Curriculum and Instruction

School/College: School of Education

Degrees Conferred:

• MS in Curriculum and Instruction

Contents

• Graduate Faculty
• Teacher Certifications
• Doctor of Philosophy in Urban Education
• Courses

Overview

The Department of Curriculum and Instruction offers a graduate program of study in curriculum and instruction, including choices of concentration in three Focus Areas: Subject Area, Instructional Level Area and Cross-Curricular Area.

The Department also cooperates with the Department of Administrative Leadership in the Specialist Certificate Program with an emphasis in reading.

Under the auspices of the PhD program in Urban Education, the Department offers a designated specialization in Curriculum and Instruction.

Graduate Faculty

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Professors

Huinker, DeAnn M., Ed.D., University of Michigan

Kepner, Henry, Ph.D., University of Iowa

Pugach, Marleen C., Ph.D., University of Illinois

Ryder, Randall, Ph.D., University of Minnesota

Associate Professors

Antrop-Gonzalez, Rene, Ph.D., University of Wisconsin-Madison

Berg, Craig, Ph.D., University of Iowa

Chapman, Thandeka, Ph.D., University of Wisconsin-Madison

File, Nancy, Ph.D., Purdue University

Longwell-Grice, Hope, Ph.D., University of Delaware

Mertzman, Tania, Ph.D., University of South Florida

Pasternak, Donna, Ph.D., New York University

Posnanski, Tracy, Ph.D., University of Wisconsin-Milwaukee

Post, Linda, Ph.D., Syracuse University, Chair

Pucci, Sandra, Ph.D., University of Southern California

Saffold, Felicia, Ed.D., Cardinal Stritch University

Short, Ruth, Ed.D., University of Minnesota

Smith, Cyrus, Ed.D., Indiana University

Assistant Professors

Bales, Barbara, Ph.D., Pennsylvania State University

Kelly, Karen, Ph.D., University of South Florida

Mueller, Jennifer, Ph.D., University of Michigan

Oxford, Raquel, Ph.D., University of North Texas

Wisneski, Debora, Ph.D., University of Texas-Austin

Master of Science in Curriculum and Instruction

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Admission

An applicant must meet Graduate School requirements to be considered for admission to the program.

Applicants may be admitted with specific program-defined course deficiencies provided that the deficiencies amount to no more than 6 credits.

The student is expected to satisfy deficiency requirements within three enrolled semesters. The deficiencies are monitored by the Graduate School and the individual graduate program unit. No course credits earned in making up deficiencies may be counted as program credits required for the degree.

An applicant lacking the required grade point average (2.75 on a 4.00 scale) may be considered for admission on probation.

Major Professor as Advisor

The student must have a major professor to advise and supervise the student's studies as specified in Graduate School regulations. A student who is not assigned to an advisor at time of admission should immediately contact the Department Chair. Students w ho have not completed a Proposed Program of Study Form with their advisor, and filed it with the Department by the end of the semester in which they are admitted, will not be allowed to register for the next term.

Students may elect either of two alternatives: Plan A or Plan B.

Plan A

Credits and Courses

The student is required to take 12 credits in Curriculum and Instruction core areas, 18 credits in a focus area, and 3 credits in the Master's Seminar in Curriculum and Instruction.

Curriculum and Instruction Core Area

705 Curriculum and Instruction as a Field of Inquiry

701 Curriculum Planning (Curriculum)

714 Analysis of Instruction (Instruction)

716 Urban Education: Teaching (Urban Education)

Other courses used to fulfill this requirement must be approved by the student's advisor.

Focus Areas

In consultation with an advisor, the student develops a focus area. Three focus areas are currently offered:

1. Subject Area: Examples are science education, mathematics education, social studies education, reading education.
2. Instructional Level Area: Examples are early childhood education, elementary education, junior high/middle level education, secondary education.
3. Cross-Curricular Area: Examples are urban teaching, curriculum planning, instruction improvement, reading K-12.

Students may take coursework in the Department of Curriculum and Instruction, other departments in the School of Education, and other departments and schools of the University. Students in subject or instructional level focus areas may elect coursework in their particular academic disciplines. However, at least 18 of each student's credits must be taken in Department of Curriculum and Instruction courses.

Minimum degree requirement is 33 credits including 12 credits in curriculum and instruction core areas: 18 credits in a focus area approved by the student's advisor, and completion of Curriculum and Instruction 800 (Master's Seminar in Curriculum and Inst ruction), 3 credits.

Thesis

None required.

Comprehensive Examination

Neither a final written nor oral comprehensive examination is required. Students demonstrate their proficiency through satisfactory completion of the Master's Seminar in Curriculum and Instruction.

Time Limit

The student must complete all degree requirements within seven years of initial enrollment.

Plan B

Credits and Courses

The student is required to take 12 credits in Curriculum and Instruction core areas, 15 or 18 credits in a focus area, and 3 or 6 credits of research or thesis, for a total of 33 credits.

Curriculum and Instruction Core Area. The core areas are curriculum, instruction, and urban education. The introductory course to the core area is: 705 Curriculum and Instruction as a Field of Inquiry. Additional core courses are:

701 Curriculum Planning (Curriculum)

714 Analysis of Instruction (Instruction)

716 Urban Education: Teaching (Urban Education)

Other courses used to fulfill this requirement must be approved by the student's advisor.

Focus Areas

In consultation with an advisor, the student develops a focus area. Three focus areas are currently offered:

1. Subject Area: Examples are science education, mathematics education, social studies education, reading education.
2. Instructional Level Area: Examples are early childhood education, elementary education, junior high/middle level education, secondary education.
3. Cross-Curricular Area: Examples are urban teaching, curriculum planning, instruction improvement, reading K-12.

