{"id":861,"date":"2016-05-24T14:43:05","date_gmt":"2016-05-24T18:43:05","guid":{"rendered":"https:\/\/web.uri.edu\/education-draft\/?page_id=861"},"modified":"2024-02-02T08:42:08","modified_gmt":"2024-02-02T13:42:08","slug":"course-descriptions","status":"publish","type":"page","link":"https:\/\/web.uri.edu\/education\/academics\/m-a\/m-a-adult-education\/course-descriptions\/","title":{"rendered":"M.A. Adult Ed Course Descriptions"},"content":{"rendered":"<h1>M.A. in Education<\/h1>\n<h2>Adult Education Specialization<\/h2>\n<section class=\"cl-wrapper cl-menu-wrapper\"><nav id=\"\" class=\"cl-menu  \" data-name=\"m-a-adult-ed\" data-show-title=\"0\"><ul id=\"menu-m-a-adult-ed\" class=\"cl-menu-list cl-menu-list-no-js\"><li id=\"menu-item-4040\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4040\"><a href=\"https:\/\/web.uri.edu\/education\/academics\/m-a\/m-a-adult-education\/\">Overview<\/a><\/li>\n<li id=\"menu-item-4097\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4097\"><a href=\"https:\/\/web.uri.edu\/education\/academics\/m-a\/m-a-adult-education\/admission\/\">Admission<\/a><\/li>\n<li id=\"menu-item-4100\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4100\"><a href=\"https:\/\/web.uri.edu\/education\/academics\/m-a\/m-a-adult-education\/curriculum\/\">Curriculum<\/a><\/li>\n<li id=\"menu-item-4271\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4271\"><a href=\"https:\/\/web.uri.edu\/education\/academics\/m-a\/m-a-adult-education\/course-descriptions\/\">Course Descriptions<\/a><\/li>\n<li id=\"menu-item-4103\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-4103\"><a href=\"https:\/\/web.uri.edu\/education\/academics\/m-a\/m-a-adult-education\/faculty\/\">Faculty<\/a><\/li>\n<\/ul><\/nav><\/section>\n<h2>Course Descriptions<\/h2>\n<h3>Education Courses&nbsp;(EDC)<\/h3>\n<p><strong>500 Foundations of Adult Education (I and II, 3)<\/strong><br \/>\nExamination of fundamental structure, functions, problems, and history of adult education in America. Focus on socioeconomic factors and philosophical commitments that have shaped various programs. (Lec. 3) Pre: graduate or senior standing and permission of instructor. Staff<\/p>\n<p><strong>502 Foundations of Curriculum (I or II, 3)<\/strong><br \/>\nHistory and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States. (Lec. 3) Willis<\/p>\n<p><strong>503 Education in Contemporary Society (II, 3)<\/strong><br \/>\nLeading educators\u2019 responses to issues and challenges confronting American education. Emphasis on identification and analysis of contemporary theories and practices reflecting the relationship between characteristics of society and educational values. (Lec. 3) Staff<\/p>\n<p><strong>504 Adult Basic Education (I and II, 3)<\/strong><br \/>\nTeaching of adults whose educational level is below high school completion. Physical, social, and psychological characteristics of disadvantaged adults and various techniques and materials useful in motivating and teaching them. (Lec. 3) Pre: permission of instructor. Staff<\/p>\n<p><strong>505 Leadership Development in Adult Programs (I or II, 3)<\/strong><br \/>\nDiscussion of leadership concepts, styles, and implications. Discussion and practice in the use of several adult education methods and techniques for increasing the effectiveness of groups and organizations. (Lee 3) Pre: permission of instructor. Staff<\/p>\n<p><strong>506 Foundations of Education: Teaching and Teaming (SS, 7)<\/strong><br \/>\nPhilosophical, cultural, and psychological foundations of American education. Focus on ideological beliefs, cultural factors, and psychological principles and practices that shape teaching and learning. Field work integrated with classroom assignments. Pre: permission of chairperson. Staff<\/p>\n<p><strong>508 Interdisciplinary Curriculum Development (I ll, or SS, 3)<\/strong><br \/>\nCurriculum development of interdisciplinary units for elementary and middle schools. Focus is on grade-level units which incorporate multiple subject areas. Both individual and group projects required. (Lec. 3) Pre: teacher certification. Staff<\/p>\n<p><strong>514 Current Trends in Elementary Education (I, 3)<\/strong><br \/>\nFor teachers and administrators, the most effective use of instructional materials, media of communication, and personnel in elementary school. (Lec. 3) Pre: 529 or permission of chairperson. In alternate years. Next offered 2001-02. Staff<\/p>\n<p><strong>516 Teaching English as a Second Language to Adults (II, 3)<\/strong><br \/>\nMethods and materials for educators who teach English as a second language to adults. (Lec. 3) Pre: permission of instructor. Staff<\/p>\n<p><strong>517 Teaching Social Studies in the Elementary School (I, II, or SS, 3)<\/strong><br \/>\nIntensive research in