Fall Semester 2014

Summer 2014

ETAP 212/512 Teachers' Lives/Teachers in Context (3) Online, June 23-August 15
This eight-week course is a case-based examination of teachers' lives. We will explore and analyze teachers' lives from the perspective of changes in the struggles, rewards, responsibilities, and realities of teaching with respect to such things as historical era, gender, culture, content area and grade level taught. Goals are to develop an understanding of the realities of the varied lives of teachers; engage in critical thinking and analysis; and gain experience and expertise in examining and synthesizing the cause and effect of changes (and stability) in teachers' lives in general.

ETAP 487/687 Online Learning and Massive Open Online Courses (MOOCs) (3) Online, June 23-July 18

ETAP 524 Integrating Technology Across the Curriculum (3) MTWTHF 9 a.m.-5 p.m., June 23-June 27
This course is designed to enable educators to use technology to enhance instruction within and across content areas. Theoretical and practical aspects of technology integration will be discussed. Students will develop a thematic unit reflecting State and national standards.

ETAP 529 Introduction to Distance Learning (3) Online, May 27-August 15
Introduction to the methodology, history and technology of distance learning approaches to instruction. This course will examine the use of a variety of media including video, computers/Internet, and broadcast technologies that have been used in successful distance learning programs. The course will also review research on the effectiveness of distance learning.

ETAP 612 Teaching Mathematics in the Elementary School (3) Online, May 27-August 15
FOR READING STUDENTS ONLY. Contact Trudy Walp in the Reading Department for Permission Number
This course prepares students to teach elementary school mathematics. Students will explore what it means to learn mathematics with understanding while they deepen their own understandings of fundamental mathematical ideas, consider how different groups of students experience mathematics instruction, and develop pedagogical strategies that emphasize mathematical reasoning, communication, and problem-solving.

ETAP 614 Science for Children (3) Online, May 27-August 15
FOR READING STUDENTS ONLY. Contact Trudy Walp in the Reading Department for Permission Number
This course prepares graduate students to monitor and enhance the development of science literacy in pre-school and elementary school children. Graduate students will deepen their understanding of fundamental scientific principles and develop pedagogical strategies applicable in formal and informal educational settings that provide all children the opportunity to develop understanding of science and the abilities of science inquiry appropriate to their developmental level.

ETAP 638 Media Literacy (3) Online, May 27-August 15
Developing an informed and critical understanding of new communication media, including ways to read and write electronic texts. Explore implications of these technologies and their uses in schools, communities, and workplaces. Focus on practices involving cutting-edge technologies that hold promise for the teaching of writing language, and literature.

ETAP 640 Intro to Online Learning (3) Online, May 27-August 15
Introduction to Online Teaching provides foundational knowledge and hands-on practice in developing fully online courses. A component of a series of courses in online teaching and learning this course introduces students to both theory and practice and requires that learners develop a significant online learning course or course module of instruction.

ETAP 655H Teaching Social Studies Online (3) Online, June 23-August 15
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in science education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12.

ETAP 655T Teaching Languages Online (3) Online, June 23-August 15

ETAP 655M/655S Teaching Math and Science Online (3) June 23-August 15
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in math and science education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included teaching through inquiry, integrating technology, writing in science, writing in mathematics, and new assessments.

ETAP 680 Research Seminar (3) Online, May 27-August 15
This course focuses on the different models and paradigms in educational research and how these paradigms can inform educational practice. It will involve critical reading of published exemplars of different paradigms, analyzing previously collected data, and making sense of the application of these data. Prerequisites: Consent of instructor and 12 graduate credits in master's program

ETAP 687 Theory and Practice of Games for Learning (3) Online, May 27-August 15

Fall 2014

ETAP 201 Exploring Teaching as a Profession (3) T, Th, 10:15-11:35 a.m.
Review and exploration of contemporary education. Emphasis on theories of teaching and learning, concepts of schooling, changing role of teachers, restructuring schools, and teaching as a career. Challenge assumptions about today's schools and extending expectations concerning tomorrow's schools.

