Investigates a range of theoretical and pedagogical practices for the early childhood learning environment that focus on child-centered practices which are inclusive, compassionate, responsive, and developmentally appropriate for all children from three to eight years of age. Students will design a portfolio of curricula that includes learning experience plans, classroom designs, and methods for partnering and communicating with families and caregivers.

Focuses on preparing graduate level ELEM and ECHE pre-service teachers to shelter academic content and English language instruction for ELLs. Topics include salient differences among ELLs; language structure; second language acquisition; and effective practices based on the SEI model. Students will learn to differentiate instruction for ELLs at different English proficiency levels, focusing on English Language arts, literacy skills, and academic vocabulary in various content areas.

Focuses on preparing graduate level Middle and Secondary pre-service teachers to shelter academic content and English language for ELLs. Topics include salient differences among ELLs; language structure; second language acquisition; and effective practices based on the SEI model. Students will learn to differentiate instruction for ELLs at different English proficiency levels, focusing on language and literacy skills, and academic vocabulary in relevant content areas.

Acquaints each student with the contemporary setting of public schools. In this pre-practicum, students will be expected to be in a classroom for 48 hours. This will be the first experience in the schools for each education student. The on-campus component includes five seminar sessions. Students may be waived from hours in the school setting if appropriate documentation is provided but not from the seminars.

Requires that pre-service teachers will assume a broader variety of instructional responsibilities in an early childhood/elementary classroom. Students will be expected to be in a classroom for 48 hours. The on-campus component includes four seminar sessions.

Requires that pre-service teachers will assume a broader variety of instructional responsibilities in a middle school/secondary classroom. Students will be expected to be in a classroom for 48 hours. The on-campus component includes four seminar sessions.

Introduces values, laws and principles underlying special education, including the rights of parents/guardians. Identifies the role of general educators in securing supports and services for individual students, and in developing and implementing IEPs. Highlights strength-based assessment, peer supports, assistive technology, Universal Design for Learning (UDL), promoting social competence, and collaboration with families, para educators, special educators, and clinicians.

Provides the culminating field experience for teacher licensure. Students spend five full days per week in a school classroom. In the role of classroom teacher, the practicum student works with individual children, teaches both small and large group lessons, plans and implements several units of instruction, and carries out a variety of other responsibilities.

Examines topics relevant to education. Emphasis is on education content appropriate and relevant for Elementary, Middle and/or Secondary school teachers. Not open to undergraduate students.

Provides the culminating field experience for teacher licensure. Students spend five half days per week in a school classroom. In the role of classroom teacher, students work with individual children. This half-practicum is designed to be used on very rare occasions when a student needs to do a practicum over a two-semester period of time. Student will register for 3-4 credits one semester and 3-5 credits the second semester. This course will be graded on a pass/fail basis.

Examines effective strategies to support middle and secondary students' ability to use language to learn. In addition to reading and writing text, alternative modes of demonstrating learning will be explored. Technology will be included through e-mail assignments among other resources. Reflection and professional growth are concurrent goals.

Emphasizes an integrated, constructivist approach to teaching the language arts based on cognitive, psycholinguistic, and sociolinquistic theories about how children learn language. Teaching strategies are introduced that help chlidren learn to communicate effectively using listening, talking, reading, and writing. Organizational patterns of instruction that emphasize literature, theme cycles, and workshop approaches are explored.

Plan, develop and assess instructional units designed for understanding. Link designs to state standards and create a continuum of assessment methods. Pre-service teachers will be active learners as they participate in designing developmentally appropriate lessons, units and assessments.

Plan, develop and assess instructional units designed for understanding. Link designs to state standards and create a continuum of assessment methods. Pre-service teachers will be active learners as they participate in designing developmentally appropriate lessons, units, and assessments.

Plan, develop and assess instructional units designed for understanding. Link designs to state standards and create a continuum of assessment methods. Pre-service teachers will be active learners as they participate in designing developmentally appropriate lessons, units and assessments.

Prepares one to design educational environments that support all learners and to see classrooms from the learners perspective including the learner whose cultural, linguistic, social, psychological, or economic background is different from the teacher or from the mainstream. Demonstrates that managing classrooms requires attention to physical, social, temporal, auditory, and visual dimensions. Provides strategies to build the social competence of learners who present behavior difficulties.

Prepares one to design educational environments that support all learners and to see classrooms from the learners perspective including the learner whose cultural, linguistic, social, psychological, or economic background is different from the teacher or from the mainstream. Demonstrates that managing classrooms requires attention to physical, social, temporal, auditory, and visual dimensions. Provides strategies to build the social competence of learners who present behavior difficulties.

Provides the culminating Pre-K to K field experience for teacher licensure. Students spend five full days per week in a preschool classroom for approximately one third of the semester and the remainder of the semester in a grade 1 or 2 classroom. In the role of classroom teacher, the practicum student works with individual children, teaches both small and large group lessons, plans and implements several units of instruction, and carries out a variety of other responsibliities. The course will be graded on a pass/fail basis.

Provides the culminating field experience for teacher liensure. Student spends five full days per week in a school classroom. In the role of classroom teacher, the practicum student works with individual children, teaches both small and large group lessons, plans and implements several units of instruction, and carries out a variety of other responsiblities. This course will be graded on a pass/fail basis.

