Gannon University

Temporary Director: Joseph M. Cuzzola, Ed.D.

OBJECTIVES
The School of Education offers a program leading to a Master of Education degree designed to facilitate a higher level of teacher performance. The core courses focus on the mastery of teaching effectiveness for teachers in grades K through 12. The objectives will enable the teacher to:

• develop the verbal skills and strategies that produce mastery of positive communication
• acquire skills that increase student thinking and self-esteem through the instruction process
• use instructional strategies to reach the learning style preferences of students
• create lesson formats and instructional processes (induction, deduction, inquiry, analysis, and synthesis) that match the learning and thinking styles of students
• develop skills to create a motivating learning environment

• a completed Application for Admission
• a Bachelor’s degree from a regionally accredited college or university
• Teacher Certification
• evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully
• three letters of reference presented on behalf of the applicant’s admission
• a personal interview with the Director of Graduate Education

Core Courses/Performance Learning Systems
Teaching Effectiveness (12 credits)
GEDU 682     Purposeful Learning Through Multiple Intelligences (3)
GEDU 683     Discovering the power of Live-Event Learning (3)
GEDU 685     Meaningful Activities in Generating Interesting Classrooms (3)
GEDU 688     Achieving Student Outcomes through Cooperative Learning (3)
GEDU 689     Coaching Skills for Successful Teaching (3)
GEDU 691     Project T.E.A.C.H. (required) (3)
GEDU 693     P.R.I.D.E. (3)
GEDU 694     Teaching through Learning Channels (3)
GEDU 697     Keys to Motivation (3)
GEDU 699     Teaching through Learning Channels Lab (3)
                      (Prerequisite: Teaching through Learning Channels)
GEDU 663     Brain Based Ways We Think and Learn (3)
GEDU 686     Teaching the Skills of the 21st Century (3)
GEDU 660     Successful Teaching for Acceptance of Responsibility (3)
GEDU 665     Building Your Technology Education & Skills (3)
GEDU 699     Brain Compatible Learning Through the Curriculum: A Laboratory Approach (3)

Foundation courses (6 credits)
GEDU 500     Classics in Education (3)
GEDU 611     Philosophy of Education (3)
GEDU 613     History of Education (3)
GEDU 614     Sociology of Education (3)
GEDU 615     Urban Education (3)
GEDU 621     School Curriculum (required) (3)

Research courses (9 credits)
GEDU 600     Introduction to Graduate Statistics (4)
GEDU 601     Educational Research Methods (3)
GEDU 696     Directed Research and Special Topics (2-4)

Elective Emphasis Sequence (9 credits)
Selected and planned in consultation with the program advisor.
Total Credits 36

Upon application as a degree candidate, the student will be assigned an advisor. At that point, a program appropriate to the needs of the student will be designed cooperatively.

Master of Education: Curriculum and Instruction Outreach and Weekend Cohort Program
Director: Joseph M. Cuzzola, Ed.D.

OBJECTIVES
The School of Education offers an Outreach Cohort program leading to a Master of Education degree designed to facilitate a higher level of teacher performance. Candidates are part of a dynamic cohort community which shares the goals associated with Agents of Change. This requires mastery of knowledge, dispositions, and performances that enable practicing teachers to become:

• more knowledgeable about curriculum, learning, instruction, and assessment
• reflective practitioners as life long learners
• more proficient as classroom teachers
• more influential teacher-facilitator leaders
• more confident in establishing teacher-principal partnerships that lead to change or innovation producing greater success for students
• proficient action researchers

• a completed Application for Admission
• a bachelor’s degree from a regionally accredited college or university
• Teacher Certification
• evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully
• three letters of reference presented on behalf of the applicant’s admission

Performance Learning Systems Teaching Effectiveness (12 credits)
GEDU 682     Purposeful Learning through Multiple Intelligence (3)
GEDU 683     Discovering the Power of Live-Event Learning (3)
GEDU 685     Meaningful Activities in Generating Interesting Classrooms (3)
GEDU 688     Achieving Student Outcomes through Cooperative Learning (3)
GEDU 689     Coaching Skills for Successful Teaching (3)
GEDU 691     Project T.E.A.C.H. (3)
GEDU 693     P.R.I.D.E. (3)
GEDU 694     Teaching through Learning Channels (3)
GEDU 697     Keys to Motivation (3)
GEDU 699     Teaching through Learning Channels Lab (3)
                      (Prerequisite: Teaching through Learning Channels)
GEDU 663     Brain Based Ways We Think and Learn (3)
GEDU 686     Teaching the Skills of the 21st Century (3)
GEDU 660     Successful Teaching for Acceptance of Responsibility (3)
GEDU 665     Building Your Technology Education and Skills (3)
GEDU 699     Brain Compatible Learning Through the Curriculum: A Laboratory Approach (3)

