All courses, arranged by program, are listed in the catalog. If you cannot locate a specific course, try the Advanced Search. Current class schedules, with posted days and times, can be found on the NOW/Student Dashboard or by logging in to SiS.
Students examine, confront and learn to manage the challenge of successfully educating all children, regardless of racial, cultural, linguistic, gender or physical differences.
This course integrates the study of geometry and measurement and includes lines, angles, investigations of triangles, quadrilaterals, polygons, arca and perimeter; congruency, similarity, and Pythagoras' Theorem. The students will explore mathematical explanation, argument, justification and how these processes connect to geometric proof. Also systems of units and concepts related to measurement will be investigated.
This course introduces participants to strategies that will enable them to cultivate and lead school-based professional learning communities. During a week-long summer institute, students develop an action plan. In the fall, students will keep in contact (electronically) with peers and the instructor and will attend a final face-to-face session to support their efforts. The grade for the one credit course is awarded at the end of the fall semester.
This course provides an overview of adolescent development issues and classroom management practices. Adolescent development is examined through research into major theorists in developmental psychology: Piaget, Vygotsky, and Erikson etc. Classroom management strategies are explicitly taught through case study analyses, and examination of core beliefs, focusing on interpersonal relationships between students, teachers, parents, mentors and supervisors.
This course will examine special education laws and ethical practices in K-12 settings.
Examines the major theoretical frameworks of child development and how cultural differences affect development and learning. Focus is on helping students make responsive and culturally relevant pedagogical decisions.
Examines the methods of teaching students with moderate disabilities. Topics include curriculum (including the Massachusetts frameworks), IEPs, and instructional modifications appropriate for students with special needs.
Examines the methods of teaching students with moderate disabilities at the secondary level. Topics include curriculum (including the Massachusetts frameworks), IEPs, and instructional modifications appropriate for students with special needs.
This course examines the nature of cognitive emotional, developmental, sensory, and physical disabilities that compromise student capacity to make adequate academic progress without special intervention. Legal and ethical responsibilities of the educator in inclusive classroom settings and as an active member of a multidisciplinary learning team are emphasized.
This course offers graduate students the opportunity to increase and refine their understanding and ability to produce discrete sounds, sound combinations and the rhythm of spoken English to add in their comprehension of spoken English and to aid in their personal communication skills. Class activities include pronunciation drills, short extended listening, short presentations;speaking tasks and group discussion. This is not a conversation class but student participants will be required to actively speak in each class. Priority given to TA's/RA's an later semester graduate students, but available to all graduate students.
This course offers graduate students the opportunity to increase awareness of and to practice features of advanced spoken communication typical of academic environments: academic discussion/debate, conference/classroom/informal presentation, and question/answer sessions. Targeted skills include structure/organization, body language, intonation, dealing with nervousness, and awareness of cross-cultural communication patterns. As a workshop, this course requires active participation in a variety of speaking tasks, presentation preparation outside of class and feedback/discussion of peer communication. Priority given to and required for all TA's. Some students may be required ot successfully complete 02.506/EDUC.5060 prior to enrollment in
Pre-req: EDUC.5060 Oral Communications for English Language Users I: Pronunciation for Listening and Speaking.
This course focuses on the grammar, vocabulary and phrases typically used in formal academic settings, I.E. the language forms required for understanding and producing research papers, journal articles, conference presentations and formal speaking. Students will learn to use online corpora tools to aid in their own language development, as well as analyze sentences and the language in a journal article of their choice. Recommended for graduate students early in their studies.
This course offers an introduction to the complex nature of academic language and academic writing, focusing on effective sentence, paragraph and text structures, purposeful and appropriate word choice, the writing process in writing contexts appropriate for graduate students early in their studies. Through attentive, details and critical reading of various materials, students will enhance their writing skills by applying effective planning, drafting, rewriting and editing strategies. As a workshop class, students are required to write (and write often), participate in a variety of oral/written tasks in class, and engage in constructive peer review. Recommended for graduate students early in their studies.
The purpose of this course is to introduce graduate students who are preparing to teach to the reading theory and instruction appropriate for the teaching of young adult literature. There is an overview of theoretical views, a general study of what constitutes young adult literature, approaches to using the books, and finally developing the ability for critical analysis of this body of work. The course emphasizes the theme of identity in the development of young adults and the books that they read.
This course examines the major concepts, people and events of US and World history using the ten themes outlined by the NCSS ( National Council for the Social Studies). These standards are grouped under the four strands for teaching social studies in the state of Massachusetts (history, economics, geography and civics) and guide the focus for teacher preparation and instruction.
