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Home » 2022-2024 Graduate Bulletin » Programs » Teaching and Learning

Teaching and Learning

PROGRAM CONTACT INFORMATION

Joshua Morris, Program Coordinator
Office:  Dempsey 230
E-mail: Morrisj@uwosh.edu
(920) 424-2470

 

Chris Kleinheinz, Program Assistant
E-mail: tl2@uwosh.edu
Office: Dempsey 230
Telephone: (920) 424- 3161
Website: https://www.uwosh.edu/coehs/departments/teaching-learning/mse/

 

FACULTY/GRADUATE INSTRUCTIONAL ACADEMIC STAFF

Brunsell, Carey, Hones, Ladwig, Mogi-Hein, Morris, Norman, Oamek

 

PURPOSE

The Master of Science in Education: Teaching and Learning degree program provides licensed teachers with the opportunity to expand their knowledge of teaching and education. In this program, teachers are given some freedom in designing programs that reflect individual interests to enhance classroom teaching. The program provides a strong basis in curriculum and issues in education, analyzing curriculum in various subject areas, interpreting and formulating educational research, engaging in scholarly writing, expanding professional knowledge in education and reflecting on one’s practice.

 

DEGREES/Completion of the degree requirements will lead to the: Master of Science in Education (M.S.E.)

Completion of specific courses can lead to a recommendation for the following Wisconsin teaching licenses:

ESL
Bilingual/Bicultural Education (Spanish, Hmong, Swahili, Arabic, or American Sign Language)

 

Completion of specific courses can lead to the following certificates:

Math Intervention
Teaching English as a Second Language
Teachers of English to Speakers of Other Languages (TESOL)

 

ADDITIONAL ADMISSIONS REQUIREMENTS INFORMATION

In addition to the requirements of the Office of Graduate Studies specified in the first section of this Bulletin, the program has established the following policies and procedures for admission:

Grade-Point Average
For program admission, applicants must have at least an undergraduate 3.0 cumulative GPA (4.0 scale) or an average of at least 3.25 during the last half or approximately 60 credits of undergraduate work.

Licensure
Applicants must hold a Wisconsin teacher license or emergency license. A copy of any current teaching license is required as part of the documentation for admission to the program.

Add-On Licensure
Students with a B.S./B.A. or M.S. degree and a regular teaching license who wish to earn an add-on license in one of the Teaching and Learning Graduate Program’s licensure areas (ESL and Bilingual/Bicultural Education) at the graduate level must be accepted into the MSE Teaching and Learning Graduate Program.

Undergraduate Major
Most often, the baccalaureate will have been earned in early childhood, elementary education, middle school or secondary education. Candidates with undergraduate degrees in other fields should contact the program coordinator for more information.

Application Deadlines
The Office of Graduate Studies accepts applications for the MSE: Teaching and Learning program on a rolling basis (year-round). Early application will help ensure enrollment in classes for the upcoming semester.

 

SUMMARY

  1. Structure
    The program is comprised of core foundation courses and teaching emphases courses. Teachers seeking additional licensure will need to fulfill any remaining undergraduate deficits.
  2. Academic Plans of Study
    Teaching and Learning – <Emphasis> is the description for the Teaching and Learning plans of study.
    The following are the descriptions for the Teaching and Learning plan(s) of study:
    Elementary Education – Individually Designed emphasis
    Secondary Education – Individually Designed emphasis
    English as a Second Language emphasis
    ESL/Bilingual Education emphasis
    Math Intervention emphasis
    Cooperative UW Oshkosh-District emphasis
    Secondary Content Specific emphasis
  3. Minimum Unit (Credit) Requirements
    30 credits applicable to the graduate degree constitute the minimal requirement for all students seeking the MSE. Only those courses with a grade of “B” or higher will count for the master’s degree. Fifteen (15) credits must be taken at the 700 level.
  4. Admission to Candidacy
    Students must satisfy fully the Office of Graduate Studies requirements for advancement to candidacy as stated in the POLICIES section of this Bulletin. Students must confer with their program coordinator/advisor to plan and receive program approval for their admission to candidacy. Students should apply for Admission to Candidacy after completing 9 credits, but before completing 21 graduate degree credits. The Office of Graduate Studies gives final approval for Admission to Candidacy.
  5. Graduation Requirements
    Candidates must satisfy all program and Office of Graduate Studies academic, culminating, and degree requirements.
    Enrollment Restrictions
    Students admitted to the Teaching and Learning Program will have preference over non-admitted students when registering for graduate courses applying to their master’s program. Please contact the Teaching and Learning Department for more information about enrollment restrictions.

 

DEGREE REQUIREMENTS (Total 30 credits)

 

Core Requirements (12 credits)
Elem/Sec Ed 716: Issues in PK-12 Education (3 credits)

Ed Found 770: Foundations of Ed Research (3 credits)
Elem/Sec Ed 790: Improving Classroom Practice I (3 credits)
Elem/Sec Ed 791: Improving Classroom Practice II (3 credits)

 

Areas of Emphasis (18+ credits)
Select eighteen credits of graduate study in a specified area with approval of the Graduate Program Coordinator. Select from options below or propose your own plan.

 

ESL Emphasis (with ESL license, 19 credits):
English 583: Introduction to English Linguistics (3 credits)
Elem/Sec Ed 546: Methods of ESL (3 credits)
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 credits)
Elem/Sec Ed 552: ESL and Multicultural Materials (3 credits)
Elem/Sec Ed 553: Hmong Language, Elem/Sec Ed
716: Issues in PK-12 Education (3 credits)
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education (3 credits)
Elem/Sec 794: Practicum (3 credits)

 

ESL/Bilingual Emphases (with ESL and Bilingual licenses, 21 credits):
English 583: Introduction to English Linguistics (3 credits)
Elem/Sec Ed 546: Methods of ESL (3 credits)
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 credits)
Elem/Sec Ed 549: Content Area Bilingual Instruction (3 credits)
Elem/Sec Ed 552: ESL and Multicultural Materials (3 credits)
Elem/Sec Ed 553: Hmong Language (3 credits)
Elem/Sec Ed 716: Issues in PK-12 Education (3 credits)
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education (3 credits)
Elem/Sec 794: Practicum (3 credits)

 

Math Intervention Emphasis (21 credits*):
Elem/Sec Ed 706: Math Intervention: Math Reasoning (2 credits)
Elem/Sec Ed 708: Math Intervention: Number Sense (2 credits)
Elem/Sec Ed 709: Classroom Application Number Sense (2 credits)
Elem/Sec Ed 714: Math Intervention: Geometry (2 credits)
Elem/Sec Ed 717: Math Intervention: Measurement (2 credits)
Elem/Sec Ed 719: Classroom Application Geometry (2 credits)
Elem/Sec Ed 721: Classroom Application Measurement (2 credits)

 

Cooperative UW Oshkosh—District Emphasis (18 credits):
Dependent on district.  Please see graduate coordinator for more information.

