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FOLLOW AUD ON
SCHOOL OF EDUCATION
  • *** The University will be closed on Thursday, September 21, 2017 to celebrate the Islamic New Year
  • *** Withdrawal deadline for Fall 2017 semester is on November 9, 2017
  • ***Senior’s meeting with the registrar regarding Degree Audits completion (September 18 – October 19)
  • *** AUD ID cards for new students will be available in the Registrar’s Office starting Sunday, September 17, 2017
  • *** Fall 2017 semester starts September 04, 2017 and ends December 21, 2017
School of Education Courses
EDCO 600 | LEARNING AND HUMAN DEVELOPMENT
The purpose of this course is to provide a general knowledge about human learning as it relates to the life cycle from birth to young adulthood. It is designed to provide beginning teachers with a fundamental knowledge of human growth and development (physical, social, affective, and cognitive) and theories of learning.
 
EDCO 601 | DIFFERENTIATING INSTRUCTION FOR ALL LEARNERS
This course begins with an overview of the nature and needs of persons with learning
differences and explores how classroom teachers can accommodate for students with a variety of learning needs in the classroom. It offers an in-depth look at how instruction can be differentiated for learners at all ability levels.
 
EDCO 602 | CURRICULUM, INSTRUCTION AND ASSESSMENT
The primary purpose of this course is to help candidates, including teachers, administrators, and curriculum coordinators to develop an in-depth understanding of 21st century concepts and practices in curriculum development, the delivery of instruction, and the role of assessment. Such understanding should assist in examining the relationships, sources, and components in their dynamic interactions and contributions to effective learning.
 
EDCO 604 | PRINCIPLES OF LEARNING AND CLASSROOM MANAGEMENT  
The primary purpose of this course is to assist candidates in acquiring basic knowledge and understanding of the processes of human learning, development, and motivation and in the application of such knowledge and understanding to classroom teaching, communication management, and evaluation.
 
EDCO 610 | SPECIAL NEEDS AND INCLUSION
This course provides a comprehensive overview of the historical development of special education and Inclusion. The different categories of disabilities and special needs will be examined along with issues of assessment and placement. The course also reviews modifications, accommodations, instructional and assessment strategies needed for the inclusion of learners with special needs in regular classrooms. The roles of various stakeholders will be explored with an emphasis on collaboration and communication with families.
 
EDCO 620 | TECHNOLOGICAL APPLICATIONS IN THE CLASSROOM
The purpose of this course is to familiarize candidates with technology applications commonly found in educational settings. The course addresses effectively identifying, locating, evaluating, designing, preparing, and efficiently using technology as instructional resources in the classroom to positively impact student learning. The course is designed to meet the requirements of the International Society for Technology in Education NETS Standards for Teachers. Candidates will learn to use a variety of technologies (including computers) to develop and enhance classroom instruction, communication, and management. Topics will focus on hardware and software to develop skills in word processing, using spreadsheets, use of the Web, evaluating educational software and web pages, using multimedia, and creating web pages.
 
EDCO 621 | TEACHING IN A MULTICULTURAL CLASSROOM
This course will seek to critically examine the construction of ethnicity, class, religion, disability, age, and gender among others. In doing so, candidates will develop a historical understanding and appreciation for others of diverse backgrounds. Given the diverse cultural context in the United Arab Emirates, it is particularly vital candidates understand this level of multiculturalism particularly in relation to social relationships and power structures that will have critical implications for classroom teachers.
 
EDCO 622 | EDUCATIONAL RESEARCH
Prerequisite: Completion of all Core Courses
In this course, candidates study the key concepts, norms, and principles of educational research with an emphasis on qualitative methodologies and action research designs. The course will  help candidates to develop the research skills needed for effective inquiry into practice such as interviewing, observation, coding and analysis, synthesis, and evaluation as well as how to present research findings.  Students will conclude the course with an approved proposal for the capstone thesis project (EDCO 630) which will be carried out in the following semester.
 
