Curriculum and Teaching Courses

C&T 100 Introduction to the Education Profession (3). This course is designed to acquaint students with the profession of education by helping to increase an awareness of the role and characteristics of an effective teacher. Large and small group activities and assignments are dispersed throughout the semester to facilitate these outcomes. Students will be involved in observation of and participation with teachers and pupils in public school classrooms, which complement course activities and assignments. Students will work with a mentor pre-service teacher from the KU School of Education to provide discussions about each of the course objectives. C&T 100 is a pre-professional course. Successful completion of the course does not guarantee eventual admission to the School of Education's Teacher Education Program. LEC

C&T 200 Making Connections Between Schools and Community (3). This course is designed to increase the students' awareness of learning in the classroom and to familiarize them with the role of the school and the community. Institutions and resources that support children and families will be addressed through large and small group sessions and field experiences. Emphasis is given to the diverse nature of schools, communities, and their populations. In addition, the course will acclimate students with the School of Education programs, admissions procedures, and curriculum offerings. Successful completion of this course does not guarantee eventual admission of the School of Education's Teacher Education Program. Prerequisite: Successful completion of C&T 100. LEC

C&T 301 Instructional Technology in Elementary-Middle Education (3). The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to elementary and middle school teaching environments. Students will gain expertise in (a) the selection of appropriate instructional technologies and digital media for use in the classroom; (b) production fo technology-based instructional materials; and (c) the evaluation and validation of a variety of electronic information sources. Prerequisite: Admission to the Teacher Education Program. LEC

C&T 302 Instructional Technology in Middle/Secondary Education (3). The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to middle school and high school teaching environments. Students will gain expertise in (a) the selection of appropriate instructional technologies and digital media for use in the classroom; (b) production of technology-based instructional materials; and (c) the evaluation and validation of a variety of electronic information sources. Prerequisite: Admission to the Teacher Education Program. LEC

C&T 322 Curriculum and the Learner in the Elementary School (3). Building on the experiences in C&T 100 and C&T 200, this course will focus on the learner in the elementary setting. Learning occurs as a result of interaction among learners, teacher and subject matter in the classroom within a school in a community. The impact of the interactions of these students of learning of young children is studied in this course. Emphasis is given to the factors that influence curriculum decision-making, and methods that are considered in elementary grades curriculum and how it is delivered. Prerequisite: Admission to the Teacher Education Program. LEC

C&T 324 Curriculum and the Learner in the Middle School and High School (3). Building on experiences in C&T 100 and C&T 200, this course will focus on the learner within the high school setting. Learning occurs in a classroom within a school in a community, and the nature and structure of these settings as well as their impact on learning is studied in this course. Emphasis is given to the curriculum, the factors that influence the curriculum, and the ways that goals for high school students are reflected in the high school curriculum. Prerequisite: Admission to the Teacher Education Program. LEC

C&T 325 Education in a Multicultural Society (3)
The course is designed to provide the student with an awareness of and sensitivity of the concept of multicultural education. Topics related to the rationale for and processes of providing a multicultural perspective within the schools will be addressed. Field experiences will be structured to provide students with opportunities to observe the diversity within our society. LEC

C&T 344 Children's Literature in the Elementary School (3)
A study of literature (poetry, folk literature, fiction, and nonfiction) appropriate for elementary school children with a focus on contemporary children's books. Emphasis will be on selection of literature based on child development, literary quality, curriculum, and pluralism and the engagement of children in literature experiences from the interactive, reader response, and critical perspectives. Prerequisite: Admittance into the School of Education. LEC

C&T 347 Social Studies in the Elementary Classroom (3).
A study of curricula, instructional strategies, and classroom organization for social studies education K-6. Emphasis is placed on the effective implementation of social studies programs in classroom settings. Prerequisite: Admission to the School of Education in elementary, middle, or secondary, or the Unified Early Childhood programs. LEC

C&T 349 Science in the Elementary Classroom (3).
In this course, you will develop an understanding of how children learn science and why science education is important. You will examine effective approaches to teaching, instructional materials, and student assessment and will learn how to plan and implement a science unit. The course will emphasize a guided-inquiry approach to science instruction appropriate for the abilities and interests of children in grades K-6. Prerequisite: Admission to the School of Education. LEC

C&T 351 Mathematics for the Elementary Classroom (3).
This course is a study of the curriculum, instructional strategies, and classroom organization for mathematics in grades K-6. Emphasis is placed on the effective implementation of mathematics programs in classroom settings. Prerequisite: Admission to the School of Education. LEC

C&T 352 Literacy Instruction in the Primary Grades (K-3) (3).
This course is intended to develop the attitudes, knowledge, and skills necessary to effectively instruct primary grades (K-3) children through the development of reading and language arts skills. The major goals of this course are for the prospective teacher to develop an understanding of literacy development of the primary-grades child, current literacy theories, and the ability to work with a number of approaches to promote literacy learning and a positive attitude toward literacy in all primary-grades students who may have different needs due to language, culture, learning challenges, and/or differing stages of development. This course is to be taken concurrently with C&T 353, Literacy Practicum in the Primary Grades. Prerequisite: Admission to the Teacher Education Program.

