Secondary Education Graduate Program

Identification and analysis of major problems set for education by the pluralistic culture of American society.

This course is an introductory assessment course for teachers and school administrators. Topics of study include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data based in school.

Prerequisite: Permission.

Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration.

For junior high/middle school and secondary teachers. The developmental reading program in junior high/middle school and secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant readers.

Workshop to meet specific professional needs.

Individual research or study with a Special Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.

Classroom teaching of literature in the light of current approaches.

Primarily for secondary school and junior-college teachers of English. Emphasis on thematic, analytic, and generic study. With consent of instructor, may be repeated once for credit.

Survey of the evolution of the English language from its earliest stages to the present, with reference to its external history and to its phonology, morphology, syntax, and vocabulary.

The conditions and assumptions of studying English, with emphasis on criticism and research on a culturally and historically diverse range of texts.