses on the need for developing students’ ability to make good decisions based on reasoned principles and an approach to incorporate this skill as a part of the regular curriculum. Graduate students enrolled in this course will trace the history of moral education and evaluate various approaches to improve the moral behavior of grade school learners. In addition, the graduate students will choose one area of the curriculum and devise a long-range plan that will enhance the character development of their student learners.

Prerequisite: None

Corequisite:   None


 

EDTL612 Number and Number Systems and Pedagogy

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]

Utilizes the five core propositions of the National Board for Professional Teaching Standards and the associated discipline/grade level standards as a framework. Graduate students will utilize best practice in mathematical pedagogy and collaborate with other teachers to plan, teach and revise lesson plans in a format that follows Lesson Study research.

Prerequisite: None

Corequisite:   None


 

EDTL615 Alternative Education: An Introduction to Theory and Practice
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]
This course is designed to be an introduction to theories and practices in Alternative Education. An array of topics is explored to bring research, theories and practices together in a meaningful format. The inquiry nature of this course will serve as a building block for issues in other courses and the capstone research project. Emphasis is placed upon the practical application of theories in the classroom, best practices and characteristics of effective programs.

Prerequisite: None

Corequisite:   None


 

EDTL617 Grant Writing
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]
Focuses on the process of writing grants in human services and education. Students will explore and analyze the various components of a grant, the process of developing and writing proposals, research techniques that produce results, the budgeting process, and how to develop a unified proposal. Students will write a grant proposal as a final product for the course.

Prerequisite: None

Corequisite: None


 

EDTL618 Understanding the Role of Cognition and Social Skills in the Classroom

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

This course is designed to promote student mastery of theory and practice related to cognitive and social skills training. Specifically, students will explore brain-based learning, cognitive skills research, social skills research, and the practical uses of these concepts with students in the classroom.

Prerequisite: None

Corequisite:   None


 

EDTL620 Introduction to Deliberative Public Learning

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

This course introduces students to the theory and practice of deliberative citizen discourse in a democracy. The course links study of theory with participation in actual public forums. Principles of deliberative discourse are studied in relation to theories of democracy and then applied in public forums. Research on public learning and classroom learning are examined, especially in relation to standards-based outcomes assessment. Students will become effective moderators in public deliberative forums and interpreters of results. This course also prepares students for more advanced study of civic engagement and public scholarship and its application in the middle and secondary school settings.

Prerequisite: None

Corequisite:   None


 

EDTL625 Investigating Curriculum Issues in Education

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Students may select one issue from the following: curriculum mapping, designing assessment using performance standards, differentiated instruction, brain-based learning. In the alternative, they may propose another issue for instructor approval. Through investigation, analysis, and discussion, students investigate and formulate criteria necessary for the implementation of best practices within the classroom.

Prerequisite: None

Corequisite:  None


 

EDTL627 Learning Theory and Practice

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

In this course, graduate students will study classical and contemporary theories of learning, their contrasts and connections, and their impact on teaching and curriculum design. These studies, along with the completion of applied projects, will provide a basis for students to enrich their own instructional practice.

Prerequisite: None

Corequisite:   None


 

EDTL632 Supervision of Student Teachers

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Theories and strategies of supervision for cooperating teachers at all levels in the direction of student teaching experiences. Includes the study of delivery systems in the school and classroom which relate to the teacher-student relationship for improving learning capacity, such as planning with specific objectives, skillfully conducted conferences, assessment techniques for analyzing teaching, resolution of teaching and learning problems, understanding role relationships, and exploration of value systems.

Prerequisite: None

Corequisite:   None


 

EDTL634 Research Methods in Education

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]

An exploration of modern research methodology and theory through readings, lecture, discussions, and exercises. Students will develop skills in the scientific collection and evaluation of data, which will be applied towards solving and evaluating educational and other problems. The focus is on making students more effective consumers of research obtained from both professional journals and the popular media as well as the application of research methodology in a classroom setting.

Prerequisite: None

Corequisite:   None


 

EDTL641 School Law
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]
This course will emphasize the legal position of the teacher in Pennsylvania and the United States with regard to the organization and administration of school districts, teacher certification, teacher liability, and other legal principles affecting the teacher, principal, pupil, and school district. Opportunity will be provided to use legal source materials and libraries. Significant court cases will be studied and discussed.

Prerequisite: None

Corequisite:   None


 

EDTL645 Topics in Teaching and Learning
[Minimum Semester Hours: 1 sh; Maximum Semester Hours: 3 sh]
An intensive approach to applied teaching and learning practices designed to explore specialized knowledge and skill pertinent to the field of education. Topics may include, among others, teaching and learning, reflective practices, analysis of teaching, designing assessments, instructional design and development, educational change, and professional teaching standards. Emphasis is placed on written work and discussion.

Prerequisite: None

Corequisite: None


 

EDTL650 Comparative and International Education

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

This course will examine the dynamics of education in light of the global village concept. Focus will be on the social, economic, political, cultural, and environmental forces that shape or that can be shaped by education. Similarities and differences among selected educational systems will be explored. Research will be extracted from diverse data bases. Current technology will be utilized to connect graduate students with educators outside of the United States to discuss issues, trends, similarities, and differences; to formulate solutions to shared problems; and to foster positive changes.

Prerequisite: None

Corequisite:   None


 

EDTL680 Internship 1

[Minimum Semester Hours: 6 sh; Maximum Semester Hours: 6 sh]

Provides the first part of a two-tiered internship sequence for actively employed emergency certified teachers. This course provides a specific population of graduate students with opportunities to develop and enhance critical and reflective practices positively impacting student learning. (

Prerequisite: None

Corequisite:   None


 

EDTL681 Internship 2

[Minimum Semester Hours: 6 sh; Maximum Semester Hours: 6 sh]

The second and culminating teaching internship experience for actively employed emergency certified teachers, Internship 2 extends and scaffolds upon the objectives, activities, and experiences of Internship 1. Students have the opportunity to refine instructional strategies and the principles of critical and reflective practice explored during the actual internship experience. This course provides a specific population of graduate students with further opportunities to develop and enhance critical and reflective practices related to positively impacting student learning. (

Prerequisite: None

Corequisite:   None


 

EDTL685 Performance Based Assessment

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

In this course students will explore various means of performance-based assessment such as portfolio development, observation and other performance-based evaluation techniques. The effective use of technology will be included. Students will develop rubrics and practice skills in scoring them.

Prerequisite: None

Corequisite:   None


 

EDTL690 Current Philosophies of Education

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

A study of the philosophies of education that have had an impact on education today. The works of educational philosophies and critiques of their positions will be read and discussed. The implications for today’s educational experiences will be discussed.

Prerequisite: None

Corequisite:   None


 

EDTL692 Reflective Practice and Action Research 1

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]

The first of two courses designed to promote thoughtful consideration and application of educational theory and research to the analysis of student learning in the teacher's daily decision-making process.

Prerequisite: None

Corequisite:   None


 

EDTL694 Reflective Practice and Action Research 2
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]
The second of two courses designed to promote thoughtful consideration and application of educational theory and research to the analysis of student learning in the teacher's daily decision-making process.

Prerequisite: ( EDTL692 ) OR ( ALTE692 )

Corequisite:   None


 

EDTL695 Advanced Field Experience
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]
The culminating course in the M.Ed. graduate program that allows the graduate student to apply knowledge and demonstrate skills gained in their professions. This course is restricted to graduate students and is a core requirement in the M.Ed. Teaching and Learning and Alternative Education programs.

Prerequisite: None

Corequisite: None

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