Curriculum and Instruction - CI


The information below lists courses approved in this subject area effective Fall 2014. Not all courses will necessarily be offered these terms. Please consult the Schedule of Classes for a listing of courses offered for a specific term.

500-level courses require graduate standing.

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400 Anthropology & Education
3 OR 4 hours. This course uses an anthropological approach in the study of formal and informal educational processes to understand the relationship between education, culture and society as represented in ethnographic texts. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): Consent of the instructor. Recommended background: ED 100, and ED 135, and ED 205; and ANTH 100 or ANTH 101.

410 Literature, Social Studies, and the Arts in the Elementary School
4 hours. Theory and practice in curriculum development, planning instruction, and assessing learning in elementary classrooms. Literature, social studies, and the arts content foci.

411 Creating Learning Environments in the Elementary School
3 hours. Examination of beliefs about teaching culture and learning in urban America in relation to the creation of learning environments with emphasis on application of state standards in classrooms and the development of a electronic teaching portfolio. 30 hours of fieldwork required. Prerequisite(s): Graduate standing and CI 412.

412 Dynamics of Learning Environments
3 hours. Exploration of multiculturalism and bilingualism/biculturalism in schools and families. Continued development of electronic portfolio for meeting Illinois professional teaching and technology standards. Prerequisite(s): Graduate standing and Enrollment in M.Ed. in Elementary Education Program.

413 Foundations of Literacy Instruction, K-8
4 hours. For prospective teachers, introduction to teaching literacy K-8; examining cognitive, social, developmental perspectives; relationships between language and literacy; connections to school subjects; aligning instruction, assessment, standards. Extensive computer use required. Word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks. Prerequisite(s): Graduate standing.

414 Middle and High School Literacy
3 hours. Focuses on the teaching of reading and writing strategies appropriate for disciplinary learning and expression. Field work required. Prerequisite(s): Junior standing or above; and consent of the instructor.

428 Curriculum and Teaching in Secondary Education
3 hours. Introduction to the study of curriculum and teaching. Specifically designed for graduate students wanting to become middle and high school teachers, students who are newly admitted to the secondary education program. Credit is not given for CI 428 if the student has credit for ED 430. Field work required. Prerequisite(s): Open only to Master's degree students in the Secondary Education Program; and consent of the instructor.

450 Literacy and Society
4 hours. Explores the significant role of literacy in cognition, law, economics, social and personal life and its implications for teaching and learning. Extensive computer use required. Prerequisite(s): Graduate standing.

464 Bilingualism and Literacy in a Second Language
4 hours. Theoretical foundations of second language acquisition and the teaching of English as second language. Methods and materials for teaching reading and writing in bilingual/ESL settings. Prerequisite(s): CI 481 or ED 258; or consent of the instructor.

469 The Learning and Teaching of Physics
4 hours. Provides teacher candidates with the foundations and experiences necessary for teaching physics in secondary schools. For those currently teaching, it will also provide tools and background to improve their physics instruction. 4 hours. Same as PHYS 469. Extensive computer use required. Prerequisite(s): PHYS 244; or approval of the department.

472 Language Proficiency Assessment and ESL Instruction
4 hours. English language proficiency assessment instruments and procedures; effective planning and ESL instructional practices; methods, materials, and technology resources for teaching ESL in K-12 school settings. Prerequisite(s): CI 481 or ED 258; or consent of the instructor.

480 Technology and Multimedia: Learning Tools in the Classroom
3 OR 4 hours. New technologies to support teaching and learning in pre-college classrooms. Same as SPED 480. 3 undergraduate hours. 4 graduate hours.

481 Foundations and Current Issues in Educating English Language Learners
4 hours. Philosophical, theoretical, socio-cultural and educational examination of learning and achievement issues that culturally and linguistically diverse students face in American schools. Field work required. Prerequisite(s): Junior standing or above.

