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Principal Course Distribution Requirement

Principal courses offer introductions to the breadth of disciplines in the College. They acquaint students with the subject matter in an area, with the types of questions that are asked about that subject matter, with the knowledge that has been developed and is now basic to the area, and with the methods and standards by which claims to truth are judged.

Students must complete courses in topical groups in three major divisions (humanities, natural sciences and mathematics, and social sciences). For the B.A., three courses are required from each division, with no more than one course from any topical group. The B.G.S. requires two courses from each division, with no more than one from any topical group. To fulfill the requirement, a course must be designated as a principal course according to the codes listed below.

These are the major divisions, their topical subgroups, and the codes that identify them:

Humanities

  • HT: Historical studies
  • HL: Literature and the arts
  • HR: Philosophy and religion

Natural Sciences and Mathematics

  • NB: Biological sciences
  • NE: Earth sciences
  • NM: Mathematical sciences
  • NP: Physical science

Social Sciences

  • SC: Culture and society
  • SI: Individual behavior
  • SF: Public affairs

No course may fulfill both a principal course distribution requirement and a non-Western culture or second-level mathematics course requirement. Laboratory science courses designated as principal courses may fulfill both the laboratory science requirement and one of the distribution requirements. No free-standing laboratory course may by itself fulfill either the laboratory science requirement or a principal course requirement. Students should begin taking principal courses early in their academic careers. An honors equivalent of a principal course may fulfill a principal course requirement.

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Non-Western Culture Requirement

A non-Western culture course acquaints students with the culture, society, and values of a non-Western people, for example, from Asia, the Pacific Islands, the Middle East, or Africa. Students must complete one approved non-Western culture course.

One approved non-Western culture course is required. Occasionally courses with varying topics fulfill the non-Western culture course requirement. See the Schedule of Classes for details. These courses are coded NW.

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Transfer and Earned Credit Course Codes

These codes are used to evaluate transfer credit and to determine which academic requirements a course meets.

