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Professor Joyce Stallworth, Department Head
Office: 206-C Graves Hall
Admission requirements. Admission requirements are outlined in an earlier section of this catalog.
M.A. degree requirements. A minimum of 30 hours of course credit must be earned; see specific program checklists. The program of study must be planned with an adviser.
Nontraditional, alternative initial teacher certification program. A minimum of 42 semester hours of specific graduate credit plus some undergraduate prerequisites is required for the certificate. The program of study must be planned with an adviser. See also p. 301.
Ed.S. degree requirements. A minimum of 30 hours of appropriate work beyond the M.A. degree and the completion of a research paper are required for the educational specialist degree. Graduate coursework must include the following: curriculum and teaching, 6 hours; foundations of professional studies, 3 hours; evaluation of teaching and learning, 3 hours; teaching field, 12 hours; electives (which may be specified), 6 hours. If the special education requirement has not been fulfilled, the student may be required to complete an additional 3-hour survey course in special education.
Postsecondary instruction. Graduate students in both the M.A. and Ed.S. programs who have an interest in teaching in postsecondary institutions may take advantage of the program's flexibility to acquire a maximum of 18 hours in cognate field courses. Students who have this option in mind should coordinate the program of study carefully with their advisers.
Class AA certificate required courses. A minimum of 30 hours of appropriate work beyond the M.A. degree is required for the Class AA certificate. The total hours of graduate work (including the M.A. degree) must be at least 66 hours. Students who are pursuing certification options must be certain that their planned programs meet all certification requirements according to programs approved by the state department of education. Approved program check sheets are available from the program office.
Students who earned initial credit toward Class AA professional certification during the fall of 1992 or later must enroll in and complete the Ed.S. degree program. Courses used to qualify for a lower-level supporting certificate may not be used again in a higher-level certification program.
(See also CIE and CRD courses on p. 349-353.)
CSE 530 The Modern Secondary School Program. Three hours.
The evolving secondary school and its program, with emphasis on analysis of current trends that directly affect modern school practices in a societal context.
CSE 531 Teaching of Family and Consumer Sciences. Three hours.
Prerequisite: Enrollment in nontraditional, alternative certification program.
Implementation of competency-based professional education in home economics at the preprofessional level. Competencies are developed in the following categories: philosophy, professional role, program planning and execution, educative process, and research.
CSE 532 The Secondary School Curriculum. Three hours.
The evolving secondary school curriculum, from historical, current trends, and projective perspectives.
CSE 555 Adolescent Literature. Three hours.
An introduction to literature appropriate for the adolescent reader; reading patterns and major concerns of adolescents.
CSE 562 Improving Family and Consumer Sciences Instruction. Three hours.
Identification and development of teaching-learning strategies and resources within the context of professional development education in home economics.
CSE 563 Improving English Instruction. Three hours.
Principles of learning applied to concepts, skills, attitudes, and problem solving in English and speech; diagnosis, enrichment, remedial teaching, and evaluation.
CSE 564 Improving Social Science Instruction. Three hours.
Exploration and examination of methods and materials for improving social studies instruction. Focuses on teaching for diverse learners, constructivist methods, critical thinking, interdisciplinary teaching, and various technologies as they apply to secondary social studies classrooms.
CSE 565 Improving Science Instruction. Three hours.
Principles of learning applied to concepts, skills, attitudes, and problem solving in science; diagnosis, enrichment, remedial teaching, and classroom evaluation, and application and evaluation of technologies.
CSE 566 Improving Mathematics Instruction. Three hours.
Principles of learning applied to concepts, skills, attitudes, and problem solving; proper use and evaluation of teaching aids; construction and utilization of teaching instruments; and examination and exploration of alternative assessment strategies and technologies for use in secondary mathematics classrooms.
CSE 567 Improving Foreign Language Instruction. Three hours.
Principles of learning applied to concepts, skills, attitudes, and problem solving in foreign language; diagnosis, enrichment, remedial teaching, and evaluation.
CSE 569 Pedagogical Grammar. Three hours.
Exploration of structural, transformational, and traditional approaches to teaching grammar.
CSE 574 Guiding Pupil Learning. Three hours.
Understanding ways children and youth learn, factors influencing learning, and ways in which teachers can facilitate learning. Application of principles of learning to classroom situations. Usually offered during summer school.
CSE 576 Improving Science Teaching through New Technologies. Three hours.
Examination and evaluation of appropriate technologies for the secondary science curriculum.
CSE 579 Teaching Secondary School English. Three hours.
Methods and media essential to effective instruction in English in the secondary school.
CSE 580 Teaching Secondary School Foreign Languages. Three hours.
Theories, methods, techniques, and essential media for teaching foreign languages effectively in the secondary school.
CSE 583 Teaching Secondary School Mathematics. Three hours.