In an increasingly globalized and diverse age, courses in world history have become a growing teaching field at the secondary level in the United States. The overarching purpose of this class is to help students prepare to teach classes in world history. This course will introduce the field and concepts of world history. It will familiarize students with available materials such as textbooks, readers, primary documents, academic books and articles, novels, films, websites, and podcasts. The class will introduce and align with the state, national, and AP standards in world history.
On-site field experience in an ESL classroom, under the supervision of a qualified ESL teacher and faculty of the Graduate School of Education.
On-site field experience in an ESL classroom, under the supervision of a qualified ISL teacher and faculty of the Graduate School of Education.
The aim is to prepare school personnel to work effectively with community groups and bilingual parent organization.
This course examines the development of reading and writing necessary for the ESL child to learn to read and write in English. Students gain familiarity with the various perspectives and practices that have been found to be effective in the teaching of reading and writing to students whose first language is not English.
The major emphasis of the course will be discussion and analysis of the goals of a literature curriculum and the exploration of various methods for achieving these goals. The characteristics of the different genres of literature will be discussed in detail
A review of the various assessments and standardized tests that are used to identify students with moderate disabilities. The interpretation of assessment results and how to communicate them effectively to parents and school personnel will be examined.
This course emphasizes content knowledge which includes the facts, concepts, laws, theories and organizing frameworks of science and syntactic knowledge which includes values, beliefs and assumptions that the science teacher has about the generation of scientific knowledge.
This course will focus on the study of the acquisition of language and the relationship of language learning to the development of literacy. Students will examine both first and second language acquisition. Students will be expected to apply their knowledge of language acquisition to best teaching practices for enhancing first and second language development in the classroom and to the development of literacy.
This course examines the selection and use of procedures to make an adequate clinical and educational diagnosis. Includes the assessment of function and dysfunction in factors associated with language development; receptive, expressive, writing, reading; and the administration and interpretation of individual and group tests of perceptual, motor, and conceptual functioning in reading and language.
This course is designed to provide candidates with a broad overview of topics and approaches to teaching English language learners to become competent academic readers and writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. Emphasis is on demonstrating teaching methods which are student oriented, pro-active and where writing skills are connected to reading skills; also, effective planning, drafting, rewriting and editing strategies will be emphasized.
This course will explore the specific practices in remedial teaching in grades K-12, using published materials, and developing new materials for small group, whole class, and tutoring settings. Students will develop and implement realistic corrective programs based on the interpretation of literacy assessments. These programs will include selecting strategies of instruction and materials, and establishing a framework of time and evaluation.
Pre-req: EDUC.5280 Assessment of Reading and Language Disabilities with a C or better.
This course is a continuation of Teaching Reading and Writing I. The level is advanced; effective teaching methods of writing, reading and editing are emphasized using relevant and real life examples of academic texts. Detailed analyses and discussions of academic texts through analytical, critical and constructive readings will provide candidates with a solid understanding of teaching methods in advanced reading and writing.
Pre-req: 02.528 Teaching and Assessing Academic Reading and Writing I.
This course examines the ways in which students interact and learn in the science classroom. Construction of a Science, Technology, and Society (STS) unit plan, as well as the development of assessment tools that align to lesson and unit goals are key features of this course.
This course examines the relationships among reading, writing, and thinking in high school, particularly in diverse populations and with second language learners. Emphasis will be placed upon practical work in classrooms and the development and assessment of new teaching practices.
On-Site field experience in an ESL classroom,under the supervision of a qualified ESL teacher and faculty of the Graduate School of Education.
Participants will be engaged in constructing solid conceptual understanding of the language and operations of arithmetic; topics include place value and the history of counting, inverse processes, a large repertoire of interpretations of operations with numbers, concepts of integers and rational numbers, multi-digit calculations, including standard algorithms and non-standard methods the reasoning behind the procedures.
This course revisits the content related to the development of number and operation, proportions, ratios and percent; modeling operations with fractions, beginning algebra and geometry. The course emphasizes the meanings of operations and relationships among those operations; multiple representations of concepts and connections across different representations. It also examines basic Number Theory concepts, such as factors and multiples, as well as divisibility tests, at both concrete and abstract levels.