C&T 353 Literacy Practicum in the Primary Grades (1).
This supervised practicum is intended to allow the pre-service teacher to apply the knowledge gained in C&T 352, Literacy Instruction in the primary grades (K-3), by teaching children in the primary grades. To be taken concurrently with C&T 352 Prerequisite: Admission to the Teacher Education Program. LEC

C&T 354 Literacy Instruction in the Intermediate Grades (4-6) (3).
This course is intended to develop the attitudes, knowledge, and skills necessary to effectively instruct intermediate-grades children (4-6) through the development of reading and language arts skills. The major goals of this course are for the prospective teacher to develop an understanding of literacy development of the intermediate-grades child, current literacy theories, and the ability to work with a number of approaches to promote literacy learning and a positive attitude toward literacy in all intermediate-grades students who may have different needs due to language, culture, learning challenges, and/or differing stages of development. This course is to be taken concurrently with C&T 355, Literacy Practicum in the Intermediate Grades. Prerequisite: Admission to the Teacher Education Program.

C&T 355 Literacy Practicum in the Intermediate Grades (4-6) (1).
This supervised practicum is intended to allow the preservice teacher to apply the knowledge gained in C&T 354, Literacy Instruction in the intermediate grades (4-6), by teaching children in the intermediate grades. To be taken concurrently with C&T 354. Prerequisite: Admission to the Teacher Education Program. LEC

C&T 359 Basic Processes of Reading (1).
An introduction to reading in relation to specific areas of art, music and health and physical education. Focus on specialized vocabulary and literature related to each area. Introduction of specific strategies to teach vocabulary and comprehension and to integrated units of study. Prerequisite: Admission to certification program in music education, art education, health education, or physical education. LEC

C&T 410 Instruction and Curriculum in Middle and Secondary Schools (2).
Study of curriculum development and instructional planning. Classroom and field site activities will include: (1) development and organization of curriculum which stresses application of concepts; (2) development and implementation of instructional plans; (3) the use of generic teaching skills and models for organizing instruction; and (4) assessment of the effectiveness of one's own teaching strategies and curriculum plans. Middle level section also emphasizes integrating curriculum, team organization, and advisory teaching. Prerequisite: C&T 324. LEC

C&T 420 Teaching Kansas Government and Contemporary Public Policy Issues: Middle-Secondary (3).
A study of the constitution, organization, functions, and processes of Kansas government, of contemporary public policy issues with local, state and national implications, and of strategies for teaching these in middle and secondary classrooms. Prerequisite: Admission to the School of Education and POLS 110.

C&T 421 Economics for Elementary Teachers (3). The focus of this course is to introduce and develop understanding of economic concepts and principles in those preparing to teach elementary education. This course presents students primarily with basic economic content and, secondarily, with information on developmentally appropriate economics for elementary age students. Emphasis will be placed on micro and macroeconomic concepts, including the economic problem, resources, scarcity, economic decision-making, opportunity cost, economic systems, price, exchange and money, markets, supply and demand, production, market failures and the role of government, and international trade. Open only to School of Education students enrolled in the elementary education program. LEC

C&T 422 Teaching Economics and Secondary Social Studies (2). The purpose of the course is to prepare secondary social studies education students to teach the major economic concepts, issues and systems in the United States and other nations in preparation for teacher licensure in the State of Kansas. Prerequisite: Admission to the Secondary History and Government teacher education licensure program. LEC

C&T 430 Teaching Literature for Young Adults (3).
Teaching literature (novel, short story, poetry, drama, nonfiction) suitable for students in the middle school, the junior high school, and the senior high school. Ethnic literature, censorship, bibliographies, and other relevant sources of information about books for young adults will be studied. Prerequisite: Admission to the School of Education. 00 08 01

C&T 440 Teaching English in the Middle/Secondary Schools (3).
A study of philosophy, objectives, curriculum, procedures of instruction and evaluation in teaching English at the middle/secondary levels. Included will be a study of the methods of teaching literature, language and oral and written composition in English classes. A field experience may be a part of this course. Prerequisite: C&T 324 or permission of instructor.

C&T 441 Teaching Social Studies in the Middle/Secondary Schools (3).
Study of curriculum development and instructional strategies appropriate for teaching social studies in grades 5-12. Prerequisite: C&T 324 or permission of instructor.

C&T 442 Teaching Science in the Middle/Secondary Schools (3).
Study of the science content and process skills that should be taught in the middle/secondary schools. Emphasis also will be placed on instructional strategies such as concept mapping, Learning Cycle Model, and use of computers and networking in the science laboratory. A field experience is a required component of the course. Prerequisite: C&T 324 or permission of instructor.

C&T 443 Teaching Mathematics in the Middle/Secondary Schools (3).
A study of philosophy, objectives, curriculum, instructional strategies and evaluation in teaching mathematics at the middle/secondary levels. Prerequisite: C&T 324 or permission of instructor.

C&T 444 Teaching Foreign Language in the Middle/Secondary Schools (3).
A study of philosophy, objectives, curriculum, instructional strategies and evaluation in teaching foreign languages at the middle/ secondary levels. A field experience is a required component of this course. Prerequisite: C&T 324 or permission of instructor.

C&T 448 Reading and Writing Across the Curriculum (3).
Content area teachers do far more than impart information to students. They play an important role in guiding middle/secondary students as they use reading and writing as tools for learning. This course includes an overview of the state and national reading and writing scores of adolescents. Students will then be introduced to the basic processes or ways in which individuals may learn to read and write. The course continues with a focus on the instructional strategies and materials that promote the development of reading and writing in the context of teaching new information. Additionally, the course emphasizes the informal methods educators can use, on an on-going basis, to diagnose their students ability to comprehend content material. Finally, appropriate fix-up strategies will be modeled. Prerequisite: Admission to the Teacher Education Program. LEC

C&T 497 Independent Study (1-2).
Only one enrollment permitted each semester. A maximum of four hours will apply toward the bachelor's degree. Prerequisite: Recommendation of adviser and consent of instructor.

