Early Childhood Education MS
The curriculum for the Master of Science in Early Childhood Education involves a minimum of 36 semester hours of study, 24 semester hours of which must be in ECE & EDCI (degree program for individuals without a Texas teaching certificate). The outline of studies is as follows:
Master of Science in Early Childhood Education - Option II Non-Thesis
|Required courses in the major (21 semester hours)|
|ECE 535||Math Sci Social Stud Curr||3|
|ECE 536||LITERACY DEV IN THE EARLY YRS||3|
|ECE 537||Creative Expression in the Art||3|
|ECE 538||Clsrm Management Tchrs||3|
|ECE 548||Dsgn Inquiry-Based Lrng||3|
|ECE 560||Early Child Curric Design||3|
|ECE 561||Child Development||3|
|EDCI 595||Research Lit Tech (3 semester hours required)||3|
|Required Support Courses (6 semester hours)|
|BLED 501||GLB/Theoretical Foundations of Bilingual/ESL Education||3|
|EDCI 559||Diversity & Equity in Edu||3|
|Approved electives - 6 semester hours from any graduate courses in the department, college or university other than ECE.||6|
Written Comprehensive Examination in Early Childhood Education
Courses for which students will be responsible on the master's written comprehensive examination include: ECE 535, ECE 536, ECE 537, ECE 538, ECE 548, ECE 560, ECE 561, and EDCI 559.
ECE 529 - Wkshp Early Childhood Ed
Workshop in Early Childhood Education. Three to six semester hours. (Same as ELED 529) Content and credit hours vary. May be graded on a satisfactory (S) and unsatisfactory (U) basis.
ECE 535 - Math Sci Social Stud Curr
Math Science and Social Studies Curriculum. Three semester hours. A study of the content, methods, and theory appropriate for extending learnings in math, science and social studies. Emphasis is placed upon formulating programs which extend and integrate the learning experiences of young children. Pre- Kindergarten, Kindergarten, Grades 1, 2, and 3.
ECE 536 - LITERACY DEV IN THE EARLY YRS
Communication Skills: Listening, Speaking, Reading, and Writing. Three semester hours. Study of the acquisition and development of language in the early childhood years with emphasis on the content, methods and theory, appropriate for extending learnings in listening, speaking, reading and writing. Pre-Kindergarten, Kindergarten, Grades 1, 2, and 3.
ECE 537 - Creative Expression in the Art
Creative Expression in the Arts. Three semester hours. Study of the theory, content, and practice of integrating the performing arts into the curriculum design and the learning environments. Emphasis is placed on aesthetic development of young children through play, movement, music, visual art and creative dramatics.
ECE 538 - Clsrm Management Tchrs
Classroom Management for Teachers. Three semester hours. A study of current theories and practices of classroom management and discipline in early childhood, elementary, and middle school settings.
ECE 548 - Dsgn Inquiry-Based Lrng
The focus of this class is to investigate the inquiry approach to learning with emphasis of designing instruction in which specific explorations and activities of children arise from their own questions and lead to true engagement in the learning process. The curriculum and practices of the schools of Reggio Emilia, Itlay will be examined as an exemplary model.
ECE 560 - Early Child Curric Design
Early Childhood Curriculum Design. Three semester hours. Overview of curriculum development in all subject matter areas in early childhood education. Emphasis is placed upon the investigation of theoretical influences on early childhood education- Pre-Kindergarten, Kindergarten, Grades 1,2,3.
ECE 561 - Child Development
Child Development - Three semester hours This course is a study of the principles and theories of child growth and development in early childhood education. Course content centers on the physical, cognitive, affective, and social development domains. Students will be required to observe the development of a young child outside of the classroom in order to complete a comprehensive child study project.
ECE 566 - ECE: Learning Environments and Instructional Design
This course provides knowledge and practice in designing developmentally appropriate learning environments and instructional design with the use of technological and other tools/materials to advance learning for children in prekindergarten through the primary grades. Students will investigate the relationship between the classroom environment and instructional planning for young children.
