ED 100 READING FOR COLLEGE. (3)
This course is designed to strengthen students’ college level reading comprehension skills. Basic reading skills taught will include building vocabulary, selecting main ideas and supporting details, and recognizing relationships in college level writing. In addition, the critical reading skills of evaluating, analyzing, and interpreting written information will be taught. Finally, specific active reading strategies will also be taught. This course cannot be used to satisfy graduation requirements.

ED 299 Special Topics in Education (1-3).  The course allows flexibility in offering selected topic courses or workshops for credit.

ED 300 EDUCATION AS A PROFESSION. (3)
This course seeks to involve prospective teachers in the issues of schooling and education and to give them a clear view of the skills and knowledge they will need to be successful professionals. The philosophical foundations and history of American education, governance, finance, and ethical and legal issues are discussed. Formal application for "Admission to Teacher Education" will be made during the course.

ED 302 ART AND SCIENCE OF TEACHING. (3) Prerequisite: ED 300 (May be taken concurrently by written permission only.)
This course focuses on preparing students to use the INTASC (Interstate New Teacher Assessment and Support Consortium) Core Standards as the basis for planning instruction, managing the classroom, and establishing effective interpersonal relationships with students. It will include an examination of appropriate methodologies, developing skill in the preparation of materials, and the use of appropriate technology. 30 hour field experience required; no exemptions granted.

ED 304 PRINCIPLES OF EARLY CHILDHOOD LEARNING. (3)
A survey of contemporary approaches, practices, and issues in early childhood education including the background history, philosophy and theory of their origins. The basics of physical, social and cognitive development will be addressed along with the increasingly diverse student population found in today's schools. Emphasis will also be placed on the interrelationship of home and community in the development of the young child.

NOTE:  ED 305, 310, 312 and 334 must be taken concurrently.

ED 305 TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL. (3)
Prerequisites: MA 111-112 (grade of C or above), ED 302, and admission to Teacher Education.
A survey of techniques needed in teaching arithmetical concepts and the four fundamental processes of whole numbers, fractions, and decimals, as well as elementary percentage, geometry, and measurement. Experiences are provided to insure competence in teaching estimation and problem solving. Stress is given to the use of these in meaningful situations for children. Special attention is placed on the Teacher as Decision Maker in applying the Principles and Standards for School Mathematics as developed by the National Council of Teachers of Mathematics.

ED 306 INTRODUCTION TO EXCEPTIONAL LEARNERS. (3)
This course includes concepts, perspectives, and guiding principles that are basic to an understanding of human exceptionality. Individual areas of exceptionality will be explored as well as issues relative to ethnic diversity.

ED 310 TEACHING SOCIAL STUDIES IN THE ELEMENTARY SCHOOL. (3) Prerequisites: Admission to Teacher Education, ED 302, must have completed all core Social Studies courses.
This course focuses on the preparation of pre-service teachers to translate knowledge and data gathering processes from history and the social sciences into appropriate and meaningful social studies experiences for students.

ED 312 TEACHING SCIENCE IN THE ELEMENTARY SCHOOL. (3)  Prerequisites: Admission to Teacher Education, ED 302, must have completed all core Science courses.
This course focuses on the preparation of pre-service teachers to focus on academic, personal, social, and career applications of the biological, earth, space, and physical sciences--as well as concepts in science and technology, the history and nature of science, and the inquiry process scientists use, in order to develop skills in instruction that promotes understanding and positive attitudes among students.

ED 334 TEACHING LITERATURE AND LANGUAGE ARTS IN THE ELEMENTARY CLASSROOM.  (3) Prerequisite: Admission to Teacher Education, ED 302, EN 101 and EN 300.
This course is designed to provide the methods and materials for making appropriate professional decisions in teaching literature and the language arts in grades K - 8. Emphasis is placed on a literature-based approach to instruction in oral and written language, spelling, handwriting and grammar.

ED 351 EDUCATIONAL MEASUREMENT. (3)
The purpose of this course is to examine assessment techniques, test construction, test statistics, interpretation, application, and their relationship to instructional decisions.  Major attention is given to the construction of classroom assessment instruments and determination of their reliability and validity.  Ethical issues of assessment, assessment needs of diverse populations, and standardized testing instruments are also examined.

ED 361 INTRODUCTION TO READING. (3) Prerequisite: ED 300.
Prospective teachers are provided training in developing mastery of the skills necessary for the effective teaching of reading. Students are expected to demonstrate ability to apply these skills in appropriate school settings. Requires 10 hours field experience.