various cross-subject topics within the social studies. Systematic analyses of learning theories and methods as they relate to the teaching of social studies in the elementary grades. (Lec. 3) Pre: graduate or postgraduate standing. Staff<\/p>\n<p><strong>518 Teaching Science in the Elementary School (I or II, 3)<\/strong><br \/>\nEmphasis on the development, preparation, use, and evaluation of materials appropriate for the elementary classroom from biology, zoology, chemistry, physics, geology, astronomy, electricity, meteorology, and oceanography. (Lec. 3) Pre: 12 credits in science. Staff<\/p>\n<p><strong>521 Teaching Basic Reading to Adults (I or II, 3)<\/strong><br \/>\nTechniques for teaching basic reading skills to illiterate adults; diagnosis, methods, and materials. (Lec. 3) Pre: 504 or permission of instructor. Staff<\/p>\n<p><strong>522 Microcomputer Applications in Education (I and II, 3)<\/strong><br \/>\nIntroduction to the use of microcomputers in elementary and secondary classrooms. History, current use, techniques for evaluating hardware and software, implementation issues, future developments. (Lec. 3) Pre: senior or graduate standing. Staff<\/p>\n<p><strong>528 Teaching Language Arts (II, 3)<\/strong><br \/>\nFor the elementary school classroom teacher. Preparation, presentation, use, and evaluation of methods and materials for teaching the communications skills (emphasis on listening, speaking, and writing) (Lec. 3) Pre: senior or graduate standing. In alternate years. Next offered 2000-01. Staff<\/p>\n<p><strong>529 Foundations of Educational Research (I and II, 3)<\/strong><br \/>\nAnalysis of the current major research approaches to educational problems with emphasis on interpreting published research involving the language of statistics. Functional skills in basic descriptive statistics needed prior to enrolling. (Lec. 3) Staff<\/p>\n<p><strong>530 Qualitative Research and Evaluation (I or II, 3)<\/strong><br \/>\nQualitative methods, including ethnography, for obtaining and using data in describing, interpreting, and reaching warranted judgments, particularly about educational and social problems. Emphasis on developing individual projects and writing formal reports. (Lec. 3) Willis<\/p>\n<p><strong>534 Mathematics in the Secondary School (II, 3)<\/strong><br \/>\nImplementation of a modern mathematics program in the secondary school through a study of modern mathematics concepts, experimental programs, and instructional planning. (Lec. 3) Pre: 15 credits in mathematics. Staff<\/p>\n<p><strong>535 Classroom Observation and Evaluation (I or II, 3)<\/strong><br \/>\nPracticum in informal, naturalistic methods of observing and evaluating classrooms. Designed to increase teachers\u2019 and administrators\u2019 understanding of their own and others\u2019 classrooms in fostering individual and staff professional development. (Lec. 2, Lab. 2) Pre: teaching experience, eligibility for teacher certification, or permission of instructor. Staff<\/p>\n<p><strong>538 Teaching the Gifted and Talented (I or II, 3)<\/strong><br \/>\nSocial, psychological, legal, and educational issues related to identification, selection, and instruction of gifted and talented students. (Lec. 3) Pre: one undergraduate general psychology course, graduate standing, or permission of instructor. Staff<\/p>\n<p><strong>539 Evaluation and Monitoring of Training Programs (I or II, 3)<\/strong><br \/>\nEvaluation and monitoring theory and practice for occupational training programs. Focus on development of systems for job training such as CETA, Vocational Education, and private sector programs. (Lec. 3) Pre: 529 or permission of instructor. Staff<\/p>\n<p><strong>540 Learning Disabilities: Assessment and Intervention<\/strong><br \/>\nSee Psychology 540.<\/p>\n<p><strong>563 Teaching Reading to Multicultural Populations (I, 3)<\/strong><br \/>\nIdentification of the strengths of learners whose cultural and socioeconomic backgrounds vary, and the implications for teaching reading. Special emphasis on the selection and development of appropriate materials and teaching strategies. (Lec. 3) Pre: 424 or permission of instructor. Staff<\/p>\n<p><strong>564 Reading Diagnosis and Intervention (SS, 4)<\/strong><br \/>\nEmphasizes traditional and alternative methods for diagnosing readers\u2019 weaknesses and strengths. Focuses on matching the diagnosed needs of the individual reader with appropriate instructional intervention strategies. (Lec. 4) Pre: acceptance into the master\u2019s program in reading education. Staff<\/p>\n<p><strong>565 Analysis and Evaluation of Current Research in Reading (I, 3)<\/strong><br \/>\nIn-depth review of reading research on selected topics. Analysis of findings in historical perspective. Implications for reading