410 - Elementary Education Practicum (6)
Offered as needed
This practicum experience is designed for certified teachers seeking a subsequent Type 03 Elementary certification. In lieu of a second student teaching experience, graduate students enroll in EDUG 410, Practicum in Elementary Education, for a ten- to sixteen-week experience that takes place either in their own classroom (if teaching in a K-8 grade) or at a setting assigned by the School of Education. A faculty member from the School of Education will supervise the practicum.
413 - Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)
Cross Ref: EDU 323
Offered every semester
This course explores the characteristics and learning needs of exceptional learners and regular classroom modifications necessary for these learners. The responsibilities of teachers under Federal legislation are emphasized. Course includes examination of research and pedagogy related to this area of education. Learners with special needs include students with mental retardation, gifted, learning disabilities, physical health impairments, communication disorders, behavior disorders, vision or hearing impairment, varied cultural backgrounds, and specific risk factors. This course meets the requirement for Illinois House Bill 150. (5 field experience hours)
414 - History and Philosophy of Education (3)
Cross Ref: EDU 341
Offered every semester
Prerequisite: Classroom and field experiences
A study of major educational concepts, the historical settings within which they have emerged and developed, and their relevance to contemporary education. Investigation and examination of research related to educational concepts is included. (5 field experience hours)
415 - Principles and Practices of the Middle and Secondary School (3)
Cross Ref: EDU 370
Offered fall and spring semester
Prerequisite: Consent of the instructor; classroom and field experiences
Focuses on establishing a learning environment in the classroom. Examines methods of establishing objectives and developing learning experiences, the setting of limits on behavior, group dynamics, research-based instructional methods, and the use of community resources. Study and application of classroom interaction models, use of applied research techniques and use of computer databases. Strategies for educational leadership are examined. (30 field experience hours)
416 - Signing Exact English (1)
Cross Ref: EDU 314
Offered as needed
This course emphasizes vocabulary development and acquisition of alphabet letters, numbers and words in a manual form of communication. A training model of demonstration, return demonstration, and frequent rehearsal is employed. Independent preparation of a presentation in sign as well as an oral report is required.
417 - Advanced Signing of Exact English (1)
Cross Ref: EDU 316
Offered as needed
Prerequisite: Consent of instructor, or sign vocabulary of at least 200 words, or Education 416
Adds to vocabulary and skills from Education 416 and adds additional vocabulary around specific themes as generated by the class. Projects include presentations for the class.
418 - Methods of Teaching Reading in the Elementary School (3)
Cross Ref: EDU 318
Offered fall and spring semester
Prerequisite: Completion of the English core
Investigation of theory, research and practice related to the teaching of reading, language arts and children's literature. Includes the study of language development; principles, methods and materials of literacy instruction including basal reader, constructivist, literature-based learning ; selection and use of children's literature.
418L - Lab-Methods of Teaching Reading in the Elementary School (1)
Cross Ref: EDUL 418
Offered fall and spring semester
Clinical component of EDU 418; observation, analysis of interactions, and instruction of children in school settings to support theory presented in classroom component; concurrent enrollment in EDUG 418 required. (30 field experience hours)
419 - Diagnostic Teaching and Assessment of Reading in the Elementary School (3)
Cross Ref: EDU 343
Offered every semester
Prerequisite: EDU 418 or its equivalent
Study of the combined procedures of assessment, evaluation and instruction. Focus on the development and implementation of methods, materials, and assessments to enable the classroom teacher to adapt instruction to the needs of individual pupils. Includes 10-15 hours of clinical experiences in diagnostic literacy instruction.
420 - Curriculum and Instruction Workshops (0-3)
Offered as needed
Workshops focus on various curricular and/or instruction questions. Each workshop focuses on a specific issue. This course may be taken more than once if the topic differs.
421 - Methods of Teaching Mathematics in the Elementary School (3)
Cross Ref: EDU 336
Offered fall and spring semester
Classroom and field experiences. The course focuses on the analysis of children's construction of mathematical knowledge and on mathematics as a meaningful activity. The use of word problems and manipulatives to aid in the understanding of operations on whole numbers, fractions, decimals and percents is stressed. Methods of teaching proportions, ratios, measurement, geometry and statistics are included.
421L - Lab-Methods of Teaching Mathematics in the Elementary School (1)
Cross Ref: EDUL 336
Offered fall and spring semester
Clinical component of EDUG 421; observation, analysis of interactions, and instruction of children in school settings to support theory presented in classroom component; concurrent enrollment in EDUG 421 required. (30 field experience hours)
422 - Seminar on Secondary School: Selected Problems (3)
Offered as needed
Study of current secondary school curricula: trends, materials, scheduling, organizational plans. This course may be taken more than once if the topic differs.
EDUG 423 - Secondary Education Practicum (6)
Offered as needed
This practicum experience is designed for certified teachers seeking a subsequent Type 09 Secondary certification. In lieu of a second student teaching experience, graduate students enroll in EDUG 423, Practicum in Secondary Education, for a ten- to sixteen-week experience that takes place either in their own classroom (if teaching in a 6-12 grade) or at a setting assigned by the School of Education. A faculty from the School of Education will supervise the practicum.
EDUG 425 - Early Childhood Education Practicum (6)
Offered as needed
This practicum experience is designed for certified teachers seeking a subsequent Type 04 Early Childhood certification. In lieu of a second student teaching experience, graduate students enroll in EDUG 425, Practicum in Early Childhood Education, for a ten- to sixteen-week experience that takes place either in their own classroom (if teaching in a 0-3 grade) or at a setting assigned by the School of Education. A faculty from the School of Education will supervise the practicum.