Students may take coursework in the Department of Curriculum and Instruction, other departments in the School of Education, and other departments and schools of the University. Students in subject or instructional level focus areas may elect coursework in their particular academic disciplines. However, at least 18 of each student's credits must be taken in Department of Curriculum and Instruction courses.

Minimum degree requirement is 33 credits including 12 credits in curriculum and instruction core areas, 15 or 18 credits in a focus area approved by the student's advisor, and completion of a master's paper or thesis (890 Research or Thesis), 3 or 6 credits.

Thesis

A thesis or master's paper is required.

Comprehensive Examination

Neither a final written nor oral comprehensive examination is required. Students demonstrate proficiency by satisfactorily completing a master's paper or thesis and defending it before a quorum of the Graduate Committee of the Department.

Time Limit

The student must complete all degree requirements within seven years of initial enrollment.

Teacher Certification

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Graduate students seeking initial teacher certification or added certification can arrange their master's program so that a portion of their credits earned toward a master's degree can also serve as partial fulfillment of Certification requirements. The students must also make separate application for admission to the certification program through the certification office in the School of Education, Enderis Hall, Room 220. Please note: Degree and certification requirements may differ. The following certification programs are available:

• Bilingual Education
• Early Childhood Education (Pre-K through 3)
• Elementary Education (1-6; 1-9)
• English as a Second Language
• Secondary Education (6-12)
• Reading Teacher K-6
• Reading Specialist

Information about the specific subject areas for certification programs listed above may be obtained from the UWM Undergraduate Bulletin, the Certification Office (Enderis Hall, Room 220) or the Department of Curriculum and Instruction (Enderis Hall, Room 310).

Certification Programs in Reading

Reading Teacher K-12, Wisconsin DPI 316

Requirements for a Wisconsin Reading Teacher license:

Admission requirements:

1. Bachelor's degree in Education or a related area with a 2.75 cumulative GPA on a 4.0 scale.
2. Eligibility to hold a Wisconsin license to teach or completion of an approved teacher education program.

Completion/endorsement requirements:

1. Two years of successful regular classroom teaching experience.
2. Portfolio showing proficiency in the teaching of reading according to Wisconsin Department of Public Instruction PI 34.33 (6).
3. 24 semester credits in the teaching of reading that includes a practicum. A maximum of 12 undergraduate credits with a minimum grade of B in each class taken within the last 7 years, determined by the Reading Program Chairperson, may be applied towards fulfillment of certification requirements. Satisfactory completion of courses identified to meet Wisconsin administrative Code Chapter PI 34.33 (6) with a cumulative GPA of 3.0.

Required Proficiencies and Coursework:

1. Proficiency 1 (Developmental reading for pupils in the early childhood through adolescent level) - 3 credits to be taken from the following:
   • CurrIns 343 Teaching of Reading (3)
   • CurrIns 504 Reading and Writing in the Primary Grades (3)
   • CurrIns 544 Improving the Teaching of Reading (3)
   • CurrIns 552 (formerly 506) Teaching Reading, Grades 1-3 (3) and CurrIns 554 (formerly 507) Teaching Reading and Children's Literature, Grades 4-8 (3) or CurrIns 657 Approaches to Teaching Texts (3)
2. Proficiency 2 (Assessment and instructional techniques for readers with special needs) — 6 credits required (must be completed at UWM):
   • CurrIns 747 Assessment and Instruction of Reading Difficulties with Practicum, K-12: Part 1 (3) and CurrIns 748 Assessment and Instruction of Reading Difficulties with Practicum, K-12: Part 2 (3)
     OR
   • CurrIns 647 Early Reading Empowerment, Part 1 (3) and CurrIns 648 Early Reading Empowerment, Part 2 (3)
3. Proficiency 3 (Language development) — 3 credits to be taken from the following:
   • CurrIns 501 Developing Language and Cognitive Skills in Early Childhood Education (3)
   • CurrIns 508 Language and Urban Schooling (3)
   • CurrIns 541 Principles and Methods of Teaching English as a Second Language: K-12 (3)
   • CurrIns 543 Developing Literacy Skills in the Bilingual Classroom (3)
   • CurrIns 655 Applied Linguistics for Teachers (3)
   • CurrIns 659 Teaching Grammar to Enrich Writing (3)
   • English 400 Intro to English Linguistics (3)
   • English 403 Survey of Modern English Grammar (3)
   • English 404 Language Power and Identity (3)
   • Linguis 350 Introduction to Linguistics (3)
4. Proficiency 4 (Learning disabilities) — 3 credits to be taken from the following:
   • ExcEduc 300 The Exceptional Individual (3)
   • ExcEduc 531 Mainstreaming: Integrating Student with Exc Ed needs into Secondary Classrooms (3)
   • ExcEduc 605 Child, Learner, Disabilities (3)
   • ExcEduc 630 Survey Early Childhood Intervention: Young Children with Special Needs, Families. (3)
5. Proficiency 5 (Content area reading) — 3 credits required:
   • CurrIns 545 Reading in the Content Areas (3)
6. Proficiency 6 (Literature for children or adolescents) — 3 credits to be taken from the following:
   • CurrIns 553 Language Arts and Children's Literature, Grades 1-3 (3) (provided CurrIns 554 is used for Proficiency one)
   • CurrIns 649 Children's Literature (3)
   • CurrIns 650 Reading Interests of Adolescents (3)
   • CurrIns 651 Children's Literature for Early Childhood (3)
   • CurrIns 653 Children's Literature: The Last Five Years (3)
   • CurrIns 664 Dramatizing Children's Literature (3)
   • L & I Sci 648 Library Materials for Children (3)
   • L & I Sci 658 Library Materials for Young Adults (3)
7. Program Requirement (Reading Theory and Research) — 3 credits required:
   • CurrIns 846 Seminar in Developmental Reading: (subtitle) (3)
   • or CurrIns 646: UW Reading Research Symposium (3)

Wisconsin Reading Specialist (K-12), Wisconsin DPI 17 (formerly 317)

Requirements for a Wisconsin Reading Specialist (K-12) license:

Admission requirements:

1. Bachelor's degree in Education or a related area with a 2.75 cumulative GPA on a 4.0 scale.
2. Eligibility to hold a Wisconsin license to teach or completion of an approved teacher education program.
3. Two years of successful regular classroom teaching experience.
4. A Reading Teacher license under s. PI 34.33 (6).

