Educational Theory and Practice Courses
Tap 500 Academic Writing in English as a Second Language (3)
This course, designed for international graduate students, includes study of expectations and conventions of English academic writing; practice in writing; and time for the teacher and students to respond to their own writing and the writing of others.
Tap 501 The Teaching of English to Speakers of Other Languages (3)
Design of lesson plans, construction of test items: analysis of content to be taught, collection of resources used in teaching, analysis of linguistic development of students, techniques for developing and evaluating audiolingual, reading, and writing skills. Includes an "application module" with students learning English as a second language.
Tap 503 Issues in Urban Education (3)
This course explores how social, political and economic conditions impact schools serving children and youth from inner city neighborhoods. Special attention is paid to individual family and community assets and the development of school/community programs that enhance the academic strengths of urban children and youth. Graduate students are expected to complete a systematic review and critique of research on a specific issue in urban education and propose a research study dealing with the issue. Prerequisites: Admission to a graduate program in an allied field and/or admission to the Graduate Certificate Program in Urban Education.
Tap 504 Institute “Teaching in Urban Schools: Strategies for Implementing the New York State Learning Standards” (3)
An examination of effective strategies for meeting the New York State Learning Standards in urban schools. The course will review the Learning Standards, pertinent strategies that may be appropriate in urban schools and provide practical experiences in developing lesson plans. Subject area will vary.
Tap 510 Fundamentals of Program Development (3)
Examines and identifies the concepts, principles, and models of curriculum and the interrelationships of these elements in developing programs and evaluating them.
Tap 511 Building on the Progressive Luminaries: Turning Theory Into Practice (3)
Examination of topical issues and current research related to the subordination of teaching to learning as it relates to literacy, mathematics, and the philosophy of Caleb Gattegno. These topics are designed for students in ETAP connected to the Bronx charter School for Better Learning (BBL). Students from outside of BBL may only take the course with special permission. Students from the Department of Literacy, Teaching & Learning may not substitute 511 for any of their required courses.
Tap 512 Teachers in Context (3)
An examination of the influence of sociological, cultural, and historical factors on the place of teachers in society and the professional practice of teaching with an emphasis on representative countries. This course meets the 100 clock hours of field experience requirement for New York State secondary education teacher certification. Only open to students enrolled in the MS in Secondary Education (biology, chemistry, earth science, English, French, math, physics, social studies, and Spanish).
Tap 513 Social Context in Teaching (3)
An examination of the influence of sociological, cultural, and historical factors on the place of teachers in society and the professional practice of teaching with an emphasis on representative countries. This course can be used to fulfill the Foundations of Education category in the General Education Student MS program. It cannot be taken for credit in addition to Tap 512.
Tap 519 Learning in the Academic Disciplines (3)
This course is an introduction to general theories of human learning and their application to learning in academic disciplines. The course explores some aspects of the relationships among sociology, technology, and human learning, and raises pedagogical and curricular issues related to the creation of instruction and learning environments in subject matter domains.
Tap 520 Communication, Technology and the Knowledge-Building Enterprise (3)
This course examines pivotal historical forces and moments in which the intersections of culture, technology, and communications worked to reshape knowledge generation. Through readings in history, anthropology, ethics, education, and cultural criticism, this course explores how discovery, innovation, and invention over time led to the formation of what we know and how we know it.
Tap 523 Media in Teaching and Learning (3)
Design and use of media for teaching and learning; characteristics, sources, selection, creation and evaluation of non-print educational materials.
Tap 524 Integrating Technology Across the Curriculum (3)
This course is designed to enable educators to use technology to enhance instruction within and across content areas. Theoretical and practical aspects of technology integration will be discussed. Students will develop a thematic unit reflecting State and national standards.
Tap 526 Educational Computing (3)
Overview of computing in education; introduction to computer software, application packages, programming, hypermedia, and telecommunications. Project required. May not be taken for credit by students who have completed Tap 426.