  • H: Humanities
  • N: Natural Sciences and Mathematics
  • S: Social Sciences
  • W: World Civilization and Culture
  • U: Undesignated Elective Credit (course does not satisfy distribution requirement)
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Content area teachers do far more than impart information to students. They play an important role in guiding middle/secondary students as they use reading and writing as tools for learning. This course includes an overview of the state and national reading and writing scores of adolescents. Students will then be introduced to the basic processes or ways in which individuals may learn to read and write. The course continues with a focus on the instructional strategies and materials that promote the development of reading and writing in the context of teaching new information. Additionally, the course emphasizes the informal methods educators can use, on an on-going basis, to diagnose their students ability to comprehend content material. Finally, appropriate fix-up strategies will be modeled. Prerequisite: Admission to the Teacher Education Program. LEC
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This course will have three essential components. The first will be a theory driven perspective accounting for what we know of how people learn and how project-based instruction may be our best choice for bridging the gap between theory and practice. The second component will be a technological component that will assist the enrolled students in developing their own project-based unit. The third component will be a field component consisting of two parts: 1) observation of well-implemented project-based instruction in local schools and 2) implementation of project-based instruction with area high school students on a study trip to Flint Hills. Prerequisite: C&T 360. LEC
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Only one enrollment permitted each semester. A maximum of four hours will apply toward the bachelor's degree. Prerequisite: Recommendation of adviser and consent of instructor. IND
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A formal report of some aspect of the field experience that relates formal learning and in situ experience to program planning, implementation, and evaluation. Topic will be selected in consultation with the project adviser. Prerequisite: C&T490 and C&T 491 (C&T 491 may be taken concurrently). IND
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A supervised teaching experience in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: Admission to the Student Teaching program. FLD
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A supervised classroom teaching experience under the direction of an experienced teacher and in close relationship with a university supervisor. Prerequisite: Admission to the Graduate Certification Program and approval of adviser. FLD
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A special course of study to meet current needs of education students, primarily for undergraduates. LEC
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The purpose of this course is to study the objectives and methods of ESL/Bilingual education. Students will examine methods and techniques of teaching: listening, speaking, reading, and writing in the ESL/Bilingual Education settings. The course will also emphasize the importance of culture in second language teaching, and self-evaluation of teaching and instructional materials. Undergraduate course that will meet with C&T 820 Teaching English as a Second Language/Bilingual Education. Prerequisite: Admission to the School of Education. LEC
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This course provides an overview of diagnostic techniques and instruments used to identify and remediate specific learning difficulties associated with normal second language development in the area of listening, speaking, reading, and writing. The course includes a review of research concerning assessment as it relates to error analysis in the second language context. Prerequisite: Admission to the School of Education. LEC
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This course provides an intensive review of the theory and research base of second language acquisition. Particular attention is given to the influence of research trends in linguistics and psychology on second language education theory and practice. Current trends in second language education are examined in light of the historical theory base. Prerequisite: Admission to the School of Education. LEC
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This course addresses the social, cognitive, affective, and other developmental aspects of talent as manifested in children and youth with high potential. The course provides an opportunity to examine characteristics, strengths, and needs of children and their families. The course focuses on the foundational aspects of gifted/talented education: educational and political history of the field, etiology of extraordinary potential, and identification and assessment techniques, instruments, and systems. Included in the course are relevant research, policies and regulations, services, and information resources. Prerequisite: SPED 325, SPED 425, SPED 431, SPED 725 or equivalent. LEC
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The course introduces key theories and basic principles of curriculum development and introduction for students with high potential and/or high achievement. Frameworks and models for modifying general education content, cognitive processes, and learning outcomes are applied to enhancing talent development. The course addresses affective considerations, peer relations, and working with families. Prerequisite: C&T 630 or C&T 730. LEC
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This study abroad focuses on professional growth in teaching and understanding education based on an international experience. Students learn about curriculum and teaching from an international perspective, and engage in professional discussions with Italian teachers and administrators. Students engage in culturally responsive teaching in preschool-secondary settings, they participate in family and community activities/events, and they visit renowned museums and cities. Prerequisite: Application through the Office of Study Abroad and interview with the director. LEC
