Hoos’ List

Students examine key topics in PreK-12 education, including its historical, philosophical, and social foundations; legal, ethical, and professional aspects of teaching; and issues relating to curriculum, student diversity and sociopolitical dimensions of education. This course includes a required in-person practicum working with youth in local community and school contexts.

This course will explore key factors influencing early childhood development, highlighting contextual contributors (such as the role of family, community, culture, childcare/school, and policy) that shape early experiences. This will help you recognize the life-long consequences of contextual influences on young children's development and that multiple leverage points exist for creating a culturally responsive and nurturing environment for all.

Portrayals of teachers are prevalent in popular media and loom large in our imaginations. As an exploration of teachers and teaching in popular media, this course will be equal parts delightful romp through nostalgic favorites AND deep, critical analysis of various media. We will consider the impact these portrayals have had - for better and for worse - on the profession itself.

Although disability is a natural part of the human experience, it is colored by a history of fear, segregation, removal and even extermination. Media has always reflected and guided society, including representations of disability. This course explores the changing disability experience (from "stereotype" to "normalization") as depicted in film, literature, and other media.

The purpose of this course is to explore inclusion within schools and communities. Students will examine what it means to be disabled in America in three waves: being, becoming, and doing. In being, students will explore what it means to have a disability. In the becoming section, students will dive into exploration of what could be. In doing, students will work with an individual or group and explore what inclusion means for them.

This course provides educators, counselors, and others the knowledge and skills to integrate breathwork and mindful movement into their work with children and youth. We will learn through cultivation of personal practice, micro-teaching, reflection, and examination of the research.

Designing Digital Art, Music, and Games provides an introduction to design and creativity through use of computers to create art and music. The course also serves as an introduction to computational thinking - the art of developing a solution in a form that can be implemented by a computer.

An intensive introduction to basic concepts of Applied Behavior Analysis. Provides an overview of the field's history, current trends, and future directions. Specific content covered includes (1) basic behavioral principles, (2) evidence-based instructional practices, (3) ethical issues associated, (4) operational definitions and measurement of behavior, (5) strategies to increase behavior, and (6) strategies to decrease behavior.

Students will explore the discipline of geography, focusing on the relationship between people and places on earth (cultural and physical). Students will acquire an accurate spatial perspective of the world and apply that perspective to classroom and real-world situations. Students will understand the intricate connections between geography and other Social Studies disciplines with a broad focus on globalization and development.

Students will identify, explore, and discuss education's defining issues and the complex context of the American education system. They will examine the foundations of American education to provide context for current issues including federal, state, and local policy contexts and the legal status of teachers and students. This course addresses the professional studies requirements for Foundations of Education and the Teaching Profession.

This initial lab experience is a co-requisite class with EDIS 2010. Experiences are provided for students to observe children in either a community or school context and to develop an understanding of essential evidence-based practices for effective teaching. Corequisite: EDIS 2010.

This course will support students' transition through university life through the infusion of academic and personal development. Through exploration of concepts including personal asset reflection, opportunity and career development, collaboration with others, social-emotional learning, and strategies for academic coursework, you will be empowered to identify and practice the college- and career-readiness skills essential for long-term success.

Ever wonder why concepts are taught over and over and are still difficult to explain? This course explores misconceptions commonly learned in K-12 math, science, humanities, and social sciences. We investigate these ideas through the lens of students own experiences and what is known about how people learn. This course builds understanding of best practices in teaching and assessment through reading, discussion, reflection, and presentation.

Provides students an understanding of the basic principles of human behavior and the application of those principles to teaching, positive behavior support, and the design of effective classrooms communities. Prepares teachers to work in multicultural general and special education settings with children of all ages from various background. Responsive approaches will value diversity, address issues of equity, and teach skills to support inclusion.

Mindfulness-based interventions promote physical and mental health and support cognitive and emotional developmental processes in individuals across the lifespan. Mindful awareness practices can support our ability to be fully present to the needs of others. This course introduces a variety of these practices and the research on their effects as a means to promoting well-being and building supportive relationships in professional settings.

