ART - Catalog - University of Oklahoma

EDUCATION COURSES
The Uni ver sity of Oklahoma 2006-2008 Gen eral Cat a log
G6523 Production of Educational Media. Prerequisite: 6313 or 6513. For
teachers and instructional technology professionals to increase knowledge
and skills in producing instructional materials for a variety of media. Topics
include visual communication, and the development and manipulation of
graphics, sound, animation, and video. (Sp)
G6533 Designing and Developing Open-ended Learning Environments.
Prerequisite: 6313 and 6343. Overviews major components and key
principles of contructivist or open-ended learning environments (OELES).
Various constructivist assumptions, methods, or models for design and
instruction will be explored. Students will be engaged in various hands-on
multimedia instructional projects to develop constructivist learning
environments and create cognitive tools to facilitate meaning making and
knowledge construction. Macromedia Flash will be introduced as an
additional authoring application to create OELES. (Sp)
G6553 Instructional Television. Prerequisite: 6523 or equivalent
(permission on equivalent), graduate standing. Focus is on production and
utilization of television in instruction for education and training settings.
Topics developed include: television production planning, personnel
functions in television production and use, equipment characteristics,
television equipment operation, program development, directing and
varieties of utilization.
G6613 Research Issues in Instructional Technology. Prerequisite:
doctoral standing. May be repeated with change of content; maximum
credit 12 hours. Examine specified research issues in the field of
instructional technology. Students will read and critique existing research,
as well as identify directions for new and continuing research. (Irreg.)
G6713 Research Issues in Instructional Psychology. Prerequisite:
doctoral standing. May be repeated with change of content; maximum
credit of 12 hours. Examine specified research issues in the field of
instructional psychology. Students will read and critique existing research,
as well as identify directions for new and continuing research. (Irreg.)
G6873 Educational Futurism (Crosslisted with Social Foundations of
Education6873). Prerequisite: graduate standing. Deals with anticipated
social and environmental change created by expanding technology,
cybernation, computers, electronic information systems, mass media and
the like. Treats impact of change on educational institutions and
educational alternatives needed for human survival.
Literacy Education (EDLT)
3183 Theories of Literacy Development for Young Children. Prerequisite:
admission to Teacher Education program; 3253 or concurrent enrollment.
Introduction to the essential concepts of language and literacy learning and
teaching from birth through third grade. Topics include theories of
language and literacy development, components of a literacy-rich
environment, and evaluation of literacy activity. (F)
3253 Understanding and Teaching Children’s Literature. Prerequisite:
admission to Teacher Education program. Introduction to children’s
literature from infancy to middle school, elements of literature, and how to
encourage children’s responses to literature. Topics include understanding
literary genre, the history of children’s literature, book selection, literary
response theory, and the development of a literature curriculum. (F, Sp, Su)
3711 Language and Literacy Practicum I. Prerequisite: 3253 or concurrent
enrollment; corequisite: 3713. Support preservice teachers in making
connections between theories of language and literacy development/assessment
and children’s actual literacy learning processes and products. (F, Sp, Su)
3713 Foundations of Language and Literacy Development and
Assessment. Prerequisite: admission to Teacher Education program; 3253
or concurrent enrollment; corequisite: 3711. Introduce theoretical and
practical information related to language acquisition and development.
Develop foundational knowledge about literacy assessment. (F, Sp, Su)
4201 Language and Literacy Practicum II. Prerequisite: 3713;
corequisite: 4203. Support preservice teachers in making connections
between theories of language and literacy evaluation/instruction and
children’s actual literacy learning processes and products. (F, Sp, Su)
4203 Language and Literacy Evaluation and Instruction. Prerequisite:
3253, 3713; corequisite: 4201. Evaluating literate activity in various
settings, interpret assessment findings and select instructional strategies to
promote literacy development. Explore factors related to language and
literacy evaluation and instruction. (F, Sp)
4303 Methods, Materials, and Organization of Literacy Programs for
Young Children. Prerequisite: 3183. Focuses on supporting literacy
learning in a variety of learning environments for children from birth
through third grade. Emphasis includes developmentally appropriate
teaching strategies and activities, instructional planning, organizing and
managing instruction, planning the overall literacy program, integration of
literacy across the curriculum, and evaluating literacy materials. (Sp)