 

Secondary Content Specific Emphasis (18 credits):
Dependent on content area.  Please see program coordinator for more information.

 

CERTIFICATE PROGRAMS

 

Math Intervention Certificate (16 credits):
*Certificate can be earned by itself (16 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 706: Math Intervention: Math Reasoning (2 credits)
Elem/Sec Ed 708: Math Intervention: Number Sense (2 credits)
Elem/Sec Ed 709: Classroom Application Number Sense (2 credits)
Elem/Sec Ed 714: Math Intervention: Geometry (2 credits)
Elem/Sec Ed 717: Math Intervention: Measurement (2 credits)
Elem/Sec Ed 719: Classroom Application Geometry (2 credits)
Elem/Sec Ed 721: Classroom Application Measurement (2 credits)
Elem/Sec Ed 735: Writing for Publication OR Elem/Sec Ed 739 Mathematics Curriculum
Ed Found 700: Introduction to Educational Research

 

Teaching English as a Second Language Certificate (12 credits):
*Certificate can be earned by itself (13 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 546: Methods of Teaching English as a Second Language (3 credits)
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 credits)
Elem/Sec Ed 552: ESL and Multicultural Materials, Elementary/Secondary
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education (3 credits)

 

TESOL Certificate (9 credits):
*Certificate can be earned by itself (9 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

English 583: Introduction to Linguistics (3 credits)
Elem/Sec Ed 546: Methods of Teaching (3 credits)
Elem/Sec Ed 797: International Practicum (3 credits)

 

LICENSURE PROGRAMS

 

ESL License:

The ESL license be earned by itself (19 credits) or combined with MSE Teaching and Learning degree requirements. Contact the Graduate Program Coordinator for specifics on completing both the licensure program and degree option.

Eng 583 Introduction to English Linguistics (3 credits)
Elem/Sec Ed 546: Methods of ESL (3 credits)
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 credits)
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education (3 credits)
Elem/Sec Ed 552: ESL and Multicultural Materials (3 credits)
Elem/Sec Ed 716: Issues in PK-12 Education (3 credits)
Elem/Sec 794: Practicum (1-3 credits)

 

Bilingual/Bicultural Education (Spanish, Hmong, Swahili, Arabic or American Sign Language) License:
* The Bilingual/Bicultural Education (Spanish, Hmong, Swahili, Arabic or American Sign Language) License can be earned by itself (21 credits) or combined with MSE Teaching and Learning degree requirements. Contact the Graduate Program Coordinator for specifics on completing both the licensure program and degree option.

* Bilingual-bicultural candidates receive the same licensure grade as their major (early childhood, middle childhood, early adolescence, adolescence).

English 583: Introduction to English Linguistics (3 credits)
Elem/Sec Ed 500 Bilingual Language Fluency Assessment (0 credits)
Elem/Sec Ed 546: Methods of ESL (3 credits)
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 credits)
Elem/Sec Ed 549: Content Area Bilingual Instruction (3 credits)
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education (3 credits)
Elem/Sec Ed 552: ESL and Multicultural Materials (3 credits)
Elem/Sec Ed 716: Issues in PK-12 Education (3 credits)
Elem/Sec 794: Practicum (1-3 credits)

 

COURSE OFFERING(S)

Elementary Education    500 0 (crs.)
Bilingual Language Fluency Assessment
Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.
 
 
Elementary Education    514 3 (crs.)
Organization and Administration of Preschool Programs in Early Childhood Education
This course examines relevant theories and practices relating to the organization and management of quality early childhood education programs for children ages birth-8. It is expected that participants will: Develop an understanding of “quality early childhood education” and the values and attitudes necessary for this disposition; acquire an understanding of the steps involved in planning and implementing quality early childhood programs; acquire the knowledge and information necessary for administering early childhood programs; and develop specific skills and abilities necessary for successful administration of early childhood programs including: personnel management, business practices, health. Prerequisites: Elementary Education 201, Educational Foundations 380, and Admission I. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 318, Elementary Education 322, and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block. 314/514
 
 
Elementary Education    546 3 (crs.)
Methods of Teaching English as a Second Language
This course reviews developments in second language theory and practice, explores ways to teach and integrates the skills of reading, writing, listening and speaking, both within ESL classes and in content area instruction.  We will survey a variety of approaches to ESL methods, discuss ways to focus on culture in language teaching to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities.  The needs of second language learner assessment and classroom management. 346/546
 
 
Elementary Education    548 3 (crs.)
Principles of Bilingual/Bicultural Education
This course explores historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examines theoretical assumptions and recent research findings about learning through first and second languages; and discusses practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548
 
 
Elementary Education    549 3 (crs.)
Content Area Instruction Bilingual Education
This course explores the theories, practices and possibilities for bilingual education across content areas. It examines the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will have the opportunity to prepare for content area teaching in English as well as Hmong or Spanish. 349/549
 
 
Elementary Education    552 3 (crs.)
ESL and Multicultural Materials, Elementary/Secondary
In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552
 
 
Elementary Education    553 3 (crs.)
Hmong Language, Culture & Learning
Nyob zoo.  Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States.  Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices and educational beliefs and practices.  Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs and the need to provide high expectations and supportive educational environments for Hmong children, youth and families.  Cross-listed:  Elementary Education/Secondary Education 553.  353/553
 
 
Elementary Education    577 3 (crs.)
Latino(a) Language, Culture and Learning (GS)
This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and the United States.  Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience.  The role of ethnic pride as a factor in high-level student achievement will also be explored.  Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom.  The class will be conducted in Spanish and all assignments will be completed in Spanish.
 
 
Elementary Education    700 1 – 3 (crs.)
Effective Grading Practices
In this course, students will explore research, resources and process related to effective grading and the establishment of a standards-based grading process. Participants will examine pertinent research related to grading at their grade level and develop a standards-based grading process for the one instructional unit.
 
 
Elementary Education    701 1 – 3 (crs.)
Designing Performance Assessments
In this course, educators will explore the increased demands for higher-order thinking skills and disciplinary practices in the Common Core State Standards, Next Generation Science Standards and other standards frameworks. Educators will develop, implement and analyze performance-based assessments that can be used to evaluate students’ capacity to engage in these skills and practices.
 
