Online Curriculum Courses at Accredited Schools

Ashford University, the school below with the highest overall ranking, is effective at equipping students via its curriculum courses to be successful curriculum and instruction directors, teachers, educators, professors, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 599,500 people employed as teachers and instructors alone in the US, and their average annual salary is $41,110. Mathematical science teachers make on average $70,550 per year and there are about 48,100 of them employed today.

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Curriculum Courses at American Intercontinental University

Program Name: Master's (M. Ed.) - Curriculum and Instruction
Analysis, Assessment, and Technology
Course Number EDU 602
Credits 6.0

This course provides the foundations of analysis and assessment methodologies used in the field of education. Students are introduced to applied quantitative and qualitative educational research methods in context of the practitioner’s educational environment. Emphasis is placed on the use of technology in assessment practices.


Educational Research Methods
Course Number EDU 612
Credits 6.0

This course focuses on educational research methods for the teaching practitioner. Students will design, conduct, and present an applied educational research project.


Principles of Instructional Design
Course Number EDU 620
Credits 6.0

This course provides a foundation for the practice and evaluation of instructional design, as well as an in-depth elaboration of standard instructional design models and associated methodologies. The course includes strategies for development of objectives, taxonomy classification schemes, content analysis procedures, and instructional strategy selection, as well as adaptation and adoption of available resources.


Applying Learning Theories
Course Number EDU 622
Credits 6.0

This course provides an introduction to the various schools of thought regarding how people learn and apply their learning to concrete situations, emphasizing the practical implications of cognitive science. It provides a comprehensive survey of our progressive understanding of the learning process. Students will explore learning theories, such as cognitive, behaviorist, social, developmental, and adult learning theories, as well as the research regarding transfer of learning in various domains. Students will apply these concepts in their respective fields by utilizing the practical instructional strategies based on these theories.


Curriculum Design and Evaluation
Course Number EDU 660
Credits 6.0

This course examines the development of comprehensive educational curricula and/or development programs. Students will perform all phases of curricula design tied to their area of professional practice.


Principles of Curriculum Improvement
Course Number EDU 633
Credits 6.0

In this course, students will examine forces influencing curriculum improvement. This course focuses on the analysis of curriculum and the application of principles for resolution of curriculum problems.


Designing Effective Courses
Course Number EDU 643
Credits 6.0

This course examines techniques and methods of effective course design and implementation. Topics covered include motivation, consultation, instructional strategies, and student assessment.


Decision Making in Curriculum and Instruction
Course Number EDU 673
Credits 6.0

This course examines the roles of curriculum designers and instructors in the educational decision-making process. Students analyze the underlying assumptions and research supporting various teaching and design practices. Students will create a curriculum design project integrating concepts and skills gained throughout this program.


Program description: With the growth of educational sector in U.S the demand of curriculum developers has also increased. M.Ed in Curriculum and Instruction teaches the students skills required to build and evaluate curriculum, according to the requirements of federal, state, organizational standards. M.Ed in Curriculum and Instruction is mostly chosen by experienced teachers seeking advance knowledge, through higher-education to enhance their teaching skills and make a contribution towards the development of the education system in their schools.

Curriculum Courses at University of Phoenix

Program Name: Master of Arts in Education/Curriculum and Instruction
Orientation to the Curriculum and Instruction Reading Program
Course Number RDG501

This course is designed to provide an orientation to the primary components of the Curriculum and Instruction-Reading program. Candidates are introduced to the program's progression and degree completion requirements. Field experience, the practicum, the teacher work sample, and completion of an e-portfolio are discussed.


Theories and Best Practices of Curriculum and Instruction
Course Number CUR506

This course focuses on applying curricular theory to best practices in the 21st century classroom. Candidates explore the social and political foundations of curriculum and instruction and current research in this area. They analyze curriculum philosophy and planning as well as practical applications and innovations in curriculum design. Special attention is given to the use of technology in the development of effective curriculum and to learning environments in the 21st century classroom.


Social, Political, and Cultural Contexts of Schools
Course Number CUR507

This course explores historical, political, social, and cultural constructs of contemporary education and investigates how these contexts influence national, state, and local educational settings. Additionally, the course examines how policies influence school decision making and the practice of teaching. Candidates apply an inquiry-based process to identify individual, social, and cultural contexts in education. They analyze contemporary trends and issues, and develop an understanding of education in a global community in order to evaluate and determine their individual role in taking action in their local setting.


Teachers as Leaders
Course Number CUR510

In this course, teachers define, clarify, and reflect on their leadership roles. They explore leadership processes that utilize collaboration, coaching, mentoring, and inclusion. Additionally, they examine broad educational issues, as well as school-based issues and determine possibilities for initiating, sustaining, and building upon systemic change.


Reading and Writing Instructional Strategies for Adolescents
Course Number RDG533

This course focuses on the most current research for teaching reading and writing to students at the middle and secondary levels. Various comprehension strategies, technology lessons, and assessment techniques are addressed. The connection between reading and writing is analyzed. Critical issues in reading and writing instruction for adolescents are researched and examined.


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Course Number RDG504

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Professional Communications
Course Number COM 516
Credits 1.0

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.


Action Research and Evaluation
Course Number EDD581

This course examines action research and its role in decision-making and in educational practices. Students are introduced to various types of action research and to the elements of the action research process, including identifying a problem, determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action research study. Topics and Objectives Introduction to Action Research Define action research. Distinguish between types of action research. Identify the components of action research. Review examples of action research. Explain how action research can be utilized to effect school improvement and change. Examine opportunities to conduct action research collaboratively. Introduction to the Action Research Process Examine the role of reflection on practice in generating ideas for a research focus. Determine appropriate topics for an action research study. Identify the elements of an effective research question. Determine varied sources relevant to a research problem. Explain the importance of the literature review. Compare qualitative and quantitative research methodologies. Collecting Data Explain processes for selecting research participants. Describe varied types of data that can be collected to answer research questions. Examine qualitative research designs, methods, and issues in collecting data. Initial Steps in Developing an Action Research Study Examine quantitative research designs and methods, and issues in collecting data. Explain ways of ensuring validity in action research. Develop a plan for collecting data. Analyzing and Interpreting Data Explain the purpose of interim data analysis and its importance in action research. Describe ways to analyze and report results for qualitative data. Describe ways to analyze and report results for quantitative data. Draw conclusions from data. Ethical Issues Related to Educational Research Outline guidelines for conducting research using human subjects. Analyze the impact of technology on the ethical issue of confidentiality in educational research. Discuss the ethical use of data in educational decision-making. Assess ethical considerations when publishing reports of a research study. Develop a process for following ethical guidelines throughout an action research study. Creating a Proposal for an Action Research Study Produce a proposal for an action research study. Prepare an overview of the proposal for presentation.


