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T EDUC 463 Topics in Content Instruction: Arts in The Schools (2)
Explores the domain of the arts, particularly music, drawing, painting, and three dimensional expressions such as pottery, sculpture and architecture, to find means of better integrating arts and arts instruction into the school curriculum.
T EDUC 471 Diversity and Equity in Schools and Curriculum (3)
Examines the instructional methods and multicultural understandings necessary to address the learning to a diverse student population in a globalized society.
T EDUC 482 School and Society (3)
Introduces contemporary issues in schools and their historical genesis starting with the successes and challenges in classrooms, schools, and communities today, tracing their roots back in time. Provides an overview for those considering becoming teachers or wishing to become more informed citizens.
T EDUC 483 Health Education and Child Abuse Issues (3)
Theoretical and practical foundations for designing and integrating health instruction into the K-8 curriculum using a holistic approach that involves mental, physical, and affective domains. Crucial background information about educators' responsibilities regarding detection and reporting of child abuse and neglect under Washington state law.
T EDUC 490 Service Learning Practicum in Education (3) Mac Donald
Service-learning approach introduces undergraduate students to the profession of teaching. Examines experiences and responsibilities in teaching/learning through directed K-8 classroom observations, and university instruction, using individual/group reflection. Required for completing IAS Education Minor. Meets 40 hours of experience, prerequisite for entry into UWT Teacher Certification Program. Credit /no credit only.
T EDUC 501 Foundations of Education: Policy, Ethics, and Philosophy (3)
Provides in-depth examination of current issues in public schools focusing on the life decisions of professional education practice in classrooms, schools, and communities. Describes K-12 schools governance at all levels, ethical decision making in the system, and philosophical issues including the purpose of schools in contemporary society.
T EDUC 502 Learning About Learning (3)
Explores three contemporary theories of learning: cognitive science, constructivism, and social constructivism. Analyzes and critiques each theory as it applies to classroom teaching. Focuses on the psychological and socio-psychological contexts within which students conduct the educational process.
T EDUC 503 Educational Measurement (3)
Introduces elements of measurement essential to good teaching. Emphasizes critical thinking about assessment instruments, evaluation of assessment instruments, innovative curricula, and other instructional materials. Focuses on initial knowledge and skills in the evaluation of published research (e.g., qualitative, quantitative, action, program evaluation) that are more fully developed in T EDUC 504.
T EDUC 504 Understanding Educational Research (3)
Introduction to research in the behavioral and social sciences relevant to study of education. Emphasizes the evaluation of research literature and the applicability of research findings. Prerequisite: T EDUC 503.
T EDUC 506 Seminar in Graduate Writing (1)
T EDUC 510 Science Methods: K-8 (3)
Examines how students learn science and explores research-based models of science instruction and assessment. Students design, implement, and evaluate instructional strategies that facilitate students’ learning of scientific process.
T EDUC 511 Secondary Science Methods I (3)
Builds on students’ content knowledge in the sciences and helps them use well researched approaches to teach that content to secondary students. Examines scientific literacy, inquiry as a pedagogical practice, and general best practices with respect to laboratory safety.
T EDUC 512 Secondary Science Methods II (3)
Uses researched approaches to build on pedagogical content knowledge in the sciences and education to develop grade 5-12 curriculum and teaching skills. Uses the National Science Education Standards to explore scientific literacy, technology, science and society, reading and writing in science education, and equity and inclusion in science education. Prerequisite: T EDUC 511.
T EDUC 513 Current Issues for Teachers of Science (3) Rios
Explores current science education reform issues for practicing K-12 teachers. Focuses on current science education research, models of curriculum design, selecting and adopting science curricula, assessing student learning, evaluating science curricula, and opportunities for professional development.
T EDUC 514 Teaching the Science of Flight and Space Travel (3)
Explores instructional strategies that facilitate students' learning of science in relation to the Washington Science Standards. Investigates physical concepts in order to transition from flying in air to flying in space. Explores the basics of rocket design, creating moon colonies, and Mars missions.
T EDUC 516 Teaching Science as Inquiry (3) Rios
Enhances teachers' pedagogical knowledge and skills in science with a hands-on methods course for practicing K-2 teachers. Explores models of inquiry and instructional strategies that facilitate student's learning of science. Addresses the Washington State Essential Academic Learning Requirements.
T EDUC 518 Teaching Science Using Technology (3) Rios
Hands-on introduction to technological resources for science instruction. Covers new technology and evaluating how technology is used in classroom instruction. Emphasis on curriculum development using technology as a primary means of instruction. Addresses the Washington State Essential Academic Learning Requirements. Prerequisite: T EDUC 510, 511, or 512, 566 or permission of instructor.
