EDCI - Education Curriculum & Instr

EDCI 491 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Course prerequisites as determined for each offering. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

EDCI 501 Educational Statistics I: 3 Credits (3 Lec)

PREREQUISITE: STAT 216, graduate standing or consent of instructor. The application of statistical processes to the analysis of educational data. Educational problems that require hypothesis testing, regression, estimation and the T-distribution, analysis of frequencies, and ANOVA in their solution will be included

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Students will: demonstrate an understanding of the foundations of statistics.
Apply examples of statistical concepts using everyday language
Assess assumptions for statistical analyses.
Utilize a statistical package on a microcomputer to conduct statistical analyses
Compute descriptive statistics, t-tests, ANOVAs, correlational, linear regression analysis and non-parametric statistics.
Interpret basic statistical procedures for testing hypotheses about proportions
Interpret statistics, t-tests, ANOVAs, correlational, linear regression analysis and non-parametric statistics.
Investigate similarities and differences between parametric and non-parametric statistical procedures
Incorporate appropriate statistical models to engage in educational inquiry
Evaluate statistical evidence used by others to support claims and conclusions

EDCI 504 Assessment and Evaluation in Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. Assessment and evaluation are ongoing processes in education. This course will engage students in a discussion regarding the construction, selection and use of formative, summative, selected response, written response, performance, personal communication, and other alternative assessment methods. In addition, students will be involved in weekly activities that allow them to analyze assessment and evaluation use at the classroom, program, and/or institutional levels

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Differentiate between assessment for learning and assessment of learning. \\n
Analyze the keys to quality assessment. \\n
Determine quality assessment methods. \\n
Compare four assessment methods; selected response, extended written response, performance, and personal communication.
Evaluate strategies for communicating assessment results.
Analyze personal and textbook grading practices.
Examine the use of portfolios when communicating assessment results.
Discover the importance of student conferences in the assessment process.
Become familiar with the content area standards specific to their teaching discipline.
Inquire about the use of standards in local school districts.
Identify and give examples of a variety of assessment tools required to meet the needs of the diverse learners they currently teach or will teach.

EDCI 506 Applied Educational Research: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. Students are introduced to systematic scientific inquiry, its purpose in an educational environment, the different approaches to conducting educational research, and the major components of an educational research study. Providing a foundation for further study of research methodologies, students will identify and evaluate existing literature on a topic and conduct an educational research study. Course will address responsible conduct of research

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Demonstrate understanding of the nature and purpose of educational research methodologies and how educational research relates to educational practice;
Demonstrate understanding of basic concepts and procedures involved in research data acquisition methods.
Interpret research articles related to an educational issue or problem of professional interest or significance;
Develop a research problem;
Pose researchable questions;
Collect, analyze, and interpret data;
Complete a research report or paper with five sections: introduction, literature review, methods, results, discussion.

EDCI 510 Issues and Trends in Social Studies Instruction: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp) -Department of Education

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Describe the evolution of informal and formal social studies education.
Define political, social, and economic influences on social studies curriculum, instruction, and assessment practices.
Identify benefits and limitations of key social studies education paradigms, philosophies, and theories.
Describe current educational trends that inform social studies education.
Define curricular, instructional, and evaluative needs of today’s schools and social studies learners.
Analyze innovations within the field of social studies education.
Demonstrate application of innovative, research-based practices.
Communicate professional goals, strengths, and challenges as a social studies educator and researcher.

EDCI 512 Writing and Its Improvement: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. Advanced study in language arts pedagogy. Special attention is given to the writing process

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Articulate the elements of effective written communication.
Describe and implement instructional strategies to foster writing improvement at the sentence, paragraph, and essay level.
Describe how the writing process and product are influenced by the writer’s task, including role, audience, form, and topic (RAFT.)
Conduct precise and effective revision in personal and professional writing.

EDCI 514 Mentoring New Teachers: 3 Credits (3 Lec)

PREREQUISITE: Graduate Standing. (F, Sp) This course examines research relevant to the process of mentoring new teachers and supporting their professional development. Course content explores skills necessary for successful mentoring, the professional development needs of new teachers, and development of tools for monitoring and evaluation

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Describe research-based support for early career teacher mentoring and induction initiatives.
Describe the common needs of early career teachers.
Assess the characteristics and behaviors of effective mentors in developing rapport, needs analysis, observation, modeling, co-teaching, support, and feedback .
Identify best practices for creating and maintaining a mentorship environment that cultivates quality professional development, research-based instruction, and collegial relationships among educators .
Identify common challenges that can occur in a mentoring relationship and define effective responses to these problems 
Design a working professional development plan for mentoring new teachers including self-reflection, goal setting, identified activities, timelines, evidence of collaboration and an evaluation plan.

EDCI 515 Strategies for Trauma-Responsive Classrooms and Schools: 3 Credits (3 Lec)

(F, Sp, Su) This course will help learners to develop personal insights, interpersonal skills, and management practices for working with diverse K-12 student populations with a focus on trauma-informed education practices. This course will introduce learners to the theory and foundations of trauma-responsive practices to apply in a variety of settings.

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identify effects of crisis, trauma and disaster on individuals, families, and communities.
identify ethical and legal issues related to crisis and trauma
recognize the needs and resources of children experiencing a crisis
choose and apply culturally sensitive and effective crisis response/intervention strategies
apply trauma-informed classroom/school management practices
acquire and demonstrate knowledge of self-care strategies that prevent burnout
conduct original research and writing consistent with APA formatting

EDCI 519 Addressing Equity in Linguistic and Cultural Diversity: 3 Credits (3 Lec)

PREREQUISITE: Graduate students in the MAT program only. (F, Sp) Examination of the school-society relationship in the United States and of the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policy) will be explored

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Connect historically relevant events that have shaped education equity in the United States and Montana
Relate their own cultural and educational autobiography and how their experience influences their philosophy of education for linguistically and culturally diverse students
Analyze the relationship between culture, identity, language and learning in Montana specific contexts
Explain how diversity affects learning and how to use this understanding to build inclusive learning environments for all students
Review and analyze lessons/unit examples that explore critical thinking through the lens of diversity, bias and social justice
Develop a unit plan that empowers students to think critically about race, systems of oppression, identity, sexism and classism through content
Understand Montana's English language proficiency assessment system (WIDA Access 2.0) and how to use WIDA 'Can-Dos' as a resource for implementing modifications and/or accommodations to make learning accessible
Understand Montana’s English language learning assessment system (WIDA Access 2.0) and how to use WIDA as a resource for increasing and empowering linguistically diverse students (English language learners), their families and communities
Explain how to assess literacy and language in a variety of contexts to support English language acquisition
Understand federal mandates for all public schools to identify limited English proficient students and the services states/districts/schools/teachers are required to provide.

