600

This course focuses on understanding the purposes and design of qualitative and quantitative research with a special emphasis placed on action research. Candidates will develop the ability to read, analyze, and evaluate both qualitative and quantitative research studies. In addition, candidates will develop the ability to distinguish between inferential and descriptive statistics and demonstrate an understanding of basic statistical terms. Methods of data collection and analysis used for action research will also be explored.

This course emphasizes the need for teachers to be experts in their subject area and to be able to use best practices to communicate that information. Candidates focus on increased knowledge of their teaching content area and on professional skills which will increase student learning and close the achievement gap. The course requires candidates to review standards related to their teaching area and align them to the curriculum. In addition, candidates will develop the ability to identify a clear research question for action research and to write a comprehensive review of the literature as a means to become skilled practitioners. Prerequisite: EDUE-602.

This course focuses on developing instructional units that will meet the needs of diverse learners using the principles of depth of knowledge, standards, and backward design. Candidates will learn how to read, analyze, and identify student achievement needs from data, standards and school improvement plans as well as investigate diversity and developmental needs that impact learning. In addition, candidates will design clear curriculum objectives and learning targets, assessment instruments, and instructional strategies based upon needs and standards. Prerequisite: EDUE-605.

The purpose of this course is to teach practitioners how to analyze, interpret, and report data from action research. Additional topics include analyzing the implications of the data, revising the curriculum based upon student achievement data, preparing an abstract of a study, and preparing an article, conference presentation, or professional development to effectively communicate results to various audiences. Prerequisite: EDUE-608.

This course examines educational trends, themes, and philosophies thorough select periods of American history that have impacted present day curriculum. Included is a study of national and state educational reform acts as well as current social and educational issues that have altered education. Throughout the course, students must demonstrate an understanding of teacher dispositions, national, state and local standards, and be able to analyze and evaluate data on the status of student achievement. Prerequisite: EDUE-622.

This course is designed to provide teachers with foundational knowledge that will enable them to take teacher leadership roles within schools. Topics include communication strategies, learning styles, educational models for planned change, and best practices in educational training. Specific skills in developing a professional learning community, leading study groups, and conducting professional development workshops will also be addressed. In addition, candidates will learn how to use aggregated and disaggregated data to make decisions that lead to improved student learning and develop plans for change within their schools.

The Directed Field Project is the culminating project of the Rank I Program and consists of an action research project designed and implemented within at least one classroom. Based upon the data collected, students will revise the curriculum to demonstrate the ability to implement data-driven instruction. The purpose of the course is to help teachers be aware of and document the impact of their performance on student achievement. Throughout the development of the project, students must demonstrate an understanding of state and national teacher standards, state and national curriculum standards, state initiatives, the IWU conceptual framework and dispositions, best practices in their certificated area, and research in related professional skills and subject content knowledge.

The Directed Field Project is the culminating project of the Rank I Program and consists of an action research project designed and implemented within at least one classroom. Based upon the data collected, students will revise the curriculum to demonstrate the ability to implement data-driven instruction. The purpose of the course is to help teachers be aware of and document the impact of their performance on student achievement. Throughout the development of the project, students must demonstrate an understanding of state and national teacher standards, state and national curriculum standards, state initiatives, the IWU conceptual framework and dispositions, best practices in their certificated area, and research in related professional skills and subject content knowledge.

This course is a continuation of EDUE-617A.

This course is a continuation of EDUE-617B.

This course focuses on the various approaches to mentoring and coaching teachers in the K-12 classrooms. Differences between supervision, mentoring, and coaching will be explored as well as when to use directive, collaborative, or coaching approaches. In addition, the supervision cycle will be addressed. This course has a practicum to give candidates experience in mentoring and coaching.

This course explores research-based reading and writing strategies that K - 12 teachers can use to help students interact meaningfully with text. A primary focus is how reading and writing complement each other while supporting content-based inquiry.

This course explores research-based strategies that will help the low-performing reader, grades 2 -12 develop reading and writing skills. The focus is on the scientific research of literacy and how to translate this into classroom practice. Topics include assessment, phonemes, phonemic awareness, language structure, and metacognitive approaches to instruction to remediate weak literacy skills.

This is an advanced course that helps practitioners teach the writing process, the elements of good writing, and the different forms of writing. The writer's workshop, writing for publications, tying grammar instruction to writing, and using graphic organizers to develop the types of paragraphs are some of the topics explored. In addition, assessment and evaluation of writing will be discussed.

This course focuses on the practical implementation of reading research in the elementary classroom, K-6. The stages of reading development will provide the framework for understanding the instructional needs of students at each level. Practitioners will evaluate materials and curriculum on the basis of research and adapt strategies to produce independent readers at every grade level.

This course, based on the curriculum developed by Will Schmid, will introduce students to the basics of African and Caribbean drumming, xylophone playing, and singing. The course will present strategies on how to implement and teach a world music drumming curriculum in the K-12 school program, or other venues such as church or community programs. The course will include large group instruction, small group interaction, guided micro-teaching/leading, ensemble creation, improvisation and performance. No prior knowledge in drumming is assumed.

This course requires participants to examine dozens of mythological stories from modern and ancient cultures by utilizing several learning perspectives. Literary merit, coupled with cultural sensitivity, is contextualized to both the origination and archetypal meaning of mythological texts. The use of specific, myth-based language forms and linguistic conversations is analyzed across academic disciplines to determine the pervasiveness of mythological influences on societal norms and communication.

