Graduate Course Listing
CRIN E03: Elementary Reading and Language Arts Curriculum And Instruction
Fall (5) Johnson
Co-requisites: CRIN E04, L03, and L04
A course on the fundamentals of developmental and diagnostic reading instruction in elementary and middle schools. Included is study of the school reading program from emergent literacy to reading in content areas. Classroom diagnostic techniques and corrective methods are an integral part of the course.
CRIN E04: Elementary Language Arts Curriculum And Instruction
Fall (2) Staff
Prerequisites: CRIN E05/L05, E06/L06, E07/L07
Co-requisites: CRIN E03, L03, and L04
An examination of the processes of communicating (speaking, listening, reading, writing, and visual literacy) along with specific methods to promote growth in communication skills in elementary and middle school children. Includes study of selected children’s literature.
CRIN E05: Elementary Social Studies Curriculum And Instruction
Fall (2) Staff
Co-requisites: CRIN L05
An exploration of the objectives, instructional strategies, and evaluation of social studies education at the elementary school level. Included are experiences in the design of instructional materials for use in the classroom.
CRIN E06: Elementary Science Curriculum And Instruction
Fall (2) Matkins
Co-requisites: CRIN L06, E07, E11, and L20
A course in which students examine the goals, objectives, instructional strategies, student and teacher behaviors, philosophies, strengths, shortcomings of exemplary elementary school science curricula as a basis for designing science instruction.
CRIN E07: Elementary Mathematics Curriculum And Instruction
Fall (2) Mason
Co-requisites CRIN L07
A lecture/laboratory course that assists the beginning teacher to become familiar with the elementary and middle school mathematics curriculum and with various manipulatives, models, materials, technology, and instructional methods appropriate for teaching this curriculum and to develop the ability to plan and execute instruction designed to teach skills, understanding, and problem solving at the elementary and middle school levels.
CRIN E08: Introduction to Classroom Organization, Management And Discipline
Spring (1) Staff
Prerequisites: CRIN F11, F12, and F65
A course designed to help prospective teachers promote positive student behavior. Emphasis is placed on the selection of strategies, procedures, and possible actions that enhance classroom organization and management and reduce and/or prevent misbehavior.
CRIN E09: Designs for Technology-Enhanced Learning (Elementary Education)
Fall (2) Hofer
Prerequisites: Admission to the elementary education teacher certification program
An introduction to computer-based instructional technologies, Internet resources, other emerging technologies, and instructional design. Students will acquire technical skills in selected software applications and integrate emerging technologies into the curriculum.
CRIN E10: Adaptations For Exceptional Student Populations (Elementary Education)
Spring (1) Staff
Prerequisites: Open only to elementary education concentrator
A course designed for students concentrating in elementary education to enable them to develop and implement specific strategies for teaching exceptional children (e.g., students with disabilities, at-risk, gifted, culturally diverse) in general education classrooms.
CRIN E11: Student Teaching Seminar In Elementary Education
Spring (1) Staff
Co-requisites: Courses in the third semester of Elementary Education Program (graded pass or fail)
A seminar designed to provide students with an opportunity to reflect on their classroom experiences and to refine their applications of their knowledge, decision-making, and skills in coordinating instruction, classroom organization, management, and discipline.
CRIN E17: Social Studies Curriculum And Instruction For Early And Middle Education
Occasionally (3) McEachron
A course in which the student is exposed to the objectives and strategies used in teaching social studies at the elementary and middle school levels. The following considerations are included: (1) modes of teaching social studies, (2) questioning strategies, (3) values analyses approaches, (4) concept development strategies, (5) involvement techniques, and (6) content and processes of the social sciences relaevant to sovial studies teaching.
CRIN E18: Science Curriculum And Instruction For Early And Middle Education
Occasionally (3) Matkins
A course in which the goals, objectives, instructional strategies, student and teacher behaviors, philosophies, strengths, and shortcomings of selected exemplary science curricula are analyzed, studied, and reviewed as foils against which to consider the concerns of elementary and middle school teachers of science. The development of instructional plans for the teaching of science consistent with stated goals and objectives is also stressed.
CRIN E19: Problems And Issues In Teaching Elementary School Mathematics
Occasionally (3) Staff
Prerequisites: Experience and competency in mathematics at the level of Math 103 or equivalent
This course attempts to improve teaching of elementary school mathematics, an integral part of elementary school curriculum. Teaching strategies, research, and current problems shape this course.
CRIN E22: Characteristics of Exeptional Student Populations (Elementary)
(1) Staff
CRIN G60: Master’s Thesis In Gifted And Talented Education
Fall, Spring, and Summer (Var.) Staff
Prerequisites:Permission of the instructor. (Graded pass or fail)
CRIN G80: Psychology And Education Of The Gifted Learner
Fall (3) VanTassel-Baska
This course focuses on the nature of gifted learners and how they differ in cognitive, affective, developmental, and behavioral ways from more typical learners. It will emphasize general theories of intelligence, development, and learning and how they apply to gifted learners.
CRIN G82: Social and Emotional Development And Guidance Of The Gifted Learner
Spring (3) VanTassel-Baska
Prerequisites:CRIN G80 or equivalent
This course focuses on the social and emotional characteristics and needs of the gifted individual and various counseling and guidance strategies that can facilitate his/her development over the life span. The course will emphasize theories of emotional development and self-actualization and their implications for guiding the gifted.
CRIN G84: Practicum In Gifted Education
Fall, Spring, and Summer (3) VanTassel-Baska
Prerequisites: CRIN G80 & EPPL 612 (Graded pass or fail)
This practicum is designed to provide direct experiences with gifted education programs and services. Both seminar and field experiences focus on comprehensive articulated programs and services for this population.