This course revisits the mathematics content related to the grades 8-12. It examines in depth elementary functions, and different mathematical models such as linear, quadratic, exponential, logarithmic and trigonometric, to describe real life situations. The course includes some topics from Euclidean geometry. The course emphasizes multiple representations of concepts, connections across different representations, as well as different levels of representations form concrete to abstract.
The course examines the topics related to ratio and proportion, slope, the notion of function, absolute value, linear and non linear functions, sets, equations, inequalities, simultaneous equations, reading and creating graphs of functions, formulas (in closed and recursive forms), and tables; studying characteristics of particular classes of functions on integers. It will also investigate some topics related to statistical analysis and probability.
The pre-practicum occurs in the semester before the practicum. The course focuses on what it means to be a teacher by examining the content, dispositions and skills necessary to succeed in the profession. Students observe other teachers in their school and must spend one day observing in a district with different demographics. While there is no credit assigned to the pre-practicum, it is a required component of the program. Students complete a pre-practicum binder based on their observances.
The pre-practicum occurs in the semester before the practicum. The course focuses on what it means to be a teacher by examining the content, dispositions and skills necessary to succeed in the profession. Through a combination of site observations in schools of different demographics, personal/professional teaching opportunities and participation in professional seminars, elementary and secondary preservice teachers gain additional information and skills to prepare them for their practicum. While there is no credit assigned to the pre-practicum, it is a required component of the program. A fee is assessed.
The purpose of this course is to prepare new secondary teacher candidates with the knowledge and skills to effectively shelter their content instruction, so that the growing population of English learners (ELs) in PK-12 schools can achieve academic success, and contribute their multilingual and multicultural resources. The course will provide aspiring teachers with practical research-based methods, strategies, and protocols to integrate subject area content, language, and literacy. Successful completion of this course provides SEI (Sheltered English Immersion) endorsement, which is required for teaching in the Commonwealth of Massachusetts. This is a service learning course.
This course examines how action research helps educators to learn to explore pressing classroom and school issues in systematic ways. Action research provide educators with opportunities to deepen their knowledge and skills as reflective practitioners, allowing them to contribute to the achievement of students and the improvement of schools.
Pre-Requisite: M.ED and Ed.S matriculated only, or Permission of the Instructor.
This course will prepare elementary teacher candidates with the knowledge and skills to effectively shelter content instruction to ensure that the growing population of Massachusetts' English Language Learners (ELLs) can access the curricula, "achieve academic success and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy" (MA DESE, 2013). Successful completion of this course provides SEI (Sheltered English Immersion) endorsement, which is required for teaching in the Commonwealth of Massachusetts.
Students learn basic principles and concepts of history, geography, government, economics, the arts, health and physical education appropriate to the prekindergarten to second grades. Students learn to use project approaches appropriate for teaching young children.
This course prepares participants to create and maintain a safe and collaborative learning environment through the development of effective rituals, routines, and appropriate responses in the classroom. With attention to the development of Positive Behavioral Supports, participants will examine and apply basic behavioral theories, evidence-based principles, and relevant policies. Based in the Three Tiered Philosophy, the course learning progresses for Universal Design concepts to more prescriptive individualized interventions and incorporates the practices of personal reflection, professional collaboration and effective communication.
A final course on the national and international research in reading and language and the pertinence and proposed implementation of research findings to instruction and the various roles of the reading supervisor or director.
The Reading Specialist Practicum requires students to use the knowledge gained in their coursework to design, implement, and analyze a program for struggling readers in a clinical experience. The practicum meets both Massachusetts and IRA standards for Reading Specialist/Literacy Coach.
New approaches in the curriculum and teaching of mathematics in the elementary school; analysis and use of current materials, national and state standards, multimedia approaches, and inductive and problem-solving techniques.
This is the second of two clinical practicum experiences in the Reading and Language program. Candidates will design a professional development project in their school setting which will allow them to model lessons, observe and co-teach with peers, and provide feedback to teachers and paraprofessionals. The online seminar provides support for implementing the program. The practicum meets the guidelines for the International Reading Association
Pre-Req: 06.550 Reading Specialist: Practicum I.
Approaches in the teaching and assessment of the language arts in the elementary school will be analyzed. Assorted genres of literature and the development of literature programs for children in multicultural environments will be studied.
Participants in this National Endowment for the Humanities-sponsored Landmarks Workshop, offered through the Tsongas Industrial History Center, examine the causes and consequences of America's Industrial Revolution, using Lowell as a case study. The course covers the nineteenth-century shift from an agrarian to an industrial society, with a focus on water-powered factory systems, textile production and corporations, the issue of slavery in a cotton textile city, labor and women's history, environmental impacts, immigration, globalization, and literary responses. Limited to NEH participants only.
