West Texas A&M University: 2001-2002 Academic Year
Division of Education
Dr. E.W. Henderson, division head
 Old Main, Room 424; WTAMU Box 60208
(806) 651-2626; Fax (806) 651-2601
www.wtamu.edu

Full Graduate Faculty: Bingham, Brammer, Burleson, Guffy, Hargrave, Mann, Mize, Monroe, Norris, Parker, Purkiss, Roberson, Spaulding, Stevens, Taylor, Thomas, Wilbur, Williams.

    Since West Texas A&M University was founded in 1910, its roots have been in the teacher education program. A major purpose of the Division of Education is to prepare individuals for professional positions as teachers, counselors, administrators and other service positions for both public and private schools at elementary and secondary levels. WTAMU is proud of its tradition of providing outstanding students through its graduate education program.
    With the largest graduate student enrollment in the University, the Division of Education has nine different options for a master's degree. A state test, the Examination for Certification of Educators in Texas (ExCET), is required for certification for the professional certificate. To ensure quality, master's degree certificate programs are approved by the State Board for Educator Certification.

 Professional Certificate Program (Standard Certification with Required Renewal)

 Other Programs
 Curriculum and Instruction
 Instructional Technology
 Professional Counseling

 Specializations and Endorsements
 Bilingual Education
 Early Childhood Endorsement
 Early Childhood Handicapped
 English as a Second Language
 Generic Special Education
 Information Processing Technologies
 Severely Emotionally Disturbed

 Post-Baccalaureate Certification Program
    WTAMU may admit to a special program and recommend for initial Texas teacher certification persons who possess at least a bachelor's degree from a regionally accredited institution and who meet specific qualifications. Degreed individuals wishing to gain initial Texas teacher certification through the post-baccalaureate program should contact the assistant director of Teacher Certification in Old Main, Room 416, (806)651-2909.

 Alternative Teacher Certification
 Dr. Amy Gaskins, director
    The Panhandle Alternative Certification for Educators (PACE) program is an alternative teacher certification program. Its purpose is to prepare highly qualified individuals to serve as public school teachers in Texas. PACE is not designed to replace or compete with the traditional teacher certification program at WTAMU. PACE is a collaborative teacher education program involving WTAMU, the Region XVI Education Service Center and the public school districts in the 26 counties of the Texas Panhandle.
   The PACE program is designed for persons who have already completed a baccalaureate degree and who have a record of work and life experience appropriate to enhancement of the teaching and learning processes in the public school classroom. Certification is earned through a combination of intensive summer session course work coupled with year-long, on-going teacher preparation while teaching as teacher-of-record in a public school. The teacher is jointly supervised by West Texas A&M University and the participating school district.
    Through PACE, teaching certificates may be earned at the secondary level (grades six-12), elementary level (pre-kindergarten through grade six), generic special education (pre-kindergarten through grade 12), bilingual education (pre-kindergarten through grade six) and English as a Second Language (pre-kindergarten through grade 12). New certification levels are currently being discussed and may be in effect at a later date.

PACE Entry Requirements

Admission Requirements
    The professional certificate gives the holder legal authority to perform duties in public schools of Texas in the specialized area designated on the face of the certificate. Prerequisite for all master's programs, except professional counseling and instructional technology, is 18 semester hours of education.
    Before beginning work toward the standard professional certificate, the student must have the standard/provisional certificate in the appropriate prerequisite field. The student must also complete the proper graduate program, meet the additional requirement for the standard certificate of two/three years of teaching experience and pass the appropriate state ExCET test. To obtain a standard professional elementary certificate or standard professional secondary certificate, the student must hold a provisional teaching certificate at that level.

Master's Degrees, Standard Professional Certificate Programs, Course Descriptions


Curriculum Requirements
    The master of education degree must be completed within six years. Requirements for the standard professional certificate must be completed within 10 years from the date a graduate student takes the first course required for the certificate. Credit earned by correspondence cannot be applied toward a certificate.
    A graduate core of nine hours is required and includes EDPD 5501, 5578 and 6609.

Master of Education (M.Ed.) Degree, Elementary Education Standard Professional Certificate (Major Code: 5401)
 Requirements
 36 semester hours

 30 semester hours

Master of Education (M.Ed.) Degree, Curriculum and Instruction (Major Code: 5455)
Prerequisite
Curriculum and Instruction
    Prerequisite for all master's programs is 18 semester hours of education.

Requirements
    The student and an adviser plan a curriculum of 36 hours, of which 24 will be in courses numbered 5500 and above. A minimum of six hours and maximum of 18 hours must be in a field(s) other than education.

