{"id":190,"date":"2014-03-29T21:20:55","date_gmt":"2014-03-29T21:20:55","guid":{"rendered":"https:\/\/www.jsums.edu\/earlyeducation\/?page_id=190"},"modified":"2014-09-12T12:22:20","modified_gmt":"2014-09-12T12:22:20","slug":"course-descriptions","status":"publish","type":"page","link":"https:\/\/www.jsums.edu\/earlyeducation\/course-descriptions\/","title":{"rendered":"Course Descriptions"},"content":{"rendered":"

\n\tUNDERGRADUATE COURSE DESCRIPTIONS<\/u><\/strong><\/span>\n<\/p>\n

\n\tEDCI 100 (3) Introduction to Education. <\/strong>Prerequisite to all other education courses for prospective teachers and is to be taken during the Freshman year by students seeking careers in Teacher Education. It is a multipurpose <\/span>foundation course designed to give an overview of teaching and learning. Requires at least 10 clock hours of field-based activity.<\/span>\n<\/p>\n

\n\tEDCI 120 (3) Practical Child Care Experiences. <\/strong>Designed to introduce the students to a variety of personnel certification programs and to assist in the preparation for assessment when appropriate (i.e., Child Development Associate [CDA] and National Association of Education for Young Children’s Validation [NAEYC]). Includes an in-depth review of the functional areas providing the basis for competency goals as designated by validating agencies. (D)<\/span>\n<\/p>\n

\n\tEDCI 121 (3) Innovations, Problems, and Issues in Child Care. <\/strong>A comprehensive study of the growth and development of the infant and toddler–including physical environment, care and handling, immunizations and health care, toilet training, developmentally appropriate activities, and the special needs of infants and toddlers. (D)<\/span>\n<\/p>\n

\n\tEDCI 122 (3) Family Dynamics and Interpersonal Relations. <\/strong>Discuss the development of family structures and the various types and functions of families. Emphasizes basic communication skills and their application within the family; family values; and the caregiver’s role in the family. (D)<\/span>\n<\/p>\n

\n\tEDCI 208 (3) Materials and Methods of Early Childhood Education. <\/strong>This course is designed to investigate curricula methods and materials for teaching nursery, kindergarten and primary children. This includes preparation, executive, and evaluation of materials and methods within the subject matter areas of mathematics, science, social science, music, art, and language arts. (F, S)<\/span>\n<\/p>\n

\n\tEDCI 220 (3) Teaching and Learning Styles of Young Children. <\/strong>Prerequisite: EDCI 120, 121, 122, or special permission by the department Chair prior to enrollment. Instructional strategies of content and materials, and evaluation of child care procedures in programs designed for infants, toddlers, and preschool children. (D)<\/span>\n<\/p>\n

\n\tEDCI 221 (3) Administration of child Care Services. <\/strong>Leadership styles, director-staff relationships, staff training, and goal setting are explored within the framework of developing lessons with appropriate developmental activities for young children. Construction of lesson plans, integration of yearly curriculum goals with weekly plans and evaluation of curriculum should be included. (D)<\/span>\n<\/p>\n

\n\tEDCI 301 (3) Communicative Arts for the Elementary Teacher. <\/strong>This course will provide comprehensive information of instructional strategies needed to provide the learner with a compendium of competencies in the communicative arts. Emphasis will be stressed in the communicative areas to enhance responsible, receptive and expressive language skills.<\/span>\n<\/p>\n

\n\tEDCI 303 (3) Parent, Child and Teacher Interactions. <\/strong>This course examines the importance of developing good relationships between parent, children and teachers during the early childhood and elementary years. The goal is to assist students to delineate non-blaming environments where dialogue and mutual planning can take place between families and school personnel.<\/span>\n<\/p>\n

\n\tEDCI 305 (3) Studies in Child Guidance. <\/strong>This course is designed to provide comprehensive information on the nature and need of infants, toddlers, and pre-school children. Emphasis is placed on psychological, sociological, and physiological development and growth.<\/span>\n<\/p>\n

\n\tEDCI 320 (3 – 8) Field Experiences in Child Care. <\/strong>Prerequisites: EDCI 120, 121, 122, 220, or special permission by the department Chair prior to enrollment. This course is of the practical learning experiences engaged in a more intensified and concrete manner. These experiences occur in off campus, school, and community situations where opportunity is given to the student to test theories of teaching and learning, to initiate and test ideas with children. With guidance and supervision, the student is also given the opportunity to develop the ability, initiative, and responsibility for planning, guiding, and evaluating the total child care program. (D)<\/span>\n<\/p>\n