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The course focuses on standards-based education reform and the relation between standards, curricula, assessments and instruction at the early childhood through elementary school level. Since the inception of No Child Left Behind in 2001, many early childhood and elementary school classroom teachers have felt constricted by standards-based practices in the classroom. This course will address the broad-based curriculum issues that early childhood and elementary school teachers face when teaching all content areas. A significant emphasis of the course will be on the implications of high-stakes accountability in mathematics, reading, and science. This course will explore the historical foundations of the standards movement as well as current research on connecting standards to instructional practices. The course also will explore ways in which early childhood and elementary school teachers can be accountable to the standards without losing creativity in their individual classrooms. Prerequisite: Admission into the professional (graduate) year of the teacher education program. LEC
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The course focuses on standards-based education reform and the relation between standards, curricula, assessments and instruction at the middle and secondary levels. This course will investigate issues specific to each of the individual content licensure areas, including mathematics, science, social studies, English, and foreign language. Since the inception of No Child Left Behind in 2001, many middle school and secondary school classroom teachers have felt constricted by standards-based practices in the classroom. This course will explore the historical foundations of the standards movement as well as current research on connecting standards to instructional practices within individual content areas. The course also will explore ways in which middle school and secondary school teachers can be accountable to the standards without losing creativity in their individual classrooms. Prerequisite: Admission into the professional (graduate) year of the teacher education program. LEC
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The purpose of this course is to offer preservice and practicing middle grades educators the following: (1) an overview of the historical and philosophical antecedents of social studies education; (2) a brief review of the developmental characteristics of early adolescence; (3) the specifics of a citizenship education program specifically designed for middle grades social studies; and (4) a range of time-tested ideas for challenging young adolescents with academic experiences that address their unique developmental profile and capture their imaginations for active, responsible citizenship. LEC
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This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much of this material in greater depth through additional course work before being fully prepared to conduct independent research. However, this course should enhance their ability to locate, read, comprehend, and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research, and program evaluation. (This course fulfills the requirement of a research methods course in the first 12 hours of graduate study.) LEC
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Basic concepts and processes of curriculum and instruction, including theories, planning models, resources for decision-making, current trends, research, and proposals for improvement of curriculum and instruction. LEC
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This course will situate issues about writing and learning in the context of more general inquiry about language and learning. We will read research related to classroom discourse and the teaching of writing in secondary classrooms. We will then connect this body of research to the teaching of English in middle/secondary classrooms. LEC
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A study of the characteristics of adolescents with respect to their interest and reading habits; criteria for choosing books for junior and senior high school in-class and out-of-class reading; selection of materials; methods for helping poor readers; literary discrimination and appreciation; censorship; ethnic literature; techniques for presenting literary selection in class. Wide reading among best of current and classical literature. LEC
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This course addresses the social, cognitive, affective, and other developmental aspects of talent as manifested in children and youth with high potential. The course provides an opportunity to examine characteristics, strengths, and needs of these children and their families. The course focuses on the foundational aspects of gifted/talented education: educational and political history of the field, etiology of extraordinary potential, and identification and assessment techniques, instruments, and systems. Included in the course are relevant research, policies and regulations, services, and information resources. Prerequisite: SPED 425, SPED 431, SPED 725, or equivalent introductory course on exceptional children and youth. LEC
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The course introduces key theories and basic principles of curriculum development and introduction for students with high potential and/or high achievement. Frameworks and models for modifying general education content, cognitive processes, and learning outcomes are applied to enhancing talent development. The course addresses affective considerations, peer relations, and working with families. Prerequisite: C&T 644 or C&T 730 or equivalent course on exceptional children and youth. LEC
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This course is for classroom teachers concerned about meeting the needs of students with high potential in their classrooms. Students will be introduced to various curriculum models and teaching strategies commonly employed in special programs for gifted/talented students. There will be opportunities to apply gifted education models to modify existing curriculum or to develop new curricula which enhances the abilities of all students. Prerequisite: C&T 644 or C&T 730 or equivalent introductory course on exceptional children and youth. LEC
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A course designed to provide experiences for students to work intensively and to teach identified gifted and high potential students in educational settings. Students will develop competencies relative to implementing individual group and individual education plans through a variety of instructional alternatives. Arranged service delivery options are possible. Prerequisite: C&T 645, C&T 731, C&T 732, or equivalent course. FLD
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A study of the rationale for correlation instruction in language arts, reading, math, science, and social studies and practical strategies for integrating instruction throughout the elementary school curriculum. LEC