Methods, media, and techniques of teaching mathematics in the secondary school, including selected topics in mathematics and exploration and examination of various technologies for use in secondary mathematics classrooms, including, but not limited to, calculators and various computer software.
CSE 586 Teaching Secondary School Science. Three hours.
Methods and technologies essential to effective instruction in science in the secondary school.
CSE 587 Teaching Secondary School Social Science. Three hours.
Theories and methods of teaching social studies in secondary schools, including examination and exploration of instructional materials, various technologies, constructivist methods, and assessments.
CSE 592 Fieldwork in Secondary Education. Three hours.
Prerequisite: Permission of the instructor.
A clinical experience taken concurrently with the methods course and designed to facilitate students' development of pedagogical skills, effective thinking, and professional problem solving. Students will apply for admission to the teacher education program during this course.
CSE 593 Workshop in Secondary Education. One to three hours.
Prerequisite: Permission of the instructor.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
CSE 594 Problems in Secondary Education. One to six hours.
Prerequisites: Permission of the instructor and approval of the program chair in secondary education.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement.
CSE 595 Practicum. Three hours.
Focuses on analysis and performance of teaching strategies and the evaluation of teaching-learning problems.
CSE 597 Internship in Secondary Education. Six to nine hours.
Prerequisites: A minimum GPA of 2.75 in graduate teaching field and a minimum GPA of 2.75 in professional courses; a minimum GPA of 2.75 on all work attempted (undergraduate and graduate); an overall graduate GPA of 3.0; and satisfactory completion of 12 hours in the graduate teaching field courses.
Full-time internship as a teacher in the major teaching field.
CSE 598 Nonthesis Research. Variable credit.
CSE 658 School Accreditation Standards: Self-Study and Continuous Improvement. Three hours.
A study of regional and SACS school accreditation including standards for accreditation, school self-study procedures and validation, roles of school personnel, and creating continuous school improvement activities through SACS accreditation requirements.
CSE 662 Secondary School Family and Consumer Sciences. Three hours.
Focuses on trends and issues in home economics, literature, content, and research in the field; content and methods of experimental programs; sequencing of subject matter; programs and procedures of curriculum development; and program evaluation.
CSE 663 Secondary School English. Three hours.
Literature, research, and content in English and speech; current trends; experimental programs; gradation or sequence of subject matter; criteria for program evaluation; and basic issues.
CSE 664 Secondary School Social Science. Three hours.
Focuses on curriculum and research in social studies education, including materials development and current issues in the field.
CSE 665 Secondary School Science. Three hours.
Literature, research, and content in science; current trends; experimental programs; gradation of subject matter; criteria for program evaluation; and basic issues.
CSE 666 Improving Mathematics Instruction. Three hours.
Principles of learning applied to concepts, skills, attitudes, and problem solving; proper use and evaluation of teaching aids; construction and utilization of teaching instruments; and examination and exploration of alternative assessment strategies and technologies for use in secondary mathematics classrooms.
CSE 667 Secondary School Foreign Language. Three hours.
Literature, research, and content in foreign languages; current trends; experimental programs; criteria for program evaluation; special problems; and graduation of subject matter.
CSE 670 Research and Theory in Secondary Education. Three hours.
An examination of the relationship between theory and research. Students learn to search and evaluate the research literature, and they write a proposal for research.
CSE 690 Advanced Seminar in Secondary Education. One to three hours.
Prerequisites: Permission of the instructor and approval of the program chair in secondary education.
In-class opportunities to analyze and discuss current topics, problems, and projects of collective concern. Topics vary.
CSE 692 Advanced Fieldwork in Secondary Education. One to three hours.
Prerequisites: Permission of the instructor and approval of the program chair in secondary education.
Field-based opportunities to study and work on projects or topics of individual or collective concern. Topics vary.
CSE 693 Advanced Workshop in Secondary Education. One to three hours.
Prerequisites: Permission of the instructor and approval of the program chair in secondary education.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
CSE 694 Advanced Problems in Secondary Education. One to six hours.
Prerequisites: Permission of the instructor and approval of the program chair in secondary education.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement.
CSE 695 Practicum in Secondary Education. Variable credit.
Prerequisite: Permission of the instructor.
Supervised opportunities to apply knowledge and skills in a professional setting. Credit is based on the nature and degree of student involvement.
CSE 697 Educational Specialist Degree Research. Three hours.
Systematic classroom inquiry is used to engage students in a teacher action research project.
CSE 698 Nonthesis Research. Variable credit.
CSE 699 Dissertation Research. Variable credit. Minimum of three hours' enrollment per semester.
