EDU - Education

EDU 101US Teaching and Learning: 3 Credits (3 Other)

PREREQUISITE: First year students (less than 30 credits) only. (F, Sp) This course is an introduction to the profession of public school teaching. Topics include the nature of knowledge, the development of public education, the training of teachers, the nature of schools today, education policy, and society's expectations of schools. Collaborative learning and field experience will be utilized

View Course Outcomes:

Employ research as a process of gathering, assessing, interpreting, and using data from multiple sources to express ideas in writing, oral exchange, and oral presentation.\\n
Use a variety of technologies and instructional strategies throughout the research, writing, classroom experience, and oral presentation processes.\\n
Show competence in the conventions of academic writing. \\n
Prepare and facilitate peer discussion facilitations over course readings and an in-school classroom learning activity. \\n
Actively listen and frequently participate in seminar discourse by thoughtfully examining a variety of complex ideas.\\n
Examine the trajectory of course fundamental questions through writing, speaking, and listening.\\n
Practice responding to writing and speaking with meaningful, specific feedback formally and informally.\\n
Teacher candidates will 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.

EDU 204IA Arts & Lifelong Learning: 3 Credits (3 Lec)

(F, Sp) This course explores how dance, drama, music and the visual arts offer students expressive ways to learn and inquire about themselves, their social and physical worlds. Students engage in creative arts by exploring content, practicing critical inquiry skills and reviewing aesthetic perspectives.

View Course Outcomes:

To provide appropriate content (elements, processes, terminology, basic skills, methodologies) about music, drama, dance, and the visual arts for learners.
To explore the essential concepts and theoretical frameworks which are unique to each of the creative arts and their media.
To examine how the creative arts offer ways for personal and group expression and literacy in a social world.
To review how the creative arts provide us with ways to inquire about ourselves, our social and physical worlds.
To engage in the creative arts as ways of knowing and constructing knowledge about ourselves, our social and physical worlds.
To interrogate how the creative arts are embodied and used by artists, communities and power structures to welcome and empower as well as to divide and oppress.

EDU 211D Multicultural Education: 3 Credits (3 Lec)

PREREQUISITE: EDU 222IS or EDU 223IS. This course explores multicultural education through teacher identity, teacher response to diverse classrooms, the variables embedded in the U.S. school-society relationship (including equal opportunity, human diversity, social justice, ideology, inclusion/equity, and politics), federal policy and pedagogy surrounding English Language Learner accommodations, and IEFA inclusion in daily curriculum. EDU 211D Multicultural Education is a Core 2.0 course that fulfills the general education requirements for graduation for the Diversity (D) designation through the contexts of ‘Local and Global Citizen’ and ‘Effective Communicator’

View Course Outcomes:

Through course readings, assignments, activities, class sessions, and assessments you wil assemble, reflect upon, interpret, and communicate evidence of increasing effectiveness as a teacher in diverse classrooms
understand and demonstrate respect for diverse cultural patterns and expectations
describe diversity within societies as well as diversity among societies
use ELL proficiency levels to determine mandated accommodations and differentiation that include content and language instruction
understand the conditions and contributions of world societies and of disproportionately represented groups in the U.S
differentiate instruction by adapting unit and lesson plans for English Language Learners and for students with varying cultural, social, and linguistic backgrounds
adapt lesson plans to integrate Indian Education for All across the curriculum
identify and apply instructional objectives, content, instructional strategies, and interpersonal communication patterns designed to promote appreciation of a broad range of human differences.

EDU 222IS Educ Psych & Child Development: 3 Credits (3 Lec)

(F, Sp) Human growth and psychological development of school age students, to include physical, cognitive, and psychosocial development within an educational, familial, and societal context. An examination of theory and research related to the development, learning and motivation of school age students. Implications for effective classroom teaching will be identified throughout the course.

View Course Outcomes:

describe and explain how physical, socio-emotional, and cognitive development, theories of learning and motivation, and contextual factors are related to children's academic performance;
apply learning theory and knowledge of child development to create learner-centered instruction;
explain how knowledge is created in education;
evaluate claims and evidence for education principles, practice, and student outcomes; and
think, write, and communicate as a reflective practitioner.
act in accordance with the professional and ethical standards, norms, and dispositions of the district within which they are working, the university within within which they are working, the university within which they are learning, and the profession of teaching.

EDU 223IS Educ Psych and Adolescent Dev: 3 Credits (3 Lec)

(F, Sp) Human growth and psychological development of middle and high school students, to include physical, cognitive, and psychosocial development within an educational, familial, and social context. An examination of theory and research related to the development, learning and motivation of middle and high school students. Implications for effective classroom teaching will be identified throughout the course.

