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EDUC 800 - Educational Structure and Change
Credits:
2.00 or 4.00
Organization, structure, and function of American schools;ÿÿÿÿ Organization, structure, and function of American schools;
historical, political, social, and cross-cultural
perspectives; nature and processes of change in education.
A) Educational Structure and Change; B) Education in
America: Backgrounds, Structure, and Function; C)
Governance of American Schools; D) School and Cultural
Change; E) Teacher and Cultural Change; F) Social
Perspectives of Conflict in the Schools; G) Nature and
Processes of Change in Education; H) What is an Elementary
School?; I) Schooling for the Early Adolescent; J)
Curriculum Structure and Change; K) Stress and Educational
Organizations. Candidates for teacher licensure must take
either 4-credit course 800A, or 2 credits each of 800F and
800G. Prereq: EDUC 500.
EDUC 801 - Human Development and Learning: Educational Psychology
Credits:
2.00 or 4.00
Child development through adolescence, learning theory,
cognitive psychology, research in teaching and teacher
effectiveness, cross-cultural variability, and
evaluation--all applied to problems of classroom and
individual teaching and learning. A) Human Development and
Learning: Educational Psychology; B) Human Development:
Educational Psychology; C) Human Learning: Educational
Psychology; D) Developmental Bases of Learning and
Emotional Problems; E) Learning Theory, Modification of
Behavior, and Classroom Management; F) Cognitive and Moral
Development; G) Evaluating Classroom Learning; H)
Deliberate Psychological Education; I) Sex Role Learning
and School Achievement; J) The Development of Thinking. 2-
and 4-credit courses are offered each semester. 2-credit
courses emphasize either development or learning.
Candidates for teacher certification are required to have
the full 4-credit EDUC 801A or 2 credits each of EDUC 801B
and 801C. Prereq: EDUC 500. 801A has a Special fee when
taught in Manchester.
EDUC 803 - Alternative Teaching Models
Credits:
2.00 or 4.00
Basic teaching models, techniques of implementation, and
relationships to curricula. A) Alternative Teaching
Models; B) Curriculum Planning for Teachers; C) Alternative
Strategies for Maintaining Classroom Control; D) Social
Studies Methods for Middle and High School Teachers; F)
Teaching Elementary School Science; G) Language Arts for
Elementary Teachers; H) Experiential Curriculum; I)
Children with Special Needs: Teaching Strategies for the
Classroom Teacher; K) Writing Across the Curriculum; L)
Learning and LOGO; M) Teaching Elementary School Social
Studies. 2- and 4-credit courses are offered. Teacher
education students should be aware of the specific
courses(s) required for their licensure area. EDUC 803F and
803M are required for elementary education candidates. EDUC
803D is required for social studies candidates. EDUC 891 is
required for science candidates. For all other secondary
education candidates, the appropriate methods course in the
department of the major is required. See "The Schoolhouse
Book" for specific course listings. Prereq: EDUC 500. 803F
has a special fee when taught in Manchester.
EDUC 805 - Alternative Teaching Perspectives on the Nature of Education
Credits:
2.00 or 4.00
Students formulate, develop, and evaluate their ownð›ÿ¿
educational principles, standards, and priorities.
Alternative philosophies of education; contemporary
educational issues. A) Contemporary Educational
Perspectives; B) Controversial and Ethical Issues in
Education; C) Ethical Issues in Education; D) Concepts of
Teaching: Differing Views; E) Curriculum Theory and
Development; F) Readings on Educational Perspectives; G)
Philosophy of Education; I) Education as a Form of Social
Control; K) Schooling and the Rights of Children; L)
Education, Inequality, and Meritocracy; M) Readings in
Philosophies of Outdoor Education; N) Alternative
Perspectives on the Nature of Education; O) Classrooms: The
Social Context; P) Teaching: The Social Context; Q) School
and Society. 2- and 4-credit courses are offered. Minimum
of 4 credits required for teacher certification. Candidates
for teacher licensure must choose either 4-credit course
705A, 705B, or 705Q. Prereq: EDUC 500.
EDUC 806 - Introduction to Reading in the Elementary School
Credits:
4.00
Methods in reading and writing instruction; currentð›ÿ¿
procedures and materials; diagnostic techniques. Course
satisfies reading/language arts requirement for prospective
elementary teachers in the five year teacher education
program. Prereq: EDUC 500.
EDUC 807 - Teaching Reading through the Content Areas
Credits:
2.00
Approaches and methods for teaching reading throughð›ÿ¿
content materials; coursework includes practical
applications through development of instructional
strategies and materials. Required for candidates seeking
licensure in art, biology, chemistry, earth science,
general science, home economics, physical education,
physics, or social studies.
EDUC 810A - Concepts of Adult and Occupational Education
Credits:
4.00
Development of occupational education in the U.S.;
socio-economic influences responsible for its
establishment; federal and state requirements for secondary
and postsecondary schools. Coordination of programs with
general education and vocational fields. Focus on selected
concepts relevant to adult education. Special attention on
the adult as a learner, volunteer management, evaluation
and accountability, experiential learning, and adult
education. Required of all degree candidates in AOE
concentrations.