T EDUC 520 Multicultural Education (3)
Explores major theoretical, political, and pedagogical issues in multicultural education. Studies institutional and cultural discrimination such as race, ethnicity, class, sexuality, gender, disability, and language. Examines the relationship between schooling and the reproduction of stratification and discrimination, as well as examines curricular and pedagogical approaches to address these variables.
T EDUC 521 Education and Inequity (3)
Builds upon the theoretical principles and concepts of T EDUC 520. Examines in more depth the dimensions through which power and oppression operate in American education, such as, race, ethnicity, language background, religion, sexuality, disability, and gender. Develops theoretical and professional knowledge to deepen analytical framework in classroom practice.
T EDUC 522 Instructional Issues in Multicultural Classrooms (3)
Explores culturally sensitive, inclusive pedagogical techniques; assessments of racial, ethnic, gender, and class attitudes; insight into ethical and political issues in education and multiculturalism; and skills in creating or gaining access to appropriate curricular and classroom resources.
T EDUC 523 Culture of Secondary Schools (3)
Systematic, research-based analysis of current practices in secondary schools, with particular emphasis on the roles and contextual influences of students, staff, parents, and communities, and their influence on student achievement.
T EDUC 524 Secondary Students with Disabilities (3)
Covers the theoretical, conceptual, and empirical bases for pre-service secondary teachers to meet the needs of students with disabilities. Emphasizes the translation of research into practice.
T EDUC 525 Child Abuse in Schools: Legal and Ethical Issues (1)
Provides knowledge of the Washington Administrative Code on mandatory reporting; advice on preventative and appropriate teacher behaviors. Examines the case law and research on children and adolescents and the impact on school functioning. Credit no credit only.
T EDUC 528 Advanced Social Studies Methods I: Civics, Economics, Geography, and History (3)
Analyzes current social education reform issues for practicing K-12 teachers. Focuses on current social studies education research, models of curriculum design, selecting and adopting social studies curricula, evaluation social sties curricula, and opportunities for professional development. Addresses the Washington State Essential Academic Learning Requirements.
T EDUC 529 Advanced Social Studies Methods II: Skills and Disposition (3)
Analyzes current social education reform issues for practicing K-12 teachers. Focuses on current social studies education research, models of instructional strategies, selecting and implementing social studies instructional strategies, evaluating the effectiveness of the strategies (e.g., student performance on classroom examples), and opportunities for professional development.
T EDUC 530 Curriculum Inquiry (3)
Examines reading, writing, and thinking as it occurs in various specific and integrated content areas of the school curriculum in grades K-12. Focuses on the ideas and strategies needed to enhance instructional effectiveness across the curriculum.
T EDUC 531 Curricular Uses of Children's and Young Adult Literature (3)
Examines the issues and strategies in using children's and young adult literature across the curriculum in K-12 classrooms. Analyzes the variety of trade books currently available. Discusses the theory and techniques for creating a literature-based program.
T EDUC 532 Interdisciplinary Design and Instruction (3)
Examines pedagogical issues encountered by elementary, junior, and high school teachers who plan to develop interdisciplinary instruction.
T EDUC 533 Classroom Management in Secondary Schools (3)
Explores research-based strategies that enable pre-service secondary teachers to establish effective management systems and promote academic success for all students. Emphasizes strategies for creating a positive school environment, including preventing and responding to problem behavior, and improving student motivation for learning.
T EDUC 534 Process Writing Across The Curriculum (3)
Examines research and theories on writing development in school children, examine the relationships among reading, writing and content knowledge acquisition, and experiment with writing methods for classroom teachers.
T EDUC 535 Literacy in Secondary Schools (3)
Provides research base for teaching language arts to diverse secondary students including English language learners and students with disabilities. Integrates writing with literature across content areas. Addresses evaluation and modification of curricular materials. Teaches methods of evaluating student progress.
T EDUC 536 Classroom Assessment: Literacy and Numeracy (3)
Focuses on how to analyze current curricula and instructional strategies in literacy and numeracy and how to design effective assessment tools which assess students' achievement in reading, writing, and mathematics..
T EDUC 537 Classroom Assessment: Content Area Assessment (3)
Examines the curricular standards and methods of inquiry in science, social studies, health, and arts. Emphasizes how to develop curriculum, instruction, and assessment alignment in classrooms.
T EDUC 538 Classroom Assessment: Critical Issues (3)
Examines critical perspectives on contemporary classroom and student assessment processes by drawing on history, sociology, critical theory, and other academic traditions.
