Introduces elementary statistics in educational settings and includes descriptive statistics, sampling, central tendency, and inferential methods. Emphasizes reading, understanding and evaluating statistics in research reports.

Introduces students to critical concepts about leadership theories and practice. Provides both historical perspective and current understanding to approaches, methods, and practices of leaders. Provides insight into how leadership skills and organization strategies produce increased productivity and better learning/working environments for P-12 students’ academic success and well-being. Provides opportunity for class members to examine their own beliefs and develop a personal model of leadership. Emphasizes attributes that promote integrity, fairness, transparency and trust.

Explores school finance, law, and safety as primary themes in school management and operations. Provides an overview of current K-12 management conditions and theory. Discusses these themes 1) best management theories and practices for not-for-profit organizations, 2) rules and regulations that govern school finance, 3) court rulings in areas of student speech, discipline, and other points of tensions in public schools, and 4) school organization to keep students physically and emotional safe.

Advances student understanding, skill, and capacity to facilitate coherent systems of curriculum development, impactful instruction, valid assessment. Builds professional capacity for data interpretation and decision making for the success and well-being of students and faculty.

Explores school communication, planning, human resources, and evaluation as primary themes in school management and operations. Provides an overview of current K-12 management conditions and theory. Reviews the role of legislation, policy, and leadership on the primary themes. Prepares students to communicate with stakeholders, strategically plan for school improvement, know best practices in the hiring and retention of public school staff.

Introduces students to critical concepts about building a school culture that leverages the strengths of collective solutions. Provides background information on the development of professional learning communities (PLCs) and how they can impact high student performance. Scaffolds student knowledge on how to organize and implement PLCs. Identifies leadership skills required to effectively manage change within the school setting. Introduces assessments to use in identifying challenges and summarizing impact of PLC fairness, transparency and trust.

Introduces critical concepts of school change. Addresses strategies to encourage and manage innovation and entrepreneurship. Prepares students to aid learners in developing deeper abilities to create, critique, and collaborate to solve complex challenges facing society. Prepares students to successfully manage change and innovation in teaching and learning in the 21st century. Guides students in learning to anticipate needed changes and to develop skills to effectively lead innovation in their school settings.

Provides working knowledge of action research methods in the public schools. Sets the standards for the professional M.Ed. action research-based project. Utilizes APA guidelines. Establishes techniques and strategies for successful project completion.

Introduces the teaching and learning cycle: planning, instruction, and assessment. Assists students in completing an authentic assessment tool that shows how they develop and evaluate student learning. Documents authentic practices from the student's teaching experience that address planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate's teaching performance on student learning. Graduate fee of $300 applies.

Provides first-hand, supervised, clinical experience in observing and implementing effective class management practices.

Includes 400 hours of student teaching experience in a secondary classroom, grades 7-12. Includes application of knowledge, skills, and attitudes derived in previous course work and program experience. Is required for students to be recommended for a secondary education license from the Utah State Office of Education. May be Graded Credit/No Credit. Graduate fee of $200 applies.

Provides Internship students with weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member. Engages internship students in an average of 1½ hours per week of group supervision on a regular schedule throughout the internship. Provides group supervision by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member. Requires students to complete 300 of the 600 required clock hours of supervised counseling internship in roles and settings with clients relevant to their specialty area.

Provides a foundation in curriculum theory and practice. Introduces instructional design theories principles and models. Outlines the historical development, current processes and practices of curriculum development, instructional design, implementation, and assessment. Investigates research and theory about educational contexts, motivation, curriculum, learning, and development as they relate to models of instruction. Examines applications and processes of curriculum decision making and the impact of national standards for content areas to curriculum design and development in classroom and district settings.

Examines theoretical and practical concepts that are foundational in educational evaluation and assessment. Explains learning assessments. Focuses on assessment instruments, assessment design, appropriate use of assessment techniques and the data derived from assessments to understand student progress and instructional design to promote student learning.

Focuses on instructional design and delivery incorporating 21st century learning design and assessment. Introduces a range of instructional models and assessment tools. Requires planning and implementing instruction and assessment using several selected models.

Provides an in-depth understanding of differentiated instructional design and delivery. Focuses on planning and implementing instruction for a diverse classroom community.

Prepares teachers to teach English as a second language in U.S. public schools. Includes both theoretical and applied aspects of second language learning and teaching. Provides general and special educators and second language specialists techniques, activities, strategies and resources to plan instruction for English language learners (ELLs). Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students.