C&T 500 Student Teaching in: _____ (1-3).
A supervised teaching experience in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: Admission to the Student Teaching program.

C&T 501 Student Teaching Practicum in: _____ (5-16).
A supervised classroom teaching experience under the direction of an experienced teacher and in close relationship with a university supervisor. Prerequisite: Admission to the Graduate Licensure Program and approval of adviser.

C&T 598 Special Course: _____ (1-5).
A special course of study to meet current needs of education students, primarily for undergraduates.

C&T 620 Teaching English as a Second Language/Bilingual Education (3). Undergraduate course that will meet with C&T 820 Teaching English as a Second Language/Bilingual Education. The purpose of this course is to study the objectives and methods of ESL/Bilingual education. Students will examine methods and techniques of teaching: listening, speaking, reading, and writing in the ESL/Bilingual Education settings. The course will also emphasize the importance of culture in second language teaching, and self-evaluation of teaching and instructional materials. Prerequisite: Admission to the School of Education.

C&T 621 Diagnosis and Remediation in Second Language Education (3). This course provides and overview of diagnostic techniques and instruments used to identify and remediate specific learning difficulties associated with normal second language development in the area of listening, speaking, reading, and writing. The course includes a review of research concerning assessment as it relates to error analysis in the second language context. Prerequisite: Admission to the School of Education.

C&T 622 Second Language Acquisition (3). This course provides an intensive review of the theory and research base of second language acquisition. Particular attention is given to the influence of research trends in linguistics and psychology on second language education theory and practice. Current trends in second language education are examined in light of the historical theory base. Prerequisite: Admission to the School of Education.

C&T 630 Understanding the Nature of Talent in Children and Youth (3). This course addresses the social, cognitive, affective, and other developmental aspects of talent as manifested in children and youth with high potential. The course provides an opportunity to examine characteristics, strengths, and needs of children and their families. The course focuses on the foundational aspects of gifted/talented education; educational and political history of the field, etiology of extraordinary potential, and identification and assessment techniques, instruments, and systems. Included in the course are relevant research, policies and regulations, services, and information resources. Prerequisite: SPED 325, SPED 425, SPED 431, SPED 725 or equivalent.

C&T 631 Teaching for Talent Development (3).
The course introduces key theories and basic principles of curriculum development and introduction for students with high potential and/or high achievement. Frameworks and models for modifying general education content, cognitive processes, and learning outcomes are applied to enhancing talent development. The course addresses affective considerations, peer relations, and working with families.

C&T 700 Teaching with Community, Contemporary, and Primary Resources (3). A practical course designed for grades 4-12 teachers who wish to utilize community-based, mass media, and/or primary resources. The course focuses on the use of community resources such as local historical societies, museums, and government agencies; on the use of mass media such as newspapers, magazines, organizations’ newsletters, televisions, and film; and on the use of primary resources such as artifacts, documents, recordings, and oral historians. Participants receive sample resources from each of the three areas along with accompanying activities.

C&T 709 Foundations of Curriculum and Instruction (3). Basic concepts and processes of curriculum and instruction, including theories, planning models, resources for decision-making, current rends, research, and proposals for improvement of curriculum and instruction.

C&T 710 Writing, Language, and Learning in the Middle/Secondary Classroom (3). This course will situate issues about writing and learning in the context of more general inquiry about language and learning. We will read research related to classroom discourse and the teaching of writing in secondary classrooms. We will then connect this body of research to the teaching of English in middle/secondary classrooms.

C&T 711 Teaching Young Adult Literature (Grades 7-12) (3). A study of the characteristics of adolescents with respect to their interest and reading habits; criteria for choosing books for junior and senior high school in-class and out-of-class reading; selection of materials; methods for helping poor readers; literary discrimination and appreciation; censorship; ethnic literature; techniques for presenting literary selection in class. Wide reading among best of current and classical literature.

C&T 712 Educators as Leaders (1). This course is designed to enhance the students' background and experience from two perspectives: 1) from their teacher education preparation coursework; and 2) from their recently completed student teaching experience. Focus of the course will center on the following themes - how to continue to progress in the development of a teacher as leader and becoming adapt at planning and articulating curriculum and instruction for the classroom, school, and community. Prerequisite: Successful completion of student teaching.

C&T 730 Understanding the Nature of Talent in Children and Youth (3). This course addresses the social, cognitive, affective, and other developmental aspects of talent as manifested in children and youth with high potential. The course provides an opportunity to examine characteristics, strengths, and needs of these children and their families. The course focuses on the foundational aspects of gifted/talented education: educational and political history of the field, etiology of extraordinary potential, and identification and assessment techniques, instruments, and systems. Included in the course are relevant research, policies and regulations, services, and information recourses. Prerequisites: SPED 425, SPED 431, SPED 725, or equivalent introductory course on exceptional children and youth.

C&T 731 Teaching for Talent Development (3). The course introduces key theories and basic principles of curriculum development and introduction for students with high potential and/or high achievement. Frameworks and models for modifying general education content, cognitive processes, and learning outcomes are applied to enhancing talent development. The course addresses affective considerations, peer relations, and working with families. Prerequisite: C&T 630 or C&T 730 or equivalent course on exceptional children and youth.