teachers and reading programs. (Seminar) Pre: 424 or permission of instructor. In alternate years. Next offered 2001-02. Staff<\/p>\n<p><strong>566, 567 Practicum in Reading (I and II, 3 each)<\/strong><br \/>\nSupervised case studies, practicum, and seminar reports on an individual reading project at either the elementary or secondary level. (120 hours plus seminar) (Practicum) Pre: 564 or permission of instructor. Staff<\/p>\n<p><strong>569 Research Issues in Middle Level Reform: Implications for Best Practices (I, or II, 3 each)<\/strong><br \/>\nExamination of research, data, and practices or middle level curriculum, instruction and assessment practices. Emphasizes student-teacher relationship, classroom management, standards-based instruction and accountability for school improvement and integration instruction. (Lec. 3) Pre: 400 or permission of instructor. Staff<\/p>\n<p><strong>570 Elementary School Curriculum (II, 3)<\/strong><br \/>\nModem curriculum in the elementary school with emphasis on the needs of children. Covers language arts, social studies, science, arithmetic, and special subject. (Lec. 3) Pre: 503, 529 or equivalent. In alternate years. Next offered 2001-02. Staff<\/p>\n<p><strong>574 Current Trends in Secondary Education (I and II, 3)<\/strong><br \/>\nEffective use of instructional materials, media of communication, and organization of personnel and current research. (Lec. 3) Pre: 529 or permission of chairperson. Staff<\/p>\n<p><strong>575 Supervised Field Study\/Practicum and Seminar in Education&nbsp;(I and II, 3)<\/strong><br \/>\nFor non-thesis candidates. Lectures, seminars, and field work. Candidates plan and conduct a field study\/practicum project approved by the instructor and the student\u2019s professor. A formal proposal is developed, submitted, and approved, the project completed, and a formal paper defended. (Practicum) Pre: admission to a master\u2019s program in education and permission of instructor. May be repeated for a maximum of 6 credits. Staff<\/p>\n<p><strong>577 Organization and Administration in Elementary School (I, 3)<\/strong><br \/>\nFunctions and duties of elementary school principals. (Lec. 3) In alternate years. Next offered 2001-02. Staff<\/p>\n<p><strong>579 Labor Relations and Collective Bargaining in Education<\/strong><br \/>\nSee Labor and Industrial Relations 579.<\/p>\n<p><strong>581 Organizing and Administering Adult Programs (I or II, 3)<\/strong><br \/>\nAdministration, personnel management, resource management, recruitment, staff development, and supervision within programs dealing with adults as reamers. (Lec. 3) Pre: 505 or permission of instructor. Staff<\/p>\n<p><strong>582 Instructional Systems Development for Adult Programs (I, 3)<\/strong><br \/>\nDesigning and implementing instructional systems. Discussion of the basic tenets underlying theories of instructional technology, curriculum development, and curriculum change as they apply to adult learners in a variety of settings. (Lec. 3) Pre:581 or permission of instructor. Staff<\/p>\n<p><strong>583 Planning, Design, and Development of Adult Learning Systems (I, 3)<\/strong><br \/>\nOverview of the program planning process including goal setting, needs analysis, program planning, and implementing change strategies. Discussion of effective functioning in the role of change agent within an organization. (Lec. 3) Pre: permission of instructor. Staff<\/p>\n<p><strong>584 The Adult and the Learning Process (I and II, 3)<\/strong><br \/>\nExamination of the adult as a learner with emphasis on the factors that affect adult learning and learning processes related to instruction. (Lec. 3) Pre: 581 or permission of instructor. Staff<\/p>\n<p><strong>586, 587 Problems in Education (I and II, 0-3 each)<\/strong><br \/>\nAdvanced work for graduate students in education. Courses conducted as seminars or as supervised individual projects. (Independent Study) Pre: permission of chairperson. May be repeated for credit with different topic. Staff<\/p>\n<p><strong>593 Teaching Social Studies in the Secondary School (I and II, or SS, 3)<\/strong><br \/>\nResearch and examination of the structure, functions, and problems of teaching social studies in the secondary school. Emphasis on researching current social problems as they relate to their historical antecedents. (Lec. 3) Pre: teacher certification or permission of instructor.<\/p>\n<p><strong>594 Organization and Supervision of Reading Programs (II, 3)<\/strong><br \/>\nVarious roles of the reading specialist in relation to the other line-staff personnel. Problems concerning the orientation of new teachers, reading research and development, in-service programs, and community support. (Lec. 3) Pre: 564. In alternate years. Next offered 2001-02. Staff.