CRIN G86: Addressing the Individual Needs and Talents in the Regular Classroom
Spring and Summer (3) Tieso This course will outline instructional and managerial techniques that can be used in the heterogeneous classroom to address the individual learning needs, strengths, styles, and preferences of all students, but specifically, those with gifts and talents. This course will also teach students the principles of Universal Design for Learning (UDL).
CRIN L03: Elementary Reading and Language Arts Curriculum And Instruction (Lab)
Fall (1) Johnson
Prerequisites: CRIN E05/L05, E06/L06, E07/L07
Co-requisites: CRIN E03 (Graded pass or fail)
This laboratory experience is designed to provide opportunities for students to observe and participate in developmental/diagnostic reading instruction in an elementary school classroom.
CRIN L04: Instructional Technology Practicum-Elementary
Fall (1) Staff
Co-requisites: CRIN E09 (Graded pass or fail)
This practicum, taken concurrently with CI E09, permits students to implement and evaluate a technology-mediated lesson plan designed in CI E09. Students will acquire reflective and evaluative skills during the analysis of the implementation.
CRIN L05: Elementary Social Studies Curriculum And Instruction (Lab)
Fall (1) Staff
Co-requisites: CRIN E05 (Graded pass or fail)
A course designed to provide the prospective elementary school teacher with the opportunities to experience and reflect on practices of social studies education in the school setting.
CRIN L06: Elementary Science Curriculum And Instruction (Practicum)
Fall (1) Matkins
Co-requisites: CRIN E06. (Graded pass or fail)
A course designed to provide students with a first opportunity to reflectively apply/refine their skills/knowledge about the teaching of science as both a process and a product, as a way of knowing and as a body of knowledge.
CRIN L07: Elementary Mathematics Curriculum And Instruction (Practicum)
Fall (1) Mason
Co-requisites: CRIN E07. (Graded pass or fail)
A course designed to provide students with an opportunity to apply, refine, and modify their preliminary beliefs about teaching mathematics.
CRIN L10: Differentiating and Managing in Diverse Classrooms Practicum: Elementary
Spring (1) Hart
A course designed to provide the prospective elementary school teacher with the opportunities to experience and reflect. This course is a clinical practicum designed to acquaint students with the school personnnel, policies, and instructional/behavorial practices of inclusive classrooms at the elementary level. The practicum provides students with a view to how different theoretical perspectives manifest in actual schools and classroom settings.
CRIN L20: Supervised Teaching In Elementary Education
Spring (7) Staff
Prerequisites: First- and second-semester courses in elementary education program
Co-requisites: Third-semester courses in elementary education program. (Graded pass or fail)
A field-based experience designed to enable preservice elementary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.
CRIN L29: Internship In Supervised Teaching (Social Studies)
Spring (7) Staff
Prerequisites: Permission of the instructor
Co-requisites: CRIN S08, S09, S42, and S47. (Graded pass or fail)
A field-based experience designed to enable preservice secondary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.
CRIN L30: Internship In Supervised Teaching (English)
Spring (7) Moore
Prerequisites: Permission of the instructor
Co-requisites: CRIN S08, S09, S38, and S43. (Graded pass or fail)
A field-based experience designed to enable preservice secondary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.
CRIN L31: Internship In Supervised Teaching (Modern Foreign Languages)
Spring (7) Parker
Prerequisites: Permission of the instructor
Co-requisites: CRIN S08, S09, S40, and S45. (Graded pass or fail)
A field-based experience designed to enable graduate preservice secondary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.
CRIN L32: Internship In Supervised Teaching (Mathematics)
Spring (7) Mason
Prerequisites: Permission of the instructor
Co-requisites: CRIN S08, S09, S39, and S44. (Graded pass or fail)
A field-based experience designed to enable graduate preservice secondary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.
CRIN L33: Internship In Supervised Teaching (Science)
Spring (7) Matkins
Prerequisites: Permission of the Instructor
Co-requisites: CRIN S08, S09, S41, and S46. (Graded pass or fail)
A field-based experience designed to enable graduate preservice secondary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.
CRIN M01: Current Trends and Issues in Mathematics Education: Leadership I
Occassionally (3) Mason This course will provide an introduction to the role of the mathematics specialist and a survey of current issues and trends in mathematics education. Focus will be on learning theory, assessment, and issues of diverse learners; self-reflection and collaboration; and instruction, especially the design, teaching, and evaluation of inquiry based lessons.
CRIN M02: Development and Evaluation of Educational Staff: Leadership II
Occassionally (3) Mason
This course will provide continued study of the role of the mathematics specialist and a survey of current issues and trends in mathematics education. Focus will be on developing and refining coaching skills and skills to work with adult learners, building a deeper understanding of mathematics content pedagogy, and becoming familiar with the body of research related to selected topics within the NCTM strands in mathematics education.
CRIN M03: Advanced Curriculum Theory in Mathematics: Leadership III
Occassionally (3) Mason
This course will provide continued study of the role of the mathematics specialist and a survey of current issues and trends in mathematics education. Focus will be on developing and refining knowledge and skills used to identify problems in teaching or learning mathematics, to identify and use resources to address those problems, and to evaluate the results of an intervention. Participants will also develop and refine their knowledge and skills in grant writing and formal presentations.
CRIN M04: Internship in Mathematics Leadership
Occassionally (3) Mason (Graded pass or fail)
An internship is required of all master's students in the K-8 Mathematics Specialist Program. Individual arrangements are made by the student, internship supervisor, and faculty.
CRIN R07: Language And Literacy Development
Fall (3) Beers
This course is designed to familiarize students with major perspectives on language development, stages of language acquisition, methods of evaluating language performance, and strategies for improving the quality and quantity of oral language in classroom settings. The influence of dialect and exceptionalities as well as the impact of oral language on literacy development are also discussed.