EDCO 623 | CREATING, UNDERSTANDING, AND USING CLASSROOM ASSESSMENTS
Prerequisite: Permission of the Program Director
This course focuses on basic concepts and common assessments such as multiple choice and essay questions, performance assessments, classroom interactions, and attitude surveys. Resources and techniques for integrating technology are included.
 
EDCO 625 | ADVANCED STUDIES OF CHILDREN AND ADOLESCENTS
Prerequisite: Permission of the Program Director
Intensive study of research in child development from conception to maturity and implications for educational practice. Study of the major theories of child and adolescent development, their underlying philosophic premises; and their role and function.
 
EDCO 626 | ADVANCED PRINCIPLES OF TEACHING AND LEARNING
Prerequisite: Permission of the Program Director
The primary purpose of this course is to assist candidates in acquiring advanced knowledge and understanding of the processes of human learning, development, and motivation and in the direct application of such knowledge and understanding to classroom teaching, communication, and evaluation.
 
EDCO 630 | MASTER OF EDUCATION CAPSTONE PROJECT
Prerequisite: EDCO622
This course is the capstone project for all master’s level candidates pursuing a track in elementary or secondary education. The final product is a master’s thesis reporting the outcome of an in-depth study of an area of educational practice. Topics of inquiry are individually determined and provide synthesis and culmination to the candidate’s program of study.
 
EDEL 603 | ELEMENTARY READING METHODS
This course serves as a foundation course in reading instruction preparing future reading teachers for grades K-8. Emphasis is given to theories of reading, emergent literacy, word recognition strategies, comprehension skills, approaches and materials for reading instruction, literature and  technology in reading, content literacy, assessment and teaching individual learners including non-English speaking students. It teaches reading readiness and development of reading at elementary level, and it is a foundation for teaching clinical/remedial reading, consultant services to school personnel, and directing/supervising system-wide reading programs.
 
EDEL 605 | ELEMENTARY LANGUAGE ARTS AND SOCIAL STUDIES METHODS
This course prepares candidates to become effective elementary language arts and social  studies educators capable of teaching children the content knowledge, the intellectual skills, and the civic values necessary for fulfilling the responsibilities of global citizenship. Special attention is given to effective teaching strategies, the nature and development of language arts, individual and cultural diversity of all learners, assessments tools, and interdisciplinary teaching. The  appropriate use of informational technologies and software will be an integral element throughout the course. Candidates will critique the current methodology, trends, and issues; evaluate instructional strategies, and enrich their research, decision-making, and leadership skills to enhance the elementary curriculum.
 
EDEL 606 | ELEMENTARY SCIENCE AND MATHEMATICS METHODS
This course is designed to prepare teacher candidates with a broad-based understanding of central issues involved in the learning and teaching of elementary science and mathematics for  children (grades K through 8). Candidates will be expected to design individual lessons and a unit that take into consideration school curricula, classroom management, and the physical and emotional safety of students, learning, and assessment. Candidates will also be expected to apply accurate science and mathematics content, inquiry, and problem solving skills through in and out of class activities and assignments.
 
EDEL 620 | ELEMENTARY FIELD PLACEMENT
This course is designed to enable elementary teachers to design, implement, evaluate, and reflect upon the processes of elementary school teaching and learning. Content is focused on application of instructional and management practices and adaptations, curriculum planning and curricular modifications, effective collaboration strategies, accessing related and support services, and skills necessary for effective instruction and management within an inclusive classroom.
 
EDEL 630 | ELEMENTARY STUDENT TEACHING INTERNSHIP/PRACTICUM
Internship/practicum is a guided pre-service experience in conducting the professional work of a classroom teacher, extending through an entire 15-week semester on a full-time schedule. The purpose of internship/practicum is to accelerate a future teacher’s pedagogical development and foster a positive and progressive conceptualization of the profession of teaching. In order for candidates to develop critical thinking and problem solving skills to their fullest potential, teachers must model these skills. Internship/practicum provides an opportunity for candidates to demonstrate these skills, determine their strengths and weaknesses, and make the necessary adjustments to best serve the children they are teaching. It is the responsibility of the cooperating teacher and the site supervisor to work with the candidate in identifying strengths and weaknesses and facilitate the development of appropriate methods for implementing curriculum and management.
 