View Course Outcomes:

Teacher candidates will describe and explain how physical, socio-emotional, and cognitive development, theories of learning and motivation, and contextual factors; are related to adolescent's academic performance
Teacher candidates will apply learning theory and knowledge of adolescent development to create learner-centered instruction
Teacher candidates will explain how knowledge is created in education
Teacher candidates will evaluate claims and evidence for education principles, practice, and student outcomes; and
Teacher candidates will think, write, and communicate as a reflective practitioner
Teacher candidates will 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 working, the university within which they are learning, and the profession of teaching.

EDU 263 Teaching Grammar Through Writing: 3 Credits (3 Lec)

This course explores the structure and function of the English language. In particular, study of grammar including the eight parts of speech, types of phrases and clauses, sentence structure and fluency, word usage, and other language conventions will be addressed.

EDU 290R Undergraduate Research: 1-6 Credits (1-6 Other)

Directed undergraduate research which may culminate in a written work or other creative project. Course will address responsible conduct of research.
Repeatable up to 99 credits.

EDU 291 Special Topics/Exprmntl Course: 1-4 Credits (2-8 Lab)

PREREQUISITE: None required but some may be determined necessary by each offering department. 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.

EDU 292 Independent Study: 1-3 Credits (1 Other)

PREREQUISITE: Sophomore Standing. 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
Repeatable up to 3 credits.

EDU 298 Internship: 1-6 Credits (1-6 Other)

(As needed to meet the needs of students) An individualized assignment with a professional agency to provide a guided field experience.
Repeatable up to 6 credits.

View Course Outcomes:

Explore a foundational understanding of a line of work that they may wish to pursue in the future. \\n
Demonstrate effective oral and written communication skills.
Use discipline principles to formulate questions, explore solutions, advocate, and solve real-world problems within the context of the internship experience.
Practice ethical conduct appropriate to the professional community the student is serving.

EDU 330 Emergent Literacy: 3 Credits (3 Lec)

PREREQUISITE: EDU 222IS or EDU 223IS. (F, Sp) This course explores foundational language knowledge that will result in a more comprehensive understanding of the dual aspects of literacy—reading and writing. Through course discussions, readings, and activities, class members discover that children advance their literacy skills with a knowledgeable teacher who understands the science of learning to read—the complex intersections of word learning, the alphabetic principle, orthography, morphology, and language comprehension

View Course Outcomes:

Build competency in language skills, including knowledge about the alphabetic principle, syntax, and sentence structure, writing across genres and for different audiences, and other English basics expected by those who would teach K-8 learners.
Understand and then model behaviors which characterize strategic learners; specifically, strategic and intentional readers.
Develop meaningful, integrated, responsive, and active learning experiences for young children as they learn how to read.
Apply and analyze various strategies for effective language arts instruction.
Evaluate texts for different purposes (readability measures, text difficulty, reader suitability, assessment.)
Explain why it is that literacy is a complex, multi-faceted, and dynamic process which involves the learner making sense of and responding to language.
Engage in collaborative, experiential, inquiry-based approaches to reading instruction intended for developing readers.
Engage in collaborative, experiential, inquiry-based approaches to reading instruction intended for developing readers.

EDU 331 Lit and Literacy for Children: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: EDU 222IS or 223IS. (F, Sp) A survey of children's books with an emphasis on their use in K-8 classrooms. Introduces the history and current genres of children's literature, selection criteria, award-winning books, and strategies for sharing books with students

View Course Outcomes:

You will appreciate the need to use children's literature in the classroom to encourage students to critically consider texts, to question injustice and inequities, and then to act to confront injustice.
Investigate the literature of childhood through including knowing a range of books, authors, genres, and children’s book awards.
Obtain and convey knowledge of children’s books and be able to suggest books for individual students.
Implement instructional strategies for using children’s literature to enhance learning across the curriculum.
Describe issues of censorship and be prepared to deal with challenges to books used in the classroom.
Cultivate knowledge of children’s literature that represents diverse cultures and its value in the classroom.
Incorporate the Common Core Standards for Literature in lesson plans and presentations.
Develop a literature foundation to nurture emergent literacy in early readers and stimulate the continued development of reading ability in older readers.

EDU 332 Lit and Arts in Context: 9 Credits (3 Lec, 12 Lab)

Study of British and French literature for children is integrated with experiences in the arts. The course includes a three-week trip to England and France where participants will visit historical sites and see performances that bring stories to life.

EDU 342 Managing the Learning Environment: 3 Credits (3 Lec)

PREREQUISITE: EDU 222IS or EDU 223IS. (F, Sp) Requires good standing in the Teacher Education Program. This course examines key factors in establishing a healthy learning environment for K-12 students. The course will explore factors that contribute to student success such as school law and policy and their relationship to the establishment of effective and respectful management, engaging classroom instruction, and meaningful learning for all students

View Course Outcomes:

Explain what a healthy learning environment looks like in a K-12 setting.
Compare and contrast management philosophies/systems at a theoretical and practical level.
Create behavior expectations, procedures, and routines in your classroom that support a safe, positive learning environment.
Identify key student academic needs and relevant instructional strategies that significantly increase student motivation, on-task behavior, and learning.
Assess classroom experiences and case study scenarios to determine the professional course of action needed to address school, classroom and personal ethical considerations.
Develop preventative discipline and behavior interventions customized to the needs of individual students.
Design a personal classroom management philosophy and plan for your future classroom.
Apply the basics of school law to K-8 educational contexts.