This course will focus on the meeting of three worlds: Africa, Europe and the Americas and will explore the cultural and ecological interactions.
A critical analysis of fundamental issues and principles in the teaching of reading, including all phases of the elementary reading program. Analysis and remediation of reading disabilities which explores the use of critical diagnostic tools.
This course looks at the westward expansion of the United States from the signing of the Constitution to the pre-Civil War period.
This course examines the founding documents and how these documents are relevant in the lives of middle school children.
Examines teaching strategies and materials appropriate for the teaching of K-8 social studies. Examines national and state standards for the discipline.
Models the teaching of science as guided discovery while exploring developmentally appropriate concepts in science. Examines national and state standards as well as nationally developed curriculum kit-based materials.
Practicum in a special education setting under the supervision of qualified teachers, principal, and university faculty.
The purpose of this course is to prepare teacher candidates for the content-specific dimensions of their practicum. The course is designed to develop pedagogical skills, curriculum writing and also to encourage prospective English teachers to examine their own beliefs, expectations, and dispositions about the nature of the discipline, the practice of teaching, the process of learning, and the nature of the learners.
Students analyze the content, methods, materials, and management techniques used in teaching History. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.
Students analyze the content, methods, materials, and management techniques used in teaching mathematics, and examine national and state standards for the discipline. The course includes micro-teaching, self-evaluation, school-based observation, and participation in schools.
Students analyze the content, methods, materials, and management techniques used in teaching science. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.
The focus of this course is on applying nutrition concepts relevant to elementary and middle school children and how these concepts can be integrated into the classroom at an age appropriate level. This course will address a broad range of issues including eating habits, disordered eating, sports nutrition, food allergies and school wellness policies.
This full time practicum in the elementary school covers 12 weeks under the supervision of qualified teachers, principals, and faculty of the Graduate School of Education. Weekly seminar and portfolio development address the Massachusetts professional teaching standards. Matriculated students only. All coursework must be completed with a minimum 3.25 GPA. Before beginning the practicum.
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
The first of two practicum experiences in which students assume a broad range of the responsibilities of a principal in order to demonstrate proficiency in meeting the Massachusetts Professional Standards and Indicators for Administrative Leadership. To enroll in the course, students must be employed in a Massachusetts Public School and have identified an administrator (principal or assistant principal) in the school who holds the appropriate Massachusetts Principal License and is willing to act as a mentor. Students must participate in the online course which accompanies the practicum, complete a practicum log, and meet periodically with the program supervisor to discuss their progress.
In order to enroll in Practicum 2, the student must have made satisfactory progress toward meeting the Massachusetts Professional Standards and indicators for Administrative Leadership in Practicum 1 and have logged sufficient hours as established by the program supervisor. In addition to the work required in the accompanying online course, students must complete the responsibilities identified with the mentor and program supervisor. The student's work in Practicum 1 and 2 must meet the total of 500 hours of leadership activities required by the Massachusetts Department of Elementary and Secondary Education.
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
This course will provide a broad overview of the explicit (overt) and hidden (implicit/covert) elements of culture and their implications for language learning and teaching practice. Course participants will explore the ways in which their cultures influence their world view and their perceptions of self and others, thereby exploring their awareness of culture, as well as their openness or resistance to difference. Through course readings, discussions, and interactive learning activities, participants will understand the intersection of culture and language, how culture shapes language as how language is shaped by culture. The relationships between language and power will also be examined. Throughout the course participants will engage in self-reflection as they apply cultural theories to their own development, their attitudes, their perspectives, how they think and the way they use language.
This course is designed to facilitate students' understanding of how people learn, or acquire, a second (or third, fourth etc.) language. This understanding then facilitates and benefits language teaching and assessment. In this course, we will examine current second language acquisition (SLA) research; we will study some of the current language teaching approaches and techniques and discuss how to apply then in specific situations. Students will become familiar with SLA terminology, research and data and will be able to connect SLA research with teaching and assessment (i.e. connecting theory with prax), other crucial and relevant topics, such as universal features of SLA (age, critical periods, environmental triggers, cross-linguistic influences), individual factors (aptitude, motivation), social factors (class, gender, social, cultural contexts), etc. will be covered. As part of the learning process in the class, students will be asked to develop their own theory of SLA and SL teaching or to analyze in detail the theory (or theories) they most identify with. Discussions and active participation are crucial in the course.