Required courses

Secondary Education Standard Professional Certificate (Major Code: 5450)
 Major Area Options
    Art, biology, business, chemistry, economics, English, history, mathematics, music, political science, social studies, speech. The 30-semester-hour programs above meet education requirements for the master of arts degree. The 36- to 42-hour programs meet requirement for the master of education degree. (See requirements, page 218.)

Options-Degree is secondary education
Requirements
Art (36 semester hours):

Biology (36 semester hours):

Business (36 semester hours):

Chemistry (36 semester hours):

Economics (36 semester hours):

English (30 semester hours): English (36 semester hours): History (36 semester hours): Mathematics (36 semester hours): Music (30 semester hours): Political Science (36 semester hours): Social Studies (36 semester hours):     Requirements noted above in terms of semester hours advanced may be met with courses at the 5500 level as well as with courses numbered 5300 to 5499.

Master of Education (M.Ed.) Degree, Administration (Major Code: 5456)
Principal's Standard Professional Certificate

Admission Requirements

Options Requirements for M.Ed. Degree with Certification (Principal)     NOTE: EDAD 6601 (six hours) is a prerequisite to all other EDAD courses. In addition, students must complete at least 30 program hours to enroll in EDAD 6602, 6603 or 6612. Students may graduate with a M.Ed. degree upon completion of 36 semester hours (must complete core component). All 45 hours must be completed for mid-management certification. ExCET is required for certification.

Requirements for Superintendent's Certification

Temporary Certificate Requirements Assistant Principal: Principal: Superintendent:

Master of Education (M.Ed.) Degree, Counseling (Major Code: 5457)
School Counselor Standard Professional Certificate
General Requirements
    Formal admittance to the counselor education program requires:

    Before beginning work toward the standard professional certificate, the student must hold the appropriate standard provisional certificate. Students entering this program must meet approval by the Counselor Admissions Committee. Before receiving the standard professional certificate, the student must complete the proper graduate program, have three years of teaching experience and pass the appropriate ExCET test. The M.Ed. degree in counseling may be earned with 36 semester hours which must include at least six semester hours of practicum (EPSY 5579). After graduation, a deficiency plan must be filed in the Office of Teacher Certification which includes the additional nine semester hours required for certification. ExCET is required for certification.

45 semester hours:

    Students seeking Texas licensure are required to complete a 3,000-clock-hour internship (or 2,000-clock-hour internship for students who began graduate classes prior to September 1997) under approved supervision before taking the licensure exam.

Master of Education (M.Ed.) Degree, Educational Diagnostician, Standard Professional Certificate(Major Code: 5460)
 Requirements
      Prerequisites: EPSY 5550 or 450 or EDSP 451, 5552 or 452, and 5557 or 457.
 36 semester hours:

    Students who have not taken EPSY 5522 and/or 5574 at WTAMU must give evidence of competency in diagnosis and prescription by successfully completing a case study. Three years teaching experience is required for certification.

Master of Education (M.Ed.) Degree, Instructional Technology, Standard Professional Certificate (Major Code: 5466)
Admission

 Requirements

Master of Education (M.Ed.) Degree, Reading Specialist (Major Code: 5463)
Requirements

Master of Education (M.Ed.) Degree, Professional Counseling Program (Major Code: 5464)

To enter the program students must: Requirements (48 hours)

Marriage and Family Emphasis:

    Students wishing to provide supervision after licensure are required to take EPSY 5595, Counselor Supervision.
    After completing the 48-semester-hour program, students must apply for a temporary license which is needed prior to beginning the required 3,000-clock-hour internship (or 2,000-clock-hour internship for students who began graduate classes prior to September 1997) under approved supervision. The licensure exam may be taken after completion of the internship.

Bilingual Education Endorsement
Prerequisites

Requirements Early Childhood Endorsement
ExCET required
Requirements 
Semester Hours
EDEC 483-Early Childhood Education
3
EDEC 484-Curriculum and the Young Child 
3
EDEC 485-Program Development for Early Childhood Education 
3
Total
9
    NOTE: Half of the student teaching experience must be in an early childhood classroom or the student must have had one year of successful kindergarten teaching on a permit in an accredited school and three additional hours of early childhood education, EDEC 486, before being recommended for the endorsement. This experience may include teaching in a multi-age class which includes kindergarten-age students.

