ETAP Courses

Undergraduate Courses

200 Level Courses

ETAP 201 Exploring Teaching as a Profession (3)
Review and exploration of contemporary education with a major focus on the secondary school. Emphasis on concepts of schooling, changing role of teachers, restructuring schools, and teaching as a career. Examine theories of teaching and learning for the purpose of challenging assumptions about today’s schools and extending expectations concerning tomorrow’s schools.

ETAP 212 Teachers' Lives (3)
This 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.

400 Level Courses

ETAP 403 Issues in Urban Education (3)
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 404 (formerly E EDU 440) Teaching in Urban Schools: Strategies for Implementing the New York State Learning Standards (3)
An examination of effective instructional strategies for meeting the New York State Learning Standards in urban schools. The course will review the Learning Standards, demonstrate pertinent strategies that may be appropriate in urban schools, and provide practical experiences in developing lesson plans. Subject area will vary.

ETAP 487 (= E PDE 487) Institute in Education (2–9)
A special program, not part of the pattern of regular offerings, designed to meet particular nonrecurring needs. Available for department use and subject to department approval.

ETAP 497 Independent Study in Teacher Education (2–6)
Independent reading, study, and research in teacher education. Prerequisite(s): senior standing and consent of Department of Educational Theory and Practice.

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Graduate Level Courses

500 Level Courses

ETAP 500 Academic Writing in English as a Second Language (3)
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 The Teaching of English to Speakers of Other Languages (3)
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 502 Social Concerns in Schools (3)
Analysis of the complex social issues of drug abuse, child abuse, teenage depression and suicide, teenage pregnancy and HIV/AIDS. Designed for prospective teachers to develop their skills and understanding of classroom concerns.

ETAP 502Q Child Abuse ID and Reporting (0)
This zero-credit, fee-based (a fee will be assessed) seminar satisfies the New York State Education Department requirement (for people seeking initial/provisional teacher certification) of two clock hours of coursework or training regarding the identification and reporting of suspected child abuse or maltreatment. It is conducted by a certified trainer, and involves instruction, readings, and an exam.

ETAP 503 Issues in Urban Education (3)
This course explores how social, political and economic conditions impact schools serving children and youth from inner city neighborhoods. Special attention is paid to individual family and community assets and the development of school/community programs that enhance the academic strengths of urban children and youth. Graduate students are expected to complete a systematic review and critique of research on a specific issue in urban education and propose a research study dealing with the issue. Prerequisites: Admission to a graduate program in an allied field and/or admission to the Graduate Certificate Program in Urban Education.

ETAP 504 Institute “Teaching in Urban Schools: Strategies for Implementing the New York State Learning
Standards” (3)

An examination of effective strategies for meeting the New York State Learning Standards in urban schools. The course will review the Learning Standards, pertinent strategies that may be appropriate in urban schools and provide practical experiences in developing lesson plans. Subject area will vary.

ETAP 510 Fundamentals of Program Development (3)
Examines and identifies the concepts, principles, and models of curriculum and the interrelationships of these elements in developing programs and evaluating them.

ETAP 512 Teachers in Context (3)
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 518 Principles and Issues in Secondary Education (3)
Goals and structure of the public schools and their relation to social purpose. Examination of selected problems and principles that influence the role, responsibility, and opportunity of the teacher in relation to curriculum planning and teaching in the secondary school. Not open to students with credit in Est 300.

ETAP 519 Learning in the Academic Disciplines (3)
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 520 Communication, Technology and the Knowledge-Building Enterprise (3)
This course examines pivotal historical forces and moments in which the intersections of culture, technology, and communications worked to reshape knowledge generation. Through readings in history, anthropology, ethics, education, and cultural criticism, this course explores how discovery, innovation, and invention over time led to the formation of what we know and how we know it.

ETAP 521 Internet for Educators (3)
This course immerses students in the growing knowledge of the Internet and its application to education. Emphasis will be placed on navigational techniques geared towards locating useful education websites and relevant evaluative frameworks. Pedagogical theories will be covered and applied to Internet technologies as they are integrated into such frameworks.

ETAP 522 Mass Communications and Education (3)
Implications of mass communications for education, social learning from mass media propaganda, media literacy, information technologies and communications revolution, and their effects on teaching and learning.