EDCI 520 Visual Arts and Learning: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp) Explores the importance of art in the lives of children and adolescents while finding ways to include art experiences in an integrated curriculum. Emphasizes philosophical and cultural groundings for teaching art, studio experiences and research potentials

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Articulate the elements of effective professional development for educators and develop a plan for your own personal growth and development in teaching visual arts.
Understand how the nature of visual arts and learning connect in preK-12 school programs.
Access historical and current art education research findings that address art learning in school age students.
Establish relationships among the visual arts curriculum content, national and state standards with your teaching practice.
Explain how diversity concerns are sources for visual arts content, processes and structure of visual arts curricula including Indian Education for All(IEFA).
Utilize resources and strategies for guiding the artistic learning of school age students with exceptional needs.
Design ways to assess visual arts learning that reveal rather than distort the richness and diversity of artistic expression including differentiated instruction.
Explore philosophical sources that inform our understandings of why and how we teach visual arts.
Identify current electronic technology sources for teaching and learning about the visual arts.
Conduct literature-based research to address visual arts concerns in your school or classroom.

EDCI 521 Content Literacy: 3 Credits (3 Lec)

PREREQUISITE: This course is restricted to students admitted and enrolled in the Master of Arts in Teaching program. EDCI 521 Content Literacy offers literacy foundations (theory) and literacy strategies (practice) that will help content area teacher candidates enhance their students’ understanding of discipline-specific content and skill

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Students will identify, define, and analyze the principles of discipline specific literacy practices for their content area.
Students will construct strategies for literacy instruction in their content area.
Students will integrate literacy instruction strategies in ways that meet the needs of diverse learners.
Students will construct strategies to investigate and synthesize current literacy practices of their students into classroom literacy practices.
Students will analyze and select classroom texts for students and professional texts for practitioners (digital and print) that support discipline literacies of diverse learners.

EDCI 522 Information Literacy Instruction: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. Examine the teacher and instructional collaborator roles of the school librarian. Design and teach digital and information literacy skills to diverse library users in alignment with the National School Library Standards

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Utilize open access and library subscription resources to locate information based on the specific learning need by: \\naccessing appropriate sources, finding information in library databases, and choosing which databases to use for which purpose; \\nevaluating Google search results, considering the impact of algorithmic bias, and developing search strategies to use Google effectively;\\ndefending the need for open-access information, and locating and choosing appropriate open-access resources;\\njustifying the need for information from local knowledge bearers.
Integrating technology into instruction effectively by:\\nevaluating technology for appropriateness to the learning context and learning developmental stages;\\nintegrating technology meaningfully in a way that enhances learning;\\nexploring and assessing digital tools, resources, and emerging technologies relevant to the K-12 educational environment.
Teach learners critical thinking skills to evaluate and use information by:\\nmodelling ethical use of information;\\nincorporating local tribal values and educational practices in the implementation of digital citizenship and information literacy instruction;\\nacknowledging and integrating local histories and cultural traditions that are relevant to the learning experience;\\ndesigning instruction around copyright, media bias, misinformation and disinformation, cognitive bias, and/or digital citizenship.

EDCI 525 Improvement of Instruction in Science: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp) This course focuses on theoretical and practical concerns in science education. Research, conceptual frameworks and policy issues will be introduced, as well as teaching and learning activities for elementary and secondary science classrooms

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Students will be able to describe effective strategies for teaching science
Students will be able to critically read the research on science education
Students will be able to analyze effectiveness of strategies embedded in science lesson and unit plans
Students will be able to design effective and engaging inquiry science instruction

EDCI 530 Improvement of Math Instruction: 3 Credits (3 Lec)

PREREQUISITE: Graduate Standing. (F, Sp) This course will focus on developing mathematical knowledge for teaching through the study of mathematics education literature, designing and testing mathematics lessons, diagnosing student errors, and using those errors as a bridge to better understanding

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critically read the research on mathematics education
describe children’s mathematical thinking and learning trajectory, and mathematical methods that help students effectively construct and bridge meaningful mathematics knowledge.
diagnose children’s mathematical misconceptions and provide appropriate strategies to correct them effectively
know resources to extend their mathematical content knowledge and pedagogy

EDCI 531 Contemporary Issues in Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp, Su) This course is designed to establish the necessary social, technical, and research, foundations for cohort groups in the Master's degree program. This course will examine critical issues in education including advanced pedagogy, Indian Education for All, and school law

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Conduct literature-based research to address key concerns in your school, classroom, or community.
Provide evidence of your ability to write a graduate-level paper that concerns teaching and learning.
Articulate the elements of effective professional development for today’s educators.
Describe current legal and policy issues as they pertain to the daily interactions of teachers and students.
Describe instructional strategies to foster engagement, motivation, and achievement for diverse learners.
Demonstrate an understanding of culturally sustaining pedagogy and equity education, which includes recognition of the unique heritage of Montana’s American Indians, in accordance with the requirements of the Indian Education for All mandate.

EDCI 532 General School Curriculum: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. A survey of developments in curriculum theory and the role of curriculum reform in school improvement initiatives. Also treated is the relationship between curriculum reform and implementation

EDCI 533 Middle Years School: 3 Credits (3 Lec)

PREREQUISITE: EDU 495, graduate standing. History, philosophy and organization of Junior High and Middle schools, emphasizing curriculum and instruction based on the characteristics and needs of 10 to 13 year olds

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Demonstrate an understanding and appreciation of the theories and principles for supporting young adolescents in the classroom and school contexts by applying these to their unique instructional context through discussion and reflective writing.
Demonstrate an awareness of middle years education as a complex, dynamic, and evolving field that centers upon meeting the academic, emotional, and social needs of young adolescents through completion of oral and written activities.
Apply and adapt recommended best practices for supporting middle grades students to various contexts, including small/rural schools.