Program description: The Master of Arts program in Curriculum and Instruction with a concentration in Reading is intended for P-12 teachers who would like to expand and deepen their theoretical knowledge, instructional expertise, and use of effective digital and print resources for diverse populations in the teaching and learning of reading and literacy. The International Reading Association standards and the College of Education’s Conceptual Framework form the foundation for the focus of this program, which is to support reading professionals in learning and teaching new, research-based methodologies and in becoming advocates for collaborative, positive change in literacy education in their school, their district, and the community.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Program Name: Doctor of Education in Educational Leadership with a specialization in Curriculum and Instruction
Developmental and Learning Theories
Course Number CUR711

Theories on the physical, social, emotional, and intellectual development of learners across the lifespan are the focus of this course. These theories and their effect on the educational process and the design and implementation of instructional programs will be examined.


Assessment of Student Learning
Course Number CUR723

This course explores student assessment methods utilized in learning organizations. The merits and faults of these methods are debated. Among the key topics are outcomes-based assessment- such as standardized achievement and criterion assessment, as well as the influence of leadership styles on these outcomes.


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Doctoral Program Orientation Seminar
Course Number SEM700R

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.


Creative and Critical Thinking
Course Number PHL700R

This course challenges the learner to become a creative leader/problem-solver and to begin the process of personal transformation by questioning one's assumptions and conventional patterns of thinking. Throughout the course, students will demonstrate characteristics of creative and critical thinking in individual and collaborative situations.


Social Contexts and Contemporary Issues
Course Number EDD711

This course focuses on the historical concepts, demographic trends, and current issues of education. An analysis of institutions, unionization, technology, and diversity are of focus.


Instructional Leadership
Course Number EDD724

This course analyzes the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating staff and students, and creating dynamic learning environments. The importance of faculty development and their involvement in research and public service are of special focus.


Fundamental Principles of Sound Research
Course Number RES711

This course surveys a broad range of quantitative and qualitative research methodologies to prepare learners to apply them to a variety of research questions. Topics include an overview of the research process, developing problem statements, framing research questions, conducting a literature review (with an emphasis on reading and evaluating existing research), and plagiarism.


CurriculumTheory
Course Number CUR712
Credits 3.0

This course examines historical, current, and cross-cultural theories of curriculum.With a foundation in themajor theorists and tenets of their theories, learners analyze curriculum documents for evidence of the various theories, investigate implications of the theories for educational programming, and interpret the interaction of these theories with public policy. (3 credits) Prerequisite: EDD 721.


Doctoral Seminar I
Course Number DOC721R

This 3-day residency course begins the formal development of the learner’s dissertation. This development will be ongoing throughout the curriculum and result in the dissertation’s submission at the end of the program. Topics in the course include problem statements, research questions, hypotheses and testing, samples and populations, the intended impact of the study on the profession and society. The outcome of this course is a prospectus (or blueprint) that articulates a specific goal and plan that will evolve into the learner’s dissertation. This course will incorporate learners from various doctoral programs/disciplines.


Research Design
Course Number RES722

How to apply methods of research and statistics to your proposal are identified. Writing the prospectus, collecting and analyzing data, as well as posing research questions are the focus of this course.


Planning and Leading Change
Course Number EDD721

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.


CurriculumDesign
Course Number CUR721
Credits 3.0

In this course, learners focus on the creation of systemicmodels of curriculumdevelopment, including consideration of schedule, structure, stakeholder involvement, and end products. Learners will also analyze the implicit, hidden, cultural, and institutional aspects of existing curricularmodels to formtheir own development approach. (3 credits) Prerequisite: CUR 712.


Doctoral Seminar II
Course Number DOC722

This course is designed to focus on the Doctoral Proposal for approval. During this course the Prospectus from the Weekend Residency will be applied to the development of the Proposal. Topics in this course include focused literature review, statistical and qualitative tools, data gathering and data analysis approaches, past research and current theory, proposal chapter format requirements, Human Subjects research requirements, and submission timelines.


Instructional Modelsgies
Course Number CUR722
Credits 3.0

This course analyzes themodels and process of instruction. Effective instructionalmodels are explored as they relate to teaching strategies and learner outcomes. Instructionalmodels for diverse populations, improvement of instructional programs and staff development are of special focus. (3 credits) Prerequisite: CUR 712.


Collaborative Case Study
Course Number DOC731R

This 5-day residency course is an exercise in practical, professional management decision making and is intended to focus the learner on the challenges faced by managers who must balance the needs of customers, shareholders, employees, and other stakeholders. The course requires the learner to synthesize and integrate theory and practice and to apply them toward the development of recommended solutions for specific managerial situations found within the organization's environment. This course will incorporate learners from various doctoral programs/disciplines.


Doctoral Seminar III
Course Number DOC732R

This 3-day residency course is designed to facilitate the process from an approved Doctoral Proposal to final submission of the Doctoral Research Study due at the end of the program. Chapters 4 and 5 requirements from the dissertation are explored for content and format.


Supervision of Curriculumand Instructionn Making
Course Number CUR731
Credits 3.0

This course explores the supervision and evaluation of instructional programs. Topics include effective techniques for managing curriculum, effective evaluation instruments, conferencing, classroommanagement, and recommendations for improvement. Traditional and alternativemethods of evaluating student achievement will be discussed. (3 credits) Prerequisite: CUR 712.


Contemporary Policy Analysis and Development
Course Number EDD732

This course provides an overview of contemporary education policy analysis and development. The federal, state, local, and institutional levels of policy development are explored. The factors that influence the analysis and development of policy are discussed in depth. The evaluation and revision of policies and future trends and implications are examined.


Program Evaluation
Course Number RES562
Credits 3.0

This course prepares students to apply techniques to evaluate public sector programs. Students will be evaluating public sector programs using analytical tools. Other topics, at the state and local level, include measures of effectiveness, benchmarks, baselines, performance standards, and customized stakeholder communication and collaboration.


Doctoral Dissertation
Course Number DOC733

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.


Doctoral Project IV
Course Number DOC734

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.


Annual Renewal Residency
Course Number DOC740R

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.


Program description: The Curriculum and Instruction specialization of the Doctor of Education in Educational Leadership program will prepare learners to become instructional leaders who will strategically manage and lead processes related to curriculum, instruction, and assessment. Graduates will demonstrate both practical and scholarly knowledge in their use of analytical, critical, and innovative thinking to improve the performance of educational institutions.