\n\tEDCI 400 (3) Theories and Principles of Early Childhood. <\/strong>This course is concerned with the basic history, philosophy, theories, and principles underlying early childhood education. (D)<\/span>\n<\/p>\n

\n\tEDCI 401A, B (3) Research, Classroom Management, and Clinical Practice<\/strong>. (A–Elementary Schools, B–Secondary Schools). This course is designed to integrate the research on effective teaching and learning with theory and practice. Students will engage in micro-teaching and will be expected to demonstrate mastery of the fourteen competencies measured by the Mississippi Teacher Assessment Instrument. Students will also be introduced to classroom management strategies for effective classroom discipline and teaching routines. The Clinical practice will be a field based activity.<\/span>\n<\/p>\n

\n\tEDCI 402 A, B (12) Clinical Internship in Student Training<\/strong>. (A–Elementary Education, B–Secondary Education). This course is a continuation of the practical learning experiences engaged in during the 401C course, but in a more intensified and concrete <\/span>manner. These experiences occur in an off-campus school and community situations for twelve weeks where opportunity is given to the student teacher to test theories of teaching and learning, to initiate and test ideas with children. With guidance and supervision, the student teacher is also given the opportunity to develop the ability, initiative and responsibility for planning, guiding and evaluating the total program of the children with whom he\/she is working.<\/span>\n<\/p>\n

\n\tGRADUATE COURSE DESCRIPTIONS<\/u><\/strong><\/span>\n<\/p>\n

\n\tEDCI 500 Introduction to Teaching Internship. <\/strong>(6 Hours) An exploration of the teaching profession to include historical perspectives, current issues and practices, influences of legislation and future projections. Through the field-based mentorship component of the course, students will have the opportunity to test theories of teaching and learning, to plan and guide learning experiences for elementary and secondary learners, and to analyze functions of <\/span>different levels of schools.<\/span>\n<\/p>\n

\n\tEDCI 501 Parenting Roles in Early Childhood Education. <\/strong>(3 Hours) An investigation of the theories concerning parent-teacher-child intrapersonal and interpersonal relationships to give a broader understanding of diverse families from different socioeconomic levels, nationalities, and ethnic backgrounds. Requires 10 hours of field-based <\/span>experiences.<\/span>\n<\/p>\n

\n\tEDCI 502 Literacy Development and the Young Child <\/strong>(3 hours) An investigation of the techniques used to help young children use language skillfully, to listen, speak, read, and write. Requires 10 hours of <\/span>field based experiences.<\/span>\n<\/p>\n

\n\tEDCI 503 Principles of Child Development in the Early Years. <\/strong>(3 Hours) An investigation of the methods and research in child growth in social, emotional, psychological and physiological development of children from birth through eight years of age. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 504 Methods and Materials In Early Childhood Education. (3 <\/strong>Hours) A critical analysis of methods and materials for teachers working with children in nursery schools, day-care centers, kindergarten and primary grades. Requires fifteen (15) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 505 Assessing the Young Child. <\/strong>(3 Hours) An investigation of the theories and developmentally appropriate practices relative to group and individual evaluation procedures for early childhood education. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 506 The Role of Play in the Education of Young Children. <\/strong>(3 Hours) An investigation of the theories and research related to the role of play in early childhood education with emphasis on creative thinking and its relationship to physical, emotional, social and intellectual growth. Requires 10 hours of field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 507 Organization and Administration of Early Childhood Programs. <\/strong>(3 Hours) An investigation of the theories and developmentally appropriate practice for the organization, supervision, and program management of programs for young children from infant through eight years of age. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 508 Literature for Children and Young Adults. <\/strong>(3 Hours) This course is designed to provide a comprehensive study of children's literary selected from the preschool level through junior high school level, with emphasis on book selection, historical perspectives, types of literature, and creative ways to use books with children.<\/span>\n<\/p>\n

\n\tEDCI 509 Practicum in Early Childhood Education <\/strong>(3 hours) An investigation of early childhood philosophy, practice, and theory through research and hands-on experience in childcare settings. Requires 30 hours of field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 551 Career Education. <\/strong>(3 Hours) A survey of career education models and educational models in educational and vocational settings with a view toward designing career education programs for specific situations. Requires fifteen (15) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 556 Special Topics In Early Childhood\/Elementary Education. <\/strong>(1-6 Hours) This course deals with topics which may be treated more effectively as a mini-course, institute, or as a workshop instead of as a regular scheduled course.<\/span>\n<\/p>\n