CRIN R08: Developmental Reading
Fall (3) Johnson
A course designed to help teachers understand the foundations and origins of children’s achievement in reading and language arts. Attention is given to the sociology, psychology, and physiology upon which the teaching of reading is based.
CRIN R11: Content Area Reading
Spring (3) Johnson
A course intended for content teachers in middle schools and high schools who desire to improve their competence in the teaching of content reading. Included are study of the nature of reading tasks for adolescents and young adults, effective techniques for improving reading with this group, and materials to be used in this teaching.
CRIN R13: The Teaching Of Writing In Early And Middle Education
Fall (3) Beers
A course for teachers of grades kindergarten through eight which addresses the means by which writing enhances learning in all disciplines. Participants have opportunities to write as well as to study writing as a process and to develop writing lessons and curriculum for their classrooms.
CRIN R15: Diagnosis of Reading Difficulties Practicum
Fall (3) Beers
Prerequisites: CRIN R07, R08, R11, and R13. (Graded pass or fail)
A course that focuses on the steps in the reading diagnosis process. These include the identification of problem readers, the acquisition and interpretation of diagnosis data, and the development of instructional recommendations. Formal and informal diagnostic techniques are performed.
CRIN R17: Correction of Reading Difficulties Practicum
Spring (3) Beers
Prerequisites: CRIN R15. (Graded pass or fail)
This course focuses on recognizing reading difficulties in students, developing and implementing appropriate reading instruction, and evaluating the results of the instruction. Techniques and strategies for working with students with reading difficulties are also presented in this course.
CRIN R18: Reading Recovery Orientation
Fall (3) Staff
This is a closed course for Reading Recovery Program participants. This course introduces students to Reading Recovery, its purposes, procedures, and theoretical foundations. Classroom instruction is coordinated with the individual instruction of students in an integrated field experience.
CRIN R19: Reading Recovery Strategies
Spring (3) Staff
Prerequisites: CRIN R18. This is a closed course for Reading Recovery Program participants.
In this second Reading Recovery course, teachers will continue to learn observation and questioning techniques to help students accelerate their progress in reading. Class instruction will focus on observation of student and teacher behaviors and the theory which guides the practice of Reading Recovery teachers. Classroom instruction is coordinated with the individual instruction of students in an integrated field experience.
CRIN R21: Literature For Elementary Students
Spring (3) Johnson
This course is designed to familiarize the student with children’s books that are appropriate for the elementary school age child. The course provides a thorough look at the field of children’s literature to include: the value and usage of children’s books, criteria for selecting materials, the evaluation of individual children’s books, a survey of the categories of children’s literature, methods of extending children’s literature through creative activities, and the discussion of current issues in the field of children’s literature.
CRIN R29: Reading, Language, And Literacy Inservice Seminar
Summer (3) Beers
Prerequisites: CRIN R07, R08, R11, R13, R15 and R17
A seminar in which graduate students examine all aspects of the school reading and language program. An instructional plan for the entire school and an inservice program for the teachers are prepared.
CRIN R30: Writing Workshop
Occasionally (3 or 6) Beers
Prerequisites: Selection as a Fellow of the Eastern Virginia Writing Project Summer Institute. (Graded pass or fail)
An intensive summer workshop offered as part of the Eastern Virginia Writing Institute to give teachers a sound theoretical basis for teaching writing to allow them to experience writing as writers, and to prepare them to present colleague inservice workshops on the teaching of writing.
CRIN S00: Curriculum and Instructional Methods (Social Studies)
Fall (3) Stoddard
Co-requisites: CRIN S05, S06, S07, S10, S77
A course in instructional methodology and an introduction to secondary social studies teaching methods and materials.
CRIN S01: Curriculum and Instructional Methods (English)
Fall (3) Moore
Co-requisites: CRIN S05, S07, and S11.
A course in instructional methodology and an introduction to secondary English teaching methods and materials.
CRIN S02: Curriculum and Instructional Methods (Modern Foreign Language)
Fall (3) Parker
Co-requisites: CRIN S05, S07, and S12
A course designed to provide the prospective secondary teacher with opportunities to experience and reflect on the practices of foreign language education in the school and community setting.
CRIN S03: Curriculum and Instructional Methods (Mathematics):
Fall (3) Mason
Co-requisites: CRIN S05, S07, and S13
A course in instructional methodology and an introduction to secondary mathematics teaching methods and materials.
CRIN S04: Curriculum and Instructional Methods (Science)
Fall (3) Matkins
Co-requisites: CRIN S05, S07, and S14
A course in instructional methodology and an introduction to secondary science teaching methods and materials.
CRIN S05: Content Reading And Writing
Fall (2) Staff
Prerequisites: Admission to the secondary education graduate program.
This course is designed to develop in prospective teachers an understanding of the role of reading and writing in the content area disciplines. Course topics include developmental reading and writing in the content areas, instructional strategies with content area textbooks, and techniques for improving reading and writing in the content areas.
CRIN S05P: Content Reading And Writing–Practicum
Fall (1) Staff (Graded Pass or Fail)
CRIN S06: Classroom Assessment
(2) Gareis
Prerequisites: Admission to the secondary education teacher certification program.
A course designed to develop competence in constructing valid and reliable teacher-made assessments that measure the achievement of pupils.
CRIN S07: Designs for Technology-Enhanced Learning (Secondary)
Fall (2) Hofer
Prerequisites: Open to teacher certification program or by permission of instructor.
An introduction to computer-based instructional technologies, Internet resources, other emerging technologies, and instructional design. Students will acquire skills in selected software applications and integrate emerging technologies into the curriculum.
CRIN S08: Classroom Adaptations for Exceptional Students (Secondary Education)
Prerequisites: Open only to secondary education concentrators.
