Bilingual Education Specialization

Students seeking bilingual education specialization must demonstrate advanced oral and written proficiency in both English and Spanish. If advanced Spanish proficiency is not demonstrated, students may be required to take additional Spanish language development courses or complete an immersion sequence.

Students majoring in related area, such as Curriculum and Instruction, Early Childhood Education, Reading or Secondary Education, may take 12-18 hours of specialization courses.

Specialization Courses (12 semester hours)
BLED 501GLB/Theoretical Foundations of Bilingual/ESL Education3
BLED 502Social & Academic Language Development for Bilingual Learners3
BLED 503GLB/Bilingual Content Area Instruction3
BLED 510Dual Language Assessment3
BLED 529GLB/Workshop:Bil/ESL Educ3
BLED 597Special Topics (No more than two 597's in this sequence.)4
Interdisciplinary Electives (6 semester hours)
ECE 529Wkshp Early Childhood Ed (Limit of one 529 in this sequence.)1-6
or EDCI 529 Workshop
ECE 535Math Sci Social Stud Curr3
ECE 536LITERACY DEV IN THE EARLY YRS3
ECE 537Creative Expression in the Art3
ECE 560Early Child Curric Design3
ECE 561Child Development3
ENG 555General Linguistics3
ENG 557Teaching English as a Second/Other Language Methods I3
ENG 558Sociolinguistics3
ENG 562Psycholinguistics3
EDCI 517Rdg & Lrng in K-12 Cont Area3
RDG 520Literacy and Instruction I3
RDG 528Integrating Writing3
RDG 540Content Area Reading3
SPA 505GLB/Childn's/Adolesnt Lit Spa3
SPA 516GLB/Boom/Post-Boom Latin American Literature and Film3
Total Hours18

BLED 501 - GLB/Theoretical Foundations of Bilingual/ESL Education
Hours: 3
A critical analysis of the rationale for bilingual, multicultural education focusing on history, philosophy, and theory. The study and analysis of educational programs designed for English Language Learners including the native language and the ESL (English as a Second Language) components as well as a critical review of research on the effective implementation of bilingual/ESL programs

BLED 502 - Social & Academic Language Development for Bilingual Learners
Hours: 3
Analysis and application of research-based approaches to the development of oral and written language in English Language Learners that result in biliteracy and high academic achievement. Preparation and adaptation of holistic, thematically based materials and activities and critical evaluation of existing materials in Spanish. Prerequisites: BLED 501 or concurrent enrollment or instructor approval and advanced Spanish proficiency. Cross listed with: BLED 512.

BLED 503 - GLB/Bilingual Content Area Instruction
Hours: 3
Analysis and application of methods, materials, and assessment instruments used in the teaching of language arts, math, science and social studies to bilingual students. Creation, formal presentation, and evaluation of thematic units delivered primarily in Spanish and others using sheltered ESL techniques delivered primarily in English. Prerequisites: BLED 501 or concurrent enrollment or instructor approval and advanced Spanish proficiency. Corequisites: BLED 501. Crosslisted with: BLED 513.

BLED 504 - Technology Tools for Teaching English Language Learners
Hours: 3
Students will apply knowledge of current educational technology to the teaching of English Language Learners. They will incorporate videos, podcasts and other instructional technologies into websites in linguistically and culturally appropriate ways to meet the needs and address the strengths of ELLs. Prerequisites: None.

BLED 505 - Project-Based Learning for English Language Learners
Hours: 3
Project Based Learning (PBL) taps into student strengths and interests in a manner that is cross disciplinary as it builds academic language and the ability to think deeply and well. Students will identify and evaluate PBL models and create project plans for linguistically and culturally diverse learners.

BLED 510 - Dual Language Assessment
Hours: 3
Selection, evaluation, and design of means for assessing the oral and written language proficiency and academic achievement of bilingual and ESL students. Critical review of standardized tests as well as alternative and informal assessment techniques and instruments, consideration of relationships between first and second language proficiency, and academic achievement and sociocultural dimensions of testing and assessment. Prerequisites: Admission to the MED program or consent of the instructor. Crosslisted with: BLED 610.