Applied Master’s Portfolio Inclusion courses (24 credits)
GEDU 503     Educational Leadership (3)
GEDU 505     Classroom Discipline: Sound Theory/Effective Practice (3)
GEDU 604     Student Assessment and Educational Statistics (3)
GEDU 601     Methods of Research (3)
GEDU 602     Portfolio Project (Degree requirement) (0)
GEDU 603     Current Issues in Education (3)
GEDU 621     School Curriculum (3)
GEDU 637     Learning Theory (3)
GEDU 650     Advanced Educational Computing (3)
Total Credits 36

Upon application as a degree candidate in the Outreach Cohort program, students will be assigned to a Cohort in their region. All of the Applied Masters Portfolio Inclusion courses will be completed as a cohort community.

Master of Education: Reading & Reading Specialist Certification Programs
Director: Sharon E. Crisman, Ed.D.

The School of Education offers a program leading to a Reading Specialist Certification. Certification may be obtained without pursuing a Master’s degree.

A second option includes certification with a Master of Education degree.

Philosophy Literacy is the key to children’s success while in school and provides communication linkage with society throughout the life span. Valuing the present understanding of human development and the learning process, the Master of Education degree in Reading and the Reading Specialist Certification Program provide training as a reading professional, one who will function collaboratively and in a variety of capacities. Preparation is provided regarding knowledge and implementation of research-based instruction and assessment practices. The Reading Specialist is required to be a leader in planning, coordinating, and managing literacy programs for students, parents, and other educators and the community.

PROGRAM OUTCOMES
The Master of Education Candidate and/or the Reading Specialist Candidate:

• understands human development theories of learning
• integrates the Communications component of the Pennsylvania State Chapter Four Standards
• understands the impact of inclusion on the classroom environment
• identifies and teaches to a variety of learning styles
• consults with classroom teachers regarding student literacy development
• demonstrates the use of formal and informal literacy assessment procedures
• implements instruction based upon current literacy research
• integrates writing throughout developmental, corrective and remedial reading programs
• demonstrates collegial skills during professional interactions
• develops content literacy strategies
• has knowledge of funding, budgets, grants, and administration of Title I programs
• understands the multifaceted role of the Reading Specialist regarding: instruction, assessment and leadership
• completes all Gannon and PDE guidelines for their program

• a bachelor’s degree from an approved institution
• a completed Application for Admission
• interview with Program Director
• teacher Certification (if not certified must complete 6 credits of student teaching.)
• evidence by previous academic record that the applicant has the general ability and preparation necessary to pursue graduate study successfully
  
  Also Required:
  
  
  • Student teaching and professional seminar are required if candidates have no prior student teaching experience
  • Pennsylvania state certification requires the candidate to successfully pass the Reading Specialist section of the Praxis Examination

GEDU 640     Adolescent Literature
                or
GEDU 641     Children’s Literature (3)

Student Teaching is required if candidate had no prior student teaching experience. GEDU 550 - 6 credits

Additional requirements for Master’s Degree are:
GEDU 504     Adult Literacy (3)
GEDU 600     Introduction to Graduate Statistics (4)
GEDU 696     Directed Research and Special Topics (3)
Total Credits 40

Also required:

• Completion of either a thesis under the direction of your thesis committee, or an action based research project
• Successful completing the Reading Specialist Praxis Examination

Master of Education: Educational Leadership

Director: Donald C. Beckman, Ed.D.

PHILOSOPHY

The intent of the Master of Education degree in Educational Leadership is to reflect the vision of Gannon University’s Department of Education, to integrate the goals of faculty members, and priorities of professional administrative associations and organizations, and to incorporate and reflect the standards adopted by the PA Department of Education.

The Master of Education program is based on the premise that a significant shift has occurred in recent years relative to the leadership paradigm, from an authoritative, hierarchical model to a decentralized, collaborative model. This transformation has evolved as research on effective organizations suggests that leadership of a special sort is required to manage fundamental change in organizations. This type of leadership recognizes that organizations do not change unless the individuals who comprise them change first. The challenge for educational leaders is, therefore, to teach individuals the value of making changes that affect them and their organizations. This can only be accomplished if the leadership of the school entity is viewed as an integral part that infuses the total system, not a segmented function that resides in isolated positions of the organization.

The program in Educational Leadership designed by Gannon University is based upon the premise that one of the major areas of competence for a principal and other school leaders is that of being a functional visionary for the 21st century - one who strives for continuous improvement through the utilization of a dynamic systems approach to administration and leadership while simultaneously reflecting upon the diversity of the school district and community. This model will stress the development of astute leadership, rather than ordinary leadership.