426 - History and Philosophy of Early Childhood Education (3)
Cross Ref: EDU 326
Offered annually
A study of selected theorists, both philosophers and psychologists whose impact has been felt most strongly at the early childhood level. European and American conceptions of the child. Historical and conceptual analysis of the family and the school as they relate to the education of young children. Investigation and examination of related research. (5 field experience hours)
427 - Child, Family and Community Relationships (3)
Cross Ref: EDU 327
Offered annually
An examination of socializing agents, structural constraints and supports by fundamental American institutions as they affect child development. Legal, commercial, religious, familial and political institutions are explored for their effects on the development of the young child. Review of literature and research in the field are required. (5 field experience hours)
429 - Methods and Curriculum of Pre-Primary Education (3)
Cross Ref: EDU 329
Offered annually
Types of instructional methods and curriculum for preschoolers including study of activity/learning centers, individualization, educational play, and media and their utilization in extending the child's understanding of art, music, literature, reading instruction, mathematics, natural and social science. Review of literature and research in the field are required.
429L - Lab-Methods and Curriculum of Pre-Primary Education (1)
Cross Ref: EDUGL 429
Offered annually
Clinical component of EDUG 429; observation, analysis of interactions, and instruction of children in pre-school settings to support theory presented in classroom component; concurrent enrollment in EDUG 429 required. (30 field experience hours)
430 - Methods and Curriculum of Primary Education (3)
Cross Ref: EDU 330
Offered annually
Exploration of principles, methods, materials and curriculum for teaching language arts, mathematics, science and social studies at the primary level. Emphasis on planning, implementing and assessing the teaching and learning of language arts, mathematics, science and social studies. Applied research techniques are evaluated.
430L - Lab-Methods and Curriculum of Primary Education (1)
Cross Ref: EDUL 330
Offered annually
Clinical component of EDUG 430; observation, analysis of interactions, and instruction of children in pre-school settings to support theory presented in classroom component; concurrent enrollment in EDUG 430 required. (30 field experience hours)
431 - Methods of Reading with an Emphasis on the Young Child (3)
Cross Ref: EDU 331
Offered annually
Investigation of theory, research and practice related to the teaching of reading and whole language. Prepares teachers of young children to acknowledge differences in language and cultural backgrounds and to emphasize developmentally appropriate strategies of teaching young children to read and write. The growth toward literacy in young children is stressed. (10 field experience hours)
432 - Developmental Assessment of Young Children (3)
Ref: EDU 328
Offered annually
Designed for the educator who desires experience in the identification and diagnosis of special education needs in the early childhood years. Clinical experiences include administration of formal and informal diagnostic measures; observations in early childhood special education settings; development of integrated case studies; and simulation of screenings and staffing. (10 field experience hours)
433 - Principles and Methods of Teaching Science and Social Studies in the Elementary School (3)
Cross Ref: EDU 313
Offered fall and spring semester
Prerequisite: completion of 9 semester-hours in the social sciences and 8 semester-hours in science
Instruction on the goals of social studies and science, the clusters of skills that are developed through these disciplines, and a variety of instructional methods, are provided. Emphasis on planning, implementing and assessing instruction and student learning. Focus on content/curriculum issues and their relationship to state learning standards in these disciplines. Theorists associated with effective instruction are presented. Research on methodologies in social science and science instruction is developed.
433L - Lab-Methods of Teaching Science and Social Studies in the Elementary School (1)
Cross Ref: EDUL 313
Offered fall and spring semester
Clinical component of EDU 433; observation, analysis of interactions, and instruction of children in school settings to support theory presented in classroom component; concurrent enrollment in EDUG 433 required. (30 field experience hours)
443 - Directed Teaching - Early Childhood Education (6)
Offered fall and spring semester
Prerequisite: 100 clock-hours of supervised clinical experiences in education; the required sequence in education courses Program of guided observation, participation and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for 16 weeks. Concurrent enrollment in EDUG 445 required.
444 - Directed Teaching - Middle and Secondary Education (6)
Offered fall and spring semester
Prerequisite: 100-clock hours of supervised clinical experiences in education; the required in sequence education courses
Program of guided observation, participation and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for 16 weeks. Concurrent enrollment in EDUG 445 required.
445 - Seminar in Teaching and Learning (2)
Cross Ref: EDUG 345
Offered fall and spring semester
Corequisite: to be taken concurrent with student teaching
Reflective analysis of the directed-teaching setting; analysis and evaluation of the candidate's classroom management, instructional planning, implementation and assessment strategies; instructional modifications to address diverse learners; analysis and evaluation of students' learning. Concurrent enrollment in Directed Teaching is required.
446 - Directed Teaching - Elementary Education (6)
Offered fall and spring semester
Prerequisite: 100-clock hours of supervised clinical experiences in education and the required sequence of education courses
Program of guided observation, participation and teaching in a classroom setting, jointly supervised by a teacher from the university and one from the field. Normally, the student teacher spends the whole school day in the field for 16 weeks. Concurrent enrollment in EDUG 445 required.
449 - Advanced Studies in the Psychology of the Atypical Child (3)
Offered as needed
An introduction to the child with intellectual, communicative, physical or emotional disorders. Focuses on psychological experiences and educational rehabilitation services available to atypical children. Field experiences include observations of exceptional children. (10 field experience hours)
457 - Diversity in American Education (3)
Cross Ref: EDU 315
Examines the historical, philosophical and social foundations that have shaped diversity in American education. Critically analyzes personal biases that affect teaching and learning. In addition, explores the role of schools as social-change agents that transmit cultural values and promote multiculturalism. Includes a service-learning component.
459 - Methods, Curriculum, and Philosophy of Teaching in the Middle School
Cross Ref: EDU 359
Offered every semester
Provides an overview of the middle school philosophy, middle school curriculum and instruction, and instructional methods for designing and teaching developmentally appropriate programs in middle school. Materials, content and methodologies utilized by educators in middle grades, including team teaching, interdepartmental teaching, cooperative learning, and teaching reading in the content area, are emphasized. Students explore principles in class and utilize them to develop various integrated lesson plans, approaches, activities and teaching aids. Research provides the background for the investigations in this course. (15 field experience hours)
461 - Methods of Teaching Young Children with Disabilities (3)
Cross-Ref: EDU 361
Offered as needed
Provides an overview of early childhood special education history and philosophy, reflected in current practices, curriculum development, material selection, assessment, intervention planning and lesson planning in the context of collaborative services to young children with disabilities.