ETAP 523 Media in Teaching and Learning (3)
Design and use of media for teaching and learning; characteristics, sources, selection, creation and evaluation of non-print educational materials.

ETAP 524 Integrating Technology Across the Curriculum (3)
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 525 Educational Television Production I (3)
Introduction to uses of video production for educators; design and production techniques, field and studio productions, classroom uses of video production.

ETAP 526 Educational Computing (3)
Overview of computing in education; introduction to computer software, application packages, programming, hypermedia, and telecommunications. Project required. May not be taken for credit by students who have completed ETAP 426.

ETAP 527 Teaching and Learning with Logo (3)
Introduction to Logo programming and its uses in the classroom; Logo research. Prerequisites: ETAP 526 or permission of instructor.

ETAP 528 Issues in Innovative Multimedia Design and Implementation (3)
This course highlights processes of technological innovation in various educational contexts. Course activities and projects focus on dilemmas in adapting theories of instructional design to educational practice. Students will work with professionals, including policy makers, video producers, publishers, school district administrators, and multimedia designers from local, regional, and national contexts, currently applying technological solutions to educational problems. Students will develop generalized insights about technological innovation through case studies.

ETAP 529 Introduction to Distance Learning (3)
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 530 Reading and Writing Across the Curriculum (3)
This course addresses the theory and practice of literacy learning and instruction within and across the disciplines. Focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts. Includes developing research-based models for integrating reading and writing into content study and for communicating beyond the school setting.

ETAP 536 Second Language Learning (3)
Theories of language acquisition, psycholinguistics, and sociolinguistic aspects of second language learning. Effects of age, motivation, learning styles, and personality on language learning processes. Acquisition of reading and writing skills. Prerequisite: Consent of instructor.

ETAP 547 Analysis of Education Materials (3)
Students will become familiar with and use professional standards and evaluative criteria for subject matter content and pedagogical practices in their teaching specialties. Students will use these criteria to asses the quality of educational materials and their potential to enhance student achievement.

ETAP 550 (Eng 552, Lin 552) Approaches to English Grammar (4)
Traditional and modern methods of syntactic analysis developed and compared. Philosophical, linguistic, and practical problems associated with linguistic description. Texts will normally include a high school grammar and a current (e.g. transformational) treatment of English syntax.

ETAP 552 Instructional Materials and Their Design (3)
Classification and analysis of instructional materials including sources of ideas and criteria for evaluation. Production of supplemental materials to match specific teaching situations. Prerequisite: Consent of instructor.

ETAP 552F Instructional Materials and Their Design: Foreign Languages (3)

ETAP 552H Instructional Materials and Their Design: Social Studies (3)

ETAP 552L Instructional Materials and Their Design: English (3)

ETAP 552M Instructional Materials and Their Design: Mathematics (3)

ETAP 552R Instructional Materials and Their Design: TESOL (3)

ETAP 552S Instructional Materials and Their Design: Science (3)

ETAP 571 (Spe 571) Assistive Technlogy for Students with Disabilities (3)
Course is for classroom teachers who are interested in learning about assistive technology and how technology can provide access to curriculum, facilitate communication, and help students overcome physical and sensory barriers. The course will discuss assistive technology legislation and its implications for scholl districts, strategies for integrating assistive technology into the classroom and into an individual student's IEP, and demonstrate how technology can facilitate the education of students with disabilities in both self-contained and inclusive settings.

ETAP 580 Introduction to Classroom Research (3)
Designed to acquaint the classroom teacher with sources of research on teaching and learning, with emphasis on developing strategies for improving classroom practice, particularly through action research.

ETAP 590 Graduate Student Teaching I (6)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.

ETAP 590F Teaching Middle School World Languages: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in French and Spanish. Emphasis on middle 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 middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.

ETAP 590H Teaching Middle School Social Studies: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Social Studies. Emphasis on middle 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 middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.

ETAP 590L Teaching Middle School English: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and teamteaching full-time experience. Study of pedagogy and principles of instruction in English. Emphasis on middle 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 middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.

ETAP 590M Teaching Middle School Mathematics: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Mathematics. Emphasis on middle 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 middle school. Prerequisites: Admission to the Master of Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.