ADMISSIONS REQUIREMENTS
Applicants must:

• Complete an application for admission
• Have a bachelor’s degree from a regionally accredited college or university
• Have an undergraduate cumulative grade point average of at least 2.8 on a 4.0 scale
• Submit three letters of recommendation - one from a chief school officer where the applicant is employed and another from a principal or immediate supervisor
• Have a personal interview with the Educational Leadership program director
• Possess personal and professional characteristics and an academic background believed to be conducive to success in the field of school administration as determined by the program director.

• Develop and formally present a professional portfolio
• Maintain a 3.0 cumulative GPA throughout the length of the program
• Complete program requirements within 6 years of taking the first course (exceptions may be granted by the program director)
• Apply with the program director for acceptance of transfer credits, if applicable

• Research Techniques (3 credits)
  GEDU 601     Educational Research Methods (3)

• Foundations of Education (3 credits)
  GEDU 611     Philosophy of Education (3)
  GEDU 614     Sociology of Education (3)

• Organizational Behavior (3 credits)
  GEDU 503     Educational Leadership (3)

• Curriculum and Supervision (6 credits)
  GEDU 621     School Curriculum (3)
  GEDU 720     Supervision and Evaluation of Instruction (3)

• Leadership Functions (18 credits) – MUST take the four noted with **, plus two of students’ choice
  GEDU 603     Current Issues in Education (3) **
  GEDU 615     Urban Education (3)
  GEDU 616     School and Community Relations (3) **
  GEDU 617     Administration of School Personnel (3) **
  GEDU 618     Dynamics and Processes of Change (3) **
  GEDU 637     Learning Theory (3)
  GEDU 722     School Financial Management (3)
  GEDU 723     Legal Aspects of Educational Administration (3)
  GEDU 724     Computer Applications for Administration (3)
  GEDU 743     Collective Bargaining and Labor Relations (3)
  GEDU 729     Independent Study in Educational Leadership (3)

Director: Donald C. Beckman, Ed.D.

OVERVIEW
The principal is the professional staff member of the school in the most strategic position to encourage, initiate and guide changes needed to improve the learning environments available to students. The Principal Certification program at Gannon University has been developed on the premise that the building principal can be an effective visionary leader of change. A principal possesses and utilizes skills such as an in-depth knowledge of school organizations and structures within a social, psychological and political environment, and an understanding of the fiscal operation of the school. A good principal also takes a proactive role in both school and community relations.

Those interested in the program must have completed a Master’s degree in Education or a related field. The Pennsylvania Department of Education requires a minimum of five years of professional school experience and completion of an approved program of study to be certified as a principal. Candidates for principal certification must also successfully pass the PRAXIS exam.

ADMISSION REQUIREMENTS
Applicants must:

• Complete an application for admission
• Have a Master’s degree in Education or related field from a regionally accredited program
• Submit final, official transcripts from graduate degree-granting institution
• Submit three letters of recommendation, including one from the current principal and one from the current superintendent or assistant superintendent, and
• Present proof of teacher certification.

Educational Leadership, Superintendent Letter of Eligibility Certification Program

Director: Donald C. Beckman, Ed.D.

OVERVIEW
Formal leadership in schools and school districts is a complex, multifaceted task. Effective school leaders are strong educators, anchoring their work on central issues of learning, teaching and school improvement. They are moral agents and social advocates for the children and the communities they serve. Finally, they make strong connections with other people, valuing and caring for others as individuals and as members of the educational community.

Those individuals interested in the Superintendent’ s Letter of Eligibility program must have completed a Master’s degree in Education or a related field. The Pennsylvania Department of Education requires completion of an approved graduate-level program of educational administrative study minimally approximating two full academic years for the preparation as chief school administrator. Also necessary is evidence of six years of teaching or other professionally certificated service in the basic schools, three years of which should have been in supervisory or administrative positions.

ADMISSION REQUIREMENTS
Applicants must:

• Complete an application for admission
• Have a Master’s degree in Education or a related field from a regionally accredited program
• Submit final, official transcripts from graduate degree-granting institution
• Submit three letters of recommendation, including one from the current superintendent
• Participate in an interview with the program director, and
• Have taken these graduate-level prerequisites: Research Techniques and Statistics (3)
  Curriculum Course (3)
  School Law (3)
  School Finance (3)

CURRICULUM
27 CREDITS
GEDU 724     Computer Applications for Administrators (3 credits)
GEDU 740     The Superintendency (3 credits)
GEDU 741     Organizational Leadership: Theory and Practice (3 credits)
GEDU 742     Educational Facilities and School Plant (3 credits)
GEDU 745     Superintendent Practicum I (1 credit)
GEDU 743     Collective Bargaining and Labor Relations (3 credits)
GEDU 746     Superintendent Practicum II (1 credit)
GEDU 744     Business Administration and Finance in Public Education (3 credits)
GEDU 747     Superintendent Practicum III (1 credit)
GEDU 748     Superintendent Internship (3 credits)
GEDU 749     Independent Study in Educational Leadership-Superintendent (3 credits)

Graduate Certification Program: English as a Second Language

Director: Sally L. LeVan, Ph. D..