EDU 347 Managing the Learning Environment for K-12/Secondary: 2 Credits (2 Lec)

PREREQUISITE: EDU 222IS or EDU 223IS. (F, Sp) Through scholarship and in-class practice, each class member will develop a theoretical and practical understanding of behavioral management. We’ll examine key factors in establishing a healthy learning environment for 5-12 students

View Course Outcomes:

Explain what a healthy learning environment looks like in a secondary education setting.
Compare and contrast management philosophies/systems at a theoretical and practical level.
Create behavior expectations, procedures, and routines in your classroom that support a safe, positive learning environment.
Identify key student academic needs and relevant instructional strategies that significantly increase student motivation, on-task behavior, and learning.
Assess classroom experiences and case study scenarios to determine the professional course of action needed to address school, classroom, and personal ethical considerations.
Develop preventative discipline and behavior interventions customized to the needs of individual students.
Design a personal classroom management philosophy and plan for your future secondary classroom.
Apply the basics of school law to secondary educational contexts.

EDU 370 Integrating Tech into Educ: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: EDU 222IS or EDU 223IS. (F, Sp) Exploration of technology use in society and effects on teaching and learning. Includes strategies for developing technology-rich curriculum and techniques for enhancing learning through integration of technology and 21 century skills

View Course Outcomes:

Design technology-based instruction that encourages learners to develop deep understanding of content areas and their connections and build skills to apply knowledge in meaningful ways;
Demonstrate the knowledge and skills necessary for a beginning teaching professional’s use of Information Technology and its relationships to teaching and learning, specific application of information technology applicable to the pre-service teachers’ chosen teaching field or emphasis;
Analyze key social, legal, and ethical issues that influence technology-enhanced learning;
Apply universal design for learning theory to support instructional design that reduces barriers to learning;

EDU 382 Assessmt, Curric, Instructn: 3 Credits (3 Lec)

PREREQUISITE: EDU 222IS or EDU 223IS. Fundamental concepts of differentiated educational assessment for classroom teachers including the alignment of assessment to curriculum standards and essential understandings, quality of assessment, principles of item construction, evaluation of student responses, interpretation of results, and improvement of techniques

EDU 401 Intro Lit Leadership Ed: 3 Credits (3 Lec)

PREREQUISITE: EDU 330. (F, Sp) Requires good standing in Teacher Education Program. This course will introduce students to the role and responsibilities of reading specialists in the professional school setting. Topics include collaborating with colleagues, parents, and the community, current practice in literacy professional development, and reading policy

View Course Outcomes:

Describe professional standards for reading specialists and literacy coaches.
Examine and evaluate personal strengths and needed improvements related to the standards.
Conduct inquiry into individual topics of literacy education
Describe “best practice,” and how to use scientifically-based and other types of research to ensure best practices in literacy education for K – 12 students.
Summarize the role of the reading specialist, especially regarding leading colleagues.
Know names of leaders in the literacy field and their positions on literacy topics.
Discern if any given program or approach is sound, according to science.
Describe shifts in knowledge, based on research, about how children learn to read.

EDU 408 Professional Issues: K-12: 2 Credits (2 Lec)

PREREQUISITE: Senior standing, completion of all coursework, and good standing in Teacher Education Program. Overview of salient issues to include applied evaluation, classroom management and discipline, cooperative learning, law, contracts, certification, professional organizations, ethics, resume, job seeking, and professionalism

EDU 409 Professional Issues: K-8: 2 Credits (2 Lec)

PREREQUISITE: Senior standing, completion of all required EDEL methods courses, and good standing in Teacher Education Program. Senior capstone course. Review the role of teachers and elementary school; school law; teacher contracts; certification; professional organizations; ethics; job seeking; job success; cooperative learning; and other critical issues for elementary education majors

EDU 411 ESL:Teaching Culturally/Linguistically Diverse K-12 Students: 3 Credits (3 Other)

PREREQUISITE: EDU 211D and EDU 222IS or EDU 223IS, or consent of instructor. This course provides an overview of linguistically/culturally appropriate instructional strategies for K-12 teachers to implement with English Language Learners in the regular classroom. This course examines current research, controversial issues, and best practices surrounding second language acquisition and language learning

EDU 422 Ed Computing Mgmt/App: 1-3 Credits (1-3 Other)

PREREQUISITE: EDU 370. A flexible format that allows the student to select hands-on learning modules based on student need and interest in educational technology and 21st century skills
Repeatable up to 3 credits.

