School of Education

Peabody Hall, CB# 3500; (919) 966-1346


Deborah Eaker-Rich, Associate Dean, Chief Academic Officer and Director of Graduate Studies

Anne Bryan, Assistant Dean for Student Affairs

Wendy Gratz Borman, Assistant Dean for External Relations

John Plummer, Assistant Dean for Administration and Finance


The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty members and peers. All of these elements work together to build a solid foundation for exemplary practices in education.

The School of Education is no longer accepting applications for admission into the bachelor of arts in education; however, students who matriculated in fall 2015 or earlier may pursue programs designed to prepare them to teach at one of the following levels: child development and family studies (birth to kindergarten), elementary (grades kindergarten through six), middle grades (grades six through nine). Initial teaching licensure in mathematics or science in grades nine through 12 is available through UNC–BEST, and undergraduate music majors can obtain licensure to teach music in grades kindergarten through 12. For individuals seeking initial teaching licensure in English, English as a second language, foreign language, math, science, and social studies education, the School of Education offers a master of arts in teaching (M.A.T.) program. Admission to this program is based on successful completion of a bachelor's degree in an appropriate major.

Program of Study

The School of Education is designing a new program that will enable students to complete a bachelor's degree and a master of arts in teaching (M.A.T.) degree in approximately five years. The new program, subject to further University-level approvals, will offer licensure in elementary education, middle grades education, and secondary education. The School of Education also offers special opportunities for math and science secondary licensure (UNC–BEST), music education in kindergarten through grade 12, and a minor in education. Students are subject to the requirements in place when they are admitted to the School of Education; consequently, the requirements for approved programs described in this bulletin particularly apply to students admitted to the school during the 2015–2016 academic year.

Admission to the School of Education

Note: The following information applies to students applying to the UNC–BEST and music education programs. Admission criteria for the B.A.–M.A.T. have not yet been finalized; when they are, admission criteria and options for entrance into the program during the sophomore, junior, or senior year will be posted on the School of Education Web site at

The criteria for admission to the UNC–BEST and music education undergraduate programs include, but may not be limited to, good academic progress, commitment to the teaching profession and to children, strong letters of recommendation, and passing scores on the PRAXIS I: Pre-Professional Skills Test (PPST: Reading, Writing, and Mathematics) or approved scores on the SAT or ACT. Special consideration for admission is given to students with teaching-related scholarships and to students who would enhance the diversity of the teaching profession. In addition, students must have a minimum grade point average of 2.5 at the time they apply. Applicants also need to complete a form stating whether they have ever been convicted of a violation of law other than a minor traffic violation. This information has an impact on the school's ability to place students in public school field experiences, including student teaching, and also affects eligibility for teaching licensure. Applications are available online at Interested students should check with advisors in the General College or on the School of Education's Web site for the application deadline. Questions about application requirements may be directed to the school's Office of Student Affairs at (919) 966-1346.

Bachelor of Arts–Master of Arts in Teaching Program (B.A.–M.A.T.)

Subject to further University approvals, the School of Education is developing a B.A.–M.A.T. program in which students can complete a bachelor of arts degree and a master of arts in teaching degree in five years. It is anticipated that students can opt to apply for official admission into the B.A.–M.A.T program during their sophomore, junior, or senior year. Anticipated licensure areas offered in this program are as follows:

Once final University approval has been granted, full information about these programs, including admissions criteria and required and/or suggested undergraduate majors, will be posted on the School of Education Web site at

UNC Baccalaureate Education in Science and Teaching (UNC–BEST)

UNC–BEST is a collaboration between the School of Education and the College of Arts and Sciences. This innovative program offers undergraduate science (biology, chemistry, geology, physics) and mathematics majors the opportunity to complete the requirements for a bachelor of arts or bachelor of science degree and obtain licensure as a secondary science or mathematics teacher in North Carolina in four years. Students will be prepared for North Carolina teaching licensure for grades nine through 12 in comprehensive sciences or mathematics.

UNC–BEST students are enrolled in their respective major in the College of Arts and Sciences and, once accepted into the UNC–BEST program, complete the requirements to earn North Carolina teaching licensure. Admission into the program requires a grade point average of 2.5 at UNC–Chapel Hill and successful completion of a minimum of six hours of mathematics (if applying for mathematics) or science (if applying for science) coursework on the UNC–Chapel Hill campus.

