Elementary Education Courses
Designed to expand knowledge and competencies of early childhood and elementary teachers of science with specific focus on current standards, research, and inquiry models of instruction.
The focus is on current trends in early childhood and elementary social studies, with particular attention to innovative instructional modes and to relating learning to the learners' social environment.
Designed to extend and strengthen the knowledge and competencies of experienced teachers of communication arts and skills in the elementary school.
Focus on current research and trends in early childhood and elementary science with respect to historical, political, and socio-cultural contexts.
The focus is on considering and applying to one's own classroom the research base of investigating social studies curricula and instruction in early childhood and elementary education.
The evolving elementary school and its program, with emphasis on analysis of current trends that directly affect modern school practices in a societal context.
The purpose of this course is to focus on historical, current trends, and projective perspectives that influence the evolving early childhood and elementary school curriculum framework.
Students will review current trends and research related to early childhood education, including curriculum, assessment, play, quality, and family engagement. Students will synthesize and apply research and discuss implications for working with children birth through age eight.
Introduction to the teaching of science. Current research is emphasized supporting best instructional practices in science.
Teaching P-6 social studies using research-based instructional strategies and curriculum.
Designed to extend and strengthen the knowledge and competencies of experienced teachers in the following areas: major developments in literature for children; genres of children's literature; and effective methods of helping early childhood and elementary children enjoy and use literature.
The course provides a foundation in the materials and methods of teaching elementary reading with an emphasis on development, assessment, and instruction for individual and small groups of students. Intensive field experience is required.
Focuses on understanding how students learn, what physiological and environmental factors influence learning and how teachers can facilitate learning using brain-compatible learning. Included are theories-to-applications of brain-based learning research to classroom instructional situations in early childhood and elementary education.
Deepening understanding of the materials for teaching of language arts in early childhood and elementary schools with emphasis on planning and implementing a writing program. Intensive field experience. Writing proficiency within the discipline is required for a passing grade in the course.
Focuses on the current research in P-6 mathematics education concerning how children learn mathematics.
Students learn the role and influence of mathematics curriculum and its interconnectedness to instruction and reflect about school, district, state and/or national curriculums. Explore current issues with US mathematics curriculum and unpack curriculum into intended, enacted, and assessed components for early childhood and elementary education.
This course prepares students to effectively teach mathematics in P-6. Emphasis is on the current research in mathematics education.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement.
Supervised opportunities to apply knowledge and skills in a P-6 setting. Credit is based on the nature and degree of student involvement. Admission to TEP Program is required.
A field-based course providing graduate students with opportunities to practice authentic classroom application of various content areas in P-6 education. Admission to TEP Program is required.
Observation, participation, and teaching experiences supervised by selected cooperating teachers in P-6 schools. Additional supervision is provided by College of Education personnel.
No description available.
The focus in on current trends and research in elementary social studies with particular attention to innovative instructional modes and relating learning to the learner's social environment.
Supervised opportunities to apply knowledge and skills in a professional setting. Credit is based on the nature and degree of student involvement.
In-class opportunities to analyze and discuss current topics, problems, and/or projects of collective concern. Topics vary.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement.
Supervised opportunities to apply knowledge and skills in a professional setting. Credit is based on the nature and degree of student involvement.
Systematic classroom inquiry is used to engage students in a teacher action research project.
No description available.
The independent research course partially fulfills required research dissertation hours toward the doctoral degree. The course is conducted under the guidance of the dissertation advisor. Material covered will be of an advanced nature aimed at providing doctoral students with an understanding of the latest research and current developments within the field. Discussion and advisor guidance will be directed towards readings of research articles and development of research methodology, with the aim of producing an original research contribution that represents a novel development in the field, or a novel perspective on a pre-existing topic in the field.
Curriculum and Instruction Courses
This course will focus on the practice of teaching art education in pre-kindergarten, primary, middle and secondary levels. The theory supporting engaging art education and the available and appropriate tools, strategies and resources will be investigated. Students will develop a working knowledge of art materials and methods appropriate for each level of growth.
This course will focus on the practice of teaching visual arts education in pre-kindergarten, primary, middle and secondary levels. The theory supporting engaging visual arts education and the available and appropriate tools, strategies and resources will be investigated. Students will develop a working knowledge of art materials and methods appropriate for each level of growth.
This course explores the principles and foundations of effective, high-leverage mathematics teaching practices and their subsequent impact on students with diverse backgrounds. Teachers, administrators, and/or others are introduced to beliefs, practices, and situations that are related to maximizing student potential and learning opportunities. Access and equity are well-defined, developed, implemented, and assessed for all. This course is for Class B or Class A Educator license.
Theories, methods, and strategies for English as a second language that focus on communicative competence and cross-cultural understanding. Admission to TEP Program is required.
