This Web document is updated twice a year, on or about the first day of registration for Fall and Spring semesters.

2330  Children's Literature in the Schools (3)
   This course is designed for the student to develop an understanding of the theories, genres, and texts in children's literature relevant to the early childhood, elementary, and middle school setting. Prerequisite to early childhood and elementary licensure programs.

3260  Library Work with Children (3)
   Studied are methods for librarians/media specialists to evaluate and select literature for children. Activities for the library and intellectual freedom are also considered.

3260  Library Work with Children (3)
   Studied are methods for librarians/media specialists to evaluate and select literature for children. Incentives to bring children and families into the library, community supportive programs, and the coordination of library programs with other agencies are also considered.

3700  Knowing & Learning in Math/Science Education (3)
   This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How is knowing and learning structured and how does what we know change and develop? How are various uses of technology associated with specific approaches to learning?

4030  Creative Teaching of Art in Elementary School (2)
   Basic concepts of art instruction presented in this methods course aid teachers in promoting experiences and activities that encourage children to move from the known to the unknown through exploration, experimentation, and discovery.

4190  Kindergarten-Early Childhood Development (3)
   From the assumed premise of a child-centered education, an overview of young children and their development from four to approximately seven years of age is presented. The components of the curriculum for early childhood education are examined and the roles of parents and teachers in early childhood development are considered.

4210  Reading in Elementary School (3)
   The course provides research-based principles in beginning reading. Phonics instruction and work study, comprehension strategies, and motivation are studied. Also considered are methods for creating an exciting classroom where children are enthusiastic and constantly motivated to learn.

4300  Language Arts in Elementary School (2 to 3)
   This is a methods course on teaching the skills of writing, speaking, listening, and reading and includes suggestions for implementation.

4630  Selection of Library Materials (3)
   This course is designed for teachers, librarians, and others interested in the principles and practices used to choose materials for school, public, and special libraries. Also considered are copyrights, censorship, and establishing a selection policy. This course may be applied toward the Utah Basic Library Media Certificate.

4640  Cataloging and Classification (3)
   This course is designed to teach the use of both original and automatic cataloging systems and tools to librarians and prospective librarians of small- or medium-sized school or public libraries. This course may be applied toward the Utah Basic Library Media Certificate

4650  Management of the Library Media Center (3)
   Students address the complexities of managing the library media center and its programs. The major responsibilities of a library media specialist are considered as are the multiple roles involved: teacher, instructional partner, information specialist, and program administrator. The course includes a great deal of practical application which is particularly useful in this rapidly changing profession. This course may be applied toward the Utah Basic Library Media Certificate.

4750  Methods for Teaching (3)
   The course is designed for grades K-12. Individuals' beliefs will be reflectively integrated with literature and instructional methods, evaluation, classroom management, and teacher effectiveness, resulting in productive teaching methods. Assignments involve extensive hands on experience in a classroom.

4999  Honors Thesis/Project (3)
   Restricted to students in the Honors Program working on their Honors degree.

5113  Strategies for Teaching and the Assessment of Learning (3)
   Examination of various research-based means for enhancing student achievement, developing thinking skills, assessing students' needs and motivation, matching strategies with instructional goals, and promoting group interaction skills. School-based field experience of 2 to 3 hours each week.

5120  Children's Literature in the Schools (3)
   This course is designed for the student to develop an understanding of the theories, genres, and texts currently relevant in the field of children's literature into the early childhood, elementary, and middle school setting.

5121  Principles of Literacy Teaching (3) Prerequisite: ED PS 2110.
   This course builds on ED PS 2110 or FCS equivalent for ECE. Students will develop a deep knowledge base of reading process, grades K-6. Course is based on scientifically-based reading research, including theorectical and empirical studies, illustrating how research-based reading principles are applied in the classroom. 20 hr field component required.

5125  Adolescent Literature (3)
   A survey class designed to help students develop an understanding of the genres and texts that comprise adolescent literature. Emphasis on the use of literary elements to evaluate and select texts for classroom use.

5126  Content Area Literacy Instruction (3) Prerequisite: ED PS 2110. Fulfills Upper Division Communication/Writing.
   This course covers methods for using literacy to help students comprehend and "learn to learn." These methods are designed to enable diverse learners to become independent, strategic learners. Within the context of curricular, instructional, and assessment practices that facilitate learning for all students in inclusive classrooms, this course focuses on issues and strategies for teaching comprehension and vocabulary, writing to learn, interpretation, and critical thinking.

5130  Writing Theory and Instruction (3) Cross listed as ED PS 5130.
   Meets with ED PS 6130. This course examines writing processes from a variety of theoretical perspectives. Students learn and practice a variety of instructional approaches to writing and will engage firsthand in the writing process as a way to better understand how to teach writing and use writing as a process to foster learning across different curricular areas. A field component, in which participants work with students in schools with writing, may be included. This course is required for students seeking USOE reading endorsements, but is open to all students interested in writing processes. The course is designated as a Writing Emphasis course.

5131  Reading & Writing Instruction PreK-3 (3) Prerequisite: T L 2100, T L 2120, T L 5121.
   The purpose of this course is to assist students in learning about early literacy development and practices. Students will learn how children become early readers and writers and how they develop and grow as readers and writers. The will learn the developmental process of reading and writing, and how culture and diversity affect those processes. They will also learn how teachers can facilitate the developmental process and enhance and enrich students' opportunities to learn how to read and write. Students will in particular learn these things through development of their own writing process development. Students will specifically learn about the alphabetic system and how to teach that system explicitly and directly to children. They will also learn developmental stages in spelling and how to assess children's progress in spelling stages. The major areas that will be covered in this early reading course relate to phonemic awareness, phonics, fluency, spelling, writing and informal assessment for the purpose of improving instruction. Students will learn how to assess, teach and monitor growth in each of those areas. Further, each student will learn to accommodate a variety of learners through differentiated instruction.