Through this course, students will gain an in-depth understanding of self-regulation during early childhood and how this promotes children's success in school. We will focus on how adults serving in a teaching role support children's self-regulation development. Students will learn how to establish learning environments and implement practices that promote children's display of self-regulation in the areas of emotion, behavior, and cognition.

This course will examine science programs for children, comparing program designs, activities, evaluation methods, and impact on youth. Students will engage in science program activities in a learning-by-doing approach. The course will examine science programs in museums, competitions, festivals, and after school programs, among others. This course aims to provide students with a variety of different forms of out-of-school time science programs.

Introduction to curriculum, instruction, and assessment. Analyzing and modifying curricula to develop high-quality learning experiences. Strategies for creating effective assessments and theoretical underpinnings of assessment decisions. Ways of observing classrooms in light of theoretical principles and practical strategies. Strategies to ensure curricular, instructional, and assessment decisions are responsive to the needs of diverse students.

Students will study instructional design, planning and delivery, assessments, and professional behavior. This course covers planning standards-based lessons, shifting to a professional perspective of learning, and the ways to gather, analyze, and use data to measure academic progress, guide instructional content and delivery, and provide timely feedback. This course addresses the professional studies requirements for Curriculum and Instruction.

The purpose of this course is to introduce the range of educational contributions by Black people in U.S. PreK-12 contexts. Through an engagement with a variety of Black scholars, students will excavate the historical and contemporary teaching methods, theories, and pedagogical practices that Black people have employed to successfully educate themselves and cultivate learning opportunities in their communities.

An introduction to the study of exceptional children & adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted, autism, traumatic brain injury, ADD, and ADHD. Information on medical conditions which influence learning and development. Credit is not given for both EDIS 3020 and 5000. Master of Teaching students must take EDIS 5000

This course will explore key factors influencing early childhood development, highlighting contextual contributors (such as the role of family, community, culture, childcare/school, and policy) that shape early experiences. This will help you recognize the life-long consequences of contextual influences on young children's development and that multiple leverage points exist for creating a culturally responsive and nurturing environment for all.

This course is designed to increase students' knowledge of and ability to implement foundational and targeted instructional strategies aimed at promoting children's early mathematics skills in domains including numeracy, operations, geometry, patterning, and measurement. We will explore how to observe students' mathematics skills and how to collect meaningful information on children's mathematical thinking and use that to inform instruction.

This course will explore design as a creative problem-solving approach to making. Participants will be introduced to design tools and key maker education concepts through hands-on design studio projects, each highlighting a learner-centered approach to instruction. This course is also relevant for those seeking to learn creative applications of digital design and fabrication technologies.

This course provides students with a deep understanding of the nature, causes and consequences of poverty during the early childhood years in the United States. Students will explore mitigating factors that promote healthy child development, including the promotive role family support and practices play. Students will also examine the history of programs serving young children and critically analyze their impact.

Provides an introduction to theoretical foundations of how children learn to read and write as well the difficulties some children encounter as they progress in their literacy development. The course addresses basic components of effective literacy programs and instruction (e.g., concepts of print, fluency, phonological awareness, phonics, spelling, writing, comprehension, vocabulary) with attention to needs of diverse learners.

What makes games so much fun? How can games be educational? The goal of this course is to understand how games can motivate, engage, and teach. In this course students will survey current approaches by playing a variety of games and develop understanding of game-based learning, motivation, and design thinking perspectives. Students will apply this understanding by designing a new educational game in a collaborative class project.

This one-credit course is for practicing educators and undergraduates wanting to learn about English Learners (Els) in today's classrooms. This course is an introductory-level consideration of the instructional opportunities and challenges presented by ELs. Participants explore their own language-learning as they consider what it means to learn a language. The course has four weeks of content; dates can include an orientation week and work time.

Field-based practicum for preservice teachers seeking initial licensure. Students develop skills in fostering positive professional relationships with students, colleagues, and peers; designing and implementing individual, small group, and whole class instruction; and observing and reflecting on practice. This course meets the guidelines for state-approved teacher education programs in Virginia.