ECE 567 - Prof Dev Prac in ECE
Professional Development Practicum in early Childhood Education - Three semester hours. Students develop professional skills related to a specialty practice in the field of early childhood education. This practicum provides field based experiences to develop and demonstrate competency in the professional development certificate sought. May be repeated when topics vary. Graded on a satisfactory (S) or unsatisfactory (U) basis. Prerequisites: approval by an advisor to complete a professional development certificate program.
ECE 575 - Advocacy & Collaboration
Advocacy, Family, & Community Collaboration - Three semester hours An emphasis on helping early childhood professionals develops skills and insights to work effectively with parents and the community. To provide opportunities for professionals, families and the community to build effective communication systems and a supportive infrastructure. Early childhood professionals will become knowledgeable of social issues, educational reform and public policy that influence families and their young children. 3 semester hours credit. Prerequisite: Graduate Standing.
ECE 589 - Independent Study
Independent Study in Early Childhood Education. One to four semester hours. (Same as ELED 589) 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.
ECE 597 - Special Topics
Special Topic: Early Childhood Education. One to four semester hours. (Same as ELED 597) Organized Class. May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when the topic varies.
ECE 634 - HIST & PHIL OF ECE
History and Philosophy of Early Childhood Education Hours: Three This course is the study of the history and philosophy of early childhood education and related movements. The focus will be on the impact of past and present early childhood educational philosophies on programs for young children. This course will examine the major theories of early childhood education and the writings of historical contributors whose works have influenced modern early childhood educational thought. Prerequisite: Doctoral Standing
ECE 648 - LEADERSHIP IN EARLY CHILDHOOD
Leadership in Early Childhood Education - Three semester hours This seminar in organizational theory for professionals who work in early childhood education will focus on program administration, child advocacy, and public policy. This is a study of the policy making processes and procedure that impact children, families, and communities. The course provides for the development of skills needed to be effective leaders in early childhood education. Prerequisite: Doctoral Standing.
ECE 659 - TRENDS & ISSUES IN ECE
Trends and Issues in Early Childhood Education Hours: Three This course provides an opportunity to explore the critical trends and issues being debated within the field of early childhood education. Topics will be examined through historical and contemporary theory and practices with emphases on themes linked to policy and advocacy. This study will offer a better understanding of current trends and develop the skills needed to critique ideas and issues surrounding early education. Prerequisite: Doctoral Standing
ECE 663 - SEM IN RESEARCH IN EARLY CHI E
Seminar in Research in Early Childhood Education Hours: Three This course provides students with an opportunity for an in-depth examination of research in early childhood education. They will review theoretical and empirical early childhood research literature. Students will critically examine a variety of relevant research. Topics in the field and share their finding in the seminar. Prerequisite: Doctoral Standing
ECE 675 - PARENT PARTNERSHIPS & FAMILY L
Parent Partnerships and Family Literacy Hours: Three An emphasis on the needs, values and avenues for partnerships with families and an analysis of varied definitions of family literacy and research on family literacy including: examination of the ways literacy is used within families, programs that are designed to involve and inform parents about activities that will promote their children’s literacy, and intergenerational literacy initiatives. Programs designed to improve the literacy development of both adults and children will be connected to implications for reading instruction and the creation of reciprocal partnerships with parents. Prerequisite: Doctoral Standing
ECE 682 - ASSESS IN EARLY CHILDHOOD EDU
Assessment in Early Childhood Education Hours: Three This course provides a comprehensive and critical review of early childhood assessment practices and the research that supports these practices. Participants will determine the uses, characteristics, interpretation, and limitation of a variety of formal and informal measures. Participants will engage in a variety of activities to help them become knowledgeable consumers of assessment and screening measures used in early childhood programs to assist teachers in making sound instructional decisions. Prerequisite: Doctoral Standing
ECE 689 - Independent Study
Independent Study in Early Childhood Education Hours: One to four Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. Prerequisite: Consent of department head. Note: May be repeated when the topic varies
ECE 697 - SPECIAL TOPICS
Special Topics Seminar in Early Childhood Education Hours: One to four An organized class delivered with a seminar format around a specialized topic or content area within the field of Early Childhood Education Prerequisite: Doctoral level standing or consent of the instructor Note: May be repeated when topics vary
EDCI 500 - Issues in Education
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
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
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
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
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
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
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
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
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
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
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
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
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
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
EDCI 535 - Ldrshp & Supv in Sch
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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