Program Requirements

Music Education: K–12 Licensure

The K–12 music education licensure program is a collaboration between the School of Education and the College of Arts and Sciences. This innovative program offers undergraduate music majors the opportunity to complete the requirements for a bachelor of music and obtain licensure as a music teacher in North Carolina in four years.

Program Requirements

Education Minor

The undergraduate minor in education is appropriate for undergraduate students interested in furthering their knowledge of education as a means of career development or to enhance their understanding of current schooling, community, and policy directions.

The minor requires an application to the School of Education that consists of a statement of interest and purpose, and an academic plan. The application process is intended to ensure the student's commitment to completing the minor. Applications are opened and submitted every fall. Priority is given to juniors, seniors, and students intending to enter the B.A.–M.A.T program.

Students may apply any year during their undergraduate career and will be required to complete a five-course sequence in which they receive a minimum of C or better in 12 hours of coursework.

The minor consists of five courses.

For more information about the minor in education, please contact the School of Education Office of Student Affairs at (919) 966-1346.

Education Major, B.A.

Note: The School of Education is not currently admitting students into the bachelor of arts in education programs. New students wishing to pursue teacher licensure should review the information on the B.A.–M.A.T. program.

Education Major, B.A.–Child Development and Family Studies

This degree program is for junior and senior students officially matriculated into the School of Education in fall 2015 or earlier. Please see the 2014–2015 Undergraduate Bulletin for degree requirements.

Education Major, B.A.–Elementary Education

This degree program is for junior and senior students officially matriculated into the School of Education in fall 2015 or earlier. Please see the 2014–2015 Undergraduate Bulletin for degree requirements.

Education Major, B.A.–Middle Grades Education

This degree program is for junior and senior students officially matriculated into the School of Education in fall 2015 or earlier. Please see the 2014–2015 Undergraduate Bulletin for degree requirements.

Establishing Licensure

North Carolina licensure requirements are distinct from the School of Education's degree requirements. In their senior year, elementary education (K–6) students who plan to obtain North Carolina licensure upon graduation must pass the North Carolina Foundations of Reading and General Curriculum examinations. It is anticipated that a licensure examination will be developed and required for the North Carolina birth-kindergarten license. Child development and family studies students should speak with their advisors and refer to the testing Web page on the School of Education Web site: Middle grades education students should take the Subject Assessment Tests (PRAXIS II) in both of their content areas. UNC–BEST and music education students should take the appropriate PRAXIS II examination(s) also found on the School of Education Web site:

Fees are charged for all licensure examinations. Information is available in 103 Peabody Hall. PRAXIS information is also available online at and for NCFRGC at

Early in the semester in which a student plans to apply for graduation, initial teacher licensure forms for North Carolina must be completed and submitted to the licensure officer in 103 Peabody. Licensure application information is now available by program on the School of Education Web site: After the official posting of a degree, the licensure application is processed by the School of Education's licensure officer and forwarded to the North Carolina State Department of Public Instruction.

The programs described in this bulletin are approved by the North Carolina Department of Public Instruction, the State Board of Education, and the National Council for the Accreditation of Teacher Education.


With the exception of the minor in education, the education programs have a large number of requirements. To best facilitate completion of all requirements students are strongly encouraged to meet with an academic advisor every semester.

Kara GrawOzburn is the School of Education's academic advisor for all students interested in education. Ms. GrawOzburn sees students for advising both in Steele Building and in Peabody Hall as follows:

Special Opportunities in Education

Honors in Education

During the spring semester of the junior year, an honors student in education participates in the honors seminar. During the fall semester of the senior year, the student prepares an honors thesis, on which there is an oral examination. The program is limited in enrollment and open on a space-available basis to students with a minimum cumulative grade point average of 3.3.



Patrick Akos, Kathleen Brown, Gregory Cizek, Sharon Derry, Fenwick English, Susan Friel, John Galassi, Madeleine R. Grumet, Jill Hamm, Catherine Marshall, Linda Mason, G. Williamson McDiarmid, Judith Meece, George Noblit, Sam Odom, Xue Lan Rong, Keith Sawyer, Rune Simeonsson, Lynda Stone, Lynne Vernon-Feagans, William Ware, Barbara Wasik.