463-469 - Methods of Teaching in the Middle and Secondary School (3)
Cross Ref: EDU 371
Offered fall semester
Prerequisite: EDUG 415 or concurrently
Classroom and field experiences in academic major. Exploration and discussion of major educational concepts. Course includes pedagogy and research in the areas of art, biology, English, foreign language, history, mathematics, music, or social studies at the middle and secondary level. (30 field experience hours)
470 - Profession of Teaching
Cross Ref: EDU 300
Offered every semester
Introduction to the professional, ethical and moral responsibilities of teachers, and of the teacher education program at Saint Xavier University. Students will be introduced to a variety of professional standards and will focus their attention on the development of their own professional disposition. Students will utilize technology to address e-portfolio requirements.
479 - Theoretical Foundations of Teaching ESL and Bilingual Education (3)
Cross Ref: EDU 363
Offered as needed
Designed to introduce students to an understanding of the historical, philosophical, socioeconomic and educational issues that have led to the formation of ESL and bilingual education policies, programs and services for culturally diverse populations. An examination of the research concerning theories of language learning and acquisition as they pertain to ESL and bilingual education is included. (10 field experience hours)
480 - Methods and Materials for Teaching English as a Second Language (3)
Cross Ref: EDU 364
Offered as needed
Relevant topics concerning English as a second language are included, as well as the nature and function of language. Methods of teaching, listening, speaking, reading and writing are presented. Students select and critically analyze ESL materials and are placed in supervised ESL classrooms for clinical experience. Research on methodologies in ESL instruction is developed. (25 field experience hours)
481 - Cross-Cultural Studies in a Bilingual Program (3)
Cross Ref: EDU 365
Offered as needed
The course focuses on teaching children from diverse linguistic, cultural and racial backgrounds within the context of societal issues related to poverty, discrimination, racism and sexism. Learning and communication styles and the impact of teacher expectations on student achievement are examined. Effective utilization of home and community resources is explored, and a review of the professional literature is included. (20 field experience hours)
482 - Methods and Materials of Teaching English in a Bilingual Program (3)
Cross Ref: EDU 366
Offered as needed
A variety of program models, methodologies, and strategies that are effective and appropriate for teaching the bilingual student are presented. Methods and materials for integrating the English language arts into the teaching of mathematics, science and social studies are reviewed and employed. The course introduces techniques for managing a multi-level class and presents curricular development techniques for programs that assist students who are learning English in a bilingual educational setting. A supervised clinical experience in a bilingual classroom is provided. An overview of the research associated with teaching methodologies and bilingual education is included. (25 field experience hours)
483 - Linguistics for Educators (3)
Cross Ref: EDU 367
Offered as needed
Introduction to contemporary theories of language structure, phonology, morphology, syntax and semantics. Concentrates on applied linguistics relevant to the K-12 classroom and includes a review of pertinent professional literature. (10 field experience hours)
484 - Assessment of Bilingual Students (3)
Cross Ref: EDU 368
Offered as needed
Theoretical and practical study of instruments and procedures for testing bilingual students. Formal and informal methods used to evaluate and assess language skills and academic proficiency are examined. Issues of non-discriminatory testing are addressed, and the professional literature on assessment and bilingual education is reviewed. (10 field experience hours)
491 - Methods of Teaching Mathematics for the Middle and Junior High Program (3)
Cross Ref: MATH 491
Offered as needed
495 - Microcomputers in the Classroom (3)
Offered as needed
497 - Literacy Instruction for Secondary Teachers (3)
Offered as needed
This course addresses the responsibility and challenge secondary teachers must undertake as they strive to meet the needs of diverse learners in their content areas. Teacher candidates will explore teaching and learning strategies that support the development of a wide range of literacy skills in order to create challenging learning opportunities for all students. (This course is a certification requirement for secondary education majors and may not be used as one of the two-course options to replace EDUG 514.) (10 field experience hours)
498 - Directed Teaching in K-12 classrooms (3)
Offered as needed during fall and spring semesters
Program of guided observation, participation and teaching of students in K-12 settings. Jointly supervised by an instructor from the university and a teacher from the field. The student teacher spends eight weeks in a 6-12 setting.
499 - Interdisciplinary Special Topics (1-3)
Offered as needed
Courses planned under this title allow for unique educational needs. Students contract to study a selected and relevant topic that is not included in the regular course offerings. The student and professor jointly develop an individualized study and evaluation plan. This course may be taken more than once if the topic differs.
502 - Anthropology and Sociology of Education (3)
Offered as needed
The anthropological approach to the study of schools; how an anthropological framework can provide insight into the nature of education and classroom interaction in cultural, economic, political, religious and social contexts. In addition, this course will examine the sociological foundations of the development of education. Special consideration will be given to schools as communities of learners. This course examines theory and research in educational anthropology and sociology.
505 - Social Context of Schooling (3)
Offered according to cohort schedule
The course examines how the social context of a community influences the beliefs, ideas and practices of schools. The goal of the course is to provide future leaders in education with a framework of understanding (theories, ideas and practices) that serves as a foundation for intelligently responding to the conflicting economic, social and political demands of public schooling. The course also evaluates the effectiveness of communications that are sent to the various communities in the school setting.