Field-based practicum for preservice teachers seeking initial licensure. Students develop skills in fostering positive professional relationships with students, colleagues, and peers; designing and implementing individual, small group, and whole class instruction; and observing and reflecting on practice. This course meets the guidelines for state-approved teacher education programs in Virginia.

Field-based practicum for preservice teachers seeking initial licensure. Students develop skills in fostering positive professional relationships with students, colleagues, and peers; designing and implementing individual, small group, and whole class instruction; and observing and reflecting on practice. This course meets the guidelines for state-approved teacher education programs in Virginia.

Field-based practice experiences tutoring children. This course meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.

Field-based practicum for preservice teachers seeking initial licensure. Students develop skills in fostering positive professional relationships with students, colleagues, and peers; designing and implementing individual, small group, and whole class instruction; and observing and reflecting on practice. This course meets the guidelines for state-approved teacher education programs in Virginia.

Students will continue to develop and refine their personal mindfulness practice, build upon their understanding of applications of mindfulness for cultivating their well-being and resilience, and for helping others. They will learn the pedagogy and teaching methods associated with mindfulness-based interventions that have been scientifically proven to promote physical and mental health and build skill in teaching and leading such practices.

This course prepares individuals to administer, score, and interpret standard instruments; to use information procedures in the administration of assessments; and to interpret the combined results of psychological, sociological, medical, and educational assessments. Implications for use for assessment data will be discussed.

Teaches special education teachers the Virginia Mathematics Standards of Learning (SOL) K-12 content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry: Probability and Statistics; and Patterns, Functions, and Algebra. This course also focuses on the mathematical adaptations through Problem Solving, Reasoning and Proof, Mathematical Communication, Mathematical Connections, and Representation.

Teaching requires understanding of appropriate technologies and strategies for particular instructional problems. In this course, students evaluate technologies as part of designing instruction to make learning accessible, meaningful, and relevant for classrooms. Students will understand and apply practices to integrate technological, pedagogical, and content knowledge to create technology based solutions for instruction.

This course explores the meaning and concepts associated with the field of emotional and behavioral disabilities, including the psychological and behavioral characteristics of individuals with emotional and behavioral disabilities. Topics include specific causes, assessment, and treatment of emotional and behavioral disabilities. Educational, psychological, historical, and medical implications are addressed.

This course explores the meaning and concepts associated with the field of learning disabilities, including the psychological and behavioral characteristics of individuals with learning disabilities. Topics include specific causes, assessment, and treatment of learning disabilities and related disabilities. Educational, psychological, historical, and medical implications are addressed.

This course explores the meaning and concepts associated with the field of learning disabilities, including the psychological and behavioral characteristics of individuals with learning disabilities. Topics include specific causes, assessment, and treatment of learning disabilities and related disabilities. Educational, psychological, historical, and medical implications are addressed.

Presents cognitive and behavioral instructional approaches for teaching students with disabilities in a variety of service delivery options. Emphasis is given to collaborating and adapting instruction, assessment, and materials within inclusion and special education placements to support student achievement of the Virginia Standards of Learning.

This class focuses on the development of legally appropriate IEPs and their application to instructional planning. The course will also address transition planning and the strategies for assisting students with disabilities to move across the grades & from school to post-secondary placements.

This survey course provides an overview of the language acquisition and development process from both current and historical perspectives. Factoring influencing language acquisition and development will be explored.

This course provides an examination of current reading and writing research and its implications for assessment and instruction for students with reading and writing disabilities. This course focuses on the assessment and diagnosis of reading and writing difficulties and instructional strategies for addressing literacy problems. Students will learn how to conduct literacy diagnoses, develop case reports, and develop programs based on assessment.

This course addresses research on multiple topics related to second-language literacy, including language development in the multilingual child, the relationship between oral proficiency and literacy, and culturally responsive teaching and assessment. The emphasis is on effective, research-based instructional practices that promote reading and writing success for English learners in grades preK-12. 

Teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms.