Associate Professors

Harriet Able, Cheryl Mason Bolick, Lora Cohen-Vogel, Jocelyn Glazier, Jeff Greene, Dana Griffin, Leigh Hall, Eric Houck, Sherick Hughes, Steve Knotek, Rebecca New, Rita O'Sullivan, Eileen Parsons, James Trier.

Assistant Professors

Janice Anderson, Claire Baker, Juan Carrillo, Claudia Cervantes-Soon, Dana Thompson Dorsey, Gemma Mojica, Kelly Ryoo.

Professors of the Practice

Pat Ashley, Ann McColl, Neil Pedersen.

Research Professors

Donald Bailey, Virginia M. Buysse, Martha Cox, Karen Erickson, Malbert Smith, A. Jackson Stenner, Carl Swartz.

Research Associate Professors

Kristen Kainz, Kelly Maxwell, Desiree Murray, Ellen Peisner-Feinberg, Sharon Ritchie.

Research Assistant Professor

Kara Hume.

Clinical Professors

Suzanne Gulledge, Audrey Heining-Boynton, Stephen Hooper.

Clinical Associate Professors

Leslie Babinski, Jennifer Diliberto-Fender, Kathleen Gallagher, Daniel Huff, Sharon Palsha, Stanley Schainker, Neal J. Shipman, James Veitch.

Clinical Assistant Professors

Marco Barker, Clinton Bolton, Todd Boyette, Nick Cabot, Taffye Clayton, Jennifer Coble, Melissa DeRosier, Deborah Eaker-Rich, Sandra Evarrs, Michael Follo, Amy Gauthier, Caroline Hexdall, Martinette Horner, Cheryl Horton, Derrick Jordan, Alvera Lesane, Mollie Lloyd, Deborah Manzo, Cayce McCamish, Denise Morton, Stacey Parker, Robert Pleasants, Catherine Scott, Holly Sopko, Eric Sparks, Alex Tabori, Julie Vandiver, Meghan Walter, Anne Wheeler, Lynn Williford, Jennifer Wooten, Susan Wynn.

Clinical Instructors

O. Ray Angle, Aaron Bachenheimer, Brittany Bahlman, Kathryn Bartholomew, Andrea Becker, Amy Blackburn, John Brodeur, Winston Crisp, Cynthia Demetriou, Christy Dunston, Jess Evans, Jeffrey Fuchs, Cristina Gillanders, Jacquelyn Gist, Emily Gomez, Suzanne Harbour, Thomas Hardiman, Ciji Heiser, James LoFrese, Priscilla Maynor, George McFarley Jr., Mary Faith Mount-Cors, Katherine Nobles, Ion Outterbridge, Christina Perry, Jeff Sackaroff, Bettina Shuford, Daniel Thomas Jr., Miranda Thomas, Jason VanHeukelman, Christy Walker.


Vergie Taylor.

Professors Emeriti

Richard Brice, Linda Brooks, Duane Brown, Frank Brown, William I. Burke, Richard Coop, James Cunningham, Barbara Day, Jill Fitzgerald, R. Sterling Hennis Jr., Paul B. Hounshell, Richard C. Hunter, Bobbie Boyd Lubker, Carol Malloy, William Malloy, William S. Palmer, Richard C. Phillips, Walter Pryzwansky, Dixie Lee Spiegel, Donald J. Stedman, Gary Stuck, Alan Tom, Neal H. Tracy, Gerald Unks, Ronald Wiegerink, Kinnard P. White, Ralph E. Wileman Jr.

Contact Information

Office of Student Affairs, CB# 3401, 103 Peabody Hall, (919) 966-1346.

Kara GrawOzburn, Assistant Director of Student Affairs,, (919) 843-6245.



EDUC 65 First-Year Seminar: School Daze: What's School Got to Do with Getting an Education? (3). This seminar explores the concepts of schooling and education. Students will be challenged to reconsider their experiences and notions about pre-K through 12 schooling and to examine alternatives.

EDUC 89 First-Year Seminar: Special Topics (3). Course content will vary each semester.

EDUC 121 Tutoring in the Schools I (2). Provides a basic introduction to teaching and education. This course consists of a seminar based with field placements in different levels of schools.