Tap 528 Issues in Innovative Multimedia Design and Implementation (3)
This course provides students with the opportunity to learn from multimedia samples in education, business, and technology. Students will learn about best practices for non-linear, interactive multimedia design and how to create these for K-12 and post-secondary classrooms. Students will see presentations, demonstrations, critically analyze existing multimedia from a range of disciplines, and engage in group discussions about several technology innovations in education. This course integrates instructional design theory with actual implementation issues that instructional designers and educators will be faced with in practice. It brings theory and practice together to allow students to design effective tools and environments that will be used in educational and business settings. The culmination of material will result in students creating a non-linear, interactive multimedia project that can be readily implemented into their classrooms.
Tap 529 Introduction to Distance Learning (3)
Introduction to the methodology, history and technology of distance learning approaches to instruction. This course will examine the use of a variety of media including video, computers/Internet, and broadcast technologies that have been used in successful distance learning programs. The course will also review research on the effectiveness of distance learning.
Tap 530 Reading and Writing Across the Curriculum (3)
This course addresses the theory and practice of literacy learning and instruction within and across the disciplines. Focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts. Includes developing research-based models for integrating reading and writing into content study and for communicating beyond the school setting.
Tap 531 AI in the Classroom (3)
As the educational landscape evolves, the integration of Artificial Intelligence (AI) into the classroom has become a transformative force. This master's level course provides educators with the foundational knowledge and practical skills necessary to leverage AI technologies effectively and ethically in educational settings. The course is structured to cover the basics of AI, delve into the intricacies of generative chatbots, and explore a range of AI applications tailored for the classroom environment. No knowledge of coding is necessary for this course. Students who have received credit for ETap 431 cannot receive credit for this course.
Tap 534 Introduction to Games for Learning: Theory and Practice (3)
This course will introduce students to theory, research, and practice in the use of games for learning. Well-designed games can change the way learning occurs, making it both more engaging and effective. Not all games are well designed though and this course will review principles of good game design and good learning. With an emphasis on digital formats, we will also look at research supporting the utility of games as well as examples of how to design games for learning. Students will review, play, and perhaps even design their own games. Along the way the course will help students understand the very real potential of games, simulations, and immersive environments to transform education.
Tap 535 Introduction to Game Design for Educators (3)
In Introduction to Game Design for Educators, students will utilize game programming software in order to create a unique educational game that can be used within the classroom. Students will learn about best practices for game design from renowned game designers. Students will also read educational research pertaining to benefits of using games in the classroom, computational thinking, and empowering students through game design.
Tap 536 Second Language Learning (3)
Theories of language acquisition, psycholinguistics, and sociolinguistic aspects of second language learning. Effects of age, motivation, learning styles, and personality on language learning processes. Acquisition of reading and writing skills. Prerequisite: Consent of instructor.
Tap 540 Learning and Teaching Computer Science Principles (3)
This course will help students develop updated understandings of computer science principles as well as effective strategies for teaching the computer science principles in K-12 classrooms. The course is designed around the Advanced Placement Computer Science Principles Curriculum Framework. This curriculum framework outlines seven central concepts of computer science (creativity, abstraction, data and information algorithms, programming, the Internet, global impact) and six computational thinking practices (connecting computing, creating computational artifacts, abstracting, analyzing problems and artifacts, communicating and collaborating). The course organizes these central topics around three big themes: data & information, programming, and the Internet, with a fourth module debriefing the pedagogy introduced throughout the course.
Tap 550 (Lin 552) Approaches to English Grammar (4)
Traditional and modern methods of syntactic analysis developed and compared. Philosophical, linguistic, and practical problems associated with linguistic description. Texts will normally include a high school grammar and a current (e.g. transformational) treatment of English syntax.
Tap 590 Graduate Student Teaching I (6)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.
Tap 590F Teaching Middle School World Languages: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in French and Spanish. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.
Tap 590H Teaching Middle School Social Studies: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Social Studies. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.
Tap 590L Teaching Middle School English: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in English. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.
Tap 590M Teaching Middle School Mathematics: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Mathematics. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.
Tap 590S Teaching Middle School Science: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Science. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.