A course designed to address academic and social learning needs of exceptional student populations (e.g., students with disabilities, at-risk, gifted, culturally diverse) in secondary level classrooms and appropriate interventions to meet these needs.
CRIN S09: Classroom Organization, Management And Discipline (Secondary Education)
Spring (1) Staff
Prerequisites: Admission to the secondary education teacher certification program.
A course designed to help prospective secondary school teachers promote positive student behavior. Emphasis is placed on the selection of strategies and procedures to enhance classroom organization and management and to reduce and/or prevent misbehavior.
CRIN S10: Practicum in Secondary Schools-Social Studies
Fall (1) Stoddard
Prerequisites: Admission to the secondary education teacher certification program.
Co-requisites: CRIN S00 (Graded pass or fail)
A Course designed to provide the prospective secondary teacher with opportunities to experience and reflect on the practices of social studies education in the school and community setting.
CRIN S11: Practicum in Secondary Schools-English
Fall (1) Moore
Prerequisites: Admission to the secondary education teacher certification program.
Co-requisites: CRIN S01, S05, , S06, S07 (Graded pass or fail)
A course designed to provide prospective secondary English teachers with structured opportunities to observe, participate in, and reflect upon the school and community culture in which they will be student teaching in the following spring semester.
CRIN S12: Practicum in Secondary Schools-Modern Foreign Languages
Fall (1) Parker
Prerequisites: Admission to the secondary education teacher certification program. (Graded pass or fail)
A secondary public school placement in which students have an opportunity to observe and participate in a classroom specific to their content area. Students will have specific assignments and experiences to help them relate their work in their subject area methods, content area reading and writing, classroom assessment and instructional technology.
CRIN S13: Practicum in Secondary Schools - Mathematics
Fall (1) Mason
Prerequisites: Admission to the secondary education teacher certification program. (Graded pass or fail)
A field and university based course designed to provide students with an opportunity to reflectively apply and refine their skills and knowledge about the teaching of mathematics.
CRIN S14: Practicum in Secondary Schools - Science
Fall (1) Matkins
Prerequisites: Admission to the secondary education teacher certification program. (Graded pass or fail)
A field and university based course designed to provide students with an opportunity to reflectively apply and refine their skills and knowledge about the teaching of science.
CRIN S17: Practicum in Secondary Schools-Instructional Technology
(1) Hofer
Prerequisites: Admission to the secondary education teacher certification program.
Students in the Secondary Masters Education Teacher Certification Program will design and implement computer-mediated instructional lessons in a secondary classroom using worldwisde web resources, selected software programs and other technologies.
CRIN S21: Seminar In Teaching
(2) Staff
Co-requisites: CRIN L24, L25, L26, L27, or L28. (Graded pass or fail)
A course designed to provide student teachers with an opportunity to examine the teaching/learning situation through study of their own behavior as teachers, the behavior of other teachers, and of students.
CRIN S25: Methods And Problems Of Teaching Mathematics In The Secondary School
Occasionally (3) Mason
A course in which the curriculum and evaluation of mathematics teaching at the secondary school level is explored. In addition to determining suitable methods for teaching mathematics, the student formulates a rationale for a suitable mathematics curriculum for students of grades 9-12. In the course of this study, the student becomes acquainted with curricular trends in the field and with related research.
CRIN S27: Current Issues In The Teaching Of English
Occasionally (3) Moore
A course in which students investigate curricula and instructional concerns confronting secondary English teachers. An examination of past and current practices as well as possible future trends, resulting in the development of instructional and curricula plans designed to teach English effectively.
CRIN S29: Secondary School Social Studies Curriculum
Occasionally (3) Stoddard
A course focused on innovative teaching strategies and curriculum materials for secondary school social studies. Students examine a variety of current curriculum materials, develop a rationale for social studies learning and create instructional materials and teacing strategies to implement rationales in the classroom.
CRIN S36: Secondary School Science Curricula & Instruction
Occasionally (3) Matkins
A course which includes examination of the content, rationales, objectives, and instructional and evaluation strategies of secondary school science curricular materials, as well as current research findings and trends. The student then develops a rationale for science instruction and curriculum materials consistent with this rationale.
CRIN S38: Instructional Planning in Secondary English
Spring (2) Moore
Co-requisites: CRIN S08, S09, S43, and L30
An intensive five-week campus and field-based course designed to provide students with opportunities to apply and refine skills and knowledge about teaching and learning English. Guided by College faculty and a public school mentor, students continue the work begun in the methods course, designing units of instruction for use during their internship in supervised teaching.
CRIN S38P: Instructional Planning in Secondary English Practicum
(1) Staff (Graded pass or fail)
CRIN S39: Instructional Planning in Secondary Mathematics
Spring (2) Mason
Co-requisites: CRIN S08, S09, S44, and L32
A field and university based course designed to provide students with an opportunity to reflectively apply and refine their skills and knowledge about the teaching of mathematics design, teaching, and evaluation of their instruction practices.
CRIN S39P: Instructional Planning in Secondary Mathematics Practicum
(1) Staff
Co-requisites: CRIN S08, S09, S44, and L32 (Graded pass or fail)
CRIN S40: Instructional Planning in Secondary Modern Foreign Language
Spring (2) Parker
Co-requisites: CRIN S08, S09, S45, and L31
A field and university based course designed to provide students with an opportunity to reflectively apply and refine their skills and knowledge about the teaching of foreign language design, teaching, and evaluation of their instruction practices.
CRIN S40P: Instructional Planning in Secondary Modern Foreign Language Practicum
(1) Staff
Co-requisites: CRIN S08, S09, S45, and L31 (Graded pass or fail)
CRIN S41: Instructional Planning in Secondary Science
Spring (2) Matkins
Co-requisites: CRIN S08, S09, S46, and L33
A field and university based course designed to provide students with an opportunity to reflectively apply their skills/knowledge about the teaching of science as both a process and a product, to instructional design, teaching, reflection and evaluation and the revision thereof.