EDUC 122 Tutoring in the Schools II (1). Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades kindergarten through three.

EDUC 130 Navigating the Research University (1). This course will provide students with knowledge to succeed at a research university. Students will consider what it means to have a liberal arts education and will learn about motivation, resiliency, and self-advocacy. Students will reflect on their current work toward academic success and their path to graduation.

EDUC 131 Career Exploration (1). Provides students an opportunity for exploration of career choices.

EDUC 132 Career Planning (1). This course is designed for juniors and seniors who are preparing to embark on their post-Carolina job search. Students will learn how to develop the necessary tools and skills required to execute an effective job search.

EDUC 221 Tutoring in the Schools III (1). Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades four through eight.

EDUC 222 Tutoring in the Schools IV (1). Focuses on the relationship among arts, creativity, and education.

EDUC 250 Risk and Resiliency: Challenges and Opportunities in Education (4). Explores factors that put children at risk for educational failure and interventions to increase resiliency. Service and learning experiences in educational and community agencies are integral to the course.

EDUC 309 An Examination of Quality and the Pursuit of Betterness (3). A three-credit seminar on leadership styles, philosophies, and issues related to leadership. Each class will overlap these concepts (topical or theory/practice, service, and self-awareness).

EDUC 316 Advanced Leadership Development Seminar (3). This is a three-credit course with a focus on delving deeper into issues relevant to leadership and education. This course is open to seniors, juniors, and sophomores with student organization experience and an interest in an advanced exploration of leadership.

EDUC 317 Dynamics of Effective Leadership (1). The course is intended to provide an introduction to leadership theory, a forum for reflection upon personal strengths and contributions to leadership, and an opportunity to explore the nature of working in teams and groups. Pass/Fail.

EDUC 318 Peer Leadership in the University Environment (2). This course revolves around and centers on the Relational Leadership Model, which defines leadership as the relational and ethical process of people together attempting to accomplish positive change.

EDUC 387 Peer Tutoring (3). Peer Tutoring is an APPLES service-learning course that provides undergraduates the opportunity to serve fellow students through tutoring. Tutors must have an overall GPA of 3.0 or higher.

EDUC 390 Special Topics in Education (3). This course provides students the opportunity for intensive exploration and discussion of selected topics in education.

EDUC 401 Childhood Development: Understanding Birth to 12 (3). This course examines the field of child development as it contributes to the teaching and learning of children in early childhood and elementary educational settings, ages birth to 12.

EDUC 402 Models of Early Childhood Service Delivery (3). This seminar serves as an introduction to the field of child development and early childhood education and special education. Students learn about the primary professional disciplines and agencies serving young children and their families. Current policy, recommended practices, and research innovations are reviewed.

EDUC 403 Families, Schools, and Communities (1–3).This course examines issues of diversity among and across families within 21st-century schools and communities. The course stresses strategies for effective communication and collaboration with families, professional team members, and school and community resources.

EDUC 404 Infant/Toddler Assessment and Intervention (3). Prerequisite, EDUC 401. Restricted to majors. Permission of the instructor for nonmajors. This course provides students with knowledge of program models and curricula/intervention strategies for working with infants and toddlers with and without disabilities. Additionally, information is provided regarding identification and assessment strategies for infants, toddlers, and two-year-olds. Program models for working with families are emphasized.

EDUC 412 Introduction to Children and Schools and Field Experience (3). Permission of the instructor for nonmajors. This course helps prospective teachers gain the necessary knowledge to work sensitively and effectively with all elementary children and design appropriate learning experiences for elementary-aged students.

EDUC 413 Language and Literacy Learning (3). Permission of the instructor for nonmajors. This course covers the theoretical and developmental aspects of language and literacy processes and practices. The course will cover reading, writing, speaking, listening, and viewing practices, birth to age 12.

EDUC 416 Curriculum Integration: Science, Math, and Technology (3). Permission of the instructor for nonmajors. The focus of this course is children's development in mathematical and scientific ways of knowing and the use of technology to support this development.

EDUC 421 Community Organizations and Children I (1). Provides an understanding of the community contexts of schools and an experience working in community groups. This is the first semester of a two-semester course.

EDUC 422 Community Organizations and Children II (1). Prerequisite, EDUC 421. Provides prospective teachers with an understanding of the community contexts of the schools. Second semester of a two-semester course.

