This course is the culminating course in the Early Childhood Education licensure program. In this course students reflect on and integrate learning from their Early Childhood Education program with General Education learning objectives and coursework. Open to Education Majors in the Early Childhood Program. Satisfies the Integrative Experience requirement for BA-Educ majors in the Early Childhood Program.

Students will be challenged to reflect on and apply prior learning experiences to newer/current educational issues in order to gain a deeper perspective on those issues and develop possible solutions to problems. This course will utilize reflection, inquiry, and action that lead to the development of an action-based research project aiming to study educational issues in real world contexts. Working with their peers, students will develop an action research project which will culminate in a poster session to share results.

Student Teaching. A 16-week field experience under the tutelage of a cooperating teacher and University supervisor in an approved school system.

This course provides an overview of research and practices related to working with families in the educational contexts of young children. Methods for developing positive partnerships between educational institutions and families are explored.

Student Teaching practicum for students enrolled in the ECE BA based in settings with children aged birth to five years.

Professional seminar to support students in Early Childhood Education field experience practica.

This course provides a forum for the discussion and analysis of conceptual, theoretical, and practical links between multicultural education and students' primary research interests in other fields of study (language policy, bilingualism, teacher education, the education of bicultural students, curriculum, and pedagogy, among others).

This will be a general introduction to research methodology (qualitative, quantitative, and mixed methods) with a special focus to help Masters students to prepare and design proposals for their MEd projects.

Participants examine views regarding what constitutes policy success and failure, build competencies to make policies more viable, and use course concepts and skills to modify policies of their own choosing.

Matrix algebra, linear models, profile analysis, analysis of multivariate experimental designs, discriminant, canonical, and components analysis. Prerequisite: EDUC 771