ETAP 590S Teaching Middle School Science: Methods and Guided Field Experience (6)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Science. Emphasis on middle 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 middle school. Prerequisites: Admission to the Master of Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department.

ETAP 598 Directed Field Experience in Education (3)
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 598F Directed Field Experience in Education: Foreign Languages (3)
Primarily for students working toward the master's degree. Observation-participation in and analysis of professional on-site activities. Prerequisites: 12 credits of graduate study in an approved program and/or permission of instructor.

ETAP 598H Directed Field Experience in Education: Social Studies (3)
Primarily for students working toward the master's degree. Observation-participation in and analysis of professional on-site activities. Prerequisites: 12 credits of graduate study in an approved program and/or permission of instructor.

ETAP 598S Directed Field Experience in Education:
Science (3)

Primarily for students working toward the master's degree. Observation-participation in and analysis of professional on-site activities. Prerequisites: 12 credits of graduate study in an approved program and/or permission of instructor.

ETAP 598M Directed Field Experience in Education: Mathematics (3)
Primarily for students working toward the master's degree. Observation-participation in and analysis of professional on-site activities. Prerequisites: 12 credits of graduate study in an approved program and/or permission of instructor.

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600 Level Courses

ETAP 607 Mentoring of Teachers (3)
Focuses on development of theoretic frameworks of mentoring drawn from research/literature that frames understanding of teaching and mentoring; practice reflecting on one's own teaching as a prerequisite to aiding new teachers; and critical reflection of teachers' practice as mentors. Assumes that mentoring must be learned even by skilled teachers.

ETAP 610 (Rdg 610) Literacy in Society (3)
Provides opportunities for building shared understanding among teachers working with students across grade levels. Involves critical examination of social aand linguistic perspectives on language and literacy. Addresses the relationship among schooling, literacy, and social and cultural life. Encompasses family literacy, media studies, and the nature and significance of sociocultural and linguistic diversity.

ETAP 611 Interpretation of Research for Curriculum Development (3)
Reading and criticism of research reports in the areas of curriculum, instruction, supervision and evaluation. Introduction to differing types of research with emphasis upon logical approach to inquiry methods. Case study approach to criticism.

ETAP 612 Mathematics in the Elementary School (3)
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)
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 618 The Secondary School Curriculum (3)
History, development, comparative programs; limitations and weaknesses of the secondary school curriculum; scope and organizational problems; evaluation; improvement projects; factors in selection of content. Role, responsibility, and opportunity for the teacher.

ETAP 620 Cooperative Learning and Instructional Technology (3)
This course is designed to facilitate understanding of current issues in and strategies for implementing cooperative learning strategies to integrate technology in classroom teaching and learning. Coursework will include reading and reflecting on the work of prominent authors in the field and hands-on experiences with cooperative learning and technology.

ETAP 621 Understanding Learning and Teaching (3)
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 622 Hypermedia Design and Production for
Educators (3)
Introduction to hypermedia design issues through experience with hypermedia authoring. Emphasis on graphical design, navigation, and structural issues. Prerequisite: ETAP 523 and ETAP 623, or permission of instructor.

ETAP 623 Systematic Design of Instruction (3)
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 624 Teaching and Learning in Immersive Environments (3)
This course is offered online through the Blackboard Learning System. This course explores a variety of 2D and 3D virtual worlds including those designed for children. Research and theory about games and simulations, their pedagogical, social, interpersonal, cultural, instructional, and technical implications.

ETAP 625 Educational Television Production II (3)
Advanced video production for educators; advanced design and production techniques, field and studio productions, use of video in multimedia and telecommunications. Prerequisites: ETAP 525 or permission of instructor.

ETAP 626 Educational Telecommunications Design and Production (3)
Design and production techniques for the Internet and the World-Wide Web; web site development, desktop video conferencing, emerging interactive environments. Prerequisites: ETAP 526 or permission of instructor.

ETAP 627 Teaching Science for Conceptual Change (3)
An examination of "troublesome" science concepts in elementary and secondary curricula, and ways in which science instruction can promote conceptual change. An examination of the literature, lecture, discussion, hands-on activities, interviews, and a major project. Emphasis on physical science examples.

ETAP 628 Instructional Design for Technology (3)
Principles of instructional design for use with the microcomputer and other electronic media. No technical background required. Focus on concepts in instructional design and practical application to instructional technology.

