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EFN 300/500 Cr. 3
School Curriculum Design
Overview of K-12 curriculum with emphasis on criteria for decision making. Attention to description of patterns of curriculum development currently utilized in the schools. Prerequisites: junior standing and admission to teacher education.
EFN 342/542 Cr. 2
The study of methods and materials needed to evaluate and to report pupil progress including the development, administration, scoring, interpretation and validation of teacher developed and standardized tests. Prerequisites: junior standing and admission to teacher education.
EFN 384/584 Cr. 2
Futuristics emphasizes the study of the future through the use of proven research and forecasting techniques. Educational, social, and technological futures are emphasized. Change theory is explored.
EFN 395/595 Cr. 2-3
Field-centered course which examines the school and its cultural setting in countries outside the United States. A critical examination of the curriculum, instruction and classroom organization operating in the schools will be studied. Whenever possible field teaching experiences are provided, generally restricted, but not totally, to English-speaking schools. Repeatable for credit -- maximum 6.
EFN 601 Cr. 3
School-to-Work Transition Programs
An investigation of the ideas, principles and practices of the School-to-Work initiative with special emphasis on technical preparation. The curricular components of work-based learning, cluster mapping, contextual learning, applied academics and authentic tasks will be evaluated. Prerequisite: teacher certification.
EFN 602 Cr. 3
Preparing Students for the Workplace of the Future
A study of present and future workplace concepts, values and practices and the implications for school curriculum. Ideas for curriculum development are shared and analyzed. Prerequisite: teacher certification.
EFN 610 Cr. 2
Developing a Quality Managed Classroom: Foundations
Development of basic concepts for creating a quality managed classroom and the management techniques required to incorporate quality as an integral on-going process of daily classroom activities. Also the creation of teacher/student and student/student connectiveness.
EFN 611 Cr. 1-4
Developing a Quality Managed Classroom: Applications
This course is composed of four independent teaching modules designed to develop a knowledge base and skills for implementation with classroom management. Modules included are: 1) Strategies to Move from Inspectorship Management to Student Self Management; 2) Coercive to Noncoercive Management; 3) Facilitating Quality in Student Work and Developing Parent Partnerships; and 4) Development of Strategies for Connectiveness. Prerequisite: EFN 610. Repeatable for credit -- maximum 4.
EFN 612 Cr. 3
Developing a Quality Managed Classroom: Practicum in Classroom Quality Management Skills
Providing advanced expertise with quality classroom management skills. Includes discussion seminars and in-depth classroom application of the skills through contract learning. Prerequisites: EFN 610, 611 (4 cr.)
EFN 422/622 Cr. 3
Introduction to Reality Therapy
The theory and practice of reality therapy is explored as an introspective model of one-to-one communication with individuals. Through an experiential approach, the concepts of perception, identity, success pathways, and behavioral choices will be examined in terms of human development and the therapeutic process. Major emphasis will be placed on skill development through role playing and one-to-one sessions conducted in the field. Designed for those working in the helping professions. Prerequisites: junior standing and admission to teacher education.
EFN 425/625 Cr. 2
Designed to develop group facilitation skills through instruction in the theory and process of educational change with special emphasis upon the use of the quality circle technique in decision making through consensus building. Prerequisite: admission to teacher education.
EFN 627 Cr. 1
Improving Classroom Climate: Role and Uses of Humor in Education
An examination of the positive values and effective use of humor in teaching and learning. Topics include development and understanding of humor among children, adolescents, and adults. Attention is given to types of humor, their functions, motivational qualities, and role in an educational setting. Participants will learn how to organize and effectively use humor in their classroom teaching to enhance their interaction and positive relationhips with students. Offered Summer Session.
EFN 630 Cr. 1-3
Understanding Diverse Learners
This course focuses on the needs of diverse learners and the implications for effective instructional strategies. Diversity is represented by, but not limited to, differences of race, gender, culture, age, and socioeconomic status. Prerequisite: teacher certification or C-I 502 or 505. Repeatable for credit -- maximum 6. (Cross-listed with C-I; may only earn 6 credits total in EFN and C-I.)
EFN 645 Cr. 3
Teacher Style and Student Learning: Foundations of Effective Motivation
A study for experienced teachers of foundational issues which promote student motivation; development of a professional strategy to apply in classroom teaching situations to stimulate and build student motivation. Prerequisite: teaching license or teaching experience.
