Loyola Marymount University Bulletin 2017-2018 [ARCHIVED CATALOG]
Course Descriptions
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Clinical Education (EDCE) |
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EDCE 5962 Early Childhood Fieldwork 2 1 semester hours
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EDCE 5963 Early Childhood Fieldwork 3 1 semester hours
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EDCE 5970 Fieldwork 1 1 semester hours
This course is designed to enhance the field experiences of teacher practitioners/interns through reflective experiences, supervised teaching, and collaboration between the candidates, university personnel, and the mentor teacher. The course is designed around the needs of the candidates.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
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EDCE 5971 Fieldwork 2 1 semester hours
This course is a continuation of Fieldwork 1.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisite: EDCE 5970 .
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EDCE 5972 Fieldwork 3 1 semester hours
This course is a continuation of Fieldwork 2.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisites: EDCE 5970 and EDCE 5971 .
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EDCE 5973 Fieldwork 4 1 semester hours
This course is a continuation of Fieldwork 3.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisites: EDCE 5970 , EDCE 5971 , and EDCE 5972 .
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EDCE 5974 Fieldwork Support 1 TO 3 semester hours
This course is offered as additional fieldwork support.
Credit/No Credit grading.
Intern and Teacher Practitioners only.
Special approval required.
Prerequisite: EDCE 5970 or EDCE 5971 or EDCE 5972 or EDCE 5973 .
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EDCE 5981 Special Education Clinical Supervision I 2 TO 3 semester hours
This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, University personnel, and the mentor teacher. This course is designed around the needs of the candidates and meets on a monthly basis. Candidate may request lower unit count (2 semester hours) only if candidate has a prior earned and valid teaching credential.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
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EDCE 5982 Special Education Clinical Supervision II 2 TO 3 semester hours
Candidate may request lower unit count (2 semester hours) only if candidate has a prior earned and valid teaching credential. This is a continuation of EDCE 5981 .
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisite: EDCE 5981 .
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EDCE 5983 Special Education Fieldwork and Seminar 3 1 semester hours
This course is a continuation of EDCE 5982 .
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisites: EDCE 5981 and EDCE 5982 .
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EDCE 5984 Special Education Fieldwork and Seminar 4 2 semester hours
This course is a continuation of EDCE 5983 , offered in a seminar format, and is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that evolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, University personnel, and the mentor teacher. This course is designed around the needs of the candidates and meets on a weekly basis.
Credit/No Credit grading.
Interns and Teacher Practitioners only.
Special approval required.
Prerequisites: EDCE 5981 , EDCE 5982 , and EDCE 5983 .
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EDCE 5998 Special Studies 1 TO 3 semester hours
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EDCE 5999 Independent Studies 1 TO 3 semester hours
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EDCE 6998 Special Studies 1 TO 3 semester hours
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EDCE 6999 Independent Studies 1 TO 3 semester hours
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Elementary and Secondary Education (EDES) |
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EDES 402 Teaching Reading in Today’s Elementary Classrooms 3 semester hours
This course is designed for provide opportunities to prospective teachers to develop their understanding and ability to teach reading to all students in the elementary grades. Particular emphasis will be placed on strategies which will accommodate culturally and linguistically diverse learners. Consideration is given to the procedures, skills development, organizations, systems of instruction and instructional materials utilized in the development of an effective, balanced and integrated approach to reading instruction in the elementary school that supports literacy development.
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EDES 405 Infancy 3 semester hours
This course focuses on the first three years of life. It is designed to provide a broad overview of prenatal, infant, and toddler development. Students will advance their understanding of empirical research, application of theory, and analysis. Specifically, theoretical frameworks and contemporary research that have advanced knowledge of infant and toddler development (prenatal to 3 years of age) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones as they are manifested by infants and toddlers as well as be introduced to specific disorders and delays associated with early childhood development. Students will explore the environmental influences on development such as parenting, poverty, second language acquisition, disability, and policy. Field experience will be required.
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EDES 406 Early Childhood 3 semester hours
This course focuses on theoretical frameworks and contemporary research that have advanced knowledge of the preschool period (ages 2-8 years) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones exhibited by preschoolers. Students will explore the environmental influences on development such as peer relationships, early childhood education experiences, parenting, socialization, poverty, second language acquisition, disability, prejudice, and policy. Research findings and methods will be utilized to study the transition to formal education and literacy development. Field experience will be required.
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EDES 407 Child, Family, and Community 3 semester hours
Students will analyze and interpret current social, cultural, institutional, and psychological factors that influence parents and children including: support systems, family structures, lifestyles, communication, attachment, personality, divorce, single parenting, socioeconomic status, prejudice and discrimination, public policies, physical and mental illness/disability, maltreatment, educational settings, and the media. Core developmental theories and related research findings will be analyzed and explored as they apply to today’s world.