ED 362 MATERIALS AND METHODS FOR TEACHING ELEMENTARY READING. (3) Prerequisite: Admission to Teacher Education, ED 302 and ED 361.
Required of all elementary majors. The major emphasis of this course is diagnostic teaching. Students will be taught to determine the instructional needs of students and to plan individualized and small group reading instruction. Each student will have an opportunity to tutor an individual child as well as to do some small group instructions.

ED 401 STUDENT TEACHING SEMINAR: CLASSROOM MANAGEMENT. (3) Prerequisite: This course is restricted to current semester student teachers or to students approved by the Teacher Education Committee.
The course is designed to provide training and in-depth study of management concepts and practices in elementary and secondary classrooms. Causes of student misconduct and remedial activities will be reviewed. Laboratory experiences will be designed to develop skills in management of/and interaction with students with diverse needs. Special attention will be given to delivery of instruction in specific teaching areas.
OBSERVATION AND DIRECTED TEACHING. Courses 406, 407, and 409. (12) Full time during the Professional Semester according to the schedule of the school to which each student is assigned. To enroll in these courses, students must be officially admitted to Student Teaching.
The course provides actual teaching experience in a student teaching center under the direction of qualified classroom teachers and university supervisors. Observation and other field experience precede actual classroom teaching. Individual conferences are held by both the cooperating teacher and the university supervisor.
The course is scheduled for five days each week during the Professional Semester. The last day of the Professional Semester is devoted to seminars under the direction of university supervisors, for the purpose of identifying and reinforcing points where additional information and study are needed. Student teachers will be on duty each day for the same hours required of their cooperating teacher(s). Student teachers will normally follow the calendar of the school system in which practice work is done.

ED 406 OBSERVATION AND DIRECTED TEACHING - GRADES K-8. (12)

ED 407 OBSERVATION AND DIRECTED TEACHING - GRADES K-12. (12)

ED 409 OBSERVATION AND DIRECTED TEACHING IN SECONDARY EDUCATION - GRADES 7-12. (12)

ED 461 READING DIAGNOSIS.  (3) Prerequisite:  ED 361
This course fulfills one of the requirements for add-on certification in Remedial Reading.  Its focus will be on the place of literacy assessment in teaching all students, with emphasis on those students who are at-risk.  The purpose of this course is to give pre-service and in-service teachers practice in using informal assessment instruments, in making appropriate instructional decisions for students, in sharing recommendations with parents and teachers, and in reviewing current intervention programs.

ED 463 PRACTICUM IN READING.  (3) Prerequisites for undergraduates: ED 461 or equivalent and admission to Teacher Education.
This course will provide experience in designing remedial programs, determining materials to be used, and teaching students in need of remedial reading. This course fulfills the state licensure requirements for students who are seeking ad-on endorsement in Remedial Reading K-12.

ED 497 THE COMPUTER AND THE CLASSROOM. (3)
This course is designed to provide knowledge of the capabilities and limitations of computers and of the applications of the computer in educational settings.

ED 498 INSTRUCTIONAL TECHNOLOGY. (3) Prerequisite: ED 497 or a computer course.
This course will focus on fundamental concepts and skills for applying instructional technologies to educational settings and for making decisions regarding the most appropriate use. The instructional technologies include authoring/development software, multimedia computers, electronic presentation/projection systems, Internet access, and TV/VCR applications. This course is elective for education majors and recommended for graduate students.

ED 499 Special Topics in Education (1-6). (Undergraduate or Graduate)
This course will be used to address major topics and issues of interest and need in the field of education. Extended studies will be conducted in professional development areas affecting the role of school in society.

Students must be admitted to Graduate Studies to enroll in courses numbered 500 or above.

ED 500 EDUCATIONAL RESEARCH.  (3)
This course offers instruction in analyzing educational research and writing research proposals.

ED 502 SPECIAL PROBLEM COURSE FOR CERTIFICATION REINSTATEMENT. (3)
This course meets State Department of Education requirements for renewal of certificates that have been expired for more than 5 years.

ED 503 INSTRUCTIONAL TECHNOLOGY. (3)
This course will focus on fundamental concepts and skills for applying instructional technologies to educational settings and for making decisions regarding the most appropriate use. The instructional technologies include authoring/development software, multimedia computers, electronic presentation/projection systems, Internet access, and TV/VCR applications.

ED 513 FOUNDATIONS OF READING LITERACY. (3)
This core course for understanding the teaching of literacy addresses its development from the earliest stage to maturity in the processes of reading and writing. Based firmly on the understanding that literacy is a language-based activity, the course will address the links between speech and print. The linguistic and developmental approach to learning to read is especially powerful in working with children of multiple literacies, including those who are learning English as a second language. The theory presented in this course is essential for teachers of children of special needs. All people will be seen to develop literacy in similar patterns within variable cultural and social influences. Many of these influences will be explored as common threads throughout the course.