506 - Advanced Child Development (3)
Offered once a year or according to cohort schedule
This course focuses on the psychological and social development of the individual from infancy through childhood. Students engage in research-based readings on varied topics of development, including prenatal development, the major goals and theoretical issues in the study of development, major historical influences in the field, and normal and abnormal characteristics of individuals. (5 field experience hours)
507 - Advanced Educational Psychology (3)
Offered once a year or according to cohort schedule
The psychological theories and principles of learning as they apply to the teaching-learning process. A constructive analysis of the principle areas, theories, experimentation and conclusions in psychology with attention focused on such topics as motivation, intelligence, learning, cognition and emotions. (10 field experience hours)
508 - Advanced Adolescent Development (3)
Offered once a year or according to cohort schedule
This course will investigate the research concerning the transition from adolescence to young adulthood. It is designed to address decision making curriculum that would include the emotional, sexual, spiritual, physical, moral and intellectual development of the adolescent in special and regular educational settings. (10 field experience hours)
509 - Movements in Education (3)
Offered according to cohort schedule
The goal of this course is to examine the beliefs, idea and practices of the major educational movements and how these movements continue to influence contemporary practices in curriculum and instruction. The course will also evaluate the influence of political, social and economic forces on major movements in education and the response of "critical pedagogues" to contemporary trends in schooling.
EDUG 510 - Statistics for Educators (3)
Offered as needed
An introduction to statistical concepts and methods for collecting, analyzing and interpreting data. Descriptive statistics, elementary probability, sampling, linear regression, correlation, hypotheses testing, and inferences are considered.
511 - Foundational Topics in Education: Scholarly Reading and Writing (3)
Offered once a year or according to cohort schedule
Explores philosophical assumptions as they are applied to: teaching practice; psychology of education; methods of educational research; technological applications of best teaching practices; state and national learning standards. Guidance in the development of scholarly writing; bibliographic skills; APA form and style.
512 - Assessment of Instruction and Learning (3)
Offered once a year or according to the cohort schedule
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives, and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation, and dissemination of assessment results.
513 - Educational Research Design and Development (3)
Offered once a year or according to cohort schedule
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.
514 - Scholarship of Teaching: Finalizing the Inquiry Process (3)
Offered as needed
Prerequisite: EDUG 513
This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community, and other relevant audiences is required.
515 - Curriculum Development for Special Educators (3)
Offered as needed
Investigation of state and federal legislation, Illinois learning standards, general curriculum and curriculum materials from varied sources. Development of curricula, employing learning styles research, bodies of knowledge from professional organizations of the disciplines, curriculum adaptation, collaboration models, instructional delivery, student advocacy, matching curricula to individual learners, technology, and case-by-case problem solving. (10 clinical hours)
516 - Curriculum Evaluation and Collaborative Assessment for Special Educators (3)
Offered as needed
Exploration of assessment strategies for systematic monitoring of student progress, curriculum appropriateness, alternative communication modes, alternative assessment use in the general education classroom, grading, error analysis, and instructional planning. Experience in peer coaching, team teaching, team assessing, and models for collaboration.(10 clinical hours)
520 - Administrative and Instructional Issues for Teaching Diverse Populations (3)
Offered according to the cohort schedule
The course provides an overview of the administrative and instructional issues associated with educating students with diverse needs. Students will examine the theories, ideas and practices associated with educating immigrant and homeless students, students with gender-identity conflicts, students who come from different family configurations, and students with conduct-defiant issues. The course will also develop an awareness of the political, social, economic and cultural forces that are influencing the teaching of diverse populations.
521 - Seminar on Elementary School: Selected Problems (3)
Offered as needed
Study of the elementary school curriculum as a whole with particular emphasis on recent trends. This course may be taken more than once if the topic differs.
522 - Curriculum Integration of Educational Technology (3)
Offered as needed
This course is designed to introduce practical and theoretical integration of technology into the P-12 curriculum, with an emphasis on content-appropriate planning, teaching, assessment and management strategies, evaluation of educational technology tools, and the design of technology-enhanced environments for new teaching and learning roles.
523 - Curriculum Practicum in the Subject Areas (3)
Offered as needed
Focus is upon the development, implementation and evaluation of curricula in various subject areas. Theory will be tested in the efforts to implement curricular ideas examined in prior courses. Students will be expected to increase their awareness of the interconnections among the various subject areas as they develop model curricula.
524 - Behavior Management (10 clinical hours)
Offered as needed
Exploration of research relevant to behavior management of classrooms as a three-dimensional construct including prevention of misbehavior through effective instructional design, addressing misbehavior through effective management techniques, and decreasing misbehavior through effective positive-behavior support plans. Recognition of age-appropriate and developmental needs of typical and atypical learners.
525 - Individualized Positive Behavior Support Plans (10 clinical hours)
Offered as needed
Investigation of relevant legal and ethical issues regarding discipline of students with disabilities. Collaborative models of design, implementation and evaluation of positive-behavior support plans based on functional analysis of behavior.
526 - Literacy Issues for Curriculum Leaders (3)
Offered according to the cohort schedule
This course provides an overview of the contemporary issues related to literacy instruction in K-12 settings. Topics examined include theory into practice, literacy learning for culturally and linguistically diverse populations, supporting use of paraprofessionals, professional developments, research-based strategies, and literacy assessment.
527 - Administrative Performance Portfolio Seminar (0)
Offered according to the cohort schedule
Concurrent enrollment in EDUG 505
The administrative performance portfolio seminar is designed to assist students with the preparation of their administrative performance portfolio. The administrative performance portfolio is a collection of common assessments, school artifacts, and reflective commentaries on the following topics in educational administration and supervision: professional personnel administration, fiscal-budgetary administration, pupil personnel administration, general administration,facilities and grounds, school-community relations, legal issues, governance and policy, instructional program administration, cultural diversity, technology, exceptionality. The course will also provide students with the opportunity to practice the applications of different software programs in preparing their administrative performance portfolio and completing the objectives of common assessments in the program for administrative and supervision.
533 - Internship Seminar in Educational Administration (2)
Offered according to the cohort schedule
Concurrent enrollment in EDUG 535
The seminar in educational administration is designed to assist students with the opportunity to analyze cases associated with the following areas in educational administration: personnel, budget, pupil personnel, facilities and grounds, school and community, legal responsibilities, general administration and governance and policy.