C&T 732 Teaching for Talent in General Education Settings (3). This course is for classroom teachers concerned about meeting the needs of students with high potential in their classrooms. Students will be introduced to various curriculum models and teaching strategies commonly employed in special programs for gifted/talented students. There will be opportunities to apply gifted education models to modify existing curriculum or to develop new curricula which enhances the abilities of all students. Prerequisite: C&T 630 or C&T 730 or equivalent introductory course on exceptional children and youth.

C&T 733 Practicum in Gifted and Talented Education (1-10).
A course designed to provide experiences for students to work intensively and to teach identified gifted and high potential students in educational settings. Students will develop competencies relative to implementing individual group and individual education plans through a variety of instructional alternatives. Arranged service delivery options are possible. Prerequisite: C&T 631, C&T 731, C&T 732, or equivalent course.

C&T 738 Applied Research in the Classroom (3).
This course is designed to facilitate the implementation and completion of an action research project during the internship experience. Prerequisites: Successful completion of student teaching.

C&T 739 Internship in Teaching: ____ (1-6). A supervised internship experience leading to initial certification. The student assumes the total professional role as a teacher in an approved school setting, with level and subject area to be selected according to the teaching field. Prerequisite: C&T 500 and C&T 738 appropriate to the student’s teaching level and area, or equivalent.

C&T 740 Foundations of Reading: Process, Theory, and Instruction (3). It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic, and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation, and assessment.

C&T 741 Comprehension and Study Strategies for Use with Multiple Texts (3). It is the purpose of this course to examine research, theory, and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive, and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms. Prerequisite: C&T 740 or permission of the instructor.

C&T 742 Language and Literature in the Reading Room (3). A study of the linguistic and literary aspects of reading instruction, focusing on language and cognitive development as they relate to reading. Emphasis will be on approaches for differentiating reading instruction to provide for less proficient to gifted readers research and issues related to reader response, techniques for assessing children’s reading attitudes and interests, procedures for selecting literature, and strategies for integrating literature into the elementary school reading program. Prerequisite: C&T 740 or permission of instructor.

C&T 743 Writing and Spelling Development and Instruction (3). A study of the research base on writing, spelling, speaking, and listening for teaching the language arts; an overview of development in writing and spelling, the writing and spelling processes and instruction, and strategies for integrating the language arts. Prerequisite: Admission to a masters program within the School of Education, C&T 740 or permission of the instructor.

C&T 744 Teaching Literature to Children (3). An opportunity to survey the broad range of trade books published for children; criteria for book selection; children’s reading interests and tastes; illustrations of children’s books; sources for selecting literature; poetry; the role of children’s literature in today’s elementary curriculum.

C&T 745 Reading and the English Language Learner (3).

C&T 747 Reading Strategies for Expository Text (1-10). A study of the need of teaching reading in content areas, factors involved in the reading process, and basic and advanced reading and study skills to be taught. Teachers may concentrate upon the study of ways of teaching reading in one or more of the following: language arts, social studies, sciences, mathematics, art, music, home economics, industrial arts, business education, or physical education. Prerequisite: Admission to the Transition to Teaching Program.

C&T 750 Connecting Research to Classroom Practice in Elementary Mathematics and Science (3). The primary purpose of this course is to examine current research on issues important to elementary mathematics and science programs. The course will explore issues important to the classroom practices of elementary mathematics and science teachers. Provides a broad background for understanding current issues related to elementary mathematics and science curriculum, instruction, and assessment.

C&T 752 Teaching Mathematics in the Urban Middle/Secondary School (3). The purpose of this course is to help urban teachers plan, organize, teach, and assess mathematics learning in the middle and secondary grades. The Kansas Teaching Standards (in Professional Education and in Mathematics Teaching) identify the knowledge and abilities addressed in this course. The instructors designed the class sessions and learning tasks to enable participants to make progress toward achieving the Kansas Teaching Standards. It is the participant’s responsibility to acquire the knowledge and abilities and to demonstrate the progress being made toward meeting the Standards. A mathematics teaching portfolio is the tool used to document progress toward achieving the Standards. Prerequisite: Admission to the Transition to Teaching Program or permission of instructor.

C&T 753 Teaching Science in the Urban Middle/Secondary School (3). The purpose of this course is to help urban teachers plan, organize, teach, and assess science learning in the middle and secondary grades. The Kansas Teaching Standards (in Professional Education and in Science Teaching) identify the knowledge and abilities addressed in this course. The instructors designed the class sessions and learning tasks to enable participants to make progress toward achieving the Kansas Teaching Standards. It is the participant’s responsibility to acquire the knowledge and abilities and to demonstrate the progress being made toward meeting the Standards. A science teaching portfolio is the tool used to document progress toward achieving the Standards. Prerequisite: Admission to the Transition to Teaching Program or permission of instructor.

C&T 760 Modern Approaches to Elementary Social Studies (3). A study of the purpose, content, psychology, and materials and methods for teaching the social sciences in the elementary school. Emphasis on principles and procedures for combining the social studies with other areas of the curriculum in broad unit instruction. Prerequisite: Nine hours of Education including educational psychology.

C&T 762 Modern Approaches to Middle/Secondary Social Studies (3). The purpose of the course is to offer preservice and practicing K-12 social studies educators the following: 1) an overview of theoretical bases for social studies education and of the social studies and discipline specific curriculum standards; 2) a review of the major curricular and extracurricular K-12 social studies programs; 3) strategies for the design, implementation, and evaluation of social studies programs; and 4) experience with the design, implementation, and/or evaluation of a social studies program. Prerequisite: Nine hours of Education including educational psychology.