This course provides teachers with the tools to implement scientifically research-based reading instruction in the classroom. It addresses the elements recommended by the National Reading Panel, helping teachers become proficient in teaching phonemes, a phoneme-based phonics, and the other critical elements for proficient reading. This advanced course prepares teachers to effectively teach these concepts to beginning readers in grades K-5 and low-performing readers in grades K-12. It also prepares instructional leaders to mentor practitioners in implementing these strategies.

This course forces students to use modern technology when investigating primary source documents for evidence of historical dissonance. Students must select an area of civic dissonance to research regarding stated American ideals and evidence of actual American practices. Finding and evaluating patterns in the historical past regarding similar dissonance should shed light on current civic activities found today in the United States. Students will extend their content knowledge of the democratic foundations of American civic society and display extensive critical thinking when drawing reasonable conclusions on a contemporary historical issue. It is expected that an article of these conclusions will be submitted to a reputable journal as a gesture of the students' civic responsibility to contribute to the development of their field.

This course requires participants to use Internet "blogs" and other more traditional documents to teach secondary school students how to research a historical topic. Participants will create a unit on one topic from their history curriculum, including an annotated webliology of blogs (appropriate for middle and/or high school students) and links to well-accepted primary and secondary source documents as a way to increase student interest in factual verification of information. Emphasis is placed on teaching students to think critically and to discern patterns, themes, and/or connections between historical information sources when analyzing print and non-print media.

This course is designed to explore instructional theory and assessment practices as related to mathematics in middle and secondary schools as well as the development of thematic units. Emphasis is placed on assessment-driven instruction. The course focuses on all aspects of an effective mathematics classroom including the first day of school, developing classroom rules, classroom management, developing an educational environment conducive to learning, and designing lessons that target students' active participation.

This course will address issues of ethics as related to music teaching in such areas as copyright law, concept programming, budgeting, curriculum planning, and administration of school music programs. Strategies for advocacy will be included with regard to promoting, and maintaining public/private school music programs.

This course is designed for the music educator. The purpose of this class is to develop skills in using technology to better enhance both teaching students and administrating the music classroom. Students will also be able to incorporate a variety of computer-assisted teaching and learning tools into their music curricula. They will examine and evaluate multimedia and computer-assisted-instruction lessons. The internet will be examined as a tool for music instruction including the creation of a music education web site. Students will learn to make critical judgments about the appropriateness of selected music hardware and software for particular educational applications. Students will also use software that could enhance communication to parents as well as organize their future classrooms. Music notation software will be explored in detail. As a Christian educator, it is our duty and responsibility to develop our God-given talents and skills to the fullest potential. It is the desire of the instructor to have the students find how technology can best enhance the craft of music, as well as education.

This laboratory oriented course is an examination of techniques presently being used to study genetics, cell biology and molecular biology. Special emphasis will focus on areas of study useful in secondary school laboratory investigation.

This field course is an intensive study of the diversity of flora and fauna found in natural regions of the Midwest. Opportunity to view natural areas first hand and experience representative regions is an essential part of the field experience. Discussion, interview, journaling and various field activities will enhance the learning of the region's biodiversity.

This course is an overview of the five stages of language development of the English Language Learner (ELL). It examines language, culture, instruction, assessment, and professional development through the lens of these five stages. Candidates will explore ways to design a classroom environment, instructional strategies, and assessment tools that support these students. In addition, they will develop a plan to enhance their own professional growth in ELL.

A course designed to provide in-depth knowledge and training through critical analyses of current research and trends in the assessment of student learning and application of new knowledge and skills in expanding teachers' knowledge, skills, and dispositions in assessing the learning of K-12 students. The spiritual growth of the participants and their mentoring the spiritual growth of their students are important course elements.

Participants in this course conduct in-depth analyses of current research, theory, and practice in the area performance-based assessment with special emphasis on the portfolio model and apply their new knowledge through mentoring teachers in portfolio development skills. The spiritual growth of the participants and their mentoring the spiritual growth of their students are important course elements.

A course designed to provide in-depth knowledge and training through critical analyses of current research and trends in facilitating P-12 student learning and application of new knowledge and skills in expanding teachers' knowledge, skills, and dispositions in assisting the learning of P-12 students. The spiritual growth of the participants and their mentoring the spiritual growth of their students are important course elements.

A course designed to provide in-depth knowledge and training for professors of methods of teaching science, social studies and mathematics for elementary teachers through critical analyses of relevant and current research, theory, and trends and the application of this new knowledge and skills in the professional development of elementary school teachers. The spiritual growth of the participants and their mentoring the spiritual growth of teachers are important course elements.

A course designed to provide in-depth knowledge and training for professors of reading through critical analyses of current research, theory, and trends in the teaching of reading, and application of this new knowledge and skills through the professional development of teachers of reading. The spiritual growth of the participants and their mentoring the spiritual growth of their students are important course elements.

This course is designed to provide in-depth knowledge and training through the critical analyses of current research and International Reading Association guidelines in the diagnosis, assessment, and evaluation of reading problems for those involved in remediation. Training in prescriptive instructional strategies, curriculum materials, practice in administering informal assessments, diagnostic report writing, and professional development activities are emphasized. The spiritual growth of the participants and their development in facilitating the spiritual growth of teachers are important course elements.