"Educator As Reflective Learner"
The Annsley Frazier Thornton School of Education offers two master’s degrees, a certificate program and a post-master’s program:
Master of Arts in Education (MAEd.)
Elementary Education, Grades P-5
Middle School Education, Grades 5-9
Learning and Behavior Disorders, Grades P-12
Reading and Writing Endorsement Grades P-12
Instructional Leadership and School Administration (School Principal), Grades P-12
Master of Arts in Teaching (MAT)
Elementary Education, Grades P-5
Middle School Education, Grades 5-9
Secondary Education, Grade 8-12
Learning and Behavior Disorders Certification, Grades P-12
Rank I Post-Master’s Program
All teacher education programs at the advanced level are accredited by the National Council for the Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue, NW, Suite 500, Washington, DC 20036; phone (202) 466-7496 and approved by the Kentucky Education Professional Standards Board.
Requirements for Admission to Graduate Studies
1. MA and MAT Programs
a. A baccalaureate degree from a regionally accredited institution.
b. A 2.75 (on a 4.0 scale) overall grade point average for all undergraduate coursework.
c. A 3.0 grade point average in the applicant’s undergraduate major.
d. Satisfactory scores on the Graduate Record Examination (GRE).
e. Two letters of recommendation from professors, employers or supervisors attesting to the applicant’s potential as a graduate student.
f. A letter of intent to pursue the graduate degree; the letter should include a statement of the applicant’s professional goals.
g. A valid Kentucky Provisional or Professional Certificate at the program level for which the applicant is making application (MA only).
h. Official transcripts of all previous higher education course work from regionally accredited institutions.
i. A student for whom English is a second language must submit a report of their Test of English as a Foreign Language (TOEFL) scores.
2. Rank I Post-Master’s Program
a. A valid Kentucky Rank II Certificate or equivalent in elementary education, middle school, high school, or special education.
b. Official transcripts from all accredited institutions.
All applications and correspondence relevant to admission should be directed to the Administrative Director of Graduate Programs in Education. Application forms may be obtained by writing or calling:
Theresa Klapheke
School of Education
Administrative Director of Graduate Programs
Bellarmine University
2001 Newburg Road
Louisville, KY 40205
Phone: (502) 452-8037
Master of Arts in Education (MAEd.) Programs
Available Programs
Early Elementary Education, Grades P-5
Middle School Education, Grades 5-9
Learning and Behavior Disorders, Grades P-12
Reading and Writing Endorsement, Grades P-12
Instructional Leadership and School Administration (School Principal), Grades P-12
Degree Requirements for MA in Early Elementary Education, Middle School Education, Learning and Behavior Disorders and Reading and Writing Endorsement.
1. Completion of a minimum of 36 hours of graduate course work, at least 30 hours of which must be taken at Bellarmine University.
2. Maintenance of a cumulative grade point average of 3.0 on a 4.0 scale throughout the program of studies.
3. An exit evaluation consisting of:
a. Performance Assessment and one of the following:
b. Portfolio or Master’s Thesis in Education
4. Completion of all degree work within six years from date of entry.
Early Elementary Education, Grades P-5 and Middle School Education, Grades 5-9
MA Program of Studies, 36 hours
1. Core Curriculum (12 hours)
• Educ. 600 Research Methodology
• Educ. 618 Advanced Child Development
• Educ. 636 Advanced Curriculum and Methods
• Educ. 663 Diagnosis of Reading Difficulties
2. Specialization Component (18 hours)
A. Required Course
• Educ 610 Parents, School and Community
• Educ 648 Technology Across the Curriculum
B. Twelve hours selected from the following courses:
• Educ. 509 Classroom Management Strategies*
• Educ. 512 Procedures for Children with Learning and Behavior Disorders*
• Educ. 514 Nature and Needs of Children with Learning and Behavior Disorders*
• Educ. 515 Speech and Language Development*
• Educ. 562 Educational Measurement*
• Educ. 582 Early Education of the Exceptional Child*
• Educ. 608 Educational Resources*
• Educ. 609 Advanced Classroom Management*
• Educ. 612 Advanced Field Placement*
• Educ. 639 Teaching Writing: A Workshop Approach
• Educ. 640 Special Topics in Elementary and Special Education I*
• Educ. 641 Special Topics in Elementary and Special Education II*
• Educ. 642 Teaching Science II
• Educ.649 Multimedia Across the Curriculum
• Educ. 662 Advanced Assessment
• Educ. 666 Teaching Mathematics II
*Students adding LBD certification must choose twelve hours from * courses. Additional hours are required to complete the certification.