C&T 763 Economic Education (2-3). An examination of the concepts, theories, and resource materials utilized in teaching economics in the K-12 curriculum. Particular attention is given to the functional integration of economic concepts into the elementary and secondary social studies curriculum. The use of economic resource material is considered. Participants develop projects for use in their own classrooms.

C&T 764 Teaching Economics in: _____ (3). A critical analysis of the relationship between economics and a designated school subject selected from history, geography, or consumer education; a determination of the economic concepts that can be appropriately integrated into the particular discipline; and a comprehensive search of the particular curriculum area to identify the most effective and efficient points at which the economic concepts can be integrated. Prerequisite: C&T 763.

C&T 770 Introduction to Computing in Education (3). This course introduces basic concepts of computer literacy, with particular emphasis on the uses of microcomputers in educational settings. Topics include an overview of computing applications and the impact of computers on society, an introduction to computer hardware and associated concepts, introductory programming concepts, a survey of instructional and instructional support applications of computers including examples of related software, software evaluation techniques, and an overview of resources of educational computing. Students will acquire hands-on operating experience with microcomputers through scheduled laboratory periods.

C&T 797 Special Project in: ____ (2). Implementation of the curriculum project planned in C&T 738; implementation and assessment of the special project will occur during the internship. Prerequisite: C&T 738.

C&T 798 Special Course: _____ (1-5).
A special course of study to meet current needs of education professionals-primarily for graduate students.

C&T 800 Foundations of Curriculum Development (3).
This course is designed for students to gain a functional understanding of the historical, philosophical, political, psychological, and cultural factors which affect the designing and implementation of curriculum at several levels; the individual classroom, the team, the school, the larger administrative unit, the state, and the nation. Prerequisite: C&T 709 or permission from the instructor.

C&T 801 Planning for School Improvement (2-3). The course will emphasize the latest research and practice related to school improvement. Students will function as a member of a school improvement team to assimilate and synthesize research and practice into the development, revision, and/or assessment of a school improvement plan for a specific school site. Corequisite: Enrollment in the summer institute on school improvement.

C&T 802 Curriculum Planning for Educational Settings (3). A focus on organizing and managing curriculum development in educational settings. Such curricular decisions as writing philosophies, setting goals and objectives, selecting an organizing content, and designing and monitoring evaluation procedures will be emphasized. Providing leadership for the collaborative process of curriculum planning in organizational settings will receive attention. Prerequisite: C&T 709, admission to Building Principal Certification program, or permission of instructor.

C&T 803 Differentiating Curriculum and Instruction (3). This course is designed for educators interested in expanding curriculum and instruction to accommodate diverse learners in the classroom, K-12. Topics include: models, methods, and resources for differentiating curriculum and instruction, designing and modifying differentiated curriculum, evaluating student learning, and introducing students, parents and colleagues to differentiation. An evidence-based, practical course for teachers, administrators, and support personnel. Prerequisite: Admission to Graduate School.

C&T 804 Introduction to Middle Level Education (3). Designing educational programs appropriate for early adolescent learners is the focus of this course. Such topics as interdisciplinary team organization, advisory programs, exploration, curricular balance, and the role of the middle grades in a K-12 sequence will be emphasized.

C&T 805 Planning Instruction and Instructional Strategies in Urban Settings (2). This course will prepare students to engage in instructional planning and to utilize pertinent instructional strategies for urban classrooms, with an emphasis on secondary and middle schools. Students will use various strategies and conceptual frames appropriate to the various disciplines to create lessons that will be undertaken in an urban setting, under the supervision of the instructor and other veteran teachers. Following the teaching experience, students will study and develop lesson plans around specific topics with relevant curricular materials. Students also will critically assess their teaching experiences, and develop plans for continuing improvement.

C&T 806 Instructional Strategies and Models (3). Analysis of models of teaching which represent distinct orientations toward students and how they learn. The application of these models is complemented by the study of research evidence on effective teaching strategies. Prerequisite: C&T 709.

C&T 807 Multicultural Education (3). In order to provide the student with an understanding of multicultural education, the course will examine the effects of such issues as ethnicity in America, the melting pot theory, separatism, cultural pluralism, legal issues, and bilingual education upon the curriculum and instruction in today’s classrooms. It will include an evaluation of materials for bias and stereotypes. Field experiences are a part of this course.

C&T 808 Qualitative Research: Curriculum Inquiry (3). This course provides an opportunity to reflect, explore, understand and broaden perspectives of curriculum through examining the theories, methodologies, strategies, and design of qualitative research. This course is designed to develop a common understanding of the major elements of qualitative research, while offering each student an opportunity to examine research topics and methods of personal interest, with particular attention to curricular issues. The course also includes practical experience with various modes of data collection and analysis.

C&T 809 Creative Thinking and Learning (3). This course provides an opportunity to investigate the nature of the creative process in educational settings. The knowledge base for the course builds from foundations of creativity, principles and theories of identifying and enhancing creative production, and affective learner variables. The course blends classic and contemporary works in creativity, and features the application of theories and models of the origins and development of creativity to promoting creative thinking and learning among children, youth and adults. Participants learn about, apply, and adapt techniques for defining and identifying creative potential and for encouraging creative thinking in educational settings. Prerequisite: Admission to graduate school.

C&T 810 Issues in Teaching Language Arts for Middle/Secondary Classrooms (3). A study of present curricula in junior and senior high school English and speech; current thinking in grammar and usage; language development in oral and written communication; problems of teaching reading and literature in the junior and senior high school; construction and reorganization of language arts courses. Students will be permitted to make an intensive study of an individual problem relating to more effective instruction in the language arts.