T EDUC 539 Principles of Teaching in Secondary Schools (3)
Provides an orientation to curriculum, instruction, assessment, classroom environment, social, and other issues for adolescent and young adults in grades 5-12. Readings, activities, and assignments are designed to develop foundational knowledge in issues in secondary teaching and to develop teacher candidates’ consciousness as a teacher.
T EDUC 540 At-Risk Students and Students With Disabilities: Critical Issues (3)
Examines several perspectives on the education of at-risk students and students with disabilities. Focuses on issues of identification, assessment, and instructional delivery. Emphasizes the role teachers play in reducing academic failure and increasing the opportunity for success in school.
T EDUC 541 Literacy Instruction For Diverse Students (3)
Examines the theoretical and empirical foundations for designing effective literacy instruction for diverse students. Focuses on issues in beginning reading instruction, analysis and modification of instructional materials, and the integration of reading and language arts. For elementary teachers, along with secondary teachers who teach remedial students.
T EDUC 542 Structuring The Classroom For Success (3)
For teachers of at-risk/mainstreamed students. Focuses on how a well-managed classroom and school environment supports students’ personal growth and promotes academic success. Examines alternative delivery systems and strategies for meeting individual needs.
T EDUC 543 Mathematics Challenges For Diverse Students (3)
Examines instructional issues in the teaching of mathematics to at-risk/mainstream K-8 students. Focuses on the assessment of student performance, the evaluation and modification of instructional curricula, and the design of generalizable problem-solving strategies.
T EDUC 547 School Law (3)
A broad introduction to the laws, regulations, and court decisions that directly affect the actions and decisions made by teachers and administrators, with a special emphasis on the education of students with disabilities.
T EDUC 548 Classroom Management (3)
Examines research-based strategies that enable pre-service teachers to establish effective management systems and promote academic success for all students. Emphasizes strategies for creating a positive school environment, including preventing and responding to problem behavior, and improving student motivation for learning.
T EDUC 549 Teaching Students with Special Needs (3)
Covers the theoretical, conceptual, and empirical bases for pre-service teachers to meet the needs of a diverse student population including students with disabilities, and highly capable students. Emphasized the translation of research into practice.
T EDUC 550 Preassessment Seminar (3)
Provides students the knowledge and skills needed to demonstrate successfully the standards and criteria required for the individualized Personal Growth Plan (PGP), identifying professional strengths and growth areas for focus during the certification process. Credit/no credit only.
T EDUC 553 Social Contexts of Adolescence: Perspectives on Culturally Diverse Youth (3)
Explores how the social construction of adolescence affects young people and their schooling, the relationship of the problems of adolescence to the construction of "at-risk"students, and interventions available to educators to provide adolescents with successful transitions through this period.
T EDUC 554 Language Arts (3)
Provides an evidence base for teaching language arts to diverse K-8 students including English language learners and students with disabilities. Focuses on research based writing instruction. Includes instruction in listening and oral language. Addresses evaluation and modification of curricular materials and progress monitoring methods.
T EDUC 555 Literature and Content Reading (3)
Prepares prospective teachers to analyze and acquire research-based pedagogy in reading instruction and informational texts. Prospective teachers will develop instructional designs to implement research findings in K-8 classrooms.
T EDUC 560 Mathematics Methods I (3)
Provides the theoretical and empirical foundation for effective mathematics instruction. Includes issues in mathematics instruction, analysis and modification of instructional materials and the design of generalizable problem-solving strategies. Includes methods for monitoring student progress and adjusting instruction to meet individual student needs. Addresses instructional content in grades K-4.
T EDUC 561 Mathematics Methods II (3)
Provides the theoretical and empirical foundation for effective mathematics instruction. Includes issues in mathematics instruction, analysis and modification of instructional materials and the design of generalizable problem-solving strategies. Includes methods for monitoring student progress and adjusting instruction to meet individual student needs. Addresses instructional content in grades 5-8. Prerequisite: T EDUC 560.
T EDUC 562 Social Studies Methods (3)
Prepares prospective teachers to teach civics, economics, geography, and history as well as the skills required for and promote dispositions that support full democratic citizenship.
T EDUC 566 Education and Technology (3)
Examines the new tools of technology for teachers. Explores issues related to technology in the educational setting.and how technology can be used effectively in classroom instruction.
T EDUC 567 Curriculum Design and Educational Technology (3)
T EDUC 568 Technology Leadership and School Change (3)
Examines the nature of technology leadership and the challenges inherent in creating change in schools. Equips participants to assume the role of technology leader in their schools and districts. Includes the nature of leadership, managing school change, and organizational development with respect to technology planning.