EDUC 810C - Youth Organizations
Credits:
4.00
Organizational Development: advising youth organizations;
teaching parliamentary procedure; developing programs and
activities; leadership organizations. FFA/SOEP (Future
Farmers of America/Supervised Occupational Experience
Programs for high school youth). VICA (Vocational
Industrial Clubs of America). 4-H (Cooperative Extension
Youth Program).
EDUC 810F - Investigations
Credits:
1.00 to 4.00
Topics may include career education, secondary education,
post-secondary education, adult education, extension
education, exemplary education, cooperative education,
disadvantaged and handicapped education, international
agriculture, or teaching experience. Student-selected in
one of the areas listed. Elective after consultation with
instructor. Hours arranged. May be repeated.
EDUC 810G - Seminar in Adult and Occupational Education
Credits:
1.00 to 2.00
Discussion of current issues, problems, and research and
development in vocational/technical and adult education.
Students, faculty, and other personnel serve as discussion
leaders. Required of departmental graduate students. (Fall
semester only.)
EDUC 817 - Growing up Male in America
Credits:
4.00
An integrative view of growing up male in the American¿
culture from birth through adulthood. Analysis of major
perspectives on male development and the implications in
parenting with specific emphasis on male education.
Participants are expected to develop awareness of their own
development as a male or alongside males, using current
male development perspectives as a guide. They will also
create an awareness of how this will affect their behavior
toward boys in their classrooms.
EDUC 818 - Early Adolescent Development and Learning
Credits:
4.00
Course examines the nature of early adolescence from aÿ¿
psychological point of view, with a strong emphasis on
creating learning environments that promote growth and
development at this age. Developmental pyschology suggests
the importance of stage-environment fit especially during
early adolescence in promoting socialization, achievement
motivation, and learning outcomes. Participants develop
their understanding of research on early adolescence as
well as their knowledge of educational practices in middle
level schools and classrooms. The course is geared toward
present and future middle level school teachers,
counselors, and administrators.
EDUC 820 - Introduction to Computer Applications for Education
Credits:
4.00
Major issues related to classroom computer applications:
historical development; computer functioning; methods of
instruction, problem solving, educational software
development and evaluation, psychological and sociological
impact of the computer on children and learning. A
practical approach is stressed. Lab.
EDUC 833 - Introduction to the Teaching of Writing
Credits:
4.00
Development of writers, child to adult; ways to respond to
writing, and the organization of the classroom for the
teaching of writing. Prereq: permission.
EDUC 834 - Children's Literature
Credits:
4.00
Interpretive and critical study of literature for children
in preschool and elementary settings. Methods of using
literature with children.
EDUC 835 - Young Adult Literature
Credits:
4.00
Critical study of the fiction and nonfiction genres that
constitute literature written for the adolescent reader.
Emphasis will be on literary analysis of young adult
literature and its pedagogical uses in the middle/junior
high/high school curriculum.
EDUC 841 - Exploring Mathematics with Young Children
Credits:
4.00
A laboratory course offering those who teach young
children mathematics, and who are interested in children's
discovery learning and creative thinking; offers chance to
experience exploratory activities with concrete materials,
as well as mathematical investigations, on an adult level,
that develop the ability to provide children a
mathematically rich environment, to ask problem-posing
questions, and to establish a rationale for doing so.
EDUC 850 - Introduction to Exceptionality
Credits:
4.00
A life span perspective of the social, psychological, and
physical characteristics of individuals with
exceptionalities including intellectual, sensory, motor,
health, and communication impairments. Includes
implications for educational and human service delivery.
EDUC 851A - Educating Exceptional Learners: Elementary
Credits:
4.00
Foundations of special education and an introduction to a
variety of service delivery models with an emphasis on
educating all learners in heterogeneous classrooms.
Instructional strategies and supports for all students,
particularly those with mild and moderate disabilities,
will be the primary focus.
EDUC 851B - Educating Exceptional Learners: Secondary
Credits:
4.00
Foundations of special education and an introduction to a
variety of service delivery models with an emphasis on
educating all learners in heterogeneous classrooms.
Instructional strategies and supports for all students,
particularly those with mild and moderate disabilities,
will be the primary focus. Preparation for students'
transitions to post-secondary life will be included.
EDUC 851C - Educating Exceptional Learners: Related Services
Credits:
4.00
An overview of special education and related services in
an educational setting. Focus on support services provided
to general education and special education teachers,
including laws relating to special populations, how related
services interact with classroom and special educators,
IEPs, and other topics that impact services provided to
students with special needs.
EDUC 852 - Contemporary Issues in Learning Disabilities
Credits:
4.00
Critical analysis of current and historical conceptions of
learning disability in the areas of definition, supporting
theories, assessment practice, and teaching methodologies.
Focus will be on contemporary issues in the field that
relate to working with students labeled as learning
disabled at both elementary and secondary levels.
EDUC 853 - Contemporary Issues in Behavioral Disabilities
Credits:
4.00
Nature and scope of emotional and behavioral disabilities
in students from elementary through secondary levels.
Theoretical perspectives, characteristics, assessment and
educational intervention strategies will be included.
EDUC 854 - Contemporary Issues of Developmental Disabilities
Credits:
4.00
The casual factors, physical and psychologicalÿ
characteristics, and educational and therapeutic
implications of mental retardation, cerebral palsy,
epilepsy, autism, and related conditions. A life span
perspective will be included, with major emphasis on the
school age population.