BLED 512 - Social and Academic Language Development in English for Bilingual Learners
Hours: 3
Analysis and application of current approaches to oral and written language development in English that result in higher academic achievement for K-12 English Language Learners (ELLs). Students will assess the oral languages and literacy skills of ELLs and design, evaluate, and modify/adapt commercial and research-based instructional materials to build on student strengths and meet identified needs. Prerequisite: BLED 501 or concurrent enrollment or instructor approval. Crosslisted with: BLED 502.

BLED 513 - GLB/Advanced Sheltered Content Area Instruction
Hours: 3
Analysis and application of second language acquisition research, theory, and pedagogical approaches to the teaching of math, science, social studies, and language arts in English to ESL students in K-12. Content-based ESL and sheltered instructional approaches, methods, and materials that meet state and local standards will be among those explored and experienced. Prerequisites: BLED 501 or concurrent enrollment or instructor approval. Crosslisted with: BLED 503.

BLED 529 - GLB/Workshop:Bil/ESL Educ
Hours: 3
Workshop in Bilingual/ESL Education Six semester hours may be applied to a graduate degree when topics vary. May be graded on a Satisfactory (S) or Unsatisfactory (U) basis. Prerequisite: BLED 501 or consent of the instructor.

BLED 589 - Independent Study
Hours: 0-4
Independent Study

BLED 597 - Special Topics
Hours: 0-4
Special Topics

BLED 602 - Advanced English & Spanish Academic Language Development for Emergent Bilinguals
Hours: 3
This course is designed for bilingual educators who work with bilingual education programs as teachers, instructional specialists, or administrators. Analysis and application of research-based approaches to oral and written language (English and Spanish) development for K-12 students who are becoming bilingual and biliterate. Creation, formal presentation, and evaluation of Spanish language arts instruction to native speakers of Spanish and of English language instruction to students not yet proficient in English. Advanced Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Advanced Spanish proficiency. Crosslisted with: BLED 612.

BLED 603 - Advanced Content Area Instruction for Emergent Bilinguals
Hours: 3
This course is designed for bilingual educators who work with bilingual education programs as teachers, instructional specialists, or administrators. Analysis and application of second language acquisition research, theory, and pedagogical approaches to the teaching of language arts, math, science and social studies in English and Spanish to K-12 students who are becoming bilingual and biliterate. Creation, formal presentation, and evaluation of culturally responsive content area instruction delivered in Spanish and in English using sheltered instruction approaches. Advanced Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Advanced Spanish proficiency. Crosslisted with: BLED 613.

BLED 610 - Valid Assessment & Accountability for English Learners
Hours: 3
This course is designed for bilingual and ESL educators who work with bilingual and ESL programs as teachers, instructional specialists or administrators. Selection, evaluation and design of means for assessing the oral and written language proficiencies and academic achievement of English Learners (ELs). Critical review of standardized tests and their usage in state-mandated accountability systems and authentic assessment techniques and instruments, consideration of relationships between L1 and L2 proficiencies and academic achievement, and sociocultural dimensions of testing and assessment. Prerequisites: Doctoral level standing or consent of the instructor. Crosslisted with: BLED 510.

BLED 612 - Advanced English Academic Language Development for English Language Learners
Hours: 3
This course is designed for ESL educators who work with ESL programs as teachers, instructional specialists, or administrators. Analysis and application of research-based approaches to oral and written English language development for K-12 ESL students. Creation, formal presentation, and evaluation of English language instruction to students not yet proficient in English. No Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Crosslisted with: BLED 602.

BLED 613 - Advanced Sheltered Content Area Instruction for English Language Learners
Hours: 3
This course is designed for ESL educators who work with ESL programs as teachers, instructional specialists or administrators. Analysis and application of second language acquisition research, theory, and pedagogical approaches to the teaching of language arts, math, science and social studies in English to K-12 students who are native speakers of multiple languages other than English. Creation, formal presentation, and evaluation of culturally responsive content area instruction delivered in English using sheltered instruction approaches. No Spanish proficiency required. Prerequisites: Doctoral level standing or consent of the instructor. Crosslisted with: BLED 603.

BLED 690 - Seminar in Bilingual/ESL Education
Hours: 3
Seminar in Bilingual/ESL (English as a Second Language) Education In depth analysis of major topics of critical concern to the profession. Nine semester hours may be applied to a doctoral degree when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 500 - Issues in Education
Hours: 3
Issues in Education. Three semester hours This course focuses on major philosophical and ideological beliefs and their impact on the organization and structure of American education. Specific issues may include the nature of learning, human development, current brain research, multiple intelligences, learning styles, curriculum design and evaluation, teaching strategies, alternative assessment, legal issues, educational technology, and conflict management. May be repeated when topics vary.