EDCI 534 Literacy Assessment and Instruction: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp) Current theory and techniques in assessment of reading. Emphasis on instructional strategies and assessment tools developing the literacy of all students. A practicum is included

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Develop expertise in the assessment of reading skills and strategies.
Design instruction that is directly related to the results of assessment.
Communicate effectively with parents.
Attain the knowledge, skills, and disposition to establish rapport and work effectively with students.

EDCI 536 Construction of Curriculum: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. The development and evaluation of curriculum based on psychological and social foundations of curriculum, curriculum theory, developmental models, design issues, purposes, implementation plans and techniques for assessing the impact of curriculum change

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Demonstrate competency, through written assignments, an understanding of philosophical, historical, and social influences that impact the construction of curriculum.
Create a curriculum document that includes, but is not limited to the following: a curriculum map, b. a curriculum plan based on the best practices of curriculum development, c. a reflection of the created curriculum identifying strengths and weaknesses of the curriculum.
Demonstrate through written assignments the ability to write at a master’s degree level.
Demonstrate though weekly, online discussion submissions competency engaging in rigorous, professional exchange of content.
Make connections between the readings and what is occurring in classrooms.

EDCI 538 Supporting SEL in Diverse Learners: 3 Credits (2 Lec, 1 Other)

EDCI 538 Supporting SEL in Diverse Learners is meant to enhance MAT students’ understanding of K-12 students’ social and emotional needs in addition to developing strategies to support the whole child.  Strategies to build connections and build social and emotional competencies in students will be explored. MAT students will have the opportunity to put learned strategies into action through participation in a week-long on-campus mentoring and personal growth camp for middle grades students.

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Demonstrate the ability to effectively utilize and adapt curriculum materials and instructional activities to meet the needs of diverse students.
Demonstrate the ability to create a welcoming and collaborative environment appropriate for the social and emotional needs of middle grades students of varying levels of need.
Demonstrate personal responsibility in their interactions with colleagues, students, and parents.
Demonstrate the ability to utilize evidence to adapt instruction and interactions with middle grades students to meet the diverse needs of these students.

EDCI 539 Methods of Teaching: K8 Arts and Health Enhancement through Inquiry Camp: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: M 419, EDCI 561. The purpose of this course is to develop an understanding of Arts and Health Enhancement (HE) standards and pedagogy and ways in which to implement these topics through examination of current theory and practice of Arts and HE education in grades K-8. This course also has a strong inclusive component as it integrates field experience participation pairs MAT students with children with diverse support needs for a week-long camp experience

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Identify the role of HE and the creative arts as core parts of the K-8 school curriculum.
Recognize the relationship of physical and creative activity and its impact on learning and the growing child.
Understand the movement framework the importance of locomotor and manipulative skills both in the realm of health enhancement and movement as a performative art.
Develop skill progression sequences designed to enhance student learning of fundamental physical activity skills.
Identify and develop skills and techniques that are part of the visual art studio, musical study, the stage and dance studio.
Identify and implement management and discipline techniques as it pertains to movement education.
Design and demonstrate a variety of rhythmic activities designed for K-8 students.
Demonstrate knowledge of academic games, and alternative subject matter integration.
Understand and describe the movement analysis framework and explore movement concepts and skill themes.
Identify health content areas (National School Health Standards) and creative arts content standards (National Core Arts Standards) appropriate for K-8 students.
Understand and describe health enhancement and creative arts assessment techniques.

EDCI 540 American Indian Studies for Ed: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp) This course serves to equip teachers with the skills, knowledge, and dispositions to meet Indian Education for All requirements for the state of Montana, and fulfills similar expectations in surrounding states. Instruction pertains to the history, traditions, customs, values, beliefs, and contemporary affairs of American Indians, particularly tribal groups in the Northern Plains Region

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Recognize ways that beliefs, education, and experience influence teacher thinking about working with Indigenous students and communities.
Identify diverse and differentiated methods and curriculum to support, sustain, and revitalize Indigenous cultural knowledges.
Research information specific to the cultural heritage of Indigenous Peoples, particularly those Nations which are in close proximity.
Describe the educational history, contemporary experiences, and future goals of specific Indigenous Nations and Peoples
Articulate specific and collective Indigenous perspectives
Examine policies regarding Indian Education.
Scrutinize written and visual material related to the portrayal of Indigenous Peoples and Nations.
Analyze issues related to incorporating Indigenous languages into educational contexts.
Develop strategies to support self-determination, academic growth, and cultural revitalization for and with Indigenous students, communities, and Nations.

EDCI 541 History & Philosophy of Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. In its classical obligation, philosophy meant "a love of learning." This course traces the growth of cultural and intellectual awareness in human civilizations and examines how we humans learned to create tools for the mind. Teachers learn to see the nature of formal cultural systems in the way they developed, and to recognize the central concepts that are the key to learning any subject

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Demonstrate, through discussions and written assignments, the historical context and the general cultural characteristics of the cultural-historical epochs forming the background to our own: Archaic (early) cultures; Classical Civilizations; the European Middle Ages; the Renaissance (and Reformation); the Enlightenment; Modernity; Post-modernism; and the present.
Demonstrate understanding of the major philosophical perspectives examined in this course, as well as their implications for educational theory and practice.
Describe the origins of Liberal Education, its relationship to Democracy, and the manner in which liberal education was adapted and altered through the various cultural epochs and socio-cultural contexts, from the classical age to the present.
Demonstrate, through discussions and written assignments, understanding of how prominent educational theories and practices emerged, in historical context.
Engage in philosophical discussion aimed at deepening understanding of complex issues, and demonstrate the ability to debate different sides of those issues calmly.
Create a research document that employs historical and philosophical connections, either to subject matter development or to pedagogical theory and practice.
Demonstrate through written assignments the ability to write at a master’s degree level.
Demonstrate through online discussions and weekly Journal Reflections a competency in engaging in rigorous, professional exchange of content.
Make connections between the readings and the world of practice in education.