EDUC 855 - Fostering Social Relationships for Students who Experience Significant Disabilities
Credits:
2.00
This course will focus on the supports students with›ÿ¿
significant disabilities need in order to have a wide
variety of satisfying social relationships. Students will
learn to identify and facilitate the factors essential to
the development of friendships such as: full inclusion;
valued membership and belonging; shared experiences; an
effective means of communication understood by everyone;
and access to typical school, extracurricular, and
community environments and activities. Additionally,
students will learn to identify and mitigate the barriers
to friendships, such as: low expectations; devaluing of
differences; age-appropriate experiences; and educational
practices, such as pull-out and separate special education
programs. Students will learn about appropriate
relationship supports, especially relating to the
facilitation of communicative interactions.
EDUC 856 - Supporting Families of Individuals with Exceptionalities
Credits:
4.00
An introduction to family system theory and theÿ
implications for families having members with
exceptionalities. Issues addressed include diagnosis and
prognosis, coping strategies, communication and team
collaboration, cross-cultural competence, and agency and
school delivery of services. Emphasis is on proactive
collaboration with family members.
EDUC 857 - Contemporary Issues in Autism Spectrum Disorders
Credits:
4.00
The goal of this course is to enhance students?ÿ
understanding of contemporary issues related to educating
students with autism spectrum disorders (ASD). The course
is grounded in a theoretical foundation that values the
perspectives of individuals with ASD in academic, research,
policy, and clinical endeavors. Learning outcomes focus on
strategies for identifying opportunities for learning,
communication, literacy, and social relationships in a
variety of inclusive environments. May be repeated up to a
maximum of 8 credits. Permission required. Prereq: UNH
Summer Institute on Autism.
EDUC 860 - Introduction to Young Children with Special Needs
Credits:
4.00
The needs of children (birth to eight years) with
developmental problems or who are at risk for
disabilities. Strengths and special needs of such children;
causes, identification, and treatment; current legislation;
parent and family concerns; program models.
EDUC 867 - Students, Teachers, and the Law
Credits:
4.00
Our public schools play a vital role in our society. What
shall be taught and who shall teach our children are
perennial questions. This course explores how the law
impacts the educational lives of students and teachers,
including issues of church-state relations, free speech,
dress codes, and search and seizure. (Also offered as JUST
867.)
EDUC 876 - Reading for Learners with Special Needs
Credits:
4.00
Techniques and procedures for teaching reading to learners
with special needs. Emphasis is placed on reading
instruction in the least restrictive alternative.
EDUC 880 - Belize/New Hampshire Teacher Program
Credits:
4.00
International course involving teams of teachers fromÿ¿
Belize and New England. The program will offer teachers in
both countries the opportunity to work collaboratively on
developing effective teaching practices, develop an
understanding of each other's cultural and educational
perspectives, extend the experience to other teachers and
students upon return. Special fee.
EDUC 881 - Introduction to Statistics: Inquiry, Analysis, and Decision Making
Credits:
4.00
An applied statistics course that covers introductoryÿ¿
level approaches to examining quantitative information.
Students spend about half of class time in the computer lab
analyzing real data from the behavioral and social
sciences. An emphasis is placed on the role of statistics
in making empirically-based policy decisions.
EDUC 885 - Educational Assessment
Credits:
4.00
Theory and practice of educational assessment; uses of¿
test results and authentic assessment strategies in
classroom teaching.
EDUC 891 - Methods of Teaching Secondary Science
Credits:
4.00
Application of theory and research findings in science¿
education to classroom teaching with emphasis on inquiry
learning, developmental levels of children, societal
issues, integration of technology, critical evaluation of
texts and materials for science teaching, and planning for
instruction. Lab.
EDUC 894 - Proseminar in Teacher Leadership
Credits:
2.00
This course will help experienced teachers to establish a
framework for collaboration and inquiry focused on
questions about teaching, learning, and school reform.
Students will develop an academic and research agenda tied
to their professional development as educators. Coursework
will emphasize approaches to action research and the
teacher-as-researcher.
EDUC 897 - Seminar in Contemporary Educational Problems
Credits:
1.00 to 4.00
Issues and problems of special contemporary significance,
usually on a subject of recent special study by faculty
member(s). Prereq: permission. May be repeated for
different topics. Special fee on topic: Picturing Writing,
Fostering Literacy through Art.
EDUC 899 - Master's Thesis
Credits:
1.00 to 10.00
Prereq: permission of the department. May be repeated up
to a maximum of 10 credits. Cr/F.
EDUC 900A - Internship and Seminar in Teaching
Credits:
3.00 or 6.00
A two semester, full-time, supervised internship
consisting of less-than-full-time teaching responsibility
in selected educational settings and programs. Weekly
seminars and occasional workshops held concurrently with
internship. Cr/F.
EDUC 900B - Internship and Seminar in Early Childhood Education
Credits:
3.00
A two semester, supervised internship with a weeklyð›ÿ¿
seminar. Admission by Application.
EDUC 900C - Internship and Seminar in Special Education
Credits:
3.00 or 6.00
A two semester, supervised internship with a weeklyð›ÿ¿
seminar. Admission by application. Cr/F.