EDCI 502 - Strat Tchng at Risk Stud
Hours: 3
Strategies For Teaching the At-Risk Student. Three semester hours Designed to provied specific strategies for enhancing learning for the at-risk student, to develop an increased awareness of students who may be potentially at risk, and to enable teachers to design workable plans for addressing the needs of this student.

EDCI 506 - Nature & Needs Gifted St
Hours: 3
The Nature and Needs of Gifted Students. Three semester hours A survey of the major facets of gifted education with particular emphasis placed on the nature and needs of gifted students. The historical development of gifted education, characteristics fo the gifted students identification of gifted students, the socio-emotional needs of gifted students and curricular and instructional strategies appropriate for the gifted are examined.

EDCI 507 - Tchng Strat Gifted/TAL
Hours: 3
Teaching Strategies and the Gifted/Talented. Three semester hours. Strategies, methods, and techniques of teaching the gifted student are explored. Opportunities are provided for development of strategies based on principles of gifted education. Special emphasis will be devoted to selection of strategies for the development of creativity.

EDCI 508 - Curric Dev for the Gifted
Hours: 3
Curriculum Development for the Gifted Student. Three semester hours. An exploration of theory, research, and practices related to the selection and organization of curriculum for the gifted student. Emphasis will be placed on curricular models and selecting materials used in gifted education. Opportunities will be provided for the development of curriculum for the gifted student.

EDCI 509 - Trends Gifted Educ
Hours: 3
Trends and Issues in Gifted Education. Three semester hours Current problems, trends, and issues in gifted education are researched Emphasis is placed on current research and literature relating to definition of giftedness, identification, programming, and counseling and guidance for the gifted student.

EDCI 510 - Nature and Needs of the Gifted Learner in STEM
Hours: 3
This course will explore the nature of the gifted and talented student the needs of this student and how defined needs must be addressed in science, technology, engineering, art, and mathematics. Particular emphasis will be placed on the instructional, curricular, social and emotional needs of the gifted learner. Prerequisites: No prerequisites are required for this course.

EDCI 514 - Mgmt & Curr Dev for Div Lrnrs
Hours: 3
Management and Curriculum Development for Diverse Learners This course contains introductory content for the professional body of knowledge necessary for effective teaching in a K-12 classroom. Competency in instructional design as well as organizing and managing a classroom in diverse environments will be developed. The content of this course will include classroom procedures and management, knowledge of research-based teaching strategies, curriculum analysis/development and lesson design, teaching models, formative and summative assessment, and certification issues. Students will exhibit an understanding of the domains and competences Texas teachers are expected to demonstrate on the Pedagogy and Professional Development TExES certification examination.

EDCI 515 - Evidence-Based Teaching for Diverse Populations
Hours: 3
This capstone course requires students to apply and expand their knowledge through a number of project-based and research initiatives. Students will synthesize or integrate the knowledge they have developed throughout the prerequisite courses in a clinical/internship experience. The course focuses on understanding diagnostic teaching practices and aligning the needs of a diverse population of students. Course requirements will include designing and implementing responsive instruction and assessment, creating a community of learners, and exhibiting an understanding of the legal and professional responsibilities outlined on the Pedagogy and Professional Responsibility TExES test. Prerequisites: EDCI 514 & ETEC 524 or ECE 566. Enrollment is limited to teacher candidates fully admitted into the Alternative Certification Program & completing an internship or student teaching with Advisor approval.

EDCI 516 - Literacy for Special Populations
Hours: 3
An introduction of effective teaching practices to develop literacy (reading, writing, speaking, listening, media viewing). Topics include the developmental process of literacy, assessment, writing, and technological applications that can contribute to proficiency in literacy. An emphasis will be placed on assisting English Language Learners and students with disabilities to become competent readers and writers.

EDCI 517 - Rdg & Lrng in K-12 Cont Area
Hours: 3
READING & LEARNING IN K-12 CONTENT AREAS This course is designed for graduate students in the alternative certification program seeking initial teacher certification. The focus is on reading comprehension, conceptual development, and strategies for interacting with expository text and medias . The role of the teacher, the structure of text , text analysis methods, and content area reading strategies are examined in relation to the student and the learning process. Research-based reading strategies are discussed as appropriate for all elementary and secondary grade levels

EDCI 518 - Thesis
Hours: 6
Thesis. Six hours This conference course introduces the candidate for the Master of Arts degree to the theories and techniques of educational research and leads to the completion and acceptance of the thesis.