Teaches elementary teachers the Virginia Mathematics Standards of Learning content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; Patterns, Functions, and Algebra. This course focuses on the processes for planning, instructing, and assessing mathematics understanding, problem solving, reasoning and proof, mathematical communication, mathematical connections, and representation.

Teaches elementary teachers fundamental science concepts in such areas related to scientific investigation as: reasoning & logic; force, motion, & energy; matter; life processes; living systems; interrelations in earth/space systems; earth patterns, cycles & change; & resources for teaching the Virginia Science Standards of Learning in PreK-6. Focuses on the planning, instruction, and assessment of science curriculum.

This course examines language as a complex and dynamic system for the purposes of thought and communication, with a focus on development occurring between birth and age eight. This course also examines how practitioners may guide and shape this pivotal developmental process, using theory and science to inform educational and clinical practices for measuring and fostering early childhood language development in positive ways.

Designed to teach elementary teachers fundamental social studies concepts of United States history, Virginia Studies, civics, geography, and economics appropriate for meeting the Virginia Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction, and assessment of social studies curriculum.

Fostering children's development requires consistent and intentional high-quality interactions. In this course, we explore intentional teaching along five key themes: Building relationships, fostering curiosity, promoting talk, understanding behavior, and understanding strong emotions. This is a hands-on course where you'll get many opportunities to understand the types of interactions that support children's learning and development.

This course explores how the languages and literacies of students influence teaching and learning in secondary classrooms of all disciplines. Skills include science-based reading research and evidence-based literary instruction. This course addresses the professional studies requirements for Language and Literacy.

This seminar supports elementary teachers enrolled in the state-approved teacher education program. Designed to accompany the elementary clinical experience, this seminar provides opportunities for candidates to discuss and reflect on experiences in the clinical placement.

Semester-long intensive clinical experience designed to develop skills in fostering relationships with students, colleagues, and peers; observing and reflecting on teaching and learning; and designing and implementing individual, small group, and whole group instruction. Designed to support elementary teachers enrolled in the state-approved teacher education program.

Semester-long intensive clinical experience designed to develop skills in fostering relationships with students, colleagues, and peers; observing and reflecting on teaching and learning; and designing and implementing individual, small group, and whole group instruction. Designed to support special education teachers enrolled in the state-approved teacher education program.

Semester-long intensive clinical experience designed to develop skills in fostering relationships with students, colleagues, and peers; observing and reflecting on teaching and learning; and designing and implementing individual, small group, and whole group instruction. Designed to support early/primary teachers enrolled in the state-approved teacher education program.

Designed to accompany the teaching internship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.

Designed to accompany the teaching internship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.

Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program.

Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.

Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.

Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.

Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.

Independent study.

Directed Research under supervision of faculty member.

Introduction to the study of exceptional children and adults. Extends principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities. Includes gifted, autism, TBI, dyslexia, ADHD and other medical conditions; historical, ethical, and legal aspects; application of federal/state regulatory requirements; identification, education, and evaluation of students with disabilities.

This course examines federal laws and judicial interpretations affecting the education of students with disabilities. Topics include inclusion, accommodations, IEPs, discipline, equal protection, due process, and key principles of IDEA and Section 504 of the Rehabilitation Act. Students will learn to interpret and apply these laws to make informed, compliant decisions as educators, ensuring appropriate education for students with disabilities.

Study of curriculum, instruction, and assessment with a focus on promoting student engagement and academic progress. Topics include the selection and use of curricula to develop high-quality learning experiences; the development of effective assessment practices; and how curricular, instructional, and assessment decisions can be responsive to the needs of diverse students in P-12 classrooms. Prerequisite: Admission to Teacher Education Program.

This course develops an understanding and application of classroom and behavior management techniques, community building, and behavioral assessment. Introducing diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice, the course supports professionally appropriate practices that promote positive redirection of behavior, development of social skills and self-management.

Teaching is one of the most rewarding professions, but it can also be one of the most stressful. Mindfulness for Teachers will introduce students to a series of evidence-based practical skills that will help them cultivate the inner resources needed to support their students' social, emotional, and academic growth.