OVERVIEW
This certificate program offers the student the opportunity to earn a credential which demonstrates a degree of specialization in the field of teaching English as a Second Language (ESL). According to the Pennsylvania Department of Education, all new and existing teachers in an ESL program must have an ESL certificate. Nine of the credits earned can be used towards a Master of Arts in English and all twelve can be used towards a Master of Education in Curriculum and Instruction.

ADMISSION REQUIREMENTS
Applicants must:

• Complete an application for admission
• Have a Bachelor’s degree from a regionally accredited program
• Submit final official transcripts from all undergraduate institutions attended
• Submit three letters of recommendation, and
• Present proof of teacher certification.

COURSE DESCRIPTIONS

GEDU 500 Classics in Education
3 credits
In this course, students will read and discuss several great works in the field of education. The books read will vary each time the course is offered.

GEDU 501 Early Intervention: Practice and Policy
3 credits
Examines the theoretical and empirical research and practical experience relating to the first five years of life through a multidisciplinary approach. The study of the practice and policies which shape early intervention.

GEDU 502 Review of Research in Early Childhood
3 credits
Examines significant research in early childhood to enable students to become competent in analysis and interpretation of research, as well as knowledge of this body of literature.

GEDU 503 Educational Leadership
3 credits
This course is a study of models of leadership, issues dealing with human development, communications, culture, climate, change, management, and assessment of leadership.

GEDU 504 Adult Literacy
3 credits
The exploration of a variety of philosophies, approaches and materials used for reading instruction of the adult learner. Familiarity with the social, psychological and multicultural characteristics of the adult learner is stressed. Non-tutorial administrative responsibilities related to literacy site management are also examined. Research project addressing an adult literacy issue is required.

GEDU 505 Classroom Discipline
3 credits
This course is a study of theory and practice for teachers as they use their knowledge and skills for effective classroom discipline.

GEDU 506 Human Growth and Development (Life Span)
3 credits
Through a transdisciplinary approach, this course examines the theoretical, empirical and practical information relevant to human development and the life span. The ontogeneses of various developmental processes are studied from the ecological contextual systems point of view. Factors that facilitate and interfere with development are considered.

GEDU 511 Introduction to Human Sexuality
3 credits
This course is designed for counselors, teachers, or those in helping professions which require understanding of human sexuality or those individuals wanting to increase their personal understanding of sexuality. The course presents a psychosocial view of sexuality drawn from a broad range of theoretical and empirical literature.

GEDU 517 English as a Second Language Assessment and Program Development
3 credits
This specially tailored section of Student Assessment is designed for students in the graduate ESL Certificate program. It has been tailored specifically to address needs, assessments, programs and family-school support for ESL students. We will explore a broad array of student assessments (IPT, LAS, and PSSA), and their use in program development and in developing the literacy skills of ESL students. Assessment of students before, during and after instruction will be practiced and evaluated. We will research this variety of assessment tools and strategies to identify purpose and audience for these assessments, including qualitative measures, observation and portfolios.

GEDU 518 Multicultural Aspects of the Helping Professions/ Cross Cultural Communication
3 credits
This course will help students to develop an appreciation for and sensitivity to points of view in a pluralistic society. Various cultures will be presented from the perspective of family structure, family coping mechanisms, communication style, interface with the community, interpersonal coping style, identity and history.

GEDU 519 Structures of American English
3 credits
This course is a descriptive study of the structures of modern English. Emphasis is placed on the special characteristics of the English language and the principles and approaches to teaching English to non-native speakers.

GEDU 520 Methods and Materials for Teaching ESL
3 credits
A study of various theories and research in Second Language Acquisition, and practice of the various methods and approaches to teaching ESL.

GEDU 521 Microcomputers in Education
3 credits
This course focuses on the use of microcomputers in the classroom. Students will engage in applied learning activities which stress the use of computer productivity tools for text/data processing and making presentations, technology assessment, and planning.

GEDU 530 School Law
3 credits
The course includes a review of all the major laws and regulations including the compulsory school attendance law, Pennsylvania Child Labor Law, Child Labor Provisions of the Federal Fair Labor Act, Child Welfare Regulations Title 3200, Pennsylvania Juvenile Act, Emancipation Requirements and other significant regulations pertaining to the health and welfare of children.

GEDU 535 Exceptional Child
3 credits
A study of children and adolescents who have physical, mental, and emotional handicaps; the role of the teacher and the counselor in providing for the exceptional child; gifted children and their special needs.

GEDU 540 American Sign Language I
3 credits
This course will teach a basic vocabulary of signs used in American Sign Language, the true language of Deaf Americans. Students will learn important aspects of ASL grammar and ASL culture, and will be given a brief introduction of hearing loss and some practical issues in the education of Deaf children.