EDUC 900D - Internship and Seminar in Adult and Occupational Education
Credits:
3.00 to 6.00
Internship in a field of vocational/technical and adult
education either in methodology of teaching or in
technical subject matter. Students may elect internship
only after completing the qualifying examinations for the
master's degree, with permission of their major adviser.
May be repeated up to 6 credits. Cr/F.
EDUC 901A - Internship and Seminar in Teaching
Credits:
3.00 or 6.00
A two semester, full-time, supervised internship
consisting of less-than-full-time teaching responsibility
in selected educational settings and programs. Weekly
seminars and occasional workshops held concurrently with
internship. Cr/F.
EDUC 901B - Internship and Seminar in Early Childhood Education
Credits:
3.00
A two semester, supervised internship with a bi-weekly¿
seminar. Admission by Application.
EDUC 901C - Internship and Seminar in Special Education
Credits:
3.00 or 6.00
A two semester, supervised internship with a weeklyð›ÿ¿
seminar. Admission by application. Cr/F.
EDUC 902 - Doctoral Proseminar
Credits:
4.00
Introduces students to the range of scholarly inquiryÿ¿
undertaken in doctoral programs. Students develop a broad
understanding of educational studies and analyze various
research paradigms in terms of assumptions, methods, and
outcomes. Coursework includes developing a proposal.
Matriculated doctoral students only.
EDUC 903 - Normative Inquiry in Education
Credits:
4.00
Introduces the student to a critical study of some of the
central ethical concepts, theories, and assumptions that
shape contemporary educational theory, policy, and
practice. Students read both classical and contemporary
ethical theory and undertake to critically appraise these
theories while using them to resolve moral problems.
Prereq: EDUC 905 or permission.
EDUC 904 - Qualitative Inquiry in Education
Credits:
4.00
Course will offer both a theoretical and practical
background for conducting qualitative inquiry in
education. Focused efforts toward understanding how the
type or tradition of qualitative inquiry shapes the design
of the study. Through comparative analysis of different
qualitative traditions, students will be prepared to make
informed decisions about what approaches to use in their
studies and why they are using them. Prereq: permission.
EDUC 905 - Critical Inquiry in Education
Credits:
4.00
Designed for advanced students to study philosophicalÿ¿
methods needed for critical inquiry in education. Primary
emphasis on practical mastery of: the construction and
assessment of cogent argumentation; identification of
common fallacies in reasoning; conceptual analysis; the
appraisal of definitions, slogans, and metaphors in
educational thought; and the disentangling of conceptual,
factual, and normative claims associated with practical
educational issues. Investigation of the difference between
critique and criticism. Prereq: permission.
EDUC 907 - Foundations of Literacy Instruction
Credits:
4.00
Overview of the nature of the reading/writing process and
the continuum of instruction from emergent literacy
through the primary and intermediate elementary grades.
Emphasis is placed on validated instructional practices and
issues of classroom organization and management of literacy
instruction.
EDUC 908 - Clinical Diagnosis and Remediation of Reading Difficulties and Disabilities
Credits:
4.00
Examination of theories and procedures for the diagnosis
and remediation of moderate to severe disabilities in
reading and writing through case studies, discussions,
demonstrations, and practice. Clinical experience each
semester. Prereq: EDUC 907; 910;/or permission.
EDUC 909 - Clinical Diagnosis and Remediation of Reading Difficulties and Disabilities
Credits:
4.00
See description for EDUC 908.
EDUC 910 - Reading and Writing Methods in the Middle/Secondary School
Credits:
4.00
Overview of literacy programs in middle/secondary school
with emphasis on (1) developing an integrated literacy
curriculum and (2) planning and providing literacy
instruction in the content areas to improve students'
reading and writing skills across the curriculum.
EDUC 913 - Field Practicum in Reading
Credits:
4.00
Field-based experience focusing on roles of the reading and
writing specialist in organizing and managing literacy
programs in school settings; weekly seminar. Prereq:
permission.
EDUC 914 - Seminar in Reading Research
Credits:
4.00
Analysis of qualitative and quantitative research paradigms
as the basis for understanding and constructing research
in reading and the related language arts. Topical study of
current research base in emergent literacy, word analysis,
comprehension, elementary and secondary/content reading,
and diagnosis/remediation. Prereq: permission.
EDUC 918A - Seminar on Research in Literacy Instruction
Credits:
2.00
The purpose of this seminar is to study the discplinary
traditions that inform contemporary conceptions of
literacy instruction both in and out of school. It will
draw on research from social and cognitive psychology,
literary theory, cultural studies, and feminist
epistemology. An emphasis will be placed on preparing
doctoral students to meet the needs of students in an
increasing pluralistic population.
EDUC 918B - Seminar on Research in Literacy Instruction
Credits:
2.00
See description for EDUC 918A.
EDUC 918C - Seminar on Research in Literacy Instruction
Credits:
2.00
See description for EDUC 918.
EDUC 918D - Seminar on Research in Literacy Instruction
Credits:
2.00
See description for EDUC 918.
EDUC 919 - Counseling Practicum: Professional and Ethical Orientation
Credits:
4.00
Introduction to the field of counseling and development of
foundational counseling skills. Includes a skills-based
practicum and seminars addressing contemporary professional
issues. Legal and ethical responsibilities of counselors
are examined.