Critical examination of theoretical perspectives, methods, major issues, and controversies pertinent to teaching foreign language; use of technology in language instruction is a critical component.
This course explores the pedagogies of translingual literacies to prepare teachers to serve emergent multilinguals in the U.S. public schools. It offers teacher candidates classroom strategies to make content comprehensive and accessible to emergent multilinguals. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
This linguistic course enables teachers to understand the basics of how the English language functions. Provides information essential for dealing with students whose native language is not English. Offers useful information about various English dialects as well.
Introduction to and analysis of the main issues and theories in second language acquisition (SLA); students deduce and demonstrate instructional implications.
Preparation in the background and skills necessary to construct classroom-based tests, appropriately use published tests, and understand second or foreign language program evaluation.
Theories of language learning, acquiring a second language, and current linguistic theories; emphasis is on programs, policies, and instructional methods of ESL education.
Theories, methods, and strategies for foreign language teaching that focus on communicative competence and cross-cultural understanding; use of technology in language education is a critical component. Admission to the TEP Program is required.
No description available.
A clinical experience taken concurrently with the methods course and designed to facilitate students' development of pedagogical skills, effective thinking, and professional problem solving.
Elementary/Secondary Internship.
This course, offered on campus or abroad, provides opportunities to engage with topics or projects of collective concern in early childhood, elementary, and/or secondary education. Topics vary. May be repeated. Offered according to demand.
This course focuses on reading, analyzing, and creating conceptual frameworks that warrant research in Curriculum and Instruction. We will also attend to historical and material-discursive aspects of research paradigms that represent different conceptions of the human subject, agency, power, and data.
This is a required course for Ph.D. students in Curriculum and Instruction. It aims to build the intellectual capacity needed to generate knowledge in the field of Curriculum and Instruction. It is one of four courses comprising the introductory course sequence for the Ph.D.
The focus of this course is research on teachers and their teaching practice in real classrooms.
This course explores and applies theories of new literacies communication, learning, and research.
This seminar will provide foundational training for doing discourse analytic work within research of teaching and learning, with a focus on the integration of theory and methodology. Participants will be asked to conduct an analysis of classroom discourse for final evaluation.
Examination of the knowledge base in effective teaching practice through in-depth study of the research literature on classroom instructional practices and conditions, and on the classroom teacher. Designed specifically for doctoral-level students.
The practice and use of reflection and action research with emphasis on developing professional skills in performing and applying research on classroom teaching and learning leading to teacher empowerment and school reform. Designed specifically for doctoral-level students.
This course will provide doctoral students with information about academic writing and project management. The tools, strategies and resources will be useful as students plan their thesis or dissertation and prepare research for dissemination. Students will learn writing habits, strategies for synthesizing research, and techniques for writing with clarity.
Designed to enable students to understand and synthesize current research and to develop a theoretical framework in the science curriculum for K-12.
Designed to enable students to understand and synthesize current research and to develop a theoretical framework in social studies education for K-12.
This course is designed to provide the student with an introduction to the major issues in research and instruction in second language (L2) literacy (reading and writing). An emphasis in this course is on literacy as a cognitive skill. The psycholinguistic processes of reading and writing in a second language will be addressed.
This course discusses the major issues in curriculum design and implementation for the classroom teacher. Designed specifically for doctoral-level students.
This is an elective course for doctoral students in curriculum and instruction education. The course is designed to introduce novice scholars to a variety of research practices in the field. Students will participate in an existing research project directed by a faculty member, with permission and under the supervision of that faculty member.
This is an elective course for doctoral students in curriculum and instruction education. The course is designed to introduce novice scholars to a variety of teaching practices in the field. Students will participate in a teaching project directed by a faculty member (with permission and under the supervision of that faculty member).
The course is designed to apprentice novice scholars in a variety of supervision practices in the field. Students will participate in a supervision project directed by a faculty member (with permission and under the supervision of that faculty member).
This course is designed to apprentice novice scholars in a variety of research practices. Students will participate in an existing research project (with permission and at the direction of faculty).
This is an elective course for doctoral students in the PhD program. The course is designed to apprentice novice scholars in a variety of teaching practices related to early childhood education and social-emotional learning. Students will participate in planning, teaching, and assessment as directed by a supervising faculty member.
The course is designed to apprentice novice scholars in a variety of supervisory practices related to early childhood education. Students will participate in supervisory activities directed by a faculty member.
The course is designed to apprentice novice scholars in a variety of research practices in the field. With the permission of a faculty member, students will participate in an existing research project supervised by a faculty member.
The course is designed to apprentice novice scholars in a variety of teaching practices in the field. With the permission of and under the supervision of a faculty member, students will participate in a teaching project.