 
Elementary Education    702 1 – 3 (crs.)
Teaching Inquiry and Argumentation
In this course, educators will explore research, resources and process related to teaching through inquiry by helping students improve their ability to formulate questions and engage in argumentation. Educators will examine pertinent research related to questioning and argumentation within their discipline or grade level and develop and implement lesson trials in their classroom.
 
 
Elementary Education    705 3 (crs.)
Curriculum Planning and Differentiating for Instruction
This course addresses curriculum planning and differentiating for instruction. Curriculum planning involves many aspects of teaching: The teacher as mediator, the social dimensions of teaching, teaching students with problems, creative teaching, popular culture of children and youth as relates to curriculum, differentiating of instruction, assessment and frameworks for teaching. Coursework involves extensive reading, analytical student written reflections, on-line discussions and a curriculum project to extend and assess student learning. This course is appropriate for educators from many areas of teaching as an individual class or as part of the MSE C&I are encouraged to take this course as early in the program as possible. The course is typically offered annually during the 8-week summer session. Students pursuing the MSE: C&I take this course as early as possible in the program, as it serves to focus the candidate’s MSE studies and research. This course also serves as a foundation for conceptualizing one’s teaching and making theory to practice applications in one’s own classroom.
 
 
Elementary Education    706 0 – 2 (crs.)
Math Intervention: Math Reasoning
Elem/Sec 706 Math Intervention: Math Reasoning is a Year I, Summer Session I, course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of the topic. The goal is that teachers will develop coherent and developmentally appropriate problem-base lessons for at-risk students (contextualized word problems). This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment information instruction. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    707 0 – 2 (crs.)
Math Reasoning Classroom Application
Elem/Sec 707 Math Intervention: Math Reasoning Classroom Application is preceded by Elem/Sec 706 Math Intervention: Math Reasoning, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. The goal of Elem/Sec 707 is for teachers, during the fall semester of the academic year, to develop and teach lessons based on Elem/Sec 706 content. The purpose of this course, is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers will share their study findings during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students develop mathematical reasoning that enables them to solve contextualized problems, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    708 0 – 2 (crs.)
Math Intervention: Number Sense
Elem/Sec 708 Math Intervention: Number sense is a Year I Summer Session II course. This course focuses on developing student understanding of Base 10 in the domains of addition and subtraction, multiplication and division, multi-digit operations, algebra, geometry, and fractions. The course aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. A major attribute that sets CGI apart from other mathematics approaches is that it does not prescribe instruction or provide instructional materials. Rather, it helps teachers learn about the relationship between the structure of mathematics and students’ thinking of that mathematics. The goal of this approach is that teachers will be able to understand how their students learn mathematics concepts and that this knowledge will inform their instruction. Prerequisite: Completion of a BS/BA.
 
 
Elementary Education    709 0 – 2 (crs.)
Math Intervention: Number Sense Classroom Application
Elem/Sec 709 Math Intervention: Number Sense Classroom Application is preceded by Elem/Sec 708 Math Intervention Number Sense, A Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop number sense. The goal of Elem/Sec 709 is for teachers, during the spring semester, to develop and teach lessons based on Elem/Sec 708 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of the spring semester. The course is based on Common Core Mathematics content and teaching practices and aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. The goals of this course are that teachers will assess for numeracy understanding and practice assessment informed instruction based on that understanding. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; this is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    713 1 (crs.)
Early Childhood Education Topics
A seminar course relating to specific topics in early childhood education. The theme of the course will vary annually but will focus on current problems, trends and research in early childhood education. The proposed course must be taken concurrently with the annual UW Oshkosh Conference – Early Childhood Education. (fall)
 
 
Elementary Education    714 0 – 2 (crs.)
Math Intervention: Geometry
Elem/Sec 714 Math Intervention Geometry is a Year II Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry concepts. Teachers will analyze the Common core geometry standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate geometry lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 714, like that of CGI, is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    715 0 – 3 (crs.)
Current Trends in Curriculum and Instruction
A course relating to specific concerns of curriculum and instruction educators. The themes of the course will vary but will focus on current problems, trends and research in curriculum and instruction. The course may be taken repeatedly with different subtopics upon approval of department chair or graduate coordinator.
 
 
Elementary Education    716 3 (crs.)
Issues in PK-12 Education
Examination of current critical issues in education on the local, state, national and international levels, with particular reference to early childhood, elementary, middle and high schools.  May be repeated twice after 10 year intervals.
 
 
Elementary Education    717 0 – 2 (crs.)
Math Intervention Measurement
Elem/Sec 717 Math Intervention Measurement is a Year II Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement concepts. Teachers will analyze the Common Core measurement standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate measurement lessons for the at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec 717, like that of CGI, is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    718 2 – 3 (crs.)
Curriculum in the Elementary and Middle School
This course is designed to enable teachers to make connections between theory and practice by applying an aspect of their study within their coursework in their own classrooms. Students will submit a proposal at the conclusion of the previous course (either Elem Ed 726 or Elem Ed 722 and Elem Ed 730), outlining a specific area they wish to implement in their classrooms and identifying links to standards in the area of implementation. Students will support the implementation process with relevant readings, attendance at conferences or workshops, team-teaching, and/or interviews with experts in the area of implementation. Students will document their work through data collection, journalizing, or video documentary. Ongoing assessment of student and teacher growth throughout the semester will be conducted. Findings and insights will be formally presented at the conclusion of the semester. Prerequisite: Elem Ed 726 Social Studies and Literacy (for students with Literacy and Society Focus) or Elem Ed 722 Science Elem School and Elem Ed 730 CGI Math (for students in the Math/Science Focus).
 
 
Elementary Education    719 0 – 2 (crs.)
Math Intervention: Geometry Classroom Application
Elem/Sec 719 Math Intervention: Geometry Classroom Application is preceded by Elem/Sec 714 Math Intervention Geometry, a Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry. The goal of Elem/Sec 719 is for teachers, during the fall semester, to develop and teach geometry lessons based on Elem/Sec 714 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where you apply the knowledge. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    721 0 – 2 (crs.)
Math Intervention: Measurement Classroom Application
Elem/Sec 721 Math Intervention: Measurement Classroom Application is preceded by Elem/Sec 717 Math Intervention Measurement, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement. The goal of Elem/Sec 721 is for teachers, during the spring semester, to develop and teach geometry lessons based on Elem/Sec 717 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their reflection session at the end of spring semester. The goal of Elem/Sec 721 is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    722 3 (crs.)
Implementation and Assessment of RtI in Science
This course is designed to familiarize teachers with the use of inquiry-based learning, the steps of scientific inquiry, and how inquiry supports scientific literacy; the principles of universal design for learning (UDL) and use of these principles to differentiate inquiry-based learning for all students; science content and inquiry-based pedagogical content knowledge; enhanced communication between regular education and special education teacher teams to collaboratively develop differentiated science inquiry units to meet the needs of all students across the RtI tiers; and the development and implementation of assessment strategies that are complementary to inquiry-based learning, supportive of on-going progress monitoring, and helpful for special education eligibility determination.
 
 
Elementary Education    723 1 – 3 (crs.)
Issues in Connecting the Curriculum
Part one: Frameworks for Connecting Curriculum. Participants will examine the historical and contemporary settings for making curriculum connections, including practical concerns, such as working with colleagues, scheduling and communicating with parents. Assignments will provide practical applications for education. Participants will analyze, apply and adapt frameworks to a curriculum integration project that could be studied through action research. Part Two: Action Research on Connecting Curriculum. Participants directly involved in the school settings formulate significant questions that invite exploration of profession growth. Participants write action research questions, establish qualitative data gathering techniques, organize and interpret data and draw conclusions that will affect their connecting curriculum work directly. Part Three: Assessing Connected Curriculum. Direct, practical assistance will be provided to help teachers maintain academic challenge and important content. Participants will delve into evaluating students and programs developed to “make school more like real life.”  Prerequisites: Admissions will be handled through Curriculum and Instruction. A participant in any part must be willing to attend all Connecting the Curriculum meetings in addition to course participation. (Similar arrangement as Fox Valley Writing Project course Elementary Education/Secondary Education 725 Teaching of Writing.) Most participants will enroll as a team from their district. Most participants will register for three credits. Participants with experience with curriculum frameworks may wish to register for two credits and attend parts 2 and 3. Students with an exploratory interest in CTC and limited time may register for 1 credit and attend Part 1. Students who register for less than 3 credits will agree on an attendance and assignment plan prior to the first class meeting.
 
 
Elementary Education    724 3 (crs.)
Language Arts in Early Childhood, Elementary and Middle School
Emphasizes the newer concepts in the language arts or communications programs, with an examination of the role played in the modern curriculum by the language arts. Attention is focused on the relevance of language for today and on modern practices of the schools in the area of language, literature and composition.
 
 
Elementary Education    725 3 (crs.)
Teaching of Writing (Topics Course)
The study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Literacy/Secondary/Elementary Ed 725. Enrollment in the course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (summer)
 
 
Elementary Education    726 3 (crs.)
Implementation and Assessment of RtI in Social Studies and Literacy
The main purpose of the course is to enhance the teaching and meaningful integration of social studies and literacy to differentiate instruction and meet the needs of diverse students. Teachers will review and evaluate a variety of resources for improving their social studies teaching and investigate research-based learning experiences in literacy. They will develop appropriate continuous progress monitoring strategies for student achievement, to inform instruction, and determine student needs in social studies and literacy. Teachers will analyze assessment data and investigate appropriate Tier II interventions for students who may need referral to Tier III interventions. Teachers will explore different ways to collaborate with administrators, other educators, and families to meet the needs of diverse students.
 
 
Elementary Education    727 1 – 3 (crs.)
Current Issues in Writing Instruction
Current issues related to the study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments and studying aspects of writing K-12.
 
 
Elementary Education    728 3 (crs.)
Math Intervention: Middle School
Math Intervention: Middle School focuses on helping struggling middle level students develop understanding of traditional mathematics concepts. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 728, like that of CGI, is that teachers will understand how their students learn middle level mathematics concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA.
 
 
Elementary Education    729 3 (crs.)
Implementation and Assessment of RtI in Mathematics
This course is designed to guide inservice teachers in developing an understanding of elementary level mathematics through applied problem solving. Emphasis will be placed on the research-based knowledge, concepts, and principles of cognitive constructivist learning theory applied to teaching mathematics and authentic assessment of learning. This course will be co-taught by professors from Curriculum & Instruction and Special Education. Teachers will explore application of the Response to Intervention (RtI) initiative in the mathematics classroom. Differentiation of instruction/universal design, formative and summative assessment, collaboration, and development of Tier I-III interventions for students will be developed, implemented, and evaluated.
 
 
Elementary Education    730 1 – 3 (crs.)
Cognitively Guided Mathematics Instruction
This two-part course focuses on developing understanding of primary level mathematics through applied problem solving. Emphasis is placed on the content and principles of Cognitively Guided Instruction, a highly regarded mathematics reform approach. All participants must enroll in Part I (1 credit). Part I will be scheduled for 30 hours during a one-week summer session. Part II (2 credits) includes 18 hours of implementation/reflection sessions during the school year.
 
 
Elementary Education    734 3 (crs.)
Classroom Assessment and Curriculum and Instruction
This course will provide knowledge about assessment that is integrated with and responsive to the curriculum and about how to use assessment to promote maximum student achievement throughout the curriculum. The course participants will reason through and learn how to determine what assessments are appropriate and most effective to promote student success at individual student, classroom, building and district levels.
 
 
Elementary Education    735 0 – 3 (crs.)
Writing for Scholarly Publication
This course is based on the premise that scholarship is a collective endeavor and that effectively communicating ideas through writing is critical to this endeavor. Building on this premise, the goal of this course is the publication of classroom research conducted by teachers completing the Math Intervention Master’s. Prerequisite: Completion of a BS/BA
 
 
Elementary Education    751 3 (crs.)
Authentic Assessment for ESL/Bilingual Education
A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/751
 
 
Elementary Education    753 3 (crs.)
Teaching for Science Literacy
This course focuses on developing an understanding of what it means to be scientifically literate by exploring the nature of scientific inquiry; the skills needed to become a critical consumer of scientific information; and issues related to supporting the learning of all students. Students will learn best pedagogical practices for teaching science literacy and how to locate instructional resources and activities to support all learners.
 
 
Elementary Education    777 3 (crs.)
Latino(a) Language, Culture, and Learning
Bicultural Education: Latino(a) Language, Culture and Learning is a course designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and in the United States. Areas of exploration will include elements of surface and deep level culture. Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience will be additional areas of study. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish for students earning bilingual licensure.
 