3. Electives (6 hours)
All specialization courses may be taken as electives.
• Educ. 697 Applying Research to Practice I
• Educ. 698 Readings and Research in Education I
• Educ. 699 Master’s Thesis in Education
• Professional Development credit may be used with approval of the faculty advisor.
*Students who elect to write a thesis must register for six hours of Educ. 699.
Students who do not have undergraduate equivalent courses may also select 500-level courses. A maximum of 12 hours of 500-level courses may be applied toward the 36-hour MA degree.
Learning and Behavior Disorders, Grades P-12
MA Program of Studies, 36 hours
1. Core Curriculum (18 hours)
• Educ. 600 Research Methodology
• Educ. 610 Parents, School and Community
• Educ. 618 Advanced Child Development
• Educ. 636 Advanced Curriculum and Methods
• Educ. 663 Diagnosis of Reading Difficulties
• Educ. 648 Technology Across the Curriculum (required)
2. Specialization Component (6 hours)
Twelve hours selected from the following courses:
• Educ. 608 Educational Resources
• Educ. 609 Advanced Classroom Management
• Educ. 612 Advanced Field Placement
• Educ. 639 Strategies and Tactics for Teaching Writing
• Educ. 640 Special Topics in Elementary Special Education I
• Educ. 641 Special Topics in Elementary Special Education II
• Educ. 642 Teaching Science II
• Educ. 649 Multimedia Across the Curriculum
• Educ. 662 Advanced Assessment
• Educ. 666 Teaching Mathematics II
3. Electives (6 hours)
All specialization courses may be taken as electives.
• Educ. 697 Applying Research to Practice I
• Educ. 698 Readings and Research in Education I
• Educ. 699 Master’s Thesis in Education
• Professional Development credit may be taken with approval of the faculty advisor.
*Students who elect to write a thesis must register for six hours of Educ. 699.
Reading and Writing Grades P-12, MA Program of Studies, 36 hours
Master of Arts degree in Education with an Endorsement in Reading and Writing (P-12) (36 hours)
1. Core Curriculum ( 18 hours)
• ED 600 Research Methodology
• ED 610 Parents, Schools & Community
• ED 618 Adv. Child Development
• ED 636 Adv. Curriculum Methods
• ED 648 Technology Across the Curriculum
• ED 663 Diagnostic Reading
2. Specialization Requirements ( 15 hours)
• ED 545 Reading in the Content
• ED 621 Strategic Reading and Writing
• ED 622 Emergent Literacy
• ED 625 Theory & Politics of Reading
• ED 627 Teaching Writing: A Workshop Approach
Admission to the Literacy Leadership & Practicum Course requires completion of the above 15
hours and Ed 663.
3. • ED 628 Literacy Leadership & Practicum (3 hours)
Degree Requirements for MA in Instructional Leadership and School Administration (School Principal) P-12
1. Official college transcripts of all graduate and undergraduate credits from accredited institutions in a sealed envelop from each institution
2. A current resume (Note: Three years of successful teaching experience in a P-12 setting with full teacher certification during those three years is required.)
3. A copy of GRE scores
4. A photocopy of valid Kentucky Professional Teaching Certificate
5. Three recommendation forms from individuals who are former professors or who have supervised the applicant in a school setting. One recommendation must come from the applicant’s current principal/head teacher. All recommendations must be related to the professional environment.
Level 1 Screening
Those applicants meeting minimal requirements including a 3.0 GPA on a 4.0 scale for all graduate work (3.5 GPA preferred) and three years of successful teaching experience will be
contacted by the admissions office in the School of Education and invited to submit:
• Program Essays
Applicants will be asked to respond to a series of short answer questions related to school leadership and administration.
• Educational Autobiography/Personal Goal Statement
Level II Screening
After a detailed review, some applications will be invited to complete Level II Screening prior to admission decisions.
• Successful completion of technology screening
• Acquisition of principal’s/supervising administrator’s consent
• Interview
Once all other application materials are received and reviewed, if the School of Education wishes to proceed with your request for admission, a faculty member in the program will call to schedule an interview.