Completion/endorsement requirements:

1. A Master's degree with a major emphasis in reading.
2. A portfolio demonstrating expertise in each of the following courses according to Wisconsin Department of Public Instruction 34.32 (8).
3. 5-8 semester credits in the teaching of reading that includes a practicum.

Graduate program connections: some coursework taken to complete the seven proficiencies may be used in graduate programs of study.

Required Proficiencies and Coursework:

1. Proficiency 1 (Guiding and directing the kindergarten through grade 12 program) and Proficiency 4 (Supervision of instruction) - 3 credits to be taken from the following:
   • CurrIns 849 Guiding, Directing, and Supervising Reading Programs, grades K-12 (3)
2. Proficiency 2 (Field experience in kindergarten through grade 12 reading programs) — 1 credit required:
   • CurrIns 700 Fieldwork in K-12 Reading Programs (1), must be taken concurrently with CurrIns 849
3. Proficiency 3 (Research related to reading) — 3 credits required in addition to those taken to fulfill the Reading Teacher licensure requirements:
   • CurrIns 846 Seminar in Developmental Reading: (subtitle) (3)
   • or CurrIns 646: UW Reading Research Symposium (3)
4. Proficiency 5 (Content area reading for the reading specialist) — 1 credit required:
   • CurrIns 799 Independent Reading (1), with focus on content area instruction, to be arranged with content area reading faculty.

Graduate program connections: some coursework taken to complete the seven proficiencies may be used in graduate programs of study.

Doctor of Philosophy in Urban Education

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Specialization in Curriculum and Instruction

Under the auspices of the doctoral program in Urban Education, the Department of Curriculum and Instruction provides doctoral training with a specialization in Curriculum and Instruction. Curriculum and Instruction provides program emphasis in a content area (e.g. reading), education level (e.g. early childhood), a general area (e.g. curriculum theory), or special area (e.g. guiding instructional improvement). Prospective doctoral students wishing to specialize in Curriculum and Instruction must first be admitted to the Urban Education Doctoral Program. Admission and general program requirements can be obtained from the Director of Doctoral Studies in Urban Education. This program is described in detail in the Urban Education section.

Courses

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Courses numbered 300-699 are Undergraduate/Graduate. Courses numbered 700 and above are Graduate only.

497 Study Abroad. (Subtitled). 1-12 cr. U/G.

Designed to enroll students in UWM sponsored program before course work level, content, and credits are determined and/or in specially prepared program course work. Retakable w/chg in topic. Prereq: jr st, cons instr, acceptance for Study Abroad Prog.

500 Workshop in Curriculum and Instruction: (Subtitled). 1-6 cr. U/G.

Development of teacher growth through problem solving, self-expression, group thinking, and individual study. Individuals or small groups work on problems growing out of their professional needs. Specific topics and any additional prerequisites will be announced in Timetable each time the course is offered. May be retaken with change of topic. Prereq: jr st or grad st.

501 Developing Language and Cognitive Skills in Early Childhood Education. 3 cr. U/G.

Current theories in language and cognitive development from birth to age eight. Emphasis on application of theories to developmentally appropriate early childhood practices. Prereq: jr st; admis to School of Educ or grad st.

502 Developing Early Reading and Writing. 3 cr. U/G.

Study of literacy patterns of preschool and kindergarten children and how to support their development. Observations and field work are required. Prereq: jr st & admis to School of Educ; or grad st.

503 Assessment Issues in Language Education. 3 cr. U/G.

Approaches to assessment of first and second language learning including rationale, traditional and alternative strategies, interpretation of results for placement, instruction, and program evaluation. Prereq: jr st or instr cons; admis to School of Educ or grad st.

504 Teaching Reading and Writing in Early Childhood: The Primary Years. 3 cr. U/G.

Integrating reading and writing instruction in grades 1-3, based on a child-centered, 'whole language' approach. Practicum included. Prereq: jr st; CurrIns 343 or 502 or cons instr.

505 Home-School Relations. 1-4 cr. U/G.

Theory and strategies for developing effective family-school relationships, with a focus on urban issues. Topics include: teacher-family communications, family education and support, community resources. Prereq: jr st; admis to student teaching or grad st or cons instr.

506 Teaching Reading, Language Arts and Children's Literature in Primary Grades. 6 cr. U/G.

Integrates reading, language arts and children's literature for diverse learners. Focuses on children in emergent, beginning and consolidating stages of literacy development. Conc field experience. Prereq: jr st & admis to School of Educ; or grad st.

507 Teaching Reading, Language Arts and Adolescent Literature in Middle Grades. 6 cr. U/G.

Integrates reading, language arts and adolescent literature for diverse learners. Focuses on children in consolidating accomplished and advanced stages of literacy development. Conc field experience. Prereq: jr st & admis to School of Educ; CurrIns 506(P) or grad st.

508 Language and Urban Schooling. 3 cr. U/G.

General overview of the major issues in both first and second language acquisition, and the relevant implications for urban schooling. Prereq: jr st & admis to School of Educ, or grad st; or cons instr.

509 Reading and Social Welfare. 1 cr. U/G.

Reading process, characteristics of effective reading programs and bibliotherapy as they relate to the work of school social workers. Prereq: admis to Helen Bader School of Social Welfare.

