Psychology of the Gifted will provide an opportunity to examine the issues that educators need to know about the social and emotional development and needs of gifted children. Giftedness is much more than the ability to excel with grades and tests. Participants will examine varying definitions of giftedness and personal beliefs that support and advocate for gifted children or become barriers to them. This class will examine how gifted students perceive themselves, and how pressures, anxiety or outside influences impact the fulfillment of their potential.

The course is designed to provide teachers the opportunity to gain deeper understanding of the art of teaching writing. Current research and theory will provide a foundation of knowledge to effictively teach writing as a communication tool. Content will include the following: reading-writing-speaking connections; the stages of spelling development; the writing process; qualities of effective writing; writing conferences; and an exploration of different types of writing.

Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades K-8 from individual to group and from formal to informal to alternative are covered. Profienciency in prescribing and communicating corrective instructional reading and writing plans and activities to support childrens reading and writing development will be studied. Restricted to students admitted to reading licensure/endorsement program.

Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades 5-12 from individual to group and from formal to informal to alternative are covered. Profienciency in prescribing and communicating corrective instructional reading and writing plans and activities to support childrens reading and writing development will be studied. Restricted to students admitted to reading licensure/endorsement program.

Development of the basic concepts for the creation of a quality managed classroom. Three critical areas of quality management will be explored: 1) building a quality classroom work, 2) defining quality classroom work, 3) creating quality classroom relationships.

Development of a knowledge base and the skills necessary to help students become high quality self-assessors. Strategies to move from inspectorship management to student self-management will be developed. Principles of Control Theory will be introduced to assist students in taking more effective control of their lives.

The relationships between the teacher and her/his students, between students and their work, and between the students themselves have a direct effect on the amount of learning that takes place. This class focuses on teaching effective problem-solving strategies using the Choice Theory communication model. This model helps students take more responsibility and ownership over their learning and behavior. It also helps them to be more successful in all the areas of their lives.

Effective preventive and corrective strategies are examined in the context of developing a classroom management style that promotes the growth of responsible behavior within the learning environment. The outcomes of reward and punishment management will be thoroughly analyzed and replaced with a non-coercive style.

This course will explore the current development and practice of adolescent literacy in a changing world. Globalization means middle and high school students will find themselves in a world that requires ingenuity, imagination, and empathy, and will require employees who are willing to take risks and work cooperatively. With this in mind, this course will use a variety of texts to synthesize literacy strategies about reading, writing, speaking and thinking in the adolescent world, including how to adapt to the increase of technology in everyday use.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrars office current class schedules Web page for specific semester description.