5140  Educational Applications of Technology (3)
   Provides an introduction to the use of technology in educational settings. Instructional uses of technology will be explored and tied to current theories of learning to help educators make decisions about how to effectively integrate the use of technology across content areas. For candidates seeking licensure in elementary, early childhood, and special education or with instructor's permission.

5141  Educational Applications of Technology in Grades 6-12 (3)
   Provides an introduction to the use of technology in educational settings. Instructional uses of technology will be explored and tied to current theories of learning to help educators make decisions about how to effectively integrate the use of technology across content areas. For candidates seeking licensure in grades 6-12 or with instructor's permission.

5170  Secondary Science Methods (3) Prerequisite: Junior or Senior Standing.
   Introduction to a range of methods for teaching science to secondary students. Emphasis is placed on developing the ability to translate the theories of science education into classroom practice. The course will focus on lesson and unit planning, alternative methods of student assessment, and methods of inclusive science teaching for diverse student populations. Prerequisite to student teaching in the secondary teacher licensure program.

5175  Environmental Education (3) Cross listed as PRT 5175.
   Meets with TL 6175/PRT 6175. This course will introduce instructional strategies and science content appropriate for use in outdoor classroom settings. Literature related to environmental education, national science education standards, and methods of student learning and teaching will be applied to teaching experiences with student groups at Red Butte Gardens and Arboretum. Additional assignments required for graduate credit.

5180  Secondary Social Studies Methods (3) Prerequisite: Junior or Senior Standing.
   Analysis of goals and role of social education, curriculum analysis and development, teacher roles and responsibilities, methodology, current inquiry techniques, and evaluative procedures. This course is designated a service learning course and is a prerequisite to student teaching in the secondary licensure programs.

5195  Designated Student Teaching (1 to 9)
   Meets with T L 6195. Supervised teaching in a public school classroom. Offered as credit/no credit.

5196  Teaching Internship (1 to 5)
   Meets with T L 6196. Supervised teaching in a public school classroom. Repeatable for up to 10 credits. Offered credit/no credit.

5210  Early Childhood Classroom Organization and Management (3)
   Meets with T L 6210. Study of classroom management models and schemes for classroom organization appropriate for early childhood education. Review and practice of concrete strategies for classroom interaction. Some class time devoted to seminar discussions of academic and field experiences. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6210 will be held to a higher standard of performance and may be assigned additional work.

5220  Early Childhood Language and Literacy (3) Prerequisite: Must be admitted to the Early Childhood Education Program.
   Meets with T L 6220. Designed to prepare students for teaching language arts in early childhood classrooms. Major topics include: theories and stages of language, reading, and writing development, characteristics of young literacy learners, writing as a composing process reading cueing systems, and text characteristics. Students have first-hand experience with different approaches to teaching reading and writing. Additionally, assessment techniques are explored. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6220 will be held to a higher standard of performance and may be assigned additional work.

5260  Early Childhood Mathematics Curriculum and Instruction (3)
   Meets with T L 6260. Acquaints teacher candidates with appropriate methods for teaching mathematics in early childhood classrooms. A concrete, hands-on approach is emphasized, as students learn, develop, and practice methods which promote the acquisition of mathematical concepts in young children as supported by learning theory. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6260 will be held to a higher standard of performance and may be assigned additional work.

5280  Early Childhood Natural and Social Science Methods (3) Prerequisite: Admission to Early Childhood Licensure Program.
   Meets with T L 6280. Content, theories, and practices underlying natural and social science teaching in early childhood classrooms. Students develop awareness of key concepts for young children from the natural and social science disciplines, as well as knowledge of children's growth and learning in these areas. Open only to students in the early childhood teacher licensure program.

5290  Field Practicum: Early Childhood (3) Prerequisite: Admission to Early Childhood Licensure Program.
   Meets with T L 6290. This practicum is the field component to methods classes for the early childhood education program. Observation, teaching, and reflection are important components of this class. Open only to students in the early childhood teacher licensure program. Offered as credit/no credit. Students enrolled in T L 6290 will be held to a higher standard of performance and may be assigned additional work.

5291  Action Research/Seminar: Early Childhood (3)
   Meets with T L 6291. Historical, social, and professional context of early-childhood education. Historical and professional foundations facilitate an understanding of the philosophy, rationale, and goals of the field. Critical analysis of the societal, economic, and political context of early-childhood education. Open only to students in the early childhood education program. Students enrolled in T L 6291 will be held to a higher standard of performance and may be assigned additional work.

5295  Student Teaching: Kindergarten (4) Prerequisite: Admission to Early Childhood Licensure Program.
   Meets with T L 6295. Supervised teaching in the classroom, lesson planning, scheduling, implementation and evaluation of instruction, classroom management, and interaction with school personnel. Open only to students in the early childhood education program. Offered as credit/no credit. Students enrolled in T L 6295 will be held to a higher standard of performance and may be assigned additional work.

5296  Student Teaching: Primary Grades (5)
   Meets with T L 6296. Supervised teaching in the classroom, lesson planning, scheduling, implementation and evaluation of instruction, classroom management, and interaction with school personnel. Open only to students in the early childhood education program. Offered as credit/no credit. Students enrolled in T L 6296 will be held to a higher standard of performance and may be assigned additional work.

5310  Theories of Classroom Management (3)
   This course will empower teacher candidates with a wide range of management theories, in tandem with field experiences, while comparing management models to educational philosophy. The focus will be a continuum of management theories. Open only to students in the elementary teacher licensure program.

5320  Elementary Reading Comprehension (3) Fulfills Upper Division Communication/Writing.
   This course builds on T L 5131. This course will focus on how to teach comprehension processes and strategies for grades K-6. Course topics include: assessment, metacognition, comprehension strategies, searching for information in various kinds of texts, process writing, curriculum integration and principles of engagement and motivation. Classroom field component required.

5360  Elementary Math Learning Methods (3) Fulfills Quantitative Intensive BS.
   An introduction to mathematics education in elementary schools through the perspective of children's learning. Course focuses on assessing children's mathematical knowledge in the area of number and numeration. Open only to students in the elementary teacher licensure program.