\n\tEDCI 557 Problems and Issues in Social Studies Instruction in the Elementary School. <\/strong>(3 Hours) This course emphasizes methods and materials utilized in teaching social studies in the elementary grades. Special attention is given to the importance of multicultural education, citizen action, valuing, the spiral curriculum and Bloom's Taxonomy of Educational Objectives. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 563 Problems and Issues In Science. <\/strong>(3 Hours) Content in elementary science; aims and methods of instruction; newer curricular developments; the identification of and planning for solutions to science problems in the elementary school. Materials and media for instruction, and evaluating pupil progress will be studied. Requires ten hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 564 Current Trends In Elementary School Mathematics. <\/strong>(3 Hours) This course will address relevant research, contemporary mathematics curriculum content and methodology, relationship between mathematics and other subject areas, improvement of skills and concepts, and the major historical, philosophical, and psychological <\/span>antecedents of today's elementary school mathematics curriculum. Requires ten hours of clinical and field-based <\/span>experiences.<\/span>\n<\/p>\n

\n\tEDCI 565 Integrative Studies for the Elementary School. <\/strong>(3 Hours) An examination of psychological and other principles underlying the teaching of reading and the application of these principles in planning, conducting, and assessing reading experiences for different aged learners in content areas.<\/span>\n<\/p>\n

\n\tEDCI 568 Seminar In Elementary Curriculum: Modern Trends and Research. <\/strong>(3 Hours) Intensive analysis of the research on educational content and methodology of the elementary school curriculum: Consideration given to factors influencing curriculum development.<\/span>\n<\/p>\n

\n\tEDCI 569 The Developmentally Appropriate Early Childhood Curriculum <\/strong>(3 hours) An investigation of developmental theories designed to help present and future kinds of curriculum Experiences that are appropriate for bridging and making transitions from one stage into another. Requires 10 hours of field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 587 Research and Independent Study In Education. <\/strong>(3 Hours) Opportunity for students to undertake independent study and research under the direction of a faculty member; the student will submit a written report and may be asked to stand a comprehensive examination on his work. Requires twenty-five hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 588 Education for Developing Areas. <\/strong>(3 Hours) Prerequisite: Consent of instructor. Research seminar of case studies of educational innovations in technically underdeveloped areas of the world.<\/span>\n<\/p>\n

\n\tEDCI 589 Teacher Education Programs and Technology. <\/strong>(3 Hours) Current development in college programs for the preparation of teachers for elementary and secondary schools; analysis of technological developments in teacher education-simulation situations, video tapes and film feedback, models of teaching, interaction analysis and microteaching systems in teacher education.<\/span>\n<\/p>\n

\n\tEDCI 590 Thesis. <\/strong>(3 Hours) Candidates for the Master of Science Degree in Education may choose to present a thesis embodying the results of their research; approval of the candidate's problem by his advisor is required.<\/span>\n<\/p>\n

\n\tEDCI 591 Observation and Supervised Field Work In Early Childhood Education. <\/strong>(9 Hours) Students who have not had 402E or the equivalent will be required to have actual teaching experience under supervision in off-campus kindergarten, nursery or elementary schools, or in the Jackson State University Early Childhood Center. Concurrent conferences will be scheduled as needed. (Required for students who have not had Education 402 EC or 402E-Directed Teaching.)<\/span>\n<\/p>\n

\n\tEDCI 592 Seminar In Supervision of Student Teaching. <\/strong>(3 Hours) Prerequisite: Approval of instructor. Designed to assist supervising teachers in guidance of student teachers. In addition to rationale, and dominant ideas in the literature of supervision. The following topics will be studied: trends in teacher education, orientation of student teachers to student teaching, responsibilities of the supervising teacher and college personnel conference with student teachers and evaluation of student teaching.<\/span>\n<\/p>\n

\n\tEDCI 600 History and Development of Early Childhood Education. <\/strong>(3 Hours) Explores the historical development, theory, and contemporary influences upon early childhood education.<\/span>\n<\/p>\n