535 - Organizational Theory and Administrative Leadership for Effective Schools (3)
Offered according to the cohort schedule
The course describes how schools in America are organized administratively and examines the relationship between the "values domain" of schooling (e.g. What is this school about? What is important here? What do we believe in? Why do we function the way we do? How are we unique? ) and the "technical-instrumental" domain (e.g. execution/implementation) of schooling. The goal of the course is to evaluate theories and practices of administration that will result in the EXECUTION of the AIMS (what we should be doing) of the organization.
536 - Instructional Supervision and Staff Development
Offered according to the cohort schedule
The focus of the course is to examine the theories and practices of different models of teacher supervision with an emphasis on a developmental approach to teacher supervision. Students will practice the skills prescribed in the clinical model of supervision (i.e. observing a lesson, analysis of a lesson, conducting a pre-conference and post-conference). Students will analyze their school's professional performance plan in relationship to best practice in the field of teacher supervision and will apply the theories and practices of developmental supervision to personnel issues that would confront a school supervisor. Students will also examine the influence of teacher beliefs about teaching and learning on daily classroom instruction.
537 - Legal Basis of Educational Administration (3)
Offered according to the cohort schedule
A study of the impact state and federal laws and landmark court decisions have on educational policy, including special education and desegregation issues. Included are the legal liabilities, rights and responsibilities associated with schools, including those relating to teacher evaluation and student achievement.
538 - School Finance, Resource Management, and Collective Bargaining (3)
Offered according to the cohort schedule
An introduction to the financial activities associated with administration of schools: educational revenue, budget, disbursement procedures, real property taxes, state and federal aid, construction, maintenance, and bond issues. Long- range planning for fiscal responsibility is emphasized in the context of political and social responsibilities. The placement of teachers, evaluation of their performances and evaluation of the personnel and programs to implement school improvement are included. Negotiation issues and techniques are examined.
539 - Resource Management in Schools (2)
Offered as needed
Organization and administration of school personnel and other resources. Students examine all aspects of these administrative functions in the analysis of the effectiveness and efficiency of an educational organization.
540 - Administration of Special Education Programs (3)
Offered as needed
Introduces school administrators and special education teachers to the scope and trends of special education. Provides general examination of programs, legislation and responsibilities of both principals and teaching staff.
541 - Administrative Workshops (0-3)
Offered as needed
Workshops focus on various administrative concerns. Each workshop concentrates on a specific area. This course may be taken more than once if the topic differs.
542 - Internship in School Administration (1-6)
Offered as needed
Prerequisite: Candidacy in the administration program
An internship in an elementary or secondary school under supervision of a practicing school administrator and a faculty member in the area of school administration.
544 - Internship Seminar in Educational Supervision (2)
Concurrent enrollment in EDUG 536
The seminar in educational supervision is designed to assist students with completing their portfolio for the Internship Experience in Supervision. The course will also provide students with the opportunity to analyze cases associated with the following areas in educational supervision: instructional program design, exceptionality, cultural diversity, and technology.
547 - Basic Principles of Curriculum and Instructional Methods (3)
Offered according to the cohort schedule
The goal of this course is to provide a forum for educators to examine their beliefs, ideas and practices about curriculum and instruction. Much of the course will involve comparing the beliefs, ideas and practices of professional educators and instructional theorists related to the following fundamental questions of schooling: 1) How do children learn? 2) How should we teach? 3) What knowledge is of most worth? 4) How should subject matter be organized? 5) How should we assess what children know and understand?
548 - Instructional Methods and Program Evaluation (3)
Offered according to the cohort schedule
Prerequisite: EDUG 547 or consent of the instructor
The focus of this course is on problematic instructional issues that arise during the school year. The course will provide school leaders with a process for assessing the origins of an instructional problem and the development of an instructional plan to address any unexpected curricular or instructional problem that is serving as an obstacle to student achievement. Students will be required to design a plan of action reflecting a research-based approach to a curricular or instructional problem and prepare presentation of the plan of action to a board of education.
549 - School Improvement: Process and Program Evaluation (3)
Offered according to the cohort schedule
The focus of this course will be on the implementation of the school improvement process mandated by state legislation. The course will examine the theories and practices associated with the school improvement process in Illinois and other school improvement models throughout the country. Students will be required to perform an "audit" of a school improvement document and evaluate the effectiveness of the school improvement process in Illinois.
554 - Language Development and Literacy Instruction for Diverse Learners (3)
Offered according to the cohort schedule
This course introduces students to basic concepts of language development and language acquisition. Emphasis will be on examining phonology, syntax, semantics and pragmatics in second-language/reading proficiency through a sociolinguistic perspective. Further emphasis will be on developing students' knowledge, skills, and dispositions in embracing sociocultural and environmental factors appropriate to diverse learning needs of culturally or linguistically different, gifted or special education populations. Course content includes assessment, curriculum development, materials selection, and writing activities.
558 - Student Teaching: Students with Disabilities (6)
Offered as needed
Observation of, participation with, and teaching of students with disabilities. Fulfilling responsibilities of practicing special educators, including planning for instruction; constructing IEPs; implementing adaptations and accommodations of Illinois learning standards and general education curriculum in academic, social and vocational areas; assessing student progress employing alternative assessment as appropriate; employing community resources; and collaborating with parents and other professionals.
559 - Practicum: Students with Disabilities (6)
Offered as needed
Observation of, participation with, and teaching of students with disabilities. Fulfilling responsibilities of practicing special educators, including planning for instruction; using IEPs; implementing adaptations and accommodations of Illinois learning standards and general education curriculum in academic, social and vocational areas; assessing student progress employing alternative assessment as appropriate; employing community resources; and collaborating with parents and other professionals.
570 - Technology and the Reading Specialist (3)
Offered according to the cohort schedule
This course is designed as a foundational course for those enrolled in the Graduate Reading Program. Concepts related to the history of reading instruction, the roles of K-12 reading specialists, and the professional, ethical and moral responsibilities related to literacy instruction and leadership will be examined. The course is also designed as a basic introduction to the instructional technology in literacy education.