EDUC 441 Education in American Society (3). A reflective examination of beliefs and attitudes associated with 1) the historical, philosophical, sociological, political, and economic forces affecting education and schooling in the United States; 2) the structure and function of the school system; and 3) current issues and trends in American schooling and education.

EDUC 465 Introduction to Teaching (2). Offered concurrently with EDUC 466. Restricted to students admitted to the middle grades teacher education program. Initiates students into the teaching profession. The course stresses what it is like to be a teacher, with concurrent emphasis on the life of the student and the study of schools.

EDUC 466 Planning for Teaching in the Middle Grades (3). Offered concurrently with EDUC 465. Restricted to students admitted to the middle grades teacher education program. Helps students learn how to plan and develop skills to meet the unique and diverse needs of young adolescents as they prepare to teach.

EDUC 469 Developing Skills for Teaching (3). Prerequisites, EDUC 465 and 466. Helps students develop a variety of basic teaching skills used by classroom teachers. This course will be conducted primarily as a laboratory course.

EDUC 493 Practicum (1–6). Permission of the instructor for nonmajors. Students gain familiarity with the operations and complexity of teaching. Students observe instruction, assist in teaching, learn about the curriculum and specific resources, interact with school personnel, work with students, and apply skills learned in previous courses. Prepares students for internship or student teaching.

EDUC 496 Independent Study (1–3). Permission of the instructor. Provides readings and research under the direction of a faculty member. May be repeated for a maximum of six credit hours.

EDUC 503 Leadership Seminar (1–3). Course asks students to consider what it means to participate in schools as educational leaders. Students consider how to collaborate effectively with school colleagues, advocate for children and families, participate in the politics of schools and education, and examine what it means to be change agents in classrooms and schools.

EDUC 504 Learning in the Modern World (3). Students learn about current educational emphases and controversies as well as what the research and scholarship in the fields of education and cognition can contribute to our understanding of these phenomena.

EDUC 505 Leadership in Educational/Nonprofit Settings (3). Introduces students to a research-based, highly practical understanding of leadership frames/styles prominent in educational/nonprofit organizations. Emphasizes continued student engagement with various leadership models and principles.

EDUC 506 Politics, Policymaking, and America's Schools (3). Through extensive case study and conversations with policy actors, students will learn the stages model of policy making and understand conflicting values that play out in policy decisions.

EDUC 508 Cultural Competence, Leadership, and You (3). This course was developed to confront and address questions of global cultural competence and self-critique. Culturally competent leaders work to understand their own biases and patterns of discrimination.

EDUC 509 Helping Youth Thrive in K–12 Schools (3). Learn strengths-oriented approaches in education practice, research, and policy. The course takes up contemporary literature on positive psychology, developmental assets, resiliency, cultural competence, school readiness, school engagement/connectedness, and positive youth development.

EDUC 510 Mexican American and Chicana/o Experience in Education (3). This course examines the political, cultural, and historical dimensions of the Mexican American and Chicana/o experience in education. A critical exploration of K–12 schools, higher education, and various social initiatives intended to address inequities in education for Mexican Americans and Chicanas/os will also be a focus of this class.

EDUC 511 Politics of Reading (3). Course explores the politics and policies involved in literacy curriculum and pedagogy. Critical policy analysis is used as a tool to explore and understand the political issues involved in teaching young children to read and write.

EDUC 513 Methods for Teaching in the Elementary School (9). Permission of the instructor for nonmajors. This methods block is a field based, integrated collection of science, literacy, and math courses designed to prepare preservice teachers for planning and implementing instruction in elementary schools.

EDUC 515 The Arts as Integrative Teaching (2). Restricted to students admitted to the elementary education program or the child development and family studies program. Explores integration of the arts in the curriculum.

EDUC 516 Introduction to the Education of Exceptional Learners (3). Offers an overview of the special education field and its relevance to the classroom teacher. The course is based on an interdisciplinary perspective toward serving exceptional learners and collaboratively coordinating services. Course content emphasizes inclusive programming and the teacher's role in facilitating students' unique learning needs.