Historically, education has been a field of constant evolution and debate, with the pull of philosophical, cultural, and political influences felt throughout the industry. As such, contemporary educators face challenges unlike those faced by their predecessors: Educational leaders must design and facilitate learning in culturally diverse classrooms; manage the needs of multiple stakeholders; develop their classrooms, schools, and systems effectively and efficiently in the face of severe funding pressures; address the demands of regulatory bodies; and meet the outcomes established by the greater educational community.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Curriculum Courses at Capella University

Program Name: EdS - Curriculum and Instruction
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


Advanced Curriculum Mapping: Reflection and Practice
Course Number ED8533
Credits 4.0

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using advanced computer-based curriculum mapping applications.


Advanced Instruction and Assessment: Theory and Practice
Course Number ED8534
Credits 4.0

In this course, learners focus designing advanced instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content-area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies.


Advanced Collaboration for the Improvement of Curriculum and Instruction
Course Number ED8535
Credits 4.0

In this course, learners examine student learning achievement theories and practices and apply them in their own professional settings. Learners also develop collaborative activities focused on improving student learning achievement, including coaching and mentoring, team building, and developing communities of practice. Learners also analyze case studies of current collaborative learning programs to complement the practical experience gained during the course.


Advanced Application of Research for the Improvement of Curriculum and Instruction
Course Number ED8536
Credits 4.0

Learners in this course examine current research as a basis for data-driven decision making and develop advanced research designs that contribute to data-driven decision making at the school or district level.


Advanced Curriculum and Instruction: Program Evaluation
Course Number ED8538
Credits 4.0

Learners in this course develop the skills, knowledge, and attitudes necessary for effective program evaluation. The course focuses on trends, issues, and initiatives related to data-based decision making, which is one of the desired outcomes of program evaluation. Through the process of reflection and practical application, learners become familiar with the integral role program evaluation plays in the improvement of curriculum, instruction, and assessment.


Internship in Curriculum and Instruction I
Course Number ED8540
Credits 2.0

This course is the first of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Internship in Curriculum and Instruction II
Course Number ED8541
Credits 2.0

This is the second of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Advanced Practicum in Research Design
Course Number ED8119
Credits 4.0

In this course, learners identify and research an education-related idea using a competent research design that can be further developed into a dissertation prospectus. Learners demonstrate appropriate application of research methods and data collection and analysis tools and exemplify the critical-thinking skills needed to analyze a significant professional issue and synthesize it into a researchable form. Prerequisite(s): ED8112. PhD Leadership in Educational Administration learners must have completed ED7901 or ED7903. Cannot be fulfilled by transfer.


Program description: The Education Specialist (EdS) with a specialization in Curriculum and Instruction helps learners develop and demonstrate the research-based knowledge, skills, and attitudes necessary for effective classroom, school, and district-level leadership in curriculum and instruction. Learners study theory, practice and assessment, reflection, collaboration, and leadership, and gain the practical experience needed to foster and guide improvement initiatives at the local and district levels. The Curriculum and Instruction specialization is designed around national standards and is for educators and administrators who have completed a master’s degree and are interested in pursuing leadership careers such as school or district-level administrator, director of assessment, director of instruction, district curriculum director, curriculum specialist, or educator-leaders guiding curriculum and instructional improvement initiatives to increase student achievement.

Program Name: MS - Curriculum and Instruction
Foundations of Educational Leadership
Course Number ED5007
Credits 6.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine the roles of the practitioner-scholar and instructional technology in 21st century education and the competencies teachers and administrators need to make significant changes in their organizations and increase student achievement, including reflective practice, educational leadership, and data-driven decision making. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5007 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.


Assessment and Improvement of Instruction
Course Number ED5501
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.


Standards-Based Curriculum, Instruction, and Assessment
Course Number ED5500
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.


Strategies for Eliminating the Achievement Gap
Course Number ED5504
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.


Survey of Research Methodology
Course Number COUN5006
Credits 4.0

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.


Classroom Management Strategies
Course Number ED5503
Credits 4.0

This Course Is Required For All P–12 Master’s Degree Specializations In The School Of Education. Learners Apply Strategies For Managing Diverse And Challenging Student Behaviors And Develop The Skills Needed To Create Classroom Environments That Maximize The Opportunity For Each Student To Learn. This Course Emphasizes The Roles, Rights, And Responsibilities Of Teachers, Students, And Families Under The Individuals With Disabilities Education Act (idea), The Americans With Disabilities Act (ada), And Section 504 Legislation.


Curriculum Mapping: Reflection and Practice (
Course Number ED5533
Credits 4.0

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using computer-based curriculum mapping applications. Learners who have taken ED8533 should not take ED5533. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.


Instruction and Assessment: Theory and Practice
Course Number ED5534
Credits 4.0

In this course, learners focus on designing instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine the theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies. Learners who have taken ED8534 should not take ED5534. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.


Collaboration for the Improvement of Curriculum and Instruction
Course Number ED5535
Credits 4.0

In this course, learners collaborate to develop curriculum that improves student achievement. Learners participate in collaborative skill development activities, including coaching and mentoring, team building, and developing communities of practice. Learners also engage in simulated case studies to complement the practical experience they gain during the course. Learners who have taken ED8535 should not take ED5535. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.


Program Evaluation of Curriculum and Instruction
Course Number ED5538
Credits 4.0

Learners in this course examine theories, concepts, definitions, and models associated with the improvement of curriculum and instruction. Learners collect and organize research, analyze and report data, and complete a program evaluation that demonstrates the integral role of program evaluation in curriculum and instruction improvement.


Master’s Practicum in Curriculum and Instruction I
Course Number ED5544
Credits 3.0

This course is the first of two consecutive capstone courses for the MS Curriculum and Instruction specialization. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials. This course is not available as an elective to learners outside the MS Curriculum and Instruction specialization. ED5544 and ED5545 must be taken in sequence and during the learner’s final two quarters. Prerequisite(s): Completion, submission, and approval of Clinical Practice Application. Cannot be fulfilled by transfer.


Master’s Practicum in Curriculum and Instruction II
Course Number ED5545
Credits 3.0

This course is the second of two consecutive capstone courses for the MS Curriculum and Instruction specialization. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials. This course is not available as an elective to learners outside the MS Curriculum and Instruction specialization. ED5544 and ED5545 must be taken in sequence and during the learner’s final two quarters. Prerequisite(s): ED5544. Cannot be fulfilled by transfer.


Program description: Within the fast-growing field of P–12 education, increase your expertise in curriculum and instruction to improve student achievement. This online master's in education specialization focuses on applying current theory, research, and technology to the design of curriculum and instructional models. You will also learn to use assessment, classroom management, and other techniques to strengthen instruction and reduce achievement gaps. Throughout the program, you will build a professional portfolio to demonstrate your master's-level competencies to current and future employers. People who choose this specialization are often licensed P–12 teachers and other educational professionals interested in improving their classroom instruction or pursuing leadership positions in curriculum instruction and design within P–12 school districts or government agencies.