 
Elementary Education    781 3 (crs.)
Simultaneous Biliteracy Instruction
In this course inservice teachers will explore aspects of simultaneous literacy instruction in two languages for students’ bilingual/dual language classrooms. They will plan and implement literacy activities for students with diverse academic and literacy backgrounds that reflect principles of dynamic bilingualism and highlight differentiated teaching, learning, and assessment to maximize literacy development in two languages. Prerequisites: Elem/Sec Ed 548, Elem/Sec Ed 552, and English 583.
 
 
Elementary Education    790 1 – 3 (crs.)
Improving Classroom Practice I
Participants will develop and carry out individual or collaborative research projects in their schools that focus on the understanding and improvement of their practice or the situations in which they work. Class readings will include information about the history of Action Research, methodology of Action Research, examples of research studies conducted by teachers and other school practitioners, and readings focusing on the major areas addressed by the research projects. This course is the first of a two course capstone process. Prerequisites: Ed Foundations 770 or 707 or consent of instructor.
 
 
Elementary Education    791 1 – 4 (crs.)
Improving Classroom Practice II
Class participants will study readings about action research and analyze reports of completed action research projects. Participants will develop and carry out individual or collaborative projects in their schools, which focus on the improvement of their practice, their understanding of their practice or the situations in which they work. Class readings will include information about action research; examples of research studies conducted by teachers and other school practitioners; and readings focusing on the major areas addressed by the research projects. In this course, students will complete the research project that they began during Improving Classroom Practice I. Prerequisites: Students must have successfully completed Elem Ed/Sec Ed 790 prior.
 
 
Elementary Education    792 1 – 4 (crs.)
Seminar in Curriculum and Instruction
An integrating experience where the student synthesizes the “core” and other courses of the program into a product related to the student’s target career choice.
 
 
Elementary Education    794 1 – 4 (crs.)
Practicum
Supervised experiences in an educational setting structured to meet the needs of the graduate student. Consent of department chair required.
 
 
Elementary Education    795 1 – 6 (crs.)
Curriculum and Instruction Thesis
Registration with maximum accumulation of 6 cr. registration for thesis credit is open only to students who have filed an approved Thesis Topic and Adviser Form in the Graduate Office. Pass/fail course.
 
 
Elementary Education    796 1 – 3 (crs.)
Independent Study
The amount of credit allowed for independent study may not exceed one registration except with the approval of the student’s adviser and the department chair. Approval must be secured before Independent Study is begun. Students registering for Independent Study must submit prior to registration a description of the subject to be covered and the work to be done. This description must be signed by the student, the graduate faculty member supervising the study, the graduate adviser, the department chair and the associate dean. Independent study may not be used for collecting information for the thesis.
 
 
Elementary Education    797 3 (crs.)
International Practicum
This course is designed to give the TESOL certificate candidate an opportunity to cnnect relevant theories of English as a Foreign Language instruction to the practice of relationship building, planning, instruction and assessment in varied learning environments abroad. Prerequisite: Education 546 and English 583.
 
 
Secondary Education    500 0 (crs.)
Bilingual Language Fluency Assessment
Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.
 
 
Secondary Education    501 1 – 5 (crs.)
Waves and Fields for Teachers
The main purpose of this course is to sharpen your teaching skills in the area of waves and fields. The philosophy of the course is simple: for teachers to adopt and successfully use best teaching practices, they must experience the effectiveness of those methods firsthand. Therefore, in this course, teachers will be exposed to a wide-range of research-based teaching techniques. These include: the use of computer-based probes and detectors, modeling discourse, Socratic questioning, interactive lecture demonstrations and the bridging analogies. Prerequisite: Permission from the instructor.
 
 
Secondary Education    505 1 – 5 (crs.)
Optics for Teachers
The main purpose of this course is to sharpen your teaching skills in the areas of geometric and physical optics. The philosophy of the course is simple: for teachers to adopt and successfully use best teaching practices, they must experience the effectiveness of those methods firsthand. Therefore, in this course, teachers will be exposed to a wide-range of research-based teaching techniques. Cross-listed: Secondary Ed 505/Physical Science 505. Students may receive credit for only one of the two cross-listed courses. Prerequisite: Permission from the instructor.
 
 
Secondary Education    510 1 – 5 (crs.)
Classical Mechanics for Teachers
The main purpose of this course is to sharpen your teaching skills in the area of classical mechanics. The philosophy of the course is simple: for teachers to adopt and successfully use best teaching practices, they must experience the effectiveness of those methods firsthand. Therefore, in this course, teachers will be exposed to a wide-range of research-based teaching techniques. Cross-listed: Secondary Ed 510/Physical Science 510. Students may receive credit for only one of the two cross-listed courses. Prerequisite: Permission from the instructor.
 
 
Secondary Education    520 2 – 3 (crs.)
Scientific Modeling and Computation for Teachers in Physics
Scientific Modeling and Computation for Teachers is an online physics teacher professional development course that focuses on the scientific modeling process. The course asks: What is a scientific model? How are scientific models used in science? How can model-centered science instruction improve student understanding of the content and nature of science? Scientific Modeling and Computation for Teachers provides an introduction to the Modeling Method of Instruction, spreadsheet physics, and VPython programing. Prerequisite: Certification to teach secondary school science (grades 10-12) or enrollment in an approved alternative license program; General Physics 171-172 or equivalent; or permission of instructor
 
 
Secondary Education    521 2 – 3 (crs.)
Modern Physics for Teachers in Physics
Modern Physics for Teachers is an online course for licensed or certified science teachers that surveys the special theory of relativity and non-relativistic quantum mechanics. Key topics include: Lorentz transformation and compressed-axes representation, relativistic energy and momentum, free and bound particles, scattering, and the hydrogen atom. Teachers examine research-based methods to teach modern physics and learn to address common student learning difficulties. Prerequisites: Licensure or certification to teach secondary school science (grades 10-12) or enrollment in an approved alternative license program and General Physics 171-172 or equivalent; or permission of the instructor.
 
 
Secondary Education    522 2 – 3 (crs.)
Waves and Applications for Teachers in Physics
Waves and Applications for Teachers is an online course for licensed or certified science teachers that surveys wave phenomena and related student learning difficulties. Key topics include: rotational kinematics, spring oscillations, pendulums, wave propagation and interference, resonance, acoustics, and frequency analysis. Additionally, the course examines the physics education research literature connected with this topic, including common student preconceptions, classroom technology, and assessment instruments. Prerequisites: Licensure or certification to teach secondary school science (grades 10-12) or enrollment in an approved alternative license program and General Physics 171-172 or equivalent; or permission of the instructor.
 