482 Assessment and Instruction: A Multilingual/Multicultural Perspective
4 hours. Methods and materials for teaching English language learners (ELLs) in bilingual/ESL classrooms. Emphasis upon curricular and methodological practices, assessment for academic placement, and instruction. Prerequisite(s): CI 481 or ED 258; or consent of the instructor.

483 Methodology of Second Language Teaching
3 OR 4 hours. Approaches, methods, and techniques for teaching second languages with a focus on speaking, listening, writing, reading, and on assessment and curriculum/syllabus design. Same as LING 483 and LCSL 483. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): Junior standing or above and consent of the instructor.

484 Curriculum and Instruction in the Middle School
3 hours. Philosophy, curriculum, and instructional methods for teaching middle grade students (grades five through eight). Content area reading is included. Prerequisite(s): EPSY 255 or both ED 200 and ED 210; or graduate standing and either ED 402 or ED 403, and ED 421; and approval of the of the College of Education.

494 Special Topics in Curriculum and Instruction
1 TO 4 hours. Exploration of an area not covered in existing course offerings. Content varies. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): Consent of the instructor.

500 Proseminar in Curriculum and Instruction
1 hours. Research-oriented colloquia on issues in curriculum and instruction. Serves as introduction to faculty research interests. Provides opportunity to consider issues in research design. Satisfactory/Unsatisfactory grading only. May be repeated. Prerequisite(s): Admission to the Ph.D. in Education program or consent of instructor.

502 Mathematics and Science in the Elementary School
4 hours. Integrating mathematics and science content with issues of teaching and learning, including adapting and developing curriculum, planning, classroom interactions, and assessment in elementary classrooms. Prerequisite(s): ED 402 or ED 403; and either ED 421 or ED 422 or ED 445; and ED 430; and CI 460; and a second reading methods course.

503 Advanced Foundations of Literacy Instruction, K-8
4 hours. Introduction to teaching literacy K-8; examining cognitive, social, developmental perspectives; relationships between language and literacy; connections to other school subjects; aligning instruction, assessment, standards. Extensive computer use required [word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks]. Prerequisite(s): CI 450; or consent of the instructor. Open to Master's degree students and Ph.D. degree students. Recommended background: Admission to M.Ed. in Instructional Leadership: Literacy, Language and Culture.

504 Secondary Literacy
4 hours. Focuses on the foundations of literacy and on the literacy processes of middle and secondary students and how these processes apply to reading and writing in the disciplines. Field work required.

505 Integrated Reading and Writing Instruction
4 hours. Examination of the reading-writing relationship. Specific instructional strategies for teaching reading and writing together in the elementary grades. Prerequisite(s): CI 413; or consent of the instructor.

507 Teaching and Learning Mathematics in the Elementary School
4 hours. For prospective teachers, integrating mathematics content with teaching and learning issues, including adapting and developing curriculum, planning, classroom interactions, and assessment in K-9 classrooms. Recommended background: Admission to M.Ed. in Instructional Leadership Concentration in Elementary Education program.

508 Teaching and Learning Science in the Elementary School
4 hours. For prospective teachers, development of multiple frameworks for facilitating the learning of science in students of various abilities, cultures, and backgrounds. Recommended background: Admission to M.Ed. in Instructional Leadership Concentration in Elementary Education program.

509 Reading and Writing with Young Children
4 hours. The early writing and reading behaviors of children and how these develop during the primary grades. Observation, teaching, and assessing are emphasized. Prerequisite(s): ED 422; and consent of the instructor.

511 Student Teaching in the Elementary Grades I
6 hours. Culminating course in graduate elementary teacher education. Meets Illinois State Board of Education requirements for certification. Prerequisite(s): Completion of all professional education courses and program requirements. Must enroll concurrently in CI 512.

512 Student Teaching in the Elementary Grades II
6 hours. The culminating course in the graduate elementary teacher education sequence. Meets Illinois State Board of Education requirements for certification. Prerequisite(s): Graduate standing and concurrent registration in CI 511 required.

515 Urban Youth Program Evaluation
3 hours. Analysis of the impact of social trends and problems on urban youth. Evaluation of urban youth programs with emphasis on affective and moral dimensions.