EDUC 920 - Counseling Theory and Practice
Credits:
4.00
Provides a survey of major contemporary theories and›ÿ¿
techniques of counseling. The counseling process, various
theoretical approaches, and an introduction to professional
issues in counseling diverse populations are examined.
EDUC 921 - Psychology of Career and Personal Development
Credits:
4.00
Examines the interrelationship between career and personal
development. An overview of theories, tools, and research
that underlie career assessment is provided. Individual and
group career counseling processes and skills are applied to
career education models.
EDUC 922 - Assessment in Counseling
Credits:
4.00
Surveys evaluative instruments and methods that have›ÿ¿
particular use in counseling. Explores systematic
procedures for measuring human behavior and statistical
concepts that underlie psychological testing. Assessment is
viewed from the perspectives of its use in the counseling
process as well as in providing accountability for
diagnosis and treatment planning.
EDUC 923 - Group Counseling
Credits:
4.00
Reviews theoretical and applied processes of group
counseling. Class includes a laboratory experience to
examine interactive behavior as a group member and
facilitator. Pre- or Coreq: EDUC 919 or 920.
EDUC 924 - Psychological Disorders and Variations in Human Development
Credits:
4.00
Examines the development of effective and ineffectiveÿ¿
human functioning. Behavior patterns that pose the most
common problems encountered by counselors are reviewed,
with an emphasis on the concepts and processes of
adaptation. Pre- or Coreq: EDUC 920.
EDUC 925 - Counseling Internship I
Credits:
4.00
Seminar accompanies supervised field experience at
approved field site. Orientation to the diverse roles and
functions of counselors in school and agency settings.
Discussion and educational supervision of students'
counseling and consultation activities at field site. Pre-
or Coreq: EDUC 919, 920, 923, 924.
EDUC 926 - Counseling Internship II
Credits:
4.00
Seminar accompanies supervised field experience at
approved internship site. Small group format uses
audiotaped samples of counseling sessions, providing
critiques and educational supervision of counseling and
consulting activities. Prereq: EDUC 925.
EDUC 927 - Human Growth & Development: Personality Theory
Credits:
4.00
Examines the structure of personality and the dimensions
along which individuals may vary. Considers implications
of personality variables for the counseling process.
EDUC #928 - Family Counseling and Consultation
Credits:
4.00
Introduction to current theories, processes, and goals of
counseling and consultation with families and educational
and community systems. Prereq: EDUC 920.
EDUC 929 - Advanced Counseling Internship
Credits:
4.00
Seminar accompanies supervised field experience at
approved internship site. Weekly critiques of audiotaped
samples of counseling sessions emphasize self-awareness and
the application of advanced skills in counseling and
consultation. Students provide layered supervision to first
year GPC graduates. Prereq: EDUC 926.
EDUC 930 - Research in Counseling
Credits:
4.00
Provides an overview of research design and methodology in
social and behavioral sciences. Emphasis on the
responsibility of counselors as critical consumers of
published research. Students develop research projects to
enhance professional knowledge in educational or community
settings. Prereq: EDUC 922.
EDUC 931 - Clinical Diagnosis and Treatment Planning in Counseling
Credits:
4.00
Reviews assessment and treatment planning strategies for
major DSM-IV diagnostic classifications. Class discussion
of benefits and limitations of various diagnostic systems.
Best practices and brief treatment models are examined in
assigned readings, lectures, and case vignettes. Pre - or
Coreq: EDUC 922, 924.
EDUC 932 - Society and Culture: Contemporary Issues in Counseling
Credits:
4.00
Examines the current social and cultural contexts of›ÿ¿
counseling. Emphasis on preparing counselors to address
the needs of a pluralistic population characterized by
diverse racial/ethnic membership as well as gender, sexual
orientation, and physical ability.
EDUC 933 - Developmental Models of Comprehensive School Guidance
Credits:
4.00
Course includes a supervised field experience. Provides a
review of child and adolescent psychosocial development as
a foundation for learning and high level functioning.
Students are expected to develop awareness of their own
psychosocial adaptations. State and national guidelines
provide a framework for teaching prosocial skills models.
Prereq: EDUC 919, 920, 925.
EDUC 935A - Seminar and Practicum in Teaching
Credits:
4.00
For new graduate students admitted to the M.Ed. or M.A.T.
program in the Department of Education. In-school
experiences to develop introductory skills in observation
and teaching. On-site seminars for analysis and evaluation.
Assessment and advising related to teaching as a career.
Prerequisite for further work toward a teacher licensure.
Minimum of 7 hours a week, plus travel time, required.
Prereq: permission. Cr/F.
EDUC 935B - Seminar and Practicum in Teaching
Credits:
4.00
An exploratory practicum, which is an integrated part of
the Live, Learn, & Teach (LLT) Summer Program. Designed to
explore teaching as a career and to prepare, eventually,
for a teaching internship. LLT includes preparation in
curriculum and instruction; practical and theoretical
approaches to experiential education; interpersonal and
group skill development, approaches to classroom
management; and exploration of the many aspects of teaching
and learning. Students develop and co-teach summer classes
for children or adolescents with advisement from
experienced educators. Prereq: admission to Live, Learn,
and Teach Summer Program. Cr/F.
EDUC 938 - Advanced Seminar in Special Education
Credits:
4.00
Weekly seminar on current and/or controversial topicsÿ¿
related to special education services. Possible topics
include service delivery systems, classification and
labeling, assessment, instructional techniques, classroom
management, consultation, and the special educator as
researcher. Prereq: matriculated student or permission.