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This course is designed to facilitate the implementation and completion of an action research project during the internship experience. Prerequisite: Successful completion of student teaching. LEC
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A supervised internship experience leading to initial certification. The student assumes the total professional role as a teacher in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: C&T 500 and C&T 736 appropriate to the student's teaching level and area, or equivalent. FLD
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It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic, and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation, and assessment. LEC
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It is the purpose of this course to examine research, theory, and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive, and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms. Prerequisite: C&T 740 or permission of the instructor. LEC
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A study of linguistic and literary aspects of reading instruction, focusing on language and cognitive development as they relate to reading. Emphasis will be on approaches for differentiating reading instruction to provide for less proficient to gifted readers, research and issues related to reader response, techniques for assessing children's reading attitudes and interests, procedures for selecting literature, and strategies for integrating literature into the elementary school reading program. Prerequisite: C&T 740 or permission of instructor. LEC
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A study of the research base on writing, spelling, speaking, and listening for teaching the language arts; an overview of development in writing and spelling, the writing and spelling processes and instruction, and strategies for integrating the language arts. Prerequisite: Admission to a masters program within the School of Education, C&T 740 or permission of the instructor. LEC
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An opportunity to survey the broad range of trade books published for children; criteria for book selection; children's reading interests and tastes; illustrations of children's books; sources for selecting literature; poetry; the role of children's literature in today's elementary curriculum. LEC
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A study of the need of teaching reading in content areas, factors involved in the reading process, and basic and advanced reading and study skills to be taught. Teachers may concentrate upon the study of ways of teaching reading in one or more of the following: language arts, social studies, sciences, mathematics, art, music, home economics, industrial arts, business education, or physical education. Prerequisite: Admission to the Transition to Teaching Program. LEC
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In C&T 748, preservice content teachers, who have had no previous literacy courses, are introduced to the basic processes of reading and to instructional strategies and materials that promote the development of reading, writing, and studying in the context of teaching new information. Additionally, we discuss the ways in which teachers diagnose, in an informal, on-going basis, their students' abilities to comprehend the material they are teaching. LEC
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This study abroad focuses on professional growth in teaching and understanding education based on an international experience. Students learn about curriculum and teaching from an international perspective, and engage in professional discussions with Italian teachers and administrators. Students engage in culturally responsive teaching in preschool-secondary settings, they participate in family and community activities/events, and they visit renowned museums and cities. Prerequisite: Application through the Office of Study Abroad and interview with the director. LEC
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The primary purpose of this course is to examine current research on issues important to elementary mathematics and science programs. The course will explore issues important to the classroom practices of elementary mathematics and science teachers. Provides a broad background for understanding current issues related to elementary mathematics and science curriculum, instruction, and assessment. LEC
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The purpose of this course is to help urban teachers plan, organize, teach, and assess mathematics learning in the middle and secondary grades. The Kansas Teaching Standards (in Professional Education and in Mathematics Teaching) identify the knowledge and abilities addressed in this course. The instructors designed the class sessions and learning tasks to enable participants to make progress toward achieving the Kansas Teaching Standards. It is the participant's responsibility to acquire the knowledge and abilities and to demonstrate the progress being made toward meeting the Standards. A mathematics teaching portfolio is the tool used to document progress toward achieving the Standards. Prerequisite: Admission to the Transition to Teaching Program or permission of instructor. LEC
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The purpose of this course is to help urban teachers plan, organize, teach, and assess science learning in the middle and secondary grades. The Kansas Teaching Standards (in Professional Education and in Science Teaching) identify the knowledge and abilities addressed in this course. The instructors designed the class sessions and learning tasks to enable participants to make progress toward achieving the Kansas Teaching Standards. It is the participant's responsibility to acquire the knowledge and abilities and to demonstrate the progress being made toward meeting the Standards. A science teaching portfolio is the tool used to document progress toward achieving the Standards. Prerequisite: Admission to the Transition to Teaching Program or permission of instructor. LEC
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A study of the purpose, content, psychology, and materials and methods for teaching the social sciences in the elementary school. Emphasis on principles and procedures for combining the social studies with other areas of the curriculum in broad unit instruction. Prerequisite: Nine hours of Education including educational psychology. LEC