Early Childhood Special Education Endorsement
(Prerequisite: EPSY 450-Children with Special Needs or 5550-Exceptional Children in the Mainstream of Society or EDSP 451-Exceptionality in Children)
 
Requirements 
Semester Hours
EDEC 483-Early Childhood Education
3
EDEC 484-Curriculum and the Young Child
3
EDEC 485-Program Development for Early Childhood Education
3
EDSP 459-Behavior Management for Exceptional Children
3
Total
12

 or
 
Requirements 
Semester Hours
EDSP 5559-Behavior Management for Exceptional Learners  
3
EDSP 458-Theories of Multiple Disabilities
3
Total
6

 or
 
Requirements 
Semester Hours
EDSP 5558-Seminar in Students with Multiple Impairments      
3
EDSP course specified by adviser 
3
Total
6

Total of 18 hours.

    Three semester hours of student-teaching with young children (ages birth to eight) with disabilities or one year of successful teaching experience on a permit in a preschool program for children with disabilities classroom in an accredited school and EDEC 486.

English as a Second Language (ESL) Endorsement
Requirements 
Semester Hours
EDPD 5488-Methods and Materials of Teaching English as a Second Language
3
ENG 5442-Advanced Grammar    
3
EDPD 5478-Bilingual Approach to Language Development 
3
ENG 5470-Studies in Language Structure and Development  
3
Total
12
ExCET  
Student teaching in an ESL classroom.  

Generic Special Education Endorsement
Requirements
Semester Hours
EPSY 5550-Exceptional Children in the Mainstream of Society

3
EDSP 5552-Instructional Programming for Students with Intellectual      

 
3
EDSP 5556 Advanced Remediation Techniques
        
3
EDSP 5558 Seminar in Students with Multiple Impairments
           
3
EDSP 5559 Management of Classroom Behaviors
3
EPSY 5522-Educational Diagnostic Testing
3
Total
18

    Three semester hours of student teaching with special education students OR one year of successful experience on a permit working with special education students.

Information Processing Technologies Endorsement-Level I
Requirements 
Semester Hours
EDT-5510- Foundation of Instructional Technology
3
EDT- 5520- The Internet    
3
EDT- 5599-Authoring for CAI 
3
EDT-5505 314-Educational Technology  
3
Total
12

Information Processing Technologies Endorsement-Level II
Requirements 
Semester Hours
EDT-5510- Foundation of Instructional Technology
3
EDT- 5520- The Internet    
3
EDT- 5599-Authoring for CIA 
3
EDT-5505 -Educational Technology  
3
EDT- 5540- Planning for Technology  3
EDT- 5599- Programming for Educators 3
Total
18

Severely Emotionally Disturbed Endorsement
Requirements
Semester Hours
PSY 5430-Psychology of the Emotionally Disturbed 
3
PSY 5423-Abnormal Psychology
3
EDSP 5554-Theories of Learning Disabilities and Emotional/Behavioral Disorders
OR
EDSP 454-Learning and Behavior Disorders    
3
EDSP 5556-Advanced Remediation Techniques
OR
EDSP-456-Curriculum Adaption and Prescriptions
OR
EDSP 5557-Teaching Secondary Students with Mild Disorders in Classrooms
OR
EDSP 457-Educational Procedures for Adolescents                                  
3
EDSP 5559-Management of Classroom Behaviors-Exceptional Learners
OR
EDSP 459-Behavior Management of Exceptional Children
3
EDEL 5583-Problems in Education (Practicum and Seminar in Severely Emotionally Disturbed)
3
Total
18

    A minimum of three hours of practicum working with severely emotionally disturbed or one year of successful teaching on a permit for teaching the severely emotionally disturbed.

Course Descriptions

Early Childhood Education (EDEC)
(Numbers in parentheses indicate semester, lecture and lab hours.)
   Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5588. Problems in Early Childhood Education. Specific problems relating to early childhood education. To be taken only after prearrangement with a faculty member and approval of division head. May be repeated once when topics vary. (1-3 0 0)

Educational Administration (EDAD)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5552. Personnel Administration and Supervision. Prerequisite: 6601. In-depth examination of educational leaders as human resource managers. Emphasis placed on selection, professional development, evaluation and trends in the field of human resource management/development. (3 3 0)

 5581. Problems in Administration. Prerequisite: approval of department head. Individual study and research on specific topics related to school administration. May be repeated once when topics vary. (3 3 0)

 5582. Problems in Administration. Prerequisite: approval of department head. Continuation of 5581. May be repeated once when topics vary. (3 0 0)

 6601. Introduction to Educational Leadership. Introduction to educational leadership and the role of principal. Specific theories, programs and policies relating to educational leadership; organizational theory and roles individuals play within educational organizations; emphasis on leadership roles, behaviors and responsibilities. (6 6 0)

 6602. Mid-Management Internship-Elementary. Prerequisite: consent of instructor. Supervised practicum in public, private and parochial elementary schools. Students complete administrative tasks in predetermined settings, conducted with administrative mentors and University supervisor. Successful completion of course will be noted on student's record by a grade of "S" indicating hours credit with no grade points. Students will demonstrate proficiency in state-mandated areas through use of a portfolio. (3 0 0)