ETAP 201 Exploring Teaching as a Profession (3) Online
Review and exploration of contemporary education. Emphasis on theories of teaching and learning, concepts of schooling, changing role of teachers, restructuring schools, and teaching as a career. Challenge assumptions about today's schools and extending expectations concerning tomorrow's schools.

ETAP 403 Issues in Urban Education (3) M, 5:45-8:35 p.m.
This course focuses on the social, political, and economic conditions that impact schools serving inner city urban communities in the United States. Although schools in urban communities differ considerably and should not be stereotyped, they all face a number of similar challenges that may be linked to changing urban conditions - as well as challenges that may result from the interplay of diverse stakeholders-administrator, teachers, parents, community/school activists concerned about the academic achievement, retention, and graduation of youth served in urban school environments.

ETAP 500 Academic Writing in English as a Second Language (3) T, 1:15-4:05 p.m.
This course, designed for international graduate students, includes study of expectations and conventions of English academic writing; practice in writing; and time for the teacher and students to respond to their own writing and the writing of others.

ETAP 501 Teaching English to Speakers of Other Languages (3) W, 4:15-7:05 p.m.
Design of lesson plans, construction of test items: analysis of content to be taught, collection of resources used in teaching, analysis of linguistic development of students, techniques for developing and evaluating audiolingual, reading, and writing skills. Includes an "application module" with students learning English as a second language.

ETAP 501 Teaching English to Speakers of Other Languages (3) Online
Design of lesson plans, construction of test items: analysis of content to be taught, collection of resources used in teaching, analysis of linguistic development of students, techniques for developing and evaluating audiolingual, reading, and writing skills. Includes an "application module" with students learning English as a second language.

ETAP 503 Issues in Urban Education (3) M, 5:45-8:35 p.m.
This course focuses on the social, political, and economic conditions that impact schools serving inner city urban communities in the United States. Although schools in urban communities differ considerably and should not be stereotyped, they all face a number of similar challenges that may be linked to changing urban conditions - as well as challenges that may result from the interplay of diverse stakeholders-administrator, teachers, parents, community/school activists concerned about the academic achievement, retention, and graduation of youth served in urban school environments.

ETAP 512 Teachers in Context (3) Th, 4:15-7:05 p.m.
An examination of the influence of sociological, cultural, and historical factors on the place of teachers in society and the professional practice of teaching with an emphasis on representative countries.

ETAP 519 Learning in the Academic Disciplines (3) Online
This course is an introduction to general theories of human learning and their application to learning in academic disciplines. The course explores some aspects of the relationships among sociology, technology, and human learning, and raises pedagogical and curricular issues related to the creation of instruction and learning environments in subject matter domains.

ETAP 598 Directed Field Experience in Education (3) T, W, TH, 7:1-9:30 p.m.
The course serves as the first field experience for TESOL students focusing on all phases of teaching. It also fulfills the 100-hour pre-practicum requirement for students in the certificate line.

ETAP 612 Mathematics in the Elementary School (3) Online
This course prepares students to teach elementary school mathematics. Students will explore what it means to learn mathematics with understanding while they deepen their own understandings of fundamental mathematical ideas, consider how different groups of students experience mathematics instruction, and develop pedagogical strategies that emphasize mathematical reasoning, communication, and problem-solving.

ETAP 614 Science for Children (3) Online
This course prepares graduate students to monitor and enhance the development of science literacy in pre-school and elementary school children. Graduate students will deepen their understanding of fundamental scientific principles and develop pedagogical strategies applicable in formal and informal educational settings that provide all children the opportunity to develop understanding of science and the abilities of science inquiry appropriate to their developmental level.

ETAP 621 Understanding Learning and Teaching (3) Online
This course is an introduction to what it means to observe, see, and make sense out of learning in educational environments. It asks participants to analyze what happens in these environments (learning and teaching, student interactions, teacher-student relationships, etc.) and take concrete action based on that analysis.

