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Course Descriptions

ED 500 Foundations of Education and the Teaching Profession

This course explores the historical, sociological, and philosophical foundations of education and the teaching profession with emphasis on current trends and issues. The role of various organizations upon its structure and operation along with teacher responsibilities toward professional and ethical standards, and the legal issues that impact the classroom will be addressed. An introduction to curriculum design, standards and accountability, and lesson planning to support the needs of all learners is covered. Prerequisite: a lifespan and development course that encompasses kindergarten-age students through adolescents. A minimum 10-hour service-learning component is required. (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. Field experience: 10 hours. Prerequisite: a lifespan and development course that encompasses kindergarten-age students through adolescents. (3)

ED 511 Psychoeducational Assessment and Instructional Programming

Designed to help the teacher develop techniques of formal and informal assessment, data collection and interpretation, and individual educational planning for exceptional learners. Clinical practice in the use of appraisal instruments is provided. Field experience: 10 hours. 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 ways to prevent 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 500 and ED 509. (3)

ED 526 Cross-cultural/International Curricula

A basic course in cultural differences in education. Cultural groups’ needs in the United States and cultural differences in other nations are examined. Prerequisite: ED 500. (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

Overview of the language and literacy process as it applies to teaching in the secondary schools. Emphasizes reading and writing in content areas and instructional strategies to support students’ literacy development. Focuses on ways reading, writing, speaking and listening are developed and used in learning discipline-specific curriculum. Field experience: 10 hours. Prerequisite: ED 500 and ED 509. (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. Prerequisites: ED 500 and ED 509. (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 541 Global Perspectives for the Special Educational Need of All Students

This course will engage pre-service and in-service education students with research and practical applications in regard to international education and students who require special education supports. This course will review research-based global initiatives regarding students with exceptionalities in inclusive environments. Student outcomes will include global perspectives and culturally responsive educational practices. Students will be expected to communicate with understanding about international needs of exceptional populations in global communities. (3)

ED 545 Transition and Family Issues for Individuals with Disabilities

Designed to provide students 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 500 and ED 509. (3)

ED 549 Assessments, Techniques, and Interventions in Behavior Management

This course teaches behavior management assessments, techniques, and intervention strategies 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 ECE office. (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 551 Instruction and Assessment

This course is designed to support students in selecting and developing curriculum and instruction that will promote effective teaching and learning in today’s diverse classrooms. Students will understand the importance of data informed decision-making and develop and use a variety of valid and reliable classroom assessments, which supports student-learning outcomes. Students will learn to collect, analyze, and make instructional decisions based upon the results of a variety of assessment data in order to set goals for student achievement. Field experience: 10 hrs. Prerequisite: ED 500. (3)

ED 552 Effective Classroom Management

This course is designed to provide the 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 570E or ED 570S. Prerequisite: permission of ECE office. (3)

ED 553 Teaching English as a Second Language

Emphasizes second-language learning and supporting issues involved with linguistics and semantics; deals with remediation and textual material. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 554 Educational Technology

An introductory, hands-on course designed to prepare preservice teachers with the integration of technology into an educational curriculum, including multimedia, evaluation of educational software, and an introduction to telecommunication resources and programming. Prerequisite or Corequisite: ED 500. (3)

ED 555 Literacy Methods for Diverse Learners: Grades Pk-2

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 student in grades PK-2. Various strategies for teaching spelling, writing, vocabulary and comprehension are emphasized. Students will examine and apply diagnostic tools used to assess, evaluate, and group students for differentiated literacy instruction. Field experience: 20 hours. Prerequisites: ED 500 and ED 509. (3)

ED 556 Literacy Methods for Diverse Learners: Grades 3-6

Using the Virginia Standards of Learning as the framework, the relationship among reading, writing, speaking, and listening in the context of a diverse grades 3-6 classroom will be explored. Various strategies for teaching spelling, writing, fluency, comprehension, and vocabulary and their integration into the curriculum are emphasized. Students will examine and apply diagnostic tools used to assess, evaluate, and group students for differentiated literacy instruction. Field experience: 20 hours. Prerequisites: ED 500 and ED 509. (3)

ED 557 Social Studies and the Visual 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 visual 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: 20 hours. Prerequisites: ED 500 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 500 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 500 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 566 Teaching Science in Secondary Schools (6-12)

Students will engage in integrating content, professional, and pedagogical knowledge and skills to devise learning experiences, which are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and to explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college and career ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500 and ED 509. (3)

ED 567 Teaching History and Social Science in Secondary Schools (6-12)

Students will engage in integrating content, professional, and pedagogical knowledge and skills to devise learning experiences, which are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and to explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college and career ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500 and ED 509. (3)

ED 568 Teaching English in Secondary Schools (6-12)

Students will engage in integrating content and pedagogical knowledge and skills to devise learning experiences, which are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and to explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college and career ready performance expectations will be addressed. Field Experience: 20 hours. Prerequisites: ED 500 and ED 509. (3)

ED 569 Teaching Mathematics in Secondary Schools (6-12)

Students will engage in integrating content, professional, and pedagogical knowledge and skills to devise learning experiences, which are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and to explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college and career ready performance expectations will be addressed. Field Experience: 20 hours. Prerequisites: ED 500 and ED 509. (3)

ED 570E 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 the ECE office. (6)

ED 570S 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 the ECE office. (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 the ECE office. (6)

ED 580 Capstone: Curriculum and Instruction Program

This course is designed as the capstone experience for the M.Ed. in curriculum and instruction non-licensure program. The course focuses on the practical application of the skills and strategies acquired and developed throughout the program. The capstone is intended to tie the student's professional goals and coursework with real-world applications 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 school-wide 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)

Education Department

Marymount University
2807 N. Glebe Road
Arlington, VA 22207

Phone: (800) 548-7638
 (703) 284-5901

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