EDU 432 Lit and Literacy for Yng Adlts: 3 Credits (3 Lec)

PREREQUISITE: EDU 331 Survey of materials for young adult readers. Includes literary analysis, pedagogy, electronic resources, and motivational strategies

EDU 438 Literacy Assessment, Diagnosis and Instruction: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: EDU 330, EDU 382, and good standing in Teacher Education Program. (F, Sp) Current theory and techniques in literacy assessment and individualization. Emphasis will be on specific instructional strategies that focus on independence in reading and writing. A practicum is included

View Course Outcomes:

Students will demonstrate knowledge of the components of the reading and writing process and relationships among these components (e.g. the relationship between automatic word decoding and reading fluency).
Students will demonstrate the ability to administer formal and informal assessments of literacy skills and interpret the results of such assessments to inform subsequent instruction.
Students will utilize assessment information to plan, evaluate, and revise effective literacy instruction for learners at a variety of age and developmental levels.
Students will utilize a variety of instructional strategies, including those that employ technology, to support the literacy development of learners at varying age and developmental levels.

EDU 470 Advanced Educ Technology: 3 Credits (2 Lec, 2 Lab)

Hands on experiences in the production of advanced instructional media materials. Emphasis on exploration of techniques using current and cutting edge technologies. Appropriate for media specialists, teachers, trainers and communicators interested in using the new technology tools.

EDU 481 Content Area Literacy: 2 Credits (2 Lec)

PREREQUISITE: EDU 330 and good standing in the Teacher Education Program. (F) This course offers literacy foundations (theory) and literacy strategies (practice) that will help content area teachers aid their students’ understanding of discipline-specific content and teach learners strategic, effective ways to access text. We study text features (including vocabulary levels, types of context clues, internal and external text structure) and learn how effective instruction helps all learners comprehend text

View Course Outcomes:

To develop a definition of reading instruction, which encompasses the entire curriculum across all content areas, and which reflects the complex nature of reading, writing, language, and thinking.
To identify the structure of expository (informational) text and the factors which affect student comprehension.
To integrate reading and writing processes, and to ascertain the role of purpose and audience in these processes.
To learn about effective instructional techniques and strategies, which move the learner from dependence to independence in the learning cycle, and which encourage higher-level thinking and problem solving.

EDU 490R Undergraduate Research: 1-6 Credits (1-6 Other)

Directed undergraduate research which may culminate in a research paper, journal article, or undergraduate thesis. Course will address responsible conduct of research. May be repeated.
Repeatable up to 12 credits.

EDU 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.

EDU 492 Independent Study: 1-3 Credits (1-3 Other)

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

EDU 493 Study Abroad: 1 Credits (1 Other)

PREREQUISITE: Junior standing and as determined for each offering. Topics offered at the upper division level which are not covered in regular courses. Students participate in preparing and presenting discussion material
Repeatable up to 4 credits.

EDU 494 Seminar: Lab Safety: 1 Credits (1 Other)

PREREQUISITE: Junior standing. Topics offered at the upper division level which are not covered in regular courses. Students participate in preparing and presenting discussion material
Repeatable up to 4 credits.

EDU 495R Student Teaching: 5-16 Credits (5-16 Other)

PREREQUISITE: Senior standing, good standing in Teacher Education Program. (F, Sp) Observation and teaching in a classroom setting; preparation and delivery of lesson plans, and teacher work sample. The student teaching experience will occur under the supervision of experienced and licensed teachers and MSU field supervisors
Repeatable up to 16 credits.

View Course Outcomes:

Within the context of student teaching, Teacher Candidates will analyze and create competent demonstrations of all professional skills and dispositions required for a Class II teaching license valid in the state of Montana, as shown by a successful student teaching performance assessment.
Within the context of student teaching, Teacher Candidates will analyze elements of the Danielson Framework for teaching and create competent demonstrations of these elements as shown by a successful student teaching performance assessment.
Teacher Candidates will 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.
Teacher Candidates will synthesize their student teaching experience through a capstone research project that evidences planning, implementing, assessing, and reflecting on a five-lesson sequence.
Teacher Candidates will synthesize the continuum of considerations demonstrating the skills and knowledge base required of professional pre-service teachers including: obtaining teacher certification, skillfully pursuing employment, cultivating formal and informal connections among colleagues, and understanding/applying school law/ethics in real-world situations.
Teacher candidates will act in accordance with the professional and ethical standards, norms, and dispositions of the districts within which they are working, the university within which they are learning, and the profession of teaching

EDU 498 Internship: 1-12 Credits (1-12 Other)

PREREQUISITE: EDU 382 and consent of instructor. (It is offered at the needs of the student. ) An individualized assignment with a professional agency to provide a guided field experience
Repeatable up to 12 credits.