<\/p>\n<p><strong>596 Organization Development in Education<\/strong><br \/>\nSee Human Development and Family Studies 562.<\/p>\n<p><strong>599 Master\u2019s Thesis Research (I and II)<\/strong><br \/>\nNumber of credits is determined each semester in consultation with the major professor or program committee. (Independent Study) S\/U credit.<\/p>\n<h3>Other Courses<\/h3>\n<p><strong>HDF 450 Introduction to Counseling (I, and II, 3)<\/strong><br \/>\nIntroduces student in human sciences to interviewing and counseling skills in both professional and paraprofessional settings. Integrates theory, practice, and application by didactic and experimental learning. (Lec.3) Pre: senior or graduate standing, or permission of chairperson. Staff<\/p>\n<p><strong>HDF 520 Developmental Issues in Later Life (I, or II, 3)<\/strong><br \/>\nTheoretical and philosophical foundations for understanding the normal changes, pathological developments, clinical assessments, and intervention strategies associated with later life. (Seminar) Pre: graduate standing. Clark<\/p>\n<p><strong>HDF 550 Vocational Information and career Development (I or II, 3)<\/strong><br \/>\nClassification and description of jobs and industries; study of occupational trends; needs of special groups entering the labor market; vocational development theories and counseling for long-range career planning. (Lec. 3) Pre: graduate standing or permission of instructor. Staff<\/p>\n<p><strong>HDF 562 Organization Development in Human Services (II, 3)<\/strong><br \/>\nConceptual and technical components of organization development (OD) and consultation to various types of organizations, with emphasis on human service arenas. Approaches to the different phases of intervention in planned change efforts using theoretical frameworks, case, and client applications. (Lec.2, Lab. 4) Service learning. Pre: graduate standing or permission of instructor. Knott<\/p>\n<p><strong>LRS 579 (or EDC 579) Labor Relations and Collective Bargaining in Education (I, II, or SS, 3)<\/strong><br \/>\nCollective bargaining in public and private educational sectors, K-12, higher education; literature, theory, practice, and legal foundations in education. Comprehensive case studies will be used. (Lec. 3) Croasdale<\/p>\n<p><strong>MBA 502 Management Skills Development (I and II, 3)<\/strong><br \/>\nManagement applied to business objectives, policies, organizational staffing and control. Interpersonal dynamics in organizational settings. Role of human resource management. Emphasis on individual and structural factors affecting decision making. (Lec. 3) Pre: graduate standing. Staff<\/p>\n<p><strong>MGT 641 Human Resource Development (I or II, 3)<\/strong><br \/>\nTechniques used in procurement and development of human resource. Planning through recruitment, selection, and placement to training and development. Integration of HRD process with organizational strategic plans. (Lec. 3) Pre 630. Staff<\/p>\n<p><strong>PSC 506 Seminar in Budgetary Politics (I,3)<\/strong><br \/>\nExamination of federal, state and local fiscal and budgetary process, focusing on the politics of the budgetary process and models of budgeting, with emphasis on contemporary issues. (Seminar) Staff<\/p>\n<p><strong>SOC 438 Aging in Society (II, 3)<\/strong><br \/>\nSocial theories of growing old in a changing society. Organizational and sociohistorical factors are examined in terms of their consequences for the present status of the aged. (Lec. 3) Pre: one 300-level course in sociology or permission of instructor.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>M.A. in Education Adult Education Specialization Course Descriptions Education Courses&nbsp;(EDC) 500 Foundations of Adult Education (I and II, 3) Examination of fundamental structure, functions, problems, and history of adult education in America. Focus on socioeconomic factors and philosophical commitments that have shaped various programs. (Lec. 3) Pre: graduate or senior standing and permission of instructor. [&hellip;]<\/p>\n","protected":false},"author":581,"featured_media":0,"parent":3593,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-861","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/pages\/861","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/users\/581"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/comments?post=861"}],"version-history":[{"count":4,"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/pages\/861\/revisions"}],"predecessor-version":[{"id":15323,"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/pages\/861\/revisions\/15323"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/pages\/3593"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/education\/wp-json\/wp\/v2\/media?parent=861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}