4cr This course will educate students on the misconceptions about and challenges for Kenosha and Racine County residents who are living with limited resources and low income. Students will complete course readings, class discussions, reflective journals, written assignments, and a 20-hour service learning experience volunteering with agencies in the Kenosha County Emergency Services Network (ESN).

3cr Data analysis, statistical models, estimation, tests or hypotheses, review of qualitative and quantitative data, and score comparisons and analyses, including item analyses, processes of building achievable goals related to data, and process of aligning staff professional development to curricular goals. In this course, the emphasis will be on the use of data to make effective educational decisions.

3cr A practicum or field experience with seminars in the principalship included in this course may be the foundation for the master's thesis. A practicum will be arranged by the master's candidate, his or her employer, and his or her advisor. This will be a part-time assignment that may be following a principal, substituting for a principal, acting as an assistant principal, or some other mutually agreed-upon and mutually beneficial arrangement. Seminar discussions will revolve around topical issues such as scheduling, community relationships, suspension, bullying and harassment, and conflict resolution.

3cr This course is required for the teacher leadership program. Historical and current trends in curriculum development are studied. The relationship among curriculum, instructional methodology, and assessment is addressed, as well as the role of national, state, and local standards in classroom curriculum.

3cr The role of the professional educator as leader and change agent is studied. Emphasis is placed on data-based decision-making, team-building, facilitation, and shared decision-making. The intent of this course is the rejuvenation of professionalism.

3cr An opportunity for graduate students to investigate the nature of children's and young adult literature| the uses of children's and young adult literature in school, public, and special library settings| and the trends in children's and young adult literature as a part of the total body of literature and as an educational force| as well as current research in the field.

3cr

This course explores and utilizes the quantitative and qualitative research processes to

teach educational practitioners how to plan and complete an action research study related to students, teachers or schools. Furthermore, the course examines the social, cultural and

ethical issues of conducting research with students for the purpose of action research.  In 

addition, the course will also explore mixed methodologies.

3cr Instruction will cover five broad areas that participants will use as they work with learners who have varying levels of language and literacy delays. The areas of focus: relevant criteria used for determining language and literacy delays in children| relationships between cognition, speech, and language| cultural and linguistic differences| instructional arrangements for diverse learning styles| and core components of effective literacy instruction. This class includes 10 hours of clinical work in an ESL classroom in addition to the coursework.

3cr This capstone course provides students with observation and analysis skills to apply to their own ESL teaching for this practicum experience, as well as with techniques for working with paraprofessionals in ESL/bilingual classrooms in schools. ESL components/artifacts will be added to the existing portfolio for teaching licensure. Prerequisite: Instructor permission

3cr Students seeking licensure in Bilingual Education will apply what they have learned about the unique needs of additional language-learners in a practicum experience. A strong bilingual and ELL learning foundation (based on in-class study, scholarly research, and clinical experiences) will be applied to additional language learning classroom settings. Students will attend an independent seminar with their professor and will journal, share experiences, and create lesson plans to be critiqued by peers and the course instructor based on a rubric devised specifically with English Language Learning needs in mind. Student portfolios will be completed and reviewed by the course instructor. Prerequisite: Instructor permission

3cr A critical analysis of recent research and professional literature relevant to the field of reading in K-12 is examined. Emphasis is on the tools of educational research related to the theories of reading, including metacognition and models of comprehension, schema theory, psycholinguistics, and the interactive model.

3cr Students will study the types of reading abilities and disabilities| the processes related to the cognitive function| the interaction among the reader, writer, and text| the schema theory| and other related theories to enable assessment and instruction in reading in K-12. Emphasis is on interview procedures, informal diagnostic testing, case study writing| and methods and materials of instruction. Special emphasis is placed on the individualization of reading instruction.

3cr This course provides college-supervised clinical or laboratory practicum, including experience at the elementary level and the middle/secondary level. Students develop programs for use with individual cases in the assessment and teaching of needed reading skills. Attention is given to the child's reading needs and to classification of these problems through affective and cognitive correlates. Emphasis is on metacognition, models of comprehension, schema theory, psycholinguistics, and the interactive process.

3cr Participants will gain foundational knowledge for working with middle/secondary students with disabilities in the inclusive educational environment. Participants will learn the role that assessment plays in formulating teaching practices. Contributions of educational psychology and assessment in the areas of classroom management, research foundations, reading and interpreting data, and current instructional methodologies will be addressed.

3cr In this course students will be involved in a cooperative field experience, on or off the Carthage campus. The field supervisor/course instructor and student will design a field of study best suited to the student's career aspirations. The student will be placed with a mentor who volunteers relevant expertise and time. The student is required to keep a log of work hours and a biweekly journal log and final research paper linking theory to practice. This internship will require a minimum of 35 hours for 4 credits of study. Prerequisites: EDU 5050, EDU 5070, and EDU 5250

4cr A study of the content, organization, and methods of integrating reading and language arts across the content areas of elementary through high school. Emphasis will also be placed on written communication. Fieldwork required. Fall/Spring

3cr This course is taken by thesis and integrative project writers to aid in the development and execution of this major research paper. Graduate candidates arrange this course with their advisor. Prerequisites: EDU 5240 and EDU 5250

3cr This course is taken by thesis and integrative project writers to aid in the development and execution of this major research paper. Graduate candidates arrange this course with their advisor. Prerequisites: EDU 5240 and EDU 5250

3cr Introduction to the science of child psychology emphasizing physical, psychological, cognitive, and social development from conception through adolescence. The concern is with those aspects of human behavior that change from childhood to adulthood with an emphasis on the middle and adolescent years of development and with the factors that account for those changes as specifically related to an educational setting.

3cr

As a comprehensive study of significant courses taken throughout the M.Ed. experience, students will be evaluated on their ability to analyze, critique, and apply core content knowledge in their graduate concentration area of study. At the beginning of the semester, students collaborate with three assigned instructors with whom they have completed coursework. Students will collaborate with each instructor and be assigned curriculum with a theme focus to prepare for their comprehensive exam. After completing the written exam, students will meet with their instructors for an oral exam discussion. This is a capstone course experience and will be taken during the last semester of M.Ed. study. Students will be permitted to take one course concurrently with the Comprehensive Exam. Students will also be enrolled in EDU 5990 (0 cr) signifying that they will have met M.Ed. requirements after completing these course requirements.

There are no course perquisites for this class.  However, this course requires specific clothing. Students will be expected to have a gi, belt, shorts, and rash guard.  In addition, students with pre-existing health conditions or injuries must notify the instructor.  Finally, the instructor reserves the right to remove any student from the class who poses a threat of injury to other students.