5370  Elementary Science Methods (3)
   Introduction to methods of teaching inquiry-based, elementary school science. Emphasis is placed on refining students' scientific knowledge and developing the ability to translate the theories of science education into classroom practice. Open only to students in the elementary teacher licensure program.

5380  Elementary Social Studies Methods (3)
   Theoretical, philosophical, and methodological dimensions of social science and its implication for practice and change. Students will examine theory and research and translate that knowledge into practice through supportive design and implementation of lessons and units. Open only to students in the elementary teacher licensure program.

5388  Elem Field Experiences I: Strategies, Assessment & Management (0) Prerequisite: Admission to the elementary teacher licensure program.
   Offers precohort students initial clinical experience for the translation of research into practice, is supportive of the student's professional development, provides models of good practice, and offers sound educational experiences in a community of learners through Professional Development Schools. Open only to students in their first semester of the elementary teacher licensure program. One day per week field assignment required. Offered as CR/NC.

5389  Elem Field Experiences II: Strategies, Assessment & Management (0) Prerequisite: Admission to the elementary teacher licensure program and TL 5388.
   Offers precohort students initial clinical experience for the translation of research into practice, is supportive of the student's professional development, provides models of good practice, and offers sound educational experiences in a community of learners through Professional Development Schools. Open only to students in their second semester of the elementary teacher licensure program; students must have successfully completed TL 5388. One day per week field assignment required. Offered as CR/NC.

5390  Field Practicum: Elementary (3)
   Offers clinical experiences for the translation of theory into practice, is supportive of the student's professional development, provides models of good practice, and offers sound educational experiences in a community of learners through Professional Development Schools. Open only to students in the elementary teacher licensure program. Offered as credit/no credit.

5391  Action Research/Seminar: Elementary (3)
   This capstone experience will assist teacher candidates in developing their professional voices through the exploration of significant issues in educational settings through action-research projects and seminar discussions. Open only to students in the elementary teacher licensure program.

5395  Student Teaching: Elementary (9 to 12)
   Teacher candidates will have opportunities to observe experienced teachers and move toward full responsibility for the classroom while critically reflecting on their own practice. Open only to students in the elementary teacher licensure program. Offered as credit/no credit.

5410  Curriculum and Assessment in Diverse Settings (3)
   Investigation of curricular issues and assessment practices for all learners with particular emphasis on multicultural and multilingual classrooms. The course activities are designed to extend traditional conceptions of content and testing to include culturally responsive practices for English language learners and ethnically diverse student populations.

5411  Instruction and Management in a Diverse Society (3)
   Course examines dimensions of instruction and classroom management for all learners with specific emphases on pedagogy and classroom culture. This course deepens understanding of traditional concepts of instruction and management to include sheltered content area instruction coupled with issues unique to urban, English Language Learners.

5490  Field Practicum: Secondary (3)
   Starting with the beginning of teachers' public school calendar, issues related to the beginning of an effective school year will be examined. Teacher candidates are assisted in becoming reflective practioners as they explore the role of teachers' work through direct observation and participation. Open only to students in the secondary teacher licensure program. Offered as credit/no credit.

5491  Transition into the Teaching Profession (3)
   Attention will be given to issues arising from student teaching practicum. Students complete a series of investigative assignments designed to broaden their views of schools, teaching and the profession. Open to those in the secondary licensure program.

5495  Student Teaching: Secondary (9 to 12)
   Supervised teaching in the classroom, lesson planning, implementation, evaluation of instruction, classroom management, and interaction with school personnel. Open only to students in the secondary teacher licensure program. Offered as credit/no credit.

5632  Introduction to Intervention: Effective Instruction for Struggling Readers (3) Cross listed as SP ED 5632.
   To help educators develop an introductory understanding of the theory and practice of intervention for struggling readers.

5633  Assessment and Intervention for Beginners At-Risk for Reading Difficulties, Early Steps Practicum (3) Cross listed as SP ED 5633.
   To help educators develop in-depth theoretical and practical knowledge of effective, research based assessment and intervention for beginning readers at-risk reading failure.

5634  Assessment and Intervention for Struggling Readers: Next Steps Practicum (3) Cross listed as SP ED 5634.
   To help educators develop theoretical and practical knowledge of effective, research-based assessment and intervention for struggling readers of all ages who have reached primer level, but whose reading abilities are below mid-grade three level.

5940  Workshop in Education (0.5 to 6)
   Repeatable for credit. Course approved for either letter grades or credit/no credit option. Does not apply toward graduate-degree requirements. Workshops and programs providing special teaching strategies, curricula, and methods for identifying and approaching contemporary problems and needs in education.

5950  Independent Reading and Research (1 to 9)
   Supervised readings and/or research, usually in some area of curriculum or instruction. Requires faculty approval and periodic consultation with supervising faculty member.

6120  Children's Literature in the Schools (3)
   Designed for the student to develop an understanding of the theories, genres, and texts currently relevant in the field of children's literature into the early childhood, elementary, and middle school setting.

6125  Adolescent Literature (3)
   A survey class designed to help students develop an understanding of the genres and texts that compromise adolescent literature. Emphasis on the use of literary elements to evaluate and select texts for classroom use.

6126  Content Area Literacy Instruction (3)
   This course will cover methods for using literacy to help students comprehend and "learn to learn." These methods are designed to enable diverse learners to become independent, strategic learners. Within the context of curricular, instructional, and assessment practices that facilitate learning for all students in inclusive classrooms, this course focuses on issues and strategies for teaching comprehension and vocabulary, writing to learn, interpretation, and critical thinking.

6130  Writing Theory and Instruction (3) Cross listed as ED PS 6130.
   Meets with ED PS 5130. This course examines writing processes from a variety of theoretical perspectives. Students learn and practice a variety of instructional approaches to writing and will engage firsthand in the writing process as a way to better understand how to teach writing and use writing as a process to foster learning across different curricular areas. A field component, in which participants work with students in schools with writing, may be included. This course is required for students seeking USOE reading endorsements, but is open to all students interested in writing processes. The course is designated as a Writing Emphasis course.