View Course Outcomes:

Explore a foundational understanding of a line of work that they may wish to pursue in the future.
Demonstrate effective oral and written communication skills.
Use discipline principles to formulate questions, explore solutions, advocate, and solve real-world problems within the context of the internship experience.
Practice ethical conduct appropriate to the professional community the student is serving

EDU 511 Teaching Culturally and Linguistically Diverse K-12 Students: 3 Credits (3 Lec)

(Su) In-service or preparing k-12 teachers will learn how they will be able to enhance their instruction and adapt their materials to make their content comprehensible to English Language Learners (ELLs) in regular classroom settings. An examination of second language development and socio-cultural factors that affect ELLs’ academic performance will be conducted. American Indian ELLs, who make up the majority of ELLs in Montana, will be the focus. Best practices for helping ELLs develop academic language and literacy skills will be addressed. The SIOP (Sheltered Instruction Observation Protocol) Model, a comprehensive, research-validated approach to making content comprehensible for ELLs, will be reviewed.

View Course Outcomes:

establish a classroom climate conducive to learning and demonstrate that you are able to affirm the dignity and worth of all students and provide the positive support ELLs need to be effective learners.
describe what a culturally competent teacher needs to know in relation to working with the following students: Latinos, Native Americans, African Americans, Asian Americans, and White Ethnics.
describe the ELL population in Montana and explain how American Indians who might not speak a heritage language qualify as ELLs.
identify the effects of culture and language on student performance in the classroom.
outline the historical foundations of bilingual education in this country.
describe program models in bilingual/ESL education in the United States.
implement the 8 components and 30 features of the SIOP Model.
demonstrate an understanding of the current research, theory, and practice of working with non-native English speakers.
compare and contrast the characteristics of first and second language acquisition.
integrate principles of language acquisition in planning instruction to create effective learning opportunities for ELLs, grades k-12.
integrate language and content objectives in daily, weekly, and unit lesson plans.
design lesson plans that integrate listening, speaking, reading and writing skills across the curriculum.
make professionally competent decisions about activities, and strategies appropriate to working with culturally and linguistically diverse students.
learn how to identify, access, and critically evaluate appropriate materials for ELLs.
describe the function of assessment in teaching culturally and linguistically diverse students.
interpret tools and procedures used to assess language proficiency.
develop professional competency to discuss educational matters specific to k-12 ELLs
discuss the federal and state legislation as it pertains to ELLs
describe effective means for communicating with the parents of ELLs

EDU 512 Literacy Development for Culturally & Linguistically Diverse K-12 Students: 3 Credits (3 Lec)

(Su) Literacy Development for Culturally and Linguistically Diverse K-12 Students is a 3-credit graduate course designed to extend teachers' knowledge of literacy instruction to secondary ELLs. Participants will analyze and apply linguistic instructional approaches specific to orthography, phonology, morphology, vocabulary, syntax, semantics, and pragmatics applied to English language development. They will also develop reading strategies to facilitate the learning and literacy development of ELLs in secondary core content classrooms, applying these strategies to modify lessons and adapting textbooks to help ELLs succeed academically.

View Course Outcomes:

identify basic principles of literacy instruction and modify lessons to help LEP students acquire academic language and content knowledge in the basic subject areas.
evaluate and apply linguistic instructional approaches specific to orthography, phonology, morphology, vocabulary, syntax, semantics and pragmatics applied to the English language development of Culturally and Linguistically Diverse (CLD) students.
explain the principles of first and second language learning ; and identify how they facilitate the learning and literacy development of English by CLD students in content classrooms.
demonstrate knowledge of stages of social and academic language development and apply these to the planning and implementation of literacy instruction appropriate for students whose language levels are at various developmental stages.
identify specific strategies that can be used to modify lessons and adapt textbooks to help CLD students succeed academically in content classrooms.
distinguish between similarities/differences in first and second language acquisition design appropriate.
design appropriate instructional activities at various levels of English language development.
describe beginning writing and interactive spelling approaches that help CLD students.
construct content area lessons to other learning and to students’ lives and cultures.
design lesson plans which integrate reading in all content areas.
develop specific strategies which help increase language learning for CLD students while teaching reading in content areas.

EDU 513 Assessment of English Language Learners: 3 Credits (3 Lec)

(F) In this course participants will explore formative and summative assessments for K-12 English Language Learners (ELLS). They will critically examine English Language Development Standards and how these standards support and drive authentic assessment. Participants will create assessment tools targeting the unique needs of ELLs and determine how different types of assessments guide instruction.

View Course Outcomes:

assess authentic use of language in reading, writing, speaking, and listening in a variety of ways.
assess literacy and language in a variety of contexts to determine students' levels of English language acquisition and proficiency.
distinguish and differentiate the multiple purposes of assessment as they relate to English Language Learners (ELLs) and use assessment results to develop effective instruction as appropriate.
describe the World -Class Instructional Design and Assessment (WIDA) English Language Proficiency Assessments used to test and place ELLs.
interpret the sample test items and Montana's State Yearly Assessment (ACCESS 2.0) scores.
share text results with all stakeholders - students, parents, educators, etc.
utilize the formative assessments rating tool (WIDA focus bulletin) to aid in choosing appropriate assessment tools for your lesson plans.
describe how you will assess if your students have met the language and content objectives of the lesson and provide feedback.
analyze how to assist the special education teachers/ Gifted and Talented teachers in utilizing non-biased assessment practices for ELLs who are suspected of having a disability.
analyze patterns of errors in language and literacy.
demonstrate ability to develop assessments consistent with students' developmental patterns and behavior while understanding the ways language difference and disability might look similar and different in assessment situations.
use formal and informal assessment strategies that are consistent with effective instructional strategies and standards.
analyze and report assessment results to students, parents, other educators, and other entities which require data about student achievement.
identify and utilize the most effective and appropriate testing instruments and techniques for different classroom, teaching, and data gathering situations.
utilize assessment to determine the effectiveness of language and content instruction for English learners at varying levels of language and literacy development.
illustrate how to utilize assessment information to assist in making special education/ Gifted and Talented eligibility and placement decisions for ELLs.
compare and contrast norm-referenced and criterion-referenced assessments and recognize how to implement tests according to national and state regulations regarding the identification and reclassification of ELLs.
interpret tools and procedures used to assess language proficiency.
develop professional competency to discuss educational matters specific to K-12 ELLs.
discuss the federal and state legislation as it pertains to ELLs.
describe effective means for communicating with the parents of ELLs.

EDU 514 Culturally Responsive Pedagogy: 3 Credits (3 Lec)

(Sp) This course is an in-depth analysis of the theory and practice of cultural diversity in educational contexts with an emphasis on linguistic diversity and how best to meet the needs of culturally and linguistically diverse students in the regular classroom. Techniques to create an IEFA sheltered lesson plan by familiarizing yourself with a variety of activities that cover the components and features of the Sheltered Instruction Observation Protocol (SIOP) methodology will be explored.

View Course Outcomes:

explore the tenets of various multicultural education approaches;
investigate the local, regional, and global impact of Indian Education for All (IEFA);
expand your cultural competency by strengthening your relationality with students, their families, and their communities;
acquire the necessary knowledge, skills, and dispositions to close the achievement gap by understanding and demonstrating respect for diverse cultural patterns and expectations;
practice a variety of activities that cover the components and features of the Sheltered Instruction Observation Protocol (SIOP) methodology
describe how best to promote equity and excellence so all students are benefactors of these efforts;
differentiate instruction by adapting unit and lesson plans for students with varying cultural, social, and linguistic backgrounds;
implement culturally responsive standards-based pedagogy by adapting SIOP lesson plans to integrate Indian Education for All across the curriculum.

EDU 588 Professional Development: 1-3 Credits ()

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

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

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

Repeatable up to 6 credits.

EDU 600 Doctoral Seminar: 3 Credits (3 Other)

PREREQUISITE: Doctoral standing and instructor approval. (F) This course introduces and orients new students to the expectations and culture of doctoral study

View Course Outcomes:

Identify the requirements of the EdD/PhD in Education program articulated in the Graduate Student Handbook and elsewhere (coursework, assessments, graduate school procedures and policies, comprehensive examination and dissertation requirements).
Identify the roles and responsibilities of doctoral students and mentors/advisors.
Articulate the differences between a PhD in Education and an EdD, including a dissertation of practice, a traditional dissertation, and a three-article dissertation
Know and be able to describe the overall structure of a dissertation.
Review relevant literature systematically to identify a potential research topic of interest; use library and other available resources to search and synthesize the literature.
Explain personal positionalities that inform the research process.
Practice and further develop skills in reading comprehension, research literacy, academic writing, research, and complex thinking.
Identify the role of professional organizations, networking and professional development for doctoral students.

EDU 602 Educational Statistics II: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing and EDCI 501. The application of statistical processes to the analysis of educational data. Educational problems that apply multifactor ANOVA, multiple comparison techniques, ANCOVA, multiple regression, and factor analysis in their solution are included

View Course Outcomes:

Define, understand, and apply univariate and multivariate statistical concepts and techniques.
Organize, manage, and store large scale quantitative datasets.
Apply basic R commands and analytical procedures using large datasets.
Make appropriate statistical decisions based on the research questions, sample, study variables, level of measurement, and data limitations.
Defend and support your statistical decisions and its alignment with your research questions and variables.
Apply rigorous quantitative analysis in advanced design, managing data, analyzing data, and presenting findings based on your final individual projects.
Evaluate the strengths and limitations of statistical techniques within the context of published research.
Practice and further develop skills in reading comprehension, basic research, complex thinking, and advanced academic writing.

EDU 606 Mixed Methods Research Design in Education: 3 Credits (3 Lec)

PREREQUISITES: The prerequisites for this courses include: EDCI 507 – Qualitative Research Methods with a grade of C or better and EDCI 501 – Educational Statistics 1 with a grade of C or better. This course provides graduate students an advanced mixed methods research knowledge and concepts, including research designs, strategies for data collection, analysis, and integration of both qualitative and quantitative findings of a research, and its applications in education research

View Course Outcomes:

The purpose of this course is to: 1), prepare doctoral students to engage in advanced applications of Mixed Methods Research (MMR), while examining the types of research problems that can be answered by mixing quantitative and qualitative methods of inquiry. 2), provide doctoral students with the conceptual understanding and practical application of the four major types of MMR designs, data collection strategies, and the procedures for analyzing and integrating quantitative and qualitative data. 3), examine the central issues and the application of MMR in education research.

