Description not available at this time

Description not available at this time

The purpose of this practicum is to provide students with practicing and supervised training in administering assessments common to the practice of school psychology. Such assessments include cognitive and intellectual assessment, educational and academic assessments, curriculum based assessments and measurement, and social/emotional and behavioral assessments.

This course supports pre- and in-service teachers in critically analyzing multicultural/multilingual adolescent literature using a combination of Understanding by Design (Wiggins & McTighe) and Systemic Functional Linguistics (Rose & Martin). This course will meet the National Council of Teachers of English (NCTE) subject matter requirements for adolescent literature.

This course is designed to support the development of an original curricular or research leadership project that integrates pedagogies and/or understandings that draw on theories central to the Bilingual, ESL, and Multicultural Education, the Reading and Writing programs, and the LLC concentration.

The proposed course is an in-depth survey of major psychological and socio-cultural theories of human learning as they have been developed over the last 125 years. It is designed to provide master degree and first year doctoral students with a broad understanding of the various learning theories currently held by professional educators and educational researchers, as well as an understanding of the historical roots of these theories.

This course is intentionally designed to prepare students to become active change agents as planners and facilitators of intergroup dialogues using a reflective practice training model.

Introductory vocabulary and definitions, descriptions of the dynamics of oppression at the individual, institutional, and cultural levels. Focus on developing personal awareness of social group memberships in relationship to two specific forms of oppression. Introduction to selected literature on two specific forms of oppression.

This course is intended for a small group of doctoral students who have course papers that they would like to develop into publishable manuscripts. A requirement for participation is that you have a paper reporting research that has already received substantive feedback from a faculty member. The class will provide support for further substantive development of your work; consideration of appropriate journals for submission and their requirements, expectations, and procedures; and revision of your paper for submission to an appropriate journal.

This curriculum development workshop identifies principles that will guide language educators in creating world and second language curricula using sociocultural theories, action research, critical discourse pragmatics, and multimodalities.