EDCI 542 Creative Processes in Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. (F, Sp) -Department of Education

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Students will research the literature that addresses creative processes and document their findings with a review of literature in APA format
Students will examine historical perspectives, preconceptions and traditions which provide contexts for current concerns about creative processes
Students will explore methods of documentation and inquiry which are appropriate to assessing creative processes
Students will develop ways, structures and environments that will enhance their creative processes as well as the creative processes of their students and colleagues
Students will clarify how creative processes are ways of knowing, learning and inquiry
Students will nurture confidence through creative processes in order to refresh their teaching practice, collegiality and professional development
Students will construct a working and dynamic definition of creativity

EDCI 543 Introduction to Curriculum Design and Assessment: 1 Credits (1 Lec)

(Su) Must be enrolled in the Master of Arts in Teaching program. Fundamental concepts of educational curriculum planning and assessment for classroom teachers, including the relationship of assessment to educational standards and learning activities, quality of assessment, principles of item construction, evaluation of student responses, interpretation of results, improvement of techniques, and differentiation of planning.

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demonstrate understanding of various forms of assessment, including formative and summative assessment.
utilize Universal Design for Learning in the creation and adaptation of curriculum materials.
utilize appropriate content area standards for creation and adaptation of curriculum materials and student assessments.
evaluate assessment data to identify areas of student growth and areas for further instruction support.
act in accordance with the professional and ethical standards, norms, and dispositions of the district within which they are working, the university within which they are learning, and the profession of teaching.

EDCI 544 Philosophical Issues in Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. An examination of contemporary educational issues using the perspectives of traditional and contemporary philosophical documents

EDCI 545 Organization of Information in School Library Media Centers: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. In this course students learn application of descriptive and subjective cataloging content and procedures including: Dewey Decimal and other classification schemes, Sears and Library of Congress subject headings, MARC records, and RDA rules. Technology issues for automation and management of library holdings are also examined. Restricted to Library Media Certificate students

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Evaluate the relevancy of traditional classification schemes such as Sears, Library of Congress and Dewey Decimal in comparison to contemporary non-library schemes such as Metis, genre, and BISAC to determine the most appropriate scheme for their library.
Analyze different type of library networks by comparing and contrasting specific features of their integrated management systems.
Apply standard cataloging practices such as AACR II (Anglo-American Cataloging Rules) and RDA (Resource Description and Access) to choose and execute a variety fields within MARC (MAchine Readable Cataloging) records.
Design multi-part related promotional materials to provide access to the library’s digital materials which have no record in an OPAC(Online Public Access Catalog).

EDCI 546 Administration of the School Library: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing and admission to the library media certificate program, or permission of instructor. (F, Su) Explore trends, procedures, and techniques in the administration of the school library including management, leadership skills, budgeting, facility design, and evaluation techniques

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Construct a strategic plan for a school library based on AASL National School Library and relevant cultural standards.
Evaluate professional practice utilizing local, state, and/or national rubrics; and develop professional goals based on results.
Examine the skills and knowledge necessary to be an effective educational leader, collaborator, and library program evaluator.
Identify the competencies and resources needed to effectively manage a school library media center, including budgeting, program development, accountability, facility considerations, staffing, time management, professional development, public relations, and community interaction and involvement.
Generate strategies to integrate IEFA EU's and Alaska Cultural Standards into the library at all levels.
Practice professional self-reflection and identify its role in continuous growth and improvement.
Locate and evaluate supplementary funding sources for the school library, including grants and fundraising.

EDCI 547 Inquiry Based Learning for School Librarians: 3 Credits (3 Lec)

Develop skills and strategies for teaching inquiry-based learning in the school library and in collaboration with other educators. Design lesson and/or unit plans that provide standards-based instruction that address library and content standards. Design assessment and evaluation tools to measure learner's achievement on library standards.

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apply current state and national standards for library media, classroom curriculum, and cultural education in the development of information literacy instruction
develop collaboration strategies and skills to facilitate a meaningful incorporation of information literacy skills into various content areas
identify strategies for engaging students in inquiry at all levels and contexts including infusing inquiry/information processing models into the curriculum
engage in an inquiry process around an area of professional concern
develop a culturally responsive, collaborative, inquiry-based lesson plan, aligned to the National School Library Standards that addresses learner’s needs and interests through the four domains of learning

EDCI 548 Collection Development for School Libraries: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing and admission to the library media certificate program. Examine the principles and explore approaches to the management, development, use, and evaluation of diverse, equitable, and inclusive library collections in school library media centers

View Course Outcomes:

Identify and analyze solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to flexible, open access to library resources and services\\n
Evaluate local collection development policies to reflect principles of access, equity, and intellectual freedom
Develop a plan to advocate for changes in curation policy and practice aligned with the ethical codes of the profession
Conduct a community analysis that includes goals and values of the local educational agency, tribal government, etc. to determine the needs of a specific school community as part of the process of designing a suitable collection development plan
Conduct a collection analysis that assesses the quality of the collection
Use selection tools to evaluate print and electronic resources for selection and deselection

EDCI 549 Reading Promotion in the School Library: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing and admission to the library media certificate program. Explore the field of children's and young adult (YA) literature through reading and evaluation of children's and YA materials, with particular attention to diversity, equity, and inclusion. Design and evaluate instructional and promotional activities to engage all learners in reading

View Course Outcomes:

Evaluate books based on the criteria for quality literature.
Create an inclusive classroom community that addresses diversity through an extensive repertoire of awards for children’s and young adult literature that recognize the best of diverse and inclusive literature. Special emphasis will be placed on the American Indian Youth Literature Award that “identifies and honors the very best writing and illustrations by Native Americans and Indigenous peoples of North America. Books selected to receive the award present Indigenous North American peoples in the fullness of their humanity” (from the website).
Encourage readers to respond to literature via a variety of engaging strategies.
Select the newest titles of children’s and young adult literature to spotlight in their libraries.
Develop activities that invite readers to consider social justice issues and to engage in the strategies of critical literacy.