Program Name: PhD - Curriculum and Instruction
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Statistics for Educational Research I
Course Number ED8122
Credits 4.0

Learners in this course apply statistical analyses appropriate to different research contexts using SPSS, a statistical software package. Learners examine statistical concepts, including descriptive statistics, normal distribution, sampling probability, and sampling distribution and demonstrate different hypothesis testing techniques.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


Advanced Curriculum Mapping: Reflection and Practice
Course Number ED8533
Credits 4.0

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using advanced computer-based curriculum mapping applications.


Advanced Instruction and Assessment: Theory and Practice
Course Number ED8534
Credits 4.0

In this course, learners focus designing advanced instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content-area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies.


Advanced Collaboration for the Improvement of Curriculum and Instruction
Course Number ED8535
Credits 4.0

In this course, learners examine student learning achievement theories and practices and apply them in their own professional settings. Learners also develop collaborative activities focused on improving student learning achievement, including coaching and mentoring, team building, and developing communities of practice. Learners also analyze case studies of current collaborative learning programs to complement the practical experience gained during the course.


Advanced Application of Research for the Improvement of Curriculum and Instruction
Course Number ED8536
Credits 4.0

Learners in this course examine current research as a basis for data-driven decision making and develop advanced research designs that contribute to data-driven decision making at the school or district level.


Advanced Curriculum and Instruction: Program Evaluation
Course Number ED8538
Credits 4.0

Learners in this course develop the skills, knowledge, and attitudes necessary for effective program evaluation. The course focuses on trends, issues, and initiatives related to data-based decision making, which is one of the desired outcomes of program evaluation. Through the process of reflection and practical application, learners become familiar with the integral role program evaluation plays in the improvement of curriculum, instruction, and assessment.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Internship in Curriculum and Instruction I
Course Number ED8540
Credits 2.0

This course is the first of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Internship in Curriculum and Instruction II
Course Number ED8541
Credits 2.0

This is the second of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Doctoral Comprehensive Examination
Course Number ED9919
Credits 4.0

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Assessment and Improvement of Instruction
Course Number ED5501
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.


Standards-Based Curriculum, Instruction, and Assessment
Course Number ED5500
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.


Strategies for Eliminating the Achievement Gap
Course Number ED5504
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.


Emerging Technology and Multimedia for Curriculum and Instruction
Course Number ED7537
Credits 4.0

Through an examination of research and literature, learners discuss current trends and issues related to the impact of technology and multimedia on P–12 student learning. Based on a review of the literature, learners develop course projects that include the design of curriculum, instruction,and assessments enhanced through innovative technology and multimedia applications. This elective is recommended for learners in the Curriculum and Instruction specialization who are interested in integrating instructional technology with curriculum and instruction.


Learning Theory and the Educational Process
Course Number ED7700
Credits 4.0

Learners in this course explore major behaviorist and cognitive learning theories, including social cognitivism and constructivism, and associated concepts such as memory and motivation. Learners then apply these theories and concepts to educational settings.


Educational Philosophy and Change
Course Number ED7701
Credits 4.0

Learners in this course examine the philosophical foundations, ideologies, and theories that have influenced the development of educational philosophy and practices in the U.S. Learners examine, articulate, clarify, and refine basic assumptions and beliefs underlying their personal educational philosophy and practice.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


The Historical and Social Foundations of Education
Course Number ED8111
Credits 4.0

In this course, learners study the historical and social foundations of education to gain an awareness of and a context for its evolving practice. Learners explore the ways educational institutions have emerged and developed, particularly in relation to societal functions and expectations. Learners also develop the knowledge, skills, and points of view needed to understand the evolution of education as a whole and its contributing sociocultural forces


Evaluating the Effectiveness of the Educational Process
Course Number ED7310
Credits 4.0

The focus of this course is on higher education program evaluation. Learners analyze various program evaluation models used to assess the effectiveness of college and university education programs. Learners also design appropriate and effective program evaluation models and use them to conduct an evaluation of a simulated program.


Advanced Qualitative Research Methods
Course Number HS8112
Credits 4.0

In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process


Course Design and Development
Course Number ED7711
Credits 4.0

Learners in this course explore elements of course design that apply to the comprehensive community college. Various models of course (instructional) design and guides for design are included. Course preparation material, instructional techniques, and forms of evaluation constitute the final units of the course.


Teaching and Learning with Diverse Populations
Course Number ED7107
Credits 4.0

In this course, learners explore teaching and learning principles and practices as applied to diverse multicultural populations.


The Governance of Educational Institutions
Course Number ED8812
Credits 4.0


The Future of Teaching and Learning: Issues for the Educational Leader
Course Number ED7818
Credits 4.0

In this course, learners explore and analyze the issues shaping higher education. Learners use futuring methods to examine the ways history, technology, trends, and change affect the future of higher education


Ethnic and Cultural Awareness
Course Number HS5334
Credits 4.0

This Course Is A Survey Of Theories, Research, And Concepts That Highlight The Importance Of Race, Culture, And Ethnicity In Individual And Group Experience. Learners Consider The Effects Of Gender, Social Class, Religion, And Disability On Experience And Evaluate The Role Of The Human Service And Educational Professional In Addressing The Multicultural Needs Of Clients And Colleagues In The Workforce. Learners Also Examine Cross-cultural Issues And Practice Applying A Variety Of Theoretical Approaches And Methodologies To Real-life Scenarios. Learners May Only Earn Credit For Coun5334 Or Cst5334 Or Hs5334 Or Shb5334.


Statistics for Educational Research II
Course Number ED8123
Credits 4.0

Learners In This Course Apply Statistical Analyses Appropriate To Different Research Contexts Using Spss, A Statistical Software Package. Learners Examine Statistical Concepts Including Analysis Of Variance (anova), Analysis Of Covariance (ancova), Correlation, Regression, Chi Square, Factor Analysis, And Post Hoc And Demonstrate Different Hypothesis Testing Techniques.


Program description: Learners in the doctoral Curriculum and Instruction specialization develop and demonstrate the research-based knowledge, skills, and attitudes necessary for effective classroom, building, and district-level leadership in curriculum and instruction. The specialization is designed for teachers and administrators interested in leadership careers as building or district-level administrators, or as teacher-leaders guiding curriculum and instructional improvement initiatives supported by current theory and research in curriculum design, instructional models, and assessment strategies focused on increasing student achievement. Learners participate in course discussions and activities that provide practical experiences and projects that demonstrate innovative and timely theory, research, and practice.