The residency is a required on-campus component of the Ed.D. in Leadership in Schooling. Held during the summer, students spend several full days working with their student cohort and selected faculty on program outcomes. Students establish study groups, conduct preliminary work for the portfolio (for comprehensive exam I) and qualifying paper (for comprehensive exam II), and participate in daily seminars. There is a fee associated with the residency.
This course examines theory, research and practice that inform us about the problem of scholarship, teaching, change and innovation in higher education. Students study academic life in the larger context of the institutional structure.
The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The one-credit option is for the student who anticipates submitting required materials and defending her or his portfolio over two or more semesters.
All language teachers benefit from understanding of how language in general works. This course is designed to help students to understand and use in their language teaching the basic concepts, methods and approaches of linguistics. The following topics are covered in the course; phonetics (sounds/sound inventory of a language), phonology (how we understand and organize the sounds and patterns), morphology (word structure, morphernes; how smaller units of meaning make up words), syntax (sentence structure, how words make up sentences), semantics (how we understand and parse sentences, structural ambiguity, context within sentences), pragmatics (how context impacts meaning on a textual level), social aspects of language(dialects, sociolects, language change, etc.). Although most of the examples will involve English, for comparative and contrastive purposes other languages will be used (no need to understand them). Students will be encouraged to come up with as many of their own examples as possible.
The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The two-credit accelerated option is for the student who will submit all required materials and defend her or his portfolio in one semester.
The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree.
CPT provides students with the opportunity to apply their learning from coursework in an educational setting. Candidates are required to submit a culminating assignment before the end of the academic semester.
The purpose of Leadership of Community Engagement I is to expose teacher leaders to the variety of issues associated with family and community engagement. Through critical examinations of theory, personal experiences and collective knowledge, teacher leaders will learn how to engage families and community members (i.e., business, health and service agencies and community-based organizations) and recognize the different forms of engagement. This course will highlight collaborative strategies that "shares power" with parents, families, and community organizations in schools.
The purpose of Leadership of Community Engagement II is to continue the conversation and exploration of family and community engagement with teacher leaders from 05.604. The second course focus is on the implementation and analysis of the Research Action Plan drafted in the firs semester. Teacher leaders will explore the challenges, barriers, successes and unintended consequences of their family and community engagement action plan. This course will highlight collaborative strategies of "critical friend groups" and participatory action research. Teacher leaders will lead group discussions and share ideas and strategies to help them address their family and community engagement issues.
Pre-req: 05.604 Leadership of Community Engagement I.
"Leadership and Learning: Course One" is the first in a sequence of three one credit courses that provide strategies, practical training, and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course One, students participate in a three day summer institute (9 AM to 3 PM) and develop an action plan for the coming school year in which they will lead the development of a professional learning community. Students are invited to participate in an ongoing research study of professional learning communities.
This course will focus on the learning and development of adolescent young adults, adults and older adults in both school-based and non-school based settings. Cognitive, emotional, social and professional learning will be addressed as well as differing and changing learning styles across the lifespan and different learning settings.
This course will enable graduate level English language learners to become competent academic writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. This is a student oriented, pro-active course where writing skills are connected to reading skills. Through attentive, detailed and critical reading of various materials students will further enhance their writing skills by applying effective planning, drafting, rewriting and editing strategies.
Pre-Req: EDUC.5070 Academic Writing/Engl Language,or satisfactory score on English language placement test.
"Leadership and Learning: Course Two" is the second in a sequence of three one credit courses that provide strategies, practical training, and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For course two, students participate in three online learning modules and two face-to face seminars during the fall semester. Students receive coaching and instruction as they pursue action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.
Pre-req: 05.606, Leadership and Learning I.
Different approaches and teaching procedures in Second Language instruction will be discussed as well as the methodological models of English as a Second Language instruction.
This course engages students in forms of academic writing, particularly relevant to scientific areas of study, from proposal and responses to research articles. Topics include (but not limited to)) the language necessary to convey specialized/technical content to a variety of audiences, information structure, extensive use of sources, analysis of and feedback on writing (published and in progress) and resources (corpora)available and their usage. Priority given to graduate students later in their studies.
Pre-req: EDUC.5070 Intro to Academic Writing for English Second Language Users.
the Student Development Theory course will provide students with a theoretical background in the developmental processes of college students. The course will cover pertinent models of student development pertaining to cognitive, moral, psycho/social, environmental, and identity development. Students will gain an understanding of each theory, and understand their practical application.