CRIN S41P: Instructional Planning in Secondary Science Practicum
(1) Staff
Co-requisites: CRIN S08, S09, S45, and L31 (Graded pass or fail)
CRIN S42: Instructional Planning in Secondary Social Studies
Spring (2) Stoddard
Co-requisites: CRIN S08, S09, S47, and L29
A field and campus based course designed to provide students with an opportunity to make thoughtful decisions, with the help of college faculty and public school mentor about planning and instruction immediately prior and during the first five weeks of student teaching.
CRIN S42P: Instructional Planning in Secondary Social Studies Practicum
(1) Staff
Co-requisites: CRIN S08, S09, S45, and L31 (Graded pass or fail)
CRIN S43: Secondary Curriculum and Instruction Seminar (English)
Spring (1) Moore
Co-requisites: CRIN S08, S09, and L30
A course designed to provide pre-service secondary English teachers with opportunities to refine their teaching and learning through analysis, reflection, and discussion of their own behavior as teachers and the behaviors of teachers, students, and other school personnel.
CRIN S44: Secondary Curriculum & Instruction Seminar (Mathematics)
Spring (1) Mason
Co-requisites: CRIN S08, S09, S39, and L32
A field and university based course designed to provide students with an opportunity to reflectively apply and refine their skills and knowledge about the teaching of mathematics.
CRIN S45: Secondary Curriculum & Instruction Seminar (Foreign Language)
Spring (1) Parker
Co-requisites: CRIN S08, S09, S40, and L31
A course designed to provide foreign language student teachers with an opportunity to examine the teaching/learning situation through study of their own behavior as teachers, the behavior of other teachers, and of students.
CRIN S46: Secondary Curriculum & Instruction Seminar (Science)
Spring (1) Matkins
Co-requisites: CRIN S08, S09, S41, and L33
A field and university based course designed to provide students with an opportunity to reflectively refine their skills/knowledge about the teaching of science as both a process and a product, as a way of knowing and as a body of knowledge.
CRIN S47: Secondary Curriculum & Instruction Seminar (Social Studies)
Spring (1) Stoddard
Co-requisites: CRIN S08, S09, S42, and L29
A course designed to provide student teachers with an opportunity to reflect upon ways they can apply and refine their knowledge and skills about the teaching of social studies.
CRIN S48: Middle School Curriculum: Current Issues
Occasionally (3) Staff
A course for middle school teachers and administrators that focuses on topics unique to the middle school. Emphasis is given to study of the role of the middle school including student developmental characteristics, curriculum organization patterns, effective instruction, evaluation building a positive school climate, and effective teaching strategies.
CRIN S49: Secondary School Curriculum: Current Issues
Occasionally (3) Staff
A course focusing on curriculum and instruction in secondary schools. Topics include a study of current issues, instructional decision making and reflection, and traditional and innovative curriculum practices.
CRIN S50: Characteristics of Exceptional Student Populations (Secondary)
Occasionally (3) Staff (Graded pass or fail)
This course prepares secondary education teachers to develop differentiated instruction for the individual learning needs of students in secondary classrooms who have disabilities, who are at-risk for school failure, or who are gifted/talented learners, as well as students who are culturally and linguistically diverse.
CRIN S51: Differentiating and Managing in diverse Classrooms Practicum: Secondary
This course is a clinical practicum designed to acquaint students with the school personnel, policies, and instructional/behavioral practices of inclusive classrooms at the secondary level. The practicum provides students with a view to how different theoretical perspectives manifest in actual schools and classroom settings.
CRIN S64: Seminar In Secondary Education
Occasionally (3) Staff
Prerequisites: Permission of the instructor.
A culminating course in which students organize an instructional unit, based upon previously developed and defined ideas and materials, undertake a formative field test of the unit, evaluate the unit, and prepare a revision of the unit for submission for an oral defense with a committee of the faculty. Students explore knowledge and skills related to developing effective working relationships with colleagues with whom they will develop curriculum.
CRIN S74: The Teaching Of Writing
Occasionally (3) Moore
A course for teachers of grades eight through twelve which addresses the means by which writing enhances learning in all disciplines. Participants have opportunities to write as well as to study writing as a process and to develop writing lessons and curriculum for their classrooms.
CRIN S77: Literature For Adolescents
Fall (3) Moore
Co-requisites: CRIN S01, S05, S06, S07, and S11
In this course students read, discuss, and write about literature written specifically for adolescents, books that reflect adolescent coming-of-age issues, cover a range of genres, and represent the best authors in the field. Students study and apply contemporary ways of interpreting literature that range from New Criticism to Cultural Studies, including Archetypal theory, Structuralism, Poststructuralism, Reader Response, the Black Aesthetic, and Feminism. The course addresses ways in which literature for adolescents can be used successfully in middle and high school classrooms to teach students to become better readers, writers, and critical thinkers. Designed for current and prospective teachers and librarians, the course is also intended for others interested in relating to adolescents and adolescent development.
CRIN S81: Technology in Mathematics and Science
Occasionally (3) Mason, Matkins
The course will examine the use of both computer and calculator technology to improve the teaching of mathematics and science. Students will acquire skills in selected software applications, instructional design, the use of internet resources, the use of graphing calculators and Calculator Based Laboratories (CBLs), and other emerging technologies and the integration of such technologies into the curriculum.