4313 Language and Literacy in Elementary/Middle School Classrooms.
Prerequisite: 4203, EDEL 4101; corequisites: EDMA 4053, EDSC 4193,
EDSS 4323, ILAC 4043. Explore issues related to planning, organizing, and
implementing an integrated literacy program in elementary/middle schools.
Reflect on field experiences that lead to informed, dynamic teaching and
learning. (F, Sp) [V]
Mathematics Education (EDMA)
3001 Mathematics Education Field Experience Mentoring II. Prerequisite:
admission to Teacher Education program, EDFN 3003; corequisite: EIPT
3483. Mentoring course providing access to and support from mathematics
education faculty for students during their second level field experience.
Students meet with the mathematics education faculty for seminars,
discussions, and demonstrations. (F, Sp)
3053 Problem-Centered Learning Environments. Prerequisite: admission
to Teacher Education program; MATH 1473 and 2213. Designed to engage
the prospective teacher in examining various facets which contribute to
decision making with regard to a learning environment best adapted to the
abilities and needs of each students as a mathematics learner. (F, Sp)
3153 Early Mathematics Concepts. Prerequisite: 3053, Mathematics
2213, 3213. Students will engage in mathematics activities as a basis for
reflecting on and analyzing the learning and teaching of mathematics
appropriate to primary education in order to make decisions with regard to
meeting the needs of young children as mathematics learners. (F, Sp)
4001 Mathematics Education Field Experience Mentoring III.
Corequisite: 4242. Mentoring course providing access to and support from
mathematics education faculty for students during their third level field
experience. Students meet once per month with the mathematics
education faculty for seminars, discussions, and demonstrations. (Sp)
4053 Elementary Mathematics Curriculum. Prerequisite: 3153, EDEL
4101; corequisite: EDLT 4313, EDSC 4193, EDSS 4323, ILAC 4043.
Designed to offer the student means for planning, implementing, and
evaluating mathematics instruction. Examination of the elementary
curriculum will provide the basis for understanding and developing specific
strategies and materials for teaching elementary mathematics. (F, Sp)
†G4242 Fundamental Concepts and Methods of Teaching Secondary
Mathematics. Prerequisite: nine hours of education, senior standing;
corequisite: 4001. Math 4232 is recommended. Fundamental concepts of
mathematics relevant to the secondary school mathematics curriculum; an
overview of the secondary mathematics curriculum, its development and
appropriate instructional methods; current issues in mathematics education
pertinent to the secondary teachers. For major credit only for those in
teacher certification programs. (F)
G5153 Problem-Centered Learning in Mathematics. Prerequisite:
graduate standing. Intended for mathematics teachers at any level, the
course is designed so participants can engage in non-routine problem
solving as a basis for examining and reflecting on such an approach to the
teaching and learning of mathematics. (Irreg.)
G5523 Elementary School Mathematics Curriculum. Prerequisite:
graduate standing. Analysis of research, trends, and issues in elementary
mathematics teaching. Special attention is given to the research and
theoretical bases underpinning curricula. (Irreg.)
G5533 Middle School/High School Mathematics Curriculum.
Prerequisite: graduate standing. Analysis of research, trends, and issues in
middle school and high school mathematics teaching. Special attention is
given to the research and theoretical bases underpinning curricula. (Irreg.)
G5753 Theory and Research in Mathematics Education. Prerequisite:
graduate standing. Designed to enhance appreciation for and
understanding of research methods and findings in mathematics education.
Students explore the history of research in mathematics education, discuss
various theories of mathematics learning and understanding, evaluate,
synthesize, and critique mathematics education research, understand a
variety of research methodologies, and conduct original research. (Irreg.)
69 Course Descriptions