T EDUC 570 Curriculum and Instruction (4) Kinder
Focuses on curriculum: knowledge and strategies for selecting new and/or implementing current district academic programs, and instruction: envisioning and enabling instructional and auxiliary programs for improvement of teaching and learning.
T EDUC 571 Introduction to Leadership (2) Knuth
Begins the academic, exploratory, and experiential process of leadership in educational settings. Introduces students to the key components of leadership in academic settings and begins the process of cohort formation that establishes the learning environment for the program.
T EDUC 572 School Law for Educational Administrators (2) Schreurs
Explores federal and state law that principals and district administrators are responsible to know and administer, including special education.
T EDUC 573 Supervision of Instruction (3)
Advances the knowledge of curriculum and instruction models into the domain of supervision of individuals and groups of staff in instruction. Assists staff in designing and implementing professional self-improvement goals.
T EDUC 574 Issues in Educational Leadership (3)
Focuses on contemporary issues confronting school building or district educational leaders, such as educating increasing numbers of students who are at-risk, advancing social justice in the schools, ensuring safe and orderly school environments, crisis management, and conflict resolution. Content partially defined by current challenges in the student’s internship experiences.
T EDUC 575 Leadership in a Changing Society (3)
Addresses the issue of how one in a position of educational leadership understands and copes with changes in cultures, and socio-political environments as they impact schools.
T EDUC 576 School-Wide Assessment (3)
Surveys breadth of assessment issues in school administration, including the role of assessment in the reform movement and school-wide improvement initiatives, classroom-based assessment, the importance of accurate and timely data collection, interpretation and communication about assessment in the school community, and reducing achievement gaps in diverse populations.
T EDUC 577 School Finance and Educational Policy (3)
Addresses issues of school finance from national, regional, and local perspectives. Deals with district and school budgeting, fund raising, levies, ASB and athletic funding issues, as well as legislative relations.
T EDUC 578 Group Leadership in Educational Administration (3)
Focuses on the topics of group dynamics, group facilitation, meeting design, oral communications, and the art of persuasion. Topics include group leadership strategies and skills necessary to lead organizational change efforts, to effectively elicit and manage creativity and diversity, and to manage conflict.
T EDUC 579 Human Resources (4)
Addresses critical role of management of human resources that is key to effective educational administration. Topics include hiring, mentorship, collective bargaining, strategic staff planning, communication patterns, justice issues, and evaluation of staff.
T EDUC 580 Reflective Seminar for Administrators (1-3, max. 3) Knuth
All interns meet and reflect on field experience, providing insight and support for one another as well as referring to evidenced based best practices, discovered through the literature.
T EDUC 581 Internship for Administrators ([2-4]-, max. 14) Knuth
Field-based practicum that focuses on the application of theoretical and research knowledge in instruction, management, and leadership.
T EDUC 587 Field Experience I (1-12,max, 12)
Observation and participation practicum in assigned public school classrooms under University supervision. Includes seminars that provide guided inquiry into the nature and social context of teaching and learning, drawing heavily from observations and experiences in the site placements. Prerequisite: site placement.
T EDUC 588 Field Experience II (1-12, max. 12)
Practicum in public school classrooms under university supervision. Includes group instruction to demonstrate specific skills and understanding. Provides guided inquiry into the nature and social context of teaching and learning, drawn heavily from observations and experiences in the interns’ site placements. Prerequisite: T EDUC 587.
T EDUC 589 Field Experience III (12)
Full-time teaching practicum in assigned public school classrooms. Includes seminar that provides guided inquiry into the nature and social context of teaching and learning, drawn heavily from observations and experiences in the interns’ site placements. Prerequisite: T EDUC 588.
T EDUC 590 Elementary Education Reflective Seminar (1-3,max. 3)
Provides guided inquiry into the nature and social context of teaching and learning, as contrasted with the more pragmatic content of other components of the Teacher Certification Program.
T EDUC 591 Special Topics in Education (1-9, max. 9)
Offered: jointly with T EDSP 591.
T EDUC 592 Independent Study (1-9, max. 9)
Faculty-supervised independent study or readings in areas of education of special interest or need to the student. Topics vary.
T EDUC 593 Practicum Seminar I (3)
Offered: jointly with T EDSP 593.
T EDUC 594 Practicum Seminar II (3)
T EDUC 599 Culminating Project (1-13, max. 13)
Final project designed in collaboration with faculty as an application of the program's theory and research.
