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Course Descriptions

ED 502 Foundations of Education

Explores the historical background and philosophical foundation of education in the United States with emphasis upon present-day applications. The education system will be viewed in terms of the role of various organizations upon its structure and operation. Teacher responsibilities and management skills will be emphasized as well as the legal implications of classroom behavior. (3)

ED 503 Curriculum: Theory and Practice

Designed to help the pre-service teacher select and develop curriculum and instruction that will promote effective teaching and learning. The prospective teacher will learn how to write instructional objectives and daily lesson plans to provide instruction for diverse learners including those with disabilities, and devise ways to evaluate the effectiveness of instruction. Field experience: 10 hours. (3)

ED 509 Special Education: Foundations and Characteristics of Exceptional Learners

This course is designed for students to become knowledgeable in the foundations of special education in relation to students with federally recognized disabilities labels. This includes historical perspectives, legal aspects, regulatory requirements, models, theories, philosophies, ethical issues, and trends that provide the basis for educational implications in school and home settings. The course also covers developmental characteristics of individuals with high-incidence disabilities, including but not limited to cognitive, linguistic, physical, psychomotor, social, medical, and emotional development issues. Field experience: 10 hours. Prerequisite: a human growth and development course that encompasses kindergarten-age students through adolescents. (3)

ED 511 Psychoeducational Assessment and Instructional Programming

Designed to help the pre-service teacher develop techniques of formal and informal assessment, data collection and interpretation, and individual educational planning for exceptional learners. Clinical practice in use of appraisal instruments is provided. Prerequisite: ED 509. (3)

ED 516 Adolescent Psychology

The purpose of this course is to develop an advanced level of understanding of theoretical and practical knowledge of adolescent psychology and how it relates to human growth and development. Emphasis is on helping the student to understand and apply the results of research studies to current issues facing today's adolescents. Biological, emotional, psychological, cognitive, and social development will be examined along with critical issues and topics determined by the interest of the class. (3)

ED 519 Current Research, Trends, and Legal Issues in Special Education

Examines the legislative foundations of special education services and looks at current legislation and litigation that will shape its future. Critiques of current research in the field of special education will be conducted. (3)

ED 523 Diagnostic and Corrective Literacy Instruction

This course teaches students who are preparing to be special education teachers, language acquisition and the causes of literacy and reading disabilities. Also addressed are prevention of reading failure and strategies for the collection and analysis of reading behavior. Students will learn the process of developing instructional reading programs for individualized correction. Field experience: 20 hours. Prerequisites: ED 503 and ED 509. (3)

ED 526 Cross-cultural/International Curricula

The purpose of the course is to enable pre-service teachers to think globally and develop skills in preparing PK-12 students to become global citizens. Candidates will compare education in the United States to that of other nations, emphasizing the interconnectedness and interdependence among nations. Intercultural and cross-cultural approaches will be emphasized as the participant develops teaching techniques suitable for the education of students from diverse backgrounds. The participants will examine relevant educational issues associated with the multicultural setting prevalent in our contemporary urban and suburban communities. Field experience: 10 hours. (3)

ED 529 Collaboration and Consultation in Special Education Settings

This course is designed for students to become knowledgeable in collaboration and communication skills and models within special education settings, which includes families, community service agencies, and nondisabled peers. Assistive and instructional technology that is used to gain access into the general curriculum is also addressed. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 537 Literacy Across the Curriculum: Secondary

The reading process, in content areas, and the evaluation and support of literacy is emphasized. Research in the secondary school curriculum is presented and the Virginia Standards of Learning are examined. Field experience: 10 hours. Prerequisite: ED 503. (3)

ED 538 Secondary Teaching Methods

Examines research, theory, and pedagogical methods of instructional planning and delivery at the secondary level. Historical and contextual factors of secondary learning are also examined. Field experience: 20 hours. Prerequisite: ED 503. (3)