GEDU 541 American Sign Language II
3 credits
This course will teach more advanced vocabulary of signs used in American Sign Language. It will also analyze conversational settings of various Deaf and hearing signers. Detailed aspects of ASL grammar and ASL culture will be taught. A major emphasis is placed on expressive signing by students. Practical issues in Deaf culture and in Deaf education will be discussed.

GEDU 550 Student Teaching
6 credits
Prerequisite: Permission of Education Department The course consists of observation and study of classroom teaching, actual teaching under skilled supervision, and a weekly seminar on teaching problems. The student is expected to spend full time for one semester in this internship. The course requirements include a project which is related to the student’s teaching field. Student Teaching fee.

GEDU 591 Seminar: Selected Topics in Education
1 credit

GEDU 592 Seminar: Selected Topics in Education
2 credits

GEDU 593 Seminar: Selected Topics in Education
3 credits

GEDU 594 Teaching the Gifted Child
6 credits
This course examines various types of curricular modifications that can be used when teaching gifted/talented children.

GEDU 600 Graduate Statistics
4 credits
Prerequisite: EDCR 330 or other beginning course in descriptive statistics.
An intermediate to advanced course in statistics applicable to educational research settings. The general emphasis is on commonly used inferential and parametric techniques with a brief review of descriptive statistics. Topics covered include: correlation, linear and multiple regression, sampling and sampling distributions, t-test chi-square, one and two factor Analysis of Variance, and parametric statistics.

GEDU 601 Educational Research Methods
3 credits
This course examines research techniques, interpreting research reports, employing data analysis procedures and applying statistical techniques to further investigations.

GEDU 603 Current Issues in Education
3 credits
This course provides the opportunity for graduate students to explore current education topics in depth.

GEDU 604 Student Assessment Educational Statistics
3 credits
This course explores the various statistics and assessments that teachers utilize in their classrooms.

GEDU 605 Adult Learning Theory
3 credits
This course explores the various ways in which adult learners process and present information.

GEDU 611 Philosophy of Education
3 credits
A consideration of the position of philosophy in education. The major philosophies, ends in education, the curriculum, educational values, educational ladder, and the role of the teacher and administrator.

GEDU 613 History of Education
3 credits
Survey of the development of educational theory and practice from earliest times to the present with special emphasis on the development of American schools.

GEDU 614 Sociology of Education
3 credits
An analysis of social relationships emerging from a formal educational setting with a special emphasis on parents, students, teachers, and administrators.

GEDU 615 Urban Education
3 credits
Analysis of current controversial issues arising in the urban school. Community control of schools, educating a diverse student population, desegregation and the neighborhood school, religion in the school, Federal aid, and innovative curricula and teaching methods.

GEDU 616 School and Community Relations
3 credits
This seminar will view the school as a dynamic cultural entity interacting with external supra-systems. The graduate student will assess the school’s interdependency on the community and its many publics, the importance of a sound public relations program for the school, and the need to communicate and understand the community are stressed.

GEDU 617 Administration of School Personnel
3 credits
This seminar studies dimensions in school personnel administration and includes the principles of recruitment, selection, and practices essential to a functional integration of the individual into the school system.

GEDU 618 Dynamics and Processes of Change
3 credits
This seminar studies field experiences, role playing, and case study analysis, and discusses the factors, dynamics, and processes involved in assessing need for change and in determining effective, efficient operations to secure desired change.

GEDU 621 School Curriculum
3 credits
Examination of theory, history, purposes and evolution in curriculum.

GEDU 623 Teaching Young Children with Severe Special Needs
3 credits
Explores the educational needs of young children with severe sensory impairment, physical disabilities, communication disorders, behavior problems, and multiple handicaps. Introduces techniques and materials for promoting self-help, communication, social, cognitive, and motor skills. Emphasis is placed on translating assessment data into individualized educational plans which integrate behavioral, developmental, and rehabilitation techniques. For teachers presently working with young children or by permission of the instructor.

GEDU 624 Writing Project Summer Institute
6 credits
This course emphasizes improving student writing skills by using various methods of practicing writing across the curriculum.

GEDU 625 Writing, Reading & Talking Across the Curriculum
3 credits
Designated to help develop teaching competencies through a regular pattern of activities that embody learning and language linkages.

GEDU 626 Reading in Elementary School
3 credits
Basic components of the initial reading program: reading readiness, comparisons of initial instructional programs, and the individualization of reading instruction will be studied as well as developmental reading programs and procedures in the elementary school.

GEDU 627 Reading in the Secondary School Program
3 credits
Existing programs and recent research concerning reading programs in the secondary schools: staffing patterns, reading and study skills in the content areas, vocabulary development and enrichment, interpretive reading, and critical reading skills.