Tap 598 Directed Field Experience in Education (3)
The course serves as the first field experience for TESOL students focusing on all phases of teaching.
Tap 599 Directed Field Experience in Teaching English to Speakers of Other Languages (TESOL) (3)
This is a three credit two semester course that serves as the first field experience for TESOL students focusing on all phases of teaching. The course includes lab work, classroom observations, student teaching, and organizing an intensive English language institute for individuals who seek instruction in English as a second or foreign language.
Tap 600 Teaching Academic Discourse Skills to Undergraduates (3)
This course is for graduate students with teaching experience and/or students who are preparing for a teaching profession. Gain practical experience working with students from culturally diverse backgrounds and from different departments and schools. Prerequisites: Tap 501, teaching experience, and the successful completion of one linguistics course.
Tap 607 Mentoring Teachers (3)
This course focuses on theoretical frameworks of teacher mentoring. Students will reflect on their own teaching as a prerequisite to aiding new teachers and engage in critical reflection on teachers' practice as mentors.
Tap 610 Literacy in Society (3)
This course builds understanding among teachers working with students across grade levels through the lens of critical social and linguistic perspectives on language and literacy. Students examine relationships among schooling, literacy, and social and cultural life.
Tap 612 Teaching Mathematics for Understanding PreK-6 (3)
Students explore what it means to learn mathematics with understanding, deepen their own understandings of fundamental mathematical ideas, consider how different groups of students experience mathematics instruction, and develop pedagogical strategies that emphasize mathematical reasoning, communication, and problem-solving.
Tap 614 Science for Children (3)
This course prepares graduate students to monitor and enhance the development of science literacy in pre-school and elementary school children. Graduate students will deepen their understanding of fundamental scientific principles and develop pedagogical strategies applicable in formal and informal educational settings that provide all children the opportunity to develop understanding of science and the abilities of science inquiry appropriate to their developmental level.
Tap 618 The Secondary School Curriculum (3)
This course surveys history, development, and various curricular programs at the secondary level along with their limitations and weaknesses. Organizational problems, methods of evaluation, improvement projects and factors in the selection of content are examined.
Tap 620 Cooperative Learning and Instructional Technology (3)
This course is designed to facilitate understanding of current issues in and strategies for implementing cooperative learning strategies to integrate technology in classroom teaching and learning. Coursework will include reading and reflecting on the work of prominent authors in the field and hands-on experiences with cooperative learning and technology.
Tap 621 Understanding Learning and Teaching (3)
This course is an introduction to what it means to observe, see, and make sense out of learning in educational environments. It asks participants to analyze what happens in these environments (learning and teaching, student interactions, teacher-student relationships, etc.) and take concrete action based on that analysis.
Tap 623 Systematic Design of Instruction (3)
This course explores systematic and analytical approaches to curricular and instructional planning. Students survey contemporary theories of learning, instruction, and instructional design, along with application of these theories to the preparation of educational materials.
Tap 624 Teaching and Learning in Immersive Environments (3)
This course explores a variety of 2D and 3D virtual worlds including those designed for children. Research and theory about games and simulations, their pedagogical, social, interpersonal, cultural, instructional, and technical implications are examined.
Tap 628 Instructional Design for Technology (3)
Principles of instructional design for use with the microcomputer and other electronic media. No technical background required. Focus on concepts in instructional design and practical application to instructional technology.
Tap 631 Introduction to Language in Education (3)
This course explores linguistics, language use and language development as they relate to general issues in teaching and learning. It examines the ways in which linguistic knowledge can contribute to the development of new strategies for the actual process of teaching.
Tap 634 Using Media in the Language Classroom (3)
Survey of issues on practical utilization of media in language classrooms. Hands-on activities with media resources, with lesson plan development, and with web page design. Planning and implementation of media-assisted language activities built on current theory and research. Emphasis on correspondence between language teaching practice and learners' media use inside and outside classrooms.
