Master of Bilingual Education Courses
Core Requirements (6 Credit Hours)
EDU 6304 – Interpreting Educational Research
Required core course for the M.Ed. degree. The primary focus is on the interpretation of educational research studies in elementary and secondary school settings. Prerequisite: Enrollment in one of the following programs: M.Ed. with a concentration in certification preparation (plus a 2.000 or better GPA in EDU 6305 or EDU 6329), M.Ed. with a concentration in reading and writing (plus a 2.000 or better GPA in EDU 6363), Master in Bilingual Education, or M.Ed. with an unspecified track. M.B.E. students and students who are not in one of the designated tracks for the M.Ed. degree should take this course within their first two terms. Credits: 3
EDU 6369 – Culturally Responsive Teaching
Expands teachers’ repertoire of effective teaching processes by acquainting them with research, theory, and practical skills for aligning curriculum and instructional practices with students’ varied social contexts. Credits: 3
Bilingual Courses (12 Credit Hours)
EDU 6312 – Language Use in the Classroom
Addresses the theory and application of systemic functional linguistics to teach language and literacy in content-area classrooms. Credits: 3
EDU 6319 – Foundations of Bilingual and ESL Education
Addresses critical theories, ideologies, policies, and practices in the education of multilingual learners in all instructional contexts. Credits: 3
EDU 6321 – Bilingual/Biliteracy: Critical Issues and Practices
This course provides an exploration of the theoretical foundations, methods, and materials for literacy instruction in bilingual instructional settings. Special emphasis is placed on language and literacy for students from diverse cultural and linguistic backgrounds. Credits: 3
EDU 6390 – Content Instruction and Assessment for Multilingual Learners
Addresses critical practices in the instruction and assessment of multilingual learners in content classrooms. Credits: 3
Areas of Interest (18 Credit Hours)
Choose 6 courses (totaling 18 credit hours) from the following areas of interest:
Early Literacy
EDU 6323 – Literacy Assessment
Participants study multiple reading assessments and learn to use them. Credits: 3
EDU 6364 – Early Literacy Acquisition I
First of two courses that provides an in-depth examination of early literacy acquisition based on the latest research evidence. Provides teachers with knowledge essential to effectively teach literacy to students with varying needs who are at the kindergarten to second grade developmental levels. Scientific theory about cognitive and literacy development is integrated with a deep understanding of the structure of language and applied to specific methods for teaching early literacy to students in K-2. Requires practicum experiences. Credits: 3
EDU 6367 – Early Literacy Acquisition II
Second of two courses that provides teachers with knowledge essential to teaching literacy to students with varying needs who are at the kindergarten through second grade developmental levels. Requires practicum experiences. Prerequisite: EDU 6364. Credits: 3
EDU 6368 – Evaluating and Teaching Writing
Focuses on coaching, assessing, teaching, and evaluating writing in a K-12 Response-to-Intervention framework. Students learn to assess writing and language skills, as well as learn to apply specific evidence-based instructional practices and techniques for teaching writing and enhancing students’ writing outcomes. Requires practicum experiences. Credits: 3
Late Literacy
EDU 6323 – Literacy Assessment
Participants study multiple reading assessments and learn to use them. Credits: 3
EDU 6363 – Late Literacy Acquisition
Examines the evidence-based principles of literacy development and learning in intermediate, middle, and secondary grade reading and writing instruction (grades 3-12). Focuses on the theory, research base, and practitioner application of procedures for designing, implementing, adapting, and evaluating literacy instruction to meet the needs of all learners. Credits: 3
EDU 6366 – Reading and Writing in the Content Areas
Prepares content area teachers to facilitate their students’ ability to gain meaning from text and to use text as a tool for content area learning. Provides practical strategies and techniques for accommodating the academic diversity faced by today’s teachers. Teachers complete the term with a deeper understanding of how to integrate reading and writing to enhance student learning of content area knowledge. Credits: 3
EDU 6368 – Evaluating and Teaching Writing
Focuses on coaching, assessing, teaching, and evaluating writing in a K-12 Response-to-Intervention framework. Students learn to assess writing and language skills, as well as learn to apply specific evidence-based instructional practices and techniques for teaching writing and enhancing students’ writing outcomes. Requires practicum experiences. Credits: 3