EDUC 519 Senior Seminar (3). Corequisite, EDUC 593. Course is restricted to majors. Permission of the instructor for nonmajors. The senior seminar is inquiry based and directly connects student teachers with classroom practices. Throughout the semester student teachers develop and implement inquiry projects.

EDUC 520 Early Language and Literacy Learning–Birth to Third Grade (3). Course is restricted to majors. Permission of the instructor for nonmajors. Course focuses on the language, reading, and writing development of children birth through third grade. Promotes early literacy learning for all children with and without disabilities, including those at risk.

EDUC 521 Schools, Cultures, and Communities I (3). Permission of the instructor. Explores current issues dealing with schools and the cultures and communities they encompass.

EDUC 522 Schools, Cultures, and Communities II (3). Prerequisite, EDUC 521. Permission of the instructor for students lacking the prerequisite. Continues to explore current issues dealing with schools and the cultures and communities they encompass.

EDUC 523 Teaching Early Mathematics–Birth to Third Grade (3). Course is restricted to majors. Permission of the instructor for nonmajors. Students study the teaching and learning of mathematics for young children, birth to third grade. Emphasis is placed on content for math, as well as materials, techniques, and teaching aids.

EDUC 526 Ethics and Education: From Global Problems to Classroom Dilemmas (3). Among the topics examined are ethical implications of democratic schooling for a democratic society, educators as moral agents, and education as an institution with incumbent responsibilities. Students explore the explicit and implied ethics of education and schooling as they relate to policy makers, educators, and citizens concerned about social justice.

EDUC 531 Effective Teaching: First Steps (2). Characteristics of effective teachers, classroom management, instructional methods, instructional planning and presentation, monitoring and assessing student behavior and learning, differentiating instruction, yearly plans and pacing guides.

EDUC 532 Child and Adolescent Development (2–3). This course examines the field of human development as it contributes to the teaching and learning of all children. The emphasis is on understanding the nature of development in educational contexts and the implications of research and theory on human development for teacher practice and the creation of supportive learning environments for all children.

EDUC 533 Social Justice in Education (3). Course examines how education can help create more fair and just societies, ultimately contributing to high performing educational systems internationally. Students explore multiple perspectives on social justice; examine efforts at local, state, national, and global levels; and learn to articulate efforts in classrooms and schools with wider community initiatives.

EDUC 534 Effective Teaching: Assessment (2). Methods of assessment, multiple measures, monitoring student performance to inform and improve instruction, understanding students with special needs with individual education plans, test scores, and other information in student files.

EDUC 535 Teachers and Schools (3). Leadership in classroom and school with families, standards of practice, advocating equity, supporting teaching profession, school organization, school finance, legal issue/education strategies for environments that promote learning, issues and trends.

EDUC 540 Mathematics Teaching (2). NCTM Standards, Standard Course of Study, developing student understanding of mathematics, problem-solving skills, and professional commitment.

EDUC 541 Mathematics Problems for Instruction (2). Mathematical tasks for learners in grades six through 12 and instructional methods necessary to maintain a task at a high cognitive level.

EDUC 542 Planning for Mathematics Instruction (2). Examining patterns of practice and assessment, modifying and improving planned units, pacing instruction, reconsidering individual differences and differentiation.

EDUC 550 Science Teaching (2). Nature of science, national science standards, teaching science as inquiry, safety in the science classroom, materials management.

EDUC 551 Designing Science Tasks (2). Prerequisite, EDUC 550. Developing and redesigning science instruction to engage students actively, with emphasis on classroom management for energetic curricula, modifying tasks and projects, assessment strategies, and utilization of resources.

EDUC 552 Improving Science Instruction (2). Prerequisite, EDUC 551. A practitioner's look at instruction in middle and high school science classrooms using many current pedagogical approaches of instruction: constructivism, models of inquiry, reflective practice, and conceptual change theory.

EDUC 555 Constructive Coaching I: Starting Out Right (2). Designed to support lateral-entry candidates, solving the most urgent problems in the classroom. Includes frequent online communication, individualized attention to immediate problems and combines supervision, coaching, and mentoring.

EDUC 556 Constructive Coaching II: Effective Management of Student Behavior (2). Prerequisite, EDUC 555. Course designed to help lateral-entry candidates by improving their classroom management skills, specifically those related to student behavior.