"Leadership and Learning: Course Three" is the third in a sequence of three on credit courses that provide strategies, practical training, and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course three, students participate in three online learning modules and two face-to-face seminars during the spring semester. Students receive coaching and instruction as they pursue action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.
Pre-req: 05.607, Leadership and Learning II.
Candidates are asked to document a limited number of verifiable accomplishments outside the classroom from both the professional and local communities. Candidates must explain how each accomplishment impacts student learning. Accomplishments are limited to the last five years. Later in the program, more recent accomplishments may be added tot he entry. The portfolio entry is 20 pages in length.
This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills. The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology. Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas.
This course offers a detailed analysis of the major contemporary learning theories, both behavioral and cognitive.
In this seminar, candidates must analyze an inquiry approach to education and its relation to their current practices. They must examine the connections between inquiry, teaching, learning, and the standards of accomplished teaching. The portfolio entry requires a video in which candidates are asked to document a class meeting where students are learning through inquiry based instruction. Documentation takes the form of a 20 minute video edited into three sections. Section one shows how the lesson is introduced. Section two records students engaged in inquiry learning. Finally , section three records the lesson's closure. The analysis focuses on the available evidence from the video; specifically, how the candidate's actions (or inaction's) resulted in student learning. The portfolio entry is limited to 12 pages.
There is currently no description available for this course.
This is an elective course in the doctoral program that covers a range of topics in language arts and literacy.
This course explores why higher education today is in the midst of a global revolution. We will examine trends in our current age of globalization and how these trends have impacted the college campus. We will also ask hard questions about why students, faculty, universities, and entire nations seek international exchanges, what they get out of all this movement, and how it relates to the expanding significance of global citizenship. Our goal is to move beyond the "food, flags, and festivals" view of global learning and toward meaningful research agendas about the role of higher education in an age of global opportunities and global challenges.
it is well documented that teachers who habitually examine their shared work based on inquiry, observation, analysis of data, dialogue, and experimentation tend to be more effective than those who are not reflective and work in isolation. How do we help all teachers become highly effective: How do we spread reflective practice from isolated pockets to all teachers in a school? The answer lies in the transformation of a school's professional staff from isolated practitioners into a professional learning community. A professional learning community is a work culture in which educators regularly learn with and from each other through collaborative inquiry. This course provides the practical know-how and deep understanding need for educators to introduce and lead collaborative inquiry within their school or district and transform the teaching staff into a professional learning community. Furthermore, this course introduces the idea of collaborative inquiry by transforming participants into a professional learning community during the course. Thus, participants focus collaborative inquiry on their shared practice, read and reflect on selected authors, and develop action plans to help them introduce or advance collaborative inquiry in their own work settings.
This seminar focuses on the teaching cycle (planning, implementing, assessing) in conjunction with the standards of accomplished teaching in specific content areas. The portfolio entry emanates from the day to day work of each teacher and requires teachers to document the decisions and choices which directly impact the student learning experience. The entry includes lessons plans associated with specified learning objectives, detailed assignments, examples of student work form two of those assignments representing high and low achieving groups, and an analytical reflection of how the teachers work fostered (or did not foster) student understanding. The portfolio entry is 12 pages in length.
Candidates develop the knowledge, skills, and dispositions necessary to foster student engagement. They will examine formal and informal assessment techniques associated with whole class discussions and analyze the importance of an equitable learning environment in fostering student participation. Candidates are required to submit a second, 20 minute unedited video of a whole class discussion. They closely analyze the video and interpret the student exchanges and teacher actions according to the standards of accomplished teaching. The portfolio entry is limited to 12 pages in length.
This course will provide students with an understanding of the financial principles and budget management in the operation of our public schools. We will analyze economic and demographic data, review local/state and federal education budgets,examine the legal principles of school finance,review local, state and federal laws and policies on public education and evaluate case studies in the operation of public schools. Students will prepare budget documents, develop financial forecasts and prepare policy briefs on various topics related to school finance.
Examination of interaction of Science and Mathematics in the growth of knowledge, and current considerations of literacy.
This blended course explores the ongoing efforts to improve the equity and quality of Science, Technology, Engineering, and Mathematics (STEM) education.By examining a series of STEM education reform efforts form the local, state, and national levels, students will gain a practical and theoretical understanding of both the historical role policy plays in education and its chronic shortcomings. Students will investigate an example of a local example of STEM reform and report on it to the class from a reform perspective. Finally, the educator's role in implementing effective reform in is considered.