EDSE 603 | SECONDARY GENERAL METHODS AND ASSESSMENT
This course is designed to enable secondary teachers to understand, implement, evaluate, and reflect upon the processes of secondary school teaching and learning. Content is focused on history, classroom climate, diverse learning styles, assessment practices and adaptations, curriculum planning and modifications, effective collaboration strategies, accessing related and support services, and skills necessary for effective instruction and classroom management. Strategies for choosing appropriate methods of instruction, and effective classroom interaction are also explored.
 
EDSE 605 | READING ACROSS THE CURRICULUM
This course emphasizes techniques for using reading and writing tools for the acquisition of new content in a given discipline. The areas of general literacy skills, prior knowledge of content and content specific literacy skills are important related concepts stressed in this class. The first two are emphasized as the two factors with the greatest influence on learning through text.
 
EDSE 606 | SECONDARY LANGUAGE ARTS METHODS AND ASSESSMENT
This course is designed to prepare effective high school Language Arts Teachers. It acquaints candidates with various materials, teaching methods, and theories appropriate for teaching composition, Language Arts, and literature in high school settings, and fosters professionalism, dispositions/attitudes, and performances needed to teach Language Arts successfully to adolescents. It also prepares candidates to work with English as a second language or foreign language learners.
 
EDSE 607 | SECONDARY SCIENCE METHODS AND ASSESSMENT
This course is designed to prepare potential science education teachers with a broad-based understanding of central issues involved in the learning and teaching of secondary science. It is intended to help potential science education teachers address the difference between being a student of science, a user of science, and a teacher of science. This process involves addressing the concepts of learning and teaching, and the nature of knowledge in science. These concepts will be integrated into practical activities designed to prepare the candidates to teach in actual science classrooms. Candidates will be expected to design individual lessons and a unit that take into consideration school curricula, classroom management, the physical and emotional safety of students, learning, and assessment. They will also be expected to apply accurate science content and inquiry skills through in and out of class activities and assignments.
 
EDSE 608 | SECONDARY MATH METHODS AND ASSESSMENT
This course is a study of strategies, techniques, materials, technology, and current research used in the teaching of mathematical concepts to high school students. Students will review the traditional and contemporary standards involved in teaching mathematics at the secondary school level; develop an awareness of the professional resources, materials, technology and information available for teachers; prepare unit and lesson plans with related assessment procedures on a variety of topics; and acquire teaching experience by taking part in individual tutoring, observation at a high school, and/or presenting lessons at the appropriate level.
 
EDSE 609 | SECONDARY SOCIAL STUDIES METHODS AND ASSESSMENT
This course focuses on the nature, development, purpose and value of social studies, with emphasis on methods and techniques of instruction. Curriculum development, unit planning, materials of instruction, and evaluation are all requirements of the course.
 
EDSE 620 | SECONDARY FIELD PLACEMENT
This course is designed to enable secondary teachers to design, implement, evaluate, and reflect upon the processes of secondary school teaching and learning. Content is focused on application of instructional and management practices and adaptations, curriculum planning and curricular modifications, effective collaboration strategies, accessing related and support  services, and skills necessary for effective instruction and management within an inclusive classroom.
 
EDSE 630 | SECONDARY STUDENT TEACHING INTERNSHIP/PRACTICUM
Internship/practicum is a guided pre-service experience in conducting the professional work of a classroom teacher, extending through an entire 15-week semester on a full-time schedule. The purpose of internship/practicum is to accelerate a future teacher’s pedagogical development and foster a positive and progressive conceptualization of the profession of teaching. In order for candidates to develop critical thinking and problem solving skills to their fullest potential, teachers must model these skills. Internship/practicum provides an opportunity for candidates to demonstrate these skills, determine their strengths and weaknesses, and make the necessary adjustments to best serve the children they are teaching. It is the responsibility of the cooperating teacher and the site supervisor to work with the candidate in identifying  strengths and weaknesses and facilitate the development of appropriate methods for implementing curriculum and management.
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