6131  Assessment and Intervention for Reading Difficulties (3) Cross listed as SP ED 6631. Prerequisite: T L 6711, T L 6120, T L 6126, T L 6130, T L 6713, T L 6714.
   This course covers how to assess students with reading difficulties and how to develop, implement, and evaluate a program designed to intervene instructionally to improve students' reading performance. The course covers formal and informal assessments with a special emphasis on screening and progress monitoring measures. The course requires students to tutor one or more children at the University of Utah Reading Clinic during the entire semester.

6175  Environmental Education (3) Cross listed as PRT 6175.
   Meets with TL 5175 and PRT 5175. This course will introduce instructional strategies and science content appropriate for use in outdoor classroom settings. Literature related to environmental education, national science education standards, and methods of student learning and teaching will be applied to teaching experiences with student sgroups at Red Butte Gardens and Arboretum. Additional assignments required for graduate credit.

6190  Professional Development for Teachers (1 to 9)
   Provides teachers with the skills, knowledge, and application of professional development strategies using various inquiry models.

6191  Action Research for Teachers (1 to 9)
   Provides educators with the knowledge and skills to inquire and study their own teaching and school practices through action research strategies, and to do so, in a community setting of educators.

6195  Designated Student Teaching (1 to 9)
   Meets with T L 5195. Supervised teaching in a public school classroom. Offered as credit/no credit.

6196  Teaching Internship (1 to 5)
   Supervised teaching in a public school classroom.

6210  Early Childhood Classroom Organization and Management (3)
   Meets with T L 5210. Study of classroom management models and schemes for classroom organization appropriate for early childhood education. Review and practice of concrete strategies for classroom interaction. Some class time devoted to seminar discussions of academic and field experiences. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6210 will be held to a higher standard of performance and may be assigned additional work.

6220  Early Childhood Language and Literacy (4)
   Meets with T L 5220. Designed to prepare students for teaching language arts in early childhood classrooms. Major topics include: theories and stages of language, reading, and writing development, characteristics of young literacy learners, writing as a composing process, reading cueing systems, and text characteristics. Students have first-hand experience with different approaches to teaching reading and writing. Additionally, assessment techniques are explored. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6220 will be held to a higher standard of performance and may be assigned additional work.

6260  Early Childhood Mathematics Curriculum and Instruction (3)
   Meets with T L 5260. Acquaints teacher candidates with appropriate methods for teaching mathematics in early childhood classrooms. A concrete, hands-on approach is emphasized, as students learn, develop, and practice methods which promote the acquisition of mathematical concepts in young children as supported by learning theory. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6260 will be held to a higher standard of performance and may be assigned additional work.

6280  Early Childhood Natural and Social Sciences Curriculum and Instruction (3)
   Meets with T L 5280. Content, theories, and practices underlying natural and social science teaching in early childhood classrooms. Students develop awareness of key concepts for young children from the natural and social science disciplines, as well as knowledge of children's growth and learning in these areas. Open only to students in the early childhood teacher licensure program. Students enrolled in T L 6280 will be held to a higher standard of performance and may be assigned additional work.

6290  Field Practicum: Early Childhood (3)
   Meets with T L 5290. This practicum is the field component to methods classes for the early childhood education program. Observation, teaching, and reflection are important components of this class. Open only to students in the early childhood teacher licensure program. Offered as credit/no credit. Students enrolled in T L 6290 will be held to a higher standard of performance and may be assigned additional work.

6291  Action Research/Seminar: Early Childhood (3)
   Meets with T L 5291. Historical, social, and professional context of early-childhood education. Historical and professional foundations facilitate an understanding of the philosophy, rationale, and goals of the field. Critical analysis of the societal, economic, and political context of early-childhood education. Open only to students in the early childhood education program. Students enrolled in T L 6291 will be held to a higher standard of performance and may be assigned additional work.

6295  Student Teaching: Kindergarten (4)
   Meets with T L 5295. Supervised teaching in the classroom, lesson planning, scheduling, implementation and evaluation of instruction, classroom management, and interaction with school personnel. Open only to students in the early childhood education program. Offered as credit/no credit. Students enrolled in T L 6295 will be held to a higher standard of performance and may be assigned additional work.

6296  Student Teaching: Primary Grades (5)
   Meets with T L 5296. Supervised teaching in the classroom, lesson planning, scheduling, implementation and evaluation of instruction, classroom management, and interaction with school personnel. Open only to students in the early childhood education program. Offered as credit/no credit. Students enrolled in T L 6296 will be held to a higher standard of performance and may be assigned additional work.

6310  MAT Elementary Methods & Curriculum (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Combines practice and theory; recent educational literature on instructional methods, evaluation, classroom management and teacher effectiveness are considered. Examination of various research-based means for enhancing student achievement, developing thinking skills, assessing students' needs and motivation, matching strategies with instructional goals, and promoting group interaction skills.

6318  MAT Principles & Methods of Literacy I (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Introductory course for teaching literacy at the elementary school level. Focus on the interrelationship between reading, writing, speaking, listening and thinking. Builds upon content knowledge based on the reading process (grades K-6).

6319  MAT Principles & Methods of Literacy II (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Assists students in early literacy development and practices. Explores how children become early readers and writers, developmental process of reading and writing, impact of culture and diversity on these processes. Includes alphabetic system, teaching that system, and stages in learning spelling. Course is based on scientifically-based reading research, including theoretical and empirical studies, illustrating how research-based reading principles are applies in the classroom. Requires completion of T L 6318.

6320  MAT Principles & Methods of Literacy III (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   This course builds on T L 6319. Focus is on how to teach comprehension processes and strategies for grades K-6. Course topics include: assessment, metacognition, comprehansion strategies, searching for information in various kinds of texts, process writing, curriculum integration and principles of engagement and motivation. Requires completion of T L 6319.