Curriculum Courses at Jones International University

Program Name: MEd in Elementary Curriculum, Instruction, and Assessment
Assessment Strategies to Improve K-12 Learning
Course Number EDU503
Credits 3.0

This Course Introduces The Essential Concepts And Practices Of Educational Assessment. Assessment Information That Drives Decisions About The Classroom Student, The Effectiveness Of The Instructional Program, And The Instructor Is Derived By Studying: Achievement Targets And Assessment Design Test Construction Within The Context Of Validity, Reliability, And Fairness Analysis Of Test Results And Progress Monitoring Assessment Reform And District, State, And National Assessments In The Course Project, Model Assessment Program (map): Planning And Implementing Effective Assessment And Evaluation, Candidates Demonstrate The Ability To Plan And Implement Effective Evaluation Through The Creation Of A Model Assessment Program (map) That Incorporates Technology, Benchmarks, Assessment Targets, And A Scheme For Scoring, Analyzing, And Reporting Assessment Results. The Project Is A Key Assessment For Candidates In The Med In K-12 Instructional Technology Programs And It Is Designed To Demonstrate Mastery Of The International Society For Technology In Education Technology Facilitation Standards.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.



Capstone: The Professional K-12 Teacher
Course Number EDU606
Credits 3.0

This capstone course focuses on using a teacher work sample (TWS) to positively impact the teaching of K-12 learners. It integrates previous coursework, synthesis of theories, and application of skills and strategies to demonstrate mastery of educational effectiveness. The course project, Teacher Work Sample: Impacting K-12 Student Learning, is designed to document your use of evidence-based practices to positively impact the teaching of K-12 learners.


Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Program description: Developed for licensed educators, the MEd in Elementary Curriculum, Instruction and Assessment prepares educators seeking to
advance their professional careers. Currently licensed educators find coursework, including capstone courses, designed to
augment their professional knowledge, skills and aptitude.
The MEd in Elementary Curriculum, Instruction and Assessment aligns with the Association for Childhood Education International
(ACEI), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional
standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a stateapproved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of
preparation is an important step toward achieving educator licensure or certification.

Program Name: MEd in Elementary Curriculum, Instruction, and Assessment: Teacher Licensure
Student Teaching I: Elementary Licensure
Course Number EDU613
Credits 3.0

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–6 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Utilize Effective Classroom Management And Student Engagement Strategies, (4) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (5) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Four Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-6 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Developing An Instructional Plan For A Student That Involves Reviewing The Unique Learning Needs Of A Student And Creating A Plan For Instruction Based On Those Needs. Reflective Essays That Involve Synthesizing Learning Experiences From Student Teaching Into A Written Document. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu613: 1. Complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) Jiu.) 2. Complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538: K-12 Teaching: Legal And Societal Contexts. 3. Possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4. Complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5. Submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In ...show more »


Student Teaching II: Elementary Licensure
Course Number EDU614
Credits 3.0

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–6 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 613 Must Be Successfully Completed Before Registering For Edu 614. Edu 614 Must Be Taken In Consecutive Sequence With Edu 613. Student Support Counselor Permission Required For Registration Of Edu 614.


Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Assessment Strategies to Improve K-12 Learning
Course Number EDU503
Credits 3.0

This Course Introduces The Essential Concepts And Practices Of Educational Assessment. Assessment Information That Drives Decisions About The Classroom Student, The Effectiveness Of The Instructional Program, And The Instructor Is Derived By Studying: Achievement Targets And Assessment Design Test Construction Within The Context Of Validity, Reliability, And Fairness Analysis Of Test Results And Progress Monitoring Assessment Reform And District, State, And National Assessments In The Course Project, Model Assessment Program (map): Planning And Implementing Effective Assessment And Evaluation, Candidates Demonstrate The Ability To Plan And Implement Effective Evaluation Through The Creation Of A Model Assessment Program (map) That Incorporates Technology, Benchmarks, Assessment Targets, And A Scheme For Scoring, Analyzing, And Reporting Assessment Results. The Project Is A Key Assessment For Candidates In The Med In K-12 Instructional Technology Programs And It Is Designed To Demonstrate Mastery Of The International Society For Technology In Education Technology Facilitation Standards.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.



Teaching & Administering in Colorado & the States
Course Number EDU600
Credits 3.0

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.


Program description: Developed for educators who are interested in pursuing licensure or certification as a teacher, the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure degree program prepares educators seeking to advance their professional careers. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

Program Name: MEd in Secondary Curriculum, Instruction, and Assessment
Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Assessment Strategies to Improve K-12 Learning
Course Number EDU503
Credits 3.0

This Course Introduces The Essential Concepts And Practices Of Educational Assessment. Assessment Information That Drives Decisions About The Classroom Student, The Effectiveness Of The Instructional Program, And The Instructor Is Derived By Studying: Achievement Targets And Assessment Design Test Construction Within The Context Of Validity, Reliability, And Fairness Analysis Of Test Results And Progress Monitoring Assessment Reform And District, State, And National Assessments In The Course Project, Model Assessment Program (map): Planning And Implementing Effective Assessment And Evaluation, Candidates Demonstrate The Ability To Plan And Implement Effective Evaluation Through The Creation Of A Model Assessment Program (map) That Incorporates Technology, Benchmarks, Assessment Targets, And A Scheme For Scoring, Analyzing, And Reporting Assessment Results. The Project Is A Key Assessment For Candidates In The Med In K-12 Instructional Technology Programs And It Is Designed To Demonstrate Mastery Of The International Society For Technology In Education Technology Facilitation Standards.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.



Capstone: The Professional K-12 Teacher
Course Number EDU606
Credits 3.0

This capstone course focuses on using a teacher work sample (TWS) to positively impact the teaching of K-12 learners. It integrates previous coursework, synthesis of theories, and application of skills and strategies to demonstrate mastery of educational effectiveness. The course project, Teacher Work Sample: Impacting K-12 Student Learning, is designed to document your use of evidence-based practices to positively impact the teaching of K-12 learners.


Program description: Developed for licensed educators, the MEd in Secondary Curriculum, Instruction and Assessment prepares educators seeking to advance their professional careers. Currently licensed educators find coursework, including capstone courses, designed to augment their professional knowledge, skills and aptitude.

Program Name: MEd in Secondary Curriculum, Instruction, and Assessment: Teacher Licensure
Orientation - Successful Online Learning
Course Number JIU101

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.


Educational Theory Into Practice
Course Number EDU500
Credits 27.0

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.