 
Secondary Education    523 2 – 3 (crs.)
Energy and Matter for Teachers in Physics
Energy and Matter for Teachers is an online course for licensed or certified science teachers that surveys energy and momentum concepts in the context of classical and modern physics. Key content topics include energy conservation, momentum conservation, mass-energy relations, scattering, and energy transitions. Additionally, the course examines the physics education research literature connected with learning these topics, including student learning difficulties, classroom technology, and assessment techniques and instruments. Prerequisites: Licensure or certification to teach secondary school science (grades 10-12) or enrollment in an approved alternative license program and General Physics 171-172 or equivalent; or permission of the instructor.
 
 
Secondary Education    524 2 – 3 (crs.)
Electrostatics and Magnetism for Teachers in Physics
Electrostatics and Magnetism for Teachers in an online course for licensed or certified science teachers that surveys electrostatics, magnetism, and related student learning difficulties. Key topics include: Coulomb’s law, electric fields, electric potential energy, DC circuits; Ampere’s law of magnetism; Lorentz force; and Faraday’s Law of induction. Additionally, the course examines the physics education research literature connected with this topic, including common student preconceptions, classroom technology, and assessment instruments. Prerequisites: Licensure or certification to teach secondary school science (grades 10-12) or enrollment in an approved alternative license program and General Physics 171-172 or equivalent; or permission of the instructor.
 
 
Secondary Education    546 3 (crs.)
Methods of Teaching English as a Second Language
This course reviews developments in second language theory and practice, explores ways to teach and integrates the skills of reading, writing, listening and speaking, both within ESL classes and in content area instruction.  We will survey a variety of approaches to ESL methods, discuss ways to focus on culture in language teaching to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities.  The needs of second language learner assessment and classroom management. 346/546
 
 
Secondary Education    548 3 (crs.)
Principles of Bilingual/Bicultural Education
This course explores historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examines theoretical assumptions and recent research findings about learning through first and second languages; and discusses practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548
 
 
Secondary Education    549 3 (crs.)
Content Area Instruction Bilingual Education
This course explores the theories, practices and possibilities for bilingual education across content areas. It examines the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will have the opportunity to prepare for content area teaching in English as well as Hmong or Spanish. 349/549
 
 
Secondary Education    552 3 (crs.)
ESL and Multicultural Materials, Elementary/Secondary
In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552
 
 
Secondary Education    553 3 (crs.)
Hmong Language, Culture & Learning
Nyob zoo.  Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States.  Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices and educational beliefs and practices.  Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs and the need to provide high expectations and supportive educational environments for Hmong children, youth and families.  Cross-listed:  Elementary Education/Secondary Education 553.  353/553
 
 
Secondary Education    575 3 (crs.)
Causes of Students Placed At-risk
This course prepares teachers to identify and understand the contexts and causes which contribute to placing students ¿at risk¿ in our educational systems. Grounded in critical theory that examines and critiques the complex relations and how social capital and cultural wealth can influence how students are placed ¿at-risk¿ in our
systems, and uses methodologies to foster a recognition of how values, bias¿,  communication and conflict resolution have shaped the educational foundations in the United States. We will focus on theoretical and practical analyses and the complexities in the systems that have historically conceptualized ¿at risk¿ students in terms epistemological language; foci placed on student failures and vulnerabilities. An examination of alternative school environments that support all learners and how these educational structures might benefit students in our
systems.
 
 
Secondary Education    577 3 (crs.)
Latino(a) Language, Culture and Learning (GS)
This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and the United States.  Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience.  The role of ethnic pride as a factor in high-level student achievement will also be explored.  Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom.  The class will be conducted in Spanish and all assignments will be completed in Spanish.
 
 
Secondary Education    700 1 – 3 (crs.)
Effective Grading Practices
In this course, students will explore research, resources and process related to effective grading and the establishment of a standards-based grading process. Participants will examine pertinent research related to grading at their grade level and develop a standards-based grading process for the one instructional unit.
 
 
Secondary Education    701 1 – 3 (crs.)
Designing Performance Assessments
In this course, educators will explore the increased demands for higher-order thinking skills and disciplinary practices in the Common Core State Standards, Next Generation Science Standards and other standards frameworks. Educators will develop, implement and analyze performance-based assessments that can be used to evaluate students’ capacity to engage in these skills and practices.
 
 
Secondary Education    702 1 – 3 (crs.)
Teaching Inquiry and Argumentation
In this course, educators will explore research, resources and process related to teaching through inquiry by helping students improve their ability to formulate questions and engage in argumentation. Educators will examine pertinent research related to questioning and argumentation within their discipline or grade level and develop and implement lesson trials in their classroom.
 
 
Secondary Education    705 3 (crs.)
Curriculum Planning and Differentiating for Instruction
This course addresses curriculum planning and differentiating for instruction. Curriculum planning involves many aspects of teaching: The teacher as mediator, the social dimensions of teaching, teaching students with problems, creative teaching, popular culture of children and youth as relates to curriculum, differentiating of instruction, assessment and frameworks for teaching. Coursework involves extensive reading, analytical student written reflections, on-line discussions and a curriculum project to extend and assess student learning. This course is appropriate for educators from many areas of teaching as an individual class or as part of the MSE C&I are encouraged to take this course as early in the program as possible. The course is typically offered annually during the 8-week summer session. Students pursuing the MSE: C&I take this course as early as possible in the program, as it serves to focus the candidate’s MSE studies and research. This course also serves as a foundation for conceptualizing one’s teaching and making theory to practice applications in one’s own classroom.
 
 
Secondary Education    706 0 – 2 (crs.)
Math Intervention: Math Reasoning
Elem/Sec 706 Math Intervention: Math Reasoning is a Year I, Summer Session I, course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of the topic. The goal is that teachers will develop coherent and developmentally appropriate problem-base lessons for at-risk students (contextualized word problems). This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment information instruction. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    707 0 – 2 (crs.)
Math Reasoning Classroom Application
Elem/Sec 707 Math Intervention: Math Reasoning Classroom Application is preceded by Elem/Sec 706 Math Intervention: Math Reasoning, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. The goal of Elem/Sec 707 is for teachers, during the fall semester of the academic year, to develop and teach lessons based on Elem/Sec 706 content. The purpose of this course, is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers will share their study findings during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students develop mathematical reasoning that enables them to solve contextualized problems, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    708 0 – 2 (crs.)
Math Intervention: Number Sense
Elem/Sec 708 Math Intervention: Number sense is a Year I Summer Session II course. This course focuses on developing student understanding of Base 10 in the domains of addition and subtraction, multiplication and division, multi-digit operations, algebra, geometry, and fractions. The course aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. A major attribute that sets CGI apart from other mathematics approaches is that it does not prescribe instruction or provide instructional materials. Rather, it helps teachers learn about the relationship between the structure of mathematics and students’ thinking of that mathematics. The goal of this approach is that teachers will be able to understand how their students learn mathematics concepts and that this knowledge will inform their instruction. Prerequisite: Completion of a BS/BA.
 