ETAP 630 (Rdg 630) The Development of Literate Thought: Social and Historical Roots (3)
General foundation for understanding the conceptions, uses and changing demands of literacy as they interact with conditions within society and schools. Exploration of the uses of literacy within the home and community in terms of their contribution to the academic context that an individual encounters as well as the perceptions and learnings that ensue.

ETAP 631 Introduction to Language in Education (3)
Exploration of language use and language development as they relate to general issues in teaching and learning. Examination of ways in which such fields as linguistics, philosophy, and psychology approach a shared problem-area through study of major works in a variety of disciplines.

ETAP 632 (Rdg 632) Sociolinguistic Perspectives on Literacy (3-4)
Language diversity among students and implications for literacy acquisition. Issues associated with bilingualism nonstandard dialects, inter-cultural communication, and the development of reading and writing abilities. Discourse structures and learner strategies across cultures.

ETAP 633 (Rdg 633) Cultural Diversity in Education (3)
An exploration of culture in formal and informal educational settings. An introduction to perspectives on race, ethnicity and cultural diversity as related to teaching and learning.

ETAP 634 Using Media in the Language Classroom (3)
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 635 Teaching Methodology for LEP Children (3)
Advanced TESOL methods for students seeking NYS certification and students in related fields. NYS standards, assessments, incorporating content into language instruction. Students will gain expertise in state regulations, working with parents, school boards, mainstream teachers and administrators as well as in practical pedagogy for Limited English Proficient (LEP) children K-12.

ETAP 636 Pragmatics (3)
The course discusses the relation between linguistic forms, contexts and speakers to give an account of language use of both native and non-native speakers. Prerequisites: one linguistics course or language-related course.

ETAP 638 (Rdg 638) Media Literacy (3)
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.

ETAP640 Introduction to Online Teaching (3)
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 641 Evaluation Concepts and Practice (3)

Introduction to concepts and practice of evaluation in education and human services. Emphasis will be on issues and procedures in planning and conducting an evaluation and reporting evaluation results. Designed as a master's-level course.

ETAP 650 Educational Computing in the Math/Science
Class (3)
Extended skills in the use of technology for the teaching and learning of mathematics or science. For the mathematics or science teacher seeking to learn strategies for the integration of computers or calculators into educational practice. Individual projects and laboratory experiences. Prerequisite: ETAP 426 or 526 or the equivalent.

ETAP 651 Microcomputers in the Math/Science Class III (3)
Advanced programming in BASIC. Emphasis on graphics, animation, and sound. Introduction to machine languages. Curriculum design and implementation related to mathematics/science. Laboratory experiences. Prerequisite: ETAP 650 or equivalent.

ETAP 652B Perspectives in Bilingual Education (3)
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)
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)
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)

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)
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)
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 653 Language, Literacy and Technology (3)
This course explores the many and important roles electronic texts play in the development of contemporary readers and writers. How technologies affect language and literacy development in native, foreign, and second languages will be studied.

ETAP 654 (Rdg 655) Emergent Literacy (3)
Language and literacy development in young children is examined in everyday contexts, in out outside the home. The reciprocal relationship between early writing and reading is emphasized, as is a serious reconsideration of some long-held notions, such as reading readiness, pre-reading, or pre-requisite skills.

ETAP 655 Contemporary Patterns in Teaching (3)
Curriculum projects, advanced techniques, specialized equipment and media materials, examination of research findings in teaching academic disciplines. Implications for individualizing instruction. Prerequisite: Provisional certification or equivalent.

ETAP 655B Contemporary Bilingual Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in bilingual education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12 and other TESOL professionals.

ETAP 655F Contemporary World Language Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in world language education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included new trends in the communicative approach, integrating technology, and new assessments.

ETAP 655H Contemporary Social Studies Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in social studies education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included global studies and culture, integrating technology, and document-based assessment.

ETAP 655L Teaching Composition in the Secondary
School (3)

Focus on current theory, research, and pedagogy in teaching writing to adolescents. Designed for beginning and advanced classroom teachers, the course examines research-based models for teaching writing, the impact of culture, context, and technology on writing, and the impact of state and national standards on the writing curriculum.

ETAP 655M Contemporary Mathematics Education (3)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in mathematics 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 mathematics, and new assessments.

