Courses in Education (Graduate)

EDUC5100 Strategies for Collaboration 3 s.h.
Explores and connects to past, present and future teaching and learning experiences within the initial course investigation of the National Board for Professional Teaching Standards (NBPTS) framework. Develops and practices foundational skills in systematic inquiry, collaboration, and reflection through course activities.

EDUC5103 Language, Literacy, and Learning 3 s.h.
Examines language development and functions as related to emergent literacy, social contexts, standard English, and linguistic diversity. Considers a variety of approaches to language study, explores language use both in and out of school, and implications for teaching.

EDUC5104 Literacy and Instruction 3 s.h.
Addresses critical reading developments and conceptions of writing and writing research. Reviews major shifts and trends in writing instruction and the key people who have influenced the field of writing instruction at the elementary school level. Prerequisite: EDUC5103

EDUC5105 Early Literacy Development 3 s.h.
Investigates key issues of early literacy practices and teachers' roles regarding reflective, instructional decisions based on an evolving view and understanding of the literacy process. Examines various philosophies and theories of reading, writing, and language acquisition. Prerequisite: EDUC5103

EDUC5106 Critical Perspectives of Children's Literature 3 s.h.
Reviews children's literature through the lens of literary theory and research in children's literature to include critical evaluation and selection skills. Addresses reading and writing methods and strategies linked to the utilization of children's literature in the classroom. Prerequisite: EDUC5103

EDUC5107 Strategies for Reading Instruction 3 s.h.
Examines the diagnosis of reading abilities and disabilities of individual pupils; development of programs for small groups and individuals at different levels of readiness; and evaluation of progress in reading ability based on both psychological and emotional adjustment. Explores theories of reader response in relation to the reading process and implications for instruction.

EDUC5108 Literacy Instruction for ESL and Special Needs 3 s.h.
Introduces and provides analysis of main issues and theories in second language acquisition. Highlights research and theories related to people who struggle with reading, writing and other literacy tasks. Covers course topics that include reading performance on high stakes achievement measures; aptitude/achievement discrepancy; second language status, and other special needs.

EDUC5109 Diagnostics and Assessment in Literacy 3 s.h.
Investigates a review of cognitive and affective assessments in reading and writing. Develops and applies strategies for using data to adapt instruction for learners with reading difficulties. Focuses on the Identification of best practices for literacy evaluation.

EDUC5110 Differentiating Instruction through Technology 3 s.h.
Use of various hardware and software in designing instruction for diverse learners.

EDUC5120 Best Practice with Technology 3 s.h.
Applies analysis of the National Board for Professional Teaching Standards propositions for application to technology integration in the classroom.

EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
Delivers theories and skills to teach students to take responsibility for their own behavior in school. Based on the work of Dr. William Glasser, leads participants through a series of learning activities designed to instruct them how to teach their students the concepts of Control Theory and to plan and implement a program of Responsibility Training in their classrooms.

EDUC5150 Motivation and Learning: Co-Operation and the Quality Classroom 3 s.h.
Designed to give teachers the theory and skills to create lesson plans that meet the basic psychological needs of students and gain their cooperation in the learning process. Based on the works of Drs. William Glasser, David Johnson and Roger Johnson, this course leads participants through a series of learning activities designed to instruct them in the concepts of Control Theory and Cooperative Learning and how these concepts can be combined in a program of instruction and behavior management.

EDUC5201 Diversity 3 s.h.
Addresses understanding of human diversity through the study of individual differences in learning. Participants will examine their own personal beliefs, stereotypes and prejudices through reflective inquiry and will develop strategies to enhance equitable learning environments for all persons in a school or workplace.

EDUC5202 Creativity 3 s.h.
Explores the development of teacher creativity through the integration of the basic functions of thinking, feeling, sensing, and intuiting. Participants will foster personal creative abilities through experimental activities within the creative domains and engage in learning experiences to identify ways to make connections with K-12 students.

EDUC5203 Curriculum Design - TCIN Virtual Schools 3 s.h.
Introduces systems theory and systematic course design. Students will design a course for online presentation, including targeted standards, assessment instruments, and a plan for field testing and revision.

EDUC5204 Online Teaching and Learning - TCIN Virtual Schools 3 s.h.
Introduces the principles of online teaching and learning. Students will learn strategies for presenting information, enhancing discussion, providing effective feedback, and revising their facilitation techniques according to recent literature in online teaching and learning.

EDUC5205 Taking Heart 3 s.h.
Explores systematic reflection of being a leader in all settings. Engagement in self-renewal learning experiences to enhance critical thinking and decision making skills. Develop productive work relationships with colleagues and other stakeholders.

EDUC5260 Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms 3 s.h.
Providing teachers the knowledge and skills to deal with students’ apprehensions and fears and at the same time create an emotionally safe classroom atmosphere that promotes learning. Topics covered include teaching to various learning styles and preferences, setting attainable goals for improving student achievement, and helping students in crisis situations.

EDUC5270 Classroom Management: Dealing with Discipline Problems 3 s.h.
Provides knowledge and skills for teachers to apply previously learned Choice Theory concepts to commonly occurring classroom discipline problems and to help students take responsibility for their own behavior.

EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
Provides theoretical foundations, skills and implementation designs to help teachers improve communication with parents, hold more effective parent conferences, and implement strategies that build a collaborative partnership between school and home to improve student achievement.

EDUC5310 Core Proposition I 3 s.h.
Focuses on knowledge, skills, and dispositions to improve understanding of how P-12 students learn and develop. Identification of individual student differences and equitable treatment is demonstrated through critical analysis and evaluation of curriculum and instruction development and application to classroom practice.

EDUC5320 Core Proposition II 3 s.h.
Develops an understanding of how subject matter knowledge is created, organized and linked to other disciplines. Explores effective teaching strategies to convey subject matter to P-12 students in classroom practice and is demonstrated through critical analysis and evaluation of curriculum and instruction.

EDUC5330 Core Proposition III 3 s.h.
Focuses on improving professional skills to manage and monitor P-12 student learning. The impact of effective classroom management and assessment practices are critically examined through application experiences in the classroom.

EDUC5340 Core Proposition IV 3 s.h.
Examines and promotes the use of systematic self-reflection and action research as a means to critically analyze classroom practice. Draws upon educational research and is conveyed through dialogue and the use of descriptive, analytical and reflective writing.

EDUC5350 Core Proposition V 3 s.h.
Addresses school effectiveness through collaborative partnerships with educational stakeholders. Engages in teacher research to develop strategies and plans to create and maintain positive relationships with parents, community, and other school professionals.

EDUC5370 Leadership Foundations: Teaching and Learning in the Context of Change 3 s.h.
Explores leadership studies through examination of adult learning theories, past and current models of leadership, and assessment of participant’s own leadership styles, providing a foundation for future studies. Introduces the process of graduate-level scholarship and provides understanding of the processes and policies of graduate studies at Graceland University.

EDUC5400 Special Education Strategies for Collaboration 3 s.h.
Explores and connects to past, present and future teaching and learning experiences within the initial course investigation of the National Board for Professional Teaching Standards (NBPTS) framework. Develops and practices foundational skills in systematic inquiry, collaboration, and reflection through course activities.

EDUC5410 Collaborative Study of the Mild/Moderate Disabilities 3 s.h.
Through collaborative study groups, explores etiologies of mild and moderate disabilities. Engages in inquiry of current trends in educational programming, educational alternatives and related services and correlates these findings as they relate to appropriate multi disciplinary team planning. Examines general developmental, academic, social-emotional, psychological, career and functional characteristics and explores their relatedness to individual instructional planning. Engages candidates in review of definition, historical, philosophical, and legal issues of individuals with disabilities that include students from culturally and linguistically diverse backgrounds.

EDUC5423 Special Education Methods 3 s.h.
Provides the classroom teacher with numerous curricular and instructional methodologies which facilitate knowledge and promote development of cognitive, academic, social, language and functional life skills for identified students. Develops and applies remedial methods, instructional techniques, and appropriate use of assistive technology as it relates to individual learning levels.

EDUC5430 Managing Student Learning and Behavior 3 s.h.
Explores classroom management theories, methods, and techniques for individuals with exceptional learning needs. Enables candidates to design, implement, and evaluate instructional programs, which motivate students to monitor their engagement in active social learning in family, school, and community activities. Directs candidates tol be able to provide evidence of their plan through descriptions and examples of completed instruction, related assessments and a reflection on these examples.

EDUC5440 Special Education Teachers Think Systematically About Their Practice 3 s.h.
Examines and promotes the use of systematic self-reflection and action research as a means to critically analyze classroom practice. Draws upon educational research and is conveyed through dialogue and the use of descriptive, analytical and reflective writing.

EDUC5441 Autism Spectrum Disorders 3 s.h.
Examines characteristics of children and youth with Autism Spectrum Disorders, as well as associated issues that may be present. Identified effective practices that can be utilized to deal with each student’s special circumstances.

EDUC5451 Developing and Facilitating Effective Special Education Professional Development Experiences 3 s.h.
Researches a variety of “best practices” from educational teaching and learning theories that could be utilized to apply knowledge and skills to develop effective curriculum, and facilitate professional development and/or training experiences. Discusses and identified appropriate community resources, increasing parental involvement and collaborative partnerships with stakeholders.

EDUC5460 Educational Assessment 3 s.h.
Provides candidates with opportunities to administer, score, and interpret diagnostic tests used in the development of instructional planning. Identifies student strengths and needs that will be determined through multiple methods of assessment. Candidates will plan and implement both individual and group instruction with objectives based on assessment outcome. Explores legal provisions, regulations and guidelines as they apply to both formal and informal testing. Examines terminology and knowledge of specialized strategies relating to various disabilities.

EDUC5470 Remedial Math Methods 3 s.h.
Researches and implements best practices in the remediation of math instruction for individuals with disabilities. Includes age-appropriate, ability level instruction and appropriate use of technology. Assists candidates, using multiple methods, to plan individual and group instruction that monitors student progress through assessment and demonstrate student engagement.

EDUC5480 Transitional Planning 3 s.h. (For 5-12 only.)
Collaborative groups will explore and implement career and vocational program planning for secondary students with mild/moderate disabilities. Effective planning will include the student, community services, networks and organizations, and other community resources such as parents and various professionals, that will lead to increased student learning with career goals and objectives to support their transition to post-school settings.

EDUC5500 Making Learning Meaningful: Every Student Can Succeed 3 s.h.
Focuses on the practical application of Dr. William Glasser's theories regarding competency-based education, authentic assessment, and real-world teaching strategies that help ensure the success of every student. Helps candidates develop and apply instructional strategies that foster student self-management, cooperative learning, problem solving and production of quality school work.

EDUC5510 Fostering Productive Leadership Communication and Relationship Building Skills 3 s.h.
Examines the roles that leaders play as partners in shaping, and being shaped by, the organizational cultures they seek to influence. Investigate the implications for leading and building effective community at various levels of application. Covers the following topics: Skill development in verbal and non-verbal communication strategies; exploration into the development of collaborative working partnerships. Prerequisite: EDUC5370

EDUC5520 Developing and Facilitating Effective Professional Development Experiences 3 s.h.
Focuses on research of a variety of “best practices” from educational teaching and learning theories is the focus of this course. Provides knowledge and skills through the development of effective curriculum design and facilitation of professional development and/or training experiences. Identifies appropriate resources; marketing, designing effective workshops and/or training materials and using assessment tools for evaluation purposes will be explored. Prerequisite: EDUC5370

EDUC5530 Assessment and Program Evaluation 3 s.h.
Prepares leaders to design and conduct program evaluation and critically assess input from multiple stakeholders and other sources of data. Explores assessment of learning outcomes, assessment techniques, and assessment of effective management, program evaluation and evaluation of staff development. Provides learners with the expertise necessary to effectively, ethically, and efficiently conduct evaluations, and present and communicate assessment and evaluation results to diverse stakeholder groups. Prerequisite: EDUC5370

EDUC5540 Conflict Resolution Strategies 3 s.h.
Successful leaders respond well in conflict situations and are able to assist in the resolution of conflict among others. Introduces learners to several theoretical frames for studying and explaining the conflict process that may emerge in organizational settings. Explores theories, methods, skills and practices associated with successfully engaging in the dynamics of conflict interactions. Prerequisite: EDUC5370

EDUC5550 Technology Tools and Strategies for Leaders 3 s.h.
Explores leadership and management decision making skills for the application and advancement of technology in the workplace. Includes the following topics: Delivery using multimedia, matching technologies to outcomes, cost and funding of technology and trends in instructional technology. Assesses and evaluates risks and threats with the wide availability of media (the internet, iPods, cell phones, and others) to security and ethical behavior. Prerequisite: EDUC5370

EDUC5560 Action Research Capstone Course #1 3 s.h.
Helps learners to begin to clarify and explore lines of inquiry based upon leadership concerns in their own settings. Studies action research methods. A research proposal is developed for implementation in EDUC5570.

EDUC5570 Action Research Capstone Course #2 3 s.h.
Engages learners in action research related to their leadership practice. Implements research study designed in EDUC5560 and results are presented to a group of their peers. Prerequisite: EDUC5560

EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
Introduces the philosophy of differentiation and how classrooms can effectively support differentiated instruction and assessment, address complex challenges of meeting diverse learning needs of all students, including fairness and grading, developing study and academic skills, and challenging all students at appropriate levels.

EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
Provides knowledge and skills to apply differentiation strategies for meeting the needs of an increasingly diverse student population within the context of today's challenging standards-based curriculum. Illustrates, through the use of real-life video, how to adapt curriculum content, processes, and products to match students' readiness, interests, and learning profiles. Includes recognizing and teaching to different kinds of intelligences, understanding and accommodating various learning styles, implementing tiered assignments, utilizing authentic assessment techniques and designing dynamic and engaging lessons and units.

EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.
Enables candidates to collect information through ongoing assessment that will help plan instruction more effectively. Provides tools, surveys, checklists, and guidelines to accurately assess students' progress and plan for continued success. Assists candidates to: Identify learning styles and preferences; use authentic and performance-based assessment; learn techniques for ongoing, concurrent assessment; discover the value of teaching students to self-evaluate; improve student comprehension and retention; and obtain feedback to make differentiated instruction more effective. Prerequisite: EDUC5670

EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.
Addresses practical strategies to maximize learning for all students, including those with special needs. Explores inclusive teaching techniques with video visits to classrooms to observe teachers successfully educating both general and special education students. Helps candidates to: design and implement curriculum modifications and adaptations based on students’ strengths and needs, including utilizing differentiated instruction to benefit all students; select, implement, and evaluate lesson modifications to accommodate the needs of students with physical, emotional, or intellectual disabilities; offer choices to help students develop self-management skills and apply assessment strategies appropriate to their individual abilities. Prerequisite: EDUC5680

EDUC5700 Differentiation and Literacy 3 s.h.
Provides a research-based overview of differentiated instruction’s application to literacy. Explores instructional strategies designed to address K-12 students' individual strengths, interests and readiness in reading and writing, as well as assessment approaches. Prerequisite: EDUC5660.

EDUC5900 Topics in Education 1-3 s.h.
Content may vary and will be announced at the time of offering. May be repeated for credit when topics vary.

EDUC6100 Classroom Inquiry and Action Research 3 s.h.
Focuses on action research methodology and provides preparation to engage in a research study that addresses P-12 students' learning. Emphasizes the development of a research question, review of literature, methods and procedures and appropriate APA usage. Demonstrates the inquiry process through submission of a Capstone Action Research proposal and accompanying approval documents. Prerequisites: All courses listed in emphasis.

EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
Focuses on the implementation and completion of the approved action research study designed in EDUC6100. Presents dissemination of research results and conclusions and peer reviews critical analysis of the research process. Prerequisite: EDUC6100.

Courses in Continuing Education (Graduate)

All graduate continuing education courses are offered online unless noted otherwise.

CEED5100 The Battle for America's Children 3 s.h.
This course explores a broad range of social, psychological, technological, and cultural factors that have contributed to increased violence in schools today. The course presents the unique challenges facing students, teachers, and parents today and presents diverse strategies for promoting safer learning environments. Teachers will develop proactive strategies for a safer classroom.

CEED5110 Teaching of Moral Education through Stories of the Holocaust 3 s.h.
This course examines the power of stories in communicating the history of the Jewish Holocaust and the ability of story to help learners of different ages and backgrounds grapple with the lessons of the Holocaust history. The course will examine stories representing diverse genre, including documentary film, fictionalized film, personal memoir, short story, and poetry. Students will identify and develop teaching strategies for teaching the Holocaust.

CEED5120 The Social Lives of Children Today 3 s.h.
This course views the importance of children’s social lives, the tendency of children to torment their peers, the redemptive power of friendship, and the personal effect teachers have on the classroom environment. Participants study the importance of secure attachments of first friendships, the necessity of best friends, and the power of group involvement. Participants develop and integrate social and emotional strategies through lesson plans using informal (teachable moments) and formal discussions, journaling and role playing techniques.

CEED5130 Intelligence Reframed 3 s.h.
The need to differentiate instruction is based upon three core principles: no two people see the world the same way, no two people learn exactly the same way, and education works best when there is recognition of the first two principles. The course examines a number of definitions of what it means to be an intelligent person and how to translate that information to specific classroom instructional and management strategies. Through increased awareness of the complexities associated with intelligence and knowing, students will be able to articulate, address and use various learning strategies in the classroom.