Mathematics
EDU 6379 – Numerical Reasoning: Numbers and Operations
Covers number systems and their properties: integers, rational numbers, irrational numbers, and complex numbers; real number line; numerical base systems; significant historical developments; decimal representation; axiomatic systems and introductory group theory; set theory; cardinality; recurrence relations; prime numbers; the fundamental theorem of arithmetic; greatest common divisors; least common multiple; division algorithm; Euclidean algorithm; introductory number theory; modular arithmetic; and problem-solving. Topics include advanced mathematical content that informs elementary, middle, and secondary teaching. Discusses practical models for effectively teaching numerical reasoning, number systems, and operations for EC-12 mathematics. Also, components for developing effective mentoring relationships. Credits: 3
EDU 6380 – Methods for Teaching Algebraic Reasoning
Focuses on methods for teaching middle and high school mathematics, with a content focus on algebraic reasoning. Provides an opportunity to learn about secondary mathematics from a problem-solving perspective, focusing on problem-based learning and technology for teaching algebra. Various classroom routines related to algebra learning in secondary school are covered. Covers functional relationships and their properties: patterns, variable expressions, definitions and properties of functions and graphs. Discusses various linear, quadratic, and exponential models. Includes algebraic applications of functions in everyday life, modeling, significant historical developments, rates of change, and problem-solving. Credits: 3
EDU 6381 – Methods for Teaching Geometric Reasoning
Focuses on methods for teaching middle and high school mathematics, with a content focus on geometric reasoning. Provides an opportunity to learn about secondary mathematics from a problem-solving perspective, focusing on problem-based learning and technology for teaching geometry. Various classroom routines related to geometry learning in secondary school are covered. Delves into Euclidean geometry; definitions; similarity; proportional reasoning; constructions; measurement; spatial reasoning; plane isometrics, translations, rotations, and reflections; dilations; significant historical developments; coordinate geometry; vectors and matrices. Introduces the two non-Euclidean geometries: elliptic and hyperbolic. Discusses practical models and available technological tools for effectively teaching students about geometry and measurement. Credits: 3
STEM
EDU 6349 – The Science of Learning in STEM Education
Provides elementary, middle, and high school teachers with a foundation of how research in the learning sciences can inform instruction in science, technology, engineering, and mathematics. Credits: 3
EDU 6350 – Designing and Making in STEM Education
Provides teachers with strategies for developing science, technology, engineering, and math learning environments in which their students generate and revise STEM knowledge by creatively designing and making. Credits: 3
EDU 6351 – Community-Centered STEM Integration
Students complete a Master’s Project on STEM education in this practicum-based course. Students work with a community partner and engage in hands-on exercises in order to enhance their knowledge of STEM content for K-12 students. Credits: 3
EDU 6383 – Coding for Teachers
Introduces students to the fundamental coding and technology skills needed to design computational computing assignments for STEM education. Course is taught through a series of hands-on tutorials and programming assignments. Credits: 3
Reading Specialist
EDU 6311 – Literacy Leadership and Consultation
Provides knowledge and skills for master reading teachers in their consultative roles in schools. Prerequisite: 2.000 or better GPA in EDU 6323. Credits: 3
EDU 6319 – Foundations of Bilingual and ESL Education
Addresses critical theories, ideologies, policies, and practices in the education of multilingual learners in all instructional contexts. Credits: 3
or
EDU 6330 – Introductory Course A: Survey of Dyslexia and Related Learning Disorders
Introduces language communication concepts and educational activities for teaching individuals with developmental dyslexia and related language learning difficulties. Includes a study of the characteristic symptoms of dyslexia, implications of the disorder, diagnosis, and multisensory and discovery language remediation techniques. Practicum opportunities are included. Reserved for the M.Ed. with a concentration in reading and writing. For Dallas cohort only. Credits: 3
EDU 6323 – Literacy Assessment
Participants study multiple reading assessments and learn to use them. Credits: 3
EDU 6363 – Late Literacy Acquisition