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EDES 408 Early Childhood Education Programs and Curriculum 3 semester hours
Students will examine the history of early childhood education as well as contemporary program design and philosophy. An analysis of the impact of public policy in the United States on the ECE field will demonstrate the links between government and the family. Students will gain an understanding of implementing philosophy through environmental space planning, program policies, and curriculum design. Developmentally appropriate practice will be analyzed across all groups of children including those with special needs and second language learners. Students will be able to identify multicultural and anti-bias curriculum as well as advance their cultural competence. Field experience will be required.
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EDES 414 Theories and Policies of Second Language Acquisition 3 semester hours
Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for English Language learners. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education models; and the role of parents and paraprofessionals in English language development.
Sophomore or higher standing is required.
University Core fulfilled: Flags: Information Literacy, Writing.
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EDES 498 Special Studies 1 TO 3 semester hours
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EDES 499 Independent Studies 1 TO 3 semester hours
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EDES 5998 Special Studies 1 TO 3 semester hours
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EDES 5999 Independent Studies 1 TO 3 semester hours
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EDES 6001 Theory and Applications in Developmental Reading Instruction 3 semester hours
This graduate course considers linguistic, physiological, psychological, and cultural concerns, which address the literacy needs of all learners, which include differentiated instruction, Response to Intervention, and literacy techniques for English Language Learners. Approaches, methods, processes, and techniques for teaching literacy skills in grades PK-12 are discussed.
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EDES 6002 Assessing the Reading Performance of Struggling Readers 3 semester hours
Principles of assessment, evaluation, and prognostic procedures in reading. Use of effective formal and informal assessments and evaluation instruments for all students. Communication of assessments results to stakeholders; alignment of assessment with instructional programs.
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EDES 6003 Detection and Diagnosis of Literacy Difficulties 3 semester hours
This course is a study of the detection and diagnosis of literacy difficulties of elementary, middle, and high school students. It includes an introduction and examination of methods and materials best suited for correcting reading deficiencies as well as techniques for promoting better reading, writing and study habits.
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EDES 6004 Looking at the Classroom Culture through a Linguistic Lens 3 semester hours
This course provides opportunities to study teaching as a linguistic process for creating and maintaining classroom culture. The course emphasizes a holistic exploration of the influences of language interactions (examining language attitudes and practices through discourse analysis), language structure (phonology and phonetics, morphology and syntax), language assessment, and language/literacy development as foundations for first and second language and literacy acquisition.
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EDES 6005 Resourcing and Implementing Technology for Effective Reading 3 semester hours
This course is designed to explore the impact that technology has on reading instruction. Through individual and group projects, using a variety of media, topics cover children and adolescent literature, current research, emerging trends, and practical classroom applications. Inquiry into topics such as: educational technology policies, both nationally and locally, the digital divide, gender and ethnic bias, evaluation and appropriate use of educational technologies and assistive technologies.
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EDES 6006 Literacy Curriculum and Design Implementation 3 semester hours
What should students learn and experience in the classroom? Who decides the content and how it should be taught? How will we know that all students have mastered it? From antiquity to the present, human beings have clashed over these fundamental yet highly charged questions regarding the nature of curriculum. Drawing on theory and practice, past and present, this course explores answers to the above questions and looks at the direction of today’s education policies and practices, especially with regard to curriculum standards, accountability, and student assessment under the 2015 Every Student Succeeds Act (ESSA).
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EDES 6007 Critical Analysis of Current Literacy Education in Urban Schools 3 semester hours
In this course, candidates will engage in a critical analysis of literacy research that examines current models of the reading process and their influence on the curriculum, as well as instructional and assessment issues in reading language arts. Emphasis will be placed on the understanding of how students from a variety of socio-cultural and linguistic backgrounds learn to read.
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EDES 6008 Motivating All Readers in the Content Areas 3 semester hours
This course examines the teaching of reading in and across subject matter disciplines. It will provide research-based foundational knowledge to help teachers make sound instructional decisions for struggling readers with regards to content-area reading instruction and intervention methods for middle school, high school, and adult readers in urban and under-resourced settings.
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EDES 6009 Evidence-Based Strategies in Reading for Emergent Bilingual Learners 3 semester hours
This course will explore the role language differences plays in learning to read and comprehend English. Since most major urban centers in the US have a large percentage of language minority students, teachers need to be aware of evidence-based strategies and practices that will promote and encourage learning for all children.
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