Describes the variables that interact in the second language learning process, including linguistic, cognitive, social, cultural, and political factors. Examines learning a second language as both an individual and social experience. Examines the linguistic, cognitive, psychological, and emotional elements of learning a second language. Identifies the interactions between the individual and the contexts in which s/he interacts and then attempts to understand how they work together to foster or inhibit successful second language learning and acquisition.

Identifies the connections between language, culture, and identity. Examines multicultural education through a focus on the historical, sociological, and philosophical foundations of education. Emphasizes the role of ethnicity in the development of the United States and its education system. Outlines multicultural /multilingual curricula with a special focus on culturally/ linguistically-responsive instruction and assessment techniques.

Examines theory, methods, and practice in the testing of bilingual students at both the classroom level and the large-scale level in the context of school accountability. Focuses on assessment of language proficiency in English language learners (ELL) and the assessment of academic achievement of bilingual students in specific content areas. Develops and reviews tasks (test items), response formats, scoring systems, and test administration procedures as critical to attaining validity and fairness. Examines testing major current testing policies for linguistic minority students. Practicum required.

Focuses on how teachers can best meet the literacy and language needs of students from a variety of cultural, socioeconomic and language groups. Explores frameworks for providing high-quality literacy instruction to all students. Analyzes classrooms and schools that have been successful in accomplishing this. Examines ethnic identities and personal conceptions of diversity, and how these may impact instructional decisions. Analyzes students and families represented in their classrooms. Discusses ways to build bridges between home and school cultures.

Provides strategies for facilitating community participation in the education of minorities. Examines the role of the teacher in the classroom and community with the intention of developing insight and understanding of how the teacher's role in these areas impacts the adjustment of adolescents during grades 7-12. Considers models and methods for facilitating positive relationships. Studies the techniques of family-school collaboration as well as constructive methods of evaluation. Practicum required.

Introduces students to critical concepts about transformational leadership. Provides awareness of how leadership skills and task importance motivates people; focuses on the team or organization strategies that produce increased productivity and better work for colleagues and students. Focuses on issues and strategies for teacher leadership.

Presents contemporary theories of learning and teaching from personal and public perspectives and how those theories converge with professional practice in classrooms and schools. Provides a study of the philosophical foundations of curriculum and instruction in American schools, the social and cultural conditions that influence education, and new concepts in education curriculum materials, and methods of instruction.

Examines multiple critical lenses informing the higher education landscape on issues related to marginalization, identity, silence, under-representation and other factors that American higher education has historically been inadequate at addressing. Guides students to develop a personal framework based in reflexivity around biases. Synthesizes collegial, institutional, historical and contextual nuances to provide foundational knowledge. Develops a dispositional and interdisciplinary approach to facilitate inclusion within particular higher education roles and activities.

Examines legal frameworks, liability, compliance, constitutional and civil rights, competing rights of institutions, faculty, staff, and students, and contractual obligations in higher education. Explores the legal, ethical, institutional, and political processes that influence higher education and the relationship between law and the system of higher education. Critiques legal issues as a way to define the role and meaning of higher education in today’s society.

Examines organizational theory, models, governance, and management processes in higher education, leadership perspectives and leadership theory. Explores leadership as a discipline that transcends functional area, serving as a framework to lead and guide within higher education. Investigates leadership theories and formulates personal approach as an educational leader.

Examines the principles and practices of strategic planning, evaluation, accountability, and financial management in higher education institutions, operating units, and academic programs.

Presents various theories relevant to college student development and applies those theories to the field through class discussion, papers, and special projects. Introduces students to the major theories of learning, development, and retention and connects them with current practice.

Examines diverse models and systems of higher education in an effort to provide contexts for effective work and leadership in higher education environments. Explores the nuances of higher education institutions in terms of political dynamics, shared governance, technology, innovation, organizational culture, and external/internal constituent expectations and perceptions. Discusses U.S. and international models of higher education and future possibilities.

Designed for K-6 teachers. Covers the content of Number and Operations to develop a comprehensive understanding of our number system and relate its structure to computation, arithmetic, algebra, and problem solving. Includes number, number sense, computation, and estimation through a coordinated program of activities that develop number concepts and skills. Special attention in this course will be given to how children learn and connect the fundamental concepts of number systems, children's developmental trajectories in the mathematical content of number and operations, how children construct their understanding of various number systems and arithmetic, children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).

Provides practicing teachers a deeper understanding of rational numbers, operations with rational numbers, proportionality, and instructional strategies to facilitate the instruction of this content for elementary students.