ETAP 623 Systematic Design of Instruction (3) Online
Promotes systematic, analytical approaches to curricular and instructional planning. Surveys contemporary theories of learning, instruction, and instructional design, and requires application of these theories to the preparation of educational materials. Although planning for classroom activities and presentations is discussed, primary focus is on design of materials that support independent learning.

ETAP 634 Using Media in the Language Classroom (3) Online
Survey of issues on practical utilization of media in language classrooms. Hands-on activities with media resources, with lesson plan development, and with web page design. Planning and implementation of media-assisted language activities built on current theory and research. Emphasis on correspondence between language teaching practice and learners' media use inside and outside classrooms.

ETAP 636 Pragmatics (3) T, 4:15-7:05 p.m.
Receive Albany credits at UCLA!

This is a special course that requires the enrolled students to participate in the 2nd International Conference of the American Pragmatics Association at the University of California, Los Angeles on October 17-19, 2014. Students can apply for financial support from the TESOL program ($500 per student). Several scholarships will be awarded. Conference website

ETAP 638 (Rdg 638) Media Literacy (3) Online
Developing an informed and critical understanding of new communication media, including ways to read and write electronic texts. Explore implications of these technologies and their uses in schools, communities, and workplaces. Focus on practices involving cutting-edge technologies that hold promise for the teaching of writing language, and literature.

ETAP 652B Perspectives in Bilingual Education (3) Th, 4:15-7:05 p.m.
Focus is on current research, theory, and practice in bilingual education. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning bilingual education; developmental needs, standards and assessments, methods for promoting engaged and critical reading and speaking in L1 and L2, and the role of culture.

ETAP 652F Teaching World Languages in the Secondary School (3) W, 4:15-7:05 p.m.
Focus is on current research, theory, and practice in world language instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning world language instruction; developmental needs, standards and assessments, methods for promoting engaged and critical reading and speaking, and the role of culture.

ETAP 652H Teaching Social Studies in the Secondary School (3) T, 4:15-7:05 p.m.
Focus is on current research, theory, and practice in social studies instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning social studies instruction; developmental needs, standards and assessments, methods for promoting engaged and critical thinking, and attention to diverse cultures and global studies.

ETAP 652L Teaching Literature in the Secondary School (3) M, 4:15-7:05 p.m.
Focus is on current research, theory, and practice in literature instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning literature instruction; developmental needs, standards and assessments, methods for promoting engaged and critical reading, and expanding literature study to include diverse culture.

ETAP 652M Teaching Mathematics in the Secondary School (3) T, 4:15-7:05 p.m.
Focus is on current research, theory, and practice in mathematics instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning mathematics instruction; developmental needs, standards and assessments, methods for promoting mathematical communication/literacy across contests and diverse cultures.

ETAP 652S Teaching Science in the Secondary School (3) T, 4:15-7:05 p.m.
Focus is on current research, theory, and practice in science instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning science instruction; developmental needs, standards and assessments, methods for promoting science communication/literacy across contests and diverse cultures.

ETAP 680 Research Seminar: Critical Introduction to Educational Research Paradigms (3) Online
This course focuses on the different models and paradigms in educational research and how these paradigms can inform educational practice. It will involve critical reading of published exemplars of different paradigms, analyzing previously collected data, and making sense of the application of these data. Course requires the production of a research project proposal. Prerequisites: Consent of advisor and 12 graduate credits in master's program.

ETAP 681/781 Research Seminar: Research in Practice (3) Online
This course focuses on action (teacher) research. The theory and practice of action research will be examined through a review of the theoretical foundations of educational research and its link to the improvement of educational practice. Students will design and implement a small action research project in their own setting. Students registering for 781 may use this course to conduct a small pilot study.

ETAP 683 Seminar in Instructional Technology (3) Online
Examination of topical issues and current research in instructional technology. Prerequisite: Consent of instructor.