Assessment Strategies to Improve K-12 Learning
Course Number EDU503
Credits 3.0

This Course Introduces The Essential Concepts And Practices Of Educational Assessment. Assessment Information That Drives Decisions About The Classroom Student, The Effectiveness Of The Instructional Program, And The Instructor Is Derived By Studying: Achievement Targets And Assessment Design Test Construction Within The Context Of Validity, Reliability, And Fairness Analysis Of Test Results And Progress Monitoring Assessment Reform And District, State, And National Assessments In The Course Project, Model Assessment Program (map): Planning And Implementing Effective Assessment And Evaluation, Candidates Demonstrate The Ability To Plan And Implement Effective Evaluation Through The Creation Of A Model Assessment Program (map) That Incorporates Technology, Benchmarks, Assessment Targets, And A Scheme For Scoring, Analyzing, And Reporting Assessment Results. The Project Is A Key Assessment For Candidates In The Med In K-12 Instructional Technology Programs And It Is Designed To Demonstrate Mastery Of The International Society For Technology In Education Technology Facilitation Standards.


Teaching for Mathematics Comprehension
Course Number EDU518
Credits 3.0

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


K-12 Students Using Technology
Course Number EDU521
Credits 3.0

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.


K-12 Classroom and Instructional Management
Course Number EDU523
Credits 3.0

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.


Exceptional Needs in Inclusive Classrooms
Course Number EDU524
Credits 3.0

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.


Literacy I
Course Number EDU527
Credits 3.0

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.


Literacy II
Course Number EDU528
Credits 3.0

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.



Teaching & Administering in Colorado & the States
Course Number EDU600
Credits 3.0

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.


Student Teaching: Classroom Practicum I
Course Number EDU605A
Credits 3.0

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »


Student Teaching: Classroom Practicum II
Course Number EDU605B
Credits 3.0

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.


Program description: Developed for educators who are interested in pursuing licensure or certification as a teacher, the MEd in Secondary Curriculum, Instruction and Assessment: Teacher Licensure degree program prepares educators seeking to advance their professional careers. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

Curriculum Courses at Western New England College

Program Name: Master of Education in Curriculum
Educational Research
Course Number ED 510
Credits 3.0

This course provides an overview of the salient aspects of educational research. The techniques of conceptualizing and conducting qualitative and quantitative research methodologies will be treated. Students will examine the strengths and weaknesses of different methodologies used in research. A main focus of the course is to help students read, understand, critique, and use published reports of research to design and present an original research project relevant to the student’s field. Students will be assessed on collaborative participation measures, examinations, and individual research projects.


Assessment: Theories, Strategies, and Design
Course Number ED 515
Credits 3.0

This course is designed to provide in-service teachers with learning theories (constructivism, learning styles, multiple intelligences, and brain-compatible learning) as a foundation for broadening their classroom assessment repertoire. Authentic models of assessment will be compared to more traditional formats, and rubric design will be explored. Current issues in assessment will also be a focus of study and discussion in this class.


Principles of Differentiating Instruction
Credits 3.0

After defining the concept of differentiation, this course will focus on developing a model for differentiating instruction. Students will identify reasons for differentiating instruction, examine which aspects of curriculum should be differentiated, and develop criteria for determining fairness and effectiveness of differentiated instruction for all learners.


Contemporary Learning Theory
Credits 3.0

This course is designed to engage students in studying learning theory as a foundation for understanding the teaching/learning process. Contemporary theory including: constructivism, learning styles, multiple intelligences, and brain-compatible learning, as well as more traditional theory such as behaviorism will be examined.


Mentoring and Professional Development
Credits 3.0

The purpose of this course is to examine approaches to mentoring and other forms of professional development that are utilized in educational organizations. Students will learn techniques of clinical supervision (data collection, constructive feedback…), strategies for initiating and sustaining a mentoring relationship, and other skills that support induction to the profession of teaching. Students will also explore effective resources and approaches for supporting and furthering the professional development of experienced educators.


Multicultural Education
Credits 3.0

This course is designed to engage students in exploring the philosophical, historical, and theoretical foundations of multicultural/ multilingual teaching and learning. Students will learn to develop curriculum and other instructional strategies that are responsive to racial, cultural, linguistic, and social class differences and that facilitate learning for all learners. Coursework will also investigate and apply a social justice perspective to the teaching/learning process.


Program description: The online Master of Education in Curriculum and Instruction is offered through our widely respected School of Arts and Sciences. The hallmark of the Western New England College experience is an unwavering focus on and attention to each student’s academic and personal development. Faculty, dedicated to excellence in teaching and research, and often nationally recognized in their fields, teach in an environment of warmth and personal concern where small classes predominate both on-campus and online.

Curriculum Courses at Abilene Christian University

Program Name: Master of Education in Curriculum and Instruction
Mediation and Negotiation
Course Number CONR 605
Credits 6.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.


Implementing Continuous School Improvement
Course Number EDUC 683
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Applies a framework for continuous improvement that provides a quality teaching and learning environment.


Learning Challenge
Course Number EDUC 684
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.


Reframing Learning
Course Number EDUC 686
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.


Learning Environment
Course Number EDUC 688
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.


Managing Data
Course Number EDUC 687
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.


Capstone
Course Number EDUC 661
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.


Confict in the Schools
Course Number CONR 615
Credits 3.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Provides a basic understanding of the nature and management of conflict in schools. Students will learn to identify and deal with conflict through appropriate strategies, processes, and interpersonal skills.


Confict Theory
Course Number CONR 601
Credits 3.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Designed to prepare professionals for the field of conflict resolution. Provides advanced opportunities to analyze case studies, critique basic assumptions of conflict theories, and role-play appropriate behavior in conflict scenarios.


Learning Barriers
Course Number EDUC 621
More Info http://www.acu.edu/catalog/2009_10/courses/educ.html

Prepares students to investigate institutional forces that inhibit constructive school improvement and explore alternatives including curricular approaches addressing literacy, learning communities, and emotional intelligence.


Integrating Technology
Course Number EDUC 622
More Info http://www.acu.edu/catalog/2009_10/courses/educ.html

An overview of integrating technology into learning environments. The focus is on meaningful student learning and preparing educators to examine and reflect on alternative ways to plan, organize and implement technology to provide effective learning experiences for students.


Program description: Abilene Christian University's Master of Education in Curriculum and Instruction is a faith-based, online program that prepares you to supervise instruction and support personnel at the school building, facility or staff level. This program is designed for practicing classroom teachers like you who seek additional training in working on instructional design. The degree could also benefit you by fulfilling district requirements to earn a graduate degree for continued employment.

Program Name: Master of Education in Curriculum and Instruction - Leadership of Digital Learning
Mediation and Negotiation
Course Number CONR 605
Credits 6.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.


Implementing Continuous School Improvement
Course Number EDUC 683
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Applies a framework for continuous improvement that provides a quality teaching and learning environment.


Learning Challenge
Course Number EDUC 684
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.


Reframing Learning
Course Number EDUC 686
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.


Learning Environment
Course Number EDUC 688
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.