• Positive recommendation for admission
Master of Arts in Education Instructional Leadership and School Administration (School Principal) P-12 (36 hours)
Summer Module I
Educ 650 - Instructional Leadership and the Role of the School Principal (3)
Educ 651 - Assessment, Evaluation and Data Analysis for School Improvement (3)
Educ 652 - Design and Evaluation of Instruction and Practices to Improve Student Learning (3)
Educ 653 - Leadership Professional Portfolio(1)
Fall Module II
Educ 654 - Curriculum, Instruction and Planning for School Improvement –Mid/Sec (3)
Educ 659 - Internship (4)
Educ 653 - Leadership Professional Portfolio(1)
Spring Module III
Educ 653 - Leadership Professional Portfolio (1)
Educ 655 - Curriculum, Instruction and Planning for School Improvement- Elem(3)
Educ 659 - Internship (4)
Summer Module IV
Educ 653 - Leadership Professional Portfolio (1)
Educ 656 - Administration Issues with Special Populations (3)
Educ 657 - Law and Education (3)
Educ 658 - Financial Management (3)
Master of Arts in Teaching (MAT) Programs
The MAT degree is open to applicants who hold a baccalaureate degree from an accredited institution and are seeking initial teaching credentials at the graduate level. The MAT is an accelerated, outcome-based, cohort program. Classes meet one evening a week and selected Saturdays per semester with the exception of the final professional (supervised teaching) semester.
Alternative MAT Certification Option VI program
Some students qualify for the Alternative Teacher Certification program in specific content areas. This program requires full time employment with a local school district. Beginning the program in summer semester is recommended. Please see the Administrative Graduate Director for further information.
Available Programs
Early Elementary Education, Grades P-5
Middle School Education, Grades 5-9
Secondary School Education, Grades 8-12
Learning and Behavior Disorders (LBD), Grades P-12 Endorsement
Requirements for Admission to Teacher Education Programs
MAT applicants admitted to Graduate Studies must meet all of the following requirements by spacing the end of Module I for admission to teacher education programs leading to initial
certification:
1. Evidence of specified competency in oral and written communication, reading, writing, and computation.
2. A minimum of 2.75 on all previous higher education coursework prior to enrolling.
3. A minimum of a C+ in English 101-102 (all majors) and Mathematics 101-102 or Math 523
(P-5 majors and middle school Mathematics majors).
4. Satisfactory scores on the Graduate Record Exam (GRE).
5. Passing PRAXIS scores when applicable.
6. Recommendations from Bellarmine faculty members.
7. An Evaluation by the Teacher Education Faculty that the student demonstrates maturity, interpersonal and communication skills, and the disposition, knowledge, competence, and judgment necessary to be an effective teacher.
Certification is offered in the following areas :
Early Elementary Education, Grades P-5
Middle School Education, Grades 5-9
Secondary School Education, Grades 8-12
Learning and Behavior Disorders (LBD), Grades P-12 Endorsement
MAT Program of Studies- Elementary School Education, Grades P-5
NOTE: Early Elementary, Grades P-5, requires a minimum 36 hours of a liberal studies emphasis to be completed prior to the professional semester. A student may elect to add certification in Learning and Behavior Disorders. This will require additional course work.
MODULE I- Foundations and Tools
Educ. 533- Foundations of Elementary Education
Educ. 612- Advanced Field Placement
Educ. 618- Advanced Child Development
MODULE II- Literacy and Pedagogy
Educ. 534- Literature for Children and Youth
Educ. 535- The Teaching of Reading
Educ. 556- Curriculum Design Methods
MODULE III- Research and Technology
Educ. 600- Research Methodology
Educ. 616- Computer Applications in Education
SPECIAL TOPICAL WORKSHOP- At least annually, participation in a series of topic workshops will be required. These workshops will focus on the fine arts as a complement to and tool for reinforcing academic content.
MAT Program of Studies- Middle School Education, Grades 5-9
NOTE: Middle School, Grades 5-9, requires 24 hours of specialization in two of the following areas: English/Communications, Mathematics, Science, Social and Behavioral Studies, or Special Education. All necessary coursework in the specialization areas must be completed prior to the Professional Semester.
