Graduate Education Courses

EDC 570

Foundations of urban education is designed to develop and expand graduate students' critical understanding and analysis of the issues and problems that impact urban education.  The topics outlined in this course will provide a framework of the historical and contemporary facets of urban education.

EDC 571

Critical Perspectives in Urban Education offers perspectives on urban education as a critical field of inquiry. The readings, assignments, and activities are designed to explore the significance of inequality in urban cities and the public schools within them.  Graduate students will develop a complex understanding of the major issues in urban education including: economic inequality; the social ecology of urban cities; school segregation; racial, ethnic, and class minorities; opportunity gaps; and education reform.

EDC 572

Urban Education & Diverse Exceptional Learners is designed to celebrate the diversity of learners in the urban setting.  Graduate students will develop research-based teaching methods and instructional strategies that will address the needs of all learners in the urban school.

EDC 573

Culturally responsive classroom management is designed to help graduate students create and maintain caring, respectful classroom communities in which learners feel safe, valued cared about, respected, and empowered in urban contexts. The course addresses the challenges and opportunities in creating community in the increasingly diverse
classroom.

EDC 602

In this course graduate students will acquire the basic applied behavior analysis (ABA) principles and its application to classroom settings. In this course participants will be introduced to ABA based programs to increase, maintain and decrease behaviors in classroom settings. Emphasis is given to the se of these strategies in the instruction of learners with autism and other developmental disabilities.

EDC 604

In this course graduate students will implement evidence based instructional strategies in classrooms for learners with Autism and other developmental disabilities and attend seminar to learn to prepare behavioral intervention plans. This course requires the completion of 50 clinical experience house in classroom for learners with autism and other developmental disabilities (including seminar hours).

EDC 606

This course provides an overview of the evidencebased practices for teaching learners with autism and other developmental disabilities. A focus of the course is on evidenced based practices such as antecedent-based interventions, visual supports, systemic instruction, and interventions to promote social and communication skills. This course is taken concurrently with the Advanced Clinical experiences course.

EDC 608

In this course graduate students will acquire the ability to appropriately assess the skills and abilities of learners with autism and other developmental disabilities and translate assessment results into meaningful educational interventions in least restrictive environments. The process of functional behavioral assessment and functional behavior analysis will be covered in this course. This course is taken concurrently with the Advanced Clinical experiences course.

EDC 620

Students who have satisfied requirements will be assigned to two full-days per week in an approved pre-school, elementary, middle, or high school setting. Students will spend time observing, participating, and teaching in an assigned class under the direction of a Cooperating Teacher and a College Supervisor. The student is expected to begin to fulfill the role of a teacher, including attendance at faculty meetings, professional development opportunities, and duty assignments. This course will include monthly seminar meetings (four times throughout the semester) where students are provided with guidance to, complete their clinical practice assignments including the preparation for edTPA performance assessment.

EDC 622

The Clinical Practice Intershop is a sixteen-week teaching experience in a field placement for students. It is designed to apply learning about professional knowledge of Pedagogy, child development, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed and evaluated a minimum of seven times by a College supervisor.

EDC 624

The Clinical Practice Intershop is a sixteen-week teaching experience in a field placement for students. It is designed to apply learning about professional knowledge of Pedagogy, child development, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed and evaluated a minimum of seven times by a College supervisor.

Corequisites: EDC 620 Clinical Practice I
EDC 626

This course introduces the theoretical and practical dimensions of action research. The primary objective of the course is to prepare students to conduct action research in centers. Topics include an analysis of collaborative and spectator forms of research, ways to identify problems to investigate, the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the research.

EDC 628

This course introduces the principles of leadership, advocacy and adminstration in early childhood programs and classrooms. This course focuses on the knowledge, skills, and dispositions necessary to develop leadership and administrative abilities needed in the field of Early Childhood Education. The course will address a variety of facets of administration including enrollment, staffing, supervision, policy development, communication, budgeting and evaluation of early childhood programs.

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