6360  MAT Elementary Math Methods & Curriculum I (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Curriculum and mathematical ideas are based on national standards which direct teaching goals and objectives within schools in order to understand how children learn and the ability to create a classroom environment where students explore, communicate and reason mathematically. This class will integrate cntent and methods to develop math concepts, make connections to the standards and identify methods for teaching mathematics.

6361  MAT Elementary Math Methods & Curriculum II (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Part II of series. Curriculum and mathematical ideas are based on national standards which direct teaching goals and objectives within schools in order to understand how children learn and the ability to create a classroom environment where students explore, communicate and reason mathematically. This class will integrate content and methods to develop math concepts, make connections to the standards and identify methods for teaching mathematics.

6370  MAT Elementary Science Methods and Curriculum (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Introduction to methods of teaching inquiry-based, elementary school science. Emphasis is placed on refining student' scientific knowledge and developing the ability to translate the theories of science education into classroom practice. Emphasizes fostering student scientific literacy in developing the ability to translate the theories of science education into classroom practice.

6380  MAT Elementary Social Studies Methods (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   Meets with T L 5380. Theoretical, philosophical, and methodological dimensions of social science and its implication for practice and change. Students will examine theory and research and translate that knowledge into practice through supportive design and implementation of lessons and units.

6390  MAT Teaching Practices in Public Schools Seminar (3) Prerequisite: Must be admitted to the Elementary MAT Program.
   This course builds upon students' classroom experience during field practicum by addressing management theories and practices, educational philosophies, curriculum planning and various teaching methods and strategies.

6400  Learning and Instruction (3)
   Reviews current theories of learning and instructional models that impact instruction in today's schools.

6410  Curriculum and Assessment in Diverse Settings (3)
   Investigation of curricular issues and assessment practices for all learners with particular emphasis on multicultural and multilingual classrooms. The course activities are designed to extend traditional conceptions of content and testing to include culturally responsive practices for English language learners and ethnically diverse student populations.

6411  Instruction and Management in a Diverse Society (3)
   Course examines dimensions of instruction and classroom management for all learners with specific emphasis on pedagogy and classroom culture. This course deepens understanding of traditional concepts of instruction and management to include sheltered content area instruction coupled with issues unique to urban, English Language Learners.

6440  Human-Computer Interaction and Emergent Technologies (3) Cross listed as ED PS 6440. Prerequisite: ED PS 6430, 6510.
   The primary focus of the course is on the design and evaluation of human-computer interactive systems. The content presents a broad survey of designing, implementing, evaluating, and refining the user interface of computer systems. A psychological approach will be taken in the course presentation, and special emphasis will be given to issues concerning educational technology. Course content includes: theories, principles, and guidelines of human-computer interactive systems; review and evaluation of the user interface; balancing function and fashion of the user interface; online help and tutorials; computer-supported cooperative work; hypermedia and the world wide web.

6490  Field Practicum: Secondary (3)
   Starting with the beginning of the teachers' public school calendar, issues related to the beginning of an effective school year will be examined. Teacher candidates are assisted in becoming reflective practitioners as they explore the role of teachers and teachers' work through direct observation and participation. Open only to students in the secondary teacher licensure program. Offered as credit/no credit.

6491  Action Research/Seminar (3)
   Attention will be given to issues arising from student teaching. Students complete a series of investigations designed to broaden their views of schools and teaching. Candidates will complete and report on the results of an action-research project. Open only to students in the secondary teacher licensure program.

6495  Student Teaching: Secondary (9 to 12)
   Supervised teaching in the classroom, lesson planning, implementation, evaluation of instruction, classroom management, and interaction with school personnel. Open only to students in the secondary teacher certification program.

6500  Introduction to Research Design (3) Cross listed as ELP 6030, ED PS 6030, SP ED 6610.
   Overview of the fundamentals of research design in education and social science. The course involves the presentation of basic information about the purposes of research, the scientific method, experimental-quantitative and nonexperimental-qualitative methods, and implementation of investigations.

6600  Assessment of Learning and Issues of Accountability (3)
   This course will examine theoretical concepts that are foundational in educational evaluation and assessment such as standardized testing, alternative assessment and reliability and validity. The course will then explore the implications of the above concepts in K-12 classrooms and address issues surrounding accountability of student performance.

6610  Teacher Development: Novice and Experienced Teachers (3)
   Meets with T L 7610. Examines current research, models, and issues associated with beginning and experienced teacher development.

6612  Teacher Collaboration & Mentoring (3)
   Meets with T L 7612. Course helps supervisors and cooperating teachers better develop instructional ability of student teachers; supervisory relationships, patterns of student teacher performance and programmatic approaches to student teaching.

6613  Teacher Research (3) Cross listed as T L 7613.
   Meets with ECS 7813. Explores teacher-research literature in its historical and methodological context, including findings from teachers' studies. Investigates teacher research practices and ways it can be used to study teaching and teacher education. Students enrolled in T L 7613 and ECS 7813 will be held to a higher standard and may be assigned additional coursework.

6620  Dynamics of Classroom Interaction (3)
   Meets with T L 7620. Explores the ways students and teachers communicate, relate to and influence each other in school. Grounded in a school social psychology perspective, concepts such as norms, group development, conflict, and friendship are examined.

6632  Introduction to Intervention for Struggling Readers (3) Cross listed as SP ED 6632.
   This 3 credit graduate course sponsored by the University of Utah Reading Clinic is designed to help educators develop an introductory understanding of the theory and practice of intervention for struggling readers. By participating in a clinical practicum, educators will extend their knowledge of the following topics: guided reading at instructional level, work identification, automaticity, fluency, comprehension, textual scaffolding, motivation, and using assessment as a guide for pacing instruction. Most importantly, educators will be expected to use their knowledge of these topics to provide ongoing, one-on-one assessment and intervention for two struggling readers between second and sixth grades. This course meets daily for 3 weeks during the summer.