MODULE I- Foundations of Education
Educ. 502- Foundations of Middle/Secondary Education
Educ. 509- Classroom Management Strategies
Educ. 546- Middle Grades Curriculum
Educ. 612- Advanced Field Placement
MODULE II- Sociocultural Studies in Education
Educ. 547- Parallel Culture Education
Educ. 610- Parents, School & Community
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266 Graduate Studies
MODULE III- Research and Tools
Educ 600 –Research Methodology
Educ 618 -Adv. Child Development
Educ 616 -Computer Application in Education
MODULE IV- Middle/Secondary Pedagogy
Educ. 538- Teaching Social Studies and/or
Educ. 539- Teaching Language Arts
Educ. 545 – Reading in the Content
Educ. 642- Teaching Science II and/or
Educ. 666- Teaching Mathematics II
MODULE V- Professional Semester
Educ. 543- Supervised Student Teaching, Middle School Grades 5-9
Educ. 544- Supervised Student Teaching, Middle School Grades 5-9
MAT Program of Studies- Secondary School Education, Grades 8-12
NOTE: Secondary School Education, Grades 8-12, requires thirty-six (36) hours of specialization in one of the following areas: Biology, Chemistry, English, Mathematics or Social Studies.
All necessary coursework in the specialization area must be completed prior to the Professional Semester.
MODULE I- Foundations of Education
Educ. 502- Foundations of Middle/Secondary Education
Educ. 509- Classroom Management Strategies
Educ. 566- Curriculum Design/Methods in Secondary Schools
Educ. 612- Advanced Field Placement
MODULE II- Sociocultural Studies in Education
Educ. 547- Parallel Culture Education
Educ. 610- Parents, School & Community
MODULE III- Research and Tools
Educ. 600-Research Methodology
Educ. 618- Adv. Child Development
Educ. 616- Computer Applications in Education
MODULE IV- Secondary Pedagogy
Educ. 545 – Reading in the Content
Educ. 548- Teaching Secondary Mathematics or
Educ. 557- Teaching Secondary Social Studies or
Educ. 558- Teaching Secondary English or
Educ. 549- Teaching Secondary Science
MODULE V- Professional Semester
Educ. 541- Supervised Student Teaching: Secondary
Rank I Post-Masters Program
Students have two options: (1) to pursue a program in an area of certification they do not hold or (2) to plan an individualized continuing education program with a faculty advisor.
Available Areas
Elementary School Education, Grades P-5
Middle School Education, Grades 5-9
Learning and Behavior Disorders, Grades P-12
Reading and Writing Endorsement, Grades P-12
Waldorf Emphasis
Other areas to be arranged
Program Completion Requirements
1. A formal, written, program-of-studies contract planned in advance by the student with their Bellarmine faculty advisor and signed by both the student and the advisor.
2. Thirty hours of course work beyond the master’s degree, at least 15 hours of which must be taken at Bellarmine University.
Graduate Programs in Education Course Descriptions
Educ. 502 Foundations of Middle and High School Educ (3)
Orientation to adolescent students in the school, to the teaching profession, and to the school as a social, economic, historical and political institution.
Educ. 509 Classroom Management Strategies (3)
Examines theories of discipline and uses simulation techniques to apply selected procedures for classroom organization and management.
Educ. 512 Procedures for Children with LBD (3)
Emphasis on instructional approaches and educational procedures for children and youth with learning and behavior disorders. Students will develop skills in utilizing selected strategies to generate educational experiences for mildly handicapped persons. (Prerequisite: Educ. 514).
Educ. 514 Nature and Needs of Children with LBD (3)
An in-depth study of individuals with mild disabilities typically described as either learning disabled, behavior disordered, orthopedically handicapped or with mild mental disability.
Educ. 515 Speech and Language Development (3)
Designed to introduce the student to the normal development of speech and language of children, with emphasis on providing opportunities for enriching experiences in classroom settings.
Educ. 518, 519 Professional Semester, Elementary Educ, P-5 (5, 4)
Directed observation, participation, and supervised teaching in the elementary school grades (P-5). (Prerequisite: Admission to Professional Semester.)
Educ. 520 Professional Semester, LBD Grades P-12 (6)
Directed observation, participation, and supervised teaching in special education settings. (Prerequisite:
Approval of School of Education faculty.)
Educ. 529 School Music Methods (3)
Survey of song texts, teaching techniques, and musical instruments for classroom use; practical application of music fundamentals.
Educ. 531 School Art Methods (3)
Principles, media, and methods of art for the classroom teacher.
Educ. 533 Foundations of Early Elem., Grades P-5 (3)
An overview of early elementary education with special emphasis on the school, the teacher, and the teaching/learning process. (Corequisite: one hour of Educ. 612.)