571 - Teaching Reading: Theory and Practice (3)
Offered according to the cohort schedule
Examination of theoretical models of reading process and the implications of various theoretical positions for teaching and learning in developmental reading programs. Includes investigation of research on methods, materials and diagnostic teaching practices for reading and language arts instruction in grades K-12. Clinical experiences include observations and interviews in multicultural, multiethnic school settings. (10 clinical hours)
572 - The Reading/Writing Connection (3)
Cross Ref: ENGLG 472
Offered according to the cohort schedule
This course examines the connection between reading and writing through inquiry of cognitive, sociocultural and linguistic constructs. Investigation of research-based strategies provides the foundation for planning, developing, organizing and managing narrative and expository writing instruction to enrich balanced literacy learning across P-12 levels. Topics addressed include reading/writing workshop approach, differentiated reading/writing instruction, developmental spelling, process writing, technology integration, conventions of standard American English, and the assessment of writing.
573 - Literature for Children and Adolescents (3)
Offered according to the cohort schedule
Evaluation and selection of literature to serve the interests and reading needs of students from preschool through high school. Emphasis on literature, which reflects the culture and heritage of America's multiethnic/multicultural population. Includes experiences in critical analysis, methods of presenting literature, and uses of literature. Course includes examination of research in this area of reading instruction. (10 clinical hours)
574 - Teaching Reading in Content Areas (3) (10 clinical hours)
Offered according to the cohort schedule
Focuses on methods and materials used to teach reading in the content areas, utilizing a diagnostic teaching approach. Involves work on vocabulary, comprehension and study skills needed by K-12 students when reading in the content areas. A major project includes developing, writing and teaching a unit to elementary and/or secondary students that includes the ability to locate, evaluate, organize and retain content area material.
575 - Reading Workshops (0-3)
Offered as needed
Workshops focus on various topics of concern to classroom teachers and reading specialists. Each workshop concentrates on a specific issue, enabling students to gain expertise in areas either covered briefly or not dealt with specifically in other course offerings. This course may be taken more than once if the topic differs.
576 - Literacy Practicum I: Assessment and Evaluation (3)
Offered according to the cohort schedule
Prerequisite: EDUG 572, 574, 551, and 571
Introductory practicum experiences in assessing and analyzing the learning needs of individuals with moderate to severe reading problems; developing and implementing an individualized instructional program based on diagnostic findings. Study of the theoretical bases and rationale for selected diagnostic/ instructional and testing procedures. Development of a Case Study. (20 clinical hours)
577 - Literacy Practicum II: Instructional Interventions (3)
Offered according to the cohort schedule
Prerequisite: EDUG 576 or consent of instructor
Advanced practicum experiences as described for Practicum I. (25 clinical hours)
578 - Curriculum Development and Supervision of Reading/Language Arts Programs (3)
Offered according to the cohort schedule
Prerequisite: EDUG 577 or consent of instructor
Strategies for planning, implementing and assessing reading/language arts programs in elementary and secondary schools. Guidelines for supervising and developing staff effectiveness. Criteria for selecting and using instructional materials and assessment measures. Knowledge of the qualifications, function and duties of reading professionals. Methods for coordinating, communicating and supporting a reading/language arts program and its school-related services. Fieldwork involves case study of a school reading program. (10 clinical hours)
580 - Internship in Reading (3-6)
Offered as needed
Prerequisite: EDUG 577
Internships are designed to assist students in preparing for specific professional goals. Internships may take place in elementary or secondary schools or in community or city colleges.
581 - Seminar: Trends and Issues in Reading (3)
Offered as needed
Prerequisite: EDUG 577, 578, or consent of instructor
Focus on specific issues in the teaching of reading/literacy for all ages. Topics rotate to accommodate the changing role of the reading specialist and the teaching and importance of literacy in society.
582 - Administration of Private Schools (3)
Offered as needed
This course reviews diversified roles of a private school leader as a faith leader educational leader, and communication leader. The course emphasizes communication skills of a leader in a private school as they relate to the public, pastors, teachers, school board, parents and the outer religious community. Course focuses on the ethics of leading a faith-related institution. It also reviews a strategic plan for the mission and viability of the school.
583 - Issues in Non-Public Schools (3)
Offered as needed
Understanding federal and state laws (e.g. IDEA and NCLB) and how they affect private schools. Being made aware of the organizations that advocate non-public schools. Understanding the role of legislative persons as it relates to private schools. Forming and implementing a working school budget as it relates to higher religious organizations, e.g. Catholic archdiocese.
589 - Foundations of Special Education (3)
Offered according to the cohort schedule
Study of philosophical, historical and legal foundations of special education. Investigation of the progression of service delivery models from segregation to inclusive settings and the self-determination of persons with disabilities across the lifespan. (5 clinical hours)
590 - Characteristics of Students with Disabilities (3)
Offered according to the cohort schedule
Study of cognitive, motor, behavioral and physical development as well as etiologies and medical conditions. Experiences with students with disabilities regarding their characteristics, adaptive equipment, assistive technology, community integration, and vocational options. (15 clinical hours)
591 - Adaptations and Accommodations for Students with Disabilities (3)
Offered according to the cohort schedule
Investigation and development of adaptations for communication and interaction with students with disabilities, their families, paraprofessionals, colleagues, community members, and other service agencies. Development of accommodations of multiple curriculum areas across the age range from preschool to 21. (15 clinical hours)
592 - Diagnostic Assessment for Educational Decision Making (3)
Offered according to the cohort schedule
Intensive theoretical and practical study of the instruments and processes used for nondiscriminatory evaluation of students with disabilities in the areas of academic, social and vocational function. Analysis of test construction, considerations of legal and ethical issues in the administration of specified tests and the interpretation of various scores. (20 clinical hours)
593 - Language Disorders and Instruction in Diverse Classrooms (3)
Offered according to the cohort schedule
Study of typical and atypical language development, including cultural influences, second-language acquisition, and the effects of sensory impairment. Exploration of research-based language-intervention strategies and devices/systems across age and skill levels. (10 clinical hours)
594 - Methods of Teaching Students with Disabilities (6)
Offered according to the cohort schedule
Examination and implementation of research-based effective strategies and materials for teaching students with disabilities in the areas of academic, social and vocational function. Emphasis on transfer and generalization in inclusive settings, including physical and academic prompts and adaptations. Focus on IEP development, responsive to Illinois learning standards and indicative of assessments including Illinois Alternative Assessment. (25 clinical hours)
596 - Independent Study (1-3)
Offered as needed
Prerequisite: Consent of dean of the School of Education is required
Students contract to study a selected and relevant topic, which is not included in the regular course offerings. The student and professor jointly develop an individualized study and evaluation plan.