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The purpose of the course is to offer preservice and practicing K-12 social studies educators the following: (1) an overview of theoretical bases for social studies education and of the social studies and discipline specific curriculum standards; (2) a review of the major curricular and extracurricular K-12 social studies programs; (3) strategies for the design, implementation, and evaluation of social studies programs; and (4) experience with the design, implementation, and/or evaluation of a social studies program. Prerequisite: Nine hours of Education including educational psychology. LEC
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An examination of the concepts, theories, and resource materials utilized in teaching economics in the K-12 curriculum. Particular attention is given to the functional integration of economic concepts into the elementary and secondary social studies curriculum. The use of economic resource material is considered. Participants develop projects for use in their own classrooms. LEC
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A critical analysis of the relationship between economics and a designated school subject selected from history, geography, or consumer education; a determination of the economic concepts that can be appropriately integrated into the particular discipline; and a comprehensive search of the particular curriculum area to identify the most effective and efficient points at which the economic concepts can be integrated. Prerequisite: C&T 763. LEC
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A practical course designed for grades 4-12 teachers who wish to utilize community-based, mass media, and/or primary resources. The course focuses on the use of community resources such as local historical societies, museums, and government agencies; on the use of mass media such as newspapers, magazines, organizations' newsletters, television, and film; and on the use of primary resources such as artifacts, documents, recordings, and oral historians. Participants receive sample resources from each of the three areas along with accompanying activities. LEC
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Implementation of the curriculum project planned in C&T 734 or C&T 735; implementation and assessment of the special project will occur during the internship. Prerequisite: C&T 734, C&T 735, and C&T 736. RSH
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A special course of study to meet current needs of education professionals--primarily for graduate students. LEC
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This course is designed for students to gain a functional understanding of the historical, philosophical, political, psychological, and cultural factors which affect the designing and implementation of curriculum at several levels: the individual classroom, the team, the school, the larger administrative unit, the state, and the nation. Prerequisite: C&T 709 or permission of instructor. LEC
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The course will emphasize the latest research and practice related to school improvement. Students will function as a member of a school improvement team to assimilate and synthesize research and practice into the development, revision, and/or assessment of a school improvement plan for a specific school site. Corequisite: Enrollment in the summer institute on school improvement. LEC
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A focus on organizing and managing curriculum development in educational settings. Such curricular decisions as writing philosophies, setting goals and objectives, selecting and organizing content, and designing and monitoring evaluation procedures will be emphasized. Providing leadership for the collaborative process of curriculum planning in organizational settings will receive attention. Prerequisite: C&T 709, admission to Building Principal Certification program, or permission of instructor. LEC
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This course is designed for educators interested in expanding curriculum and instruction to accommodate diverse learners in the classroom, K-12. Topics include: models, methods, and resources for differentiating curriculum and instruction, designing and modifying differentiated curriculum, evaluating student learning, and introducing students, parents and colleagues to differentiation. An evidence-based, practical course for teachers, administrators, and support personnel. Prerequisite: Admission to Graduate School. LEC
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Information from current research, area specialists and exemplary practitioners will be used to extend appropriate teaching strategies and supplement background knowledge on special topics related to social, emotional and physical development as it relates to the curricula and young adolescents. LEC
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This course will prepare students to become cognizant of the particular contextual variables that pertain to the urban setting, engage in instructional planning utilizing pertinent instructional strategies for urban classrooms. Students will become familiar with conceptual frameworks appropriate to education in the urban environment, review research on education in the urban setting, and discuss goals and options for effectively coping with the demands of the urban classroom. FLD
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Analysis of models of teaching which represent distinct orientations toward students and how they learn. The application of these models is complemented by the study of research evidence on effective teaching strategies. Prerequisite: C&T 709. LEC
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In order to provide the student with an understanding of multicultural education, the course will examine the effects of such issues as ethnicity in America, the melting pot theory, separatism, cultural pluralism, legal issues, and bilingual education upon the curriculum and instruction in today's classrooms. It will include an evaluation of materials for bias and stereotypes. Field experiences are a part of this course. LEC
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Curriculum Inquiry provides an opportunity to reflect, explore, understand, and broaden perspectives of curriculum through examining the theories, methodologies, strategies, and design of qualitative research. This course is designed to develop a common understanding of the major elements of qualitative research, while offering each student an opportunity to examine research topics and methods of personal interest, with particular attention to curricular issues. The course also includes practical experience with various modes of data collection and analysis. LEC