EDCI 550 School Library Ethics & Advocacy: 3 Credits (3 Lec)

PREREQUISITE: Graduate Standing and admission to the Library Media Certificate Program. Apply library ethical principles to the daily work of the school librarian, with particular attention to equity, access, copyright, privacy, and intellectual freedom. Develop a school library advocacy plan with communication strategies to use with various stakeholders, including school and district administrators

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Apply knowledge of library codes of ethics to real-life situations in the school library\\na. Evaluate school and/or district policies and procedures in the context of library codes of ethics\\nb. Consider the impact of Native American / Native Hawaiian / Alaska Native beliefs, and the ideologies of a diverse community, on ethical issues in the school environment
Formulate an advocacy plan for a selected local, state, national, or international issue related to school libraries\\na. Examine critically the role of professional advocacy in school librarianship\\nb. Analyze the impact of tribal sovereignty on local educational policy as it pertains to school libraries\\nc. Develop a plan for meaningfully involving parents in the library
Develop a plan of action for achieving a more culturally responsive and inclusive library
Develop professional development for your school community around an area of ethical principles (e.g., copyright, privacy and confidentiality, equity of access, freedom to read, cultural appropriation)

EDCI 551 Education Technology: Teaching, Learning, and Leadership: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. Strategies to harness the power of technology to enhance teaching and learning while promoting 21st century skills, productivity, assessment and communication

View Course Outcomes:

Produce a wide array of digital learning tools for integration in K-12 learning situations.
Evaluate when and where technology can most effectively be used to motivate and engage students, and deliver effective instruction.
Critique the process of integrating technology as applied to specific learning situations.
Apply digital learning tools to instructional planning in order to address content standards and specified learning objectives.
Analyze specific strategies and create plans for the integration of digital learning tools intended to maximize student learning.
Compose a technology integration rationale that justifies the use of digital learning tools intended to meet stated learning objectives and pedagogical needs.

EDCI 552 Human Development and the Psychology of Learning: 3 Credits (3 Lec)

A course on the psychology of learning, including social, developmental, cultural, and cognitive aspects. We examine constructivist and social constructivist theories of education, and study the role language, symbols, concepts, and cultural systems play in the life of the mind. We study models and strategies for creating effective learning communities and for building school curriculum around the deep semantic structures and foundational perspectives of the disciplines. Also includes an Early Field Experience.

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Explain the implications of developmental stage theory for student learning.
Apply concepts from cognitive psychology to instructional design and teaching.
Explain and apply theories of Piaget and Vygotsky to educational practice.
Create examples of a cultural-historical approach to curriculum design.
Summarize the co-evolution of culture and cognition and its significance for education.

EDCI 553 Inclusive Strategies for Classroom Organization: 3 Credits (3 Lec)

We will examine how teachers work to build a coherent and supportive community responsive to the unique strengths and needs of each learner. Informed by the principles of universal design for instruction, we will examine and build organizational structures that sustain individual students’ cultural, learning, social, and behavioral needs in light of local, state and national requirements. This course is restricted to students enrolled in the online Master of Arts in Teaching program.

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1.  Describe the relevant principles and characteristics of an effective learning community.

2.  Develop a strategy for creating an effective learning community and for ensuring each learner’s emotional, social, pedagogical, and cultural needs will be met.

3. Demonstrate understanding of how learner characteristics, disabilities, cultural background, and learning styles are accommodated in current educational practice.

4.  Develop competencies in working with students with special needs based on current law and best practice.

5. Formulate a plan to manage student behavior and how to work effectively with parents and families for conflict resolution and problem-solving

6.  Develop a classroom management plan

EDCI 554 Methods of Secondary Teaching: 5 Credits (5 Lec)

This is a course on the pedagogical dimensions of schooling. We cover practical strategies for the design and implementation of curriculum, the design and effective uses of evaluation, alignment of curriculum and assessments with standards, and strategies for meeting the needs of all learners by means of appropriate accommodations, adjustments, and interventions. Topics also include strategies to promote student understanding, meeting the needs of ESL students, lesson delivery, motivational techniques for instruction and assessment, and effective work with families and colleagues. This course integrates the topics of curriculum design, pedagogy, and assessment.

View Course Outcomes:

Summarize and analyze the different types of curricula both historical and contemporary.\\n\\n
Describe the role of content standards in their discipline, and understand the purpose and substance of the INTASC standards and the Common Core State Standards.
Create curriculum units in their discipline using the Understanding by Design model.
Identify and critique various common assessment tools and strategies required to meet the needs of diverse learners.
Incorporate a variety of assessment tools, both formative and summative, in the curriculum development process related to their discipline
Create instructional units and lesson plans with appropriate use of curricular materials, effective assessment strategies, appropriate accommodations, and strategies for recording and analyzing student performance data.
Apply previous learning about student diversity, special needs, and learner characteristics to curriculum design and instructional planning.
Identify and explain strategies for motivation, classroom management, management of group dynamics, conflict resolution, and strategies necessary for ensuring safe and effective learning communities.
Identify and explain the various instructional approaches and strategies used in K12 teaching, and be able to critique them for appropriateness under various circumstances.
Explain and demonstrate alignment of curricular standards, instructional planning, and performance evaluation
Apply the principles of differentiated learning to instructional planning.