516 Research on Mathematics Teachers and Teaching
4 hours. Grounds students in research on mathematics teachers and teaching, while situating the literature within the broader sociopolitical context. Prerequisite(s): Admission to the Ph.D. in Mathematics and Science Education and graduate standing; or consent of the instructor. Recommended background: Experience in STEM (science, technology, engineering, mathematics) education.

517 The Sociopolitical Context of Mathematics and Science Education
4 hours. Examines the sociopolitical context of mathematics and science education to understand how these domains interact with local, global, sociopolitical forces and movements. Prerequisite(s): Admission to the Ph.D. in Mathematics and Science Education; or consent of the instructor. Recommended background: Experience in STEM (science, technology, engineering, mathematics) education.

518 Race, Identity, and Agency in Mathematics and Science Education
4 hours. Explores an emerging literature that is situated at the intersection of scholarship on race, identity, and critical mathematics and science education. Participants will analyze the theories and methods that inform these literatures. Prerequisite(s): Admission to the Ph.D. in Mathematics and Science Education and graduate standing; or consent of the instructor. Recommended background: Experience in STEM (science, technology, engineering, mathematics) education.

519 Research on the Learning of Mathematics
4 hours. Examines research on the learning of mathematics, including: whole number concepts and operations, rational numbers and proportional reasoning, algebra, functions, geometry, probability and statistics, problem solving, and proof. Prerequisite(s): Admission to the Ph.D. in Mathematics and Science Education and graduate standing; or consent of the instructor. Recommended background: Experience in STEM (science, technology, engineering, mathematics) education.

520 The K-12 Mathematics Curriculum: Theory, Politics and Reform
4 hours. A look at the K-12 curriculum from three perspectives: theoretical (epistemological, learning, teaching), political (whose interests are served) and practical (implementation issues in schools). Prerequisite(s): Consent of the instructor.

521 Learning and Teaching Mathematics with Technology
4 hours. Can technology support conceptually-based learning of mathematics? Issues of learning, teaching, and equity related to technology in the K-12 mathematics classroom. Prerequisite(s): Consent of the instructor.

522 Social Context of Mathematics Education
4 hours. Examination of contextual, social, and linguistic factors which influence the learning of mathematics; emphasis on sociohistorical and activity theories; and equity in schooling. Prerequisite(s): Graduate standing in the College of Education or consent of the instructor.

525 Assessment and Instruction for Struggling Readers, K-12, Part 1
4 hours. Theoretical and practical issues concerning the etiology of reading problems and clinical diagnostic techniques. Children with reading problems are diagnosed and taught in the practicum component. Prerequisite(s): CI 450; and CI 503 or CI 504; and consent of the instructor.

526 Assessment and Instruction for Struggling Readers, K-12, Part 2
4 hours. Continued study of theoretical and practical issues concerning the etiology of literacy problems and clinical diagnostic and instructional techniques. Practicum inolves tutoring clients in the UIC Reading Clinic. Prerequisite(s): CI 525.

527 Reading Specialists as Literacy Leaders
4 hours. Theories and practices related to the role of the reading specialist, including management and evaluation of support systems, programs, personnel, and professional development in literacy. Prerequisite(s): CI 450 and CI 503 and CI 504.

528 Assessing Literacy in Classrooms
4 hours. Introduction to and practicum in K-12 classroom literacy assessment and its relation to literacy instruction. Addresses purposes of and techniques for conducting/interpreting specific literacy assessments. Extensive computer use required [word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks, use of power point, excel and SPSS]. Prerequisite(s): CI 450 and CI 503 and CI 504 and consent of the instructor. Open only to Master's degree students. Recommended background: Admission to M.Ed. in Instructional Leadership: Literacy, Language and Culture.