This course introduces the knowledge and skills to teach or supervise others to teach social and emotional learning (SEL) formally and informally including mindful awareness practices to students in preK-12 school settings. Reviewing the latest research, students will learn effective strategies for teaching SEL and mindfulness to children and teens.

This course introduces knowledge and skills teachers need to support students exposed to chronic stress and trauma: the effects of trauma on body and mind; recognizing those effects; evidence-based practices to support healing, build resilience, and foster mindfulness and compassion in the classroom. Students will examine practices for meeting the needs of diverse populations (e.g., gifted learners, English learners, students with disabilities).

Social & Emotional Learning introduces current research on the social and emotional development of students and teachers in educational settings. It also presents students with the current theory underlying social and emotional learning (SEL) curriculum and programs and the empirical research on the efficacy of such programs.

We study instructional design, planning and delivery, assessments, and professional behavior for pre-service teachers in a secondary field. Planning standards-based lessons, shifting to a professional perspective of learning, and the ways to gather, analyze, and use data to measure academic progress, guide instructional content and delivery, and provide timely feedback are covered. Pre-requisite: Admission to Teacher Education Program

Learning science and educational research informs us about what should be happening in classrooms for both students and teachers. In this class, we will focus on professional knowledge--curriculum content, instructional design, instructional planning and delivery, and assessment for and of student learning so that a positive classroom learning environment can be established.

This course is designed to help new CTE teachers plan and implement effective, engaging instruction. Students will use the state approved competencies and curriculum framework in VERSO to develop lesson plans, assessments, and instructional sequences. Emphasis will be placed on differentiated instruction and authentic performance-based assessments.

This class focuses on instruction, classroom management, behavioral management, and personalized curriculum techniques for establishing positive learning environments in secondary classrooms. Prerequisite: Admission to Teacher Education Program; EDIS 5020.

This course offers participants an opportunity to explore pressing trends and issues central to science education stakeholders and students such as teaching and learning for scientific literacy, diversity and equity, science curriculum, and effects of emerging technologies on science teaching and learning. To gain a deeper understanding, we will draw upon applicable learning theories, science policies, and trending research in science education.

This course will address theoretical and practical underpinnings for a variety of inquiry models in science education. Specific focus will be on analyzing, evaluating, and developing inquiry based science learning experiences. Through reflection and interactions with peers, students will participate in action research to evaluate the effectiveness of various inquiry models in science education.

This course will address the theoretical and practical underpinnings for integrating technology in science instruction and learning. Special emphasis will be on analyzing, evaluating, and developing technology integrated science learning environments. More focus will be on unique features that enhance concept understanding, inquiry process, virtual exploration and experimentation, and specific technologies for diverse learners and contexts.

This course examines the theory and evidence-based research on science curriculum design for diverse learners, and in formal and informal K-12 science learning settings. Participants will engage in analyzing and evaluating science-related curriculum products to investigate issues of learning affordances, relevance, and equity. Special focus will be on development of innovative science curriculum artifacts that address diverse learning needs.

Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans.

Examination of principles and applications of behavior analysis in education settings. Students learn fundamental concepts of human behavior as well as procedures for managing classroom behavior and routines for establishing positive learning environments.

Educators develop skills in implementing the practices required to address the academic needs of gifted learners in contemporary classrooms. Participants develop and apply approaches to modifying curriculum and instructional practices to ensure that gifted learners are challenged across a range of disciplines. EDIS 7270 builds on the understandings and skills gained from the other 3 courses in the gifted endorsement series

The course is designed to increase pre-service science teachers' understanding of the history of science, the evolution and structure of biology, chemistry, physics and earth/environmental science disciplines, and pedagogical knowledge for planning and teaching history of science integrated science lessons in middle and high school classrooms.

The first course in the "Teaching Science Sequence" addresses scientific literacy as a rationale and framework for secondary science instruction. Specific topics in science subject matter are developed along with teaching techniques, procedures and on-going professional development.