Managing Data
Course Number EDUC 687
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.


Capstone
Course Number EDUC 661
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.


Leading Continuous Improvement of Digital Learning
Course Number EDUC 651
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

rotating basis. Current leadership theory and practice of leading change in school systems brought on by the digital revolution and its accompanying social transformation. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.


Leading Evolving Digital Learning Systems
Course Number EDUC 652
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

rotating basis. Analysis and investigation of the theories of disruptive innovation in leading continous school transformation. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.


Leading IT Innovation in Education: Problem Analysis
Course Number IT 651
Credits 3.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and mediation. Topics include analysis of conflict, negotiation and mediation planning, effective negotiation and mediation skills and process, impasse resolution, and agreement documentation. Emphasis on skill development and strategic approach to creating opportunity for agreement.


Leading IT Innovation in Education: Solution Analysis
Course Number IT 652
Credits 3.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

rotating basis. Systemic solution evaluation, design, and development associated with integrating emerging innovations in education. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.


Program description: Abilene Christian University's Master of Education in Curriculum and Instruction with a specialization in Leadership of Digital Learning is a faith based, online program that prepares you to be a leader with digital savvy and lead change amid the anxiety, complexity and potential of transforming education to the new digital learning environment.

Program Name: Master of Education in Curriculum and Instruction - Special Education
Mediation and Negotiation
Course Number CONR 605
Credits 6.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.


Implementing Continuous School Improvement
Course Number EDUC 683
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Applies a framework for continuous improvement that provides a quality teaching and learning environment.


Learning Challenge
Course Number EDUC 684
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.


Reframing Learning
Course Number EDUC 686
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.


Learning Environment
Course Number EDUC 688
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.


Managing Data
Course Number EDUC 687
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.


Capstone
Course Number EDUC 661
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.


Teaching Students with High Incidence Disabilities
Course Number SPED 577
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

A Survey Of Teaching Children And Adolescents With Learning Disabilities. Same As Read 577. Prerequisite: Sped 571.


Emotional and Behavioral Disorders in Children
Course Number SPED 674
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

A study of social and emotional deviance in children including intervention and prevention strategies. Same as PSYC 574.


Teaching Students with Low Incidence Disabilities
Course Number SPED 681
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

Students will examine the instructional needs of children and adolescents with low incidence disabilities including adapted and modified instruction, community integration, and transition planning. 25 hours of field experiences are included. Prerequisite: admission to Graduate Studies in Education Program.


Assessment in Special Education
Course Number SPED 684
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

Equips the prospective special education professional with knowledge and skill in assessing the strengths and needs of students with disabilities.


Program description: Abilene Christian University's Master of Education in Curriculum and Instruction with a specialization in Special Education is a faith-based, online program that focuses on the design and delivery of teaching and other educational services to children or adults with special learning needs or disabilities. The program can also prepare you to function as a special education teacher. This online graduate degree includes instruction in diagnosing learning disabilities, developing individual education plans, teaching and supervising special education students, special education counseling, and applicable laws and policies.

Curriculum Courses at Grand Canyon University

Program Name: M.Ed.: Curriculum and Instruction: Reading - Elementary Education (No IR, No Cert.)
Foundational Theory and Research
Course Number RDG 530
Credits 4.0

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards


Children and Young Adult Literature
Course Number RDG 585
Credits 4.0

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting


Developmental Learning and Assessments
Course Number RDG 522
Credits 4.0

This course combines a study of learning (including both cognitive and behavioral perspectives), human development (childhood through adolescence), and assessment (traditional and performance, teacher-made and standardized). Course participants apply course information practically to reading assessment and instruction


Corrective Reading Assessment
Course Number RDG 511
Credits 4.0

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process


Instructional Leadership/Literacy Coaching
Course Number RDG 523
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school


Reading and Writing: Elementary
Course Number RDG 512
Credits 4.0

This course is designed for students to acquire foundational knowledge related to elementary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge is then practically used as students investigate the assessment of elementary reading and writing problems


Reading in the Content Areas: Elementary
Course Number RDG 514
Credits 4.0

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every elementary content area


Elementary Practicum
Course Number RDG 581
Credits 4.0

This course provides an in-depth study of the International Reading Association (IRA) Standards by examining research-based approaches linking assessment and instruction for elementary teachers. Teachers learn to use a wide range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, instruction, and assessment. Students develop individual case studies


Program description: The Master of Education (M.Ed.) in Curriculum and Instruction: Reading with an Emphasis in Elementary
Education (Not Eligible for Institutional Recommendation) program is designed for educators who wish to
apply theory and educational best practices to the delivery of curriculum, instruction, and assessment in order to
improve the reading abilities of their students. The format and courses of this regionally accredited program are
tailored to meet the needs of the adult learner and to maximize strengths that students already possess. Courses
are taught by experts in their respective fields who share knowledge and experience in areas of curriculum and
instruction, cognition, emergent literature, linguistics, phonics, and developmental and corrective reading
processes. Opportunities are provided to apply concepts, theories, and research throughout the program.
Assignments within each course guide students through observational and practice-based experiences. Students
must have access to a K-8 classroom to complete the practicum course and program assignments. Graduates of
this program are prepared to become informed educators who meet the reading needs of schools and student
populations. Educators must hold a current teaching certificate or have K-8 teaching experience.

Program Name: M.Ed.: Curriculum and Instruction: Reading - Secondary Education (No IR, No Cert.)
Reading and Writing: Secondary
Course Number RDG 513
Credits 4.0

This course helps students to acquire foundational knowledge related to secondary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge will be practically used as students investigate the assessment of secondary reading and writing problems. This course meets the following International Reading Association (IRA) Standards: 1.1, 1.3, 2, 2.2, 2.3, 3, 3.1, 3.2, 3.4, and 5.


Reading in the Content Areas: Secondary
Course Number RDG 517
Credits 4.0

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every secondary content area. This course meets the following International Reading Association (IRA) Standards: 1.1, 2.2, 2.3, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, and 5.4.


Secondary Practicum
Course Number RDG 586
Credits 4.0

This Course Provides An In-depth Study Of The International Reading Association (ira) Standards By Examining Researchbased Approaches Linking Assessment And Instruction For Secondary Teachers. Teachers Learn To Use A Wide Range Of Formal And Informal Assessment Tools And Methods To Diagnose And Assess Reading And Writing Development, Instruction, And Assessment. Students Develop Individual Case Studies. This Course Meets The Following Ira Standards: 1.3, 1.4, 2.2, 3.1, 3.2, And 3.4.