529 Secondary Science Education in Urban Settings
4 hours. Introduction to the study of curriculum and teaching for those interested in urban education and who want to become secondary science teachers at the middle and high school levels. 4 hours. Field work required. Recommended background: An undergraduate degree in a science field. Class Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

530 The Learning and Teaching of Secondary Science in Urban Schools
4 hours. Prepares science teacher candidates with the knowledge, skills and dispositions needed for teaching secondary science in urban contexts. Field experience required.

532 Staff Development and School Improvement
4 hours. Analysis of issues of school improvement and teacher professional development. Emphasis on processes of and alternative approaches to individual and organizational change. Prerequisite(s): CI 574 or ED 430 or ED 431 or ED 543; and consent of the instructor.

535 Studies in Literacy Research and Teacher Inquiry
4 hours. Analysis of methodologies and topics of reading research; decision-making processes for effective literacy instruction based on research; skills and strategies in designing teacher inquiry. Extensive computer use required [word processing on writing; search engines for identifying research studies, including teacher researcher websites]. Prerequisite(s): CI 450 or CI 503 or CI 504; and consent of the instructor. Admission to the M.Ed. in Instructional Leadership: Language, Literacy and Culture program or consent of the instructor.

536 Colloquium on Literacy
1 hours. Various areas of reading, writing, and literacy including research on learning, instruction, and use. Satisfactory/Unsatisfactory grading only. May be repeated to a maximum of 12 hours. Prerequisite(s): Enrollment in a graduate specialization in reading, and consent of the instructor.

539 Internship in Instructional Leadership
4 hours. Conceptualization, development, implementation, analysis, and interpretation of a curriculum and/or instructional improvement in an educational setting (supervised by university faculty and leadership from the setting). May be repeated to a maximum of 8 hours. Prerequisite(s): CI 532.

540 Linguistics for Teachers
4 hours. Introduction to linguistic concepts as they apply to teaching in monolingual and bilingual classrooms. Relation of linguistic theory to theories of language and cognition.

541 Oral Language: Its Development and Role in the Classroom
4 hours. Analysis of oral language development and children's varying patterns of language use; analysis of talk in classroom settings and instructional decision-making processes to assess and optimize student learning. Extensive computer use required. Field work required. Prerequisite(s): CI 450 and either CI 503 or CI 504. Restricted to graduate students in education, psychology, or English.

542 Improving School/District Literacy Achievement
4 hours. Review of research on school/factors implicated in improvement of literacy achievement. Role of empirical evidence (best practices, scientifically based research, research synthesis, beat the odds studies) in school decision making and policy. Prerequisite(s): CI 450 and CI 503 and CI 504.

543 Using Multimedia Environments to Support Literacy and Learning
4 hours. Introduction to ways changes in technologies of communication transform environments for teaching and learning. Analyzing technologies, linear and non-linear reading environments and designing instructional strategies to enhance multiple literacies. Extensive computer use required. Prerequisite(s): One social science course or one computing course focused on the human use of computing.

544 Foundations of Writing
4 hours. Introduction to K-8 writing research, theory and practice, including writing development, processes, text pedagogy, assessment. Combination of academic study of writing with guided inquiry. Computer use required [word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks, use of power point and web-page composers]. Prerequisite(s): CI 450. Recommended background: Admission to the M.Ed. in Instructional Leadership: Literacy, Language and Culture.

545 Educational Evaluation
4 hours. Examination of theoretical and operational assumptions of alternative evaluation models; analysis and critique of evaluation case-studies. Prerequisite(s): Admission to Ph.D. in Education program.

546 Children's and Adolescent Literature
4 hours. Overview of trade books written for children from preschool through adolescence. Emphasizes critically reading, selecting, evaluating books appropriate for developmental stages, curricular connections, and students in our multicultural society. Prerequisite(s): CI 450 and CI 503 and CI 504; and consent of the instructor.

547 Integrating Literacy Instruction
4 hours. Engaging in professional experiences (e.g., teacher inquiry, teacher book clubs) that support the design and adaptation of frameworks and units that emphasize meaningful instructional connections among reading, writing, and talk in the classroom. Extensive computer use required. Prerequisite(s): CI 450 and either CI 503 or CI 504. Restricted to graduate students in education, psychology, or English.