The second course in the "Teaching Science Sequence" addresses scientific inquiry, teaching process skills, safety, assessment, and evaluation. Prerequisites: Admission to the Teacher Education program; EDIS 5050.

The era of cutting-edge scientific advances calls for a generation of science education leaders who can articulate, design and implement evidence-based and process-specific best practices for scientific literacy in formal and informal K-12 settings.This course will address theoretical and practical underpinnings for science education leadership in the context of curriculum, instruction, assessment, professional development, diversity and equity.

Teaches special education preservice teachers the Virginia Mathematics Standards of Learning (SOL) K-12 content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry: Probability and Statistics; and Patterns, Functions, and Algebra. This course also focuses on the mathematical adaptations through Problem Solving, Reasoning and Proof, Mathematical Communication, Mathematical Connections, and Representation.

Teaching requires understanding of appropriate technologies and strategies for particular instructional problems. In this course, students evaluate technologies as part of designing instruction to make learning accessible, meaningful, and relevant for classrooms. Students will understand and apply practices to integrate technological, pedagogical, and content knowledge to create technology based solutions for instructional problems.

This course explores the use of instructional and assistive technology to enhance student progress and participation in academic areas. Theory, evaluation strategies, and what technology use looks like in reading, writing, mathematics, and everyday communication will be discussed.

Instructional design and development of online courses within formal educational settings (for-credit higher education courses, virtual k-12 schools, professional credentialing) with regular and substantive interaction in a learning community. Develop assessments and weekly units of instruction inside of a learning management system. Online teaching in both asynchronous and synchronous settings. Discussion of current topics in distance education.

Examines principles and practices necessary for addressing the learning needs of diverse student populations (including culturally and linguistically diverse students, gifted learners, English learners, students with disabilities) at all levels of schooling. Includes role of curriculum, on-going assessment, learning environment, and instructional strategies for addressing student readiness, interest, and learning profile.

The course will focus on the basic principles of ABA. The course will cover the characteristics, theories, basic definitions, principles, and processes of behavior analysis and basic behavior change techniques. Upon completion of this course, students are expected to have a solid knowledge base of the basic concepts, principles, and techniques of applied behavior analysis.

This course is designed to provide skills, practice, and knowledge in advanced theory and methods of ABA. Emphasis will be placed on the theory, principles, procedures, and science of ABA. Analysis and design of advanced research models will be a major focus of this course; therefore, students must have knowledge and experience with research design.

The purpose of this course is to provide students with opportunities to build fluency with the basic principles of applied behavior analysis and the application of these principles to develop, implement, and evaluate programs of behavior change as they apply to children and youth with exceptional learning and behavior characteristics in classroom and community settings.

This course will familiarize the student with ethical issues and responsibilities of special educators and behavior analysts by leading organizations in the fields of education and mental health. Informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed within the context of case method.

This course is designed to prepare students to sit for the certification exam sponsored by the BACB. The course covers the philosophical underpinnings of applied behavior analysis according to the fifth edition of the BACB's task list. Students are expected to learn about advanced concepts of behavior analysis, the theoretical foundations of behavior analysis, the history, and its development to the current applied behavior analysis.

This graduate-level 45-hour course is designed to prepare students to sit for the certification exam sponsored by the Behavior Analyst Certification Board (BACB). The course covers the personnel supervision and management according to the fifth edition of the BACB's task list. Students are expected to learn about personnel supervision, management, as well as selecting and implementing interventions.

This course presents instructional approaches for teaching students with disabilities in a variety of service delivery options. Emphasis is given to collaborating and adapting instruction, assessment, and materials within inclusion and special education placements to support student achievement of the Virginia Standards of Learning.

This class will focus on the development of legally appropriate IEPs and their application to instructional planning. The course will also address transition planning and the strategies for assisting students in sped to move across the grades & from school to post-secondary placements. This on-line class will include readings, cases, hands-on activities, & video analysis.

This class will focus on the development of legally appropriate IEPs and their application to instructional planning. Students will gain knowledge of the eligibility process, as well as legal and regulatory requirements of IEP development and implementation..