Foundational Theory and Research
Course Number RDG 530
Credits 4.0

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards


Children and Young Adult Literature
Course Number RDG 585
Credits 4.0

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting


Corrective Reading Assessment
Course Number RDG 511
Credits 4.0

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process


Instructional Leadership/Literacy Coaching
Course Number RDG 523
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school


Program description: Master of Education in Curriculum and Instruction:
Reading with an Emphasis in Secondary Education
(Not Eligible for Institutional Recommendation)
Program Description
The Master of Education (M.Ed.) in Curriculum and Instruction: Reading with an Emphasis in Secondary
Education (Not Eligible for Institutional Recommendation) program is designed for educators who wish to
apply theory and educational best practices to the delivery of curriculum, instructions, and assessment in order
to improve the reading abilities of their students. The format and courses of this regionally accredited program
are tailored to meet the needs of the adult learner and to maximize strengths that the student already possesses.
Courses are taught by experts in their respective fields who share knowledge and experience in areas of
curriculum and instruction, cognition, emergent literature, linguistics, phonics, and developmental and
corrective reading processes. Opportunities are provided to apply concepts, theories, and research throughout
the program. Assignments within each course guide students through observational and practice-based
experiences. Students must have access to a 7-12 classroom to complete the practicum course and program
assignments. Graduates of this program are prepared to become informed educators who meet the reading needs
of schools and student populations. The educator must hold a current teaching certificate or have 7-12th grade
teaching experience.

Program Name: MED in Curriculum and Instruction: Technology (No IR, No Cert.)
Technology Foundations in Education
Course Number TEC 511
Credits 4.0

This course introduces learners to NETS standards for students and teachers; digital citizenship and responsibility; legal and ethical use guidelines; and transitioning instruction to integrate technology. This course also addresses portfolio use professionally and with students. Technology dispositions, expectations, and guidelines are emphasized for being a 21st century educator.


Strategies and Integration of Productivity Software
Course Number TEC 537
Credits 4.0

Emphasis of this class is placed on the sophisticated integration of software into teaching. Subjects include utilizing advanced word processing and database applications in the classroom, publishing software as teaching tools for interactive learning, and using Web freeware as a viable alternative in schools. This course encompasses the development of a final project that incorporates different technology uses.


Learning in the Digital Age
Course Number TEC 538
Credits 4.0

The focus of this course is to provide learners with instructional strategies using theories of brain compatible learning, multiple intelligences, emotional IQ, personality profiles to match learning styles and basic exploration of how to integrate instruction and curriculum with these theories, and the use of current technologies.


Digital Media in Education
Course Number TEC 539
Credits 4.0

In this course, students examine steps for planning, creating, and managing digital stories and presentations using software and tools for a variety of platforms. Attention is given to the use of digital Web software, use of media forms, and slideshows for instruction. Student activities tied to academic content standards and legal and ethical issues of displaying information on the Web are addressed.


Development and Design of Media in Educational Settings
Course Number TEC 542
Credits 4.0

Course participants apply an understanding of design principles in visual communication theory. They incorporate multiple intelligences and constructivist theories into an interactive environment. Attention is given to manipulation of images, social networking, podcasting, the use of digital cameras in the classroom, and integrating Web and print design into instruction.


Multimedia Instructional Strategies
Course Number TEC 551
Credits 4.0

This course focuses on the effective use of multimedia in classroom instruction. Participants learn to select and evaluate appropriate multimedia resources, and correlate instruction to multimedia resources. This course addresses curriculum mapping and using backward design to unwrap the NETS standards.


Assessment and Technology
Course Number TEC 546
Credits 4.0

Participants explore various technology-based assessment tools used for formative and summative assessments. Students use tools to make data-driven decisions to drive curriculum and differentiate instruction. The content of this course includes use of digital media for progress monitoring or as assessment tools and creating and using alternative assessments.


Distance Learning in Educatio
Course Number TEC 571
Credits 4.0

The purpose of this course is to expand students' knowledge of lesson preparation and activities, as well as basic curriculum development and design principles, for distance education. The course explores distance education including history, theories, and practical applications. A variety of online facilitation techniques are explored in this course.


Internship
Course Number COM497
Credits 3.0

An opportunity for students to practice principles learned in their functional area by working in an outside organization under the supervision of a practitioner. Prerequisites: Senior status, admission to Communications program, and instructor’s approval.


Program description: This program is designed for educators who wish to learn to use technology to improve the success of their students. The format and courses of the regionally accredited program are tailored to meet the needs of the adult learner and to maximize strengths that the student already possesses. Courses are taught by experts in their respective fields who share knowledge and experience in areas of curriculum and instruction, educational applications of technology, interactive design for the classroom and distance learning. Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within each course guides students through observational and practice based experiences. Students must have access to a K-12 classroom to complete the practicum and program assignments. Graduates of this program are prepared to become informed educators who meet the technological needs of schools and student populations. Educator must hold a current Teaching Certificate or have K-12 experience.

Curriculum Courses by State & City

Top 20 US Curriculum Schools (campus and online)

University of Pennsylvania
Total Programs 188
Number of Subjects 140
Rank in USA 5th
University of Southern California
Total Programs 251
Number of Subjects 166
Rank in USA 10th
New York University
Total Programs 204
Number of Subjects 146
Rank in USA 13th
University of Virginia-Main Campus
Total Programs 106
Number of Subjects 103
Rank in USA 16th
Vanderbilt University
Total Programs 144
Number of Subjects 81
Rank in USA 17th
The University of Texas at Austin
Total Programs 169
Number of Subjects 141
Rank in USA 18th
Johns Hopkins University
Total Programs 178
Number of Subjects 136
Rank in USA 19th
University of North Carolina at Chapel Hill
Total Programs 148
Number of Subjects 126
Rank in USA 20th
University of Wisconsin-Madison
Total Programs 215
Number of Subjects 164
Rank in USA 23rd
University of Washington-Seattle Campus
Total Programs 243
Number of Subjects 168
Rank in USA 26th
Boston College
Total Programs 112
Number of Subjects 94
Rank in USA 29th
University of Minnesota-Twin Cities
Total Programs 279
Number of Subjects 183
Rank in USA 31st
Boston University
Total Programs 6
Number of Subjects 124
Rank in USA 32nd
Texas A & M University
Total Programs 167
Number of Subjects 135
Rank in USA 36th
College of William and Mary
Total Programs 59
Number of Subjects 71
Rank in USA 39th
Michigan State University
Total Programs 220
Number of Subjects 164
Rank in USA 45th
George Washington University
Total Programs 194
Number of Subjects 171
Rank in USA 52nd
Northeastern University
Total Programs 10
Number of Subjects 126
Rank in USA 56th
Indiana University-Bloomington
Total Programs 162
Number of Subjects 121
Rank in USA 59th
Virginia Polytechnic Institute and State University
Total Programs 120
Number of Subjects 107
Rank in USA 61st