 6603. Mid-Management Internship. Prerequisite: completion of 21 hours of educational leadership. Supervised practicum in public, private or parochial secondary schools. Students complete administrative tasks in predetermined settings, conducted with an administrative mentor and University supervisor. Successful completion of this course will be noted on student's record by a grade of "S" indicating hours of credit with no grade points. Students will demonstrate proficiency in state-mandated areas through use of a portfolio. (3-6 0 0)

 6604. Educational Law. Prerequisite: 6601. Federal and state laws, regulations, and court cases applied to local school district administration and operation. (3 3 0)

 6605. Educational Leadership and Technology. Prerequisite: 6601. Leadership responsibilities and technology within the school setting, promoting the application of theory and reflective practice to daily practice in principal and assistant-principal roles. (3 3 0)

 6606. School Business Management and Finance. Prerequisite: 6601. Principles of school finance, budgeting, accounting and auditing procedures. (3 3 0)

6607. Action Research In Education. Qualitative research methods conducted through field experiences in public and private educational institutions.( 3 3 0 )

 6611. Educational Leadership and Group Dynamics. Prerequisite: 6601. Experiential course experience. Communication, personality styles, crisis management, conflict and team building. Comprehensive group activities and initiatives including Challenging Outdoor Personal Experiences (COPE) course. (3 3 0)

 6612. Educational Philosophy, Platforms and Presentations. Prerequisite: completion of 21 hours of educational leadership. Developing/assessing and articulating one's administrative skills, educational philosophy and platform with regard to various leadership areas, such as personnel services and discipline management, attendance policies, community agencies, counseling services, discipline management, food service administration and extracurricular activities. (3 3 0)

 6613. School Superintendency. Basic issues and problems confronting the school superintendent; board/superintendent relations; power and politics as related to superintendency; comprehensive personnel administration; and general fiscal management. (3 3 0)

 6614. Personal Leadership Growth and Development. Prerequisite: completion of 21 hours of educational leadership. Basic principles and practices of working and interacting with the internal and external community. Direction and encouragement for personal leadership growth through participation in challenge activities that assist in developing self-confidence, communication skills, decision-making skills, trust, group cohesion, awareness of group process and respect for individual differences. Emphasis on role of the superintendent as an agent of change regarding community perception and community understanding of schools and school districts. (3 3 0)

 6615. Seminar in Educational Leadership. Examination of current problems, issues and trends relating to the role of the school superintendent. Topics vary from semester to semester but consistently focus on major issues of public and/or private education. (1-3 1-3 0)

 6616. School Plant and Facilities Management. Role of the superintendent in maintenance of school facilities; facility needs assessments, property acquisition, building renovations and passage of bond issues. (3 3 0)

 6620. Superintendency Internship Part I. Supervised practicum in public, private or parochial schools. Students engage in 75 hours of experiences that correlate with the first three ExCET proficiencies: Learner-Centered Leadership, Learner-Centered Climate and Learner-Centered Curriculum and Instruction. Successful completion of course will be noted on student's record by a grade of "S" indicating hours credit with no grade points. (3 0 0)

 6621. Superintendency Internship Part II. Prerequisite: 6613, 6614, 6615, 6616. Supervised practicum in public, private and parochial schools. Students engage in 75 hours of experiences that correlate with the final three ExCET proficiencies (i.e., those not covered in Superintendency Internship Part I): Learner-Centered Professional Development, Equity in Excellence for all learners, Learned-Centered Communication. Successful completion of course will be noted on student's record by a grade of "S" indicating hours credit with no grade points. (3 0 0)

Educational Psychology (EPSY)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5506. Principles and Practices of Counseling Services. Principles and practices of guidance and counseling services in schools with emphasis on delivery of services to students and consultation skills for working with staff. (3 3 0)

 5508. Professional Orientation and Ethics. Objectives of professional counseling organizations, codes of ethics, legal aspects of practice and development of professional identity. (3 3 0)

 5510. Educational Psychology. Psychological assessment of human behavior related to teaching and learning. (3 3 0)

 5522. Educational Diagnostic Testing. Competence in using tests as diagnostic instruments. Students must demonstrate ability to incorporate and synthesize data into a diagnostic report. Two hours of practicum required to administer tests; analyze and evaluate testing techniques. (3 2 0)

 5524. Counseling Techniques with Children, Youth and Parents. Techniques and procedures for working with children, youth and their parents. Consultation techniques included. (3 0 0)