C&T 820 Teaching English as a Second Language/Bilingual Education (3).
The purpose of this course is to study the objectives and methods of ESL/Bilingual education. Students will examine methods and techniques of teaching: listening, speaking, reading, and writing in the ESL/Bilingual education settings. The course will also emphasize the importance of culture in second language teaching, and self-evaluation of teaching and instructional material. Prerequisite or Corequisite: C&T 709.

C&T 821 Diagnosis and Remediation in Second Language Education (3).
This course provides an overview of diagnostic techniques and instruments used to identify and remediate specific learning difficulties associated with normal second language development in the area of listening, speaking, reading, and writing. The course includes a review of research concerning assessment as it relates to error analysis in the second language context. Corequisite: C&T 820.

C&T 822 Second Language Acquisition (3).
This course provides an intensive review of the theory and research base of second language acquisition. Particular attention is given to the influence of research trends in linguistics and psychology on second language education theory and practice. Current trends in second language education are examined in light of the historical theory base. Prerequisite: C&T 820.

C&T 823 Developing Intercultural Awareness in the Second Language Classroom (3).
This course includes the study of the interrelationship of language and culture and the use of multicultural training techniques to develop cultural awareness and positive attitudes in the second language classroom. Emphasis is on the integration of culture in the second language curriculum. Prerequisite: C&T 820 or C&T 803.

C&T 824 Problems in Second Language Instruction (3). This course presents a study of curricula and instruction in the second language setting at all levels with emphasis on educational research concerning these issues. Particular attention is given to developing competency in locating and utilizing sources of information and to preparing the research document. The course facilitates practical problem solving in the second language learning context. Prerequisite: C&T 820.

C&T 825 Practicum in Teaching English as a Second Language/Bilingual Education (3). This course provides a supervised teaching experience in a setting appropriate to the goals of the prospective ESL/Bilingual teacher: elementary, secondary, or adult. Particular attention is given to lesson planning, classroom management, and the development of self-evaluation techniques. This course will also emphasize structured classroom observation prior to teaching and techniques for developing and maintaining positive working relationships with other professionals in the school stetting. Prerequisite: C&T 820, C&T 821, and C&T 822 or C&T 824.

C&T 826 Language Analysis for Language Teachers (3). This course offers pre- and in-service teachers the basic foundations of language analysis necessary for the teaching of second/foreign languages. The course covers basic linguistic topics common to all human languages (grammatical, phonological, and semantic aspects) with the intent to help teachers understand and address common language learning problems that students face when learning English as a second/foreign language.

C&T 830 Assessing Talents (1). This course focuses on practices for identifying and assessing high potential in school-aged individuals. Particular attention is paid to populations who are traditionally underserved due to ethnicity, socio-economic status, geography, or multiple exceptionality. Topics include: models and methods for nominating, screening and assessing high potential; public policies and their effects on identification; and using assessment information to develop a group or individual educational plan. Parent and student roles in the assessment process are also emphasized. An evidence-based practice course for teachers, administrators, and support personnel.

C&T 831 Personal Dimensions of Talent (1). This course focuses on affective aspects of individuals with high potential. Particular attention is paid to populations who are traditionally underserved due to ethnicity, socio-economic status, geography, or multiple exceptionality. The course focuses on theories, models and methods for understanding and addressing the successful personal development of talented individuals, supporting families, and personal issues linked to high potential. An evidence-based practice course for teachers, administrators, and support personnel.

C&T 833 Diagnosis and Remediation in Elementary Mathematics (3).
Deals with diagnostic techniques and instruments and with materials to remediate specific simple learning difficulties in elementary mathematics. Includes research dealing with learning difficulties and error analysis in elementary mathematics.

C&T 834 Practicum in Remedial Mathematics (2-4).
Diagnostic and corrective teaching of a child or children classified as simple mathematical disability cases. An enrollment will be for 2 hours. May be taken twice. Prerequisite: C&T 833.

C&T 840 Emergent Literacy and Beginning Reading (3).
A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory, and research that supports instructional reading practices for children Pre-kindergarten through grade 2. Prerequisite: C&T 740, C&T 741, C&T 742, C&T 743, or permission of instructor.

C&T 841 Early Intervention in Reading Practicum (2).
A case study approach to the instruction of children in need of early intervention in reading. Requires assessment, instruction, and case reports of tutored children. Prerequisite: C&T 740, C&T 741, C&T 742, C&T 743, C&T 745, or permission of instructor.

C&T 842 Developing Assessment and Instructional Plans for Students with Reading Difficulties (2).
A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information, and gain awareness of the impact of research on instructional decision-making for students with reading difficulties. Prerequisites: Admission to a masters program within the School of Education, C&T 740, C&T 741, C&T 742, C&T 743, or permission of the instructor.

C&T 843 Practicum for Students with Reading Disabilities: Pre-adolescent Through Adult (3).
Case study approach to the treatment of pre-adolescent through adults with reading disabilities. Requires diagnostic testing of the learner, compilation of case study reports, and participating in staffing for the purpose of designing remedial reading programs. Students also participate in implementation of remedial programs with pre-adolescent through adults through tutoring in either a clinical setting or a public school setting. Prerequisite: Admission to a masters program within the School of Education, C&T 740, C&T 741, C&T 742, C&T 743, C&T 840, C&T 841, C&T 842, and C&T 843.