Tap 635 Teaching Methodology for English Language Learners (3)
Advanced TESOL methods for students seeking NYS certification and students in related fields. NYS standards, assessments, incorporating content into language instruction. Students will gain expertise in state regulations, working with parents, school boards, mainstream teachers and administrators as well as in practical pedagogy for English Language Learners K-12.
Tap 636 Pragmatics (3)
The course discusses the relation between linguistic forms, contexts and speakers to give an account of language use of both native and non-native speakers.
Tap 638 Media Literacy (3)
Developing an informed and critical understanding of new communication media, including ways to read and write electronic texts. Explore implications of these technologies and their uses in schools, communities, and workplaces. Focus on practices involving cutting-edge technologies that hold promise for the teaching of writing language, and literature.
Tap 639 K-12 Online Teaching and Learning (3)
This course is an introduction to K-12 online teaching and learning. Students explore the K-12 online teaching and learning literature, discuss challenges, examine instructional techniques, and best practices for online course development.
Tap 640 Introduction to Online Teaching (3)
This course provides foundations and hands-on practice in developing fully online courses. Students learn both theory and practice and are required to develop a significant online learning course or instructional module.
Tap 641 (Epl 641) Continuous Quality Improvement in Education and Human Services (3)
Introduction to concepts and practice of continuous quality improvement in education and the human services using improvement science principles as a guiding framework. Emphasis will be on issues and procedures in designing improvement initiatives, reporting results, and using results in iterative cycles. Crafted for Masters and Doctoral students interested in improvement science and its applications in educational and human services settings.
Tap 645 (Pad 674) Education for Civic Engagement and Learning (3)
The course aims to strengthen educators' knowledge and skills for fostering students' civic engagement and learning. We explore theories, research, and practical strategies involved in helping young people become engaged, competent participants in the civic sphere. Course readings and multimedia materials are drawn from diverse scholarly fields, including political science, philosophy, psychology, sociology, and education. Assignments during the course will require students to examine key ideas from these materials (e.g., the challenges and opportunities of leading discussions about controversial public issues), clarify how these ideas relate to their own experiences, and demonstrate their understanding through practice-based projects.
Tap 650 Educational Computing in the Math/Science Class (3)
This course explore uses of technology in math or science teaching. Students learn strategies for the integration of computers or calculators into educational practice. Individual projects and laboratory experiences are included.
Tap 652B Bilingual Development and Translanguaging (3)
This course provides an overview of bilingual development and use of two or more languages through different practices including translanguaging. Besides focusing the consequences of bi- and multilingualism for an individual's linguistic and nonlinguistic cognitive and social abilities, special attention is paid to translanguaging that considers multilinguals' language repertoire a unitary system and is widely used in the multilingual classroom.
Tap 652C Introduction to Computer Science Education (3)
Focus is on current research, theory, and practice related to teaching computer science and information technology in pre-college settings. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning computing education; developmental needs, standards and assessments, methods for promoting computational thinking and computational practices across contexts and content areas. This course is part of a sequence that prepares teachers to offer the Advanced Placement Computer Science Principles course and other computing courses.
Tap 652F Teaching World Languages in the Secondary School (3)
Focus is on current research, theory, and practice in world language instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning world language instruction; developmental needs, standards and assessments, methods for promoting engaged and critical reading and speaking, and the role of culture.
Tap 652H Teaching Social Studies in the Secondary School (3)
Focus is on current research, theory, and practice in social studies instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning social studies instruction; developmental needs, standards and assessments, methods for promoting engaged and critical thinking, and attention to diverse cultures and global studies.
Tap 652L Teaching Literature in the Secondary School (3)
Focus is on current research, theory, and practice in literature instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning literature instruction; developmental needs, standards and assessments, methods for promoting engaged and critical reading, and expanding literature study to include diverse culture.
Tap 652M Teaching Mathematics in the Secondary School (3)
Focus is on current research, theory, and practice in mathematics instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning mathematics instruction; developmental needs, standards and assessments, methods for promoting mathematical communication/literacy across contests and diverse cultures.