 5526. Basic Play Therapy. prerequisite: 5524. Designed to enchance/increase counselor's understanding of the child's world as perceived by the child, the relationship between the child's world and behavior. Major theories of play therapy and utilization of play media to facilitate the child's self-exploration, self-expression, self-understanding and personal growth. (3 3 0)

 5527. Theories of Counseling and Professional Orientation. Major theories of counseling; legal and ethical practices in professional counseling. Prerequisite to 5575 or 5528. (3 3 0)

 5528. Group Counseling. Prerequisite: EPSY 5527. Dynamics of counseling applied to the group setting. Experimental learning in a simulated group process. Strongly recommended that 5527 be completed prior to enrollment in this course. (3 3 0)

 5530. Multicultural and Gender Issues in Counseling. Historical-political-social factors, gender-role socialization and how these forces influence psychological development of all people. Emphasis on how this knowledge and awareness can positively influence problem assessment/conceptualization, treatment and therapy outcomes with African-American, Asian, Latino, Native American, homosexual, transgendered and other clients. (3 3 0)

 5550. Exceptional Children in the Mainstream of Society. Prerequisite: TASP and admission into Teacher Education Program if pursuing initial certification. Overview of characteristics and special needs of exceptional children who are disabled, gifted/talented and/or from culturally diverse backgrounds. Focus on needs of exceptional children and possible characteristics, implications and ecological elements that may impact the child. (3 3 0)

 5567. Counseling and Guidance of Gifted and Talented Students. Counseling exceptional individuals with emphasis on needs of gifted and talented children and youth, and current research related to exceptional individuals and their families. (3 3 0)

 5571. Psychopharmacology for Counselors. Impact of psychotropic medications on clients and how these therapies influence counseling interventions. Client personality changes due to medications, DSM-IV diagnoses, drug interactions and medication side effects. (3 3 0)

 5572. Assessment and Diagnosis in Professional Counseling. Prerequisites: EPSY 5527 and PSY 5423 or 5523. Formal and non-formal assessment techniques including interviewing, testing, interpreting and communicating assessment information. (3 2 2)

 5573. Intervention Strategies in Marriage and Family Therapy. Prerequisite: 5527. Research on applied intervention techniques: couples and families facing premarital issues, infidelity, divorce, domestic violence, child abuse and other critical issues. (3 3 0)

 5574. Individual Mental Testing. Administration, scoring and interpretation of various Wechsler Intelligence Scales. Students are responsible for providing their own testing materials. Four hours of practicum required to administer tests; analyze and evaluate testing techniques. (3 3 0)

 5575. Techniques of Counseling. Prerequisite: minimum of 18 semester hours in the Counseling Program. Identification and implementation of techniques involved in the counseling process. Strongly recommended that 5527 be completed prior to enrollment. (3 3 0)

 5576. Vocational and Educational Information. Theories of vocational choice. Competence in selection, organization and evaluation of materials to be utilized in counseling students. (3 3 0)

 5577. Pre-Practicum in Counseling. Prerequisite: 5575 and completed a minimum of 21 hours in program. Course is a competency-based supervised experience in individual/group counseling through the counseling lab on campus. Off-campus experience may be accepted with department permission. Student must show competency in this course prior to approval for practicum. (3 1 4)

 5579. Practicum in Psychology and Counseling. Prerequisite: approval of instructor, formal admission to program and a minimum of 27 semester hours in counseling/psychology including 5575. Student must make application with the program coordinator one semester prior to the semester in which 5579 will be taken. (3,6 0 0)

 5580. Internship in Counseling. Prerequisite: 5577 and approval of instructor. Opportunity for students to perform, under supervision, a variety of activities that regularly employed counselors typically perform. After completing both sections, students should have received 600 hours of experience and training in individual counseling, group counseling and assessment. (3 0 0)

 5588. Problems in Guidance and Counseling. Prerequisite: approval of department head. Specific problems in guidance and counseling. (3 0 0)

 5593. Seminar in Counseling. Prerequisite: approval of adviser. Intensive studies in areas pertinent to professional activities of counselors. May be repeated as topics vary. (3 3 0)

 5595. Theory and Practice of Counselor Supervision. Prerequisite: 5579. The role of supervision in counseling including theory of counselor development and field work in supervision. (3 2 2)

Elementary Education (EDEL)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5534. Curriculum Development: Integrated Language Arts/Social Studies. Prerequisite: Admission into educational post-baccalaureate program. Theories and practices of integrating elementary school language arts and social studies. (3 3 0)

 5535. Curriculum Development and Delivery: Integrated Mathematics/Science. Prerequisite: Admission into an educational post-baccalaureate program. Principles and practices of curriculum development and delivery of an integration of mathematics and science content for elementary students. (3 3 0)