EDCI 519 - Response to Intervention Applied to Exceptional Learners
Hours: 3
This course will build capacity among preservice and inservice teachers to implement the Response to Intervention (RTI) framework with k-12 students who represent high incidence special education populations. Participants will describe ways to identify k-12 students with exceptional learning needs. In addition, preservice and inservice teachers will examine the RTI components of screening of students, monitoring student progress, providing evidence-based interventions.

EDCI 523 - Internship in Schools
Hours: 3
This course will provide experiences in various environments that will be supervised by mentors and university liaisons. Regular seminars may be held which will focus on concerns related to education and/or the workplace.

EDCI 529 - Workshop
Hours: 3-6

EDCI 535 - Ldrshp & Supv in Sch
Hours: 3
Leadership and Supervision in Schools. Three semester hours A study of the meaning and fundamental principles of leadership and supervision. Consideration is given to the development of teacher leaders and to the solution of administrative and pedagogical problems that supervisors and teachers leaders encounter in schools.

EDCI 538 - Classroom Mgmt for Tchrs
Hours: 3
Classroom Management for Teachers. Three semester hours (Same as ECE 538) A study of current theories and practices of classroom management and discipline in schools.

EDCI 559 - Diversity & Equity in Edu
Hours: 3
Multicultural Ed in School. Three semester hours. This course focuses on factors of diversity that impact decisions educator must make regarding design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners.

EDCI 560 - Designing Curriculum and Instruction for the Culturally Diverse Learner
Hours: 3
This course will explore the characteristics of diversity in today’s global environment and provide concrete examples of how curriculum and instruction can be differentiated to address the cognitive, socio emotional and socio-cultural needs of the culturally diverse learner. The course will emphasized the relationship between culture and learning and how modifications in curriculum, instruction, and assessment impact the learning environment.

EDCI 566 - Practicum
Hours: 1-6
Practicum. Six semester hours. Students develop conceptual and professional skills related to their practice in the field. For each semester hour of credit, five hours are spent in lecture/staff development and 1`0 hours are spent applying what was learned in a field-based setting. May be repeated. Graded on a satisfactory (S) or unsatisfactory (U) basis. Prerequisite: Consent of instructor.

EDCI 575 - Differentiated Instruction
Hours: 3
An exploration of the literature and current practices in differentiating instruction in elementary classrooms (K-8). The primary objective of this class is for students to advance their professional knowledge, skills and practice for more effective teaching through differentiated instruction.

EDCI 589 - Independent Study
Hours: 1-6
Independent Study. variable credit Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.

EDCI 595 - Research Lit Tech
Hours: 3
Research Literature and Techniques. Three semester credits. This course provides a review of significant research studies produced by investigators in the student's major field with emphasis on the investigative and verification techniques employed. The student is required to demonstrate competence in using systematic research techniques through the investigation and formal reporting of a research problem.

EDCI 597 - Special Topics
Hours: 1-4
Special Topic. variable credit Organized class. May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when topics

EDCI 651 - Curr & Instr Desgn
Hours: 3
Curricula and Instructional Design. Three semester hours. This course provides an examination of research literature relative to the process of designing, implementing, and evaluating curricula and instructional strategies. Prerequisite: Doctoral level standing or consent of instructor.

EDCI 652 - Research on Learner
Hours: 3
Research on the Learner. Three semester hours. A study of significant research in the cognitive and metacognitive learning process of young children and implications for instructional strategies. Prerequisite: Doctoral level standing or consent of instructor.

EDCI 655 - Assessment Lrng & Lrnr
Hours: 3
Assessment of Learning and the Learner. Three semester hours. A study in evaluating the total elementary school program. Attention is given to available evaluation tools, including measurement devices of all types. Particular attention is given to construction of appropriate classroom tests to insure accountability according to Texas' Essential Knowledge and Skills, and to the development of plans for school improvement.