EFN 460/660 Cr. 3
Middle Level Education
This course is designed to provide an overview of middle level education. The historical and philosophical bases for middle level education will be surveyed. Major components of this course include the organization and administration of middle schools, curricular areas often found in middle schools, transescent students, classroom management and parentteacher relations. Additional attention will be given to current issues in middle level education. Prerequisites: admission to teacher education, junior standing, C-I 211, EFN 210 and EFN 303 or admission to teacher education, C-I 211 and EFN 701.
EFN 465/665 Cr. 1-3
Human Relations and the Educational Community
An analysis of human and intergroup relations focusing on the interdependence of predominant cultural values, individual attitudes and institutional behaviors. Examined from this perspective are the functions of human prejudice and discrimination, the systemic nature of racism, sexism and classism, the socio-economic forces impacting upon racial minorities, women, and low-income groups and the relationship of these to the educational community. Course stresses the value of human diversity and the development of competencies and teaching methods addressing the needs of a culturally pluralistic society. Prerequisites: junior standing and admission to teacher education.
EFN 475/675 Cr. 1-3
Special Topics Seminar in Education
Special topics in education not covered by current education courses taught in the department. The particular topic selected to be determined by the department according to the current need and interest. Prerequisite: admission to teacher education, or certifiability as a teacher, or consent of the department chair. Repeatable for credit -- maximum 6. (Cross listed with EDM; may only earn 6 credits total in EFN and EDM.)
EFN 485/685 Cr. 1-2
A review of the cultural, institutional, and individual foundations of sexism in our society through lecture and small group discussions which provide insights to facilitate an understanding of how sexism damages men as well as women. Instructional strategies and curricular materials appropriate for students at different age levels will be developed concerning each of the three dimensions of sexism. Prerequisite: EFN 205.
EFN 486/686 Cr. 1-3
Examines the elementary and secondary schooling experience for students from diverse cultures in this society. Aspects of their experience which adversely affect their learning and achievement will be analyzed and strategies will be described which should promote a more positive and productive experience. Prerequisite: EFN 205.
EFN 701 Cr. 3
The Teacher and the Educational Community
A study of 1) the historical, philosophical, and social foundations underlying the development and purpose of elementary, middle level, and high school education; 2) current trends, issues, and various approaches in the professional education programs in the United States and in Wisconsin; and 3) teacher preparation, practice, and professionalism.
EFN 702 Cr. 3
Economics Concepts in School Curriculum
This course provides a specialized knowledge base regarding essential economics concepts and curricular applications of these concepts. Participants will develop a curriculum plan specific to their grade level or subject matter area which integrates economics concepts within a curriculum by using a variety of teaching strategies.
EFN 705 Cr. 3
Human Relations in School and Society
Examines individual and intergroup relations in society and their impact on classroom interactions. Analysis of the effects of prejudice and discrimination based on race, gender, class and other group identifications. Explores curricular content and instructional strategies which could be integrated into classrooms to address intergroup issues.
EFN 711 Cr. 3
Psychology of Human Exceptionalities
Nature and needs of exceptional persons: intellectual deviations, learning disabilities, emotional and social deviations, sensory impairments, speech and language disorders and physical and health impairments. (Cross listed with PSY; may only earn credit in EFN or PSY.)
EFN 712 Cr. 2
Issues and Trends in Outcome-Based Education
Study of performance based curriculum integration and alignment problems which arise upon implementation. Key questions addressed are: What is outcome-based education (OBE)? What are the underlying beliefs of OBE? What can OBE fulfill? How does OBE begin? Issues related to implementation are examined in detail. Prerequisite: teacher certification.
EFN 713 Cr. 2
Planning for Outcome-Based Instruction
Systematic study of presentational skills related to establishing performance oriented objectives for learners in the elementary and secondary classroom, managing the instructional delivery, aligning assessment with expectations and providing multiple learning opportunities to meet performance standards. Prerequisite: teacher certification.
EFN 714 Cr. 2
The Outcome-Based School
Study of site-based roles and responsibilities of master teachers in implementing and managing learning in the performance-based school. Purposes and methods of establishing stake- holder groups, coalition building, resource assessment and allocation, focused on implementing outcome-based curriculum. Prerequisite: teacher certification.
EFN 715 Cr. 1-3
Issues and Trends in Education
Current critical issues in education on the state, national and international levels. Repeatable for credit -- maximum 6. (Cross listed with C-I; may only earn 6 credits total in EFN and C-I.)