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This course provides an opportunity to investigate the nature of the creative process in educational settings. The knowledge base for the course builds from foundations of creativity, principles and theories of identifying and enhancing creative production, and affective learner variables. The course blends classic and contemporary works in creativity, and features the application of theories and models of the origins and development of creativity to promoting creative thinking and learning among children, youth and adults. Participants learn about, apply, and adapt techniques for defining and identifying creative potential and for encouraging creative thinking in educational settings. Prerequisite: Admission to graduate school. LEC
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A study of present curricula in junior and senior high school English and speech; current thinking in grammar and usage; language development in oral and written communication; problems of teaching reading and literature in the junior and senior high school; construction and reorganization of language arts courses. Students will be permitted to make an intensive study of an individual problem relating to more effective instruction in the language arts. LEC
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The purpose of this course is to study the objectives and methods of ESL/Bilingual education. Students will examine methods and techniques of teaching: listening, speaking, reading, and writing in the ESL/Bilingual Education settings. The course will also emphasize the importance of culture in second language teaching, and self-evaluation of teaching and instructional materials. Prerequisite or Corequisite: C&T 709. LEC
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This course provides an overview of diagnostic techniques and instruments used to identify and remediate specific learning difficulties associated with normal second language development in the area of listening, speaking, reading, and writing. The course includes a review of research concerning assessment as it relates to error analysis in the second language context. Corequisite: C&T 820. LEC
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This course provides an intensive review of the theory and research base of second language acquisition. Particular attention is given to the influence of research trends in linguistics and psychology on second language education theory and practice. Current trends in second language education are examined in light of the historical theory base. Prerequisite: C&T 820. LEC
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This course includes the study of the interrelationship of language and culture and the use of multicultural training techniques to develop cultural awareness and positive attitudes in the second language classroom. Emphasis is on the integration of culture in the second language curriculum. Prerequisite: C&T 820 or C&T 803. LEC
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This course presents a study of curricula and instruction in the second language setting at all levels with emphasis on educational research concerning these issues. Particular attention is given to developing competency in locating and utilizing sources of information and to preparing the research document. The course facilitates practical problem solving in the second language learning context. Prerequisite: C&T 820. LEC
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This course provides a supervised teaching experience in a setting appropriate to the goals of the prospective ESL/Bilingual teacher: elementary, secondary, or adult. Particular attention is given to lesson planning, classroom management, and the development of self-evaluation techniques. This course will also emphasize structured classroom observation prior to teaching and techniques for developing and maintaining positive working relationships with other professionals in the school setting. Prerequisite: C&T 820, C&T 821, and C&T 822 or C&T 824. FLD
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This course offers pre- and in-service teachers the basic foundations of language analysis necessary for the teaching of second/foreign languages. The course covers basic linguistic topics common to all human languages (grammatical, phonological, and semantic aspects) with the intent to help teachers understand and address common languages problems that students face when learning English as a second/foreign language. LEC
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The objective of this course is to give prospective language teachers the requisite theoretical and practical background for making decisions concerning pronunciation teaching. This course provides second and foreign language teachers with the necessary knowledge and skills to address the teaching of pronunciation in the foreign /language classroom. After a review of theoretical and practical research dealing with universal human speech perception and production, implications for the design of appropriate strategies and lessons to teaching pronunciation, both at the segmental and suprasegmental levels, are addressed. Prerequisite: C&T 444, C&T 820/C&T 822. LEC
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The primary purpose of this course is to examine classroom-based practices for identifying intellectual and creative potential in school-aged children and youth, and to apply that information to classroom instruction as well as to individual education planning. Particular attention is paid to populations who are traditionally underserved due to language status, ethnicity, socio-economic status, geography, or multiple exceptionality. Parent and student roles are also emphasized. An evidence-based practice course for teachers, administrators, and support personnel. Prerequisite: Admission to Graduate School. LEC
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The course focuses on affective aspects of individuals with high potential. Particular attention is paid to populations who are traditionally underserved due to ethnicity, socio-economic status, geography, or multiple exceptionality. The course focuses on theories, models and methods for understanding and addressing the successful personal development of talented individuals, supporting families, and personal issues linked to high potential. An evidence-based practice course for teachers, administrators, and support personnel. Prerequisite: Admission to Graduate School in Education. LEC
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A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory, and research that supports instructional reading practices for children Pre-kindergarten through grade 2. Prerequisite: C&T 740, C&T 741, or permission of instructor. LEC