ED 514 THE PROFESSIONAL ROLE OF THE TEACHER. (3) Prerequisite:  Admission to Graduate Studies.
This course focuses on the unique role of the teacher and the need to enhance his/her professional role as advocate, leader, researcher, and scholar.

ED 515 LITERATURE FOR THE ADOLESCENT. (3)
 This course examines the needs of the adolescent reader in upper elementary grades through high school. The history of young adult literature is surveyed, and the rationale for the use of this genre with adolescent students is provided. Curriculum strategies for using young adult literature in the classroom for students are identified.

ED 516 UNDERSTANDING GIFTED POPULATIONS.  (3)
This course includes study, research and analysis of psychological characteristics, identification procedures, assessment procedures, and learning modes of gifted populations. (Required for certification to teach gifted children in grades K-12; required course in graduate program in gifted studies).

ED 517 METHODS, MATERIALS AND RESOURCES FOR TEACHING THE GIFTED. (3)
Prerequisite: ED 516.
This course is a study of program materials, curricula models and methodologies applicable to the teaching of the gifted. (Required for certification to teach gifted children in grades K-12; required course in graduate program in gifted studies).

ED 518 EARLY READING LITERACY DEVELOPMENT (K-8). (3) Prerequisite: ED 513.
This course is designed for educators who want to learn more about the components of a balanced literacy program for emergent, beginning, and early instructional level readers. Participants will learn how to administer and interpret several early literacy assessments. Instructional topics will include how to incorporate phonological awareness (including phonemic awareness), phonics, and reading lessons into a balanced language arts program. Assignments will provide teachers the opportunity to develop a set of instructional materials, as well as the chance to try out several techniques in the classroom.

ED 519 WORD STUDY: PHONICS, SPELLING, AND VOCABULARY. (3) Prerequisite: ED 513.
This course is designed to help the elementary teacher and reading specialist assess the work knowledge of participants and to make informed decisions regarding instruction based on that assessment. The futility of rote memorization, workbook and dictionary drill for spelling and vocabulary instruction has been well-documented. Unfortunately few alternatives have been available for the word-conscious practitioner. This course will provide hands-on opportunities to make conceptually based word study lessons for developmental needs from the earliest prephonetic stage to maturity in phonics, spelling, and vocabulary.

ED 520 FOUNDATIONS OF EDUCATION. (3) Prerequisite: Admission to Graduate Studies.
This course examines the historical and philosophical foundations of education as well as the social forces impacting schools in modern times. Using both a chronological and a topical frame-of-reference, the students will analyze American educational leaders, trends, and movements in their  general political, social, intellectual, and economic contexts.

ED 527 READING ACROSS THE CURRICULUM. (3) Prerequisite: ED 513.
Conceptual knowledge about reading comprehension is necessary for expert teachers. This course will help teachers build an integrated approach to literacy-the ability to use reading, writing, speaking, listening, and technology to learn subject matter across the curriculum. This course is designed for in-service teachers who want to expand their repertoire of instructional strategies for supporting children’s literacy development beyond decoding. Expert teachers who are mindful of children’s word recognition skills select and help children select texts that are appropriately challenging for their students and then support their understanding through instructional strategies and interactions that help children build and use their own strategies.

ED 529 TECHNOLOGY AND READING LITERACY INSTRUCTION. (3) Prerequisite: ED 513.
This course is for teachers who are interested in the impact technology has upon how we approach literacy. Participants will deal with the questions of how teachers become literate about the issues technology brings into education and what it means for our students to be educated— both in terms of literacy (reading, writing, media) and in terms of technology (the use of software and the Web). Participants will blend theory and practice, focusing on how to bridge print, screen, and student experience while considering classroom management issues from early literacy through maturity.

ED 530 COUNSELING THE GIFTED STUDENT. (3) Prerequisite: ED 516 and ED 517.
This course examines the nature of giftedness, the counseling process, and strategies specifically developed for counseling the gifted student.

ED 531 CAPSTONE: EFFECTIVE READING LITERACY PROGRAMS. (3) Prerequisite: 18 hours in literacy be completed prior to this course.
Effective Reading Programs is the capstone course for the Master of Education in Reading/Literacy program. This course has two primary goals: 1) to develop a clear understanding of what constitutes balanced reading/literacy instruction across the developmental continuum and 2) to consider what can be done to improve reading/literacy achievement in our schools. The first goal will focus on what is known about the development of effective reading/literacy programs from the literature. The second goal will include the study of effective reading/literacy programs through an examination of the school and the classroom. Case studies on school change will be studies and then participants will consider how schools/districts can improve their reading instruction.