Provides practicing teachers a deeper understanding of algebraic expressions, equations, functions, real numbers, and instructional strategies to facilitate the instruction of this content for elementary students.

Provides practicing teachers a deeper understanding of the geometry and measurement content that exists in the state core and instructional strategies to facilitate the instruction of this content. Special attention in this course will be given to how children learn and connect the fundamental concepts of geometry and measurement, children's developmental trajectories in this mathematical content, how children construct their understanding of various geometric concepts, children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).

Develops a firm problem-solving foundation. Using skills and strategies applied in mathematical contexts practicing teachers will learn to think, work with others, present solutions orally to the whole class, and write up detailed solutions. Provides practicing teachers a deeper understanding of probability and data representation and analysis. Special attention in this course will be given to children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).

Provides practicing teachers a deeper understanding of the various types of assessment and their appropriate use for guiding instruction, intervention, and evaluation of student learning of mathematics content. Teaches how to screen students for mathematics problems or potential mathematics problems, diagnose students' mathematics strengths and needs, and monitor students' progress to ensure students will make optimal progress in mathematics. Teaches procedures for managing and analyzing assessment data.

Prepares teachers of GT learners to better understand the field as an evolving and changing discipline influenced by history, philosophies, research-based principles and theories, relevant laws and policies, cultural and historical points of view, and human issues that influence professional practice, including assessment, instructional planning, delivery, and program evaluation. Explores characteristics of gifted individuals with emphasis on identifying needs and a general overview of possible services for gifted learners. Prepares teachers to advocate for GT students and their programs in schools and school districts. Emphasizes discussing and finding applications from current research in gifted, talented, and advanced education.

Explores current research and material relevant to the social and emotional issues that may arise for gifted and talented students. Focuses on current research through discussions, projects, and classroom observation. Develops a deeper understanding of social and emotional issues that students with gifts and talents experience in K-12 classrooms. Applies findings from current and seminal literature in the field. Includes classroom observations of connections between cognitive development and affective domain. Includes 15 hours of field experience/practicum in addition to class time.

Prepares teachers to use the results of a variety of assessment tools for both identification and learning progress decisions. Defines the processes of identification, legal policies, and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement. Includes current and historic documents and research to contrast ideas of determining “giftedness” throughout history with modern conceptions underlying gifted and talented education. Includes 15 field experience/practicum hours in addition to class time.

Prepares teachers to understand societal influences on the development of curricula. Focuses on long- and short-range units of instruction anchored in both general and special curricula for gifted and talented students. Addresses individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Includes current research-based classroom practices.

Requires teacher-participants to locate, create, and or adapt curricular materials and methods of instruction needed to implement differentiated instruction for gifted and talented learners. Encourages creative problem-solving for a variety of student abilities and needs, the learning environment, and cultural and linguistic factors that may influence instruction. Requires application of current findings from the literature to the evaluation of methods and materials for gifted and talented instruction.

Prepares teachers of gifted and talented students with the selection, adaptation, creation, and implementation of differentiated instructional models and strategies, especially those related to fostering creativity. Evaluates current research on outcomes from instruction based on creative processes that are designed to foster creative, critical, and analytic thinking. Requires15 field experience/practicum hours in addition to class time.

Focuses on curriculum-based measurement, the assessment/instructional cycle, and how to use assessment data to design and implement instructional interventions to increase students' reading achievement. Studies the four federal assessment categories: screening, progress monitoring, diagnosis, and outcomes, as well as assessment instruments within the various categories and the 3-tiered model. Focuses on building students' oral language and background knowledge, teaching alphabet knowledge and phonemic awareness, teaching students to use and recognize and use common phonic spelling patterns, building vocabulary, increasing fluency, teaching students to apply comprehension strategies, and fostering students reading engagement. Describes reading assessments and interventions that are appropriate at the primary, intermediate, and secondary levels.

Provides foundational knowledge about literacy instruction, including an historical perspective on reading instruction, an introduction to theories and models of literacy acquisition, a study of language systems and language acquisition, and theories related to the literacy development of people across the lifespan and their instructional implications. Includes the debates and various stances of reading researchers, and the instructional directives that grew out of the research.

Designed to help students understand the history, major perspectives and theories about how young children understand literacy. Focuses on developmentally appropriate instruction and the value of play relating to oral and print literacy in kindergarten and the primary grades. Examines literacy development within the larger framework of the communicative arts, i.e., oracy, written expression, reading, spelling, handwriting, listening, the visual and performing arts, and the social community, i.e., family, socioeconomic conditions, culture, ethnicity, language, etc.