EFN 716 Cr. 1-3
Teachers and the Law
Study of how the legal system affects the role of teachers and the teaching process in public education settings. Topics which may be included: teacher contracts and collective bargaining, teacher liability and academic freedom, due process, race and sex discrimination, teaching students labelled as handicapped, and student rights. Repeatable for credit -- maximum 3. (Cross listed with SPE; may only earn 3 credits total in EFN and SPE.)
EFN 720 Cr. 3
Working Effectively With Groups: A Reality Therapy Approach
The development of positive relationships in group settings (classrooms, business, volunteer groups, office, etc.) with emphasis on the improvement of communication skills. Examination of the factors in group settings which depersonalize the task at hand and force members of the group to feel separated from each other. Emphasis on development of techniques to facilitate group meetings, which is the first stage of a cooperative learning model.
EFN 721 Cr. 3
Responsible Behavior: A Reality Therapy Discipline Model
Effective preventative and corrective strategies are utilized in the process of classroom management to promote the growth of responsible behavior within the learning environment. Discipline and punishment; power and authority; the Identity Society; and the cornerstones of a "Schools Without Failure" philosophy will be examined as important components in the development of a positive school climate. The theory and practice of various discipline models will be explored. Emphasis is placed on skill development in implementing the Reality Therapy ten-step discipline model.
EFN 722 Cr. 1-3
Together-Glasser Model for Mainstreaming
This course will assist teachers and prospective teachers in clarifying existing values and exploring new ones in regard to exceptional students. It also defines and operationalizes the responsibilities of the classroom teacher, special education teacher, building principal, director of special education, and parents in the development of models that pinpoint the steps of drawing up an individual student plan.
EFN 723 Cr. 3
Motivation Through Communication: A Reality Therapy Approach
Through Cooperative Learning strategies and other interdisciplinary approaches, cybernetic control theory will be examined as an explanation for motivation and behavioral choices.
EFN 724 Cr. 1
New Developments in the Knowledge and Applications of Reality Therapy
This course is designed for individuals who have completed one graduate course in Reality Therapy and who seek additional information related to new developments in Reality Therapy. The course will also emphasize the application of knowledge in Reality Therapy to the job setting. Prerequisite: successful completion of one graduate level course in Reality Therapy. This course, offered on an alternate year basis, does not count toward the requirements of the Reality Therapy concentration. Repeatable for credit -- maximum 3.
EFN 725 Cr. 1
New Developments in the Theory of Reality Therapy
This course is designed for individuals who have completed one course in Reality Therapy and who seek additional information related to emerging theory in Reality Therapy. This course, offered on an alternate year basis, does not count toward the requirements of the Reality Therapy concentration. Prerequisite: EFN 422/622 or its equivalent. Repeatable for credit -- maximum 3.
EFN 726 Cr. 3
Concepts and Techniques of Cooperative Learning: A Reality Therapy Approach
Develop the means of creating a positive classroom environment utilizing the basic components of Cooperative Learning. Emphasis will be placed on developing cooperative lessons with a focus on the teacher's role in the academic and social dimensions of the learning process. Total class involvement and small learning groups will be explored as the primary delivery systems for the cooperative learning model.
EFN 730 Cr. 3
Introduction to Research
Present purposes, methods, and techniques in the conduct of research. Emphasis on understanding the product of current research. Each student is guided through a self-selected problem.
EFN 733 Cr. 2-3
Philosophical Foundations of Education
The study of idealism, realism, neo-Thomism, experimentalism, and existentialism as foundations of education and education policy decisions.
EFN 735 Cr. 3
Interpretation of Statistical Data
An introductory course in statistics with the essential purpose of providing scholars with the tools to interpret and evaluate the results of research.
EFN 736 Cr. 3
Interpretation of Current Research
This course is designed to provide students in the non-thesis option with the fundamental background needed to read, interpret, and evaluate current research in Health, Physical Education, and Recreation. The student will become familiar with the various research methods and designs utilized in their selected fields..
EFN 737 Cr. 2-3
Guidance Foundations in Education
Basic principles and philosophy of guidance. The place of guidance in the curriculum. Modern methods and techniques of guidance.
EFN 739 Cr. 1-3
Seminar: Special Problems in Education
Studies of selected problems and topics in education and schooling by advanced students who meet in seminar format to confer, report, present, critique and discuss. Prerequisite: graduate level research course. Repeatable for credit -- maximum 3.