The course is designed to apprentice novice scholars under the supervision of a faculty member and in a variety of supervision practices in this field. The permission of a faculty member is required for enrollment.
The course focuses on issues, problems, trends, and research associated with undergraduate and graduate teacher education and certification programs in Alabama , the U.S. , and the world. Designed specifically for doctoral-level students.
Organization and administration of student-teaching programs and methods of supervising student-teaching in schools. Designed specifically for doctoral-level students.
Research-based focus using theoretical frameworks to examine and analyze the professional development continuum.
The course is designed to apprentice novice scholars under the supervision of a faculty member, using a variety of research methods in a variety of settings. The permission of a faculty member is required for enrollment.
The course is designed to apprentice novice scholars in a variety of teaching practices. Students will participate in a teaching project directed by a faculty member. The permission of a faculty member is required for enrollment.
The course is designed to apprentice novice scholars in a variety of supervision practices. Students will participate in a supervision project directed by a faculty member. The permission of a faculty member is required for enrollment.
The course is designed to apprentice novice scholars in a variety of research methods and practices. Students will participate in an existing research project directed by a faculty member The permission of a faculty member is required for enrollment.
The course is designed to apprentice novice scholars in a variety of teaching practices. Students will participate in a teaching project directed by a faculty member. The permission of a faculty member is required for enrollment.
The course is designed to apprentice novice scholars in a variety of supervision practices relevant to this field. Students will participate in a supervision project directed by a faculty member. The permission of a faculty member is required for enrollment.
Examination and critical analysis of a wide range of perspectives from the professional literature on teaching and learning a foreign language.
The course focuses on systematic descriptions and analysis of major learning theories for classroom application. The intent is to contribute education insight toward more effective teaching through cognitive processes.
The course is designed to apprentice novice scholars in a variety of research practices relevant to the field of mathematics education. Students will participate in an existing research project directed by a faculty member. The permission of a faculty member is required for enrollment.
The course is designed to apprentice novice scholars in a variety of teaching practices relevant to the field of mathematics education. Students will participate in an existing teaching project directed by a faculty member (with permission and under the supervision of that faculty member).
The course is designed to apprentice novice scholars in a variety of supervision practices relevant to the field of mathematics education. Students will participate in an existing supervision project directed by a faculty member (with permission and under the supervision of that faculty member).
Examinations of different conceptualizations of curriculum and pedagogy in K-12; emphasis on critical theory and postmodern theory and critique.
The course is designed to apprentice novice scholars in a variety of research practices in science education. Students will participate in an existing research project directed by a faculty member (with permission and under the direction of that faculty member).
Students will participate in teaching a science education course with a faculty member (with permission and under the direction of that faculty member).
The course is designed to apprentice novice scholars in the supervision of field experiences. Students will be supervised and mentored by a faculty member, with faculty permission.
This course explores the current research base and theoretical frameworks for doctoral students to understand the pedagogies of translingual literacies and study emergent multilinguals in the U.S. public schools.
Designed to enable students to understand and synthesize current research and to develop a theoretical framework in mathematics education.
The course is designed to apprentice novice scholars in a variety of research practices in the field. Students will participate in an existing research project directed by a faculty member. Faculty permission is required.
The course is designed to apprentice novice scholars in a variety of teaching practices. Students will participate in a teaching project directed by a faculty member. Faculty permission is required.
The course is designed to apprentice novice scholars in a variety of supervision practices in the field. Students will participate in a supervision project directed by a faculty member. Faculty permission is required.
Principles and practices of research into science teaching with a focus on building researchers' professional identities in the field. Topics include the field-specific nature, purposes, methods, rhetoric and impact of research into science teaching.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated. Offered according to demand.
Reading Education Courses
A comprehensive study of the major factors involved in teaching reading at the intermediate grade levels. Techniques for teaching word recognition and comprehension skills are studied extensively.
Attends to the theory and practice of beginning reading; key areas of study include diagnostic and evaluative procedures and the organization and implementation of appropriate instruction for P-6. A field component is required.
A comprehensive study of the major components involved in literacy instruction at the secondary level. A field component is required. This course should be taken concurrently with the content methods course and CSE 592.
This course provides an overview to the foundations of literacy development and instruction grades PK-12.
A comprehensive study of the major theories of and components involved in providing professional development in literacy to teachers and schools.
This course provides students with the ability to implement the knowledge base of current research in coaching teachers' literacy instruction by conducting literacy coaching and literacy professional development in P-12 schools.
This course explores multiple theories of literacy from a variety of perspectives and lenses. Additional areas of emphasis include a comprehensive study of the theoretical foundations and the history of literacy development and instruction in PK-12 settings, non-traditional settings (e.g. out of school context(s), and social contexts.