548 Leading Improvement of Literacy Learning
4 hours. Leadership development to promote effective reading and writing instruction across the curriculum with particular attention paid to effective organizational and instructional strategies for PreK-12 students. Same as EDPS 548. Prerequisite(s): Consent of the instructor.

549 Critical Pedagogy: Practice and Theory
4 hours. Examine theory and practice of social justice teaching in schools, including: history liberatory pedagogies, culturally relevant and critical pedagogies, funds of knowledge, critical multiculturalism and anti-racist pedagogy, critical race theory. Same as EDPS 549. Prerequisite(s): Consent of the instructor.

550 Conflicts in Curriculum
4 hours. Analysis of theoretical models for curriculum development, special attention to alternative, and often conflicting viewpoints about the particulars of the development process. Prerequisite(s): Admission to a graduate program in education.

551 Practitioner Research in Science Contexts
4 hours. Introduction to practitioner research as a valid form of research, a change agent process, and lifelong professional development. Students examine practitioner research literature and methodologies and conduct their own study in science education. Recommended background: An interest in science education and science-related field context in which to do practitioner research.

552 Curriculum and Cultural Context
4 hours. Influence of cultural, political, sociological, and economic factors on curriculum, at the instructional, institutional, societal, and ideological levels. Prerequisite(s): CI 574 or consent of instructor.

553 History of Curriculum Thought
4 hours. Analysis of selected documents on curriculum theory and policy from antiquity to present; secondary treatments and primary sources; interaction of theory and practice. Prerequisite(s): CI 574 or consent of the instructor.

556 Proseminar in Literacy, Language and Culture
4 hours. Socialization of students into field through intensive introduction to literacy, its relationship to language and culture, using the collective knowledge and research experience of faculty. Emphases on developing student inquiry in urban contexts. Restricted to first year doctoral students with a specialization in Literacy, Language, and Culture.

557 Proseminar in Literacy, Language, and Culture
4 hours. Socialization of students into field through intensive introduction to literacy, its relationship to language and culture, using the collective knowledge and research experience of faculty. Emphases on developing student inquiry in urban contexts. Restricted to first year doctoral students with a specialization in Literacy, Language, and Culture.

558 The Historical and Philosophical Bases of Literacy and Literacy Instruction
4 hours. Critical examination of historical and philosophical bases of current literacy and literacy instruction from social, cultural, and psychological perspectives. Emphases on historical patterns of reading and writing instruction in the U.S. Prerequisite(s): Consent of the instructor.

559 The Social and Cultural Contexts of Literacy and Literacy Instruction
4 hours. Critical examination of theoretical and methodological orientations that inform the study of socio-cultural influences on the definition and practices of literacy in classrooms, at school level, and in out of school contexts. Prerequisite(s): Consent of the instructor.

561 Genre Theory and Practice
4 hours. Analysis of perspectives and methodologies employed in genre theory and practice; exploration and evaluation of discourse-analysis approaches used in genre research; critical examination of socio-cultural bases of genre. Prerequisite(s): Consent of the instructor.

562 Design and Conduct of Literacy Research
4 hours. Design principles for the study of literacy development and education. Emphasis is on examining lines of literacy research from multiple design perspectives; relationship between research design and theory and epistemology. Field work required. Computer use required. Prerequisite(s): Consent of the instructor.

563 Analysis of Research in Literacy
4 hours. Critical analyses of literacy-related research methods, their implications for interpreting research, the forms in which research is published; manuscript review process, and ethical considerations that inform all of the above. Prerequisite(s): CI 581 or CI 586; and consent of the instructor.

564 Design and Conduct of Literacy Research
4 hours. Introduction to design principles informing the study of literacy development and education. Emphasis on conducting literacy research from multiple design perspectives; and the relationship between epistemology, theory, and research design. Prerequisite(s): ED 502 and ED 503 and CI 563. Priority in enrollment will be given to students admitted into Literacy, Language, and Culture doctoral program.