510 Cooperative Strategies for Pre and Early Adolescents. 1-3 cr. U/G.

Teaching and management strategies consistent with fostering productive learning environments for pre and early adolescents. May be retaken to max of 3 cr. Prereq: admis to School of Educ, or grad st.

516 Field Experience/Student Teaching in Middle School. 2-6 cr. U/G.

Implementation of strategies learned in the 6-12 teacher education program May be taken to max of 6 cr. Prereq: admis to School of Educ or grad st.

518 (328) Science Methods I: Middle/Secondary Methods and Fieldwork. 3-6 cr. U/G.

The objectives, curriculum, instructional strategies, and assessment of middle/secondary school science. Not retakeable for cr. Prereq: admis to School of Educ, or grad st.

519 (329) Science Methods II: Middle/Secondary Methods and Fieldwork. 3-6 cr. U/G.

The objectives, curriculum, instructional strategies, and assessment of middle/secondary school science. Includes fieldwork in middle/secondary school. Not retakeable for cr. Prereq: admis to School of Educ or grad st.

520 Developing Mathematical Thinking in Young Children. 3 cr. U/G.

Teaching and learning of mathematics, grades pre k-3. Emphasis on problem-solving, communication, developmentally appropriate experiences with whole numbers, fractions, geometry, measurement, and data analysis. Prereq: jr st; teaching experience.

522 Economic Education. 3 cr. U/G.

Approaches to teaching economic principles. Applications of economic reasoning to current problems. Curricular implications for school programs, grades K-12. Prereq: jr st.

523 Current Issues and Practices in the Teaching of Social Studies. 3 cr. U/G.

Examination of current issues in social studies curriculum reform. Emphasis on the latest research and teaching practices. Prereq: CurrIns 323 or grad st.

524 Community Resources Workshop. 1-6 cr. U/G.

Designed to give participants greater knowledge and deeper understandings of life and work in the community area; focusing on social and economic resources and special areas of interest. Prereq: jr st & cons dept.

525 Environmental Resources Workshop: (Subtitled). 1-3 cr. U/G.

Methods and curriculum for teaching about environmental problems. Topic-specific prereq will be published in the Schedule of Classes May be retaken with change in topic to max of 6 cr. Prereq: jr st.

527 Science in the Elementary School. 3 cr. U/G.

Study of science curriculum materials; instructional procedures; analysis of pupil learning modes; experience with science equipment; teaching of science as inquiry; individual problems and projects. Prereq: jr st & admis to School of Educ; or grad st.

529 Introduction to Program and Curriculum Evaluation. 3 cr. U/G.

Examinations of various models and approaches to program and curriculum evaluation. Application of the models to a variety of educational programs will be emphasized. Not open to students who have cr in Ed Psy 529, which is identical to CurrIns 529. Prereq: jr st.

530 Workshop in Computer Instruction in the Schools. 3 cr. U/G.

Examination, construction and evaluation of computer extended instruction. Emphasis on participant development of curriculum materials and instructional procedures centered on pupil development. Not open to students who have cr in Ed Psy 530, which is identical to CurrIns 530. Prereq: jr st; cons instr.

531 Teaching of Computer Science. 3 cr. U/G.

Methods and curriculum for the teaching of computer science in the secondary schools. A brief introduction to management of a computer laboratory. Prereq: jr st & admis to School of Educ & CompSci 351; or grad st.

532 (333) Teaching of Mathematics: Secondary. 3 cr. U/G.

Methods and curriculum for the teaching of mathematics in middle and high schools. Prereq: jr st; admis to School of Educ.

533 Foreign Language Workshop. 1-4 cr. U/G.

Analysis of current developments and changes in foreign language education. Critical examination of specific problems, conflicts, and trends -e.g. in teaching basic skills, teaching culture and literature, use of audio-visual materials and the language laboratory; the effect of current competition and foreign language student teaching supervision. Study of curriculum revision and of instructional materials. Individual curriculum projects or research possibilities. Prereq: jr st & cons dept. Not available for grad cr.

535 Methods and Techniques in Affective Education. 1-3 cr. U/G.

Basic principles and practical techniques for instruction in the affective domain are modeled and practiced. Although process oriented, the course does not neglect theoretical frameworks. Prereq: jr st.

541 Principles and Methods of Teaching ESL. 3-4 cr. U/G.

Techniques of introducing ESL at the K-12 level. Teaching of basic language skills, especially listening comprehension and speaking. Curriculum materials and current literature in ESL. Micro teaching provided. Prereq: jr st or instr cons.

542 History and Politics of Second Language Education. 3 cr. U/G.

General overview of the history, politics, legal and social contexts of language education in the United States today. Prereq: jr st or cons instr.

543 Developing Biliteracy. 3 cr. U/G.

Stresses the practical application of theory and research on language development in a bilingual setting. The development of primary language skills is emphasized. Prereq: jr st or cons instr; admis to School of Educ, or grad st.

544 Improving the Teaching of Reading: (Subtitled). 1-3 cr. U/G.

Focuses on instructional problems of teachers in teaching developmental reading. Specific topic and any additional prerequisites will be announced in the Schedule of Classes each time the course is offered. May be retaken with change in topic to max of 6 cr. Prereq: jr st; teaching experience.

545 Reading in the Content Areas: Middle, Junior, and Senior High School. 2-3 cr. U/G.

Survey of reading process and developmental reading in the middle, junior and senior high school. Emphasis on application of instructional techniques relating the use of reading within subject matter fields. Prereq: jr st; admis to School of Educ or grad st.

546 Language, Content, and Comprehensible Input. 3 cr. U/G.

Theories and methods for delivering content to second language learners. Models of sheltered and learning strategies instruction will be explored. Prereq: jr st or cons instr.