ETAP 655S Contemporary Science Education (3)
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. Recent topics have included teaching through inquiry, integrating technology, writing in science, and new assessments.

ETAP 655T Contemporary Patterns in Teaching: Perspectives in Language and Culture Education (3)

ETAP 657 (Rdg 657) Reading in a Second Language (3)
Provides an overview of issues in teaching and learning to read and write a second language by young children, adolescents, and adults. Considers the differences across languages in spoken and written form, the nature of second language acquisition, the range of programs in place to foster second language literacy, and perspectives on optimal instruction.

ETAP 658 Topics in Interpreting Academic Disciplines (1-3)
Current research and/or development topics in the academic disciplines and their related technologies, selected so as to be of interest to teachers. May be repeated to a total a 9 credits. Prerequisite: Undergraduate major in a related field.

ETAP 658D Topics in Interpreting Academic Disciplines
(1-3)

ETAP 658F Interpreting World Languages in Educational Settings (1-3)
Examination of current changes/developments in the content or curriculum of Social Studies and related technologies. Topics are selected to be of interest to K-16 teachers. Links between content and pedagogy are explored. Sample topics: politics of dialects, multiculturalism, and language evolution.

ETAP 658H Interpreting Social Studies Content in Educational Settings (1-3)
Examination of current changes/developments in the content or curriculum of Social Studies and related technologies. Topics are selected to be of interest to K-16 teachers. Links between content and pedagogy are explored. Sample topics: diversity, multiculturalism, rise of new countries, and global economic trends.

ETAP 658L Interpreting English/Language Arts Content in Educational Settings (1-3)
Examination of current changes/developments in the content or curriculum of English/Language Arts and related technologies. Topics are selected to be of interest to K-16 teachers. Links between content and pedagogy are explored. Sample topics: role of the "classics", role of linguistics and grammar, and media as literature.

ETAP 658M Interpreting Mathematics Content in Educational Settings (1-3)
Examination of current changes/developments in the content or curriculum of mathematics and related technologies. Topics are selected to be of interest to K-16 teachers. Links between content and pedagogy are explored. Sample topics: fractals, topology, chaos and complexity, and role of procedures in an electronic age.

ETAP 658S Interpreting Science Content in Educational Settings (1-3)
Examination of current changes/developments in the content or curriculum of Science and related technologies. Topics are selected to be of interest to K-16 teachers. Links between content and pedagogy are explored. Sample topics: gene-mapping, naïve/alternative theories, and kingdom reclassification. Prior registration with the Director of Professional Development and Field Experience.

ETAP 659 Language Testing (3)
Theory and practice of test construction, scoring, and interpretation in language arts both as mother tongue and as second/foreign language.

ETAP 680 Research Seminar: Critical Introduction to Educational Research Paradigms (3)
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 681 Research Seminar: Research in Practice (3)
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.

ETAP 682 Seminar in Teaching the Disadvantaged
Learner (3)

Comprehensive examination of the research in the critical areas related to the development and implementation of curriculum for the disadvantaged learner.

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

ETAP 686 Seminar-Gifted and Talented (3)
Examination of problems and patterns in curriculum and instructional development as they relate to the gifted child.

ETAP 687 Institute for Educational Theory and Practice (2-9)
A variety of special courses are offered under the institute title.

ETAP 690 Graduate Student Teaching II (9)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Requires full-time work in the schools. Prerequisites: Acceptance in teacher education program; successful completion of Student Teaching I; maintenance of appropriate GPA overall, in major and in education courses; and prior registration with the Director of Professional Development and Field Experience.

ETAP 690F Teaching High School World Languages: Methods and Guided Field Experience (9)
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)
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)
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)
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)
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 692M Graduate Practicum in Teaching:
Mathematics (9)

ETAP 692S Graduate Practicum in Teaching: Science (9)

ETAP 695 Master's Internship in Educational Theory and Practice (2-6)
Planned professional experience in a specialty area in Educational Theory and Practice. Faculty guidance prior to registration, the student should prepare a proposal for approval by the instructor.

ETAP 696 Reflective Practice (1-6)
Systematic analysis of educational practice in a mentored environment. This course provides frameworks and approaches to help experienced educators articulate the dimensions of successful practice through a close examination of their own activities. May be repeated for up to 12 credits with permission of instructor.