This course will address transition planning and the strategies for assisting students in special education to move across the grades and from school to postsecondary placements. Students will gain skills to prepare them to work with families and community agencies to provide successful student transitions throughout the educational experience.

This advanced course is designed for special education specialists seeking to enhance their skills in interpreting, evaluating, and applying research findings to improve educational practices for individuals with disabilities. The course aligns with the Council for Exceptional Children's Advanced Preparation Standards, with a particular focus on Standard 4: Research and Inquiry.

This course offers an introduction to single case research design with a focus on applications for practitioners working in applied settings. Course foci include the history and logic underlying single case design; an introduction to planning and implementing single case research in applied contexts with an emphasis on practical and ethical considerations; and guidance for reading, interpreting, and evaluating single case research studies.

The purpose of practicum is to enhance students' training as scientist-practitioners by providing structured supervision and quality feedback regarding experiences in a clinical environment in which behavioral assessment and treatment is provided to children with various developmental and intellectual disabilities. The main objective of practicum is to offer multiple exemplars for generalization of concepts learned in graduate coursework.

The purpose of this course is to identify, explore, and discuss some of education's defining issues. The first part of the course examines the foundation and history of American education in order to provide context for current issues in education. In the second part of the course, we will collaboratively explore a variety of current educational issues that directly impact K-12 classroom teachers.

This course examines critical issues in special education leadership, emphasizing evidence-based practices and data-informed decision making. Topics include disproportionality in identification, inclusive strategies, culturally responsive practices, and intervention methods. Students explore policy, assessment, and fostering positive school cultures. Participants develop skills in program analysis and improvement planning.

This course addresses reading and writing development from emergent literacy through adolescent readers with attention to diverse needs of students. The course also addresses components of effective literacy programs (e.g., concepts of print, fluency, phonological awareness, phonics, spelling, writing, comprehension, vocabulary) and evidence-based practices for reading and writing instruction informed by assessment within an MTSS framework.

This course provides an examination of current reading and writing research and its implications for assessment and instruction for students with reading and writing disabilities. This course focuses on the assessment and diagnosis of reading and writing difficulties and instructional strategies for addressing literacy problems. Students will learn how to conduct literacy diagnoses, develop case reports, and develop programs based on assessment.

This course provides students with an understanding of developmental dyslexia. Students will learn the distinguishing characteristics of dyslexia, common assessment practices for sub-component skills related to dyslexia, and how Structured Literacy and its elements and principles meet the needs of students with dyslexia.

This online course is designed for educators of children who are learning English as a second language. Theory is grounded in researched practices for teaching reading with an understanding of the challenges facing non-English native speakers.

Pre-service teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms. Prerequisite: EDIS 5221, Reading Development.

Teaches elementary teachers the Virginia Mathematics Standards of Learning content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; Patterns, Functions, and Algebra. This course focuses on the processes for planning, instructing, and assessing mathematics understanding, problem solving, reasoning and proof, mathematical communication, mathematical connections, and representation.

Designed to teach elementary pre-service teachers fundamental science concepts in such areas related to scientific investigation as: reasoning and logic; force, motion, and energy; matter; life processes; living systems; interrelations in earth/space systems; earth patterns, cycles and change; and appropriate resources for teaching the Virginia Science Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction , and assessment of science curriculum.

Designed to teach elementary pre-service teachers fundamental social studies concepts of United States history, Virginia Studies, civics, geography, and economics appropriate for meeting the Virginia Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction, and assessment of social studies curriculum.

Students build knowledge of effective English instruction in the areas of reading, writing, oral discourse, language, and literature. Emphasis is on individualized instruction, developmentally appropriate learning objectives, authentic assessments, reflective writing processes, and integration of both media and technology. Students create lessons that include a variety of teaching methodologies. Prerequisite: Admission to the Teacher Education

Translate theory & research into practice: design instructional units using a variety of best practices. Emphasis on individualized projects, developmentally appropriate learning objectives, authentic assessments, plus cooperative learning, creativity, reflection, media & technology integration. Critique & reinvent school textbooks for effective instruction; incorporate standards while delivering imaginative, relative learning.