547 Curricular Applications of the Internet. 3 cr. U/G.

Analysis and construction of internet based instruction focusing on the use of interactive media in grades 1-12. Prereq: jr st & admis to School of Educ, or grad st.

551 Teaching of Language Arts. 1-4 cr. U/G.

Survey of curriculum, methods and materials in skills and expressive areas of language, linking theory with practical instructional strategies in both preschool and elementary settings. Prereq: jr st & admis to School of Educ; or grad st.

552 Teaching Reading, Grades 1-3. 3 cr. U/G.

Foundations of reading and instructional strategies which support the development of literacy learning in the primary grades (grades 1-3) with concurrent teaching field experience. Counts as repeat of 3 cr of CurrIns 506. Prereq: jr st, Admis to School of Educ; or grad st.

553 Teaching Language Arts and Children's Literature, Grades 1-3. 3 cr. U/G.

Language arts instruction and children's literature in the middle childhood grades (grades 1-3) with concurrent teaching field experience. Counts as repeat of 3 cr of CurrIns 506. Prereq: jr st; admis to School of Educ; or grad st.

554 Teaching Reading and Adolescent Literature, Grades 4-8. 3 cr. U/G.

Reading instruction and literature for early adolescents, grades 4-8 with concurrent teaching field experience. Counts as repeat of 3 cr of CurrIns 507. Prereq: jr st; admis to School of Educ; CurrIns 552(P); or grad st.

555 Teaching Language Arts, Grades 4-8. 3 cr. U/G.

Language arts instruction in the early adolescent grades, grades 4-8, with concurrent teaching field experience. Counts as repeat of 3 cr of CurrIns 507. Prereq: jr st; admis to School of Educ; CurrIns 553(P): or grad st.

560 Improving Mathematics Teaching and Learning: (Subtitled). 1-3 cr. U/G.

Focuses on instructional and curricular issues in mathematics. Specific topics and any additional prereqs will be announced in the Schedule of Classes each time the course is offered. May be retaken w/chg in topic to 18 cr max. Prereq: jr st or grad st.

561 Issues in Elementary and Middle School Mathematics. 3 cr. U/G.

Introduction to the teaching and learning of mathematics at the elementary and middle school levels. Emphasis on curriculum, instructional strategies, and assessment. Prereq: jr st; admis to School of Educ or cons instr or grad st.

562 Secondary School Mathematics Issues for Exceptional Education Teachers. 1 cr. U/G.

Issues in secondary mathematics curriculum, instructional strategies, and assessment for teachers of students with special needs. Prereq: jr st; admis to exceduc middle/high cert prog.

570 Improving Science Teaching and Learning: (Subtitled). 1-3 cr. U/G.

Focuses on instructional and curricular issues in science. Specific topics and any additional prereqs will be announced in the Schedule of Classes each time the course is offered. Retakeable with change in topic to max of 9 cr. Prereq: jr st; teaching experience.

579 Current Topics in Curriculum and Instruction: (Subtitled). 1-3 cr. U/G.

The specific topic will be announced in the Schedule of Classes each time the course is offered. May be retaken with change in topic to max of 9 cr including cr earned under CurrIns 779. Prereq: jr st, cons instr.

585 Best Practices in Early Childhood for Children and Families. 3 cr. U/G.

Child care as a family-friendly community including integration of child growth and development principles into all aspects of the program. Prereq: jr st; admis to child care director's prog or cons instr.

593 Supervision of Student Teaching. 1 cr. U/G.

Roles and responsibilities of the supervising teacher in planning, guidance and evaluation of the learning experiences of prospective teachers. Prereq: current teacher certification.

600 Schoolhouse Commercialism: Implications for Educational Practice. 3 cr. U/G.

Provides students with knowledge of the history and current status of schoolhouse commercialism and the ability to analyze and respond appropriately to commercializing activities. Prereq: jr st or cons instr.

602 Early Childhood Education. 1-4 cr. U/G.

Basic principles of curriculum planning for young children. Education in nursery schools, day care centers, kindergartens and primary grades. A study of the materials of instruction and techniques of teaching at this level. Prereq: jr st.

620 Curriculum and Standards for School Mathematics. 3 cr. U/G.

Overview of historical and current perspectives on curricular reforms and the standards movement in mathematics education. Counts as repeat of CurrIns 579 with topic, 'National Mathematics Standards.' Prereq: jr st; teaching experience

625 Principles and Practices of Teaching Geometry and Geometric Thinking. 3 cr. U/G.

Examination of instructional sequences for geometry and analysis of teaching strategies for developing and assessing students' geometric thought. Counts as repeat of CurrIns 560 with topic "Geometry and Geometric Thinking." Prereq: jr st; teaching experience

626 Principles and Practices of Teaching Data Analysis and Algebraic Reasoning. 3 cr. U/G.

Examination of instructional sequences for integrating data analysis and algebra and analysis of teaching strategies for developing and assessing students' algebraic reasoning. Counts as repeat of CurrIns 560 with topic 'Data Analysis and Algebraic Reasoning.' Prereq: jr st; teaching experience.

629 Change and Change Strategies in Education. 1-4 cr. U/G.

This course will involve students in an exploration of individual groups and institutions as these elements relate to change processes in education. Models and strategies will be studied and applied to change problems. May be retaken to a 4 cr max. Prereq: jr st; teaching experience.

637 World Language Methods and Materials. 3 cr. U/G.

Basic principles and practical instructional techniques intended to prepare teachers with experiences and background to teach world languages. Prereq: jr st or cons instr.

639 Critical Issues and Methods in World Language Education. 3 cr. U/G.

Advanced preparation for teachers of world languages that will equip them for teaching world languages to students from early childhood through adolescence. Prereq: jr st, CurrIns 637(P) or equiv, or cons instr.