\n\tEDCI 601 Methods of Child Study. <\/strong>(3 Hours) Students will be introduced to diagnostic prescriptive <\/span>concepts through the utilization of a variety of educational diagnostic instruments in the assessment <\/span>of children's learning. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 602 Advanced Seminar and Research In Early Childhood Education. <\/strong>(3 Hours) This course is <\/span>designed to provide a penetrating view of the early and contemporary scientific and ecological research <\/span>currently shaping behaviors among children, parents, teachers and administrators during the early childhood <\/span>years Notable researchers and theorists are studied through primary sources and computer searches. <\/span>Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 603 Education for Parenting. <\/strong>(3 Hours) Provides a comprehensive examination of the theory <\/span>and research in the parenting process. Requires fifteen (15) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 604 Advanced Developmental Psychology. <\/strong>(3 Hours) This course is specifically designed to address the broad areas of social and cognitive development of normal children. This focus will necessarily explore the interrelationships of cognitive and affective development. The course is thus composed of two components with five modules each. These modules include (1) early experiences. (2) the evolving self, (3) global theoretical perspectives on development, (4) early socialization outcomes, and (5) cross-cultural perspectives.<\/span>\n<\/p>\n

\n\tEDCI 621 Advanced Seminar In Elementary Education. <\/strong>(3 Hours) To assist students and in-service teachers in solving classroom problems. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 668 Practicum In Early Childhood Education. <\/strong>(3 Hours) This course of study is concerned with specific practices and research investigations relative to curriculum planning, administration, and supervision within early childhood laboratories Observations and participation within the existing campus kindergarten program, including pupil contact and limited research activities, are required.<\/span>\n<\/p>\n

\n\tEDCI 687 Advanced Research and Independent Study. <\/strong>(1-4 Hours) Supervised exploration of special topics. Requires forty-five (45) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 689 Behavioral Management in the Elementary School. <\/strong>(3 Hours) This course is designed to provide a comprehensive study of classroom management with emphasis on behavioral modification tactics, classroom arrangement tactics and curriculum designs that enhance the learning environment. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 703 Seminar I. Urban Studies in Early Childhood Education. <\/strong>(3 Hours) This course is an introductory course in the Urban Education Curriculum Development Program for the Doctoral Degree in Early Childhood Education. The course content consists of five introduction, modules: (1) Urban studies in Early Childhood Education, (2) Early Childhood Education, (3) Natural Science\/Computer Sciences for Early Childhood Education, (4) Special <\/span>Education for Early Childhood Education, and Global\/international Studies for Early Childhood Education. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 712 Models of Curriculum Development in Early Childhood. <\/strong>(3 Hours) Emphasis is placed on trends in the various subject matter areas of early childhood curriculum. Contemporary, social issues of potential impact on the early childhood curriculum are included. Models of curriculum development, implementation, and evaluation are studied. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 713 Instructional Theory and Design. <\/strong>(3 Hours) Study of alternative models of teaching including cooperative learning, inductive thinking, concept development, cognitive growth, nondirective teaching, contingency management, inquiry training, and whole-class instruction. The student is involved in the development, execution, and evaluation of <\/span>instruction. Works of theorists who have provided the impetus for the development of instructional systems are reviewed. Requires thirty (30) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 714 Organization and Administration of Early Childhood Education Programs. <\/strong>(3 Hours) This course is designed mainly for directors, administrators, and supervisors of programs for young children (nursery-kindergarten through grades 3). Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 715 Seminar II. Urban Studies in Early Childhood Education. <\/strong>(3 Hours) Survey of research comparison and evaluation of programs, design and development of projects in current issues through individual study. Intensive examination of a particular area of urban\/global studies in early childhood education. In-depth study of research problem in education. Student must be able to demonstrate critical and analytical skills in dealing with a problem in early childhood education. Introductory examination of issues, trends, topics and activities in urban\/global studies in early childhood . Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 716 Learning Theories and Styles in Early Childhood Education. <\/strong>(3 Hours) Study of contemporary, learning theories and individual learning styles in the context of early childhood curriculum, planning and implementation. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 717 Psychology of Young Children in Urban Environment. <\/strong>(3 Hours) Designed to prepare graduate students to teach young children who come from urban and\/or culturally different backgrounds. Through use of multimedia source materials, students gain knowledge of background and culture of culturally different learner, determine role of teacher, explore techniques of discipline and classroom management, Survey motivational and instructional techniques and examine, prepare and adapt a variety of instructional materials for individual, small group <\/span>and large group instruction. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 718 Seminar III: Urban Studies in Early Childhood Education. <\/strong>(3 Hours) Opportunity for students to investigate problems and issues related to Early Childhood Education and to develop ability to clarify research problems, review and analyze secondary data. Students select an interest area and complete activities that culminate in a major paper as foundation for their dissertation. (Prerequisite: Admission into the 1994 ECED Pilot Project) <\/span>Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 720 Research Applications in (Science, Mathematics, or Special Education) for Early Childhood Education. <\/strong>(3 Hours) In-depth, advanced study of the application of theoretical knowledge and principles in science, mathematics, or special education to the development of a theoretical framework, problem identification, data collection\/analysis procedures in early childhood education.<\/span>\n<\/p>\n