EDUC 939 - Assessment and Teaching of Children with Learning Difficulties
Credits:
4.00
A two-semester course to develop teacher competency to¿
analyze learners and learning environments; specify
learner characteristics; and design, implement, and
evaluate appropriate educational interventions in the areas
of language, mathematics, reading, behavior, and social
skills. Focus on children with mild and moderate learning
difficulties in regular classrooms. Prereq: EDUC 850; 851
and permission.
EDUC 940 - Assessment and Teaching of Children with Learning Difficulties
Credits:
4.00
See description for EDUC 939.
EDUC 941 - Diversity and Child Development
Credits:
4.00
Focus on typical child development from birth to age›ÿ¿
eight. Considers theories of child development and
assessment from historical and contemporary perspectives,
with emphasis on observation during naturally occurring
activities as a means of learning about child development.
Includes child study. Prereq: permission.
EDUC 942 - Sociocultural Perspectives on Teaching and Learning
Credits:
4.00
Considers the growing body of knowledge on the role of¿
play in children's development; includes examination of
contemporary constructive theory. Organized around theme of
teacher researcher. Assignments include research review and
student-designed study of child development issue. Prereq:
EDUC 941 or permission.
EDUC 943 - Changing Contexts in Early Education
Credits:
4.00
Forum for exchange of knowledge on developmentally
appropriate environments for young children. Considers
interface between characteristics of the environment
(physical and social as well as organizational) and
children being served. Includes field visits to settings
appropriate for typically developing children as well as
those with special needs. Prereq: EDUC 941 or permission.
EDUC 944 - Inclusive Curriculum for Young Children
Credits:
4.00
Classroom applications of constructivist theory.
Curriculum planning and implementation; overview of
research and theory related to teaching and learning of
specific content areas, with emphasis on integrated
approach to early childhood curriculum. Stresses the
reciprocal nature of student-teacher relationship. Prereq:
permission.
EDUC 947 - Curriculum for Young Children with Special Needs: Evaluation and Program Design
Credits:
4.00
Overview of evaluation and intervention issues relevant to
early childhood special education, focusing on ages three
through eight. Norm-referenced and criterion-referenced
assessment tools. Judgment-based evaluation and observation
skills. Translation of evaluation information into goals
and objectives for individual education programs.
Developing appropriate programs in inclusive settings.
EDUC 948 - Leadership and Advocacy in Early Childhood Education
Credits:
4.00
Examination of roles and responsibilities of early
childhood professionals, with emphasis on action research
skills, analysis of contemporary problems, strategies for
advocacy, and program leadership skills.
EDUC 950 - Research in Culture, Behavior, and Development
Credits:
4.00
Study of child development from comparative perspective,
considering race, gender, and disabling conditions as
dimensions of diversity. Cross-cultural research examined
as challenge to contemporary theories of child development.
Ethnopsychology of child development. Use of
anthropological methods in study of child development.
Implications for educational theory and practice. Prereq:
permission.
EDUC 951 - Laws and Regulations Affecting the Education of Students with Disabilities
Credits:
4.00
Analysis of current federal and state policies affecting
students with disabilities. Focus on Section 504 and IDEA.
The role of policy making and constitutional and ethical
issues discussed.
EDUC 952 - Inclusive Assessment, Curriculum, Instruction, and Communication Supports
Credits:
4.00
One of sequence of courses that leads to New Hampshire¿
certification in Mental Retardation. Meets some of the
requirements for certification of the Council for
Exceptional Children. This advanced course provides
knowledge and skills in assessment, curriculum
development/modification, and instruction. It is also
expected that graduate students will use their knowledge of
alternative/augmentative communication in developing
assessment and instructional activities for students with
significant special needs.
EDUC 953 - Seminar in Curriculum Study
Credits:
4.00
Analysis of recent trends in public school curriculum;¿
structures, philosophy, development, change, and
evaluation. Primarily for experienced teachers and
administrators. Prereq: teaching experience.
EDUC 954 - Leadership and Systems Change in Inclusive Education
Credits:
2.00
One of a sequence of courses that leads to New Hampshire
certification in Mental Retardation. Meets some of the
requirements for certification of the Council for
Exceptional Children. Leadership and advocacy are vital
skills for teachers of students with significant
disabilities. This course provides the knowledge and skills
for graduates to begin to initiate change processes within
schools to benefit students with and without disabilities.
EDUC 956 - Learning to Listen: Developing Positive Behavior Supports for Students with Challenging Behaviors
Credits:
ing Behaviors
One of a sequence of courses that leads to New Hampshire
certification in Mental Retardation. Meets some of the
requirements for certification of the Council for
Exceptional Children. Behavioral challenges are the most
frequent reason students with significant disabilities are
excluded from inclusive settings in schools and
communities. Course provides knowledge and skills in
behavior as communication, utilization of functional
assessments, and development of strategies to support
students who experience challenging behaviors.