EFN 740 Cr. 3
Legal aspects of education, including principles embodied in constitutional, statutory and administrative law, common law and court decisions with implications for operation of public and private schools.
EFN 745 Cr. 1-3
Theories of Instruction
Based on the premise that there are many valid theories of instruction, this course presents several models of instruction that derive from and represent different philosophical and psychological orientations. Each model is demonstrated and analyzed. If taken in the modular concept, repeatable for credit -- maximum 3.
EFN 750 Cr. 1-3
Study of a significant problem, development of a professionally related competency, or acquisition of job-related knowledge through independent study on or off campus under the direction of a faculty member. On occasion, individuals may be formed into classes. Prerequisite: approval of adviser and consent of instructor. Repeatable for credit -- maximum 15. (Cross listed with C-I; may only earn 15 credits total in EFN and C-I.)
EFN 757 Cr. 1
School Learning Climate
A series of recent research studies shows that achievement in schools is related to school climate, and that those schools that are most successful have positive climates. This course will examine the school climate factors that are associated with higher achievement and how these factors can be instituted in a school environment.
EFN 760 Cr. 3
Theory and Practice in Educational Research
Study of concepts and processes associated with reading and/or conducting scholarly qualitative, descriptive and experimental research. Identification and examination of retrieval and statistical treatment systems. Practice in reading/reviewing and critiquing published research. Development of a research or grant proposal. Prerequisite: minimum of 12 graduate credits.
EFN 761 Cr. 2
Completion of an acceptable seminar paper under the direction of an assigned staff member. Prerequisite: EFN 760 or concurrent enrollment. (Cross listed with C-I and RDG; may only earn credit in EFN or C-I or RDG.)
EFN 762 Cr. 3
Seminar in Middle Level Education
An examination of the historical, sociological, and philosophical dimensions of the middle school reform movement and of effective middle level educational experiences. This course is designed to explore transescents and to reconcile transescents' needs to the requisite and unique responses of professional educators. Prerequisites: EFN 701 or a comparable course in the philosophical foundations of education; admission to teacher education if seeking initial certification.
EFN 765 Cr. 2-3
Seminar in Intergroup Relations
The course will focus on the area of intergroup relations which is introduced in the required Human Relations class. The seminar will explore diverse issues stemming from the overriding problems of racism, sexism, classism and elitism in this society and the ways in which these issues overlap. It is preferred that students have completed EFN 205 before taking this course.
EFN 770 Cr. 2-3
Educational Psychology: Learning and Instruction
Consideration of psychological principles, concepts, processes, and interpretations of human learning and related empirical evidence. Emphasis is given to those most relevant to establishing effective conditions for instruction and learning in schools. Prerequisite: admission to a program leading to certification in a school related occupation. (Cross listed with PSY; may only earn credit in EFN or PSY.)
EFN 775 Cr. 3-5
Internship in Reality Therapy
Students interested in gaining further experience in the practice of Reality Therapy may pursue an internship, consisting of both on campus sessions and field experience, leading to certification by the college. Competencies in the theory and practice of Reality Therapy are required through seminar discussion, role playing, peer evaluations, and direct observations in the field. Prerequisites: EFN 422/622, 720, 723 and either EFN 721 or 726.
EFN 796 Cr. 1-2
Directed readings or presentation of material not available in formal departmental courses under the supervision of an assigned staff member. Repeatable for credit -- maximum 4. (Cross listed with C-I, EDM, and RDG; may only earn 4 credits total in EFN, C-I, EDM and RDG.)
EFN 799 Cr. 1-6
Research: Master's Thesis
Completion of an acceptable thesis under the direction of an assigned staff member. Prerequisite: EFN 760 or concurrent enrollment. Not open to those receiving credit for C-I 799 or EDM 799. (Cross listed with C-I; may only earn credit in EFN or C-I.)
This catalog is a record of graduate programs, courses, policies, staff and facilities as of April 1, 1997. The University of Wisconsin-La Crosse reserves the right to change any of the information in this catalog at any time and without giving prior notice. This catalog does not establish a contractual relationship. For a further explanation of your rights and responsibilities as a student please see theWelcome and Note to Students section.
Last Modified: Wednesday, March 11, 1998
Copyright © 1996 by the University of Wisconsin - La Crosse and the Board of Regents of the University of Wisconsin System. All Rights Reserved.