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A case study approach to the instruction of children in need of early intervention in reading. Requires assessment, instruction, and case reports of tutored children. Prerequisite: C&T 740, C&T 741, C&T 840, or permission of instructor. FLD
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A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information, and gain awareness of the impact of research on instructional decision-making for students with reading difficulties. Prerequisite: Admission to a masters program within the School of Education, C&T 740, C&T 741, C&T 840, and C&T 841, or permission of instructor. LEC
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Case study approach to the treatment of pre-adolescent through adults with reading disabilities. Requires diagnostic testing of the learner, compilation of case study reports, and participating in staffing for the purpose of designing remedial reading programs. Students also participate in implementation of remedial programs with pre-adolescent through adults through tutoring in either a clinical setting or a public school setting. Prerequisite: Admission to a masters program within the School of Education, C&T 740, C&T 741, C&T 840, C&T 841, C&T 842, or permission of instructor. LEC
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An overview of the role of the reading coordinator/supervisor and that individual's responsibility for the components of a balanced reading program. Emphasis will be given to assessment of the reading program, strategies for change, improving the reading program, in-service programs, working with other school personnel, providing services, and public relations. Prerequisite: C&T 740, C&T 741, C&T 840, C&T 841, C&T 842, and C&T 843. LEC
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Supervised and directed experiences to develop the necessary instructional and leadership competencies of a reading specialist. Activities will include district and building level needs assessment, data analysis, professional development of teachers and paraprofessionals, and cooperative planning with teachers and administrators around issues of literacy instruction and achievement. Prerequisite: Completion (at the University of Kansas) of course requirements for the Reading Specialist program. The Reading Specialist course requirements may be a part of a graduate degree. FLD
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The primary purpose of this course is to examine literature in science and mathematics education in order to better understand research in these fields from both a historical and contemporary perspective. The process of examining literature in these fields will be used to help understand how to plan, conduct, and evaluate research in science and math education. This course emphasizes both qualitative and quantitative research in science and math education. LEC
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A study of aspects of curriculum and instruction in middle/secondary school mathematics programs, including research on teaching and learning mathematics. Prerequisite: Teaching experience in middle-level or high school mathematics or permission of instructor. LEC
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In this course, students will explore a variety of research-based instructional theories, models, and strategies for teaching and learning of mathematics and science. They will apply and evaluate the usage of one instructional strategy in an action research project in their classrooms. Prerequisite: C&T 709. LEC
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This course will explore current research on issues important to middle and high school science teachers so they can use research to support and improve their classroom practice. Prerequisite: Teaching experience in middle level or high school science or permission of instructor. LEC
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The primary purpose of this course is to examine assessment and evaluation in science and mathematics, including assessment of students, teachers, schools, and educational programs. The course will examine technical characteristics of various assessment methods including both traditional and alternative methods. In additional and alternative methods. In addition, the course will analyze and discuss various controversial issues in assessment such as authentic assessment, and large scale assessment, and large scale assessments, assessment for accountability, and equity issues. LEC
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A survey of the concepts and processes that provide the focus of modern science and mathematics curricula will be central to the course. Students develop a standards-based framework for a school science or mathematics program. The course includes an analysis of national and state recommendations for the reform of science and mathematics education in the context of our state and local educational systems, which is applied by evaluating exemplary instructional materials and activities appropriate for classroom use. Prerequisite: C&T 709. LEC
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Intensive supervised experience working with improvement of science curriculum and/or instruction in an educational setting. Credit in any one semester may range from one to three hours; and total credit may not exceed three hours. Prerequisite: Two graduate courses in science education and prior consent of practicum supervisor. FLD
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Intensive supervised experience working with improvement of mathematics curriculum and/or instruction in an educational setting. Credit in any one semester may range from one to three hours; and total credit may not exceed three hours. Prerequisite: Two graduate courses in mathematics education and prior consent of practicum supervisor. FLD
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This course will explore current research on issues important to middle and high school mathematics teachers so they can use research to support and improve their classroom practice. Prerequisite: Teaching experience in middle level or high school mathematics or permission of instructor. LEC
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A study of issues in a particular area of mathematics or science education. The course may be repeated for different topics. Prerequisite: Admission to graduate study. LEC
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An examination of current topics and issues from social science perspectives. Special emphasis is given to effective integration of one of the social sciences, such as anthropology, geography, political science, science technology and society, and these topics affect issues of curriculum at both elementary and secondary levels. Students will need to confer with the instructor of record to determine which topic will be the current focus of the course. LEC
