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This course examines the nature of language and cultural differences among learners of various ethnic and racial backgrounds. The exploration of diversity provides opportunities for participants to develop a personal awareness of the role of cultural conditioning in classroom encounters; to reflect on and to confront personal biases as they relate to teaching; to acquire the skills and resources for an ethno-relative approach to delivering instruction; and to make language- and topic-related choices compatible with learner differences. Cr 3.

The purpose of this course is to enable Literacy and Teaching English to Speakers of Other Languages (TESOL) professionals to develop their content knowledge in their disciplines through practitioner inquiry. Students will identify a literacy and language content topic of interest and pursue library and empirical research on this topic. Each student will generate a research question, collect and analyze sample data, summarize findings, and synthesize how their new knowledge for teaching the content area can be applied in their classroom. The class will function as a community of researchers. Emphasis will be placed on students developing an inquiry stance on teaching in their content area. Prerequisites: 15 credits in Literacy Education course or 15 credits in TESOL courses and open to matriculated students in the MSEd. in Literacy Education or TESOL, or program permission. Cr. 3.

The practicum in Teaching English to Speakers of Other Languages is designed to accommodate students in the TESOL program who are ESL teachers, mainstream teachers working toward ESL endorsement by the state, international students, adult educators, and other students matriculated into the MSEd in TESOL program. Students acquire practical ESL/EFL teaching experience in the field while applying knowledge gained through coursework and research; a minimum of 20 hours of observation and practice teaching in an appropriate setting determined by the student and instructor are required. The 24 hours of program coursework must be completed prior to or concurrent with practicum. Prerequisite:matriculated into MSEd in TESOL; completion of 24 hours of program coursework, including EDU 558 , EDU 559, EDU 560, EDU 561, EDU 562, and/or EDU 567.

This course acquaints prospective school leaders at the building and district level with the general principles of special education law as found in the interpretation of constitutional and statutory provisions by the higher courts. Laws governing pupils, teaching personnel, administrators and boards of education will be stressed.

This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring principals. The internship is designed to immerse the graduate student in the everyday tasks of the building administrator, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program. The early focus of the course is on the internship in a school setting designed jointly by the student, the internship faculty member, and a school-based principal. Throughout the remainder of the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, and formulate a leadership project based on an issue of importance to the school. Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the EDL program. Prerequisite: Program permission. 9 credits (3 credits per semester or term) (allowed to repeat in a semester).