Educ. 534 Literature for Children and Youth (3)
A survey of the historical development of literature for children and an evaluation of selected works of the past and present.
Educ. 535 The Teaching of Reading (3)
An analysis of methodology and instructional techniques; application of methods to the skill and content area of reading. Demonstration classes and observation required.
Educ. 538 Teaching Social Studies (3)
An analysis of methodology and instructional techniques; application of methods of the skill and content area of middle school social studies. Demonstration classes and observation required.
Educ. 539 Teaching Language Arts (3)
Designed for the middle school teacher of language arts to help children experience, observe, think, and develop skills through listening, speaking, reading, and writing.
Educ. 541 Professional Semester: Secondary Education, Grades 8-12 (6)
Pre-service teachers will spend twelve weeks of observation, participation and supervised teaching in a secondary school. Pre-requisites: Admission to Professional Semester.
Educ. 543, 544 Supervised Student Teaching: Middle Grades 5-9 (3-6)
Directed observation, participation, and supervised teaching in middle grades, 5-9. (Prerequisite: Admission to Professional Semester.
Educ. 545 Reading in the Content Areas (3)
The goal of the course is to familiarize inservice and preservice teachers with the reading process as it relates to teaching content area material. Students will have the opportunity to develop materials for assessing and teaching reading in specific content areas.
Educ. 546 Middle School Grades 5-9 Curriculum (3)
Examines middle school philosophy and other components determining curriculum and teacher practices with middle grade learners.
Educ. 547 Parallel Cultures (3)
Designed to assist pre-service teachers in developing and implementing culturally responsive pedagogy and diverse teaching styles that intentionally address the needs of all students. Using materials that reflect the perspective of different groups, pre-service teachers build bridges between
home/community and school experiences by helping their students see connections between their lives and what they are learning in school.
Educ. 548 Teaching Secondary Mathematics
Application of current theories of pedagogy, instructional strategies, student assessment and evaluation tools for teaching mathematics in the high school. Topics intentionally addressed are learning styles, special needs, diversity and technology integration.
Educ. 549 Teaching Secondary Science (3)
Application of current theories of pedagogy, instructional strategies, student assessment and evaluation tools for teaching science in the high school. Topics intentionally addressed are learning styles, special needs, diversity and technology integration.
Educ. 556 Curriculum Design and Methods for Elementary School Educ, Grades P-5 (3)
An examination of basic curriculum design, content; and study of the implementation of curriculum in various elementary programs.
Educ. 557 Teaching Secondary Social Studies (3)
Application of current theories of pedagogy, instructional strategies, student assessment and evaluation tools for teaching social studies in the high school. Topics intentionally addressed are learning styles, special needs, diversity and technology integration.
Educ. 558 Teaching Secondary English (3)
Application of current theories of pedagogy, instructional strategies, student assessment and evaluation tools for teaching English in the high school. Topics intentionally addressed are learning styles, special needs, diversity and technology integration.
Educ. 562 Educational Measurement (3)
An introduction to the foundations, techniques, procedures and application of measurement and evaluation to the regular and special education classroom and other settings.
Educ. 566 Curriculum Design/Methods for Secondary Schools (2)
A general curriculum development and instructional planning course; pre-service teachers will examine and evaluate basic course design, appropriate pedagogy and content. A study of the implementation of curriculum in various high school programs will aid them in the creation of unit and semester plans.
Educ. 582 Early Childhood Education of Children with Exceptional Needs (3)
Designed to introduce the student to the current practices, research and program issues in the early childhood education of children with special needs.
Educ. 600 Research Methodology (3)
An introduction to the basic methods of research in education
Educ. 602 Weaving the Arts into Science: Science Curriculum and Pedagogy with a
Waldorf Emphasis
Students will experience a hands-on, inquiry based format with direct application to teaching science. Focuse will be placed on a deep connection to the natural world and Waldorf Science
cirriculum will be explored.
Educ. 603 Sing Me the Creation: Waldorf Inspired Methods for teaching language Arts
This course will introduce students to the Waldorf language arts cirriculum for grades K-8. Students will examine methodologies such as storytelling, imagery, and music. poetry, drama, movement and art will be stressed
Educ. 604 Artistic Work in the Waldorf School, I
This course is designed to help students develope technique in a number of different forms, including clay modeling, clligraphy, form drawing, perspective drawing, and blackboard drawing. Arts and Humanities will be woven into the class.
