This course aims to help educators understand how to provide quality instruction for diverse learners in schools and classrooms that are becoming increasingly multicultural. In the course, students explore theories of culturally responsive/sustaining teaching and how they can be applied to help diverse learners (including but not limited to ethnically, culturally, and linguistically diverse students) feel valued and successful in classrooms.

This course is for current and future teachers seeking to learn about second language acquisition (SLA) and how it relates to English learners. We learn existing theories of how students learn and acquire a second language, as well as individual, cultural, and contextual factors that influence language learning. We explore how theories about L1 learning are related to SLA theories and how L1s might or might not be reflected in school language.

This course is designed for current and future teachers seeking to learn how to instruct English learners. Students will explore the WIDA Essential Actions and ELD Standards, learn about various current and historical ESL instructional models, and will consider how the four language skills are taught within classrooms to ELs. Students will also learn about collaborative practice as ESL teachers working with grade-level or content-area teachers.

Students analyze mathematical behavior and problem solving, examine the latest thinking regarding school mathematics, explore the uses of technology to enhance mathematics learning and teaching, and plan and teach mini-lessons demonstrating instructional competence. Emphasizes the understanding and application of Mathematics. Prerequisite: Admission to the Teacher Education Program or Instructor Permission.

The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.

This course focuses on dual-language curriculum and instructional methods. Students will learn to serve multilingual students/families in culturally responsive ways aligned with SLA principles. It includes exploration of WIDA, and Virginia's SOLs and Early Learning & Development Standards. Students may also complete a dual-language practicum for endorsement.

Designed for teachers, administrators, parents, and others who work to develop talent in diverse high potential learners. Investigates the social and emotional development and counseling issues of preK-12 learners, implications of similarities/differences between gifted and other students, characteristics of positive learning environments, and evidence-based strategies to support students in a variety of contexts.

This course examines the intersectionality of personal identity and ability in American education. Students explore the social construction of identity, studying historical contexts, current research, and legal mandates. Through critical analysis of dominant narratives and development of strategies for social justice in special education practices, students learn to implement equitable, research-based approaches in diverse educational settings.

This seminar supports elementary teachers enrolled in the state-approved teacher education program. Designed to accompany the elementary clinical experience, this seminar provides opportunities for candidates to discuss and reflect on experiences in the clinical placement.

This seminar is designed for further secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification in the state of Virginia. Designed to accompany the 5862 Clinical Experience, this seminar provides opportunities to discuss, process, and reflect on experiences in the clinical placement.