641 Principles and Methods of Teaching English as a Second Language. 1-4 cr. U/G.

Review of English linguistics in teaching English as a foreign language. Introduction and practice with methods of teaching English in secondary and adult education programs. Prereq: jr st.

642 Teaching Standard English as an Alternate Dialect in Urban Schools. 1-4 cr. U/G.

Offered once per academic year, once every second summer. Linguistic aspects of application of research and scholarship to the problems of teaching standard english in urban schools. Includes recent curricular developments and micro teaching. Prereq: jr st. Available as grad level only.

643 Balanced Literacy Instruction in the Elementary School. 1-3 cr. U/G.

Study and implementation of assessment and teaching strategies for balanced literacy instruction including phonics. Retakable to max of 6 cr. Not open for cr to students with CurrIns 343(ER) or equiv. Prereq: jr st.

644 Enhancing Literacy Learning for Diverse Learners: (Subtitled). 3 cr. U/G.

Teaching reading and writing to diverse learners. Jointly offered with & subtitles count as repeat of same title of ExcEduc 644. CurrIns 644 & ExcEduc 644 may be retaken with change of topic to combined 9 cr max. Prereq: currently teaching with at least 2 yrs experience; cons instr.

646 University of Wisconsin System Reading Research Symposium. 1-3 cr. U/G.

Updates students on most recent reading research. Students are required to attend the two-day symposium. May be retaken for credit. Prereq: jr st.

647 Early Reading Empowerment: Part 1. 3 cr. U/G.

First semester of a 2 semester practicum designed for practicing teachers; develop expertise in assessing and teaching reading to struggling early literacy learners. Prereq: currently teaching, at least 2 years teaching experience, cons instr.

648 Early Reading Empowerment: Part 2. 3 cr. U/G.

Second semester of a 2 semester practicum designed for practicing teachers; develop expertise in assessing and teaching reading to struggling early literacy learners. Prereq: CurrIns 647(P), currently teaching, at least 2 years teaching experience, cons instr.

649 Children's Literature. 1-4 cr. U/G.

To acquaint students with the wide range of good books for children and to provide wide reading experiences in children's literature; evaluation and use of current materials. Prereq: jr st & admis to School of Educ; or grad st.

650 Reading Interests of Adolescents. 3 cr. U/G.

Recently published literature for adolescents - types, themes, issues related to school programs. Prereq: jr st.

652 Integrating Reading and Writing: Kindergarten through Eighth Grade. 3 cr. U/G.

The relationship of writing instruction to reading children's books. Teaching focus on literary elements and base writing problems in literature; conferring and editing. Prereq: jr st; teaching experience or cons instr.

653 Children's Literature: The Past Five Years. 3 cr. U/G.

Analysis of children's books published in the past five years. Arranged by genres, this course considers issues, trends, evaluative criteria, and classroom uses of books. Prereq: jr st; CurrIns 649 or equiv.

654 Speaking and Listening in Whole Language Classrooms. 3 cr. U/G.

Theory and techniques of developing oral fluency. Specific forms of communication to be considered: informal sharing (listening and talking), discussion, reporting, choral reading, storytelling, and dramatics. Prereq: jr st or grad st..

655 Applied Educational Linguistics. 3 cr. U/G.

Explanation of linguistic principles which can be applied to language-based activities in the classroom and which can be useful in solving language-learning problems. Prereq: jr st or cons instr.

657 Approaches to Teaching Texts in the Secondary Schools. 3 cr. U/G.

The pedagogy of literature and other texts and its classroom applications: canonical and diverse literary selections; literary critical theory. Prereq: jr st.

658 (352) Teaching of English. 3 cr. U/G.

The objectives, materials and techniques of teaching English. Covers language and writing methods. Prereq: jr st, Admis to SOE & CurrIns 657(P); or grad st.

659 Teaching Grammar to Enrich Writing. 2 or 3 cr. U/G.

Current research about teaching grammar, and the historical, social, and political consequences associated with various approaches to grammar instruction. English Educ Cert students enroll for 2 cr; other Cert students enroll for 3 cr. Prereq: jr st.

664 Dramatizing Literature in Elementary Classrooms. 1-4 cr. U/G.

Nature of creativity in children; basic principles of informal playmaking, including movement, mime, characterization, dialogue, and conflict. Using children's ideas to develop literature-based dramatizations. Prereq: jr st.

668 Introduction to Instructional Technology. 1-4 cr. U/G.

The utilization of instructional technology. Emphasis is placed upon the effective integration and utilization of instructional media as based upon a systems approach to organization. Laboratory exercises included. Prereq: jr st. Not available for grad cr.

669 Production and Utilization of Media. 1-4 cr. U/G.

Production techniques and utilization of audio-visual media including audio tapes, transparencies, slides and videotapes. 35mm camera or equiv required. Prereq: jr st; CurrIns 668 or L&I Sci 668. Not available for grad cr.

675 Making Schools Work: Promoting Positive Change in Chronic Problem Behavior. 3 cr. U/G.

Methods of applying system theory, cybernetics, and communication theory concepts in classrooms and schools to help solve recurring interpersonal problems and improve educational effectiveness. Prereq: grad st or cons instr.

700 Field Work in Schools, Agencies and Institutions: (Subtitled). 2-6 cr. G.

Supervised field experience planned in conference with the student's major professor. An evaluation report required. Prereq: grad st & cons instr.

701 Curriculum Planning and Ideologies. 3 cr. G.

The concept of elementary and secondary curriculum in modern american education. Foundation principles and major objectives. Prereq: grad st.

702 Curriculum Problems and Practices in Early Childhood Education. 3 cr. G.

Current trends in the education of children in day care centers, nursery schools, kindergartens and primary grades. Opportunities for study of individual problems of teachers at this level. Prereq: grad st.

705 Research in Schools and Communities. 3 cr. G.

Overview of content and inquiry in curriculum and instruction. Prereq: grad st.