EDCI 657 - Content Area Literacy
Hours: 3
Content Area Literacy. Three semester hours. Examination of research on learning in the content curriculum areas of science, math, social studies and music; emphasis on strategies content area teachers may use to foster content area learning. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 658 - Process Writing in the Elementary School
Hours: 3
An examination of process writing research, with an emphasis on implementation in public school programs. Prerequisites: Doctoral level standing or consent of the instructor.

EDCI 659 - Professional Writing
Hours: 3
Professional Writing - This course focuses on issues related to research, publication, and grant writing, especially at a level of higher education. Prerequisites: EDCI 658 and Doctoral level standing or consent of instructor.

EDCI 687 - Sociocult Inquiry in C&I
Hours: 3
Sociocultural Inquiry in Curriculum and Instruction - Three semester hours The course content centers on qualitative research in the sociocultural environments of public schools. The methodology (research design, data collection, data analysis) associated with this form of inquiry shall be delineated, and students shall experience inquiry from participation in the process. Accordingly, the course focuses on the philosophical and methodological differences between varying approaches (narrative, phenomenology, case studies, grounded theory, and ethnography) to research including mixed methods. Academic writing and critical reading of qualitative research shall also be addressed. This course will qualify as a Level 3 Doctoral Research Tool. Pre-requisites : EDCI 695

EDCI 689 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.

EDCI 690 - Seminar in Education
Hours: 3
Three 690 courses are required. Each course provides an in-depth analysis of major topics and is designed for the advanced student in education. Topics vary. Prerequisites Doctoral level standing or consent of the instructor.

EDCI 695 - Research Methodology
Hours: 3
Research Methods. Three semester hours. (Same as Coun/EdAd/Psy/695) An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. Meets requirements for a Level I research tool course. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 696 - App of Rsch Methods
Hours: 3
Application of Research Methods A Level 3 Research Tool that provides application of research methodology in curriculum and instruction including basic concepts employed in quantitative and qualitative research methods. Students will carry out the research study designed in EDCI 695, data collection, data analysis, and use of computer applications for research. Prerequisites: EDCI 695, a Level 2 Doctoral Research Tool (EDCI 699 or HIED 617 or PSY 612), and Doctoral level standing. Note: Meets requirements for a Level 3 research tool course

EDCI 697 - Special Topics
Hours: 1-4
Special Topics. One to four semester hours. (Same as RDG 697) Organized class. May be repeated when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 698 - Research: Design and Replication
Hours: 3
Examination of research designs related to curriculum and instruction including: survey research, quantitative content analysis, correlational research, true experimental research, quasi-experimental research, pre-experimental research, single-subject research/behavior analysis, causal-comparative research, program evaluation, qualitative research, combined qualitative/quantitative research, and meta-analysis. Includes creation of a sophisticated research design appropriate for a doctoral dissertation. In order to enroll in this course, tools courses 1-4 must have been successfully completed. Prerequisites: Doctoral level standing, and all Tools 1-4 classes must be completed.

EDCI 699 - Statistics: Cont Proc App
Hours: 3
Statistics: Content, Process, Application Description : This course focuses on the content, process, application, and reporting of statistical analyses in research. Computer applications will be integrated with the following content: populations, samples, frequency distributions, scaling and coding data, the structure of a data file, measures of central tendency, variance, standard deviations, z scores, normal curves, hypothesis testing, t tests for dependent and independent means, effect size and power, correlation, regression, ANOVA, Chi-square, post hoc tests, and probability. Students will also investigate the uses and limitation of statistical software while exploring the reasoning and assumptions underlying the inferential statistical process. Student will learn and apply these statistical concepts with data and write reports describing methodology and results. Prerequisite: Doctoral Standing and EDCI 695.

EDCI 718 - Doct Dissertation
Hours: 3-12
Doctoral Dissertation Hours: Three to Six A candidate must present a dissertation acceptable to the student’s advisory committee and the Dean of Graduate Studies and Research on a problem in the area of his/ her specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the result of which reveals superior academic competence and a significant contribution to knowledge. Note Graded on a (S) satisfactory or (U) unsatisfactory basis

ELED 501 - Lang Acq Dev E Ch
Hours: 3
Language Acquisition and Development in Early Childhood. Three semester hours. A study of the acquisition and development of language in young children with a comprehensive examination of the major areas of language experiences.