 5583. Problems in Education. Prerequisite: approval of department head. May be repeated once when topics vary. (3 0 0)

 5584. Problems in Education. Prerequisite: approval of department head. May be repeated once when topics vary. (3 0 0)

Generic Special Education (EDSP)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5552. Instructional Programming for Students with Intellectual Disabilities. Students will be required to perform a functional assessment for students with intellectual disabilities. Service delivery options, classroom management, adaptive equipment and differentiated curriculum related to individuals with moderate intellectual disabilities in traditional and inclusive settings. (3 3 0)

 5554. Theories of Learning Disabilities and Emotional/Behavioral Disorders. Advanced study of characteristics, etiology, and research related to cognitive, language, motor and social/emotional aspects of emotional behavioral disorders and learning disabilities. (3 3 0)

5556. Advanced Remediation Techniques. Specific remediation techniques for language- and/or learning-disabled children. (3 0 0)

 5557. Teaching Secondary Students with Mild Disabilities. Understanding and competence in teaching secondary students with learning disabilities. (3 3 0)

 5558. Seminar in Students with Multiple Impairments. Advanced study of adaptations required in the instructional and physical environment for students whose language, motor, sensory or medical impairments require specialized intervention to meet educational needs. (3 0 0)

 5559. Management of Classroom Behaviors-Exceptional Learners. Strategies for managing student behaviors. Concepts related to use of behavior-change strategies and single-subject designs. A behavior-change project will be designed and implemented. (3 3 0)

5561. Survey Of Exceptional Learners. Prerequisite: admission to PACE Program. Survey of areas of exceptionality in children and adolescents including learning disabilities, emotional and behavioral disorders, cognitive impairments, and physical and health impairments.( 3 3 0 )

5563. Programming for students with cognitive Disabilities. Prerequisite: admission to Pace Program. Advanced study of instructional programming for students with cognitive disabilities and/or multiple impairments. service delivery options, assistive technology and individualized curriculum related to programming from early childhood through transition into adulthood in traditional and inclusive settings. ( 3 3 0 )

5565. understanding students with learning disabilities/Emotional disturbances. Prerequisite : admission to PACE Program. Advanced study of characteristics, etiology and research related to cognitive, language, motor and social/emotional aspects of emotional disorder and learning disabilities.( 3 3 0 )

5567. Advanced Curriculum Adaptation Techniques For Exceptional Learners. Prerequisite: admission to PACE Program. Curriculum adaptation and remedial techniques for special-needs students.( 3 3 0 )

 5577. Practicum in Diagnosis of Exceptional Students. Prerequisite: EDPD 5501, EPSY 5522 and 5574. Supervised experience in administration, scoring and interpretation of individually administered educational diagnostic and intelligence tests. (3 0 0)

 5588. Problems in Special Education. Actual problems related to special education. To be taken only after prearrangement with a faculty member and approval of division head. May be repeated once when topics vary. (1-3 0 0)

 5589. Teaching Gifted and Talented. In-depth study of pedagogical requirements to teaching children who are gifted, talented and creative. (3 3 0)

Instructional Technology (EDT)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5505. survey of technologies for online instruction. Survey of technologies used in the development and delivery of online instruction. Appropriate usage, selection and operations of online delivery media. Students utilize computer- mediated, interactive tool in design, development , and delivery of online guides and training tutorials.( 3 3 0 )

 5510. Foundations of Instructional Technology. Prerequisite: CIS 105 or equivalent. Overview providing background theory, research, and current and future practice in the field. (3 3 0)

 5520. The Internet: Organization, Design and Resource Utilization. Prerequisite: CIS 105 or equivalent. Overview of organization and design of the Internet with emphasis on tools available for instructional and administrative application. Discussion of access and use issues. Participants will develop an "acceptable use policy" for the educational environment. (3 3 0)

 5530. Local and Wide Area Networks in Instructional Settings. Prerequisite: CIS 105 or equivalent. Planning, design, implementation and managing local and wide area networks in instructional settings. (3 3 0)

 5540. Planning for Technology. Prerequisite: CIS 105 or equivalent. In-depth study of critical components of an educational technology plan. Development of educational specifications, design, selection, contracts, maintenance, staff development and training, and evaluation; organization and administration of learning resources. (3 3 0)

 5550. Multimedia: Application and Techniques of Design. Prerequisite: CIS 105 or equivalent. Production course to familiarize the student with instruction/presentation software and materials relating to effective use of text, graphics, sound, images, and video combined with user interaction to enhance classroom instruction and/or presentations. (3 3 0)