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The purpose of the course is to offer preservice and practicing K-12 social studies educators the following: (1) an overview of theoretical bases for social studies education and of the social studies and discipline specific curriculum standards; (2) a review of the major curricular and extracurricular K-12 social studies programs; (3) strategies for the design, implementation, and evaluation of social studies programs; and (4) experience with the design, implementation, and/or evaluation of a social studies program. LEC
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A study of trends and issues relating to, and needed changes in the content, organization, emphasis, resources and equipment, methods, devices and evaluation in the social studies. Consideration of related problems such as achieving meaning and understanding, providing for individual differences, providing motivation, the cooperative assignment and socialized recitation. Students will be permitted to concentrate on those problems of particular interest to them. Prerequisite: Nine hours of Education including educational psychology. LEC
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Extension and application of economic concepts and theories through integration into the scope and sequence of the school curriculum. The process will include the development and field testing of a project that utilizes appropriate concepts, materials, community resources and techniques for integrating economics into the total curriculum. Prerequisite: C&T 763. LEC
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An examination of current international topics and issues from an economic education perspective. Special emphasis is given to effective integration of global topics and issues into the curriculum at both elementary and secondary levels. Students survey and analyze economic education resource materials and develop international lessons for use in their own classrooms. This course is offered during summer term, locally, and as a study abroad option. This course has been offered two times previously as T&L 798-summer 1993 at the Regents Center and in Great Britain. LEC
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The purpose of the course is to explore readings on effective practice and current research on issues important to social studies teachers. Knowledge gained from the exploration of readings will be used to develop a plan and implementation procedures for improving classroom practice. Prerequisite: Teaching experience in social studies education or permission of the instructor. LEC
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Prerequisite: Consent of adviser and instructor. RSH
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The course, taught as a capstone seminar, will provide a review of current trends and issues in theories, practices, and events within curricular and instructional efforts in American education. Topics studied may include constructivism, connectivism in the digital age, contemporary theories and theorists such as Vygotsky, online instruction and the Internet's potential and growth, the new Cult of Efficiency, stigmatization and standardized testing, and charter schools. Student composition of each class will influence the final syllabus, which may include other topics reflective of student interests and goals. The class is designed for those in the final course phase of their doctoral studies. Students in their first or second semester of their programs will not be encouraged to enroll in the class. LEC
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A review of recent research on the conceptualization, measurement, and improvement of teaching effectiveness. Particular attention is given to the history of efforts to improve teaching, to the reasons why such efforts have often been unsuccessful, and to the recent contributions of the "micro-criteria" approach to the problem. LEC
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An intensive study of the theoretical and research bases for curriculum supervision and improvement. Topics include models and practices in supervision and staff development, skills and instruments used in curriculum assessment, coordination of both human and material resources, and the dynamics of change strategies. LEC
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This course addresses philosophical questions pertaining to curriculum and teaching across a range of educational contexts. These questions center on epistemology, ethics, and the assumptions underlying alternative approaches to research in education. Students completing this course should be able to engage in philosophical inquiry and apply relevant philosophical literature and principles to the examination of curriculum and teaching. LEC
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A study of the development, issues, and programs for the preparation of teachers. Open to all regular graduate students. LEC
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Supports novice researchers in extending their understanding of the theoretical frameworks underlying qualitative research, qualitative methodologies, the research process and its relationship with curriculum inquiry. During the course we will discuss various forms of qualitative research methods, approaches to research, and perspectives in methodology relate to curriculum inquiry. We will explore the intertwining of data generation, analysis, and writing. In addition, we will focus on refining data generation techniques, strategies for data analysis, data interpretation, and various forms of reporting/writing. Prior course work: Introduction to a graduate level qualitative research course or permission from the instructor. Prerequisite: Introduction to a graduate level qualitative research course or permission from the instructor. LEC
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This course examines the theories and practices of several educational orientations that comprise "critical pedagogy." Students examine the historical roots and evolution of this broad orientation toward education. Recurring themes in the class are relations between knowledge and curriculum, the school and society, and teachers and students. Students completing the course should be able to analyze educational phenomena through a critical theoretical lens. Open to all doctoral students and advanced masters students with instructor permission. LEC
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