Pre-Req: Ed.D. matriculated only
Educators in this course will explore and analyze current research in STEM education, investigate how student performance data informs school and district program decision making, learn how to lead and empower teachers in the mapping of STEM curriculum across grade levels, and develop strategies to develop effective district-wide STEM professional development for K-12 educators.
This course examines key crosscutting issues that enable STEM teachers to understand how knowledge is obtained and verified. During the course you will explore the theoretical foundations and research that would help you to better understand the nature of cognitive processes, the development of STEM reasoning abilities, and applications for teaching.
This course will provide students with an understanding of the law and legal basis for making decisions in our public schools. We will analyze court decisions, state and federal constitutional provisions and laws and public policies and regulations as they pertain to the operation of the public schools in the United States. With a solid understanding of the legal framework of governance at the federal, state and local level and the decisions derived though court cases, educators will be better equipped to respond to the numerous challenges and decisions they face throughout the school year.
This course explores the dynamic relationship between educational policy and classroom teaching. By comparing the similarities and differences for this relationship within each of these fields, students will gain a practical and theoretical understanding of both the historical role policy plays in education and its chronic shortcomings. Finally, the educator's role in implementing effective change in these fields is considered.
Students examines various approaches to the formative and summative assessment of learning. This course examines the importance of assessment in planning curricula and individual lessons.
This course is designed to help students understand the organizational dynamics of schools. The knowledge gained should assist students in identifying and suggesting alternatives to programmatic and behavioral regularities found in a school or human service organization.
The Teaching of Writing examines theories and research in writing instruction at all levels. The course focuses, particularly, on teaching/learning strategies and activities that improve students' writing.
Students explore the historical development of selected science concepts and the emergence of the philosophy of science. Progress in science is examined together with views of the nature of science.
A Study of the general schools of thought that have formed the basis of teaching English as a Second Language. This course is designed to assist students in conceptualizing the foundations of second language acquisition. The course will also inform students about appropriate procedures for assessing the skill development of second language learners.
Participants will analyze the nature of mathematics content knowledge and the nature of mathematics process knowledge, as well as the nature and process of knowledge acquisition. A conceptual framework will emerge from the synthesis of existing information.
An analysis of the development of procedural knowledge, with particular emphasis on reasoning and problem solving, as they are currently conceptualized in educational and psychological literature.
As the world becomes increasingly diverse, educators must be prepared to examine, confront, and manage the factors that affect the education of all children. This course addresses several central issues focusing on how teachers address the problems that confront students who differ from the majority population in language, ethnicity, culture, gender, and sexual orientation. Ensuring that their families and communities are actively involved in the educational process is also an important component of the course.
The course is designed to direct and encourage critical examination of the theory of problem solving. Students analyze current research literature relating to reasoning, problem solving and critical thinking. Synthesis of this literature serves as a foundation for examining curriculum decisions.
The course provides students in the Ph.D. in Leadership in Education the opportunity for in-depth consideration of fundamental questions, seminal research, and theoretical perspectives related to education policy at all levels. Students who successfully complete this course will be able to explain major theoretical perspectives related to educational policy; discuss seminal research relevant to education policy; discuss contemporary education policy trends at state, federal and international levels; critique education policy proposals from a distinct theoretical perspective; and formulate and defend policy recommendations, within a distinct political/economic/cultural context.
School leaders must create environments that are welcoming to all students and their families and that capitalize on the strengths students bring to the learning environment as well as address the needs of students. As the population of students in our schools has continued to become more diverse, building an inclusive environment in which all are valued and in which all student can succeed has become increasingly complex. Participants in this course will explore their values and beliefs as well as the dominant culture and prevailing belief systems present in the majority of today's public schools. Participants will learn about ways in which many students, their families, and their communities may differ from this dominant culture, and the possible effects of this mismatch. Through readings and interactive discussions, participants will examine ways to build a school culture that is inclusive for all students and their families. Participants will develop detailed plans of action to actively and meaningfully involve parents and community members in all aspects of the school.
This course considers alternative perspectives of curriculum and explores issues and strategies involved in the process of changing the curricular visions and practices of schools.
Examines the social, cultural and political forces that shape the educational environment and provide context for teaching and learning. The existing and desired relationships among schools, families, and communities will be discussed.