 5560. Principles and Practices of Distance Learning. Prerequisite: CIS 105 or equivalent. Principles and theories of distance learning, including design, delivery and evaluation. Participants will develop, present and evaluate instruction via distance-learning technologies. (3 3 0)

 5570. Integrating Computers into the Curriculum. Theories and practices of integrating microcomputer technology into curriculum. Principles and practices of curriculum development and delivery by computer will be discussed in a variety of instructional settings. (3 0 0)

 5591. Individual Problems in Instructional Technology. Prerequisite: approval of division head. Directed individual study and research on a specific topic within the discipline of instructional technology. May be repeated once with approval of division head. (3 0 0)

 5599. Special Topics. Prerequisite: 5510 or approval of division head. Topics of special graduate interest in the field of instructional technology. May be repeated once for credit when topics vary. (3 3 0)

Professional Development (EDPD)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5463. Bilingual Approach to Teaching Subject Matter. Methodology for teaching content areas for learners who have limited English proficiency. (3 3 0)

 5478. Bilingual Approach to Language Development. Prerequisite: 60 semester hours. First- and second-language acquisition and development of the second language. Emphasis on implications for teaching. (3 3 0)

 5488. Methods and Materials of Teaching English as a Second Language. Intensive study of specific methodology in teaching English as a second language to Spanish speakers and to pupils whose first language is another language. (3 3 0)

 5500. Education Research. Types of research and use of basic statistical techniques. (3 3 0)

 5501. Thesis. Prerequisite: 5500. (3 0 0)

 5502. Thesis. Prerequisite: 5501. (3 0 0)

 5503. Educational Data Analysis and Presentation. Prerequisite: 5501. Practical application of microcomputer-based statisical software for the organization, analysis and interpretation of data in the public school and general research settings. Principles and practices of data analysis and presentation will be discussed and applied using microcomputer data analysis and mulit-media presentation of results. (3 3 0)

 5505. Curriculum Seminar. Curriculum analysis, design, implementation and evaluation. (3 3 0)

 5529. Human Development. Systematic analysis of various human behavioral domains concerned with teaching and learning. (3 3 0)

5531. Foundations and Psychological Principles of Education. Intensive study of professional development competencies and proficiencies related to social, historical, philosophical and psychological foundations of education. ( 3 3 0 )

 5532. Theories and Practices in Classroom Management. Prerequisite: Admission into an education post-baccalaureate program. Theories, research and applications of classroom management. (3 3 0)

5535. Internship I. Prerequisite: departmental permission., admission to post-baccalaureate/alternative certification program, employment by an accredited school district . Students are required to enroll in two internships for a minimum required credit of six hours. The post-baccalaureate intern required to perform as teacher of record in an accredited school at an appropriate level under supervision of a mentor and a University supervisor. Successful completion will be noted on the student's record by the grade of " S, " indicating three hours credit with no grade points. ( 3 0 0 ) 

5536. Internship II. Prerequisite: departmental permission., admission to post-baccalaureate/alternative certification program, employment by an accredited school district . Students are required to enroll in two internships for a minimum required credit of six hours. The post-baccalaureate intern required to perform as teacher of record in an accredited school at an appropriate level under supervision of a mentor and a University supervisor. Successful completion will be noted on the student's record by the grade of " S, " indicating three hours credit with no grade points. ( 3 0 0 ) 

 5537. Practicum in Secondary Education. Prerequisite: Admission into an education post-baccalaureate program. Practicum in secondary education: issues, problems and solutions. (3 3 0)

 5565. Educational Innovations. Educational innovations from current research and practice concerning elementary and secondary education. May be repeated once when topics vary. (3 3 0)

 5566. Using Newspapers in the Classroom. Practical application of the newspaper as a teaching instrument in the classroom. (1-3 0 0)

 5578. Multiculture Education. In-depth study of our pluralistic society and strategies for implementation of multiculture concepts for improving relationships with others. (3 3 0)

 5588. Current Issues in Education. In-depth investigation of current research, issues and/or methodology in secondary education. (1-3 1-3 0)

 5592. Economic Concepts and Resources. Introduction to basic economic principles and their integration into pre-college curriculum utilizing a variety of teaching techniques and resources. Course carries graduate credit in education or economics. See instructor for details. Same as ECO 5592. (3 3 0)

 5595. Energy Economics. Development of energy economics concepts and integration of those concepts into pre-college curriculum through demonstrations of teaching techniques. Consult instructor for information. Same as ECO 5595. (3 3 0)

 6609. Curriculum Theory and Analysis. Theoretical introduction to curriculum and its use in educational settings. (3 3 0)

 6610. Instructional Strategies. In-depth investigations into various methods of teaching strategies for all subject areas. Emphasis on inquiry methods of teaching. (3 3 0)