6633  Assessment and Intervention for At-Risk, Beginning Readers: Early Steps Practicum (3) Cross listed as SP ED 6633.
   This graduate level course sponsored by the University of Utah Reading Clinic is designed to help educators develop in-depth theoretical and practical knowledge of research-based assessment and intervention for beginning readers at-risk for reading difficulties. By participating in a clinical practicum, educators will be expected to extend their knowledge of reading development, phonological awareness, concept of word, word identification, synthetic blending, decoding by analogy, automaticity, fluency, textual scaffolding, building/activating background knowledge, comprehension strategies, and motivation. Most importantly, educators will be expected to use their knowledge of these topics as they provide ongoing, one-on-one assessment and intervention for at least one beginning reader. Admission is limited to graduate students who have been invited to participate in an Early Steps field site that has contracted with the University of Utah Reading Clinic.

6634  Assessment and Intervention for Struggling Readers: Next Steps Practicum (3) Cross listed as SP ED 6634.
   This graduate level course sponsored by the University of Utah Reading Clinic is designed to help educators develop in-depth theoretical and practical knowledge of research-based assessment and intervention for struggling readers of all ages who have reached a primer level, but whose reading abilities are below chronological grade level. By participating in a clinical practicum, educators will be expected to extend their knowledge of the following topics: reading development, word identification, synthetic blending, decoding by analogy, automaticity, fluency, textual scaffolding, text structure, building/activating background knowledge, comprehension strategies, and motivation. Most importantly, educators will be expected to use their knowledge of these topics as they provide ongoing, one-on-one assessment and intervention for at least one struggling reader. Admission is limited to graduate students who have been invited to participate in a Next Steps field site that has contracted with the University of Utah Reading Clinic.

6640  Literacy as Cultural Practice (3)
   Examines different perspectives on literacy and literate practice. Course readings, assignments, and discussions focus on what it means to say that literacy is not only the mastery of process that leads to acts of reading and writing, but is also a cultural, social, historical, and political practice.

6642  Sociocultural Theory (3)
   Examines various perspectives on cognition, with a focus on how cognition is socially and culturally constructed and situated.

6700  Constructing Knowledge (3)
   Discusses the psychological construct of knowledge and epistemological ideas about the nature of knowledge. Reviews theories of knowledge structure, knowledge acquisition, and knowledge restructuring. Relates ideas about the nature of knowledge to theories of learning and models of instruction.

6710  Writing Models and Instruction (3)
   Examines current theories and practices that pertain to writing instruction in school settings. Emphasis on current research that focuses on writing instruction such as writing practices of students, reading/writing connections, and writing assessment.

6711  Foundations of Reading (3) Cross listed as ED PS 6711.
   This course critically examines issues related to conceptions of literacy, emergent literacy, comprehension and metacognitive processing, motivation, home and school influences, and curricular, instructional, and assessment practices that facilitate literacy learning for all students at all grade levels. As a graduate class that lays the foundation for subsequent courses in literacy education, we will critically analyze the current debates, research, and theories in literacy education from a variety of perspectives.

6712  Reading Research (3) Cross listed as ED PS 6712.
   Special topics covering current research on literacy. Multidisciplinary approach integrates relevant research from psychology, socio-cultural cognition, linguistics, and education.

6713  Early Literacy Theory and Instruction (3) Prerequisite: T L 6711.
   The purpose of this course is to familiarize teachers with historical and current instructional theory and practice related to early literacy development.

6714  Comprehension Theory & Instruction (3) Cross listed as ED PS 6714. Prerequisite: T L 6711 and 6713.
   Examines theory and methods for teaching comprehension strategies and enhancing motivation in the classroom. The course develops in-depth understanding of the research that supports the use of comprehension strategies. The course also examines ways to teach these strategies. Emphasis is given to curriculum, curriculum integration, and motivational strategies. The course builds on Advanced Early Literacy; therefore, students will be expected to draw upon knowledge constructed in previous literacy classes and to apply this knowledge about comprehension to help students from all grade levels make meaning from texts. Teachers participating in the course will have the opportunity to apply this knowledge directly to their classrooms.

6715  Supervision & Evaluation of Reading Programs (3) Prerequisite: level 1 reading endorsement courses and T L 6713, 6714.
   This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum development, and assessment.

6716  Reading Specialist Internship (3) Prerequisite: level 1 endorsement courses and T L 6713, 6714.
   The purpose of the reading specialist internship is to provide a culminating, hands-on opportunity to be involved in the same literacy instruction issues and programs as school and district reading specialists around the country. The internship should involve working with other educators to improve reading and writing instruction at the school or district level. The internship should be under the direct supervision of someone knowledgeable about reading and writing instruction at the school or district level. The internship should be under the direct supervision of someone knowledgeable about reading and writing pedagogy.

6717  Supporting Struggling Readers - ELL Students gr. 6-12 (3) Prerequisite: T L 6711.
   The purpose of this course is to provide advanced training for teachers of older, struggling readers and ELL students in the middle and upper grades. The course focuses on middle and upper grade students and ELL students who are reading below the third grade level. These students often have problems in phonological processing and fluency. The course provides the foundational knowledge, theory and research and practical applications for these readers. This course is also required for the Utah State Reading Endorsement, Level I.

6720  Research on Mathematics Teaching and Learning (3)
   Meets with T L 7720. Examines past and current research on mathematics learning. Students will consider theoretical perspectives such as behavioral, cognitive, and socio-cultural and will read research on children's learning of specific mathematical domains.

6721  Research on Mathematics Teaching (3)
   Examines research on mathematics teaching through considering conceptions of mathematics teaching, teacher knowledge, and teacher development and change. Will consider influences of the discipline and societal goals on mathematics teaching and teacher preparation.

6722  Perspectives in Mathematics Teaching and Learning (3) Prerequisite: Instructor's consent.
   Meets with T L 7722. Examines school mathematics curriculum and its relationship to contemporary culture. Course traces relationships among social, political, and mathematics educational policy in 20th-century U.S. and examines critical analyses of these relationships.

6723  Special Topics in Mathematics Education (3)
   Course examines specific topics in mathematics education. Possible topics include: history of mathematics education, mathematics assessment, philosophy of mathematics education, and math curriculum development.