CRIN S82: Special Topics in the Teach of Mathematics: The Teaching of Fourth and Fifth
Occasionally (3) Mason
This course is designed to enhance the content and pedagogical knowledge needed to teach fourth and fifth grade mathematics. It will focus on improving the teaching of this mathematics through implementation of the NCTM’s Principles and Standards for School Mathematics and the Virginia Standards of Learning in Mathematics with particular emphasis on 4th and 5th grade activities in fractions and decimals; patterns, functions and algebra; geometry and measurement; probability and statistics; and technology.
CRIN S83: Special Topics in Teaching Mathematics: The Teaching of Geometry
This course is designed to enhance the content and pedagogical knowledge required to teach middle and high school geometry. Emphasis will be upon improving the teaching of geometry through implementation of the NCTM Principles and Standards for School Mathematics and the Virginia Mathematics Standards of Learning using current theory and research. Topics covered will include geometry content, the NCTM Standards and Virginia SOL, the van Hiele Theory of geometric understanding, use of manipulatives, graphing calculators, and software to teach geometry, and evaluation techniques.
CRIN S84: Special Topics in Teaching Mathematics: The Teaching of Algebra
This course is designed to enhance the content and pedagogical knowledge required for the teaching of algebra. Emphasis will be upon improving the teaching of algebra through implementation of the NCTM Principles and Standards for School Mathematics and the Virginia Mathematics Standards of Learning using current theory and research. Topics covered will include algebra content, the NCTM Standards and Virginia SOL, the use of manipulatives, and other techniques to teach algebra, evaluation, algebra software, and graphing calculators.
CRIN T02: Technology for Special Populations
The course is an introduction to computer-based instructional and assistive technologies, both current and emerging. The course provides the cognitive and technical skills to integrate computer-based technologies into the learning environment and to identify those supports that will allow students with mild-moderate disabilities access to the general education curriculum.
CRIN X13: Supervised Teaching In Special Education: MR
Prerequisites: Permission of the instructor. (Graded pass or fail)
A course designed to provide student teaching experience in the specific area of mental retardation. Students are placed in an appropriate resource or special class setting for ten weeks of full-time teaching. Student teachers are observed frequently by their cooperating teachers and college supervisors. Individual conferences and group seminars are also scheduled regularly.
CRIN X14: Supervised Teaching In Special Education: ED
(4) Staff
Prerequisites: Permission of the instructor. (Graded pass or fail)
A course designed to provide student teaching experience in the specific area of emotional disturbance. Students are placed in an appropriate resource or special class setting for ten weeks of full-time teaching. Student teachers are observed frequently by their cooperating teachers and college supervisors. Individual conferences and group seminars are also scheduled regularly.
CRIN X15: Supervised Teaching In Special Education: LD.
Prerequisites: Permission of the instructor. (Graded pass or fail)
A course designed to provide student teaching experience in the specific area of learning disabilities. Students are placed in an appropriate resource or special class setting for ten weeks of full-time teaching. Student teachers are observed frequently by their cooperating teachers and college supervisors. Individual conferences and group seminars are also scheduled regularly.
CRIN X16: Supervised Teaching in Special Education - Elementary Students with Disabilities in the General Curriculum
Prerequisites: Permission of the instructor. (Graded pass or fail)
A supervised student teaching experience with elementary students with mild/moderate disabilities in the general curriculum. Student teachers are placed in an appropriate class setting for 8-10 weeks (240-300 clock hours; at least 150 hours in direct instruction) of full-time teaching with frequent observations, regularly scheduled individual conferences, and group seminars.
NOTE: Students are placed in an appropriate classroom setting for a minimum of 240-300 clock hours (8-10 weeks) with at least 150 clock hours spent supervised in direct teaching activities (providing direct instruction) in the special education endorsement area sought. This course is one of two required field experiences, with the second experience involving an additional 240-300 clock hours with at least 150 hours spent in supervised direct teaching activities with secondary students with disabilities.
CRIN X17: Supervised Teaching in Special Education - Secondary Students with Disabilities in the General Curriculum
A supervised student teaching experience with secondary students with mild/moderate disabilities in the general curriculum. Student teachers are placed in an appropriate classroom setting for 8-10 weeks (240-300 clock hours; at least 150 hours in direct instruction) of full-time teaching with frequent observations, regularly scheduled individual conferences, and group seminars. NOTE: Student teachers are placed in an appropriate classroom setting fulltime for 8-10 weeks (240-300 clock hours) with at least 150 clock hours spent supervised in direct teaching activities (providing direct instruction) in the special education endorsement area sought. This course is one of two required field experiences, with the second experience involving an additional 240-300 clock hours with at least 150 hours spent in supervised direct teaching activities with elementary students with disabilities.
CRIN X30: Teaching Students With Learning And Behavior Problems In General Education Classrooms (Elementary Education)
Designed to acquaint elementary education students with the needs of exceptional children and the continuum of special services available. Students will also develop specific strategies for teaching exceptional individuals and managing behavior in regular classroom settings.
CRIN X31: Teaching Students With Learning And Behavior Problems In General Education Classrooms (Secondary Education)
Designed to acquaint secondary education students with the needs of exceptional learners and the continuum of special services available. Students will also develop specific strategies for teaching exceptional individuals and managing behavior in regular classroom settings.
CRIN X32: Teaching Students With Learning And Behavior Problems In General Education Classrooms (Secondary Education Lab)
Designed to acquaint elementary education students with the needs of exceptional children and the continuum of special services available. Students also develop specific strategies for teaching exceptional individuals and managing behavior in regular classroom settings.
CRIN X33: Teaching Mathematics to Special Populations
This course provides prospective special educators or math educators with an overview of the K-12 school mathematics general curriculum and examines manipulatives, models, materials, technology and instructional methods appropriate for remedial or tutorial support for children and youth with learning problems in the area of mathematics.