IMPORTANT NOTE: In this course special attention will be given to the process of developing a MMR proposal and producing a conference/publishable mixed methods study.

EDU 607 Quantitative Educational Research: 3 Credits (3 Lec)

PREREQUISITE: EDCI 602, EDCI 506, and graduate standing. (Sp) This course explores the implications of and application of the quantitative research paradigm to systematic inquiry within the field of education. The course includes quantitative designs, design-related data collection and management methodologies, appropriate data analysis and writing strategies, and the role of quantitative research in decision-support. Students will plan and complete a quantitative research project. Course will address responsible conduct of research

View Course Outcomes:

Analyze the principles of quantitative research design and apply them effectively to educational research.\\n
Evaluate various sampling techniques and determine the most suitable approach for addressing specific research inquiries.\\n
Synthesize the significance of measurement in research and proficiently identify and/or construct valid and reliable measurement instruments.\\n\\n
Discriminate between different types of data analysis techniques and justify the selection of the most appropriate one for specific research queries.\\n
Create clear and concise research reports and presentations that effectively communicate research findings.\\n
Demonstrate the ability to conduct research in a consistently ethical manner by adhering to established research ethics principles and guidelines, ensuring the protection of participants' rights and privacy, and addressing potential conflicts of interest.

EDU 608 Advanced Quantitative Research: 3 Credits (3 Lec)

PREREQUISITES: Graduate standing and EDU 607. Doctoral Students will operationalize a research plan proposed in EDU 607. Specifically, they will refine their research proposals to produce a dissertation proposal that is defensible by piloting research procedures, data collection methods, data analysis techniques, and presentation of results in written and oral formats

EDU 610 Qualitative Educational Research: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing and EDCI 506. Within the context of systematic inquiry, the qualitative research paradigm and methods and techniques from many fields of the social sciences will be addressed. Students will plan and complete a qualitative research project

View Course Outcomes:

Select a research problem of personal interest, develop a researchable question to address that problem, and make an argument for the significance of that topic to the professional community;
Evaluate among several qualitative approaches and methods as well as theoretical or conceptual frameworks/models to determine the one most appropriate for one’s research design;
Synthesize and critique the existing literature base pertaining to a selected research problem in order to frame and defend the warrant for one’s proposed study;
Develop, conduct, and report a complete qualitative study using appropriate methods for data collection and analysis;
Articulate the limitations of one’s work as well as attention to issues of trustworthiness (corollary to validity and reliability) and ethical research practice (including reflexivity); and
Practice and develop skills in peer review, critical thinking, library research, basic research, and advanced writing.

EDU 611 Advanced Qualitative Research: 3 Credits (3 Lec)

PREREQUISITES: EDU 610. This course will expose advanced graduate students to a variety of sophisticated qualitative approaches common to the fields in the social sciences. Students will consider the philosophical, ethical, and social-cultural contexts that underpin that major qualitative traditions such as phenomenology, grounded theory, narrative, and case study methodologies. Students are expected to analyze the conceptual differences of these approaches with an emphasis of critique and application to extant research and an original research project. Students will apply philosophical, epistemological, and methodological foundations commonly associated with the qualitative paradigm to design and carry out a sound and rigorous independent research study

View Course Outcomes:

Analyze the conceptual differences among the major qualitative approaches such as phenomenology, grounded theory, narrative, and case study.
Critically analyze and reflect how your positionality, objectives, voice, and philosophical underpinnings and the socio-political-cultural contexts may influence your research decisions.
Evaluate and critique qualitative research proposals and publications to become shrewd consumers of published qualitative studies.
Develop an advanced and sophisticated understanding of one major qualitative approach and be able to apply the foundations of this approach to your individual research study.
Apply rigorous qualitative methods in advanced design, protocol development, data collection, managing data, analyzing data, and presenting qualitative findings based on your individual project.
Defend and support your methodological decisions and research proposal with special attention to the philosophical underpinnings of your qualitative approach and its alignment with your research problem, purpose, questions, and methods.
Communicate (verbally and written) a sophisticated understanding of the interplay among the different qualitative approaches, philosophical orientations, methodological decisions, analytical strategies, and voice.
Create a conceptual framework and critical review of the literature to frame and foreshadow your research study.
Conduct a qualitative research inquiry guided and informed by the previous course objectives.
Practice and further develop skills in reading comprehension, library research, basic research, complex thinking, and advanced academic writing.