 
Secondary Education    709 0 – 2 (crs.)
Math Intervention: Number Sense Classroom Application
Elem/Sec 709 Math Intervention: Number Sense Classroom Application is preceded by Elem/Sec 708 Math Intervention Number Sense, A Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop number sense. The goal of Elem/Sec 709 is for teachers, during the spring semester, to develop and teach lessons based on Elem/Sec 708 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of the spring semester. The course is based on Common Core Mathematics content and teaching practices and aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. The goals of this course are that teachers will assess for numeracy understanding and practice assessment informed instruction based on that understanding. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; this is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    714 0 – 2 (crs.)
Math Intervention: Geometry
Elem/Sec 714 Math Intervention Geometry is a Year II Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry concepts. Teachers will analyze the Common core geometry standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate geometry lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 714, like that of CGI, is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    715 0 – 3 (crs.)
Current Trends in Curriculum and Instruction
A course relating to specific concerns of curriculum and instruction educators. The themes of the course will vary but will focus on current problems, trends and research in curriculum and instruction. The course may be taken repeatedly with different subtopics upon approval of department chair or graduate coordinator.
 
 
Secondary Education    716 3 (crs.)
Issues in PK-12 Education
Examination of current critical issues in education on the local, state, national and international levels, with particular reference to early childhood, elementary, middle and high schools.  May be repeated twice after 10 year intervals.
 
 
Secondary Education    717 0 – 2 (crs.)
Math Intervention Measurement
Elem/Sec 717 Math Intervention Measurement is a Year II Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement concepts. Teachers will analyze the Common Core measurement standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate measurement lessons for the at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec 717, like that of CGI, is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    719 0 – 2 (crs.)
Math Intervention: Geometry Classroom Application
Elem/Sec 719 Math Intervention: Geometry Classroom Application is preceded by Elem/Sec 714 Math Intervention Geometry, a Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry. The goal of Elem/Sec 719 is for teachers, during the fall semester, to develop and teach geometry lessons based on Elem/Sec 714 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where you apply the knowledge. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    721 0 – 2 (crs.)
Math Intervention: Measurement Classroom Application
Elem/Sec 721 Math Intervention: Measurement Classroom Application is preceded by Elem/Sec 717 Math Intervention Measurement, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement. The goal of Elem/Sec 721 is for teachers, during the spring semester, to develop and teach geometry lessons based on Elem/Sec 717 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their reflection session at the end of spring semester. The goal of Elem/Sec 721 is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    723 1 – 3 (crs.)
Issues in Connecting the Curriculum
Part one: Frameworks for Connecting Curriculum. Participants will examine the historical and contemporary settings for making curriculum connections, including practical concerns, such as working with colleagues, scheduling and communicating with parents. Assignments will provide practical applications for education. Participants will analyze, apply and adapt frameworks to a curriculum integration project that could be studied through action research. Part Two: Action Research on Connecting Curriculum. Participants directly involved in the school settings formulate significant questions that invite exploration of profession growth. Participants write action research questions, establish qualitative data gathering techniques, organize and interpret data and draw conclusions that will affect their connecting curriculum work directly. Part Three: Assessing Connected Curriculum. Direct, practical assistance will be provided to help teachers maintain academic challenge and important content. Participants will delve into evaluating students and programs developed to “make school more like real life.”  Prerequisites: Admissions will be handled through Curriculum and Instruction. A participant in any part must be willing to attend all Connecting the Curriculum meetings in addition to course participation. (Similar arrangement as Fox Valley Writing Project course Elementary Education/Secondary Education 725 Teaching of Writing.) Most participants will enroll as a team from their district. Most participants will register for three credits. Participants with experience with curriculum frameworks may wish to register for two credits and attend parts 2 and 3. Students with an exploratory interest in CTC and limited time may register for 1 credit and attend Part 1. Students who register for less than 3 credits will agree on an attendance and assignment plan prior to the first class meeting.
 
 
Secondary Education    725 3 (crs.)
Teaching of Writing (Topics Course)
The study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Literacy/Secondary/Elementary Ed 725. Enrollment in the course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (summer)
 
 
Secondary Education    727 1 – 3 (crs.)
Current Issues in Writing Instruction
Current issues related to the study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments and studying aspects of writing K-12.
 
 
Secondary Education    728 3 (crs.)
Math Intervention: Middle School
Math Intervention: Middle School focuses on helping struggling middle level students develop understanding of traditional mathematics concepts. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 728, like that of CGI, is that teachers will understand how their students learn middle level mathematics concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA.
 
 
Secondary Education    730 1 – 3 (crs.)
Cognitively Guided Mathematics Instruction
This two-part course focuses on developing understanding of primary level mathematics through applied problem solving. Emphasis is placed on the content and principles of Cognitively Guided Instruction, a highly regarded mathematics reform approach. All participants must enroll in Part I (1 credit). Part I will be scheduled for 30 hours during a one-week summer session. Part II (2 credits) includes 18 hours of implementation/reflection sessions during the school year.
 
 
Secondary Education    734 3 (crs.)
Classroom Assessment and Curriculum and Instruction
This course will provide knowledge about assessment that is integrated with and responsive to the curriculum and about how to use assessment to promote maximum student achievement throughout the curriculum. The course participants will reason through and learn how to determine what assessments are appropriate and most effective to promote student success at individual student, classroom, building and district levels.
 
 
Secondary Education    735 0 – 3 (crs.)
Writing for Scholarly Publication
This course is based on the premise that scholarship is a collective endeavor and that effectively communicating ideas through writing is critical to this endeavor. Building on this premise, the goal of this course is the publication of classroom research conducted by teachers completing the Math Intervention Master’s. Prerequisite: Completion of a BS/BA
 
 
Secondary Education    736 3 (crs.)
Science Curriculum
A critical review of recent curricular programs in biology, chemistry, physics, earth science, environmental education, and selected elementary science programs. An analysis of the fundamental psychological and philosophical principles underlying the recent changes in science curricula. The role of a science curriculum coordinator in constructing and implementing a K-12 science program. A study of recent research in science teaching stressing the implications of this information for changing teacher behavior.
 