566 Research on Science Curriculum
4 hours. Examines issues related to K-12 science curriculum in school classrooms and how they are related to teaching and learning science. Prerequisite(s): Graduate standing and admission to the Math & Science Education concentration or consent of the instructor.

567 Research on Science Teaching and Teacher Education
4 hours. Examines issues related to teaching science in and out of schools and to the preparation and development of teachers of science. Prerequisite(s): Graduate standing and admission to the Math & Science Education concentration or consent of the instructor.

568 Research in Children's and Adolescent Literature
4 hours. Topical seminar that examines research on a specific area of children's or adolescent literature such as multicultural literature, picture books, nonfiction texts, or the development of literacy understanding in children/adolescents. May be repeated to a maximum of 8 hours. Prerequisite(s): Consent of the instructor and an undergraduate or master's level survey course on children's/adolescent literature.

570 Research on Science Learning
4 hours. Examines science learning especially of diverse learners in formal and informal settings. Prerequisite(s): Admission to the Math and Science Education concentration or to the M.Ed. in Instructional Leadership-Strand B or consent of the instructor.

571 Integrating Mathematics, Science, and ESL
4 hours. Curriculum and instructional issues and practice related to the integration of mathematics, science, and English as a Second Language development. Prerequisite(s): CI 481 or consent of the instructor.

572 Contemporary Approaches to Mathematics and Science Assessment
4 hours. Theory, research, practice and policy related to the assessment of student learning in mathematics and science and how such assessment can be designed to support teaching and learning in these disciplines. Prerequisite(s): Admission to the Ph.D. in Mathematics and Science Education and graduate standing; or consent of the instructor.

573 Multimodality, Multiliteracies, and Science and Mathematics Education
4 hours. Examines how different forms of communication influence learning and teaching of science and mathematics in formal and informal settings. Prerequisite(s): Admission to the Math and Science Education concentration or to the M.Ed. in Instructional Leadership-Strand B; or consent of the instructor.

574 Foundations of Curriculum Studies
4 hours. Curriculum as area of inquiry; historical, philosophical, cultural, and related foundations; variations on curriculum theory and practice; alternative paradigms of curriculum inquiry. Prerequisite(s): ED 430 or admission to the Ph.D. in Education program or the Ph.D. in Public Policy Analysis program.

575 Seminar in Research Issues with English Language Learners
4 hours. Selected topics on research in the education of language minority students for advanced M.Ed. and Ph.D. students. Topics vary each semester. May be repeated to a maximum of 12 hours. Prerequisite(s): CI 481.

576 Possibilities for Teaching and Schooling
4 hours. Philosophical and conceptual analysis of teaching and schooling and the impact of those conceptions on the conduct of educational practice. Prerequisite(s): CI 574 or consent of the instructor.

577 Literacy In and Out of School
4 hours. Analysis of literacy practices in formal and informal contexts. Focus on community and family contributions to literacy learning; emphasis on consequences of cultural congruity and discontinuity between in and out of school literacy practices. Prerequisite(s): Consent of the instructor.

578 Advanced Studies in Qualitative Research Methods
4 hours. The dynamics of data collection and analysis, the use of theory and interdisciplinary frameworks, and writing up and presenting original research. Prerequisite(s): ED 502.

579 Bi-Literacy: Theory, Research, and Practice
4 hours. Theoretical foundations, research paradigms, and issues focusing on bilingual and bi-literacy practices in and between home, school and community contexts. Prerequisite(s): Consent of the instructor.

581 Perspectives on Reading: Theory, Research and Practice
4 hours. Introduction of doctoral students to perspectives underlying theory, research, and practices related to understanding reading and reading instruction. Study of how research and practice is framed, shaped, and constrained by theoretical perspectives. Prerequisite(s): Priority will be given to students admitted into the Literacy, Language, and Culture doctoral program.