597 - Research Guidance (non-credit)
Offered as needed
Designed for graduate candidates who wish to continue work on the required research project. Guidance from advisers and use of library facilities included.
The schedule of courses offered through the cohort model is established prior to the beginning of the program. Cohort students receive a copy of the schedule upon enrollment.
Master of Arts in Counseling (EDUGC)
500 - Statistic and Research Design for Social Sciences (3)
This course introduces the student to different types of research methodology used in the social sciences. Emphasis is on formulation and testing of hypotheses, research design, sampling procedures, data collection and analysis, and ethics in research. Understanding research pertinent to the counseling field is highlighted.
501 - Community Counseling (3)
This course introduces the concept of the community counseling model. Emphasis is on populations served, preferred treatment modes, strategies of prevention and crisis intervention, and the role of the counselor as change agent. Site visits to selected community agencies are required.
502 - Lifespan Development (3)
The course is a survey of theories and research on human development across the lifespan, including characteristics of the physical, cognitive and psychosocial changes and their inter-relationships that occur from birth through adulthood. Historical and social-cultural perspectives on childhood, adolescence, adulthood and aging are considered, as well as counseling process and strategies relating to lifespan development issues.
507 - Orientation to Counseling (3)
508 - Multicultural Counseling (3)
This course examines assessment and therapeutic treatment of predominant American ethnic/racial groups. Emphasis is on specific therapeutic approaches that are culturally sensitive. Students will gain awareness of their cultural/ethnic biases and the effect these have on the therapeutic relationship. The emphasis will be on developing a theoretical framework for the influence of cultural and other issues of difference in counseling.
511 - Substance Abuse Counseling (3)
This course examines issues and treatment of individuals with substance abuse problems. Signs and symptoms of substance abuse, categories and effects of substances, DSM diagnostic procedures, and counseling methods grounded in professionally recognized psychotherapy models will be presented.
521 - Theories & Techniques of Counseling I (3)
Prerequisite or corequisite: EDUGC 505 and 525 completed with a grade of B or better
The microskills and relational theories of the counseling process, which are the foundations of effective counseling, will be reviewed and practiced. A grade of B or better is required for continuation in the program.
522 - Theories & Techniques of Counseling II (3)
Prerequisite: EDUGC 505, 525 and 521 completed with a grade of B or better
In this follow-up to Theories & Techniques of Counseling I, the cognitive-behavorial, contextual and developmental theories of the counseling practice will be reviewed and practiced. A grade of B or better is required for continuation in the program.
523 - Standardized Assessment in Counseling (3)
This course presents methods of standardized assessment and criteria for the selection of appropriate, valid and reliable instruments for conducting such assessment.
527 - Life Style and Career Development (3)
Students in this course will examine theories of career development and counseling; applications of those theories to men, women, minorities and special populations; lifestyle development and changing social structures; and occupational and education information sources.
530 - Diagnosis and Treatment Planning (3)
Prerequisite or corequisite: EDUGC 522
This course is designed to introduce students to the use of the DSM IV in the preparation and consideration of the process of clinical diagnosis and the integrating of diagnoses into the treatment planning process. Special consideration in this course is given to the conditions requiring the application of disorders and personality disorders and underlying/pervasive conditions requiring the application of specific differential diagnosis and treatment planning schemes.
531 - Individual Counseling: Adult (3)
Prerequisite or corequisite: EDUGC 502, 505, 521, 522 and 525
This course examines the counseling relationship between therapist and client from the view of adult developmental/life issues, the development of the style of life, diagnostic issues/strategies, and effective brief treatment therapeutic intervention strategies.
532 - School Counseling and Organization (3)
Prerequisite: EDUGC 502, 505, 521 and 525
This course examines the role and function of the school counselor in a comprehensive school counseling program. Emphasis is on developmental counseling and the components of an effective developmental school counseling program. School counseling, historical roots, present and future trends, and the role of counseling in a total education program will be discussed.
533 - Individual Counseling: Children and Adolescents (3)
Prerequisite: EDUGC 502, 505, 521, 522 and 525
This course examines various problems of children and adolescents. Theoretical approaches, both individual and systemic, used in working with children and adolescents will be examined. Skills in working with children, adolescents and families will be developed.
534 - Counseling and Consulting in Schools (3)
Prerequisite: EDUGC 502, 505, 521 and 525
This course examines counseling and consulting strategies used by counselors in the school setting for academic, career and personal/social issues and explores specific problems of children and adolescents.
535 - Group Counseling (3)
Prerequisite: EDUGC 521 and 522 completed with a grade of B or better.
In this course, students will develop an understanding of group theory and dynamics, including leader and member roles and functions. Attention will also be given to the uses of groups in schools/community agencies serving populations from children and adolescents to adults and the elderly.
539 - Family Counseling (3)
Prerequisite: EDUGC 521 and 522 completed with a grade of B or better
This is a professional counseling course that surveys the field of family counseling. By completing this course, students will become acquainted with the history, theories and practice of family dynamics and counseling. Learning in this course will take place through reading of required texts, classroom discussions/presentations, experiential exercises, and examining one's own family of origin.