ED 538 UNDERSTANDING INDIVIDUAL LEARNING DIFFERENCES. (3)
This course focuses on the use of learning theories to understand the needs of diverse learners and to create responsive learning environments.

ED 544 SUPERVISION OF STUDENT TEACHERS. (3)
This course examines the role of the cooperating teacher in the student teaching program. Special emphasis is given to use of the Mississippi Teacher Assessment Instruments (MTAI).

ED 548 METHODS AND MATERIALS FOR TEACHING DIVERSE LEARNERS.  (3)
Prerequisite: ED 538
This course is designed to provide the student with educational strategies and resources that can be used effectively with diverse learners.

ED 549 INSTRUCTIONAL ASSESSMENT PRACTICES AND PROCEDURES.  (3)   Prerequisites: ED 538/548.
This course provides professionals with skills in the application of assessment practices and procedures necessary for decision-making in planning and designing instructional management.

ED 551 MANAGING THE INSTRUCTIONAL ENVIRONMENT.  (3)
Prerequisites: ED 538/548.
This course focuses on the structure of the instructional environment and its relevance of the learner’s motivation, development, and behavior.

ED 552 CURRICULUM DEVELOPMENT.  (3) Prerequisite: ED 513 (R/L), ED 517 (Gifted),. Or ED 548 (MAT, IM).
This course is a study of the theoretical bases and practical applications for curriculum work.  Special attention will be given to specific procedures to follow and concepts to consider in creating curriculum experiences.

ED 554 COLLABORATION.  (3) Prerequisites: ED 538/548.
This course is designed to prepare professionals for the role of co-teacher, collaborator, and consultant.

ED 560 INDEPENDENT STUDY IN EDUCATION. (Variable Credit)
Course taught at irregular intervals or upon demand of at least 6 students; course developed to meet special needs, times or current relevant topics in the education area. On demand.

ED 561 READING LITERACY ASSESSMENT. (3) Prerequisite: ED 513.
The focus of this course will be the role of reading/literacy assessment in the classroom as a precursor to effective reading instruction. Students will learn how to administer direct (informal) measures of literacy assessments that can be used for individual case studies or for total classroom assessment. Students will examine clinical and classroom diagnostic methods, explore the theoretical foundations for these practices, and discuss practical applications to the classrooms.

ED 563 READING LITERACY INTERVENTION. (3) Prerequisite: ED 513.
Participants enrolled in this course will examine effective early intervention programs as well as programs for older students. It is specifically designed to train pre-service and in-service teachers how to design instruction for children with reading difficulties. Participants will acquire knowledge of specific techniques in the areas of reading, comprehension, word knowledge, and writing.

ED 592 CAPSTONE IN INSTRUCTIONAL MANAGEMENT.  (3)
This special topics course focuses on trends and issues characteristic of subject areas in the elementary school curriculum; emphasis is on educational reform designed to enhance student learning.

ED 594 ATYPICAL POPULATIONS OF THE GIFTED.  (3) Prerequisites: ED 516/517.
This course is an in-depth study of the unique needs and special motivational problems of a variety of atypical populations of gifted students.  Attention will be directed to the culturally diverse gifted, economically disadvantaged gifted, underachieving gifted, gifted handicapped, gifted females, the highly gifted, and gifted preschoolers.

ED 595 PROGRAM DEVELOPMENT AND EVALUATION.  (3) Prerequisites: ED 516/517.
This course is a study of various alternative settings, program options and models for gifted students.  Procedures for systematic and comprehensive program development and evaluation will be examined.  Other key issues faced by administrators or teachers of gifted programs will be addressed, such as program articulation, building support systems, and funding sources.

ED 596 CAPSTONE: TRENDS AND ISSUES IN GIFTED STUDIES.  (3) Prerequisite: Minimum of 12 hours of graduate courses in gifted studies including ED 516/517.
This course is a study of the expanding dimensions of gifted education to include new directions for identification and programming and the implications of new paradigms for research and practice.

ED 597 THESIS.  (3)
This course is designed to assist students to develop advanced research skills.  Students are expected to design, implement, and evaluate a formal research study relevant to advanced educational practice.  Research must be presented as a written thesis and defended orally.

ED 598 INTERNSHIP IN EDUCATION.  (3)
This course is the provision of practical training in various education centers which meet the needs/specifications of the individual graduate student under the supervision of a faculty member.