6725  Knowing and Learning in Math and Science Education (3)
   Meets with T L 7725. This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How is knowing and learning structured and how does what we know change and develop? What are the links between knowing and developing in learning theory, and the content and evolution of scientific ideas? What are the connections between kinds of assessments and theories of knowing? How are various uses of technology associated with specific approaches to learning?

6730  Advanced Methods of Science Teaching (3)
   Examines a range of methods for teaching and assessing scientific knowledge and processes. Emphasis is placed on analyzing a range of science educational theory and translating these theories into appropriate classroom practices.

6731  Research in Science Teaching and Learning (3)
   Meets with T L 7731. Analysis of current research in science teaching and learning. The course will examine research methodology and stress the implications of research for classroom application.

6732  Issues in Science Curriculum and Instruction (3)
   The course will allow students to develop a functional understanding of the factors influencing the development of science curricula. Current issues in science curriculum reform will be analyzed. Areas of emphasis will include the theoretical and historical foundations of reform efforts and the impact of the reforms on classroom practice.

6733  The Nature of Science and Science Education (3)
   Meets with T L 7733. Course will stress the nature of science through an examination of the history of the discipline and related philosophical writings. Application of the nature of science teaching will be examined. Classroom applications of the nature of science will be explored.

6740  Issues in Design of Instructional Courseware (3)
   Compares and contrasts instructional design models based on different theoretical orientations to learning. Issues associated with design of educational software are explored. Focus is on matching assumptions underlying the instructional goals of the software with teachers' beliefs about learning and teaching.

6741  Integration of Educational Technology (3) Cross listed as ED PS 6446.
   Examination, evaluation and selection of instructional technologies for use in classroom settings. Appropriate uses of microcomputer software, the www and peripherals are explored. Uses of instructional technologies across content areas and in an integrated curricular enviroment are addressed.

6742  Computers and Telecommunications for Educators (3)
   Broad-based examination of the role of microcomputers and telecommunication technology in education. Emphasis is on distance-education systems including one-way and two-way video systems, Internet-based instruction, and self-contained microcomputer courseware. Focus is on discussion of issues and experiences with several forms of technology.

6743  Critical Perspectives on Technology in Education (3)
   Meets with T L 7743. Examination of social and educational issues created by the introduction of computers into public schools. Effects of computerization on students, teachers, and curriculum are addressed. Issues like computer/information literacy, gender bias in computer software and equitable allocation of technology resources are discussed.

6750  Social Studies Curriculum (3)
   Examines community resources in the development of social studies curriculum for both elementary and secondary schools.

6800  Teaching: Theory and Practice (3)
   This course is designed to provide students with core understandings derived from research on teaching. This course develops in-depth understanding of the research on teaching. As well as, helping students develop skills in analyzing research.

6811  Mentoring and Evaluating Beginning Teachers (3)
   Examines theories, concepts, and methods for supporting, supervising, and evaluating beginning teachers.

6821  Classroom Management (3)
   Examines theory and research related to making informed classroom management decisions. Theory is grounded historically and sociologically. Emphasizes how management impacts student learning.

6831  School Change & Reform (3) Cross listed as ECS 6831.
   Examines specific reform efforts, explores promising practices, and requires participation in a change project.

6950  Special Topics in Education (3)
   Variable subject matter or experimental format. Topics offered on an occasion al and non-repeated basis.

6951  Thesis Writing (3)
   This is a course specifically designed to assist Teaching & Learning doctoral and master's thesis students in their dissertation and thesis writing. The course covers multiple facets of the research process in both quantitative and qualitative research methodologies. Issues cover research questions, literature reviews, theoretical and methodological frameworks and proposal development. Overlaying these issues is the writing process itself, especially as that process relates to research writing for fields in Teaching and Learning and Teacher Education. Meets with T L 7950.

6955  Field Projects in Education (1 to 3)
   Field project involving educational research.

6960  Directed Reading and Research for Master's Students (1 to 9)
   Independent study involving library based reading and research.

6970  Thesis Research: Master's (1 to 9)
   Selecting, designing, and researching an appropriate problem for the master's thesis.

6980  Faculty Consultation: Master's (1 to 9)

7610  Teacher Development: Novice & Experienced Teachers (3)
   Meets with T L 6610. Examines current research, models, and issues associated with beginning and experienced teacher development. Students enrolled in T L 7610 will be held to a higher standard and may be assigned additional coursework.

7612  Teacher Collaboration & Mentoring (3)
   Meets with T L 6612. Examines theories, concepts, and methods for supporting and evaluating teacher collaborative teams. Students enrolled in T L 7612 will be held to a higher standard and may be assigned additional coursework.

7613  Teacher Research (3) Cross listed as T L 6613.
   Meets with ECS 7813. Explores teacher-research literature in its historical and methodological context, including findings from teachers' studies. Investigates teacher research practices and ways it can be used to study teaching and teacher education. Students enrolled in T L 7613 and ECS 7813 will be held to a higher standard and may be assigned additional coursework.

7615  College Teaching (3)
   Survey of college teaching methods and development of specific teaching competencies appropriate to the needs, skills, problems and interests of college students.

7620  Dynamics of Classroom Interaction (3)
   Meets with T L 6620. Explores the ways students and teachers communicate, relate to and influence each other in school. Grounded in school psychology perspective, concepts such as norms, group development, conflict, and friendship are examined. Students enrolled in T L 7620 will be held to a higher standard and may be assigned additional coursework.

7710  Theory & Research: Cognitive Theories (3)
   This course involves in-depth exploration and critical analysis of cognitive theories of learning and teaching, including historical, cultural, social, and political influences on their development and implementation, careful reading, dialogue, writing, and presentation support development of knowledge and skills in critical analysis, bridging educational theory, research and practice.

7711  Theory & Research: Sociocultural Theories (3)
   This course examines teaching and learning as arising from the interaction of students and teachers engaged in sociocultural activities of schooling. The complexity of teaching and learning are explored through analyzing classrooms as social spaces involving multiple varied social, cultural, linguistic, historical and political features. Multiple perspectives within the sociocultural theoretical and research traditions are addressed.