Tap 652S Teaching Science in the Secondary School (3)
Focus is on current research, theory, and practice in science instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning science instruction; developmental needs, standards and assessments, methods for promoting science communication/literacy across contests and diverse cultures.
Tap 653 Language, Literacy and Technology (3)
This course explores the many and important roles electronic texts play in the development of contemporary readers and writers. How technologies affect language and literacy development in native, foreign, and second languages will be studied.
Tap 655H Contemporary Social Studies Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in science education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included global studies and culture, integrating technology, and document-based assessment.
Tap 655L Teaching Composition in the Secondary School (3)
Focus on current theory, research, and pedagogy in teaching writing to adolescents. Designed for beginning and advanced classroom teachers, the course examines research-based models for teaching writing, the impact of culture, context, and technology on writing, and the impact of state and national standards on the writing curriculum.
Tap 655M Contemporary Mathematics Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in science education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included teaching through inquiry, integrating technology, writing in mathematics, and new assessments.
Tap 655S Contemporary Science Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in science education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included teaching through inquiry, integrating technology, writing in science, and new assessments.
Tap 655T Contemporary Patterns in Teaching: Perspectives in Language and Culture Education (3)
This course is intended to introduce students to theories, research, and practice in the teaching of writing. Its primary purpose is to provide prospective and current secondary school English teachers with an understanding of what it means to teach writing effectively in secondary school settings. Ideally, this understanding will become the foundation for writing pedagogy and for ongoing inquiry into how best to teach writing to adolescent students. Accordingly, in this course students will be asked to become familiar with important perspectives on the teaching of composition and with research and theory that have shaped these perspectives. Students will also be asked to consider the implications of composition theory and research for classroom practice.
Tap 657 (Ltl 657) Literacy for English Language Learners (3)
This course provides an overview of issues in teaching and learning to read and write in English as a new language. The course reviews current instructional practices in light of theoretical foundations, educational policy, and cultural forces that shape acquisition and maintenance of languages in society. This course is intended for educators supporting English Language Learners in United States PK-12 instructional contexts.
Tap 658 Topics in Interpreting Academic Disciplines (1-3)
Current research and/or development topics in the academic disciplines and their related technologies are examined. Focal discipline(s) vary by semester. This course may be repeated for a total of 9 credits.
Tap 660 Youth Literacies and Cultures (3)
This course examines how adolescents engage in literate practice, how they contribute to and make culture, and what the relationship is between young people's literacies and cultures. Topics to be addressed include the historical conception of "adolescence," the connection between youths' in-school and out-of-school literacies, and the role of youth culture in adolescent literacies, including youths' social and cultural identifications such as racial/ethnic and gender identities.
Tap 663 (Epl 663) Networked Communities: Building A Culture of Practice Improvement (3)
This course will introduce students to how improvement science can be used to foster the creation of networked improvement communities (NICs). We will learn how such communities improve the pace, scope, and capacity for learning. In particular, we will focus on cultural elements that such NICs share across sectors (be that medicine, industry, social systems or education) such as their capacity to encourage vulnerability, sharing, transparency, and create a shared purpose and vision among its team. With this in mind, we will also focus some of our attention and readings on how "the hive mind" works - that is how communities of thinkers can be brought together for the purpose of innovation and diffusion of ideas, drawing on some of the most recent scholarship in the field (on sociology, psychology, and educational researchers among others) to learn how humans can better work, think, and collaborate together to solve today's most wicked problems.
Tap 664 (Epl 664) Theories of Change and Action Science for Innovation and Improvement (3)
This seminar connects theories of change and organizational action science with improvement science, emphasizing innovations in professional education, leadership practice and policy, program evaluation, and implementation research. Priorities include organizational learning and improvement; strategies for knowledge generation, dissemination, and use; error detection and correction mechanisms; and the special roles of change agent/facilitators in professional development programs and improvement-oriented initiatives in education systems.