CRIN X47: Psychopathology And Emotional Disorders Of Children And Adolescents
This course deals with the emotional, psychological, genetic, neurobiological, behavioral, and sociocultural bases for psychopathology in children and adolescents. Consideration is given to procedures for comprehensive assessment and intervention planning in the public schools. Research findings in child and adolescent psychopathology will be stressed.
CRIN X48: Current Trends And Legal Issues In Educating Special Populations
Fall, Spring, and Summer (3) deFur
This is an introductory course which examines disabilities included in the Individuals with Disabilities Education Act (IDEA) and emphasizes relevant legislation and litigation which provides a foundation for current delivery of educational services. Course content also provides the opportunity to explore issues related to the education of other groups of exceptional students who might be at-risk for school failure because of special needs; i.e. gifted, limited English proficiency, culturally diverse, and socially maladjusted.
CRIN X50: Characteristics And Psychology Of Mental Retardation
A course which considers the nature and behavior of children and youth with mental retardation. Emphasis is placed upon new dimensions and recent advances in the fields of biochemistry, genetics, and special education.
CRIN X51: Language Development And Reading Instruction For Exceptional Students
A course which focuses on normal language development and language communication disorders in exceptional children and youth. Topics discussed include language acquisition in the normally developing child contrasted with developmentally disordered children diagnosed with mental retardation, emotional disturbance, visual and hearing impairments, aphasia, and autism. Emphasis is placed upon development, teacher assessment, and classroom techniques in teaching reading and written language.
CRIN X52: Instructional Design/Methods For Students With Disabilities in the General Curriculum.
This course develops content knowledge in fundamental teaching methods (instructional assessment, instructional design, evidence-based instructional methodology, universally designed instruction, accommodations/modifications, data-based decision-making, and individualized planning) necessary for successful instruction and support of students with disabilities in the general standards-based K-12 curriculum.
CRIN X53: Characteristics and Accommodations for Students With Mild/Moderate Disabilities in the General Curriculum
Characteristics of students with learning and emotional disabilities, traumatic brain injury, and other health impairments participating in the general education curriculum: Definitions, terminology, contributing factors, support needs, and techniques for identifying children and youth with these disabilities are addressed. The impact of these conditions on learning and performance as well as instructional accommodations and service delivery options are examined.
CRIN X54: Characteristics and Adaptations for Students with Developmental Disabilities and Autism Spectrum Disorders
A comprehensive overview of the diagnoses and characteristics of developmental delay, autism spectrum disorder (ASD), and intellectual disability (ID) (i.e., mental retardation). The impact characteristics have on student participation and learning in the general education curriculum, and adaptations to enhance learning while emphasizing individual goals and objectives are addressed.
CRIN X55: Teaching Students With Emotional/Behavioral Disorders
This course explores models, programs, and intervention strategies found effective in meeting the educational and related needs of students with emotional, behavioral, and social adjustment problems. Classroom community, functional behavioral assessment, positive interventions, and the role of the teacher (in collaboration with parents and other professionals) in designing, delivering, and evaluating programs provided in integrated settings are stressed.
CRIN X56: Classroom Management and Positive Behavorial Supports for Students with Disabilities
This course explores models, programs, and interventions for meeting the behavioral needs of students with disabilities in the general education curriculum. Classroom organization and management, functional behavioral assessment, behavioral interventions, social skills instruction, and the role of the teacher in designing and delivering classroom management and behavioral supports are stressed.
CRIN X59: Assessment for Instructional Design
This course will provide students with information needed to administer and interpret standardized and nonstandardized assessments for a variety of purposes including eligibility, instructional design and decision-making. Consideration is given to ethical issues that guide assessment decisions of students with disabilities as well as culturally and linguistically diverse learners.
CRIN X62: Master’s Seminar In Resource/Counsulting Teaching
CRIN X63: Master’s Seminar In Special Education
An individualized research and seminar course designed to assist students in synthesizing knowledge and skills related to research, issues, and best proactice in special education.Students engage in tutorials with the instructor and attend seminars on preselected topics. Students use available resources to select, organize, write, and present a review of research related to a specific topic in special education.
CRIN X83: Individualized Education Program Transition Planning & Services
An examination of individualized education program (IEP) transition planning and services that promote positive post-school outcomes for youth and young adults with disabilities. Topics include legislative requirements, transition IEP assessment, writing measurable transition goals, infusing transition competencies into the general curriculum, identifying appropriate programs and transition services, and collaborating with community agencies.
CRIN X84: Secondary Transition Issues
This course provides participants with an in-depth examination of issues facing secondary educators of special needs students and the role of secondary educators in preparing these students to successfully transition into productive adult lives. Topics include policy and programs supporting the transition of students with disabilities from school to adult life, transition assessment, transition program curriculum, working with and developing in-school prevention and transition programs, collaborating with adult service agencies, and the development and implementation of school employment partnerships and mentorships.
CRIN X85: Collaboration With Familes And Professionals
A course designed to acquaint Resource/Collaborating Teaching (R/CT) students with fundamental communication and legal rights and basic support needs of families of students with disabilities. In addition, students will develop specific skills to facilitate effective communications and collaboration with families, school personnel, and representatives of community agencies who are involved in the development, implementation, and monitoring of appropriate programs for students with disabilities.
CRIN X86: Advanced Teaching Strategies For Exceptional Students With Learning Problems
Fall (3) Korinek
Prerequisites: CRIN X52 or permission of the instructor.
A course designed for students who desire an in-depth look at specialized teaching techniques used with exceptional students. Emphasis is placed on familiarizing the student with the techniques used to remediate specific learning problems, examining applied research to assess the effectiveness of methods, and integrating diagnostic data with instructional modes.