Designed to help practicing teachers develop an in-depth understanding of the research findings, issues, principles and practices related to exemplary, research-based reading and writing instruction in the content areas. Covers the use of textbooks and nonfiction reading materials for young students who are beginning readers and writers. Focuses on how to assist all learners to read, understand and learn from nonfiction reading materials. Covers assisting students at all grade levels in their reading of materials and writing of text related to science, social studies, history, math art, music, etc.

Provides practicing secondary teachers with concepts, models, and strategies to support adolescent literacy instruction. Familiarizes teachers with practical constructs for understanding adolescent literacy, its importance, how it can be fostered and employed for student learning, how the challenges of adolescent literacy differ from the challenges of early reading instruction, and how systematic interventions can help remediate chronic failure in literacy and learning. Teaches effective literacy improvement practices that can be realistically implemented in the context of secondary teachers' many demands.

Focuses on reading comprehension instruction as the essence of reading. Emphasizes the theoretical foundations that support comprehension such as schema theory and the construction-integration theory. Includes the following five research-supported strategies: activating prior knowledge, questioning, analyzing text structure, creating mental or visual images and summarizing. Teaches how to offer explicit teacher-led comprehension strategy instruction that will lead to helping their students coordinate a set of comprehension strategies. Teaches how to help students construct meaning through rich discussions and interactions around a variety of text structures and genres. Prepares teachers to provide scaffolded support including demonstrations, pictures, diagrams, and collaboration with other students.

Focuses on using effective strategies for teaching writing across the curriculum and for diverse populations. Teaches application of the writing process, writing workshop, and interactive writing procedures in the classroom. Covers the development of orthographic knowledge and how to assess student work using the Qualitative Spelling Inventory and the Six-Trait Writing Model.

Prepares teachers to teach English as a second language in U.S. public schools. Includes both theoretical and applied aspects of second language learning and teaching. Provides general and special educators and second language specialists techniques, activities, strategies and resources to plan instruction for English language learners (ELLs). Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students.

Provides teachers with a deep and useful understanding of force and the nature of how students use concepts of force to make sense of phenomena across life, earth, and physical science. Explores the theory of and enhances teacher insights into: 1) how force, matter and energy interact, 2) the relationship of force to energy and interactions within fields, and 3) pedagogical content knowledge around teaching and learning about force. Also connects knowledge of concepts of force to practices in technology, engineering and mathematics, and engages participants in evaluating technology appropriate to elementary STEM instruction. Requires participants to make connections between current learning theories and methods of STEM instruction.

Models effective and engaging instructional practices for teaching about matter in the elementary classroom, and connects knowledge of concepts of matter to practices in technology, engineering and mathematics. Requires participants to design and implement STEM lessons that will help elementary students use content knowledge about matter to make sense of phenomena across life, earth, and physical science. Designed to help participants gain insights into: 1) how matter and energy interact, 2) the relationships of matter to forces and interactions within fields, and 3) pedagogical content knowledge for teaching about matter. Involves participants in active instructional strategies and pedagogical theories. Focuses on designing learning environments that support collaborative learning and engagement in STEM lessons.

Explores the nature of science using science and engineering principles, practices, and processes. Investigates applications of learning theory to Science, Technology, Engineering and Mathematics using problem-based learning experiences. Requires participants to develop teaching practices to assist them in integrating engineering practices across disciplines as they apply Utah Science Standards to elementary STEM instruction.

Engages participants in developing meaningful understandings of problem-based approaches to teaching, learning, and the integration of STEM practices across the curriculum using appropriate technology. Requires participants to demonstrate their skills through the development of problem-based, hands-on learning experiences for elementary students, based on findings from current research and theory of cognitive development. Critically evaluates technology for STEM education, based on current national guidelines.

Provides instruction regarding writing a formal classroom-based research project proposal to present to the School of Education Graduate Board. Supports students in obtaining human subject clearance. May be repeated for a maximum of 2 credits toward graduation. Course will be graded credit/no credit.

Provides support regarding Implementation of the classroom-based applied research project. Course will be graded credit/no credit. May be repeated for a maximum of 2 credits toward graduation.

Provides support regarding completion of a classroom-based applied research project and acceptance of the classroom-based applied project by the School of Education graduate Board. Course will be graded credit/no credit. May be repeated for a maximum of 9 credits toward graduation.

Provides individual instruction for Master of Education students wishing to further their understanding of the field of education. Focuses on individual research regarding instructional methods and/or assessment. May be repeated for a maximum of 6 credits. Graded Credit/No Credit.