Examines the evidence-based principles of literacy development and learning in intermediate, middle, and secondary grade reading and writing instruction (grades 3-12). Focuses on the theory, research base, and practitioner application of procedures for designing, implementing, adapting, and evaluating literacy instruction to meet the needs of all learners. Credits: 3
EDU 6364 – Early Literacy Acquisition I
First of two courses that provides an in-depth examination of early literacy acquisition based on the latest research evidence. Provides teachers with knowledge essential to effectively teach literacy to students with varying needs who are at the kindergarten to second grade developmental levels. Scientific theory about cognitive and literacy development is integrated with a deep understanding of the structure of language and applied to specific methods for teaching early literacy to students in K-2. Requires practicum experiences. Credits: 3
EDU 6366 – Reading and Writing in the Content Areas
Prepares content area teachers to facilitate their students’ ability to gain meaning from text and to use text as a tool for content area learning. Provides practical strategies and techniques for accommodating the academic diversity faced by today’s teachers. Teachers complete the term with a deeper understanding of how to integrate reading and writing to enhance student learning of content area knowledge. Credits: 3
EDU 6367 – Early Literacy Acquisition II
Second of two courses that provides teachers with knowledge essential to teaching literacy to students with varying needs who are at the kindergarten through second grade developmental levels. Requires practicum experiences. Prerequisite: EDU 6364. Credits: 3
EDU 6368 – Evaluating and Teaching Writing
Focuses on coaching, assessing, teaching, and evaluating writing in a K-12 Response-to-Intervention framework. Students learn to assess writing and language skills, as well as learn to apply specific evidence-based instructional practices and techniques for teaching writing and enhancing students’ writing outcomes. Requires practicum experiences. Credits: 3
EDU 6389 – Special Topics
This course allows students to work independently with an instructor on a targeted topic. The course may be repeated.
Educational Diagnostician
EDU 6323 – Literacy Assessment
Participants study multiple reading assessments and learn to use them. Credits: 3
EDU 6330 - Introductory Course A: Survey of Dyslexia and Related Learning Disorders
Introduces language communication concepts and educational activities for teaching individuals with developmental dyslexia and related language learning difficulties. Includes a study of the characteristic symptoms of dyslexia, implications of the disorder, diagnosis, and multisensory and discovery language remediation techniques. Practicum opportunities are included. Reserved for the M.Ed. with a concentration in reading and writing. For Dallas cohort only. Credits: 3
EDU 6356 – Foundations of Special Education
This course focuses on educational policies, laws, and practices associated with education for individuals with disabilities. Topics cover the range of perspectives underlying school-based delivery of educational services. Credits: 3
EDU 6359 – Collaboration with Families and Colleagues
Explores the knowledge and skills necessary for effective collaboration with school-based personnel supporting the learning and social needs of individuals with disabilities and their families. Credits: 3
EDU 6360 – Behavioral Interventions in the Classroom
Covers the principles of classroom management, both proactive and reactive, within the context of special education. Credits: 3
EDU 6370 – Diagnostic Assessment I
Explores theories of intelligence; specific assessments used to measure intelligence and achievement; how to administer intelligence and achievement assessments; and how to apply skills necessary to professionally interpret evaluation data and analyses of assessment information to create appropriate educational programming. Discusses how to administer, score, and interpret the Woodcock Johnson IV full battery that includes the cognitive, achievement, and oral language tests. Expectations of this course include mastery of administration, scoring, and interpreting the WJ IV battery. Completion of course prepares students to take the TEA Educational Diagnostician exam. Credits: 3
EDU 6371 – Diagnostic Assessment II
Reviews the theory underlying individual ability tests and develops students’ report preparation skills. Explores how to use specific assessments to measure intelligence and achievement, make initial diagnoses, and use evaluation data for instructional planning in relation to student needs. Discusses how to administer, score, and interpret the Wechsler Intelligence Scale for Children and the Wechsler Individual Achievement Test and additional batteries as needed. Expectations of this course include mastery of administration, scoring, and interpreting the Wechsler battery. Completion of the course prepares students to take the TEA Educational Diagnostician exam. Prerequisite: EDU 6370. Credits: 3