Educ. 605 Artistic Work in the Waldorf School, II
This class is designed to further develope techique in a number of different art forms. Emphasis will be placed on theory and practice as it relates to the integration of the arts.
Educ. 606 Mathematics Curriculum and Pedagogy with a Waldorf Emphsis
This course intends to highlight the curriculum for elementary mathematics as determined by the National Council of teachers of mathematics (NCTM). Waldorf education methodology,
theory, and practice will be applied.
Educ. 608 Educational Resources (3)
A practical approach to selecting and producing materials designed for the needs of the learner. Course presentations relevant to instructional materials development include educational accountability, instructional design, research strategies, and formative evaluation.
Educ. 609 Advanced Classroom Management (3)
Communication skills and problem-solving strategies applied to the classroom.
Educ. 610 Parents, School and Community (3)
An examination and analysis of the interrelationship of the parent, school, and community.
Educ. 612 Advanced Field Placement I,II (1-6)
Designed to provide field experiences in conjunction with relevant courses in the curriculum of the program. (Prerequisite: permission of instructor.) May be repeated with permission.
Educ, 616 Computer Applications in Education (3)
This class investigates computers as a tool for learning and a tool to learn using the National and Kentucky Educational Technology Standards for students and teachers. Topics covered include intellectual property law, strategies for using the internet for instruction, and ways to use integrated
applications software to promote learning.
Educ. 618 Advanced Child Development (3)
The purpose of this course is to investigate the utilitarian value of psychological research, theory and tools for the study and understanding of individual and group behavior from infancy through adolescence.
Educ. 620 Mainstreaming: Teaming and Collaboration II (3)
The purpose of this course is to assist regular and special education teachers to approach the teaching of exceptional children in the “mainstream” as a shared responsibility involving collaboration which results in the careful and systematic interfacing of the regular education program and classroom.
Educ. 621 Strategic Reading and Writing (3)
This course emphasizes strategies for supporting literacy development in elementary and middle and secondary school classrooms. Areas of emphasis will include strategies for developing phonemic awareness, decoding, comprehension and writing. The course targets beginning, developing and struggling readers.
Educ. 622 Emergent Literacy (3)
This course examines the stages of literacy development from birth through the primary grades. This course offers a close examination of language & vocabulary development, phonological awareness, book knowledge & print awareness, and early reading, writing and alphabet knowledge. Various methodologies that support early literacy development will be addressed.
Educ. 625 Theory & Politics of Reading (3)
This course will introduce various theoretical models and processes of literacy. Students will review current trends and issues in literacy research and will examine the political underpinnings associated with reading curriculum in today’s society.
Educ. 627 Teaching Writing: A Workshop Approach (3)
This course will focus on how teachers can foster quality writing in their students. This course will emphasize how to establish and manage an effective writing classroom and how to establish and manage an effective writing classroom and how to write in many real-world genres. Additional emphasis will be on analyzing writing samples.
Educ. 628 Literacy Leadership and Practicum (3)
This course combines coursework and a supervised practicum experience designed to provide the opportunity to refine skills in a clinical or classroom setting. This course will focus on
developing the candidate as professional including opportunities to develop curricula, guide others in the design and implementation of a reading plan and write & present for a professional audience. Prerequisites: G.P.A. of 3.67 in literacy coursework; successful completion of required
assessments and faculty approval.
Educ. 636 Advanced Curriculum and Methods (3)
An examination of the determinants of curricula with focus on processes, concepts, resources, and relationships in curriculum design and development.
Educ. 639 Teaching Writing: A Workshop Approach (3)
Theoretical and practical consideration for teaching writing.
Educ. 640, 641 Special Topics in Elementary Grades P-5 and LBD Grades P-12 I, II (3, 3)
Special topic to be indicated. Involves examination of special issues or topics related to elementary and/or special education.
Educ. 642 Teaching Science II (3)
This course covers biological, physical, and earth sciences. Instruction for the course will give equal attention to theory and classroom application.
Educ. 648 Technology Across the Curriculum (3)
Includes computers and associated peripherals as a productivity tool for instruction and professional activities and investigate strategies for effective use of all types of technology. Students
will develop a portfolio of instructional activities incorporating a variety of technologies that focus on the student as a knowledge worker. Prerequisite: Educ. 116/616, or permission of
instructor.
