Graduate Studies Elective Course Offerings, Spring 2015

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master's degree student in class


EDCT  586 Teaching & Learning: Research & Application in the Classroom
4:00-6:40 PM, Karen Grady

In this course, we will examine several kinds of texts about curriculum, teaching, and learning. We will read conceptual pieces that define and explore the dimensions of curriculum. We will also read and evaluate a range of curriculum research, both historical and contemporary, to help deepen your understanding of research in the field of curriculum. This course will build on ideas, theory, and research from EDUC 570 and EDCT 585, but can also be taken independent of those courses.

EDTE   542 Teaching Multilingual Writers 
4:00-6:40 PM, Adam Mendelson

This course will investigate the theory and practice of learning to write in another language.  The course will cover the theoretical developments in L1 and L2 composition, the historical development of L2 composition as a field of research, and its current research issues and pedagogical concerns.  It will also offer experiences related to instructional issues and pedagogical strategies necessary for teachers of English learners. 


EDTE 541 Advanced Pedagogical Grammar
4:00-6:40 PM, Michal Brody

The perfect course for those who have to teach grammar and wish they didn't have to, as well as for teachers who already enjoy teaching grammar, and want to invigorate their practice. Loving grammar is not a pre-requisite! 


EDCT 556 Technology, Pedagogy & Society
4:00-6:40 PM, Adam Mendelson

Focus on how sociocultural issues connect to technology and learning, including access to and use of technology and power and privilege, and analyzing issues such as racial ethnicity, gender, socio-economic status, and sexual orientation.

EDCT 557 Educational Technology Project Management 
7:00-9:40 PM, Jessica Parker

Conduct an individually‐designed, small‐scale research project (e.g., Educational Technology, etc.) in an educational setting. Writing workshop activities along with resources for thesis and cognate projects.

EDEC  535 Leadership and Advocacy on Behalf of Children and Families
4:00-6:40 PM, Chiara Bacigalupa

Students will critically examine research, theories, and policies related to the administration of programs that serve children and families. Students will develop leadership skills in the areas of teaching adults, administering programs, and advocating effectively for children and families within and outside of early care and education settings.

EDRL  522 Assessment and Teaching in Reading and Language Arts
4:00-6:40 PM, TBD

Principles and procedures for literacy and content learning in English in classrooms with bilingual/bicultural students, as well as the design and selection of materials, methods, and contexts for literacy and content instruction at all ages. This course also focuses a variety of strategies for Specially Designed Academic Instruction in English (SDAIE) Field Studies. Applies to the concentration in Reading/Language. Grade only.

EDRL 529  Evaluation in Reading and Language Arts Programs
7:00-9:40 PM, TBD

Philosophy, purposes, and procedures for evaluation of reading, writing, and oral language. Students examine a variety of evaluation tools and procedures (formal and informal, group and individual) with respect to how teachers can use these instruments and procedures to inform literacy instruction and intervention for diverse populations. Selected procedures are used with struggling readers to identify their reading and writing strengths and needs. Topics include the role of the literacy environment in evaluation results, methods of reporting progress to students, parents, and administrators, and the role of standardized testing in schools. Students develop criteria for reading and language arts program evaluation, maintenance, and enhancement.

EDTE 543 TESOL Practicum (supervision) 
7:00-9:40 PM, Cinzia Forasiepi


EDUC 570 The Reflective Educator
4:00-6:40 PM, Kelly Estrada

This is the first in a series of three graduate core courses in the School of Education. Students will take this course at the beginning of the M.A. program. The focus of this course is on philosophical, historical, social, and psychological perspectives in education. Students will examine these perspectives while being encouraged to examine and reflect upon their own professional practices in education. In this course, students will begin to construct a reflective program portfolio that they will continue to modify throughout their M.A. program. The portfolio is intended to be cumulative throughout the graduate core courses. Grade only. Prerequisite: admission to M.A. in Education Program.

EDUC 571 Research Paradigms in Education
7:00-9:40 PM, Paula Lane

This is the second in the series of three graduate core courses, and is designed to be taken midway in the master of arts degree program. This course focuses on students as critical consumers of research and includes among its goals the development of skills in the analysis and critique of educational research. The course addresses research and field needs of practicing educators as opposed to the needs of professional researchers and serves to acquaint students with basic principles and techniques of educational research. It also provides students with an opportunity to integrate knowledge of these principles through analyses of action research projects that may serve as the foundation for the culminating master of arts degree project. Grade only. Prerequisite: EDUC 570.

EDUC 598 Developing a Thesis/Project
4:00-6:40 PM, Charles Elster


EDSP 515 Advanced Legal Issues in Special Education
9:00-11:40 AM, Emiliano Ayala

In this course, advanced legal issues faced by teachers, administrators, and parents in special education are addressed. Topics include entitlement services, procedural due process, complaint resolution, least‑restrictive environment, provision of related services, parent participation, shared decision‑making and other related legal issues. Candidates will review federal legislation, case law, and statutory requirements within the context of understanding the legal framework underlying special education and providing services, which are legally, as well as programmatically sound.

EDSP 504 Formative Assessessment & Induction Culmination
12:00-2:40 PM, Sandy Ayala

EDEL 583 School Law
EDEL 581 Personnel
EDEL 588 Curriculum Leadership
EDEL 580B Advanced Leadership
EDEL 590B Clear Administrative Credential Induction Plan Evaluation
EDEL 596B Clear Administrative Credential Action Research
EDEL 596D Clear Administrative Credential Selected Topics
EDEL 587B Field Work in Educational Leadership

COGNATE PATHWAY STUDENTS: You must enroll in EDUC 572, 3 units
No class meetings are held for EDUC 572. It’s the course you register for to work on whatever your cognate is about…it will show as instructor PAULA LANE, but there is no actual class meeting or interaction with Paula Lane.

THESIS PATHWAY STUDENTS:You must enroll in EDUC 599, 3 units
No class meetings are held for EDUC 599. It’s the course you register for to work on whatever your thesis/project is about…it will show as instructor PAULA LANE, but there is no class meeting or interaction with Paula Lane.

Program Advisors Academic Year 2014-2015:



Office Phone



Kelly Estrada



Johanna Filp-Hanke



Viki Montera



MaryAnn Nickel



Jennifer Mahdavi



Karen Grady


Core Courses

Paula Lane


SSU Academic Calendar:
(note dates for filing and other important deadlines)

SSU Financial Aid:
(be sure to fill out a FAFSA if you want to apply for scholarships and loans next year)

For further information on program requirements please read the online handbook: