Curriculum & Instruction (EDCI)

EDCI 1102 Intro to Teaching Profession

This course provides an overview of the teaching profession; requirements for Texas teaching credentials; and requirements of the various TAMIU programs of study leading to certification. Practical, legal, and ethical issues will be explored. Students will engage in field-based experiences.

Corequisites: UNIV 1101.

EDCI 1301 Intro to Teaching Profession

An integrated pre-service course and content experience for those interested in a teaching career. Students will participate in 30 contact hours of field observations in PreK-12 classrooms with varied and diverse student populations. Activities will include a focus on developing systematic observation skills, an overview of the dimensions of teaching, and the teacher certification process.

TCCN: EDUC 1301

EDCI 2210 Foundations of Education

This course introduces students to the education profession, with emphasis on educational history, policy, public school law, and accountability requirements of contemporary public education. Ethics and dispositions; the role of technology in teaching and learning; and TAMIU program requirements will also be explored. Prerequiste: Successful completion of EDCI 1102 and a minimum 2.7 TAMIU GPA. Concurrent enrollment in PSYC 2314 is encouraged.

EDCI 3110 Theory&Prac Pub Sch Teach II

This is a field experience course based on the foundations of EDCI 3210 that focuses on effective pedagogy and technology. Feedback will be given to participants by faculty, mentors, and field supervisors. Forty (40) hours of field experiences in an assigned public school are required.

Prerequisites: EDCI 3210.

EDCI 3120 Lang Acquisition&Dev II

This is a field experience course based on the foundations of EDCI 3220. It focuses on the implementation of second language strategies. Feedback will be given to participants by faculty, mentors, and field supervisors. Twenty (20) clock hours of field experiences in an assigned public school are required.

Prerequisites: EDCI 3220.

EDCI 3210 Theory&Prac Pub Sch Teac I

This course is considered an early field-based course. It is intended for students majoring in education. The focus of the course is to introduce students to public school teaching through a service learning project. The learner-centered proficiencies and the underlying theories for effective pedagogy in PreK-12 classrooms will be covered. The Texas Essential knowledge and Skills (TEKS), technology, as well as designing age appropriate edumetric measures will be emphasized. Open to freshmen and sophomore students only, offered only during the fall semester.

EDCI 3220 Lang Acquisition & Dev I

This course focuses on the teaching strategies for second language learners as well as appropriate instruction in the content areas that are commensurate with the varying proficiency levels in a second language. The theoretical models for language instruction that approach language development as an integrative process will also be emphasized. Twenty (20) clock hours of field work will be required in an approved public school.

Prerequisites: EDCI 3210 and EDCI 3110.

EDCI 3224 Teaching in Diverse Settings

This course focuses on sociocultural and economic factors that influence teaching, learning, and school success. Strategies for promoting educational equity and inclusion are emphasized. Candidates engage in a variety of field-based experiences. Students will apply for admission to the College of Education during this course. 7 TAMIU GPA.

Prerequisites: Successful completion of EDCI 1102 and 2210 and a minimum 2.

EDCI 3301 Assessment for Instruc Design

This course introduces contemporary evidence-based approaches to assessment-informed instructional design and teaching strategies. Emphasis is placed on developmentally appropriate practices and the differentiation of instruction to meet the needs of diverse and exceptional learners. State mandates and accountability are discussed. Instructional strategies and assessment designs that foster positive learning environments will be emphasized. Candidates engage in a variety of field-based experiences.

Prerequisites: Must be in good standing with the College of Education requirements and successful completion of EDCI 1102, 2210, 3224 and PSYC 2314.

Corequisites: EDCI 3302.

EDCI 3302 Teaching Eng Lang Learners

This course will focus on the implementation of first and second language instructional strategies to meet the needs of English language learners. Historical perspectives and legal aspects of teaching English language learners will be discussed. Local, state, and national models, trends and strategies to promote second language development in the content areas will be explored. Candidates will engage in a variety of field-based experiences.

Prerequisites: Must be in good standing with the College of Education requirements and successful completion of EDCI 1102, 2210, 3224 and PSYC 2314.

Corequisites: EDCI 3301.

EDCI 3304 Methods, Mgt and Discipline

The objectives of the course are to assist preservice teachers to develop a sound understanding of Learner-Centered Proficiencies; ethical/legal aspects of teaching as mandated by TAC rule 230. 191; developmentally appropriate practices; and TEKS implementation. Preservice teachers will expand their knowledge and ability to use technology resources by incorporating various multimedia resources into their instructional activities to enrich teaching-learning experiences for students. This field-based course will require 77 contact hours that will be completed at a partner school.

Prerequisites: Admission to the College of Education, successful completion EDCI 3301 and either EDBE 3322, EDRD 3302 or EDCI 3302, 2.7 overall grade point average, and a 2.7 grade point average in the area of specialization and consent of department chair.

Corequisites: EDDP 4324.

EDCI 3315 Impl Eff Inst Strat Div Lrnrs

This course will focus on the implementation of effective, standard-based, data-driven instruction. Emphasis will be placed on establishing collaborative and responsive learning environments, differentiation of instruction and related technological applications to meet the needs of diverse and exceptional learners, developmentally appropriate practices, and federal and state accountability mandates and required state assessments. Candidates will engage in a variety of field-based experiences. Must be in good standing with the College of Education requirements and successful completion of EDCI 3301 and 3302.

Corequisites: EDCI 4310.

EDCI 4199 Issues in Curriculum&Instruc

This course examines current topics in curriculum and instruction. May be repeated once when topic changes.

Prerequisites: Admission to the College of Education.

EDCI 4299 Issues in Curriculum&Instruc

This course examines current topics in curriculum and instruction. May be repeated once when topic changes.

Prerequisites: Admission to the College of Education.

EDCI 4310 Engaging Learners

The purpose of this course is to assist teacher candidates through field-based experiences in developing the knowledge and skills necessary to effectively engage diverse and exceptional students in the learning process and promote student success. Emphasis will also be placed on establishing a productive, collaborative, and responsive learning environment, as well as on management of time, materials, resources, and student behavior. Candidates will engage in a variety of field-based experiences. Must be in good standing with the College of Education requirements and successful completion of EDCI 3301 and 3302.

Corequisites: EDCI 3315.

EDCI 4366 Action Research-WIN

Candidates in this course will engage in an applied inquiry-based research project. As a culminating experience for no-certification education majors, this course builds upon previous knowledge of educational concepts and theories and the ability to gather information, input and interpret data from various sources, and provide supportive data-driven arguments. The project will engage candidates in classroom-based or community-based academic research in order to demonstrate their knowledge regarding young children as it informs one’s own practice. EDCI 4366 is designated as a “Writing Intensive” (WIN) course in which writing will play a central role in the learning process, and in which grades earned on written work will constitute a significant portion of the course grade. Admitted to and in good standing in the College of Education.

Prerequisites: EDYC 4325 and 4335.

Corequisites: EDCI 4398.

EDCI 4393 Student Teaching

Candidates will model proficiency in evidence-based practices in learner-centered classrooms consistent with current state and professional standards, as it related to classroom management, assessment, instruction and technology in diverse classrooms. This course includes a full semester of supervised field-based experience in a public school classroom.

Prerequisites: Must be in good standing with the College of Education requirements, pass the certification TExES content exam, and successful completion of EDCI 3315 and EDCI 4310.

Corequisites: EDSE 4350.

EDCI 4398 Senior Practicum

This course will focus on the field-based supervision of students seeking teacher certification through the SB 218/HB 1130 route to satisfy internship requirements. This course must be taken during the final semester prior to graduation. 7 grade point average in the area of specialization and consent of department chair.

Prerequisites: Admission to the College of Education, successful completion of EDCI 3304 and EDDP 4324, an overall grade point average of 2.7, and a 2.

EDCI 4399 Issues in Curriculum&Instruc

This course examines current topics in curriculum and instruction. May be repeated once when topic changes.

Prerequisites: Admission to the College of Education.

EDCI 4693 Student Teaching

Candidates will model proficiency in evidence-based practices in learner-centered classrooms consistent with current state and professional standards, as it related to classroom management, assessment, instruction and technology in diverse classrooms. This course includes a full semester of supervised field-based experience in a public school classroom.

Prerequisites: Must be in good standing with the College of Education requirements, pass the certification TExES content exam, and successful completion of EDCI 3315 and EDCI 4310.

Corequisites: EDSE 4350

EDCI 4993 Student Teaching

This course will focus on field-based supervision of elementary and secondary education pre-service teachers. It must be taken during final full semester prior to graduation. 7 grade point average in the area of specialization and consent of department chair.

Prerequisites: Admission to the College of Education, completion of Block II, 2.7 overall grade point average, and a 2.

EDCI 5199 Special Issues in Curr&Inst

Course examines timely topics of concern to educators involved in making curriculum and instruction decisions. May be repeated once when topic changes.

Prerequisites: Graduate standing and permission of instructor.

EDCI 5299 Special Issues in Curr&Inst

Course examines timely topics of concern to educators involved in making curriculum and instruction decisions. May be repeated once when topic changes.

Prerequisites: Graduate standing and permission of instructor.

EDCI 5300 Intro to Teaching & Learning

This course provides an introduction to education for initial certification, including a survey of theories and principles of child and adolescent development, current research on appropriate instructional strategies developmentally appropriate practices, and the impact on diversity and exceptionality on teaching and learning. Effective strategies for meeting the needs of English Language Learners will be emphasized. Students pursuing the Master of Arts in Teaching (MAT) must be admitted to the College of Education.

Prerequisites: Graduate standing.

EDCI 5301 Methods & Mgt, EC-12

Intended to assist pre-service teachers develop a sound understanding of EC-12 Learner-Centered Proficiencies; ethical and legal aspects of teaching; developmentally appropriate instructional practices, classroom management strategies, implications of diversity for teaching and learning, and TEKS implementation. Preservice teachers will expand their knowledge and ability to use technology resources by incorporating various multimedia resources into their instructional activities to enrich teaching-learning experiences for students. This field-base course will require 70 contact hours that will be completed at a partner school. Restricted to MAT-ACP students working toward certification.

Prerequisites: Graduate standing and admitted to and in good standing in the College of Education, EDCI 5300 and EDSE 5305.

EDCI 5305 Adv Curriculum Issues in Edu

An introduction to the study of contemporary issues that impact the teaching and learning environment for PK-12 students and their teachers. Students identify critical issues in contemporary education, including how student diversity affects and influences instruction, and analyze those issues from a variety of perspectives. An action research project will be designed, executed and reported.

Prerequisites: Graduate standing.

EDCI 5307 Adv Tech of Curr Writing

A brief review of curriculum theory is presented. Different techniques, formats, and procedures for writing and organizing curriculum in the psychomotor, cognitive, and affective domains are explored. Appropriate procedures for writing objectives for the practical performance level and theoretical-analytical level of course organization; and the incorporation of evaluative techniques into the curriculum are addressed.

Prerequisites: Graduate standing.

EDCI 5311 Adv Curr Iss in Sec School

Centers aroudn the development of a research interest in the broad field of curriculum & instruction within the framework of grades 6-12. Contemporary topics such as Differentiated Instruction (DI), building communities of learners, integration of technology into instructional situations, integrated learning units, character education, critical thinking skills, or other pertinent issues may be explored from the persepctive of the secondary level. Emphasis will be placed upon the identification of an individual research interest.

Prerequisites: Graduate standing.

EDCI 5313 Foundations of Curriculum

Designed to provide an historical and conceptual foundation in the discipline of curriculum and instruction for those beginning their graduate work. It will cover the historical and philosophical beginnings of the traditional content taught in the public school systems in the U.S., from pre-kindergarten through completion of the academic core of post-secondary schooling. Examination of key components of the purpose and methods of instruction will punctuate the historical context to identify specific C&I elements in some of the following eras: ancient and pre-modern contributions; Pre-Colonial and Colonial America schooling; early foundations of instruction in the U.S.; implications of modern C&I; trends in post-modern C&I. A major element of the course will be the development of a research topic and subsequent student project focusing on the topic.

Prerequisites: Graduate standing

EDCI 5315 Advanced Instructional Methods

Designed to develop enhanced knowledge and practice in the use of instructional tools and methods relating to instructional theory. Beginning with a review of theoretical foundations of instruction, the course will progress through the acquisition of additional tools for formally developing instruction to the development of an individual project centering upon an integrated learning (thematic) unit. Emphasis will be placed upon technology tools that aid development and delivery of instruction. Alternative assessment design, techniques for authentic instruction, and other concepts will be incorporated into the final project. Students pursuing the Master of Arts in Teaching (MAT) must be admitted to and in good standing in the College of Education.