C&T 844 The Reading Program: Coordination and Supervision (3).
(3). An overview of the role of the reading coordinator/supervisor and that individual’s responsibility for the components of a balanced reading program. Emphasis will be given to assessment of the reading program, strategies for change, improving the reading program, in-service programs, working with other school personnel, providing services, and public relations. Prerequisites: C&T 740, C&T 741, C&T 742, C&T 743, C&T 840, C&T 841, C&T 842, and C&T 843.

C&T 845 Reading Specialist Internship (1-2). Supervised and directed experiences to develop the necessary instructional and leadership competencies of a reading specialist. Activities will include district and building level needs assessment, data analysis, professional development of teachers and paraprofessionals, and cooperative planning with teachers and administrators around issues of literacy instruction and achievement. Prerequisite: Completion (at the University of Kansas) of course requirements for the Reading Specialist program. The Reading Specialist course requirements may be a part of a graduate degree.

C&T 851 Modern Approaches to Middle/Secondary School Mathematics (3). A study of aspects of curriculum and instruction in middle/secondary school mathematics programs, including research on teaching and learning mathematics. Prerequisite: Teaching experience in middle-level or high school mathematics or permission of instructor.

C&T 852 Instruction in Mathematics and Science (3). In this course, students will explore a variety of research-based instructional theories, models, and strategies for teaching and learning of mathematics and science. They will apply and evaluate the usage of one instructional strategy in an action research project in their classrooms. Prerequisite: C&T 709.

C&T 853 Connecting Research to Classroom Practice in Middle/Secondary Science (3). This course will explore current research on issues important to middle and high school science teachers so they can use research to support and improve their classroom practice. Prerequisite: Teaching experience in middle level or high school science or permission of instructor.

C&T 854 Assessment and Evaluation in Science and Mathematics (3). The primary purpose of this course is to examine assessment and evaluation in science and mathematics, including assessment of students, teachers, schools, and educational programs. The course will examine technical characteristics of various assessment methods including both traditional and alternative methods. In additional and alternative methods. In addition, the course will analyze and discuss various controversial issues in assessment such as authentic assessment, and large scale assessment, and large scale assessments, assessment for accountability, and equity issues.

C&T 855 Curriculum in Science and Mathematics (1-3). A survey of the concepts and processes that provide the focus of modern science and mathematics curricula will be central to the course. Students develop a standards-based framework for a school science or mathematics program. The course includes an analysis of national and state recommendations for the reform of science and mathematics education in the context of our state and local educational systems, which is applied by evaluating exemplary instructional materials and activities appropriate for classroom use. Prerequisite: C&T 709.

C&T 856 Practicum in Science Education (1-3). Intensive supervised experience working with improvement of science curriculum and/or instruction in an educational setting. Credit in any one semester may range from one to three hours; and total credit may not exceed three hours. Prerequisite: Two graduate courses in science education and prior consent of practicum supervisor.

C&T 857 Practicum in Mathematics Education (1-3). Intensive supervised experience working with improvement of mathematics curriculum and/or instruction in an educational setting. Credit in any one semester may range from one to three hours; and total credit may not exceed three hours. Prerequisite: Two graduate courses in mathematics education and prior consent of practicum supervisor.

C&T 858 Connecting Research to Classroom Practice in Middle/Secondary Mathematics (3). This course will explore current research on issues important to middle and high school mathematics teachers so they can use research to support and improve their classroom practice. Prerequisite: Teaching experience in middle level or high school mathematics or permission of instructor.

C&T 859 Issues in Mathematics or Science Education: _____ (1-3). A study of issues in a particular area of mathematics or science education. The course may be repeated for different topics. Prerequisite: Admission to graduate study.

C&T 860 Topics in Teaching and Learning Social Studies: _____ (3). An examination of current topics and issues from social science perspectives. Special emphasis is given to effective integration of one of the social sciences, such as anthropology, geography, political science, science technology and society, and these topics affect issues of curriculum at both elementary and secondary levels. Students will need to confer with the instructor of record to determine which topic will be the current focus of the course.

C&T 861 Curriculum and Assessment in Social Studies Programs K-12 (3). The purpose of the course is to offer preservice and practicing K-12 social studies educators the following: (1) an overview of theoretical bases for social studies education and of the social studies and discipline specific curriculum standards; (2) a review of the major curricular and extracurricular K-12 social studies programs; (3) strategies for the design, implementation, and evaluation of social studies programs; and (4) experience with the design, implementation, and/or evaluation of a social studies program.

C&T 862 Trends and Issues in Social Studies Instruction (3). A study of trends and issues relating to, and needed changes in the content, organization, emphasis, resources and equipment, methods, devices and evaluation in the social studies. Consideration of related problems such as achieving meaning and understanding, providing for individual differences, providing motivation, the cooperative assignment and socialized recitation. Students will be permitted to concentrate on those problems of particular interest to them. Prerequisite: Nine hours of Education including educational psychology.

C&T 863 Curriculum Development in Economic Education (3). Extension and application of economic concepts and theories through integration into the scope and sequence of the school curriculum. The process will include the development and field testing of a project that utilizes appropriate concepts, materials, community resources and techniques for integrating economics into the total curriculum. Prerequisite: C&T 763.

C&T 864 International Issues in the K-12 Classroom (3). An examination of current international topics and issues from an economic education perspective. Special emphasis is given to effective integration of global topics and issues into the curriculum at both elementary and secondary levels. Students survey and analyze economic education resource materials and develop international lessons for use in their own classrooms. This course is offered during summer term, locally, and as a study abroad option. This course has been offered two times previously as T&L 798-summer 1993 at the Regents Center and in Great Britain.