GEDU 630 Human Growth and Development in Childhood
3 credits
Psychological and sociological aspects of human behavior, with special emphasis on the birth to adolescent school child. An interdisciplinary approach to the study of childhood, stressing the aspects of growth and development that are significant for the teacher, counselor, social worker, and school psychologist.

GEDU 631 Human Growth, Development and Learning in Adolescence
3 credits
Intellectual, social, emotional and physical development through adolescence. Special emphasis on learning, growth patterns, and the relationship of change in behavior patterns to psychological and sociological experiences.

GEDU 634 The Infant at Risk
3 credits
Reviews the current literature on the etiology, behavioral characteristics, developmental outcomes, and family impact of infants born at environmental, biological, or established risk for developmental delays or disabilities. The roles of medicine, nursing, social work, education, and the developmental therapies in meeting the special needs of these children and their families are reviewed. An introduction to the services of early intervention programs is provided along with opportunities to observe in these environments.

GEDU 637 Learning Theory
3 credits
Human learning processes, the nature and kinds of learning, the factors which influence it, and the major theories that seek to explain it.

GEDU 639 Techniques for Leading Parent Groups: Content and Process
3 credits
Focuses on the parent group as an important vehicle for providing education and support to those who are rearing children in today’s complex society. Parents are seen as adult learners for whom a group approach can be exceedingly helpful, provided group leaders have the requisite knowledge and skills to lead the group effectively. Course participants will learn how to: assess parental issues and concerns, develop group content, design session formats, guide the group process, motivate parental participation and involvement, and evaluate outcomes. Consideration will be given to using this knowledge and these skills when working with parents in differing socio-economic and cultural circumstances.

GEDU 640 Adolescent Literature
3 credits
A comprehensive course reviewing adolescent literature as well as authors.

GEDU 641 Children’s Literature
3 credits
A comprehensive course consisting of the critical examination of children’s books, outstanding writers and illustrators in the field of children’s literature.

GEDU 645 Current Issues in the Field of Reading Education
3 credits
This course is designed to focus in depth upon the current trends in reading education.

GEDU 647 Assessment-Adaptation Practicum
6 credits
Provides experience in dealing with reading and writing limitations in a three-pronged approach: includes formal and alternative assessment, Instructional Support Techniques and experiences as well as tutorial situations. Students are responsible for implementation of instructional programs based on collaborative assessment and adaptation.

GEDU 650 Advanced Educational Computing
3 credits
Prerequisites: EDUC 214 or any other introductory course.
This course will focus on the assessment and planning stages of the instructional design process. Students will engage in applied learning activities which stress the use of computer productivity tools for text/data processing and making presentations, technology assessment, and planning.

GEDU 679 Curriculum Design and Instructional Technique in Environmental Education
3 credits
Students will explore various educational processes that deal with people’s relationship with their total environments including the interaction of population, pollution, resource allocations, and depletions, conservation, transportation, and technology with a focus on urban and rural planning as it relates to the total human environment; students will also review current programs and materials in environmental education as well as some of the current research projects.

GEDU 690 Graduate Education Seminar
3 credits
This seminar will focus on a current issue or topic in education.

GEDU 696 Directed Research and Special Topics
2-4 credits
Prerequisite: GEDU 600, Introduction to Graduate Statistics
A course in which students identify a problem, select a research design, and work on the project during the semester under supervision in a group and individually.

GEDU 720 Supervision and Evaluation of Instruction
3 credit
This course provides an introduction to the nature of instructional supervision, including the organizational behavior systems and the evolvement of instructional supervision. It provides competencies in the appraisal of teaching, teacher performance measurement, and procedures and techniques related to the evaluation of teaching. It includes systematic analysis and evaluation reporting and integrates the current concepts, planning, measuring instruments, and validity of appraisal systems into the framework of the course.

GEDU 720 Supervision and Evaluation of Instruction
3 credits
This course provides an introduction to the nature of instructional supervision, including the organizational behavior systems and the evolution of instructional supervision. It provides competencies in the appraisal of teaching, the measurement of teacher performance procedures, and a familiarity with techniques related to the evaluation of teaching. It includes systematic analysis and evaluation reporting and integrates the current concepts, planning, measuring instruments, and validity of appraisal systems into the framework of the course.

GEDU 721 The Principal as Instructional Leader
3 credits
This course examines the activities of the elementary, middle and high school administrator in depth. It includes topics on general administration, the staff, student, curriculum, finances, services, equipment and supplies, school plant, and public and professional relationships.

GEDU 722 School Financial Management
3 credits
This course will study the legal and other factors governing financial policies and practices in public schools, sources of revenue, budgeting, disbursement of funds, school plant, records and insurance. It emphasizes knowledge and understanding of the major tasks and methods involved in meeting financial responsibilities in the school and the educational system.