582 Research Perspectives on Literacy in the Disciplines
4 hours. Literacy is an integral part of expertise in the major fields of study. This course reviews the research in literacy and its related constructs in the disciplines of mathematics, science, history, and English. Prerequisite(s): Consent of the instructor.

583 Early Literacy: Theory Research and Practice
4 hours. Analysis of theories and research focusing on the initial phases of young children's acquisition of reading and writing, with emphasis on issues related to instruction. Prerequisite(s): CI 503 and consent of the instructor.

584 Semiotics, Literacy, and Learning
4 hours. Theory and research focusing on language and literacy as they relate to other embodied forms of meaning-making; how these varied meanings are socially and culturally mediated; the ways in which they enable and constrain processes of learning. Prerequisite(s): Consent of the instructor.

585 Seminar in Literacy Studies
4 hours. Selected topics in literacy theory, research and practice for advanced Ph.D. students. Topics vary each semester. May be repeated to a maximum of 12 hours. Prerequisite(s): CI 563 or the equivalent or consent of instructor.

586 Perspectives on Writing Instruction: Theory, Research, and Practice
4 hours. An examination of research and theoretical perspectives on writing and multimodal text construction including critical reflection on perspectives that have contributed to changes in the ways we view texts, writing, writers, and instruction. Prerequisite(s): CI 544; and consent of the instructor. Priority in enrollment will be given to students admitted into Literacy, Language, and Culture doctoral program.

587 Literacy Assessment: Theory, Research, and Practice
4 hours. Theory and practice in literacy assessment. Measurement issues unique to literacy assessment, including word recognition, vocabulary, comprehension and writing. Critical consideration of how assessment both enables and constrains instruction. Prerequisite(s): CI 503 and consent of the instructor.

588 Design Research in the Study of Literacy
4 hours. Emphasis on understanding the conceptual frameworks that inform design research, integrating literacy theory into the design of teaching and learning environments; the use of design research in the study of literacy in various instructional settings. Individual and group participation (including participation on course listserv). Prerequisite(s): Consent of the instructor.

589 Literacy and Learning Technologies: Theory, Research and Practice
4 hours. Critical analyses of how technologically based, multimedia transform instruction with a focus on the design of strategies to enhance written, visual and oral literacies using linear and non linear software and on-line environments. Prerequisite(s): Consent of the instructor.

590 Alternative Paradigms of Qualitative Research in Education
4 hours. Methodology, cases, and rationale for action research, educational criticism, critical ethnography, historiography, and phenomenological hermeneutics as alternatives in qualitative research in education. Prerequisite(s): CI 578 or consent of instructor; and admission to Ph.D. in Education program or Ph.D. in Public Policy Analysis program.

592 Apprenticeship in Teacher Education
1 TO 4 hours. Faculty guidance and supervision of doctoral students' teaching experience related to curriculum and instruction. Variable credit (1-4 hrs) given based upon scope of students' teaching responsibilities, and proposed reflection on them. Prerequisite(s): Consent of the instructor and program coordinator.

593 Ph.D. Research Project
1 TO 8 hours. Students design, implement, and analyze results of a research problem in this area of specialization. Completed study is reviewed by faculty. May be repeated to a maximum of 8 hours. Prerequisite(s): Admission to the Ph.D. in Education program.

594 Special Topics in Curriculum and Instruction
2 TO 4 hours. Seminar on a preannounced topic focusing on methodology, research and educational implications of recent models of learning, problem solving and thinking. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): Consent of instructor.

596 Independent Study
1 TO 4 hours. Students design, implement and analyze the results of a research problem in this area of specialization. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): Consent of study adviser.

599 Thesis Research
0 TO 16 hours. Research on the topic of the student's dissertation. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term. Prerequisite(s): Consent of the dissertation advisor.


Information provided by the Office of Programs and Academic Assessment.

This listing is for informational purposes only and does not constitute a contract. Every attempt is made to provide the most current and correct information. Courses listed here are subject to change without advance notice. Courses are not necessarily offered every term or year. Individual departments or units should be consulted for information regarding frequency of course offerings.