540 - Practicum Seminar in Community Counseling (3)
Prerequisite: Permission of adviser and approval of clinical coordinator for community counseling is required
Students will attend a weekly practicum group seminar on campus to review and discuss professional counseling issues and current practicum student training experiences. This course is designed to assist students in integrating previously acquired counseling theory and techniques into entry-level clinical work during the practicum placement experience. The clinical format will serve as a context for students' work on the development of a personal counseling style and the initial formation of a professional counselor identity. 100 hours at an approved placement setting are required.
541 - Practicum in School Counseling (3)
Prerequisite: Permission of adviser and approval of school counseling clinical coordinator is required
This course is designed to help students integrate coursework into entry-level clinical work. Practicum requires students to work in a school setting under the direct supervision of a certified school counselor. During the practicum, the student will gain an orientation to the school environment and counseling department, as well as be required to demonstrate basic skills in the helping relationship (individual and group). 100 hours at an approved field placement are required.
545 - Internship Seminar in Community Counseling (3)
Prerequisite: Successful completion of EDUGC 540; permission of adviser and approval of community clinical coordinator
Students will attend a weekly internship group seminar on campus to review and discuss professional counseling issues and current intern student training experiences. This course is designed to assist students in integrating previously acquired counseling theory and techniques into entry-level clinical work, established through the successful completion of a graduate practicum placement (PSYGR 540). The clinical format will serve as a context for students to work on the development of a personal counseling style and their continued formulation of a professional counselor self-identity. 600 hours at an approved field placement are required.
546 - Internship in School Counseling (3)
Prerequisite: Successful completion of EDUGC 541; permission of adviser and approval of school counseling clinical coordinator
This course is designed to help students integrate coursework into entry-level clinical work. Internship builds upon the basic skills learned through coursework and the practicum experience, allowing students to integrate previously acquired counseling theories and techniques. The clinical format will serve as a context for students to work on the development of a personal counseling style, an opportunity to be involved in program development and evaluation, and the initial formation of a professional identity. 600 hours at an approved field placement are required.
Master of Arts in Teaching and Leadership (EDUGF)
The following courses are open only to candidates enrolled in the graduate program in teaching and leadership. These courses are offered according to the program schedule:
500 - Technology for Educators (2)
This course is designed to support the teacher-researcher in the classroom and throughout the action research project. It promotes the integration of technological tools and resources into the classroom.
524 - Basic Cooperative Learning (2)
Examines the theory and practical applications of cooperative learning and higher-order thinking; utilizes research-based models to support the development of cooperative learning in the classroom; integrates critical thinking and problem solving into the cooperative structure.
525 - Introduction to Research: Practice and Theory (3)
Emphasis is on the educational practitioner in the interpretation and evaluation of educational research; applying research findings to instructional decision making; identifying appropriate topics for classroom research.
527 - Developing Students' Cognitive Abilities (2)
This course is based on the most current research for increasing student achievement through the integration of cognitive instruction with academic content. The course introduces participants to cognitive instructional strategies that enhance student interest and academic success. Participants are actively involved in creating model lessons designed to develop students' cognitive abilities. Participants learn to design lessons and units for their respective content areas using explicit cognitive strategies to promote the transfer of rigorous and challenging teaching and learning.
533 - Authentic Assessment (2)
Examines the qualities desired in measurement procedures; analyzes traditional, criterion-referenced, standardized, and teacher-made tests; focuses on creating effective teacher-made tests; introduces a variety of classroom assessment techniques.
534 - Reading and Writing Across the Curriculum (2)
Focuses on the relationship between oral and written language and on strategies for integrating reading and writing instruction across the curriculum; emphasis is placed on the relationship between theory, research and practice in response to literature, reading comprehension, and the teaching of writing.
535 - Developing Teachers as Leaders (2)
Prepares teacher-leaders to develop a comprehensive system for the support of school-wide improvement efforts.
537 - Action Research in Practice (2)
Prerequisite: EDUGF 525
Focuses on the knowledge and skills required to conduct an action research project; includes problem selection, documentation, causes, and intervention.
540 - Team Seminar I (3)
Using a collaborative group structure, students will examine current issues in education as a means to becoming better- informed and skillful leaders. In particular, issues of diversity in cultural, gender and learning differences will be addressed. Competency in the use of technology will encourage teachers to apply the tools of technology productively. The various standards that affect the educational field will be examined with a view to improving student achievement and professional practice.
541 - Action Research Project I (3)
Prerequisite: EDUGF 537
Incorporates the theory and practice of educational change through action research models; course supports the implementation of the action research project; pre-intervention data is collected, collated and analyzed; project action plan is finalized and implemented; draft of project proposal is completed.
542 - Action Research Project II (2)
Prerequisite: EDUGF 541
Effects of the action research project are evaluated; post-intervention data and researcher's reflection are collected, collated and analyzed; conclusions and recommendations are presented; completed project report is submitted.
550 - Team Seminar II (3)
Team Seminar II continues working in collaborative groups and examines the relationships among course topics and current educational issues. Ongoing development of transfer, cognitive-mediation, and peer-coaching processes is fostered. Participants are also able to synthesize the information gathered through coursework, make classroom applications, and use reflective practices related to their new ways of teaching by developing their professional portfolios.
551 - Positive Discipline and Effective Motivation (2)
Focuses on the development of techniques that lead to a classroom in which cooperation, mutual respect, and students taking responsibility for their own actions is the norm.
557 - Developing Multiple Intelligences through Learning and Teaching Styles (2)
Explores theories and practical applications of multiple intelligences; focuses on participants' learning skills, methods and techniques for expanding intelligence in themselves and others, and for facilitating effective multiple intelligence approaches in teaching/learning.
( ) = credit-hours / / = classroom hours
Saint Xavier University 2007-2008 Catalog
Please visit the SXU Web site for the most recent information.