7712  T&L Doctoral Pro Seminar (3) Pre-requisite: Admission to doctoral program.
   This is a required seminar for all doctoral students in the Department of Teaching and Learning. It covers essential information on the nature of understanding and conducting ethical and significant research; an introduction to scholarly writing, an overview of preparing professional conference proposals, presentations, and manuscripts, guidelines for succeeding as a doctoral student, and understanding the nature of academia as a profession.

7720  Research on Mathematics Teaching & Learning (3)
   Meets with TL 6720. Examines past and current research on mathematics learning. Students will consider theoretical perspectives such as behavioral, cognitive, and sociocultural and will read research on children's learning on specific mathematics domains. Students enrolled in TL 7720 will be held to a higher standard and may be assigned additional coursework.

7722  Perspectives in Mathematics Teaching and Learning (3)
   Meets with T L 6722. Examines school mathematics curriculum and its relationship to contemporary culture. Course traces relationships among social, political, and mathematics educational policy in 20th-century and U.S. and examines critical analyses of these relationships. Students enrolled in T L 7722 will be held to a higher standard and may be assigned additional coursework.

7725  Knowing and Learning in Math and Science Education (3)
   Meets with T L 6725. This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How is knowing and learning structured and how does what we know change and develop? What are the links between knowing and developing in learning theory, and the content and evolution of scientific ideas? What are the connections between kinds of assessments and theories of knowing? How are various uses of technology associated with specific approaches to learning? Students enrolled in T L 7725 will be held to a higher standard and may be assigned additional coursework.

7731  Research in Science Teaching & Learning (3)
   Meets with T L 6731. Analysis of current research in science teaching and learning. The course will examine research methodology and stress the implications of research for classroom application. Students enrolled in T L 7731 will be held to a higher standard and may be assigned additional coursework.

7733  Nature of Science & Science Education (3)
   Meets with T L 6733. This course will stress the nature of science through an examination of the discipline and related philosophical writings. Application of the nature of science teaching will be examined. Classroom applications of the nature of science will be explored. Students enrolled in T L 7733 will be held to a higher standard and may be assigned additional coursework.

7740  Research on Learning (3)
   Examines current research on theories of learning as they apply to classroom practice.

7741  Research on Teaching (3)
   Examines research on current theories of instruction and their application to classroom practice.

7743  Critical Perspectives on Technology in Education (3)
   Meets with T L 6743. Examination of social and educational issues created by the introduction of computers into public schools. Effects of computerization on students, teachers, and curriculum are addressed. Issues like computer/information literacy, gender bias in computer software and equitable allocation of technology resources are discussed. Students enrolled in T L 7743 will be held to a higher standard and may be assigned additional coursework.

7750  Strategies in Reading and Learning (3)
   Critically reviews theory and research on learning and reading strategies. Focuses on what it means to be a strategic learner and the role of strategy learning in educational settings.

7751  Conceptual Change Learning (3)
   Examines theoretical and empirical issues in changing learner's conceptions. Examines research from multiple disciplines.

7752  Seminar in Learning and Instruction (3)
   Explores in depth, topic-specific research in education related to learning and instruction.

7760  The Philosophy of Science and Educational Research (3)
   The various philosophies of science will be analyzed. Emphasis on the relationship of these philosophies to the manner in which educational research is both conceived and carried out. Compares the epistemological assumptions of various research traditions and explores the methodological and theoretical implications of these assumptions.

7761  Design of School-Based Research (3)
   Discusses the unique aspects of designing research in classrooms and other educational settings. Focus is on understanding the basics of qualitative and quantitative methods, designing research questions, and combining methods to address educational issues. In addition, ethics and responsibilities of working with school-based research are considered.

7762  Conceptual Issues in Qualitative Research (3) Cross listed as ECS 7670.
   This introductory research course examines connections among theoretical frameworks, research questions, and methods of data collection and analysis. Specific methods are not taught in detail.

7800  Teaching: Theory and Practice (3)
   Examines current theories of teaching as they relate to classroom learning. Requires completion of a literature review.

7820  Seminar in Teaching and Teacher Education (3)
   Selected topics in teaching and teacher education.

7830  Research and Policy Issues in Teacher Education (3)
   This seminar addresses current research and policy issues in teacher education. Students learn how to identify and critically evaluate current research and policy issues pertaining to the design, delivery, and evaluation of programs for the preparation of teachers. Role of professional organizations, legislative, and state agencies in formulating policy affecting the preparation of educators. Students become conversant with national reform initiatives in teacher education and with research on best practices in preparing educators.

7950  Special Topics in Education (3)
   Variable subject matter offered for doctoral students. Topics are offered on an occasional and non-repeated basis.

7951  Dissertation Writing (3) Prerequisite: T L 7961.
   Meets with T L 6951. This is a course specifically designed to assist Teaching & Learning doctoral and master's thesis students in their dissertation and thesis writing. The course covers multiple facets of the research process in both quantitative and qualitative research methodologies. Issues cover research questions, literature reviews, theoretical and methodological frameworks and proposal development. Overlaying these issues is the writing process itself, especially as that process relates to research writing for fields in Teaching and Learning and Teacher Education. Students enrolled in T L 7951 will be held to higher standards and may be assigned additional work.

7956  Collaborative Research Project (3)
   A three-hour course where students and faculty collaborate on a research project. The purpose of the course is for students to learn the process of doing research. The course may or may not result in authorship of a published article.

7960  Directed Reading and Research for Doctoral Students (1 to 9)

7961  Directed Reading for Doctoral Preliminary Examination (1 to 3)

7970  Thesis Research: Ph.D. (1 to 9)
   Selecting, designing, and researching an appropriate problem for the doctoral thesis.

7980  Faculty Consultation: Ph.D. (1 to 9)
   Independent consultation with faculty for doctoral students

7990  Continuing Registration (0)
   For doctoral students admitted to candidacy.