Provides advanced study of theoretical perspectives of diagnostic methods and materials for P-12 students at risk of reading failure.
Provides students with a knowledge base of the relationship between theory, research and practice in regard to K-12 literacy education.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
Provides reading specialist graduate students supervised opportunities to apply knowledge and skills in middle school and high school settings (7th-12th).
Secondary Education Courses
A required course for candidates in secondary teaching programs that will focus on classroom management and building humanizing classroom communities in secondary classrooms. It will focus on aspects of engaged learning environments, positive responses to challenging behavior, classroom expectations and routines, building connections between home and school, and accountability and responsibility among learners.
The evolving secondary school and its program, with emphasis on analysis of current trends that directly affect modern school practices in a societal context.
The evolving secondary school curriculum, from historical, current trends, and projective perspectives.
An introduction to literature appropriate for the adolescent reader; reading patterns and major concerns of adolescents.
Principles of learning applied to concepts, skills, attitudes, and problem solving in English and speech; diagnosis, enrichment, remedial teaching, and evaluation.
Exploration and examination of methods and materials for improving social studies instruction. Focuses on teaching for diverse learners, constructivist methods, critical thinking, interdisciplinary teaching, and various technologies as they apply to secondary social studies classrooms.
Principles of learning applied to concepts, skills, attitudes, and problem solving in science; diagnosis, enrichment, remedial teaching, and classroom evaluation, and application and evaluation of technologies.
Principles of learning applied to concepts, skills, attitudes, and problem solving; proper use and evaluation of teaching aids; construction and utilization of teaching instruments; and examination and exploration of alternative assessment strategies and technologies for use in secondary mathematics classrooms.
Exploration of structural, transformational, and traditional approaches to teaching grammar.
This course is designed to prepare prospective and current English teachers to successfully teach and evaluate writing in grades 6-12.
Focuses on understanding how students learn, what psychological and environmental factors influence learning, and how teachers can facilitate meaningful classroom instructional learning through insights into brain compatible learning, included are theories-to-applications of brain-based learning research to classroom instructional situations in early childhood and elementary education.
This course focuses on the teaching secondary mathematics with the use of new and emerging technologies. It explores the appropriate use of technologies to enhance conceptual understanding and problem solving in mathematics and aims to to develop classroom lessons and assessments for a technology classroom.
Examination and evaluation of emerging and existing technologies specific to secondary science teaching. Students will grow their capacity to employ technologies to plan, enact, and access science teaching and learning.
Methods, media, and techniques of teaching mathematics in the secondary school, including selected topics in mathematics and exploration and examination of various technologies for use in secondary mathematics classrooms, including, but not limited to, calculators and various computer software.
This course is designed to assist students' understanding of and application of powerful, inquiry-based strategies to the design of meaningful 21st century social studies instruction and assessment.
Methods and technologies essential to effective instruction in science in the secondary school.
Theories and methods of teaching social studies in secondary schools, including examination and exploration of instructional materials, various technologies, constructivist methods, and assessments.
A clinical experience taken concurrently with the methods course and designed to facilitate students' development of pedagogical skills, effective thinking, and professional problem solving.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement.
Focuses on analysis and performance of teaching strategies and the evaluation of teaching-learning problems.
No description available.
Literature, research, and content in English and speech; current trends; experimental programs; gradation or sequence of subject matter; criteria for program evaluation; and basic issues.
Focuses on curriculum and research in social studies education, including materials development and current issues in the field.
Literature, research, and content in science; current trends; experimental programs; gradation of subject matter; criteria for program evaluation; and basic issues.
This course examines the principles of learning as they apply to the teaching of concepts, skills, attitudes, and problem solving; the proper use and evaluation of teaching aids and other forms of instructional implementation; the construction and understanding of teaching instruments; and the utilization of research in teaching, learning and curriculum in mathematics education.
An examination of the relationship between theory and research. Students learn to search and evaluate the research literature and develop a proposal for research.
The course focuses on the proper application of research-supported tools, technology, and assessment strategies in mathematics education as well as the construction and understanding of various assessment instruments.
In-class opportunities to analyze and discuss current topics, problems, and projects of collective concern. Topics vary.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement.
Supervised opportunities to apply knowledge and skills in a professional setting. Credit is based on the nature and degree of student involvement.
Systematic classroom inquiry is used to engage students in a teacher action research project. Advisor recommendation required.
No description available.
This independent research course partially fulfills required research dissertation hours toward the doctoral degree. The course is conducted under the guidance of the dissertation advisor. Material covered will be of an advanced nature aimed at providing doctoral students with an understanding of the latest research and current developments within the field. Discussion and advisor guidance will be directed towards readings of research articles and development of research methodology.