GEDU 723 Legal Aspects of Educational Administration
3 credits
This course will study the major areas of school law with particular emphasis on the school code of Pennsylvania. Topics include tort liability of school officials and teachers, the legal structure of public education, control of pupil conduct, desegregation, church-school relations and teachers’ rights and responsibilities, pupils’ rights, professional negotiations, the courts and the curriculum, the use of school property, the Individuals with Disabilities Education Act, and the Family Educational Rights and Privacy Act in addition to issues in the area of special education.

GEDU 724 Computer Applications for Administration
3 credits
This course provides a review of different levels of computer literacy and the administrator’s role in integrating technology into the educational setting. Possible topics include brief overview of computer systems, fundamental literacy in reading computer programs, scheduling by computer, management systems, bookkeeping systems, simulations, word processing, record keeping, computer-aided instruction, computer preparation of individual educational programs, telecommunications, management information systems, data bases, data searches, and personnel screening by computer.

GEDU 725 Principal Practicum I
1 credit

GEDU 726 Principal Practicum II
1 credit

GEDU 727 Principal Practicum III
1 credit

GEDU 728 Principal Internship
3 credits
This course is designed to be the capstone experience of the Principal Certification program. The course will provide experiences designed to develop and enhance the overall effectiveness of the administrative candidate’s competencies. The internship is designed as an integrating experience and an opportunity for the student to “practice” those skills and competencies learned in the classroom setting and to learn certain skills best taught in a school environment. It consists of planned experiences and emphasizes direct involvement in school administration at sites mutually acceptable to the student and the program director.

GEDU 740 The Superintendency
3 credits
This course focuses on the role and functions of the superintendent in relation to other administrative officers, staff, and board of education. Attention is given to the selection, assignment and orientation of staff, decision making, personnel problems, administering the school district, negotiations and collective bargaining, financial operation of the school, administering school facilities and plant management, community relations, legal concerns of the school district, and policy making.

GEDU 741 Organizational Leadership: Theory and Practice
3 credits
This course examines management and organization theories and their application to administrative practice. Systems models are pursued to gain insight into administrative processes such as decision making, group motivation, communications, goal-setting, delegating, conflict resolutions, the management team concept, and total quality management.

GEDU 742 Educational Facilities and School Plant
3 credits
This course is designed to familiarize the prospective educational leadership administrator with the issues and problems of new plant construction, renovation, and rehabilitation of existing buildings and facility maintenance. The utilization of demographic, curriculum, resource, energy data, and state building construction guidelines will be presented and studied.

GEDU 743 Collective Bargaining and Labor Relations
3 credits
This course enhances leadership through study of negotiations and labor relations in public education. Topics and issues explored include an in-depth analysis of contract negotiations, grievance procedures, mediation, and arbitration for all school employees. Theories and practices in staff recruitment, selection, assignment, orientation, evaluation, educational development, and retrenchment are studied.

GEDU 744 Business Administration and Finance in Public Education
3 credits
This course identifies and assesses methods of financing public education. Included are the process of educational planning and financing for staff, instructional process, and physical plant; the study of federal and state funding sources; the nature of taxing authorities; the subsidy system; grants and entitlements to public education; and future trends and options in creative financial planning. The business operation of the public school is examined, and there is an in-depth investigation of budget preparation, long and short term investing, bonding and under-writing, tax-collecting, and construction planning will be addressed.

GEDU 745 Superintendent Practicum I
1 credit

GEDU 746 Superintendent Practicum II
1 credit

GEDU 747 Superintendent Practicum III
1 credit

GEDU 748 Superintendent Internship
3 credits
This course is designed to bridge the gap between theory and practice. The administration student will become actively involved in the operation of the central office and will perform the functions and duties of central office personnel completing several projects throughout the internship. A professional seminar will be scheduled to allow students to share their experiences with their university supervisor and other administration students. The university supervisor will perform periodic on-site visits to assess the growth and development of the administrative intern.

GEDU 749 Independent Study in Educational Leadership-Superintendent
3 credits
This course is designed to provide students with the opportunity to organize and conduct a piece of research in the area of educational administration under the supervision of a faculty member, but independent of scheduled meetings and regular assignments.

GEDU 743 Collective Bargaining and Labor Relations
3 credits
This course enhances leadership through the study of negotiations and labor relations in public education. Topics and issues explored include an in-depth analysis of contract negotiations, grievance procedures, mediation and arbitration for all school employees. Theories and practices in staff recruitment, selection, assignment, orientation, evaluation, educational development, and retrenchment are studied.

PERFORMANCE LEARNING SYSTEMS

GEDU 591 Strategies for Co-operating Teachers
1 credit
This course is designed to give cooperating teachers the skills necessary to identify teacher strengths as well as areas for growth, based on the research on effective teaching. Specific skills are learned which enable the cooperating teacher to communicate with the student teacher in a clear, positive, nonpunitive, and nonconfrontational manner to achieve a positive climate and help student teachers learn valuable verbal and nonverbal communication techniques.