EDUC 557 Constructive Coaching III: Helping Students Learn (2). Prerequisite, EDUC 556. Course designed to support the lateral-entry candidates through individualized feedback about concerns, focusing on strategies for increasing student learning using content area literacy strategies.

EDUC 560 Second Language Teaching (2). Methods of teaching a second language, how people learn foreign languages, planning instruction, getting students to communicate, using and adapting foreign language textbooks, and developing lessons.

EDUC 561 Designing Second Language Tasks (2). Students examine instruction as effective mechanism for classroom management, choosing and redesigning tasks and projects to engage students in active learning. Assessment of student understanding investigated as necessary for development of effective instruction.

EDUC 562 Improving Second Language Instruction (2). Students will consider national standards frameworks as organizing principles for instructional strategies. They will develop skills by use of culturally authentic materials, performance based assessment, and units and lessons promoting successful language learning.

EDUC 563 Teaching Language Arts in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on the goals and methods of teaching language arts in the middle grades, including planning for student diversity and unit planning.

EDUC 564 Teaching Social Studies in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on the goals and methods of teaching social studies in the middle grades.

EDUC 565 Teaching Science in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on methods for teaching science in the middle grades and includes emphasis on the individual needs of students, reading and writing in the content area, and unit planning.

EDUC 566 Teaching Math in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on methods for teaching mathematics in the middle grades and includes emphasis on the individual needs of students, reading and writing in the content area, and unit planning.

EDUC 567 Children's Literature in Elementary and Middle Schools (3). Explores literature in the contexts of interdisciplinary elementary and middle school curricula and the interests and needs of children and young adolescents. Topics include reader-response theory, censorship, Internet resources, school resources, and methods.

EDUC 568 Seminar on Teaching (3). Prerequisites, EDUC 465, 466, and 469; corequisite, EDUC 593.

EDUC 593 Internship/Student Teaching (1–12). Permission of the instructor for nonmajors. Student teaching internships are full-time, authentic, field-based experiences in an educational setting. Preservice teachers are responsible for planning lessons, delivering instruction, assessing students, managing the classroom, and demonstrating their teaching effectiveness. This internship is devoted exclusively to the student's functioning in a professional capacity.

EDUC 595 Introduction to Exceptional Children (3). Permission of the instructor for nonmajors. Surveys giftedness and mental disabilities; emotional and behavioral disorders learning disabilities; speech, hearing, vision, and physical impairments. Emphasizes the role of professionals, families, and the community in supporting the whole child.

EDUC 601 Education Workshops (1–3). Permission of the program director. Workshops designed around education topics primarily for licensed K–12 teachers.

EDUC 626 Pedagogical English Grammar for ESL Teachers (3). Enhances foreign and second language educators' understanding of English grammar, expands their skills in linguistic analysis, and helps them develop a more pedagogically sound approach to the teaching of English grammar.

EDUC 627 Pedagogical Linguistics for ESL Teachers (3). Provides future English as a second language teachers with advanced concepts in linguistics and comparative linguistics. Topics such as phonology and morphology will be covered.

EDUC 628 Methods of Teaching English as a Second Language (3). Covers teaching methods, assessment, and resource issues related to helping the ESL learner. Additional topics include theories of language learning and the relationships between culture and language.

EDUC 629 Language Minority Students: Issues for Practitioners (ANTH 629) (3). Permission of the instructor. Explores issues of culture and language associated with teaching English as a second language.

EDUC 689 Foundations of Special Education (3). This course provides an advanced introduction to key concepts, issues, and service delivery approaches pertaining to the educational needs of students with high incidence disabilities.

EDUC 691H Honors Seminar in Education (3). Restricted to honors candidates in the School of Education. Required for graduation with honors in education. Integration of critical analysis of selected educational themes, introduction to methods of educational research, and intensive work in skills of reading critically and writing.

EDUC 694H Honors Thesis in Education (3). Prerequisite, EDUC 691H. A grade of B or better in EDUC 691H is required to take this course. Required of all candidates for graduation with honors in education. Preparation of an honors thesis under the direction of a member of the School of Education faculty and an oral examination on the thesis.

EDUC 697 Education Minor Capstone Course (3). Student completes a major project in education. Course involves discussion about the changing and contested goals of education, how student projects are implicated in these complexities, and how the projects may be articulated in terms of policy change.