Identification and analysis of major problems set for education by the pluralistic culture of American society.

This course is an introductory assessment course for teachers and school administrators. Topics of study include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data based in school.

Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.

Prerequisite: Permission.

Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration.

For junior high/middle school and secondary teachers. The developmental reading program in junior high/middle school and secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant readers.

Workshop to meet specific professional needs.

Individual research or study with a Special Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.

Classroom teaching of literature in the light of current approaches.

Primarily for secondary school and junior-college teachers of English. Emphasis on thematic, analytic, and generic study. With consent of instructor, may be repeated once for credit.

Survey of the evolution of the English language from its earliest stages to the present, with reference to its external history and to its phonology, morphology, syntax, and vocabulary.

Prerequisite: Graduate standing.

Consideration of fundamental issues in the teaching of writing and the major approaches to composition instruction.  Specific topics include teaching intervention and revision, diagnosing errors, teaching style and organization, making assignments, and evaluating student writing.

Theory and practice of teaching the writing of poetry and fiction at the college level, with attention to matters of curricular design and classroom technique. Required of those teaching W103 for the first time. Open also to graduate students not in the creative writing program.

Survey of traditional and linguistic approaches to the study of prose and poetic style. Attention will center on the description of the verbal characteristics of texts, what those characteristics reflect about the author, and how they affect the reader.

Primarily for secondary-school and junior-college teachers of English.