GEDU 660 Successful Teaching for Acceptance of Responsibility
3 credits
Help students increase self-responsible behaviors and assume increasing amounts of control over their school lives. Create a classroom that models, invites, and teaches self-responsible behaviors.

GEDU 661 Parent Teacher Conferencing
1 credit
Student will learn to successfully internalize the ideas and strategies of effective parent conferencing.

GEDU 662 Strategies For Cooperating Teachers
1 credit
Cooperating teachers learn the skills necessary to identify teacher strengths as well as areas for growth.

GEDU 663 Brain Based Ways We Think and Learn
3 credits
Understand four complex thinking processes. Develop lesson plans that impart critical thinking and problem solving skills. Discover the link between the brain and effective teaching practices.

GEDU 664 Motivation by Design
3 credits
This course guides participants to experience, design and share on-going highly motivated learning strategies. This is done while building supportive environments in which students are willing and motivated to learn and grow. Add more energy to your classroom and enthusiasm in your teaching.

GEDU 665 Building Your Technology Education and Skills
3 credits
Understand the power of technology to enhance teaching, create educational materials, manage classroom chores, provide motivational instruction and research the vast virtual world of the internet. Create PowerPoint presentations.

GEDU 682 Purposeful Learning Through Multiple Intelligences
3 credits
Based on the work of Howard Gardner, this course focuses on understanding the characteristics of each of the eight intelligences. Find out your own dominant intelligences. Participate in discovery centers to experience each intelligence. Using real-life examples, practice identifying people’s dominant intelligence. Learn teaching strategies and classroom activities that enhance the intelligences. Find out how to design lessons incorporating all eight intelligences into the lesson framework. View four schools’ programs for integrating the intelligences in a school-wide framework.

GEDU 683 Discovering the Power of Live-Event Learning
3 credits
This course gives you a direct experience of using live events - real-life experiences - as a basis for lesson plans which integrate academic curriculum with important life skills. Mirroring cognitive research about how the brain takes in and stores information, this course allows you to practice and promote lifelong learning habits. Carefully selected videotapes, articles, and substantive research document the need to provide meaning and impart learning for students in a real-world environment.

GEDU 685 Meaningful Activities to Generate Interesting Classrooms
3 credits
This highly-interactive course provides dozens of exciting, engaging learning activities that are experienced firsthand. Teachers will learn how to structure new and interesting activities that unlock the creative minds of their students. Many powerful learning strategies, such as simulations, games, physical activities, and races, will be demonstrated. For the beginning teacher or the veteran teacher ready for a “shot in the arm,” this course provides stimulating projects and activities that apply to the elementary day, middle school schedule, or the 90-minute secondary block. Master ways to use activity/lesson formats to develop flexibility in classroom activities. Learn, participate in, and observe the modeling of activities that pique motivational interest and involvement and add magic to instruction.

GEDU 686 Teaching the Skills of the 21st Century
3 credits
Break the mold of traditional teaching methods. Identify the most useful real-life skills that students need in order to be successful in life and on the job. Discuss what is relevant for students to know and be able to do.

GEDU 688 Achieving Student Outcomes through Cooperative Learning
3 credits
This course is for K-12 teachers who would like to use cooperative strategies appropriately in their classrooms. The course will emphasize cooperation as an alternative to competition and individualization for improving achievement, acquiring interpersonal skills and developing desirable interpersonal and interracial attitudes. Activities include cooperative simulations, learning and using cooperative learning models, creation of lesson plans appropriate for the implementation and teaching of micro lessons.

GEDU 689 Coaching Skills for Successful Teaching
3 credits
This course provides coaching training for teachers. This meaningful course models strategies that help teachers share teaching ideas and encourage one another. Participants will be introduced to communication and coaching skills that enable them to communicate effectively with one another and reflect their own teaching. Colleagues will unlock the power of sharing ideas in a nonthreatening environment through focused listening. Participants will learn to identify excellent teaching practices and use them to grow.

GEDU 691 Project T.E.A.C.H. Teacher Effectiveness and Classroom Handling
3 credits
Improving communication with students, parents and others; overcoming student resistances to learning; resolving discipline problems; helping students to motivate themselves and develop decision-making skills.

GEDU 693 Professional Refinements in Developing Effectiveness P.R.I.D.E.
3 credits
Questioning techniques to enhance the quality of learning; students’ and teachers’ non-verbal communication; rewards and penalties to reduce control and learning problems; dealing with classroom critical incidents.

GEDU 694 Teaching Through Learning Channels
3 credits
Understanding learning styles of all students; concept formation and learning processes; organizing the curriculum for learning goals and memory retention; alternative teaching strategies to meet student needs.

GEDU 697 Keys to Motivation
3 credits
Creating motivating environments for all students; understanding students who are unmotivated to learn or participate; grouping, using encouragement, and leadership strategies to enhance student motivation.

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