2004-2005 - Barry University

658 Becoming An Accomplished Teacher
This course serves as an introduction towards understanding
what accomplished teachers know and are able
to do as generated by national and state directions
through exposure to the National Board for Professional
Teaching Standards (NBPTS) and Florida’s Professional
Accomplished Practices. The focus of the course
familiarizes students with how to examine their own
teaching practices and the general influences they have
on students’ learning. Performance based documentation,
document selection, reflective writing, and technology
are highlighted.
664 Educational Application of Cognitive
Neuroscience (3)
Relates cognitive, social, moral, and psycho-social
theories of human development to research findings in
brain science. Assesses implications for teaching and
learning during the PreK through early adult years.
Identifies critical periods and windows of opportunity
for specific types of learning with an emphasis on developmental
stages, brain plasticity, and strategies for
effective teacher/student interactions during the different
developmental periods. Explains how learning
changes the brain. Analyzes existing educational practices
and explores ways to use brain research to reshape
classroom teaching practices, enhance growth
in cognitive and emotional intelligence, and more effectively
promote intellectual, moral, and social development
in students.
674 School Law (3)
Examines federal and state education laws with particular
emphasis on Florida school law.
675 School Finance (3)
Examines school finance and school business management
with particular emphasis on procedures for Florida
public and private schools.
676 School Personnel Administration (3)
This course is designed to introduce students to the field
of school personnel administration by providing an indepth
look at those topics the student will utilize within
a school setting. This course encourages reflective
thinking that will assist the student in making ethically
sound decisions in the planning, recruitment, selection,
retention, evaluation and termination processes within
the school environment.
699 Internship in Educational Leadership (3)
Provides leadership experiences in an educational institution
or agency commensurate with the student’s
graduate program, certification objectives, educational
experiences and career goals.
ADRIAN DOMINICAN SCHOOL OF EDUCATION 167
(Because 150 hours of work are required, the student
must contact his/her advisor and begin the internship
in the semester prior to the one in which he/she registers
for the internship.)
701 Advanced Study in Education (Variable
Credit)
Offers opportunities to pursue a research project with
guidance of an advisor in areas of special interest to
the student; approval of program advisor required.
708 Directed Research (3)
Investigates a significant problem in education in the
student’s area of specialization culminating in a project
describing the research. Prerequisite: EDU 601.
716 Advanced Diagnosis and Remediation in
Reading (3)
Examines the administration and interpretation of
assessments that diagnose reading disabilities which
impact the reading process. Development and implementation
of a research-based instructional remedial
program in the K-12 classroom setting. Prerequisite:
EDU 584.
717 Curricular and Supervisory Problems in
Reading (3) (Practicum)
Provides a supervised practicum in an instructional
reading situation. Focus is on the reading teacher using
research-based techniques for working with students,
administrators, other teachers, and the
community in a supervised setting. Prerequisite: Admission
to the M.S. or Ed.S. program in Reading.
718 Developmental Reading (3)
Explores the objectives, techniques, and procedures for
research-based programs of developmental reading in
the K-12 schools. Serves as the foundation of studies
to integrate reading within total academic programs.
Prerequisites: EDU 567 or equivalent and permission
of advisor.
723 Advanced Seminar in Reading (3)
Examines current research and theories in reading. Includes
research-based approaches to restructuring curriculum
to integrate reading and the language arts. The
function and responsibilities of the coordinator or program
administrator as related to classroom reading instruction
are studied. Prerequisite: Permission of
advisor.