EDCI 555 Technology, Instructional Design, and Learner Success: 2 Credits (2 Lec)

PREREQUISITE: Must be enrolled in the Master of Arts in Teaching program. EDCI 555 provides students with a foundation for the skills needed to effectively integrate educational technology tools and resources in a variety of K-12 contexts. This will include a focus on deliberate and intentional uses of technology that are pedagogically-sound and aligned with the research and issues currently shaping the use of educational technology

View Course Outcomes:

Students will develop and implement strategies to make appropriate decisions about when/where technology integration can support teaching and learning based in best practice (emphasis on process vs. product). ;
Students will integrate digital learning tools that provide learners access to innovative content and instruction mechanisms ;
Students will develop strategies to integrate technology to teach 21st-century skills like problem-solving, data analysis, and critical evaluation.
Students will create digital learning artifacts aligned to their content areas
Students will compose a technology rationale guiding their technology use to provide leadership in educational technology.
Develop a deeper understanding of the major issues impacting the use of technology in education like access issues/digital divide, rural settings, one-to-one laptop programs, cyberethics, and safety

EDCI 556 The Legal, Social, and Practical Basis of Schooling: 3 Credits (3 Lec)

This is a course on the history of American educational traditions, institutions, practices, policies, and legal rulings as configured within the framework of democratic institutions. This course informs the judgment of teachers by helping them understand schools as integral with the social, political, ideological, economic, and cultural contexts of the societies they serve. Includes practical information on governance structures, unions, school law, ethics, and the culture of the school as a professional workplace.

EDCI 557 Brain Science, Educational Research, and Teaching: 3 Credits (3 Lec)

This course examines key theories and concepts on the psychology of learning, from behaviorism through gestalt psychology to current variations of constructivism and cognitive science. Topics include brain imaging, cognitive science, a taxonomy of knowledge types, the power of narrative in learning, and a practical study in establishing curricular coherence through the use of foundational perspectives of the subject matter.

EDCI 558 Methods of Teaching Secondary 2: 3 Credits (2 Lec, 1 Lab)

This course provides a research and classroom based study of general teaching methods and covers topics such as culturally responsive teaching, differentiated instruction, and data-driven decision making. Topics also include strategies to promote student understanding, meeting the needs of ESL students, lesson delivery, motivational techniques for instruction and assessment, and effective work with families and colleagues.

View Course Outcomes:

Apply previous learning about student diversity, special needs, and learner characteristics to curriculum design and instructional planning.
compose a formal "philosophy of education" document stating your professional beliefs and commitments and demonstrating how those will fulfill the professional ethics and obligations of the teaching profession.
design and implement appropriate assessment strategies, critique their uses and limitations, and make effective use of assessment data to enhance student learning and promote reflection and improvement of instruction.
identify and explain strategies for motivation, classroom management, management of group dynamics, conflict resolution, and strategies necessary for ensuring safe and effective learning communities.
identify and explain the various instructional approaches and strategies used in K12 teaching, and be able to critique them for appropriateness under various circumstances.
explain and demonstrate alignment of curricular standards, instructional planning, and performance evaluation
apply the principles of differentiated learning to instructional planning.

EDCI 559 Internship: Equity, Special Needs, and Diversity: 3 Credits (3 Lec)

This course focuses on the practical implementation of professional knowledge, skills, and dispositions in the social dimensions of teaching, knowing how to manage a classroom and development an effective learning community. It provides a research and classroom based study of equity; special education laws, theory and practice; diversity, directing theory into practice; and meeting national, state and local standards.

EDCI 561 Language Acquisition: Decoding and Encoding: 3 Credits (3 Lec)

PREREQUISITE: Must be enrolled in the Master of Arts in Teaching program. The course introduces students to: (1) literacy fundamentals and (2) how a teacher can be an academic coach-guide who helps all students experience success. Course topics include approaches to reading and how the alphabetic code aids in decoding/word recognition and encoding/spelling

View Course Outcomes:

to identify how word recognition skills contribute to a literacy knowledge (evidence: Discussion board contributions and Reflection essay);
to explain how developing readers transition from reading decodable text to less structured text selections (evidence: Discussion board contributions); ;
to identify phonetic and morphemic elements in words (evidence: Quiz and Word Analysis assignment);
to categorize words according to syntax, spelling rules, and syllable patterns (evidence: Quiz and Word Analysis Assignment);
to assess a primary-grade student’s word recognition skills, orthographic knowledge, and written language understandings, and then identify a multi-step instructional plan (evidence: Case study).

EDCI 563 Language and Literacy Teaching and Assessment: 3 Credits (3 Lec)

PREREQUISITE: Must be enrolled in the Master of Arts in Teaching program. This class is based on the understanding that reading is a complex, multi-faceted process, which involves active processing of text. Skilled readers have strong word recognition skills, are fluent, possess an expansive vocabulary, and understand that reading is the construction of meaning. While reading, they self-regulate and use any number of fix-up strategies when comprehension breaks down. Struggling or striving readers benefit from a teacher who can guide them to become competent, strategic readers. Additionally, such a teacher knows how to use formative assessments to inform instruction. How these topics interface is the focus of this class

EDCI 564 The Comprehensive Portfolio: 1-15 Credits (1-7 Lec, 1-8 Lab)

(F, Sp) Graduate students in the MAT program only. This course guides the process of creating the capstone Comprehensive Portfolio in which students summarize all of their learning from the program and demonstrate how that learning has manifested in the success of the K-12 learners they teach. We study the use of portfolios as a mechanism for authentic assessment of professional practice by various professional organizations. Students engage in self-critique, peer evaluations, and the professional evaluation of your portfolio by faculty and other professional evaluators, and model the habits of self-study, reflection, and critique expected of teachers as life-long learners.

View Course Outcomes:

Create a comprehensive portfolio summarizing their learning from the program, and demonstrating how that learning has become manifested in the success of students they teach
Demonstrate understanding of the standards that govern the teaching profession,
Demonstrate understanding of the state of the art in the use of portfolios as a mechanism for authentic assessment of professional practice, as used by the National Board of Professional Teaching Standards (NBPTS) and by state and national accreditation agencies.
Demonstrate effective engagement in sustained discussion and study with peers in the course centered on the tangible evidence collected and organized in each candidate’s portfolio.
Demonstrate critical self-analysis of individual teaching practice against the current standards and expectations of the teaching profession.
Engage in and demonstrate processes of ‘reflective practice’ by means of self-critique, peer evaluations, and the professional evaluation of their own comprehensive portfolio by faculty and by other professional evaluators.
Demonstrate the establishment of knowledge, skills, and dispositions characteristic of lifelong learning, such as a pattern of systematic inquiry, reflective practice, and data-driven decision making as the basis of professional development.