CURRICULM AND INSTRUCTION (CIE) COURSES
The courses are designed to meet the continuing professional-growth needs of teaching personnel. In all programs, heavy emphasis is placed on the proper blend of theoretical and conceptual considerations with the realities of the classrooms in which graduates work. Doctoral degrees utilizing these courses are available in the traditional fields of elementary and secondary education, and these courses may be applicable in other departments. Doctoral minors and supporting concentrations have recently been developed from a generic perspective. The latter option was developed especially for doctoral students in educational research and evaluation who have not had previous school-based experience, although others may qualify.
The following courses are designed to serve students in all programs.
CIE 544 Supervising Interns. Three hours.
Organization and administration of student-teaching programs and methods of supervising student-teaching in schools.
CIE 562 TESL: Basic Methods. Three hours.
Prerequisite: Permission of the instructor.
Theories, methods, and strategies for English as a second language that focus on communicative competence and cross-cultural understanding.
CIE 567 Improving Foreign Language Instruction. Three hours.
Prerequisite: Permission of the instructor.
Critical examination of theoretical perspectives, methods, major issues, and controversies pertinent to teaching foreign language; use of technology in language instruction is a critical component.
CIE 576 Linguistics for Classroom Teachers. Three hours.
This linguistic course enables teachers to understand the basics of how the English language functions. Provides information essential for dealing with students whose native language is not English. Offers useful information about various English dialects as well.
CIE 577 Second Language Acquisition: Issues, Theories, and Instructional
Implications. Three hours.
Introduction to and analysis of the main issues and theories in second language acquisition (SLA); students deduce and demonstrate instructional implications.
CIE 578 Second Language Testing, Assessment, and Evaluation. Three hours.
Prerequisite: Permission of the instructor.
Preparation in the background and skills necessary to construct classroom-based tests, appropriately use published tests, and understand second or foreign language program evaluation.
CIE 579 Teaching English as a Second Language: Programs and Policies. Three hours.
Prerequisite: Permission of the instructor.
Theories of language learning, acquiring a second language, and current linguistic theories; emphasis is on programs, policies, and instructional methods of ESL education.
CIE 580 Teaching Foreign Languages. Three hours.
Prerequisite: Permission of the instructor.
Theories, methods, and strategies for foreign language teaching that focus on communicative competence and cross-cultural understanding; use of technology in language education is a critical component.
CIE 592 Fieldwork in Curriculum and Instruction. One to three hours.
Prerequisite: Permission of the instructor.
Field-based opportunities to study or work on topics or projects of collective concern. Topics vary. Offered according to demand.
CIE 593 Workshop in Curriculum and Instruction. One to three hours.
Prerequisite: Permission of the instructor.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated. Offered according to demand.
CIE 594 Problems in Curriculum and Instruction. One to six hours.
Prerequisite: Permission of the instructor.
Opportunities to study or work independently on topics or projects of individual concern. Credit is based on the nature and degree of student involvement. Offered according to demand.
CIE 595 Practicum in Curriculum and Instruction Education. Variable credit.
A laboratory course that provides opportunities to observe, implement, and analyze instruction in school settings.
CIE 597 Internship in Elementary and Secondary Schools. Six hours.
CIE 610 Effective Teaching Concepts and Processes. Three hours.
Prerequisite: Graduate course in educational or cognitive psychology, graduate course in learning theory, or permission of the instructor.
Examination of the knowledge base in effective teaching practice through in-depth study of the research literature on classroom instructional practices and conditions, and on the classroom teacher. Designed specifically for doctoral-level students.
CIE 620 Designing and Conducting Research on Classroom Teaching. Three hours.
Prerequisite: Graduate course in research methods or permission of the instructor.
The practice and use of reflection and action research with emphasis on developing professional skills in performing and applying research on classroom teaching and learning leading to teacher empowerment and school reform. Designed specifically for doctoral-level students.
CIE 623 Models and Strategies of Instruction. Three hours.
Prerequisite: Admission to Ed.S. or doctoral program.
Exploration of a variety of instructional models. Emphasis is on the current research of effective instructional practices in the elementary school.
CIE 625 Research Seminar in Science Curriculum. Three hours.
Designed to enable students to understand and synthesize current research and to develop a theoretical framework in the science curriculum for K-12.
CIE 626 Seminar in Research in Social Studies Curriculum. Three hours.
Designed to enable students to understand and synthesize current research and to develop a theoretical framework in social studies education for K-12.
CIE 630 Curriculum for the Classroom Teacher. Three hours.
This course discusses the major issues in curriculum design and implementation for the classroom teacher. Designed specifically for doctoral-level students.
CIE 638 Seminar in ESL Education. Three hours.
Prerequisite: Permission of the instructor.
Examination and critical analysis of a wide range of perspectives from the professional literature on teaching and learning ESL.
CIE 640 Seminar in Teacher Education Processes. Three hours.
The course focuses on issues, problems, trends, and research associated with undergraduate and graduate teacher education and certification programs in Alabama, the U.S., and the world. Designed specifically for doctoral-level students.
