Graduate - Clarion University

44 Clarion University of PennsylvaniaEducation/Reading/Science EducationED/MMAJ 540: Principles of Instructional Design in Educational Technology 3 s.h.Focuses on systematic procedures for designing, developing, evaluating, and revising instruction to meet identified goals andobjectives for promoting educational technology. Instructional design theories and applications are examined. The appropriatenessand production of both projected and non-projected multimedia are explored in the production of instructional solutions for thetargeted audience including the K-12 community and other training and development learning environments. Fall, annually.ED 554: Graduate Certification Practicum 6 s.h.A professional practicum that requires the application and integration of instruction, management, and professionalknowledge and competencies in a school setting. Secondary certification candidates participate in a 12-week teacherinternship in their certification area under the direction of a classroom cooperating mentor teacher and a university supervisor.Prerequisites: Completion of the five required courses in the Graduate Level Secondary Teacher Certification Program (15s.h.), completion of the required professional course in certification area (3 s.h.) with a minimum grade of B, a cumulative3.0 QPA and satisfactory standing in admission and retention standards in the college. Each semester.ED 558: Practicum Seminar 3 s.h.Supports teaching interns in the classroom with discussions of classroom management problems and strategies, andorganization as a path to fewer management issues. Includes teacher effectiveness research and its application to instructionalstrategies and materials, classroom and behavior management, as well as inclusion strategies for students with special needs.Web-based asynchronous seminar concurrent with student teaching internship. Prerequisite: Must be taken concurrently withED 554. Each semester.ED 563: Reading Pedagogy 3 s.h.Students define and investigate reading as related to the individual learner. Study is made of the current research intosequential and systematic reading development and the application of multi-dimensional techniques, strategies, and materialsin the teaching of reading K-12 for both narrative and expository structures. Prerequisite: teaching certification. Annually.ED 564: Evidence-Based Literacy Instruction 3 s.h.Students will review the major national studies in literacy since the 1960s and investigate current research on variousliteracy topics for the purpose of developing a model of best practice based on inquiry and reflection.ED 565: Reading and Language Arts in Early Childhood 3 s.h.Study and observation of the child’s early reading behavior during early childhood and observation of other aspects oflanguage arts; exercises for listening experiences and developing writing skills; assessment of some of the causes of difficultiesin learning to read and to use language effectively.ED 567: Secondary, College, and Content Area Reading Instruction 3 s.h.Survey of reading programs and principles at secondary and post-secondary levels; examination of materials and strategiesfor various instructional settings and populations with an emphasis on secondary content area reading. Fall, annually.ED 568: Language and Literacy 3 s.h.A study of literacy acquisition which includes consideration of developmental and sociocultural factors. The course examinesinstructional practices which utilize children’s literature in teaching the language arts. Writing is emphasized. Prerequisite:Teaching certification. As needed.ED 569: Assessment of Literacy 3 s.h.Provides an in-depth analysis of assessment strategies and techniques in the field of literacy. Features of this course includeevaluating, implementing, and analyzing data gathered from formal and informal assessment approaches for the purpose ofplanning instruction. Introduction to literacy profile. Prerequisite: Two graduate-level literacy courses. Spring, annually.ED 570: Practicum I: Analysis 3 s.h.The investigation of an individual’s background to determine possible casual factors for underachievement in readingthrough (1) the selection and administration of appropriate diagnostic instruments, and (2) a sensitive interpretation of thecumulative results. Prerequisite: ED 569 and permission of the instructor. Course must be taken concurrently with ED 571.Summer, annually.ED 571: Practicum II: Instruction 3 s.h.Emphasizes the development of competency in the instructional process of addressing reading problems. Includes (1)learning the techniques used for corrective instruction, (2) learning how to teach individuals strategies which will enable themto be readers, (3) developing expertise in using materials related to the immediate needs of individuals, and (4) preparing aliteracy profile which suggests to schools and other agencies procedures to use for a student’s academic progress. Prerequisites:ED 568, ED 569, and permission of the instructor. Course must be taken concurrently with ED 570. Summer, annually.ED 574: Reading Program Organization, Administration, and Supervision 3 s.h.The organization, administration, and supervision of reading programs from kindergarten through high school. Particularemphasis is given to the functions of a reading specialist and development of a curriculum guide for reading, organizationalpatterns in reading programs, and procedures for instituting and operating in-service reading education programs. Prerequisites:Two graduate-level literacy courses. Spring, annually.ED 575: Seminar in Children’s Literature 3 s.h.This seminar is an intensive study of various genres of children’s literature, with emphasis upon correlating into study unitsbooks that appeal to the interests of boys and girls. A study of storytelling techniques and other literature sharing methods areincluded. Prerequisite: ELED 331 or LS 358.ED 576: Advanced Seminar in Reading and Literacy 3 s.h.The study and evaluation of research and current reports on reading education issues. Prerequisite: ED 560.ED 578: Professional Seminar 3 s.h.Intended as the capstone course for all graduate students in the Education Department graduate programs and the InstructionalSpecialist Certification Program. Students will focus on a classroom-based action research project which will serve as anintegrating element for knowledge and experiences acquired during the graduate program. Students will recognize the integrity