706 Elementary School Curriculum. 3 cr. G.

Basic concepts of curriculum; the relation of foundation areas to the problems of curriculum development; modern trends in developing educational programs for children. Prereq: grad st.

710 Curriculum for Early Adolescents. 2-3 cr. G.

Functions and pruposes of schools for early adolescents; historical developments; types of curricula; instructional methods and techniques; recent developments and trends. Prereq: grad st.

712 Secondary School Curriculum. 3 cr. G.

Social function of the secondary school; recent developments; historical development of the curriculum; types of curricula, relation of the curriculum and the extra curriculum. Prereq: grad st.

714 Analysis of Instruction to Improve Teaching and Learning. 3 cr. G.

Study of teaching behaviors and models. Examination of factors involved in deciding how to teach. Opportunity to analyze teaching and clarify personal teaching preferences. Prereq: grad st.

715 Guiding Instructional Improvement. 3 cr. G.

Methods of applying the knowledge of instruction to solve instructional problems; ways of working with teachers to improve the quality of instructional behavior, styles and strategies. Prereq: grad st; CurrIns 714 or cons dept.

716 Teaching in Urban & Diverse Communities. 1-4 cr. G.

Teaching in a culturally pluralistic setting. An examination of how the law, school policy and equity issues affect curriculum and instructional practices. Prereq: grad st.

721 Advanced Problems in the Teaching of Social Studies. 3 cr. G.

For teachers with experience who wish to improve their understanding and skill; equal emphasis on theory and practice. Prereq: grad st & cons instr.

724 Advanced Problems in Science Education. 3 cr. G.

Study of current issues and problems related to science instruction and curriculum developments, course planning, analysis of learning in the science classroom, techniques of evaluation, review of research in science education. Prereq: grad st & science teaching experience.

725 Improving Teaching and Learning with Classroom-Based Assessments. 3 cr. G.

Development and implementation of classroom-based assessment instruments within existing large-scale state and district accountability systems. Jointly offered w/ & counts as repeat of Ed Psy 725. Prereq: grad st.

729 Qualitative Research and Field Studies in Educational Settings. 3 cr. G.

Examination of qualitative techniques as applied to educational research and evaluation in schools, classrooms, and other educational settings. Not open to students who have cr in Ad Ldsp 729 which is identical to CurrIns 729. Prereq: grad st; Ed Psy 528(P) or equiv.

730 Mathematics in Elementary Education. 3 cr. G.

Current trends in mathematics instruction. Investigation of curricular scope and sequence as it relates to mathematics learning by children. Emphasis on special issues. Prereq: grad st; teaching experience.

731 Mathematics in the Secondary School. 3 cr. G.

Current trends in curriculum and instruction. Opportunity to work on special problems. Prereq: grad st.

734 Advanced Problems in the Teaching of Foreign Languages. 3 cr. G.

Close re-examination of instructional practices and the soundness of the underlying principles in a period of transition regarding aims, methods, content and psychological aspects of foreign language learning. The teaching of culture and other timely material in changing curricular expectations. Prereq: grad st & teaching experience.

740 UWM Writing Project: Teachers as Writers. 3 cr. G.

Develop self-awareness as writer and compare understanding to theories of writing instruction. Analyze writing opportunities and reflect on experience in relation to classroom practice. Counts as repeat of CurrIns 779 w/ same topic. Concurrent enrollment in CurrIns 741 required. Prereq: grad st; acceptance into UWM Writing Project.

741 UWM Writing Project: Teacher Leadership in Writing. 3 cr. G.

Analyze theory and research about writing in classrooms. Synthesize and evaluate various methods that enhance writing instruction leading to developing teacher as leader in writing. Concurrent enrollment in CurrIns 740 required. Prereq: grad st; acceptance into UWM Writing Project.

744 Secondary Developmental Reading Practicum. 2-4 cr. G.

Analysis of developmental reading methods, assessment devices for secondary students, supervised classroom teaching practicum of secondary students. Prereq: grad st; CurrIns 747 & 545.

746 Advanced Reading Education. 3 cr. G.

Analysis and evaluation of research on reading processes, including psycholinguistic perspectives. Evaluation of reading models. Application to current approaches to teaching reading emphasized. Prereq: grad st; CurrIns 643(P) or equiv.

747 Reading Assessment and Instruction with Practicum: K-12 Part I. 3 cr. G.

Analysis of the factors contributing to reading difficulty; use of formal and informal assessments with implications for instruction. Includes work with student who have reading difficulties. Prereq: grad st; CurrIns 504, 506, 544, 545 or equiv; or cons instr.

748 Reading Assessment and Instruction with Practicum, K-12: Part II. 3 cr. G.

Diagnosis, teaching, curriculum planning and materials for disabled readers. Students will work with small groups of elementary age disabled readers in a supervised tutorial situation. Prereq: grad st; CurrIns 747(P).

751 Language Arts in the Elementary School. 3 cr. G.

Survey and critical appraisal of programs, practices and trends, emphasis on oral and written expression including spelling and handwriting; specific study of individual problems. Prereq: grad st.

753 Teaching Language and Composition. 3 cr. G.

Consideration of problems, curricular materials and teaching procedures in the areas of language, grammar and written composition, with emphasis on language history and applications of linguistic knowledge. Prereq: grad st.

754 Teaching Literature. 3 cr. G.

Curriculum materials, methods of organization and approaches to the study of literature, with attention to problems of teaching prose fiction and nonfiction, drama and poetry. Micro teaching used. Prereq: teaching experience & grad st.

774 College Teaching. 3 cr. G.

Analyzes curricular issues and instructional practices in college and adult programs. Research on youth, college influences and adult change will be reviewed. Prereq: grad st.