ETAP 687 K-12 Online Teaching and Learning (3) Online
This seminar we will examine issues of philosophy, research, and practice in teacher education from several different subjective locations including the perspectives of teachers, researchers, and teacher educators. Throughout, we will attend to issues of social justice, and, in particular, the racial mismatch between teachers and students and approaches to addressing linguistic differences and diversity.  Central to this course is an exploration of what we know and need to know in the field of teacher education.

ETAP 690F Teaching High School World Languages: Methods and Guided Field Experience (9) M, 4:15-7:05 p.m.
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Spanish and French. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, ETAP 590, and prior registration and permission from the Director of Professional Development and Field Experience.

ETAP 690H Teaching High School Social Studies: Methods and Guided Field Experience (9) M, 4:15-7:05 p.m.
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Social Studies. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, ETAP 590, and prior registration and permission from the Director of Professional Development and Field Experience.

ETAP 690L Teaching High School English: Methods and Guided Field Experience (9) M, 4:15-7:05 p.m.
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in English. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, ETAP 590, and prior registration and permission from the Director of Professional Development and Field Experience.

ETAP 690M Teaching High School Mathematics: Methods and Guided Field Experience (9) Online
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Mathematics. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, ETAP 590, and prior registration and permission from the Director of Professional Development and Field Experience.

ETAP 690S Teaching High School Science: Methods and Guided Field Experience (9) Online
Includes methods, and full-time field experience. Study of pedagogy and principles of instruction in Science. Emphasis on high school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to high school. Prerequisites: Acceptance into a teacher education program, ETAP 590, and prior registration and permission from the Director of Professional Development and Field Experience.

ETAP 690T TESOL: Guided Field Experience and Seminar (6)
Includes full-time field experience and supporting seminar in each semester. Study of pedagogy and principles of instruction in TESOL. Emphasis on K-12 learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to learners in practical settings. May be repeated for credit. Prerequisites: Acceptance in TESOL teacher certification program, and maintenance of appropriate GPA overall and in education courses.

ETAP 723 Seminar in Technology and Education (3) T, 4:15-7:05
Examination of topical issues and current research related to technology and education. Full participation including work on an individual or group project required. Special seminars in media, video and computing will be available on a rotating basis. Students may register for one semester of each.  The Spring 2013 version of this course will examine foundational and emerging theoretical and empirical work in online education in both traditional (e.g. asynchronous-text-based) and newer formats (e.g Massive Open Online Courses).

ETAP 773 Foundations of Research in Curriculum and Instruction (3) Blended, Sa, 8:00-12:30
The course will focus on the philosophical basis of various research traditions in education. In broad strokes, it will consider postmodernism, feminism, positivism, interpretivism, and critical theory. Students will develop an understanding of the historical context of social science inquiry, and the competing epistemologies and ontologies in contemporary educational research.

ETAP 777 Qualitative Research Methods (3) Blended, Th, 4:15-7:05 p.m.
Qualitative research methods and issues with focus on ethnographic techniques; participant observation and interviewing: analyzing, interpreting, and collecting data. Attention to problems generic to fieldwork; emphasis on formation of research questions (entry into field settings, ethical issues in fieldwork, qualitative analysis and theory building).

ETAP 811 John Dewey and the Roots of Progressive Education (3) W, 4:15-7:05 p.m.
Introduction to Dewey, and his relevance to contemporary and teacher education. A la Dewey, experience is woven into theory and theory into experience. Themes include: experience, reflection, community, continuity and interaction, democracy, and Dewey's definition of education. Group and individual projects. Readings: Selected works by Dewey and some secondary sources.

ETAP 826 Advanced Methods for Studying Learning in Technology-Enriched Contexts (3) W, 4:15-7:05 p.m.
This course focuses on integrating quantitative and qualitative data analyses to study distributed learning interaction and progress in technology-enriched contexts in schools and beyond. Students conduct research design and analysis, video research, and social network analysis. Prerequisite: This course targets advanced doctoral students who have taken introductory courses about quantitative (e.g. statistics) and qualitative methods (e.g. ETAP 777).