Reading (EDRD)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5486. Secondary Reading in the Content Area. Reading skills and abilities in the middle school and secondary content-area classroom. Emphasis on cognitive processes, questioning strategies, study skills and comprehension of expository text. Demonstrate knowledge of the Texas Essential Elements and relate recent research to instruction implications in the classroom. (3 3 0)

 5531. Reading Skills Instruction: Research, Principles and Practices. Prerequisite: Admission into an education post-baccalaureate program. Principles and practices of teaching reading in the elementary classroom. Emphasis on emergent literacy, decoding strategies, vocabulary development, comprehension, assessment of reading difficulties and study skills. (3 3 0)

 5532. Reading in Content Areas. (Admission into a post-baccalaureate certification program is required if the course is used for initial teacher certification.) Investigation of current content area reading programs with emphasis on characteristics of effective content area teaching: establishing a strong structure of understanding expository text; acquisition of vocabulary, comprehension and study strategies as they relate to content area learning and teaching, including the role of technology as a learning and teaching tool. (3 3 0)

 5540. Foundations in Reading. Theoretical models of the reading process, historical perspectives on reading instruction and language learning. Provides an understanding of the construction of reading theory and its relationship to instructional practices. Survey of research and theory in behaviorism, constructivism, psycholinguistics, and sociolinguistis as influences on current reading practices; integration of instructional technology. (3 3 0)
Division of Education

 5541. Diagnosis and Remediation. Prerequisite: 5540 and six hours of graduate or undergraduate reading courses. Advanced study of informal and formal assessments, including state-mandated instruments, with emphasis on administration, interpretation and evaluation of results obtained. Procedures for diagnosis and methods and materials for corrective techniques. Includes clinical practice. (3 3 0)

 5543. Practicum in Corrective Reading. Prerequisite: EDSE 5586, 5540, EDRD 5541 (should be taken the semester prior to enrolling in 5543), 5544, 5545. Evaluation, prescription and remedial teaching techniques demonstrated by students. Each student will work with a reading-disabled student under supervision of the instructor. (3 0 0)

 5544. Multicultural Child and Adolescent Literature. Exploration of various genres of literature written for elementary and secondary students. Equity issues of gender, age, race, ethnicity, exceptionality and language diversity will be explored in child and adolescent literature. Attention to award-winning literature, social change and curriculum revision, research and instructional strategies designed to enrich all content areas. Emphasis on literature-based reading programs, and empowerment of authors and illustrators of diverse language and cultural backgrounds. (3 3 0)

 5545. Emergent Literacy in Family and Cultural Content. Emergent literacy in context of family, language community and culture. Family literacy issues and values influencing early oral language, reading, drawing-writing development. Environmental print awareness, home-school connection and developmentally appropriate practice. Survey of qualitative research in psycholoiinguistics, sociolinguistics and early childhood education. Integration of instructional technology. (3-3-0)

 5546. Language and Literacy in the Classroom. Implementation of reading and writing processes in the elementary and secondary classroom. Emphasis on a language-centered view of teaching and learning, and models of effective instructional approaches. Focuses on current interdisciplinary influences, qualitative and naturalistic research, portfolio development, integration of instructional technology and authentic assessment. (3 3 0)

 5548. Organization and Administration of Reading Programs. Prerequisite: 5540 and six hours of graduate or undergraduate reading courses. Survey of current research, trends and issues, federal and state initiatives, legislation and resources related to development, supervision and administration of reading programs, pre-K through adult learners. (3-3-0)

 5581. Reading Recovery I. Prerequisite: admittance to the Reading Recovery Program. Introduction of the reading recovery teacher-in-training to reading recovery: theoretical foundations, purposes and procedures. Classroom instruction is coordinated with individual instruction of at-risk students in an integrated field experience. (3 3 0)

 5588. Problems in Reading Education. Actual problems related to reading education. To be taken only after prearrangement with a faculty member and approval of division head. May be repeated once when topics vary. (1-3 0 0) Secondary Education (EDSE)

Secondary Education (EDSE)
(Numbers in parentheses indicate semester, lecture and lab hours.)
    Students having taken undergraduate "stacked" courses at WTAMU that have a graduate component cannot take the graduate course if they have already received credit for the corresponding undergraduate course.

 5533. Curriculum Planning and Delivery in Secondary Schools. Prerequisite: Admission into an education post-baccalaureate program. Intensive study of general methods of teaching which focuses on secondary curriculum, instructional planning and instructional skills. (3 3 0)

 5586. Problems in Education. Prerequisite: approval of department head. May be repeated once when topics vary. (1-3 1-3 0-6)

 
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