While engaged in the practicum semester, student teachers have a need to be reflective of this experience. Under the guidance of an experience MCLA mentor, this semester provides students with opportunities to share and to reflect on their efforts to successfully merge theory and practice. The seminar will require students to conduct action research in their classes.

Provides the culminating field experience for teacher licensure. Students spend five full days per week in a school classroom. In the role of classroom teacher, the practicum student works with individual children, teaches both small and large group lessons, plans and implements several units of instruction, and carries out a variety of other responsibilities. This course will be graded on a pass/fail basis.

While engaged in the practicum semester, student teachers have a need to be reflective of this experience. Under the guidance of an experienced MCLA mentor, this seminar provides students with opportunities to share and to reflect on their efforts to successfully merge theory and practice. The seminar will require students to conduct action research in their classes.

Provides the culminating field experience for teacher licensure. Students spend five half days per week in a school classroom. In the role of classroom teacher, they work with individual children. The half-practicum is designed to be used on very rare occasions when a student needs to do a practicum over a two-semester period of time. Student will register for 3-4 credits one semester and 3-5 credits the second semester. The course will be graded on a pass/fail basis.

Provides the culminating field experience for teacher licensure. Students spend five full days per week in a school classroom. In the role of classroom teacher, the practicum student works with individual children, teaches both small and large group lessons, plans and implementats several units of instruction, and carries out a variety of other responsibilities. This course will be graded on a pass/fail basis.

While engaged in the practicum semster, student teachers have a need to be reflective of this experience. Under the guidance of an experienced MCLA mentor, this seminar provides students with opportunities to share and to reflect on their efforts to successfully merge theory and practice. The seminar will require students to conduct action research in their classes. Correq: EDUC 631 or 680 or 692.

Provides the culminating field experience for teacher licensure. Students spend five half days per week in a school classroom. In the role of classroom teacher, they work with individual children. This half-practicum is designed to be used on very rare occasions when a student needs to do a practicum over a two-semester period of time. Student will register for 3-4 credits one semester and 3-5 the second semester. This course will be graded on a pass/fail basis.

Provides the culminating field experience for teacher licensure. Students spend five full days per week in a school classroom. In the role of classroom teacher, the practicum student works with individual children, teaches both small and large group lessons, plans and implements several units of instruction, and carries out a variety of other responsibilities. This course will be graded on a pass/fail basis.

Provides the culminating field experience for teacher licensure. Students spend five half days per week in a school classroom. In the role of classroom teacher, they work with individual children. This half-practicum is designed to be used on very rare occasions when a student needs to do a practicum over a two-semester period of time. Student will register for 3-4 credits one semester and 3-5 credits the second semester. This course will be graded on a pass/fail basis.

Provides new teacher orientation and mentoring as well as workshops and seminars in selected topics.

Examines how teaching is shaped by social and cultural forces that extend well beyond the walls of the classroom; how teaching is influenced by the decisions of political authorities and shapes the quality of political life in society; and ultimately how teaching has moral dimensions that involve the responsible treatment of students, colleagues, parents, and other community members.

Provides students with a repertoire and a vast array of tools to measure student growth. Participants will have the opportunity to reflect on assessment practices currently used in the classroom and engage in the peer discussion about quality assessment.

Focuses on how social movements, economic conditions, political power, aesthetic sensibilities, spirituality, and ethical frameworks influence curriculum development. Students will develop a greater awareness of the existence of competing curricular theories and world views, including postmodernism, existentialism, hermeneutics, critical theory, and feminism. The aim is for students to link their philosophies of curriculum to the enhancement of democratic practice in their schools.

Provides students with opportunities to further study, apply, and evaluate some of the ideas and theories discovered in Curriculum Theory and Democratic Practice. Students are expected to develop and present a philosophy, framework, and pedagogical process that reflect a commitment to debate, intellectual rigor, civic involvement, and broader democratic practices.

How can we interrogate and disrupt discourses of minoritized difference? Informed by revolutionary feminisms, Black radical cultural critique, queer of color theory, disAbilities, and critical white studies, this course examines cultural pedagogies in political and educational spaces. Difference will not be seen as complexes of problems. Instead students will "study up" dominant discourses, particularly in the geography of school, the academy, the rural, the city, and the nation.

In this 25-hour experiential learning pre-practicum, students will demonstrate social and intellectual understandings of discourses of difference.

This prepracticum focuses on creating an ethical school and moral and ethical behavior of educational leaders. In no less than 25 hours of field based collaboration with a school leader, students will describe instances in which there was an ethical dilemma in their respective schools and describe the resolution and/or possible resolutions.

Writing intensive seminar introduces research and the principal methods employed in the study of educational problems and issues, with an emphasis on qualitative methods. The course focuses on the skills needed to understand, interpret, and critique research literature in education and related fields. Students will also be introduced to the concept of the literature review, and to the process of writing a literature review, after which they will construct an initial literature review.

Building on an interest that emerges from Masters of Education comes work or field-based experiences, students will propose and execute a substantial project that blends theory with practice. Project outcomes may take the form of text, visual media, performance, websites, or other. Projects may address school/family, community, or cultural issues; teaching approaches; or school-wide, district-wide, or statewide practices or policies.