EDC&I 478-A Special Topics for Mathematics Teachers: Mathematics for Elementary School Teachers

SLN 14006 EC edci@uw.edu

Noelle Conforti-Preszler

3 Credits

W 9:10-11:50

EDC&I 494-B: Workshop: Issues of Abuse

SLN 14000

Issues of Abuse is restricted to Teacher Education, Special Education, and Music Education certification programs. Entry codes: request form see link above or edci@uw.edu

Lauren Persky

1 Credit Online

The Summer Reading Endorsement Program

Offered July 5 through July 29 at an off-campus location. Students will register for all three of the following classes:

EDC&I 459: Workshop: Improving Reading Instruction. SLN: 14115

EDC&I 562: Seminar in Language Arts: Secondary Content Areas. SLN: 14116

EDC&I 601 B Supervised Reading Practicum. SLN: 14137

Entry codes edci@uw.edu

Dixie Massey

9 Credits

Tuesday 8:00-3:20

Wednesday 8:00-11:50

Thursday 8:00-3:20

EDC&I 424-A Multicultural Curriculum and Instruction

SLN 11016

Primarily for pre-service and in-service teachers who have little or no previous exposure to issues related to ethnicity and education. Designed to help teachers better understand the basic principles of multicultural education and acquire some beginning knowledge and skills for designing and implementing curricular and instructional strategies that reflect ethnic, racial, and cultural diversity.

Geneva Gay

MTWTHF 1:10-4:30

June 20-July 1

EDC&I 494-A Workshop: Video Game Analysis for Educators

SLN 11020

This course explores the game design of two popular video game titles, Fable: The Lost Chapters and Age of Empires III, through critical game play and discussion of game design. The purpose of the course is to give inexperienced and experienced game players alike the opportunity to 1) critically engage in game play, 2) discuss the game play experience with others interested in the educational dimension of video games, 3) discuss the educational aspects of video games through critical analysis of game design. This course is ideal for students who want to explore the educational value of video games and expand and improve their critical engagement with entertainment games used as educational tools through play and analysis. Students will be expected to play games, read assigned articles, discuss readings and game play, and contribute content to course website.

Theresa Horstman

3 Credits

Thursday 4:40-7:30

EDC&I 503-A Shaping Learning through Curriculum, Instruction, and Schooling

SLN 11024

Explores three critical elements of curriculum and instruction: the role of schooling in shaping students' opportunities to learn; content selection and structuring; and instruction. This course is highly recommended for C&I Master's students as a foundations course. This course will be a required foundations course for all Curriculum and Instruction Master's students entering the program beginning Summer 2011.

Susanna Davis

4 Credits

TTH 9:40-12:20

EDC&I 505-A Seminar: Language, Culture, and Identity: Implications for Policy, Planning, Teaching, and Learning

SLN 11025

The varied cultural and linguistic contexts existing in contemporary societies around the globe pose complex challenges for policy makers and planners as well as for teachers and learners. The pervasive presence of some degree of multilingualism indicates a universal need for multilingual/multicultural policy and planning to ensure that members of different language groups within nations have access to and can participate in national affairs without discrimination. Because issues of identity, culture, power, and nationhood are linked closely to the use of specific languages in the classroom, policies concerning choice of language(s) as the medium of instruction are essential. This course will provide an international perspective on language, culture, and identity by examining some critical dimensions of policy planning, teaching, and learning. Students will have the opportunity to engage with theoretical and practical aspects of the subject with reference to specific case studies in countries around the world.

Suzanne Romaine

3 Credits

MTWTHF 1:10-4:30

June 20-July 1

EDC&I 540-A Teaching Bilingual/Bicultural Students

SLN 11027

This course prepares pre-service and in-service teachers to teach English as a second language and to meet the educational and linguistic needs of students at various levels of English language proficiency. Emphasis on second-language acquisition research, its educational implications, and instructional strategies that support English language learners' development in listening, speaking, reading, and writing. EC edci@uw.edu

Jeom Ja Yeo

3 Credits

MTWTHF 1:10-4:30

June 20-July1

EDC&I 542-A ESL Assessment in K-12 Schools

SLN 11028

Examines the multiple ways of assessing linguistically diverse students in K-12 schools, including standardized and alternative assessments of these students. Prerequisite: a course in ESL methods. This course will be taught off campus at a public school site. EC edci@uw.edu

TBA

3 Credits

MTWTHF 1:10-4:30

July 6-July 29

EDC&I 545 A Multilingual Socialization

SLN 11029

Explores the research base examining second language acquisition, in and out of school contexts. Focuses on the home language practices of linguistically diverse students with the purpose of understanding how these processes influence school learning. EC edci@uw.edu

Audrey Lucero

3 Credits

MTWTHF 8:30-11:50

June 20-July 1

EDC&I 548A Methods of Teaching English as a Second Language

SLN 11030

This course prepares pre-service and in-service teachers to teach English as a second language and to meet the educational and linguistic needs of students at various levels of English language proficiency. Emphasis on second-language acquisition research, its educational implications, and instructional strategies that support English language learners' development in listening, speaking, and writing. This course will be taught off campus at a public school site. EC edci@uw.edu

TBA

3 Credits

MTWTHF 1:10-4:30

July 6 – July 29

EDC&I 549A ELL Practicum

SLN 11031

This course will be taught off campus at a public school site. EC edci@uw.edu

Kerry Von Esch

3 Credits

MTWTHF 10:20-12:20

July 6-July 29

EDC&I 494 C Workshop: Paulo Freire and Education for Social Justice.

SLN: 14200
Paulo Freire is one of the most influential educators in the 20th century and a leading advocate of education for social justice. This course is appropriate for those who are interested in learning and discussing about Paulo Freire’s work and ideas. It focuses upon Freire’s key concepts and the issue of social justice education.

Júlio Emílio Diniz-Pereira

3 Credits

T 1:10-4:30
July 21 - August 19

EDC&I 499-A Undergraduate Research

SLN: 11022

Students developing studies under this rubric should be advised that a report or a paper setting forth the results of their investigations should be regarded as a basic part of the program. Proposal form and Instructor ID available here.

TBA

2-5 credits

Credit/No Credit Only

EDC&I 500-A Field Study

SLN: 11023

Individual study of an educational problem in the field under the direction of a faculty member. Prerequisite: approved plan of study and permission of the instructor must be filed in the Office of Curriculum and Instruction in the College of Education. Proposal form and Instructor ID available here.

TBA

1-10 credits

Credit/No Credit Only

EDC&I 599-A Independent Studies in Education

SLN: 11032 Masters level independent study that is NOT connected with the 9 credit masters project that is agreed upon and supervised by a faculty member in Curriculum and Instruction. Proposal form and Instructor ID available here .

TBA

1-10 credits

Credit/No Credit Only

EDC&I 600-A Independent Study or Research

SLN: 11033

Doctoral level independent study or masters non-thesis project option that is agreed upon and supervised by a faculty member in Curriculum and Instruction. Please note that there is a 9-credit limit when used as the Non-thesis option. Proposal form and Instructor ID available here. 

TBA

1-10 credits

Credit/No Credit Only

EDC&I 601-A Internship

SLN: 11034

Internships for both masters and doctoral students, like field study above, but includes responsibilities at the site (i.e., interacting with folks, learning how an organization operates, practicum experiences, working with students/clients). This work is usually done under the tutelage of someone at the study site but supervised by a faculty member in Curriculum and Instruction. Proposal form and Instructor ID available here. 

TBA

1-10 credits

Credit/No Credit Only