CEED5140 Power of Mindful Learning 3 s.h.
This course examines the concept of “mindfulness” as articulated in the research of Dr. Ellen Langer. The course explores the educational implications of mindfulness and the limiting power of “mindlessness.” Participants will examine Langer’s pervasive myths and will assess the extent to which specific mindsets can undermine the teaching and learning process. Participants develop specific teaching strategies that can help students not only learn, but embrace the value of both thinking and learning.

CEED5150 Boys in Today's Culture 3 s.h.
This course examines the potential impact of contemporary culture on the emotional development of boys. The course will facilitate student exploration of the societal factors that can lead some boys to lives of isolation, shame, and anger. The course also will explore strategies for incorporating into the daily curriculum what boys need to become emotionally whole men.

CEED5160 Emotional Intelligence 3 s.h.
This course explores the nature of emotional intelligence and its related competencies such as adaptability, persuasiveness, initiative, and empathy. Participants look at research related to how the human brain works not only from the cognitive aspect, but also from an affective emotional intelligence perspective. Students explain educational implications and develop teaching strategies to enhance emotional intelligence in children.

CEED5170 Connecting Students with Their World through the Arts 3 s.h.
This course examines new brain research that demonstrates that not only are the arts enjoyable, but that participation in them can and will improve brain development and enhance skills in subjects such as reading and math. Participants will examine the relevant research and apply it to classroom usage as modeled in this hands-on course. The course will assist educators in developing instruction around what students should know and be able to do by the end of each grade level in art, dance, music, and theatre. The course introduces students to area resources such as authors, visual artists, musicians, and actors. Teachers in the course will return to their classrooms with an array of classroom activities that will enhance the curriculum.

CEED5180 The Power of Ideas 3 s.h.
The definition of an educated person has moved from the memorization of facts and simple surface knowledge to effectively solving problems and generating new ideas. The course examines a number of contemporary individuals whose ideas have made major contributions to the lives of many individuals through medicine, education, technology, art, etc. Participants will explore the importance of modeling and nurturing “risk” taking. The course examines specific topical issues such as current economic problems, global warming, medical research, and global collaboration and problem solving.

CEED5190 Teaching of Moral and Ethical Development through Stories of the Civil Rights Period 3 s.h.
The Civil Rights Movement dramatically altered the nation's culturally entrenched footholds and anchors dictating the treatment of minorities. Through stories, participants examine the lives of many people and the events that helped transform the United States from a society of exclusion to one of greater inclusion. Participants will explore how issues brought to the attention of not only America, but the entire world, can and will help young people point their compass in a positive direction in their own moral, emotional, and ethical development.

CEED5200 Five Kinds of Minds for the 21st Century 3 s.h.
Teachers examine and evaluate Howard Gardner's five kinds of minds: the disciplined mind; the synthesizing mind; the creating mind; the respectful mind; and the ethical mind. Strategies to develop each of the five minds in order to prepare teachers and students for the opportunities and challenges they are likely to face in the future will be a focus.

CEED5210 The Power of the Story in the Learning Process 3 s.h.
Focuses on the examination of the ways in which stories create meaning and understanding for learners. Teachers will demonstrate of mind mechanics (including assumptions, expectations, inference, pattern matching, and prior knowledge) to promote long term memory.

CEED5220 The New "Soft" Leadership Skills 3 s.h.
Teacher and student leadership roles are explored through identification and analysis of the social norms, values and practices that currently shape the educational system. Explores how teacher-leaders can more effectively facilitate student learning and help create and promote social change.

CEED5230 Active Brain-Based Learning 3 s.h.
The brain-based teaching research of Eric Jensen and Robert Marzano is explored. Strategies to develop the use of multiple and concrete experiences that contribute to meaningful student learning are developed. Specific field trips in the Kansas City area serve as a resource for the development of integrated units of study and thematic teaching methods for all grade levels.

CEED5240 Beyond Reading and Writing 3 s.h.
Explores teaching and learning as critical components to individual and collective survival and quality of life. Factors that impede change and diminish the capacity to teach and learn will be investigated.

CEED5250 Habits of Mind 3 s.h.
Focuses on the essential habits of mind which are broad, enduring and essential lifespan learning for adults as well as K-12 students. Strategies to foster thoughtfulness, compassion and cooperation as a means to better face teaching and learning challenges will be explored.