ETAP 697 Independent Study in Educational Theory and Practice (2-6)
Supervised independent study in master's-level programs.

ETAP 697L Independent Study in Educational Theory and Practice: English (2-6)

ETAP 697T Independent Study in Educational Theory and Practice: English as a Second Language (2-6)

ETAP 697F Independent Study in Educational Theory and Practice: Foreign Languages (2-6)

ETAP 697S Independent Study in Educational Theory and Practice: of Science (2-6)

ETAP 697H Independent Study in Educational Theory and Practice: Social Studies (2-6)

ETAP 699 Master's Thesis in Educational Theory and Practice (2-6)

Intended for students in the master's programs.

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700 Level Courses

ETAP 703 Principles of Supervision (3)
Examination of alternative models for curriculum and instructional improvement leadership. Analysis and evaluation of current literature and research on leadership and supervision. Integration of contributions from psychology, sociology, political and organizational science, and personality research in behalf of a theoretical base for management and improvement activities.

ETAP 710 Principles of Curriculum Development (3)
Conceptual analysis of curriculum and other educational program elements and rational relationships among them, including educational goals, instructional plans, program evaluation, managerial planning, content sources, and criteria for selection and organization.

ETAP 714 Recurrent Issues in Program Development (3)
Current program development issues with focus upon historical antecedents. Attention to social and school milieu from which issues have emerged. Emphasizes historiographic methods and research.

ETAP 719 Curriculum and Instruction in Higher
Education (3)

Evolution and status of instructional programs and practices in American higher education. Theoretical and practical considerations in program revision and instructional improvement.

ETAP 720 Instructional Theory and Practice (3)
Conceptualizations, theories, and models of instruction and their application to practice and research. Research as a means of studying instructional issues.

ETAP 723 Seminar in Technology and Education (3)
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.

ETAP 731 (Rdg 755) Theory and Research in Teaching Writing (3)
Examination of classic papers as well as significant recent research in the various domains of research on writing. Topics include developmental processes, instructional approaches, cultural and linguistic influences, effects of technology, writing in multilingual settings, writing and learning, writing in academic disciplines, and assessment.

ETAP 732 (Rdg 755R) Theory and Research in Teaching Literature (3)
Presentation of a theoretical overview concerning the teaching of literature K-12 together with a review of the latest research in the reading of literature. Emphasis on crucial issues that need to be researched and on the various methodologies that might be used in research.

ETAP 734 (Rdg 755S) Oral and Written Language (3)
Overview of the social and psychological factors that underlie patterns of oral and written discourse in classroom settings as they support or impede literacy learning. Basis of the belief that literacy learning is socially based and that this foundation affects cognitive behaviors and communicative interactions during instructional events.

ETAP 735 Sociocognitive View of Instruction (3)
Presentation of a theoretical framework from which to consider development and instruction. Based on Vygotskian and other social cognitive perspective of the social genesis of learning, focus on the view that learning occurs in settings where language is used among teacher and student to refine and develop new ways of thinking and doing.

ETAP 740 Principles of Program Evaluation (3)
Approaches to the evaluation of curricular and instructional aspects of demonstration projects and on-going programs. Problems in instrumentation, analysis, and reporting of product and process evaluations at formative and summative stages.

ETAP 741 Advanced Issues in Methodology I (3)
Survey of advanced issues in the design of research evaluation and measurement with emphasis on the appropriate selection and use of these techniques in applied settings. Problems and issues related to selection, application and communication of methodology stressed. Prerequisite: ETAP 740, E Psy 530, or permission of instructor.

ETAP 742 Advanced Issues in Methodology II (3)
Selected topics dealing with the selection, interpretation, and communication of findings that result from research or evaluation in applied settings. Emphasis on determining appropriate methods of analysis communicating and documenting these needs, interpreting the analysis in client/lay languages. Prerequisites: ETAP 740, E Psy 630, and either E Psy 731 or 733/734 (or equivalents) prior to or concurrently or by permission of instructor.

ETAP 743 Meta-Analysis and Literature Review in Educational Research (3)
Examines strategies for literature review as a systematic scholarly activity. Articulates strategies appropriate for different types of literature review and promotes critical examination of published reviews. Critically examines approaches to literature review that are sensitive to the probabilistic nature of research findings. Meta-analytic techniques are reviewed with guided experiences in application.