\n\tEDCI 788 Teaching Education Programs and Technology. <\/strong>(3 Hours) Current development in college programs for the preparation of teachers for elementary and secondary school; analysis of technological development in teacher education simulation situations, video tapes and film feedback, models of teaching, interaction analysis and microteaching systems in teacher education. Requires ten (10) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 798 Internship and Field Studies Doctoral. <\/strong>(5 Hours) Prerequisites: Permission of advisor and <\/span>director of field experience. Intensive job-related experience pertinent to students' needs. Student must <\/span>be able to demonstrate skills and leadership abilities in an on-the-job situation. A topic of current interest and <\/span>need will be emphasized. The student will develop extended competence with contemporary measurement and evaluation techniques which will be generated into a research study. Requires a minimum of three hundred sixty (360) hours of clinical and field-based experiences.<\/span>\n<\/p>\n

\n\tEDCI 799. Doctoral Dissertation. <\/strong>(Variable Credit)<\/span>\n<\/p>\n

\n\tReading<\/u><\/strong><\/span>\n<\/p>\n

\n\tRE 501 Basic Speed Reading. <\/strong>(1 Hour). An individualized course designed for students who desired to increase their speed of reading.\n<\/p>\n

\n\tRE 502 Workshop: Current Problems and Issues in Reading Instruction<\/strong>. (3 Hours). Designed to meet the needs of teachers, students, administrators, and community leaders who have special interests in selected areas of reading. Content developed around need of specific groups.<\/span>\n<\/p>\n

\n\tRE 503 Theory and Research in Reading Instruction <\/strong>(3 hours) Designed for candidates to identify controversies in the field of reading and become knowledgeable of research literature and theoretical bases for the issues.<\/span>\n<\/p>\n

\n\tRE 504 Pre-Reading Skills for Preschoolers and Early Primary Grades. <\/strong>(3 Hours) Students will participate in situations involving reading readiness skills, oral language, concept development, early experiences with children's literature-creative storytelling and the study of management systems.<\/span>\n<\/p>\n

\n\tRE 505 Problems of Reading Instruction in the Multi- Cultural Classroom. <\/strong>(3 Hours) A thorough investigation of the techniques, materials, and approaches for teaching culturally different students in a multi-cultural environment.<\/span>\n<\/p>\n

\n\tRE 506 Foundation of Reading<\/strong>. <\/strong>(3 Hours) This course is designed to introduce factors related to word <\/span>attack, word recognition, vocabulary development, comprehension skill, study skills and reading speed.  <\/span>Emphasis is placed on terminology that is basic to the understanding of the reading process.<\/span>\n<\/p>\n

\n\tRE 507 Basic Skills in Reading. <\/strong>(3 Hours) Designed as an in-depth study of the major reading skills. It focuses on the techniques and activities essential in the teaching of these skills.<\/span>\n<\/p>\n

\n\tRE 510 Teaching Reading to Content Areas. <\/strong>(3 Hours) A thorough study of techniques for promoting reading growth through teaching content materials.<\/span>\n<\/p>\n

\n\tRE 511 The Reading and Writing Connection. <\/strong>(3 Hours) A study of the principles, strategies and current literature that demonstrates the interrelatedness of reading and writing in all content areas and throughout the learner's development. Students will enhance their knowledge of the relationship between reading and writing through practicum experiences.<\/span>\n<\/p>\n

\n\tRE 512 Using Literature to Teach Reading Skills. <\/strong>(3 Hours) A thorough study of integrating the teaching of reading skills through literary selections. Special emphasis will be placed on vocabulary and comprehension skills and concepts that are applicable to the teaching and learning of literary content.<\/span>\n<\/p>\n

\n\tRE 550 Psychology of Reading Instruction. <\/strong>(3 Hours) A thorough study of psychological principles underlying the teaching of reading.<\/span>\n<\/p>\n

\n\tRE 551 Methods and Materials for Primary Reading Instruction. <\/strong>(3 Hours) An in-depth study of materials and techniques for the teaching of reading at the primary level.<\/span>\n<\/p>\n