779 Current Topics in Curriculum and Instruction: (Subtitled). 1-3 cr. G.

Specific topic announced in schedule of classes each time course is offered. May be repeated with change in topic to max of 9 cr, including grad cr earned under CurrIns 579. Prereq: grad st, cons instr.

794 Teaching Gifted Children. 3 cr. G.

Characteristics and identification of gifted children. Instructional techniques for dealing with giftedness, survey of current research and on going program development, implementation procedures and the role of the teacher within the framework of the school system. Prereq: grad st.

795 Developing Curriculum for Gifted Students. 3 cr. G.

Historical development and current trends in providing programs and learning materials for gifted students, K-12. Opportunity to develop specific curricular programs to serve individual needs. Prereq: grad st, CurrIns 794.

799 Independent Reading: (Subtitled). 1-3 cr. G.

- Prereq: enrollment in master's prog.

800 Master's Seminar in Curriculum and Instruction. 3 cr. G.

Required for all curriculum and instruction students. Students develop and defend a seminar project. Master's examination is in conjunction with the seminar. Prereq: grad st; 30 grad cr; cons dept; advisor's recom.

801 Urban Education: Doctoral Seminar in Curriculum & Instruction. 3 cr. G.

Curriculum and instruction goals, programs, and practices in urban schools, as analyzed in varying critical perspectives. Prereq: admis to PhD prog; Educ 701(P).

802 Recent Research in the Field of Early Childhood Education. 3 cr. G.

A study of recent research in the area of early childhood education and in child development at these levels. Practical applications to the programs of day care centers, nursery schools, kindergartens and primary grades will be made. Prereq: grad st.

803 Reflective Practice: Urban Early Childhood Teaching. 4 cr. G.

The relationships between teaching practice and the socio-cultural-historical contexts of teaching; application to teaching through reflective analysis. Prereq: grad st

804 Practice in Curriculum Planning. 3 cr. G.

Development of curriculum guides and teaching aids. Use of teaching aids in pupil-teacher planning. Organization of curriculum programs on state-wide basis and in local school systems. Prereq: grad st; CurrIns 701; cons dept.

805 History Of Curriculum Development. 3 cr. G.

A study of the history of curriculum development in american education including major issues, movements and figures. Prereq: grad st; Ed Pol 650; cons dept.

813 Instructional Research and Theory. 3 cr. G.

Examination of current research and theory concerning teacher behavior and its antecedents and consequences. Implications for teaching teacher training, evaluation of teaching, and classroom research. Prereq: grad st; CurrIns 714 or cons dept.

814 Seminar in Instruction. 3 cr. G.

Individual instruction problems are examined. Emphasis is placed upon developing and carrying out a research project dealing with instruction. Prereq: grad st; CurrIns 714 or cons dept.

816 Curriculum Designs for Urban Schools. 3 cr. G.

Examination of the problems of urban schools and the implications of these problems for the design of school curriculum. Prereq: grad st; CurrIns 701 or 716; or cons instr.

819 Theory and Design of Curriculum. 3 cr. G.

Examination of the essential operations of curriculum from the point of view of common curriculum patterns, development of the theoretical considerations underlying the application of these operations to curriculum planning and development. Prereq: grad st; CurrIns 701(P).

829 Advanced Qualitative Research Techniques for Education Settings. 3 cr. G.

Advanced examination of qualitative research techniques in three areas: conceptual design; data collection methods; and data analysis and reporting. Not open to students who have cr in Ad Ldsp 829, which is identical to CurrIns 829. Prereq: Ad Ldsp 729 (CurrIns 729) or cons instr.

830 Seminar in Elementary School Mathematics Education. 3 cr. G.

Critical issues in arithmetic instruction. Survey of research studies and their implications for instruction. Development and discussion of individual research problems. Prereq: grad st; cons dept.

839 Practicum in Writing from Qualitative Research for Educational Settings. 3 cr. G.

Practice in writing from qualitative research data and analysis of qualitative text. Not open to students who have cr in Ad Ldsp 839 which is identical to CurrIns 839. Prereq: grad st; Ad Ldsp or CurrIns 729(P) & 829(P).

846 Seminar in Developmental Reading: (Subtitled). 3 cr. G.

Topics will vary. In-depth study of implications of trends and research for improving instruction and k-12 curriculum planning. Specific topic and any additional prerequisites will be announced in schedule of classes each time course is offered. May be retaken with change in topic to max of 6 cr. Prereq: grad st; CurrIns 746.

849 Guiding and Directing School Reading Programs K-12. 3 cr. G.

The role of the Reading Specialist/Literacy Coach in guiding and directing K-12 reading programs and supervising literacy instruction. Required for WI Reading Specialist license. Prereq: grad st; CurrIns 747 & 748 (P); CurrIns 646 (P) or cons instr.

880 Proseminar in Urban Education: Curriculum and Instruction. 2 cr. G.

An examination of selected problems and issues in urban education. Prereq: grad st; admis to urban educ doctoral prog.

888 Candidate for Degree. 0 cr. G.

Available for graduate students who must meet minimum credit load requirement. Fee for 1 cr assessed. Prereq: grad st.

890 Master's Research or Thesis. 3-6 cr. G.

Research or thesis work for students in the master's program in curriculum and instruction. Prereq: grad st; cons advisor.

900 Seminar In Curriculum Construction. 3 cr. G.

Opportunity to develop curriculum materials or work on individual problems. Prereq: grad st; cons dept.

990 Doctoral Research or Thesis. 1-3 cr. G.

- Prereq: admis to doctoral prog.

993 Seminar in the Pre-Service and In-Service Education of Teachers. 3 cr. G.

For advanced students interested in problems of teacher education. Prereq: grad st; cons dept.

999 Independent Reading. 1-3 cr. G.

For the benefit of doctoral students unable to secure needed content in regular courses. Prereq: post-masters or doctoral st; cons instr.