ED 539 Instructional Implementation of the Individualized Education Program

This course is designed for students to become knowledgeable about individualized education program (IEP) implementation in a K-12 setting. This includes demonstrating the use of assessment tools to make decisions about student progress within the general education curriculum; teaching remediate deficits in academic areas; understanding the scope and sequence of the SOLs; promoting high academic, social, and behavioral standards; and implementing and monitoring IEP-specified accommodations within the general education classroom. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 540 Special Topics

Study or directed research of a selected topic in education under the supervision of a faculty member. This course is designed to provide opportunities for application of the knowledge, skills, and strategies acquired in the education field. (3-6)

ED 543 Fundamentals of Language Arts

Surveys the study, nature, and function of language. Analyzes the components of English linguistics (phonology, morphology, and syntax) and their implications in teaching students in PK-12 programs. Prerequisite: ED 502 and ED 503. (3)

ED 545 Transition and Family Issues for Individuals with Disabilities

Designed to provide educators with a broad overview of the rationale for career and transition programming critical to the development of children and youth with disabilities. The course also presents the various program options that are currently available. The knowledge and understanding of the importance of counseling, working with families of students with disabilities, and the availability of community resources to assist both parents and children with disabilities will be discussed. Prerequisites: ED 503 and ED 509. (3)

ED 549 Assessments, Techniques, and Interventions in Behavior Management

This course teaches behavior management assessments, techniques, and intervention for special educators within schoolwide, classroom, and individual settings. Functional behavior assessment is included. This course is to be taken concurrently with ED 570SE. Prerequisite: permission of instructor. (3)

ED 550 Research Methods

Presents students with various current research methods in education preparing them to design and conduct an applied research project that involves collecting and analyzing data and reporting the findings. (3)

ED 552 Effective Classroom Management

This course is designed for students to become knowledgeable in principles and best practices of effective classroom management techniques, individual intervention strategies, and classroom community building in developmentally appropriate ways within the PK-12 setting. Additionally, students will analyze diverse approaches for effective classroom management based upon behavioral, cognitive, affective, social, and ecological theory and practice. This course is to be taken concurrently with ED 570A or ED 570B. Prerequisite: permission of instructor. (3)

ED 553 Teaching English as a Second Language

Emphasizes second-language learning and problems involved with linguistics and semantics; deals with remediation and textual material. Field experience: 10 hours. Prerequisite: ED 503. (3)

ED 554 Computers and Technology in the Classroom

An introductory, hands-on course designed to acquaint pre-service teachers with the integration of technology into an educational curriculum, including multimedia, evaluation of educational software, and an introduction to telecommunication resources such as the World Wide Web. Prerequisite: ED 503. (3)

ED 555 Reading and Language Arts for Diverse Learners: Grades PK-2

This course introduces students to the teaching of reading by exploring the nature of the reading process and the major approaches and skills needed to enhance literacy learning in the classroom for all students, including those with diverse linguistic backgrounds and instructional needs. The course will include an overview of normal and abnormal language development and the acquisition of reading skills. It focuses on the understanding of the literacy development of young children, aged preschool through second grade. Using the Virginia Standards of Learning as the framework, students will examine language acquisition, the teaching of reading and writing, and the use of assessment devices to evaluate learning and tailor instruction to meet the needs of diverse populations. Theoretical foundations of methodologies that research and practice have indicated to be successful are explored. Teaching strategies for special populations, including bilingual students and special education students, are demonstrated throughout the course. Field experience: 20 hours. Prerequisites: ED 509 and ED 503. (3)

ED 556 Reading and Language Arts: Grades 3-6

Using the Virginia Standards of Learning as the framework, students will explore the relationship among reading, writing, speaking, and listening in the context of a diverse grades 3-6 classroom. Various strategies for teaching spelling, grammar, and vocabulary in the content areas are included. Emphasis is placed on examining diagnostic tools used to assess, evaluate, and group students for instruction. Field experience: 20 hours. Prerequisites: ED 503 and ED 509. (3)