EDCI 565 Methods of Teaching: K8 Mathematics: 2 Credits (2 Lec)

PREREQUISITES: M 419 and EDCI 561
This course focuses on mathematics knowledge for teaching and research-based mathematics teaching methods in the K-8 classroom.

View Course Outcomes:

Students will be able to describe children’s mathematical thinking and learning trajectory, and mathematical methods that help children effectively construct and bridge meaningful mathematics knowledge.
Students will be able to identify, describe, and implement mathematics strategies for teaching five school mathematics content areas: number and operation, algebra, geometry, measurement, and data analysis and probability.
Students will be able to engage in the five NCTM process standards: problem-solving, reasoning and proof, communication, connections, and representation, and the five strands of mathematical proficiency specified in the National Research Council’s report ;Adding It Up: adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition. ;
Students will be able to diagnose children’s mathematical misconceptions and provide appropriate strategies to correct them effectively. ;
Students will be able to unpack Common Core State Standards for Mathematics (CCSSM) through discussion of how to bridge selected CCSS-M standards across grade levels, by practicing mathematical methods addressed in selected CCSSM standards, and by developing appropriate teaching, learning, and assessment materials based on CCSSM. ; ;
Students will be able to integrate appropriate technological tools to support mathematical teaching and learning. ;
Students will be able to reflect on mathematics teaching and learning from various cultures and perspectives.

EDCI 566 Methods of Teaching: K8 Science: 2 Credits (2 Lec)

(Su) This course focuses on teaching science in elementary and middle school settings. The content is beased on cognitive psychology of learning and the structure of scientific disciplines. Emphasis is on teaching by inquiry and self-reflection on teaching practices.

View Course Outcomes:

develop inquiry strategies as learners and teachers of science,
understand science in the context of elementary curriculum; scope, sequence, content and terminology,
understand how science integrates with other disciplines,
examine, compare and critique textbooks, curriculum, resource materials and trade books for use in the classroom,
learn science content particularly as it relates to content integration,
become aware of personal knowledge, skills and attitudes in relation to science teaching,
understand the nature of science and especially science process skills,
learn and practice laboratory safety skills,
appreciate how social and cultural influences (including gender) affect our understanding of science
learn new skills such as performance assessment, concept mapping,Vee diagram and cooperative learning strategies and
be actively involved in the transition from student learning to teacher thinking and acting.
apply Native American concepts and examples to Science instruction

EDCI 567 Methods of Teaching: K8 Language Arts: 2 Credits (2 Lec)

PREREQUISITES: M 419 and EDCI 561
The intent of EDCI 567 is to acquaint you with the current theory and practice of English Language Arts (ELA) education in grades K-8. The course focuses on preparing you to assume responsibilities as responsive teachers and informed professionals who can contribute to dialogues regarding K-8 ELA education. This course provides instruction in best practices for teacher candidates which links current theory and practice of literacy instruction in grades K-8.

View Course Outcomes:

Develop meaningful, integrated, responsive, rigorous, developmentally appropriate, and active ELA learning experiences for K-8 students of varying abilities, age levels, and exceptionalities across disciplines. ;
Develop working knowledge of assessment of reading skills: phonemic awareness, phonics, fluency, vocabulary and comprehension.
Recognize that reading and other forms of literacy interpretation are strategic and active processes that rely upon learner engagement, self-monitoring and reflection. ;
Gain an understanding and appreciation of the theories and principles for teaching ELA in the classroom.
Demonstrate awareness of literacy education as a complex, dynamic and evolving field that centers upon the interactions of the learner in various settings. ;
Apply and analyze various strategies to enhance reading, writing, speaking, media usage, and other forms of literacy across disciplines.
Communicate evidence of increasing effectiveness as a teacher ELA in K-8 settings.

EDCI 568 Methods of Teaching: K-8 Social Studies: 2 Credits (2 Lec)

PREREQUISITE: M 419 and EDCI 561. EDCI 568 engages prospective K-8 teachers with the theory, research, and practice of social studies education. EDCI 568 integrates initial teacher licensure requirements with graduate level analysis. Course topics examine current issues and trends in K-8 social studies education; characteristics and dispositions of effective social studies teachers; strategies to promote student social understanding, civic efficacy, critical thinking, and engagement; and professional reflexivity

View Course Outcomes:

Demonstrate awareness of social studies as a dynamic ;field built upon multiple perspectives and inquiry.
§ Select, integrate, and implement social studies content ;purposefully and critically, drawing upon standards ;specific to the field and context.
§ Develop rigorous and relevant active learning experiences ;for K-8 students across social studies disciplines (history, ;geography, government, economics, etc.).
§ Apply and evaluate theory, research, and practice while ;designing, implementing, and evaluating curriculum, ;instruction, and assessment.
Demonstrate respect for cultural, gender, developmental, ;and learning diversity in K-8 social studies education.
§ Apply Indian Education for All Essential Understandings ;to develop awareness of and appreciation for Indigenous ;experiences within social studies education.
Plan authentic, community-conscious experiences to ;support college, career, and civic life readiness.
Apply principles of classroom management and ;differentiation to practical learning situations.
Develop and implement inquiry-based activities to ;promote critical, place-conscious, and historical thinking.
Apply and analyze various strategies to enhance reading, ;writing, speaking, media usage, and other forms of ;literacy across the social studies disciplines.
Engage in collaborative, experiential, technology-driven, ;and service-oriented approaches to social studies.
Demonstrate awareness of social studies education as a ;complex, dynamic, and evolving field.
Analyze innovations, strategies, and materials within the ;field of social studies education.
Identify and describe the skills and dispositions of ;effective social studies teachers.
Communicate evidence of increasing effectiveness as a ;teacher of social studies in K-8 settings.
Evaluate social and political forces that influence social ;studies education.
Demonstrate professional and ethical practice and ;reflection.

EDCI 569 Reflective Inquiry in Rural Education: 3 Credits (3 Lec)

The course is designed for students to engage in professional inquiry and analysis of theory, research, and practices that support and sustain effective rural teachers from recruitment to retirement. Students will construct a deep understanding of the complexities of the nature and work of rural teachers, including the knowledge, skills, and attitudes needed to thrive in rural classrooms, rural schools, and rural communities in Montana and beyond. Integration of theory, research, and practice will be emphasized.