This course focuses on the many genres of children's literature. Students will learn strategies for promoting reading for enjoyment and information, developing collections to support diverse learning needs, and collaborating to support literacy instruction. Students will evaluate literacy quality and learn a range of instructional techniques to support a literature curriculum.

Using Sims Bishops' (1990) mirrors, windows, and sliding glass doors framework, students read, analyze, and discuss contemporary young adult literature (YAL) featuring marginalized viewpoints and identities. Students will collaborate around strategies to incorporate contemporary YAL into schools and evaluate the viewpoints present and absent in the titles they currently use with young adults.

This course aims to help educators understand how to provide quality instruction for diverse learners in schools and classrooms that are becoming increasingly multicultural. In the course, students explore theories of culturally responsive/sustaining teaching and how they can be applied to help diverse learners (including but not limited to ethnically, culturally, and linguistically diverse students) feel valued and successful in classrooms.

This course introduces the scientific study of language, exploring how linguistic insights can prepare teachers who work with preK-12 ELLs. It addresses the sounds of the language (phonetics and phonology), the structure of words/sentences (morphology and syntax) and how these features convey meaning (semantics and pragmatics). Students will apply this knowledge of language to the everyday use of English and its acquisition in school settings.

This course is for current and future teachers seeking to learn about second language acquisition (SLA) and how it relates to English learners. We learn existing theories of how students learn and acquire a second language, as well as individual, cultural, and contextual factors that influence language learning. We explore how theories about L1 learning are related to SLA theories and how L1s might or might not be reflected in school language.

This course examines writing development, assessment, and instruction that supports diverse learners. Participants will learn how to teach the domains of composing, written expression and mechanics. Participants will learn how to move through the writing process and provide instruction on planning, drafting, revising, and sharing a final product. This course explores narrative, descriptive, and explanative modes of written expression

This course is designed for current and future teachers seeking to learn how to instruct English learners. Students will explore the WIDA Essential Actions and ELD Standards, learn about various current and historical ESL instructional models, and will consider how the four language skills are taught within classrooms to ELs. Students will also learn about collaborative practice as ESL teachers working with grade-level or content-area teachers.

Designed to be a collaborative effort to explore writing as a process to discover how writing across the curriculum can enhance each discipline within our schools. Writing to learn using quick write strategies, learning logs, as well as, using technology will be considered. Focuses on ways to design and implement writing strategies across the curriculum within the framework of a writing workshop.

Students analyze mathematical behavior and problem solving, examine the latest thinking regarding school mathematics, explore the uses of technology to enhance mathematics learning and teaching, and plan and teach mini-lessons demonstrating instructional competence. Emphasizes the understanding and application of Mathematics. Prerequisite: Admission to the Teacher Education Program or Instructor Permission.

This course is a continuation of EDIS 5450, with a greater emphasis on instructional strategies and use of technology.

The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.

This course focuses on dual-language curriculum and instructional methods. Students will learn to serve multilingual students/families in culturally responsive ways aligned with SLA principles. It includes exploration of WIDA, and Virginia's SOLs and Early Learning & Development Standards. Students may also complete a dual-language practicum for endorsement.

This course explores instructional methods for teaching modern world languages (formerly called foreign languages), primarily in PK-12 settings. Topics include consideration of ACTFL standards, SLA, heritage language learners, the four language skills, culture, grammar, vocabulary, and teaching learners with disabilities.

These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated.

This course provides the opportunity to offer a new topic in the subject area of curriculum, instruction and special education.

A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology into the social studies curriculum are also explored. Prerequisite: Instructor permission.

A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics. Prerequisite: EDIS 5600.

Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity.

Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world.

This course explores how students' language, experiences, and literacy development play a role in learning content material. Participants explore the nature and meaning of content literacy and what it means to learn through texts. Theoretical and foundational considerations will frame the exploration, modeling, and instructional practice of comprehension, academic and content vocabulary, and writing to learn strategies.