ED 557 Social Studies and the Expressive Arts

This course provides an understanding of the knowledge, skills, and processes of history and the social science disciplines as defined by state and national standards. It provides experiences and strategies for teaching and integrating the expressive arts across the curriculum. One emphasis is placed on the development of planning and assessment strategies that help teachers differentiate instruction through the use of multiple instructional models. A second emphasis of the course is to develop strategies to help children understand their world through literature, art, music, drama, and dance. Field experience: 10 hours. Prerequisites: ED 503 and ED 509. (3)

ED 558 Elementary Math Methods

Methods for teaching elementary mathematics will be demonstrated while a hands-on approach and the use of technology as an instructional tool are emphasized. Students will study techniques for designing and implementing mathematics lessons that develop knowledge and skills in mathematical concepts, computations, reasoning, and problem solving. Mathematics curricula and strategies for evaluating student performance will be addressed. Field experience: 10 hours. Prerequisites: ED 503 and ED 509. (3)

ED 559 Elementary Science Methods

Applied methods for teaching elementary science will be demonstrated using manipulatives, natural objects, computer technologies, and other tools of science and measurement. Students will study techniques for designing and implementing science lessons and units based on an inquiry model. In addition, questioning strategies, graphics, safety in the science classroom, and appropriate assessment strategies will be addressed. Field experience: 10 hours. Prerequisites: ED 503 and ED 509. (3)

ED 561 Teaching Language Pragmatics

Designed for ESL teachers (in training and service). It focuses on ESL classroom practices based on the latest principles of applied linguistics and sociolinguistics, especially as these principles relate to language use versus language usage. Prerequisites: ED 502 and ED 503. (3)

ED 563 ESL/ESP: Curricula, Materials, and Tests

Emphasizes English as a Second Language/English for Special Purposes. Develops skills for preparing assessment materials and tests. Field experience: 10 hours. Prerequisites: ED 502 and ED 503. (3)

ED 568 Teaching English and Social Studies in the Middle/Secondary School

Examines best practices unique to teaching English and social studies at the secondary level while integrating the curriculum to include Virginia Standards of Learning. Field experience: 20 hours. Prerequisites: ED 502 and ED 503. (3)

ED 569 Teaching Science and Mathematics in the Middle/Secondary School

Examines best practices unique to teaching science and mathematics at the secondary level while integrating the curriculum to include Virginia Standards of Learning. Field experience: 20 hours. Prerequisites: ED 502 and ED 503. (3)

ED 570A Student Teaching: PK-6

Supervised clinical experience in an elementary (grades PK-6) school site for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and a professional portfolio are required. Corequisite: ED 552. Prerequisite: permission of clinical experiences coordinator. (6)

ED 570B Student Teaching: Secondary

Supervised clinical experience in a school site, grades 6-12, for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and a professional portfolio are required. Corequisite: ED 552. Prerequisite: permission of clinical experiences coordinator. (6)

ED 570SE Student Teaching: Special Education General Curriculum K-12

Supervised clinical experiences in special education, general curriculum, at both the elementary and secondary levels for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample, and professional portfolio are required. Corequisite: ED 549. Prerequisite: permission of clinical experiences coordinator. (6)

ED 580 Capstone: Curriculum and Instruction Program

This course is designed as the capstone experience for Marymount's non-licensure M.Ed. in Curriculum and Instruction. The course focuses on the practical application of the skills and strategies acquired and developed throughout the program. The project is intended to tie the student's professional goals and coursework with a real-world application and current research-based data. Students will present a professional portfolio documenting their ability to meet standards as set by Marymount's education department. (3)

ED 581 Foundations of American Education for School Leadership

Surveys the historical, philosophical, theological, and sociological roots of American Catholic education in the context of education in general. Examines the ministry of Catholic school educators through tradition, history, mission, and current practice as well as their role in evangelization, lifelong faith development, and building a school community. Prerequisite: admission to administration and supervision program. (3)