EDUC 957 - Collaborative Models of Supervision for Cooperating Teachers
Credits:
4.00
Becoming an outstanding supervisor and leader within›ÿ¿
school and professional communities is a complex process
which includes learning to build productive relationships
with supervisee's, developing competence in observing
supervisee's and providing constructive feedback to
supervisee's. Designed around a framework of six focus
areas which guide the students in their practice and
inquiry. Truly excellent supervisors must be familiar with
and skilled at using multiple strategies. Provides the
cooperating teacher with skills and knowledge about the
supervision process and what is good teaching. Prereq:
permission.
EDUC 958 - Analysis of Teaching
Credits:
4.00
Examination of and reflection on the nature of teaching
will serve as the basis for analysis. A variety of
strategies for analysis of teaching will be explored and
implemented. Student-initiated inquiry into specific
aspects of teaching will provide practical application of
course material. Prereq: teaching experience.
EDUC 960 - Mentoring New Teachers
Credits:
2.00
Induction into professional practices is often critical to
success. This course prepares experienced teachers to
assume the role of mentor to new teachers.
EDUC 961 - Public School Administration
Credits:
4.00
Introductory course to school leadership; major issues and
trends in policy making, theories in school management,
personnel, public relations, finance, decision making,
ethics, and research in school administration.
EDUC 962 - Educational Finance and Business Management
Credits:
4.00
Principles of financing education, budgetary procedures,
computer simulations, and business management. Analysis of
N.H. school funding system. Handling practical school
finance problems is part of the project work.
EDUC 964 - Human Resources in Education
Credits:
4.00
Problems arising from the communications process.
Implications of group problem-solving processes.
Interpersonal relations and group dynamics among students,
faculty, staff, administration, and the community.
Application of theories.
EDUC 965 - Educational Supervision and Evaluation
Credits:
4.00
Theoretical foundations and practical applications ofÿ¿
supervisory and instructional practices and procedures;
consideration of observation instruments and techniques.
Teacher evaluation and supervision reviewed. Each student
conducts a field supervision project. Prereq: teaching
experience or permission.
EDUC 967 - School Law
Credits:
4.00
Relationship of law to public education. Emphasis on›ÿ¿
federal constitution, New Hampshire statutes, and case law
related to public interests served by elementary and
secondary education. Special topics: church-state
relationship, due process, desegregation, teacher
employment, discrimination, negotiations, student rights,
tort liability.
EDUC 968 - Collective Bargaining in Public Education
Credits:
4.00
An examination of collective bargaining as practiced by
school boards, administrators, and teacher organizations.
Consideration is given to collective bargaining statutes,
case law, employee relations boards, unit determinations,
exclusive representation, union security provisions, scope
of bargaining, good faith, grievance procedures, bargaining
strategies, strikes, public interest, mediation, fact
finding, arbitration, and the administration of the
negotiated contract.
EDUC 969 - Practicum in Educational Administration
Credits:
4.00
Supervised practical experience in planning and
implementing graduate student-initiated field projects in
school administration. Prereq: all core requirements.
EDUC 971 - School Facilities Management
Credits:
4.00
Techniques and procedures involved in the long-range›ÿ¿
planning of school facilities: for example, school
population projections, characteristics of the present and
future educational programs, space requirements, evaluation
of existing facilities, future use of existing buildings,
analysis of financial resources available, identification
of reasonable alternatives, and an examination of the
probable consequences of such alternatives.
EDUC 972 - Educational Program Evaluation
Credits:
4.00
Selected models for educational program evaluation;ð›ÿ¿
rationale underlying these models examined and compared;
practical applications developed. Program and student
assessment techniques reviewed. Prereq: EDUC 953; 961;/ or
permission.
EDUC 973 - Policy, Politics, and Planning in Education
Credits:
4.00
Policy systems and fundamental values shaping the
development and enactment of education policy at the
federal, state, and local levels.
EDUC 974 - Administrative Internship and Field Project
Credits:
6.00
Field-based internship. Administrative experience in one
or several educational and community agencies.
Participation in administrative and supervisory work of the
agencies. Each intern completes a major field project
requiring analysis and action appropriate for resolution of
a significant administrative problem at the intern site.
Supervision by university faculty. Prereq: permission of
graduate adviser. A grade of credit (CR) is given upon
successful completion of the internship and field project.
Cr/F.
EDUC 975 - Administrative Internship and Field Project
Credits:
6.00
See description for EDUC 974. Cr/F.
EDUC 977 - Leadership: The District Level Administrator
Credits:
4.00
Examines the school superintendency and other district¿
level positions of leadership that comprise the
administrative team, focusing on the complexity of the
current role and relationships, the critical issues facing
school leaders, and the skills necessary for success as an
educational leader in today's climate. Students analyze
contemporary issues of school governance and examine
problems of practice to understand the role of school
superintendent and other district level administrators from
a theoretical, political, and contemporary perspective.
EDUC 978 - Applied Regression Analysis in Educational Research
Credits:
4.00
This course introduces students to simple and multipleÿ¿
regression analysis, specifically as the methods are
applied to research questions in educational research.
Students learn about the linear regression model and its
assumptions, how to use SPSS to fit the model to data, and
how to interpret results. Students will also learn how to:
evaluate the tenability of the model's assumptions; conduct
thoughtful model building; model the effects of categorical
predictors and statistical interactions; and handle
multi-collinearity. The use of statistical techniques are
modeled in class and then students apply these new
techniques to datasets of educational relevance from a
variety of sources, including educational surveys,
observational studies, and randomized experiments. Students
learn how to interpret the outcomes of their analyses
thoughtfully and meaningfully and are asked to communicate
these interpretations clearly and concisely in writing.