\n\tRE 552 Methods and Materials for Teaching Elementary Reading<\/strong>. (3 Hours) A study of the methods, materials, media, and current approaches for elementary reading instruction.<\/span>\n<\/p>\n

\n\tRE 553 Phonics for the Reading Teacher. <\/strong>(3 Hours) A thorough study of phonics knowledge needed by teachers for the effective teaching of word perception.<\/span>\n<\/p>\n

\n\tRE 554 Teaching Reading to the Gifted. <\/strong>(3 Hours) The identification of the gifted and creative techniques and materials for meeting the needs of these learners will be emphasized. (F, Sum)<\/span>\n<\/p>\n

\n\tRE 555 Methods and Materials for Secondary Reading Instruction. <\/strong>(3 Hours) A study of goals, materials, media techniques, and approaches for secondary reading instruction.<\/span>\n<\/p>\n

\n\tRE 556 Supervised Practicum In Reading I. <\/strong>(3 Hours) Procedures for diagnosing and correcting learning problems in reading.<\/span>\n<\/p>\n

\n\tRE 557 Supervised Practicum in Reading II <\/strong>(3 Hours) Provides students the opportunity to apply their knowledge of the reading process by designing and implementing appropriate instructional plans to correct reading difficulties of diverse learners.<\/span>\n<\/p>\n

\n\tRE 558 Teaching Reading in an Integrated Language Arts Program. <\/strong>(3 Hours) A thorough study of materials and techniques for teaching in an integrated manner.<\/span>\n<\/p>\n

\n\tRE 587 Action Research in Literacy Instruction. <\/strong>(3 Hours) This course provides for intensive analysis of research in the area of reading as relates to theories, practices, and special topics in teaching and learning.<\/span>\n<\/p>\n

\n\tRE 588 Technology and Literacy Instruction<\/strong>(3 hours) An in-depth study of current and emergent technologies in reading instruction and issues related to literacy and technology instruction across the curriculum.<\/span>\n<\/p>\n

\n\tRE 590 Thesis. <\/strong>(3-6 Hours) Prerequisite: Completion of required courses. Research to be completed under the direction of major professor.<\/span>\n<\/p>\n

\n\tRE 591 Internships: Observation and Supervised Field Work in Reading. <\/strong>(2-9 Hours) Designed for students who have not taken EDCI 401S, Practicum: Principles and Problems of Teaching in the Secondary or Elementary Schools; EDCI 401E, Practicum: Principles and Problems of Teaching in Secondary or Elementary Schools; EDCI 401EC, Practicum: Supervised teaching experience in an off-campus elementary or secondary school setting.<\/span>\n<\/p>\n

\n\tRE 600 Diagnosis and Correction of Reading Difficulties I. <\/strong>(3 Hours) Theory, demonstration, and practice in group diagnosis, and procedures for interpreting results.<\/span>\n<\/p>\n

\n\tRE 601 Diagnosis and Correction of Reading Difficulties II. <\/strong>(3 Hours) Prerequisite: RE 600. Actual experience in diagnosing reading difficulties, prescribing remedial procedures, and carrying through with prescription.<\/span>\n<\/p>\n

\n\tRE 602 Teaching Reading to Disadvantaged Youth. <\/strong>(3 Hours) A thorough study of characteristics of disadvantaged youth, and techniques for meeting their reading needs.<\/span>\n<\/p>\n

\n\tRE 603 Advanced Research in Reading. <\/strong>(3 Hours) Prerequisites: RE 600, 601. The actual conducting of research and presentation of findings.<\/span>\n<\/p>\n

\n\tRE 606 Administration and Supervision of Reading Programs. <\/strong>(3 Hours) A thorough study of components of a balanced reading program, how to organize these components, and techniques of supervision.<\/span>\n<\/p>\n

\n\tRE 607 Instructional Strategies for Teaching Children with Specific Exceptionalities. <\/strong>(3 Hours) Designed as an overview of the exceptionalities children display. It is intended to address the procedures and techniques to be used in teaching reading to children who display these exceptionalities as they are mainstreamed in the regular classroom.<\/span>\n<\/p>\n

\n\tRE 608 Curriculum Design and Instructional Planning in Reading. <\/strong>(3 Hours) A study of theory, methods, and approaches to curriculum planning and improvement in providing for individual needs of learners. (S, Sum)<\/span>\n<\/p>\n

\n\tRE 690 Advanced Thesis Writing. <\/strong>(3-6 Hours)<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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