ED 582 Building School Community Relations

Provides the knowledge, understanding, and application of the conditions and dynamics impacting a diverse school community. Participants develop an understanding of the primary role of a school leader in building school community relations. It also emphasizes ways to involve the entire school community, to put faith in action through social justice and prayer, and to build a school's Catholic identity based on its history, tradition, and rituals. Prerequisite: admission to administration and supervision program. (3)

ED 583 Administration in the Schools

Examines the theories, research, and practices of leadership and management of educational organizations such as motivation theory, decision making, effective communication, conflict resolution, consensus building, and personnel issues. The Catholic school administrator's role will be examined in relation to the various constituencies within the school community and daily operational activities. Prerequisite: admission to administration and supervision program. (3)

ED 584 Advanced Curriculum and Instruction for Educational Leadership

Prepares educators with knowledge; understanding; and application of planning, assessment, and instructional leadership for roles in the K-12 school setting at the supervisory or administrative level. The emphasis of the course will be planning, implementation, and refinement of standards-based curriculum aligned with instruction, assessment, and instructional decisions as they affect the teaching and learning environment of the school with diverse cultural, ethnic, linguistic, religious, and special needs populations. The implications of current reform movements, issues, and trends in curriculum will be explored, including using principles of student motivation, growth and development, gathering and analyzing data to develop and implement a school improvement plan, identifying competencies and target areas in need of attention, and integrating technology in curriculum and instruction. As part of the administration and supervision program, the course will also focus on providing leadership in schoolwide curricula that incorporates religious education and Christian values in the curriculum. Prerequisite: admission to administration and supervision program. (3)

ED 586 Current Issues in Education

Topics will vary and will address current trends and contemporary challenges facing school teachers and administrators such as personnel, legal, safety, and current curriculum issues; standardized testing, including the Virginia Standards of Learning (SOLs); the use of technology and other issues related to the managerial, instructional, and spiritual dimensions of school leadership; and school/community relations. The curriculum has also been arranged to accommodate the specific and unique needs confronting Catholic school administrators in light of the needs and issues confronting any school principal today and in the future. Prerequisite: admission to administration and supervision program. (3)

ED 587 School Law

Addresses legal issues applicable to both public and private schools: structures of the law; the legal process; and the legal rights and responsibilities of educators, parents, and students. Prerequisite: admission to administration and supervision program. (3)

ED 588 Educational Leadership and Supervision

Examines leadership theories, principles of school supervision, and ministry while developing concepts, attitudes, values, and skills necessary to establish and maintain a school climate that fosters the teachings of the Catholic Church. Prerequisite: admission to administration and supervision program. (3)

ED 589 Fostering Moral and Ethical Development

Studies the major theories of developmental psychology related to moral development with an emphasis on current research and best practices to promote ethical behavior within the particular dynamics of Catholic schools. Prerequisite: admission to administration and supervision program. (3)

ED 591 School Finance and Development

Addresses effective strategies in business management, school plant management, budgeting, accounting, fiscal planning, and fund-raising tasks of schools as well as those issues facing Catholic school administrators. Prerequisite: admission to administration and supervision program. (3)

ED 592 Administrative Issues in Special Education

Examines the legal rights of all children to gain an appropriate educational experience and provides a variety of strategies for inclusion of children with special needs and the celebration of diversity within the school community. Participants also identify the forces that drive Catholic schools to fully educating exceptional learners as well as the barriers that restrain them. Prerequisite: admission to administration and supervision program. (3)

ED 593 Project, Thesis, or Internship

Provides a practical application of the skills and strategies acquired and developed throughout the administration and supervision program. The project and internship components will closely resemble real-world conditions actually encountered daily by practicing educational leaders. Students who select the thesis option will use high-quality writing skills to present issues that are well substantiated by current research-based data. Students seeking licensure must choose the internship. Prerequisite: admission to administration and supervision program. (6)

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