View Course Outcomes:

Analyze and appraise the accuracy and utility of 6 theoretical frameworks designed to explain diverse ruralities and rural ways of being and apply them to your professional work as a rural educator;
In keeping with a place-conscious (Gruenewald, 2003) approach to teaching and learning, analyze and appraise your ;understanding of your ;rural students’ ;lives, heritages, and cultural forms including ;funds of knowledge (Moll, 1992) and students’ virtual school bags (Thompson, 2002) and explain how this will shape your classroom instruction;
Conduct an analysis of current research, theory, and personal experience to articulate your rural teacher identity and explain how this will shape your personal and ;professional roles in the school and community;
Employing a place-conscious (Gruenewald, 2003) approach to teaching and learning, analyze your rural community’s assets, values, needs and articulate how these will shape your approach to students, curriculum, and pedagogy.
Design a research-based plan of professional practices that will support and sustain you in your career as a rural educator.

EDCI 571 In-Service Education: 1-4 Credits (1-4 Lec)

PREREQUISITE: Graduate standing and employment by sponsoring school organization. An approved supervised group study of an educational problem within a local school supervised by an MSU faculty member which culminates in a special report to be filed with the local district and the Department of Education
Repeatable up to 4 credits.

EDCI 575 Professional Paper/Project: 3 Credits (3 Other)

PREREQUISITE: Graduate standing, MSSE 501, EDCI 504, EDCI 505, EDCI 509 or equivalent. (F, Sp) This is the culminating research course in which students implement and report their research findings. The topic must have been mutually agreed upon by the student and his or her major advisor and graduate committee
Repeatable up to 6 credits.

View Course Outcomes:

Demonstrate mastery in knowledge of pertinent literature
Demonstrate mastery in academic and theoretical grounding
Demonstrate mastery in professional skills
Conduct effective educational research
Complete the Professional Paper/Project using APA format
Present the final professional paper presentation demonstrating oral competency

EDCI 577 Internship: OPI Teacher Certification: 1 Credits (1 Other)

PREREQUISITE: Consent of instructor and approval of department head. An internship course restricted to OPI teacher certification students
Repeatable up to 99 credits.

EDCI 578 Internship-BPE Teacher Certification-Library Media: 1-2 Credits (1-2 Other)

PREREQUISITE: Must be in the Department of Education BPE Internship program. An internship course restricted to BPE teacher certification students enrolled in the Library Media Certificate program
Repeatable up to 7 credits.

View Course Outcomes:

Complete a Teacher Work Sample (TWS) as described in the syllabus.

EDCI 588 Western Transportation Institute: Connecting Rural Students to Road Science Research: 1-4 Credits ()

Courses offered on a one-time basis to fulfill professional development needs of in service educators. A specific focus is given to each course which is appropriately subtitled.
Repeatable up to 6 credits.

EDCI 589 Graduate Consultation: 1-3 Credits (1-3 Other)

PREREQUISITE: Master's standing and approval of the department head. This course may be used only by students who have completed all of their coursework (and thesis if on a thesis plan) but who need additional faculty or staff time or help

EDCI 590 Master's Thesis: 1-10 Credits (1-10 Other)

PREREQUISITE: Master's standing. Restricted Entry: Requires contract with major advisor. May be repeated
Repeatable up to 99 credits.

EDCI 591 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Upper division courses and others as determined for each offering. Courses not required in any curriculum for which there is a particular one time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

EDCI 592 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Graduate standing, consent of instructor, and approval of department head. Directed research and study on an individual basis
Repeatable up to 6 credits.

EDCI 595 Student Teaching: 1-6 Credits (1-6 Lab)

(F, Sp) MAT secondary student teaching (EDCI 595) is a full time 14-week unpaid teaching experience that takes place in a classroom setting. Successful student teaching is required for initial teacher licensure. It is a university supervised instructional experience. The teacher candidate shadows a mentor or cooperating teacher. A field supervisor is assigned by the university to act as a liaison between the university and the cooperating teacher. The teacher candidate’s teaching performance is evaluated by the cooperating teacher and the field supervisor.
Repeatable up to 9 credits.

View Course Outcomes:

analyze and create competent demonstrations of all professional skills and dispositions required for a Class II teaching license valid in the state of Montana within the context of student teaching, as shown by a successful student teaching performance assessment.
analyze elements of the Danielson Framework for teaching and create competent demonstrations of these elements within the context of student teaching as shown by a successful student teaching performance assessment.
evaluate their own performances as functioning classroom educators in order to differentiate for all students’ learning needs while building and then maintaining a full load of educator responsibility
synthesize their student teaching experience through evidence of effective planning, implementing, assessing, and reflecting on a unit of instruction.
synthesize their overall experiences in student teaching by reflecting on evidence of their teaching performance.
design a professional development plan based on their overall student teaching experience.
revise and refine their philosophy of education.

EDCI 598 Internship: 1-12 Credits (1-12 Other)

PREREQUISITE: Graduate standing, consent of instructor and approval of department head. An individualized assignment arranged with a school, agency, business or other organization to provide guided experience in the field
Repeatable up to 12 credits.

EDCI 604 Advanced Educational Psychology: 3 Credits (3 Lec)

PREREQUISITES: Graduate standing or permission of the instructor. An examination of theory and research related to the diverse learning and motivation needs of K-12 students. Practical implications for effective teaching will be identified throughout the course

View Course Outcomes:

Describe theoretical principles of learning and motivation and explain how they are related to students’ academic performance;
Explain and analyze how contextual factors influence students’ academic performance;
Critically select theoretical principles of learning and teaching and apply them to efforts to strengthen your professional work as an educator in today’s society;
Analyze and incorporate research-based findings to address key concerns in schools and classrooms today.

EDCI 690 Doctoral Thesis: 1-12 Credits (1-12 Other)

PREREQUISITE: Doctoral standing. Restricted Entry: Requires contract with major advisor. Course will address responsible conduct of research
Repeatable up to 99 credits.