Tap 680 Research Seminar: Critical Introduction to Educational Research Paradigms (3)
This course focuses on the different models and paradigms in educational research and how these paradigms can inform educational practice. It will involve critical reading of published exemplars of different paradigms, analyzing previously collected data, and making sense of the application of these data. Prerequisites: Consent of instructor and 12 graduate credits in master's program
Tap 681 Research Seminar: Research in Practice (3)
This course focuses on action (teacher) research. The theory and practice of action research will be examined through a review of the theoretical foundations of educational research and its link to the improvement of educational practice. Students will design and implement a small action research project in their own setting. Prerequisite: Consent of instructor and 12 graduate credits in Master's program.
Tap 682 Seminar in Teaching the Disadvantaged Learner (3)
Comprehensive examination of the research in the critical areas related to the development and implementation of curriculum for the disadvantaged learner.
Tap 683 Seminar in Instructional Technology (3)
Examination of topical issues and current research in instructional technology. Prerequisite: Consent of instructor.
Tap 684 Digital Screen Mediation (3)
This course explores visual mediation in contemporary instructional spaces. Theoretically grounded and multidisciplinary approaches to effective instruction with screen-based technologies span aesthetics, visual literacy, instructional conversation strategies, teacher empowerment, mediational practices, social media, and beyond. Prerequisites: For advanced masters and doctoral students.
Tap 685 Artificial Intelligence in the Humanities (3)
This course explores the many and important roles Artificial Intelligence (AI) is and will be playing in the development of Humanities curricula and instructional practices.
Tap 687 Institute for Educational Theory and Practice (2-9)
A variety of special courses are offered under the institute title.
Tap 690F Teaching High School World Languages: Methods and Guided Field Experience (9)
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Spanish and French. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, Tap 590, and prior registration and permission from the Director of Professional Development and Field Experience.
Tap 690H Teaching High School Social Studies: Methods and Guided Field Experience (9)
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Social Studies. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, Tap 590, and prior registration and permission from the Director of Professional Development and Field Experience.
Tap 690L Teaching High School English: Methods and Guided Field Experience (9)
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in English. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, Tap 590, and prior registration and permission from the Director of Professional Development and Field Experience.
Tap 690M Teaching High School Mathematics: Methods and Guided Field Experience (9)
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Mathematics. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, Tap 590, and prior registration and permission from the Director of Professional Development and Field Experience.
Tap 690S Teaching High School Science: Methods and Guided Field Experience (9)
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Science. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, Tap 590, and prior registration and permission from the Director of Professional Development and Field Experience.
Tap 690T TESOL: Guided Field Experience and Seminar (6)
Includes full-time field experience and supporting seminar in each semester. Study of pedagogy and principles of instruction in TESOL. Emphasis on K-12 learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to learners in practical settings. May be repeated for credit. Prerequisites: Acceptance in TESOL teacher certification program, and maintenance of appropriate GPA overall and in education courses.
Tap 695 Master's Internship in Educational Theory and Practice (2-6)
Planned professional experience in a specialty area in Educational Theory and Practice. Faculty guidance prior to registration, the student should prepare a proposal for approval by the instructor.
Tap 696 Reflective Practice (1-6)
Students engage in systematic analysis of educational practice in a mentored environment. This course provides frameworks and approaches to help experienced educators articulate the dimensions of successful practice through a close examination of their own activities. This course may be repeated for up to 12 credits with permission of instructor.
Tap 697 Independent Study in Educational Theory and Practice (2-6)
Supervised independent study in master's-level programs.
Tap 699 Master's Thesis in Educational Theory and Practice (2-6)
Intended for students in the master's programs.
Tap 699C Master's Thesis Continuation (1)
Course grading is Load Only and does not earn credit. Appropriate for master's students engaged in research and writing of the master's thesis beyond the level applicable to their degree program.
Tap 703 Principles of Supervision (3)
Students examine alternative models for curriculum and instructional improvement leadership. They will analyze and evaluate relevant literature and research on leadership and supervision. The course integrates contributions from psychology, sociology, political and organizational science, and personality research for management and improvement activities.