Educ. 649 Multimedia Across the Curriculum (3)
Multimedia refers to text, graphics, audio, video, and/or combinations of those tools. This class investigates ways to use multimedia instructionally in all content areas.
Educ. 650 Instructional Leadership and the Role of the School Principal
A course designed to study the roles and responsibilities of the principal in curriculum development and evaluation, supervision and evaluation of instruction, pupil management, staff professional development, and public relations.
Educ. 651 Assessment, Evaluation and Data Analysis for School Improvement
A course designed to train principals to use information effectively and accurately to establish clear goals and high expectations, monitor teacher performance, evaluate student progress, coordinate instructional programs, and improve school climate.
Educ. 652 Design and Evaluation of Instruction and Practices to Improve Student Learning
A course designed to demonstrate how diagnosis and instruction are welded as a unit into regular teaching practices.
Educ. 653 Leadership Program Portfolio (LPP)
One credit for LPP development will be offered each term. The portfolio requirement is designed as the culminating experience of the program. The portfolio requirement is designed as
an opportunity for students to create an organized view of themselves and their professional capabilities. While the requirement is to be completed and submitted during the last semester of the program, students are expected to collect and organize material as they proceed through the program.
Educ. 654 Curriculum, Instruction and Planning for School Improvement
A course designed to explore current and experimental designs of middle and secondary school and curricula and instructional procedures with an emphasis on those aspects that are broader
than a single subject area.
Educ. 655 Curriculum, Instruction and Planning for School Improvement
A course designed to explore current and experimental designs of elementary, school and curricula and instructional procedures with an emphasis on those aspects that are broader than a
single subject area.
Educ. 656 Administrative Issues with Special Populations
A course designed to emphasize the administration of special school programs to include special education, gifted and talented, at risk/drop out reduction, remedial, compensatory services, bilingual/ESL, career and technology and others.
Educ. 657 Law and Education
Provides an understanding of the legal issues relating to public school education and the rights and responsibilities of students, teachers, and other interest groupsas they relate to school programs. This coarse covers a wide range of legal issues concerning the provision of special education
services to students with disabilities.
Educ. 658 Financial Management
A course designed to provide a background and understanding of public school finance including the principles and practices utilized in collecting, distributing, and managing school revenues with an emphasis on Kentucky finance.
Educ. 659 Internship
A field-based course where students practice skills and theories learned as they assume responsibilities associated with effective and successful building level leadership.
Educ. 662 Advanced Assessment Strategies and Practices (3)
Develops competence in educational measurement and instruction procedures.
Educ. 663 Diagnosis of Reading Difficulties (3)
Designed to provide skill in assessment and interpretation of specific areas of weakness in individual student’s reading skills and to select appropriate materials and methods to remediate problem areas.
Educ. 666 Teaching Mathematics II (3)
Considers student readiness for mathematics instruction, assessment of student mathematical difficulties, and instruction methods in mathematics content. Student is expected to apply theory and skills to specific cases of learning difficulties in mathematics. Instruction is based on preservice
level course and classroom experiences in teaching elementary mathematics. (Prerequisites: Math 101, 102; or Math 523)
Educ. 697 Applying Research to Practice I (1-3)
This course permits the inservice teacher to explore a research topic that may affect classroom instruction. Some innovation, revision, or other change in the teacher’s classroom instruction
should result. (Prerequisite: Permission of instructor.) May be repeated with permission.
Educ. 698 Readings and Research in Education I (1-3)
Through readings and research in the relevant literature, the student explores a selected topic(s) in depth. A paper, project, or similar product is expected. (Prerequisite: Permission of instructor.)
Educ. 699 Master’s Thesis in Education (1-6)
Open to candidates for the master’s degree engaged in a thesis project. (Prerequisite: Permission of Graduate Director.)
Educ. 797 Applying Research to Practice II (1-6)
The purpose of this course is to permit the inservice teacher to investigate a particular pedagogic problem that he/she is experiencing in the classroom with the expectation that a databased strategy of change will be derived, implemented, and evaluated. (Open to Rank I students only.)
Educ. 798 Readings and Research in Education II (1-6)
The purpose of this course is to permit the student (1) to investigate a topic not offered in the graduate curriculum or (2) to investigate a topic offered in the curriculum but at a more advanced level. (Open to Rank I students only.)