 
Secondary Education    739 0 – 3 (crs.)
Mathematics Curriculum
A study of current trends, problems, and research in mathematical learning theory, methods of teaching mathematics, and development of mathematics curriculum materials for grades K-12. Prerequisite: Completion of minimum requirements for the mathematics minor or elementary area of specialization in mathematics as outlined in the undergraduate catalog or consent of instructor.
 
 
Secondary Education    744 3 (crs.)
Meteorology for Teachers
This course strengthens pedagogical skills related to teaching fundamental science topics in Meteorology for teachers in grades 6-12. Topics in this course cover fundamental scientific ideas about how the atmosphere works and how learners in grade 6-12 build an understanding of Meteorology. Students will learn best pedagogical practices for teaching Meteorology and how to locate instructional resources and activities that help grade 6-12 learners understand Meteorology.
 
 
Secondary Education    746 3 (crs.)
Earth Science For Teachers
This course strengthens pedagogical skills related to teaching Earth Science in grades 6-12. Topics in this course cover fundamental scientific ideas about how the Earth works and how learners in grade 6-12 build an understanding of the Earth as a system. Students will learn best pedagogical practices for teaching Earth Science and how to locate instructional resources and activities that help grade 6-12 learners understand Earth Science.
 
 
Secondary Education    747 3 (crs.)
Teaching For Conceptual Change in Science Learning
The focus of the course is on conceptual change learning models and their implications for the teaching of science. The foundation of the course is research on student learning of specific subject matter in the sciences. This research, growing out of a number of different traditions, has become the basis for promising new approaches to science instruction. This course considers past and current research in student conceptions, varying interpretations of this research, the idea of conceptual change and related instructional studies.
 
 
Secondary Education    748 3 (crs.)
Teaching Physical Science Through Space
This course strengthens pedagogical skills related to teaching fundamental science topics in Physical Science for teachers in grades 6-12. Topics in this course cover fundamental scientific ideas about how the physical world works and how learners in grade 6-12 build an understanding of ideas in Physical Science. Students will learn best in pedagogical practices for teaching Physical Science and how to locate instructional resources and activities that help grade 6-12 learners understand Physical Science topics.
 
 
Secondary Education    749 3 (crs.)
Astronomy for Teachers
This course strengthens pedagogical skills related to teaching fundamental topics in Astronomy for teachers in grades 6-12. Topics in this course cover scientific ideas about how the Universe works and how learners in grade 6-12 build a fundamental understanding of Astronomy. Students will learn best pedagogical practices for teaching Astronomy and how to locate instructional resources and activities that help grade 6-12 learners understand Astronomy.
 
 
Secondary Education    751 3 (crs.)
Authentic Assessment for ESL/Bilingual Education
A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/751
 
 
Secondary Education    752 3 (crs.)
Exploring the Solar System
This course strengthens pedagogical skills related to teaching fundamental topics about our Solar System for teachers in grades 6-12. Topics in this course cover fundamental ideas about how the Solar System works and how learners in grade 6-12 build an understanding of our Solar System. Students will learn best pedagogical practices for teaching topics related to the Solar System and how to locate instructional resources and activities that help grade 6-12 learners understand the Solar System.
 
 
Secondary Education    753 3 (crs.)
Teaching for Science Literacy
This course focuses on developing an understanding of what it means to be scientifically literate by exploring the nature of scientific inquiry; the skills needed to become a critical consumer of scientific information; and issues related to supporting the learning of all students. Students will learn best pedagogical practices for teaching science literacy and how to locate instructional resources and activities to support all learners.
 
 
Secondary Education    777 3 (crs.)
Latino(a) Language, Culture, and Learning
Bicultural Education: Latino(a) Language, Culture and Learning is a course designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and in the United States. Areas of exploration will include elements of surface and deep level culture. Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience will be additional areas of study. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish for students earning bilingual licensure.
 
 
Secondary Education    781 3 (crs.)
Simultaneous Biliteracy Instruction
In this course inservice teachers will explore aspects of simultaneous literacy instruction in two languages for students’ bilingual/dual language classrooms. They will plan and implement literacy activities for students with diverse academic and literacy backgrounds that reflect principles of dynamic bilingualism and highlight differentiated teaching, learning, and assessment to maximize literacy development in two languages. Prerequisites: Elem/Sec Ed 548, Elem/Sec Ed 552, and English 583.
 
 
Secondary Education    790 1 – 3 (crs.)
Improving Classroom Practice I
Participants will develop and carry out individual or collaborative research projects in their schools that focus on the understanding and improvement of their practice or the situations in which they work. Class readings will include information about the history of Action Research, methodology of Action Research, examples of research studies conducted by teachers and other school practitioners, and readings focusing on the major areas addressed by the research projects. This course is the first of a two course capstone process. Prerequisites: Ed Foundations 770 or 707 or consent of instructor.
 
 
Secondary Education    791 1 – 4 (crs.)
Improving Classroom Practice II
Class participants will study readings about action research and analyze reports of completed action research projects. Participants will develop and carry out individual or collaborative projects in their schools, which focus on the improvement of their practice, their understanding of their practice or the situations in which they work. Class readings will include information about action research; examples of research studies conducted by teachers and other school practitioners; and readings focusing on the major areas addressed by the research projects. In this course, students will complete the research project that they began during Improving Classroom Practice I. Prerequisites: Students must have successfully completed Elem Ed/Sec Ed 790 prior.
 
 
Secondary Education    792 1 – 4 (crs.)
Seminar in Curriculum and Instruction
An integrating experience where the student synthesizes the “core” and other courses of the program into a product related to the student’s target career choice.
 
 
Secondary Education    794 1 – 4 (crs.)
Practicum
Supervised experiences in an educational setting structured to meet the needs of the graduate student. Consent of department chair required.
 
 
Secondary Education    796 1 – 3 (crs.)
Independent Study
Approval must be secured before Independent Study is begun. An individual will conduct independent research in an area of his/her choosing to meet specific instructional needs not provided by current course offerings. Students registering for independent study must submit at, or before, registration a description of the subject to be covered and the work to be done. The description must be signed by the student, the graduate faculty member supervising the study, the graduate advisor, the coordinator, and the Associate Dean. Independent study may not be used for collecting information for the thesis.
 
 
Secondary Education    797 3 (crs.)
International Practicum
This course is designed to give the TESOL certificate candidate an opportunity to cnnect relevant theories of English as a Foreign Language instruction to the practice of relationship building, planning, instruction and assessment in varied learning environments abroad. Prerequisite: Education 546 and English 583.