ETAP 747 Program Evaluation in International Settings (3)
An examination of concepts and issues in the conduct of program evaluation in international settings, with particular attention to developing country settings. Prerequisite: ETAP 541, ETAP 740, or permission of instructor.

ETAP 750 Curriculum and the Academic Discipline (3)
Examination of conceptual structures in academic disciplines as a basis for curriculum development. Comparisons of the content and structure across disciplines. Prerequisite: Consent of instructor.

ETAP 751 Instruction in the Discipline (3)
Theoretical basis for, and critique of, existing practices in instructional strategy design in an academic discipline. Prerequisite: Consent of instructor.

ETAP 770 Frameworks for Teacher Professional Development (3)
Examines different models of and theoretical frameworks for teacher professional development. Models include various forms of teacher research, mentoring, teacher leadership programs, reflective teaching groups, teacher study groups, and book groups. Frameworks for understanding these models will include concepts of teacher learning, learning organizations, and policy.

ETAP 771 Research Design Seminar in Educational Theory and Practice (3)
Intended for dissertation proposal preparation. Guidance and feedback on defining an appropriate problem and considering alternative methods. Dissertation procedures including committee formation, proposal submission, and human subjects review. May be repeated for up to 9 credits.

ETAP 772 Inquiry Skills in Program Development II (3)
Problems and issues related to research in program development and evaluation: problem identification and statement, instrumentation selection and design, use of computer application packages for data analysis, data interpretation and presentation. Prerequisite: ETAP 771 or equivalent.

ETAP 773 Foundations of Research in Curriculum and Instruction (3)
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 776 Theory and Practices of Interviewing in Interpretive Research (3)
This course examines the theoretical underpinnings of interviewing, including the relationship between language and knowledge, the social construction of knowledge, and political and ethical dimensions. A number of types of interviews will be considered. The course provides opportunities for understanding of theory and the development of skills.

ETAP 777 Qualitative Research Methods (3)
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 778 (Rdg 778) Qualitative Research Field
Methods (3)

Focuses on data interpretation and representation. Frameworks for analyzing and interpreting data are examined with emphasis on both theoretical perspectives and practical applications. Forms of representation are emphasized as a critical aspect of knowledge generation. Prerequisite: ETAP 777 or consent of instructor.

ETAP 780 Research Practicum in ETAP (3)
Designed for students who wish to participate in research projects directed by faculty. Experiences include library research, study of measurement instruments, training in administration of instruments, scoring and analysis of results, and participation in data collection and analysis. Prerequisite: Consent of instructor.

ETAP 780F Research Practicum in ETAP: Foreign Languages (3)

ETAP 780H Research Practicum in ETAP: Social Studies (3)

ETAP 780M Research Practicum in ETAP: Mathematics (3)

ETAP 780S Research Practicum in ETAP: Science (3)

ETAP 791 Field Study and Practice in ETAP (4-6)
Particularly for those who plan to meet full-time study requirements by consecutive summer school attendance. Students develop projects with advisor in the University and with supervising personnel in the field. Related reading and analysis. Prerequisite: Consent of department.  

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800 Level Courses

ETAP 810 Seminar in Curriculum Development (3)
In-depth study of a selected issue in the field of curriculum. Issue to be selected by instructor. Prerequisite: ETAP 710.

ETAP 811 John Dewey and the Roots of Progressive Education (3)
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 820 Seminar in Instructional Design (3)
Study of instructional designs and applications of recent models of instruction; examination of instructional strategies in the light of program objectives and staff development requirements for installation and implementation of selected models. Prerequisites: ETAP 710 and 720.

ETAP 821 Models of Instruction (3)
Integrative seminar in instructional design: ways of building integrated design models from otherwise unconnected research; selected models of instructional design examined. Emphasis on practical applications of the models and the generation of research related to the models Prerequisite: ETAP 820 or equivalent.

ETAP 822 Relational Context of Teaching and Learning (3)
This course examines the relational context in which learning and teaching take place. Students will investigate and define the concept of "relationships" and identify aspects of relationships that can support and impede one's capacity to learn. The course will examine theoretical foundations for understanding the concept of relationships, investigate the connection between relationships and learning, and examine teaching-learning relationships from both the perspective of teacher and learner. Prerequisite: Doctoral student, permission of instructor.