C&T 868 Connecting Research to Classroom Practice in Social Studies (3). The purpose of the course is to explore readings on effective practice and current research on issues important to social studies teachers. Knowledge gained from the exploration of readings will be used to develop a plan and implementation procedures for improving classroom practice. Prerequisite: Teaching experience in social studies education or permission of the instructor.

C&T 870 Educational Media Development (3). This course will explore: (1) educational media development from various theoretical and instructional view points; (2) the role of media (TV, Radio, Print, etc.) in the development of instruction; (3) new media formats (computer-based multimedia, streaming video, Internet-based media, etc.); and (4) current and future trends in technology development and use.

C&T 871 Design of Instructional Materials (3). Introduction to the systematic design and production of instructional resources. Emphasizes the theories of instructional design and mediated instruction. Utilizes various delivery systems, including computers and video as well as traditional media. Although this course is practically oriented, it includes theoretical readings designed to provide a principled underpinning to instructional design. Prerequisite: C&T 770.

C&T 872 Practicum in Educational Communications and Technology (1-3). Supervised practice in a media center in selection, classifying, designing, producing, and/or managing instructional materials. Prerequisite: C&T 770 and C&T 871.

C&T 873 Design of Educational Technology (3). This course introduces instructional design theory and production techniques for developing educational technology resources and systems. Students apply their understandings of design and education theories as they work in teams to develop real-world applications of educational technology for specific clients.

C&T 896 Seminar in: _____ (1-4).

C&T 897 Independent Study (1-4). Prerequisite: Consent of adviser and instructor.

C&T 898 Master's Project (1-4).

C&T 899 Master's Thesis (1-6).

C&T 901 Contemporary Research of Teaching Effectiveness (3). A review of recent research on the conceptualization, measurement, and improvement of teaching effectiveness. Particular attention is given to the history of efforts to improve teaching, to the reasons why such efforts have often been unsuccessful, and to the recent contributions of the "micro-criteria" approach to the problem.

C&T 903 Curriculum Supervision (3) An intensive study of the theoretical and research bases for curriculum supervision and improvement. Topics include models and practices in supervision and staff development, skills and instruments used in curriculum assessment, coordination of both human and material resources, and the dynamics of change strategies.

C&T 904 Philosophical Questions in Curriculum and Teaching (3). This course addresses philosophical questions pertaining to curriculum and teaching across a range of educational contexts. These questions center on epistemology, ethics, and the assumptions that underlie particular curricula and approaches to teaching. Students completing this course should be able to engage in philosophical inquiry and apply relevant philosophical principles to the examination of curriculum and teaching.

C&T 905 Teacher Education in the U.S. (2). A study of the development, issues, and programs for the preparation of teachers. Open to all regular graduate students.

C&T 906 Qualitative & Curriculum Inquiry: Analysis & Interpretation (3). This course supports novice researchers in extending their understanding of the theoretical frameworks underlying qualitative research, qualitative methodologies, the research process and its relationship with curriculum inquiry. During the course we will discuss various forms of qualitative research methods, approaches to research, and perspectives in methodology related to curriculum inquiry. We will explore the intertwining of data generation, analysis and writing. In addition, we will focus on refining data generation techniques, strategies for data analysis, data interpretation, and various forms of reporting/writing. Prerequisites: Introduction to a graduate level qualitative research course or permission from the instructor.

C&T 940 Evaluation of Research in Reading (3).

C&T 951 Research and Evaluation in Mathematics and Science (3). This course introduces students to the processes of planning, conducting, and evaluating mathematics and science research and evaluation in education. This course emphasizes the methods and techniques used in both quantitative mathematics and science research and evaluation methodologies. Prerequisite: A PRE course in statistics.

C&T 960 Theory and Research in Social Studies Education (3). The purpose of this graduate level course is to stimulate and communicate systematic research and thinking in Social Studies Education. Its purpose is to foster the creation and exchange of ideas and research findings that will expand knowledge about purposes, conditions, and effects of schooling and education about society and social relations.

C&T 968 Readings in Economic Education Research (3). A survey of research in elementary, secondary, and higher education economic education. After initial, mutual readings, and discussions, class members will determine a list of broad research questions around which we will focus our readings. Each student is responsible for developing a reading list on one of the topics and reporting on selected readings. Class meetings will focus on summarizing and critiquing published research. Purpose of this course is to prepare doctoral students for comprehensive examinations and dissertation research.

C&T 994 Advanced Topics: _____ (1-3).
A special course of study to meet current needs of education professionals - primarily for post-master's level students. 00 08 29

C&T 995 Field Experience in: _____ (1-5).
Supervised and directed experiences in selected educational settings. The adviser will schedule regular observations of the field experience and conferences with the student. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agencies, and the adviser. Open only to advanced students. Field experience credit in any one semester may not exceed 5 hours, and total credit may not exceed 8 hours.

C&T 996 College Teaching Experience in: _____ (2).
To meet the college teaching experience requirement for doctoral programs, a student shall engage in a semester-long, planned, instructional activity that shall include college classroom teaching under supervision. Planning shall be done with the adviser and/or the member of the faculty who will supervise the experience. The activity shall be done under the supervision of a member of the University of Kansas faculty or by an individual or individuals designated by the candidate's committee.

C&T 997 Individual Study (1-4).
Prerequisite: Prior graduate course work in the area of study and consent of instructor.

C&T 998 Seminar in: _____ (1-4).

C&T 999 Doctoral Dissertation (1-15). 4