CIE 644 Teacher-Intern Supervision. Three hours.
Organization and administration of student-teaching programs and methods of supervising student-teaching in schools. Designed specifically for doctoral-level students.
CIE 650 Individual/Context Variables. Three hours.
This course deals with learning styles, personality factors, and social-environmental issues that affect curriculum and instruction. Theoretical and practical aspects are covered. Designed specifically for doctoral-level students.
CIE 656 Seminar in Foreign Language Education. Three hours.
Prerequisite: Permission of the instructor.
Examination and critical analysis of a wide range of perspectives from the professional literature on teaching and learning a foreign language.
CIE 660 Cognitive Perspectives on Teaching and Learning in K-12 Classrooms. Three hours.
Students read and discuss papers in school subject matter areas that have made important contributions to the field of education and analyze them as to how they illustrate cognitive processes.
CIE 662 Advanced ESL Education. Three hours.
Prerequisite: Permission of the instructor.
Designed for experienced ESL teachers, this course critically examines the professional literature and various methods of teaching ESL.
CIE 667 Foreign Language Education. Three hours.
Prerequisite: Permission of the instructor.
Designed for experienced language teachers, this course critically examines the professional literature and various methods of teaching foreign languages.
CIE 670 Critical Inquiry into Curriculum and Pedagogy. Three hours.
Prerequisite: Admission into doctoral program.
Advanced doctoral seminar engaging in critical inquiry into instructional conceptions of curriculum and pedagogy.
CIE 680 Seminar in Mathematics Education Research. Three hours.
Designed to enable students to understand and synthesize current research and to develop a theoretical framework in mathematics education.
CIE 692 Advanced Fieldwork in Curriculum and Instruction. One to three hours.
Prerequisite: Permission of the instructor.
Field-based opportunities to study or work on topics or projects of collective concern.
CIE 693 Advanced Workshop in Curriculum and Instruction. One to three hours.
Prerequisite: Permission of the instructor.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated. Offered according to demand.
CIE 695 Practicum in Curriculum and Instruction. Variable credit.
Provides graduate students with supervised opportunities to apply knowledge and skills in a professional setting, focusing on preparation of teachers and professional personnel.
CRD 510 Expanding Reading in the Elementary Grades. Three hours.
A comprehensive study of the major factors involved in teaching reading at these levels. Techniques for teaching word recognition and comprehension skills are studied extensively.
CRD 511 Beginning Reading in PK-Primary Grades. Three hours.
Attends to the problems of corrective reading; key areas of study include diagnostic and evaluative procedures and the organization and implementation of corrective instruction.
CRD 512 Improvement of Reading in Secondary Schools. Three hours.
A comprehensive study of the major components involved in literacy instruction at the secondary level. A field component is required.
CRD 553 Foundation of Reading PK-12. Four hours.
Course provides a comprehensive study of the development and teaching of reading in PK-12 settings. Techniques for direct instruction in phonemic awareness and phonics, comprehension, fluency, and vocabulary are studied extensively. Open only to students in the Reading Specialist certification program.
CRD 590 Seminar in Literacy. One to three hours.
Prerequisite: Permission of the instructor.
In-class opportunities to analyze and discuss current topics, problems, and projects of collective concern. Topics vary.
CRD 593 Workshop in Reading Education. One to three hours.
Prerequisite: Permission of the instructor.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
CRD 595 Practicum in Reading Education. Variable credit.
Prerequisite: Permission of the instructor.
Provides graduate students supervised opportunities to apply knowledge and skills in a professional setting. Credit is based on the nature and degree of student involvement.
CRD 654 Assessment and Instruction of At-Risk Readers. Three hours.
Prerequisite: CRD 554 or approved equivalent.
Provides advanced study of diagnostic methods and materials. Students refine knowledge of concepts studied at the master's level. A large-scope analysis of the subject is provided. Offered according to demand.
CRD 690 Advanced Seminar in Literacy. Three hours.
Prerequisite: Permission of the instructor.
Provides students with a knowledge base of the relationship between theory, research, and practice in regard to K-12 literacy education.
CRD 693 Advanced Workshop in Reading Education. One to three hours.
Prerequisite: Permission of the instructor.
In-class opportunities to study or work on topics or projects of collective concern. Topics vary. May be repeated.
CRD 695 Practicum. Variable credit.
Prerequisites: CRD 595 or approved equivalent, and permission of the instructor.
Provides advanced experiences that enable students to refine knowledge acquired at lower levels of study.
CRD 696 Advance Reading Specialist Practicum. Variable credit.
Prerequisite: Permission of the instructor.
Provides graduate students preparing to assume new or expanded professional responsibilities with related field-based work experiences under close supervision. Credit is based on the nature and degree of student involvement.
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