CRIN X87: Collaboration for Teaching and Learning
This course focuses on skills and structures for effective collaboration to provide students with diverse learning needs appropriate educational opportunities within the context of the general education curriculum. Communication skills needed for successful collaboration with colleagues and families as well as various approaches to team problem solving, needs assessment, and collaborative planning and instruction will be explored.
CRIN X88: Communication Strategies for School Personnel
A course devoted to the role and function of a Resource/Consulting Teacher model. Attention is devoted to the organization, implementation, and evaluation of Resource/Consulting Teacher programs.
CRIN X89: Internship In Resource Consulting Teaching
Fall and Spring (Var.) Staff
Prerequisites OR Co-requisite: CI X87, or permission of the instructor. (Graded pass or fail)
A course designed to provide resource teaching, Collaboration, and consulting experience. Interns are observed frequently by their cooperating teachers, peers, and college supervisors. Individual conference and group seminars are also scheduled regularly.
CRIN 550: Assessment of Learning
Fall and Spring (1) Gareis
Prerequisites: Completion of Student Teaching
Co-requisites: CRIN L20 & E11; or CRIN L33 & S46; or CRIN L32 & S44
A course designed to develop competence in constructing and employing valid and reliable assessments of student achievement at the classroom level.
CRIN 580: Clinical Faculty: Roles and Responsibilities
Spring, Summer (Var.) Gareis
Prerequisites: Permission of Instructor
This course prepares experienced teachers for the role and responsibilities of clinical instructors who will supervise William and Mary preservice teachers and mentor beginning teachers in their schools.
CRIN 590: Collaborating with Families and School Personnel
A course designed to help students develop specific professional skills to facilitate effective communication and collaboration with families, school personnel, and representatives of community agencies who are involved in the development, implementation, and monitoring of appropriate programs for school-age learners.
CRIN 591: Current Issues in Curriculum, Instruction, and Assessment
This course will be a capstone to the C&I program in that it will focus on important issues in implementing and managing curriculum in schools so that students may have the tools to become curriculum leaders. Central to becoming such leaders is learning how to collaborate effectively with fellow teachers and designing and developing standards-based curriculum that reflects differentiated best practice. Use of teaching-learning models that promote critical thinking and metacognition in students will also be employed as tools to help William and Mary students develop reflective practitioner habits of mind.
CRIN 592: Creativity and Innovation in Education
This course focuses on the theory, research, and application of creativity in education and business. It engages students in understanding and mastering the tool skills and processes of divergent thinking in designing educational products.
CRIN 599: Master’s Degree Research Project
Summer (3) Staff
Prerequisites: Open only to MAED students during their final semester.
A course resulting in a critical review of research, a quantitative and/or qualitative research project, preparation and pilot testing of instructional materials or curricula, or a special research project that demonstrates mastery of the topic. The student will present the work in one of the following ways: a standard master’s thesis defense format during a group meeting, a poster session at a group meeting, a journal manuscript ready for submission, an Internet web page, a professional conference presentation, a professional development workshop, or a seminar presentation.
CRIN 602: Curriculum-Based Technology Integration K-12
Spring of odd-numbered years (3) Hofer
This course is designed to familiarize students with multiple models of effective curriculum-based technology integration in classrooms and schools, leading to proficiency in designing and evaluating technology-enhanced learning for K-12 students. The process of technology integration will be explored at multiple levels of education: lesson/learning activity, curriculum unit, grade level, school, and school division. Authentic curriculum-based examples of effective technology integration will be used throughout the course to illustrate ideas, models, challenges, and implementations. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
CRIN 603: Research Seminar in Educational Technology
Fall of odd-numbered years (3) Harris
Prerequisites: EDUC 663 and EDUC 664 or 694A
This seminar provides a forum for examining and sharing research perspectives in educational technology, exploring the processes involved in defining research problems in this field, and critically analyzing educational technology research and theory issues, problems, and methods. The course aims to heighten awareness of critical issues in educational technology, to examine how various research strategies have been used to study different issues, and to develop and refine a personal area of disciplined inquiry.CRIN 604: Computer-Supported Learning Environments
Occasionally (3) Hofer
Students will be provided with a variety of opportunities to carefully examine how the different components or elements of effective instruction have been developed and applied within the field of educational technology. Students will apply these elements by using a coherent instructional design model to solve a specific real-life educational problem through the design, development, and evaluation of a technology-enhanced educational program. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
CRIN 605: Educational Technology Professional Development
Occasionally (3) Harris
Prerequisites: CRIN 602
This course is designed to help students understand and implement effective models of educational technology professional development for K-12 teachers, K-12 administrators and postsecondary faculty in education. To do so, students will explore, synthesize, and apply educational research and theory concerning the diffusion of innovations, adult education, and teacher learning.
CRIN 606: Emerging Technologies in Education
Occasionally (3) Staff
Students will be provided with opportunities to explore and carefully examine past innovations, present applications, and future advances in educational technology. Study of emerging educational technologies will be done through multiple theoretical lenses, including change theories, diffusion of innovations, and learning theories. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
CRIN 607: Teaching and Learning Online
Occasionally (3) Harris
In this course, students actively explore multiple and varied ways to use online tools and resources to support learning in K-12 and higher education contexts. Students read about, experience, critique and reflect upon different ways to structure and facilitate learning according to the affordances and constraints specific to online media. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
CRIN 766: Advanced Studies in Curriculum Leadership
Fall of odd-numbered (3)
Prerequisites:EDUC 663 and EDUC 664
This course allows doctoral students in Curriculum Leadership to work independently with faculty members in C & I. Topics may include, but are not limited to, curriculum development, subject-specific pedagogy, curriculum-based assessment, gifted education, special education, reading/literacy, and educational technology. Permission of the instructor is required, and the student is responsible for identifying, constructing, and completing the independent study under the instructor’s tutelage.