Prerequisites: Graduate standing.

EDCI 5317 Evaluation of Curr&Inst

A thorough treatment of various standard, research-based techniques for evaluation of instruction (i.e., authentic assessments, alternative assessments, qualitative and quantitative testing methods, and non-specific measurement methods). In addition, this course explores the concepts behind assessment, identifies various assessment tools, and incorporates models of assessment appropriate for a variety of instructional settings.

Prerequisites: Graduate standing.

EDCI 5319 Adv Theories for Learning

A general survey of theories of learning as they apply to the modern classroom. The course is designed to acquaint the teacher with major historical and modern theories and their proponents of how children learn together, with implications for the schools in modern society.

Prerequisites: Graduate standing.

EDCI 5321 Collegial Coaching&Mentoring

This course addresses teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding the teacher-leader’s sphere of influence beyond the walls of the classroom. Teachers explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher-development cycle. Various forms of collaboration with colleagues are addressed and diversity, as well as interpersonal and communication skills, are emphasized.

Prerequisites: Graduate standing.

EDCI 5329 Action Research Design

Candidates in this course will develop, implement, and reflect upon an applied inquiry-based research project. As a culminating experience for candidates in the Master of Arts in Teaching program, this course builds upon previous knowledge of educational concepts and theories and the ability to gather information, input and interpret data from various sources, and provide supportive data-driven arguments. The capstone project will engage candidates in classroom based academic research to demonstrate their knowledge regarding learners as it informs one’s own practice.

Prerequisites: Graduate standing, admitted to and in good standing in the College of Education.

EDCI 5340 Measurement & Assess in Ed

Course examines educational assessment; issues involving reliability, validity, and bias; construction of different types of tests, performance assessments, formal and informal assessment, and portfolios for specific purposes; use of assessment data for defined purposes; and best practices in educational assessment. Students pursuing the Master of Arts in Teaching (MAT) must be admitted to and in good standing in the College of Education.

Prerequisites: Graduate standing.

EDCI 5399 Special Issues in Curr&Inst

Course examines timely topics of concern to educators involved in making curriculum and instruction decisions. May be repeated once when topic changes.

Prerequisites: Graduate standing and permission of instructor.

EDCI 5693 Clinical Teaching

Candidates will model proficiency in evidence-based practices in learner-centered settings consistent with current state and professional standards, as it relates to classroom management, assessment, instruction and technology in diverse settings. This course includes a full semester of supervised field-based experience in a public school setting. This course may not be applied to a graduate degree.

Prerequisites: Admitted to and in good standing in the College of Education, passing appropriate TExES content exam score, and approval by the clinical teaching or AT program coordinator.

Corequisites: EDCI 5329.

EDCI 6315 Eval of Curriculum&Inst

This course is designed to provide students with the evaluation techniques necessary to analyze curriculum, educational resources, and instructional strategies. Students will apply procedures for evaluating and recommending strategies for improving the quality and effectiveness of curriculum and assessment as they relate to instruction.

Prerequisites: Doctoral Classification.

EDCI 6317 Strat for Teach Cult Plur Soci

This course will focus upon historical information and pedagogical insights concerning teaching in culturally, linguistically, ethnically and economically diverse (CLEED) classrooms and working in CLEED environments. In addition, the course will address cognitive, affective and sociocultural aspects of learning and teaching CLEED learners and issues relative to working with a CLEED workforce. (cross-listed with EDAM 6360)

Prerequisites: Approval by TAMIU doctoral program advisor.

EDCI 6335 Advanced Qualitative Methods

This course is designed to enhance participants' knowledge of qualitative research methods. In this course, participants will refine a research topic, select and develop an appropriate theoretical foundation for the study of this topic and explain the research methods that can be used to study this topic, as well as the rationale for selecting these methods. Finally, participants will enhance their knowledge and skills regarding data analysis and representation of information. Approval by TAMIU doctoral program advisor.

EDCI 6337 Adv. Quantitative Research

This course is designed to enhance participants' knowledge of quantitative research methods. In this course, participants will refine a research topic, select and develop an appropriate theoretical foundation for the study of this topic and explain the research methods that can be used to study this topic, as well as the rationale for selecting these methods. Finally, participants will enhance their knowledge and skills regarding data analysis and representation of information.

Prerequisites: Approval by TAMIU doctoral program advisor.