ETAP 823 Development of Thought and Language in Social Context (3)
Readings on recent theoretical perspectives on phylogenetic and ontogenetic development of thought and language. Focuses on human capacity for symbolic represertation and how theories of mind explain this capacity. Also considers implications of learning language and other symbol systems. Prerequisite(s): ETAP710, 720, 740 or equivalents.

ETAP 825 Creativity, Learning, and Knowledge Media (3)
Education needs to prepare students for a knowledge-based society in which knowledge creation pervades. What do we know about creativity? How can we bring knowledge-creating processes into schools? How might new technologies help? This specialized course will explore these issues based on the latest research on creativity, learning, and technology.

ETAP 826 Advanced Methods for Studying Learning in Technology-Enriched Contexts (3)
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).

ETAP 830 Advanced Seminar in Language in Education (3)
Forum for the discussion and critical review of recent theoretical and research concerns in the field of language in education. Critical analysis of issues, assumptions, methodologies, and findings of current importance as they relate to an increased understanding of theory and practice. May be repeated for credit.

ETAP 840 Seminar in Program Evaluation (3)
Consideration of the concepts and methods employed in the negotiation, design, implementation, and report of educational program evaluations. Emphasizes applications in fieldwork settings. Prerequisites: ETAP 740 and 3 credits statistics, 3 credits measurement or equivalent.

ETAP 841 Advanced Seminar in Program Evaluation (3-9)
Exploration through reading and dialogue, special topics and issues in the field of program evaluation. Topics chosen in accordance with faculty and student interests and emphasize contemporary conceptual issues in the field. Exposure to current and ongoing research with emphasis on theoretical models and ideas. Prerequisite: ETAP 740 or permission of instructor.

ETAP 848 Practicum in Program Evaluation (2-4)
Opportunity to integrate theory and practice through the conduct of evaluation studies in a supervised setting for advanced students of program evaluation.

ETAP 850 Research Seminar in Teaching and Learning an Academic Discipline (2-4)
A study of current research, theory and/or philosophy in the teaching and learning of language, mathematics, science or other academic discipline. Prerequisite: Consent of instructor. May be repeated for a total of 9 credits. Graded S-U.

ETAP 880 Dissertation Seminar in Curriculum and Instruction (3)
Examination of curriculum, instruction, supervision, and evaluation issues.

ETAP 881 Studies in Literacy, Languages and Cultures (3)
Seminar: Exploration of theoretical and practical issues with respect to literacy in various societies, with particular respect to reading and writing. Examination of issues in this philosophical, social, psychological, historical, linguistic and cultural perspective. Prerequisite: Permission of instructor. Students should demonstrate knowledge and experience in linguistics, reading, rhetoric, literary theory, or cross-cultural studies.

ETAP 882 Dissertation and Professional Preparation: A Proseminar (1-3)
Helps students gain knowledge, skills and practice in scholarly thought needed for dissertation work and professional life. Course goals: to help students update their knowledge of recent research, hone their ability to critique research, apply this knowledge in their own areas, become fluent in dissertation and publication writing. Prerequisite: Permission of instructor. May be repeated with consent of the instructor.

ETAP 887 Institute in Education (1-9)
A special course, not part of the pattern of regular offerings, designed to meet non-recurring needs.

ETAP 890 Research and Independent Study in Teaching and Learning an Academic Discipline (2-6)
Planned intensive scholarly or research experience in an area related to education and designed to meet the student's scholarly interests. Faculty guidance. Prior to registration in 890, the student should prepare a proposal for approval by the instructor and the major advisor. Graded S-U.

ETAP 895 Internship in Educational Theory and Practice
(1-6)

Planned experiences which emphasize the student's professional objective. Includes a seminar.

ETAP 897 Directed Readings in Educational Theory and Practice (3-12)
Independent reading in preparation for Departmental examinations and the development of a dissertation proposal. Prerequisites: Completion of course work, approval of advisor.

ETAP 899 Doctoral Dissertation in Educational Theory and Practice (1)
Load graded. Appropriate for doctoral students engaged in research and writing of the dissertation. Prerequisite: Admission to doctoral candidacy.