EDU 6372 – Practicum: Diagnostician
Field-based course with a requirement to attend a two-hour introduction to the course. During the practicum, students are paired with a mentor diagnostician (site supervisor) and an SMU faculty member (field supervisor). Students are required to find their own mentor diagnosticians, who must have at least three years of experience as diagnosticians. During the practicum, students are required to document 160 hours of practicum activities, which range from interviewing and observing to shadowing the mentor diagnostician. These activities include attending a variety of ARD meetings and practicing administering, scoring, interpreting, and explaining assessment results. Prerequisites: EDU 6370, EDU 6371, and EDU 6373. Credits: 3
EDU 6373 – Bilingual/ESL Assessment
Discusses the process of language acquisition and its intersection with cognitive and processing struggles. Explores the theory underlying language learning and reviews the Spanish version of tests and assessments that provide in-depth information about language. Examines the intersection between the various factors that impact English language acquisition and considers implications for assessment such as previous education, immigration, acculturation, poverty, trauma, and structural differences between a child’s first and second languages. While continuing to enhance their report-preparation skills, students learn how to a) use specific assessments to measure intelligence and achievement in Spanish, b) measure language and parse out language learning from learning difficulties, c) make initial diagnoses, and d) use evaluation data for instructional planning in relation to student language and learning needs. Credits: 3
EDU 6389 – Special Topics
This course allows students to work independently with an instructor on a targeted topic. The course may be repeated. Credits: 3
Special Education (SPED)
EDU 6346 – Instructional Interventions for Students with Learning Differences
Focuses on practices associated with providing effective instruction and intensive intervention for school-age students who struggle to learn. The study of current practices is framed in the context of special education decisions for classroom-based interventions; the use of data to intensify instruction; and instructional techniques to reach every student. Credits: 3
EDU 6356 – Foundations of Special Education
This course focuses on educational policies, laws, and practices associated with education for individuals with disabilities. Topics cover the range of perspectives underlying school-based delivery of educational services. Credits: 3
EDU 6357 – Assessment for Special Educators
Focuses on current educational measurement and assessment practices associated with educational services for school-age individuals with learning-related disabilities. The study of current practices is framed in the context of special education decisions for classroom-based interventions, diagnostic and placement decisions, and school and program accountability. Participants learn measurement technologies and nomenclature necessary for preparing and interpreting technical documents. Prerequisite or corequisite: EDU 6304. Credits: 3
EDU 6360 – Behavioral Interventions in the Classroom
Covers the principles of classroom management, both proactive and reactive, within the context of special education. Credits: 3
Urban Education
EDU 6360 – Behavioral Interventions in the Classroom
Covers the principles of classroom management, both proactive and reactive, within the context of special education. Credits: 3
EDU 6362 – Race, Power, and Politics: The History of Urban Education
Investigates the interplay of race, power, and politics in urban schools; examines the impact these factors impose on the urban community; and highlights community resilience. Credits: 3
EDU 6369 – Culturally Responsive Teaching
Expands teachers’ repertoire of effective teaching processes by acquainting them with research, theory, and practical skills for aligning curriculum and instructional practices with students’ varied social contexts. Credits: 3
EDU 6390 – Content Instruction and Assessment for Multilingual Learners
Addresses critical practices in the instruction and assessment of multilingual learners in content classrooms. Credits: 3
EDU 6395 – Community Partnerships in Urban Education
Exposes preservice, in-service, and other educators to culturally rich, urban community-based experiences to enhance cultural competence, ethnocentric teaching practices, and civic responsibility. Credits: 3
EDU 6396 – Empowering Student Voice: Unlocking Students’ Potential for Learning
Uses a framework of diversity and inclusiveness to examine the benefits of “student voice” for engaging urban school students in critical conversations about their conceptions of classroom instruction. Credits: 3