Tap 710 Principles of Curriculum Development (3)
This course focuses on conceptual analysis of curriculum and other educational program elements and rational relationships among them, including educational theory, goals, instructional plans, evaluation, managerial planning, content sources, and criteria for selection and organization.
Tap 719 Curriculum and Instruction in Higher Education (3)
This course explores the evolution and status of instructional programs and practices in U.S. higher education. Theoretical and practical considerations in program revision and instructional improvement are examined.
Tap 720 Instructional Theory and Practice (3)
Conceptualizations, theories, and models of instruction and their application to practice and research constitute the focus of this course along with research as a means of studying instructional issues.
Tap 723 Seminar in Technology and Education (3)
In seminar format, students examine topical issues and current research related to technology and education. Full participation including work on an individual or group project is required. Special seminars in digital media, popular media, video and instructional technologies will be available on a rotating basis. Students may complete two of these topical seminars.
Tap 735 Sociocognitive View of Instruction (3)
Students explore theoretical frameworks from which to consider human development and instruction. Based on Vygotskian and other social cognitive perspectives of the social genesis of learning, students will examine learning in settings where language is used among teacher and student to refine and develop new ways of thinking and doing.
Tap 741 Advanced Issues in Methodology I (3)
This course takes up advanced issues in the design of research evaluation and measurement with emphasis on the appropriate selection and use of these techniques in applied settings. Problems and issues related to selection, application and communication of methodology are stressed. Prerequisite: Tap 740, E Psy 530, or permission of instructor.
Tap 742 Advanced Issues in Methodology II (3)
Students study the selection, interpretation, and communication of findings that result from research or evaluation in applied settings. Emphasis is on determining appropriate methods of analysis, communicating and documenting these needs, and interpreting the analysis in client/lay languages. Prerequisites: Tap 740, E Psy 630, and either E Psy 731 or 733/734 (or equivalents) prior to or concurrently or by permission of instructor.
Tap 743 Meta-Anlaysis and Literature Review in Educational Research (3)
This course examines strategies for developing a literature review as a systematic scholarly activity. Students learn strategies appropriate for different types of literature review and examine published reviews. Meta-analytic techniques are reviewed with guided experiences in application.
Tap 750 Curriculum and the Academic Discipline (3)
The course examines conceptual structures in academic disciplines as the bases for curriculum development. Students compare content and structure across disciplines. Prerequisite: Consent of instructor.
Tap 751 Instruction in the Discipline (3)
Students examine the theoretical basis for, and critique of existing practices in instructional strategy design in an academic discipline. Prerequisite: Consent of instructor.
Tap 770 Frameworks for Teacher Professional Development (3)
Examines different models of and theoretical frameworks for teacher professional development. Models include various forms of teacher research, mentoring, teacher leadership programs, reflective teaching groups, teacher study groups, and book groups. Frameworks for understanding these models will include concepts of teacher learning, learning organizations, and policy.
Tap 771 Research Design Seminar in Educational Theory and Practice (3)
This course is intended to guide and support dissertation proposal preparation. Guidance and feedback on defining an appropriate problem and considering alternative methods is the main focus. Dissertation procedures including committee formation, proposal submission, and human subjects review are discussed. May be repeated for up to 9 credits.
Tap 773 Foundations of Research in Curriculum and Instruction (3)
The course will focus on the philosophical basis of various research traditions in education. In broad strokes, it will consider postmodernism, feminism, positivism, interpretivism, and critical theory. Students will develop an understanding of the historical context of social science inquiry, and the competing epistemologies and ontologies in contemporary educational research.
Tap 776 Theory and Practices of Interviewing in Interpretive Research (3)
This course examines the theoretical underpinnings of interviewing, including the relationship between language and knowledge, the social construction of knowledge, and political and ethical dimensions. A number of types of interviews will be considered. The course provides opportunities for understanding of theory and the development of skills.
Tap 777 (Ltl 777) Qualitative Research Methods (3)
Qualitative research methods and issues with focus on ethnographic techniques; participant observation and interviewing: analyzing, interpreting, and collecting data. Attention to problems generic to fieldwork; emphasis on formation of research questions (entry into field settings, ethical issues in fieldwork, qualitative analysis and theory building).
Tap 778 Qualitative Research Field Methods (3)
This second part of the qualitative research sequence focuses on data collection, interpretation and representation. Frameworks for analyzing and interpreting data are examined with emphasis on both theoretical perspectives and practical applications. Forms of representation are emphasized as a critical aspect of knowledge generation. Prerequisite: Tap 777 or consent of instructor.
Tap 780 Research Practicum in ETAP (3)
Designed for students who wish to participate in research projects directed by faculty. Experiences include library research, study of measurement instruments, training in administration of instruments, scoring and analysis of results, and participation in data collection and analysis. Prerequisite: Consent of instructor.
Tap 781 Research Seminar: Research in Practice II
This is an introduction to the theory and practice of action research. Students examine key aspects of action research including: developing their own researchable questions, investigating prior research in the field, collecting data, analyzing data, and sharing findings. Students will develop a classroom-based or work-based research project over the course of the semester. Prerequisite: Approval of instructor.
Tap 811 John Dewey and the Roots of Progressive Education (3)
This is an introduction to Dewey and his relevance to contemporary and teacher education. Themes include: experience, reflection, community, continuity and interaction, democracy, and Dewey's definition of education.
Tap 825 Creativity, Learning, and Knowledge Media (3)
This advanced seminar surveys multidisciplinary research on creativity, knowledge creation, learning models and technologies for cultivating creative practices among students and teachers. Students investigate the social and cognitive processes of creativity, envision new learning designs, and investigate new learning technologies.
Tap 826 Advanced Methods for Studying Learning in Technology-Enriched Contexts (3)
This course focuses on integrating quantitative and qualitative data analyses to study learning interactions in technology-rich contexts. Students undertake research design and analysis of data. Prerequisite: Permission of Instructor.
Tap 830 Advanced Seminar in Language in Education (3)
This is a forum for discussing and critically reviewing theoretical and research concerns in the field of language in education. Students engage in critical analysis of issues, assumptions, methodologies, and findings as they contribute to increased understanding of theory and practice. May be repeated for credit.
Tap 850 Research Seminar in Teaching and Learning an Academic Discipline (2-4)
A seminar on current research, theory and/or philosophy in the teaching and learning of language, mathematics, science or other academic discipline for advanced doctoral students. Prerequisite: Permission of instructor. May be repeated for a total of 9 credits.
Tap 881 Studies in Literacy, Languages and Cultures (3)
This seminar explores theoretical and practical issues with respect to literacy in different societies, with particular emphasis on reading and writing. Philosophical, social, psychological, historical, linguistic and cultural perspectives will be explored. Prerequisite: Permission of instructor.
Tap 882 Dissertation and Professional Preparation: A Proseminar (1-3)
This seminar prepares students in the knowledge, skills and practice in scholarly thought needed for dissertation work and professional life. Students will be guided in updating their knowledge of recent research, hone their ability to critique research and apply this knowledge in their own areas Prerequisite: Permission of instructor. May be repeated.
Tap 887 Institute in Education (1-9)
A special course, not part of the pattern of regular offerings, designed to meet non-recurring needs.
Tap 890 Research and Independent Study in Teaching and Learning an Academic Discipline (1-6)
Planned intensive scholarly or research experience in an area related to education and designed to meet the student's scholarly interests. Faculty guidance on a proposed study.
Tap 895 Internship in Educational Theory and Practice (1-6)
The internship is a planned experience that complements the student's scholarly/professional trajectory. The internship includes a seminar.
Tap 897 Directed Readings in Educational Theory and Practice (3-12)
Independent reading in preparation for Departmental examinations and the development of a dissertation proposal. Course grading is Load Only and does not earn credit. Prerequisites: Completion of course work, approval of advisor.
Tap 899 Doctoral Dissertation in Educational Theory and Practice (1)
Course grading is Load Only and does not earn credit. Appropriate for doctoral students engaged in research and writing of the dissertation. Prerequisite: Admission to doctoral candidacy.