EDU 612 Critical Race Theory: 3 Credits (3 Lec)

PREREQUISITES: Graduate standing. Critical Race Theory (CRT) is an analytical framework that provides a raced-based epistemological and methodological approach to study racial inequality in education. This seminar focuses on the application of CRT to educational leadership, policy, and practice

EDU 613 Indigenous Methodologies in Educational Research: 3 Credits (3 Other)

PREREQUISITES: Graduate standing. An examination of interdisciplinary methodologies demonstrated in an sociocultural context highlighting ethical practices when researching Indigenous peoples. Students get guidance in framing a culturally attuned methodology for their research and examine critiques of Indigenous methodologies

View Course Outcomes:

Assess their own proficiency and growth related to Indigenous methodologies in research
Address various controversies that have historically risen in Indigenous research.
Evaluate Community Based Participatory Research (CBPR) is and how it compares and contrasts with Indigenous research approaches.
Apply Indigenous perspectives in research.
Demonstrate familiarity with internal review processes at institutions and in communities.
Deliberate cultural protocol and community engagement, and apply methods of responsible research, research dissemination, and practical implementation, with and within Indigenous communities as well as academic venues.

EDU 614 Planning Program Assessment: 3 Credits (3 Lec)

PREREQUISITES: Graduate standing. This course exposes students to the accepted literature, evaluation models, standards, strategies, and skills to plan and carry out an assessment or program evaluation of post-secondary educational programs or other administration settings. These assessments are aimed at various internal and external clients including accrediting agencies, national funding organizations, and other governing bodies of higher education

EDU 617 Participatory Research in Education: 3 Credits (3 Other)

PREREQUISITES: Acceptance into a doctoral program (EdD or PhD) in Education or consent of the instructor. Prepares students to conduct rigorous research in partnership with communities, develop comprehensive knowledge of participatory research as an emerging educational research orientation, and provide leadership as project directors, principal investigators, and university faculty members

View Course Outcomes:

Identify and evaluate participatory research processes as applied within a variety of communities and across disciplines.
Define political, social, and economic influences on historical and contemporary educational research practices.
Identify benefits and limitations of key paradigms, philosophies, and theories informing participatory research design.
Distinguish participatory research from action research and other research orientations.
Examine and evaluate models for evidence of rigorous, comprehensive, and ethicalparticipatory research design.
Demonstrate application of participatory methodologies within educational research.
Communicate strengths and respond to challenges associated with participatory research. ;

EDU 637 Institutional Research and Assessment: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing, EDCI 506 or comparable research course, and EDLD 616. This course will explore (a) the roles of institutional research and assessment in higher education; (b) appropriate measures of academic and administrative assessment, internal and external data sources, and analytic strategies; and (c) the communication of information to academic and administrative decision makers

EDU 643 Leading Social Justice: 3 Credits (3 Lec)

PREREQUISITE: Master's degree or consent of instructor. This course evaluates the potential for leadership theories, research, and practices to advance social justice across a range of educational contexts. Students evaluate the relationships among privilege, power, and educational equity from a variety of perspectives. Critical theory will be applied to examine the empirical and practical complexities of diversity and its impact on leadership within classrooms, schools, institutions, communities, and educational systems

View Course Outcomes:

Analyze complexities associated with safeguarding the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity—particularly for/with minoritized groups—within educational institutions and systems
Critique institutional biases, policies that reinforce marginalization and segregation, and deficit-oriented practices associated with race, class, culture and language, gender and sexual identity and expression, and disability or special status
Evaluate the purpose of Montana’s Indian Education for All (IEFA) legislation and plan for meaningful IEFA implementation across the preK-20+ educational system
Evaluate a particular educational context through the lens of critical theory and collaborate with community members to plan evidence-based, desire-centered, and assets-oriented social justice education 
Demonstrate cultural humility and responsiveness in interactions, decision-making, and practice to support cultural sustainability and revitalization
Synthesize current best practices, principles, and models of preK-20+ social justice education to support the preparation of students to be successful, productive, and engaged members of a diverse global society
Develop strategies to advance equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for student success

EDU 650 Dissertation Seminar: 3 Credits (3 Lec)

PREREQUISITES: Doctoral standing and consent of instructor. This course is designed to help students prepare their dissertation proposal

View Course Outcomes:

Students will understand the overall structure of a dissertation.
Students will complete a draft of Chapter one (Introduction) of a dissertation proposal.
Students will conduct initial work on Chapter 2 (Literature Review) and Chapter 3 (Methodology).
Students will understand the attributes of a defensible dissertation proposal.
Students will understand how to align research problems, purposes and questions with research methodologies, data collection and data analysis techniques.
Students will propose a “defensible” introductory section.
Students will collaborate with a peer research partner to discuss research issues and review and provide feedback on each other’s work.
Students will practice and further develop skills in reading comprehension, research literacy, academic writing, research, and complex thinking.

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

PREREQUISITES:Doctoral Standing
Restricted Entry: Requires contract with major advisor. Course will address responsible conduct of research.
Repeatable up to 18 credits.

View Course Outcomes:

Successful completion of doctoral thesis