ELED 512 - EFF TCHING & PROFESSIONAL GROW
Hours: 3
Effective Teaching and Professional Growth Hours: Three This course contains the professional body of knowledge necessary for effective teaching. This course emphasizes theories and issues of education that are directly related to teacher professional growth. The content of the course will include site-based management, professional ethics, school environment issues, communication issues, educational research, and political influences. Students will exhibit an understanding of the Texas teacher competencies as outlined on the Pedagogy and Professional Responsibility portion of the TExES test. Note: Enrollment is limited to teachers on emergency certification.

ELED 514 - Management/Curr Dvlp Diverse L
Hours: 3
Management and Curriculum Development for Diverse Learners. Three semester hours. This course contains the professional body of knowledge necessary for effective teaching. This course emphasizes methods of organizing and managing a classroom based on an understanding of diverse environments. Teacher skills which have been proven to be effective in supporting diversity in the classroom will be developed. The content of this course will include classroom management strategies, curriculum and lesson planning, teaching models, assessment models, and certification issues. Students will exhibit an understanding of the Texas teacher competencies as outlined on the Pedagogy and Professional Responsibility portion of the TExES test.

ELED 515 - Effective Teaching Diverse Env
Hours: 3
Effective Teaching in a Diverse Environment. Three semester hours. This course contains the professional body of knowledge necessary for effective teaching. This course focuses on understanding theories and strategies that address the needs of a diverse population. Included in this course will be diversity issues, refinement of classroom management and planning techniques, teaching strategies, and informal and formal assessment practices. Students will exhibit an understanding of the Texas Teacher competencies as outlined on the Pedagogy and Professional Responsibility portion of the TExES test. Enrollment is limited to teachers on an emergency permit. Co-requisite ELED 523. Prerequisites: ELED 514.

ELED 522 - Induction Seminar
Hours: 3-6
Induction Year Seminar for Elementary/Middle School Teachers. Three to six semester hours. This course is designed to support the transition of new teachers during their induction year. Students actively work with instructor to develop the content of the course through analysis of needs assessment conducted during first class meeting. Weekly support group discussions enable students to become reflective practitioners while exploration, modeling, and implementation of effective teaching strategies encourages professional growth. Co-rerequisite ELED 523.

ELED 523 - Internship in Elementary/Middle School
Hours: 3
This course will provide experiences in various environments that will be supervised by mentors and university liaisons. Regular seminar sessions may be held which will focus on concerns related to education and/or the workplace.

ELED 524 - Lang Arts Curr Grds 1-8
Hours: 3
Language Arts Curriculum for Grade One Through Eight. Three semester hours. A consideration of techniques of teaching the communication skills and the role of linguistics in the language arts program.

ELED 529 - Workshop
Hours: 3
Workshop in Elementary Education. Three to six semester hours. May be graded on a satisfactory (S) and unsatisfactory (U) basis.

ELED 530 - Math Curr Grades 1-8
Hours: 3
Mathematics Curriculum for Grades One Through Eight. Three semester hours. This course identifies numerous movements toward a modernization of both content and method and relates these innovations to good teaching practices already in use. It includes the language of sets, number system, means for improving pupil performance in solving problems, and techniques for identifying areas of pupil accomplishment or of pupil difficulty.

ELED 545 - Issues in Dev Elem Curriculum
Hours: 3
Issues in the Development of the Elementary Curriculum. Three semester hours. The purpose of this course is to note how various philosophies have influenced the development of the elementary curriculum in order to meet the changing social and economic trends. Research articles will be studied in order to evaluate selection of procedures and materials. Practical experiences will be provided in the construction of course of study units for the elementary grades.

ELED 557 - Soc Studies Curr Grds 1-8
Hours: 3
Social Studies Curriculum for Grades One Through Eight. Three semester hours. This course is designed to give inservice personnel an opportunity to work cooperatively in attacking classroom problems. In addition to the development of teaching units for use in the classroom, students will become acquainted with the most recent trends in the social studies including an acquaintance with the wide range of materials now available to the social studies teacher. The social studies as an integrating core for experience units will be evaluated.

ELED 558 - Sci Curriculum Grades 1-8
Hours: 3
Science Curriculum for Grades One Through Eight. Three semester hours. An examination of current issues and trends in content and pedagogy with an emphasis on inquiry instruction and learning. Development and evaluation of curriculum will ascertain how changing needs in education are being addressed.

ELED 589 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.

ELED 597 - Special Topics
Hours: 1-4
Special Topics. One to four semester hours. Organized class. May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when topics vary.