CEED5260 Awakening Genius 3 s.h.
Explores definitions and qualities of intellectual genius. Participants will investigate the notion that aspects of genius resides in all individuals. Strategies to create a classroom climate in which all types of intelligences are recognized and promoted to enhance learning will be explored.

CEED5270 Addressing Bullying/Harassment Issues: Developing Respectful Schools 3 s.h.
Examines bullying and other forms of harassment and the social, emotional, and physical impact it has on P-12 students. Development of strategies and interventions that decrease bias and prejudice in school settings will be explored. Refines teachers' core beliefs related to human rights for all children by exploring bias/prejudice issues, legal perspectives, and school violence.

CEED5280 Teachers as Leaders 3 s.h.
Draws upon leadership research to identify, examine, and analyze P-12 teacher roles in schools. Addresses the exploration of social norms, values, and practices that shape the educational system and identifies strengths and barriers that impacts teacher leadership efficacy. Addreses the correlation between effective teacher leadership and student learning and provides strategies to maximize school performance.

CEED5300 Mentoring I 3 s.h.
Teachers improve teaching practices while focusing on mentoring and coaching skills, reflection, research-based instructional strategies, and communication. Course work will be completed through participation in the Professional Development Schools program. Teachers will mentor/supervise pre-service candidates in year-long internships. Intern feedback, reflections and participation in mentor activities will be documented and used as sources of evaluation.

CEED5320 Mentoring II 3 s.h.
Building upon the knowledge and skills developed in the Mentoring I course, teacher mentors will supervise pre-service candidates in a year-long internship and assume leadership roles to new teacher mentors. Coursework will include an examination of the Professional Development School standards. Mentors will conduct a self-study through collection and analysis of data to assess progress in meeting standard benchmarks. Recommendations for future changes will be documented. Prerequisite: CEED5300 Mentoring I.

CEED5330 Schools in an Age of Globalization 3 s.h.
Explores recent American educational reforms related to globalization and technology. Participants will review myths, fears and the evolution of accountability and will demonstrate understanding of technology knowledge and skills needed to be successful in the 21st century.

CEED5340 Social Intelligence - A Key for Success 3 s.h.
Introduces key concepts from social neuroscience research. Participants will learn application strategies to enhance K-12 students' competence to optimally comprehend their environment and socially interact with others successfully.

CEED5350 Teaching with Poverty in Mind 3 s.h.
Explores the effects of poverty and its impact on children's emotional and social well-being. Topics of study will include acute and chronic stressors, cognitive delays and health and safety issues. Participants will gain an understanding of research-based strategies for working successfully with children living in poverty.

CEED5360 Essential Characteristics for Successful Learning 3 s.h.
Explores ways in which educators can prepare P-12 students to be successful learners. Topics explored include the changing perspective of intelligence, indicators of achievement, and critical habits of mind that should be fostered to ensure P-12 students to maximize their learning.

CEED5370 Pre-Adolescent/Adolescent Females in Today's Schools 3 s.h.
The role of pre-adolescent/adolescent females in today's schools and society, with emphasis on the developmental transitions from elementary to middle school, and middle school to high school, is examined. Issues related to young females and their self-esteem, self-respect, and self-awareness is explored.

CEED5380 Leadership for Today's Schools and Classrooms 3 s.h.
Focuses on the premise that successful leadership is primal and works through human emotions. Educators investigate research in the field of emotion and its impact on leaders' understandings of their own emotions to learn effective strategies to manage others. A variety of leadership styles, in relation to emotion and the influence they have on the intangible factors in the workplace, such as morale, motivation, and commitment is explored.

CEED5390 The Un-schooled Mind: How Children Think and How Schools Should Teach 3 s.h.
Educators examine the sensory motor and symbolic knowledge development of pre-school children and the body of research that suggests that schooling has little impact on young children's intuitive and common sense understandings of their worlds. Scholastic and intuitive learning is compared and contrasted. The structure of schools and its impact on achievement development is investigated.

CEED5400 Succesful Strategies for Creating a Literacy-rich Classroom Environment 3 s.h.
Provides strategies to produce a literacy-rich environment designed to encourage and support speaking, listening, reading and writing for P-12 students. Intentional selection and organization of materials to facilitate language and literacy opportunities in a variety of authentic ways is addressed. Explores print and digital resources incorporated into the classroom design and instruction.