Prereq: EDUC 881 or equivalent.
EDUC 980 - Research in the Teaching of Writing
Credits:
4.00
Review of research in writing instruction, focusing on¿
trends in design, research procedures, the contributions
of linguistics, cognitive and developmental psychology,
with a view to the conduct of research by participants.
Prereq: permission.
EDUC 981 - Quantitative Inquiry: Methods and Techniques of Educational Research
Credits:
4.00
Conceptual aspects and practical realities of the research
process applied to problems in education and human service
disciplines. Develops skills necessary to use, as well as
conduct, research.
EDUC 982 - Issues and Methods in Ethnographic Research in Education
Credits:
4.00
Provides theoretical grounding and field experience in¿
ethnography as a deliberate inquiry process. Examines the
application of ethnographic fieldwork to educational
research.
EDUC 983 - Advanced Psychology of Human Learning
Credits:
4.00
Review and integration of learning theory, teacher
effectiveness, motivation theory, and development through
adolescence; application of these to teaching generally and
to the areas of specialization of the participants. Prereq:
EDUC 801 or equivalent.
EDUC 984 - Teacher as Researcher
Credits:
4.00
This course addresses the twofold aim of (a) preparingÿ¿
educational practitioners to conduct systematic inquiry in
their classrooms and/or schools and (b) introducing
strategies and criteria for understanding, evaluating, and
applying educational research.
EDUC 985 - Contemporary Issues and Theories in Human Learning and Development
Credits:
4.00
This course explores the human drive to know one's world.
Although the primary focus is on traditional school-aged
learners, views of the learner both in and out of school
and across the life-span are considered as well.
Theoretical positions will include: cognitive developmental
theory; an analysis of positions implicit in traditional
and innovative schooling practices; and theories about the
social organization of knowledge. Attention will be given
to educational applications of recent advances in
contemporary theories of learning and development, as well
as changes in pedagogy and assessment. Prereq: EDUC 801, or
equivalent introduction to human development and/or
educational psychology;/ or permission.
EDUC 986 - Philosophy of Education
Credits:
4.00
Seminar in comparative analysis of educational theories
and the philosophical foundations upon which they are
based. Application of theoretical criteria for evaluating
educational practices and for developing one's own
philosophy of education. Prereq: permission.
EDUC 988 - Alternative Models of Teacher Development
Credits:
4.00
Examines the historical and current directions in theÿ¿
education of teachers with an emphasis on analysis of
alternative models of teacher education.
EDUC #989A - College Teaching
Credits:
2.00
An analysis of teaching strategies at the collegiate›ÿ¿
level. The planning, execution, and evaluation of
instruction for meeting the needs of the young adult
learner. Recommended for all who wish to teach in a
collegiate setting. Discussion of lectures selected,
distinguished UNH lecturers. Prereq: permission.
EDUC #989B - Junior and Vocational/Technical Colleges
Credits:
4.00
Rise and development of community-junior colleges andÿ¿
two-year vocational/technical colleges in American
education; their history, potential, philosophy, and
functions.
EDUC 989C - Programming in Adult Education
Credits:
4.00
Focus on the program development process with particular
attention to the design and implementation of educational
programs that respond to adult needs. Special attention
given to the involvement of adult learners in the
programming process and to educational programs in both
Cooperative Extension Service and continuing education.
Required for master's degree candidates concentrating in
adult education.
EDUC 990 - Developmental Perspectives on Adulthood
Credits:
4.00
Research and theory about critical life issues;
developmental tasks of the life cycle; periods of
transition; stages of intellectual, moral, and personality
development of the adult; and the design of significant
learning experiences for adults within a variety of
educational settings and institutions. Prereq: permission.
EDUC 991 - Curriculum Theory I
Credits:
4.00
Explores models of curriculum theorizing, the relationship
between curriculum and theory and society and school
practice, and current curriculum issues and reform
initiatives.
EDUC 992 - Curriculum Theory II
Credits:
4.00
Seminar in social and philosophic foundations of
curriculum theory in which students explore the influence
of social, cultural, and institutional contexts on the
framing and organization of curricular knowledge; evaluate
the social, educational and research implications of
dominant knowledge paradigms; and apply a selected
theoretic perspective to curricular analysis.
EDUC 993 - Epistemology and Education
Credits:
4.00
This course addresses epistemological problems in their
general form, and also explores these issues with an eye
to their implications for educational theories and
practices. Topics include: What is knowledge? How do we
justify knowledge claims? What is the relation between
knowledge and emotion, values, experience, situatedness? Is
truth invisibly and ubiquitously shaped by power? Is there
an epistemological justification for multicultural
education? Prereq: EDUC 905 or equivalent; permission.
EDUC 995 - Independent Study
Credits:
1.00 to 4.00
Opportunity for intensive investigation of a special›ÿ¿
problem or issue in the field of education. Prereq:
permission. May be repeated to a maximum of 8 credits.
EDUC 998 - Special Topics
Credits:
1.00 to 4.00
Study of a particular theoretical, methodological, orÿ¿
policy issue. May be offered off campus as professional
development.
EDUC 999 - Doctoral Research
Credits:
Cr/F.