This course examines the historical development of American curriculum from the colonial period to the present, with a focus on theories that shaped what was taught in schools, and how those theories reflected social, cultural and political values and conflicts. Particular attention will be paid to curriculum theories that have shaped contemporary curriculum, and to examination of programs that reflect those theories.
A review of state mandates which, by law, shape the curriculum of the school. Examination of "new" curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation of the personnel and techniques by which these curricula can be developed.
This course helps educators develop a broad grasp of the educational possibilities and concerns the Internet raises, for K-12 educators as well as those in higher education. Through the course, students develop in-depth knowledge of Internet resources and problems related to a specific issue of professional interest.
Includes understanding of how to work with adult learners who are peers, as well as techniques for assessing staff needs, design of programs to improve staff performance and strategies to ensure productive in-service education.
This course is designed to help current and aspiring supervisors explore the skills,knowledge and personal attributes central to instructional leadership and supervision. A paradigm shift away from an historical/traditional view of supervision towards a more collegial model is emphasized. Students will complete field work including two observations of a colleague and pre and post-lesson conferences.
Evaluation tasks will be identified and the policy issues attendant to evaluation will be examined. Students will identify and discuss several models of program evaluation,understand what needs to be considered and addressed in needs assessment, learn to identify an appropriate design for a new evaluation. Students will be expected to conduct program evaluation, present their ideas and illustrate how evaluation results can be useful for program decision making.
This course is designed to help teachers and educational leaders view teaching from a reflective stance. Video material of teaching situations will be examined for the application of skills discussed in the course.
This course is designed to help aspiring principals explore the skills,knowledge and personal attributes central to effective leadership. The course aims to acquaint students with research, theories,and frameworks from the knowledge base on school leadership; explore the issues,daily experiences, and decisions of the principal within the action context of the school; assist students to think critically and systematically about leadership; help students become more conscious of their own values,assumptions and purposes as school leaders; further develop leadership skills,insight,and vision for schooling; assist students to think of themselves as educators for transformation.
This course will introduce students to seminal and recent work in the fields of philosophy, history, and psychology as they relate to education. Students will critically examine research and scholarly theory in these fields and their relationship to PK-12 Practice.
This course will investigate researched-based instructional models that have been proven to facilitate learning in any academic content area. Each model addresses academic content as well as attainment of instructional goals and objectives. All models support the 21st learner by focusing on the needed skills for school, life and work. This course will benefit teachers who teach at any grade level.
Open to matriculated doctoral candidates only. This foundational course provides new doctoral students with an understanding of differing perspectives on the purpose of public education in the United States during the last 150 years. The philosophical and political perspectives which influenced educational reform during this period will be examined. The course will culminate in reading and discussion of contemporary visions for schooling. This course must be taken before 01.646.
This course examines how psychology and education have been intertwined throughout the history of American education. Various psychological perspectives for educational practice will be considered. The role of research in education, including the use of psychological research methods will be considered as you begin preparing to conduct educational research. Visions of educational psychologists for utilizing psychological research findings in creating future educational practice and policies will also be explored.
Pre-Req: EDUC.6450 Persp & Visions of Schooling I.
Through frequent consultation with the instructor, the student will investigate and define a problem for research and will present the findings in a significant paper. The directed study may not be substituted for a required course.
The capstone project requires participants to apply the theories and strategies they have learned throughout the TESOL program to analyze a case study. Participants will be presented with a case study and will apply principles of learning, linguistics, second language acquisition, and methods of ESL (or sheltered) instruction to analyze the case and provide a comprehensive instructional play to address the needs of the case student. The final project for the capstone is a comprehensive paper of approximately 25 pages. Participants will be graded on the content of the project as well as the quality of writing.
Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection.
Pre-Req: M.Ed. matriculated only
Addresses the way in which an instructional leader initiates changes in organizations-whether curricular or in the systems which make organizations function.
Students will research, discuss and examine web-based educational technologies and the pedagogical practices associated them. We will also interrogate the way that these technologies and their requisite literacies have changed, are changing and will change the nature of institutional instruction. In addition, we will investigate the policy implications that arise from the existence of these technologies. This course is taught online. It is suitable for students at the Masters, Ed.S or Doctoral level.
This course considers ways in which school leaders can facilitate transformative change in all aspects of education. Focusing on theory, research, and pragmatic strategies, the course examines approaches to educational design and redesign for educational institutions undergoing significant change.
Examines theories in the changing process, strategies for effective adoption and implementation of innovations and conflict resolution.
Pre-req: EDUC.6110 Introduction to Higher Education Administration.
This Capstone Alternative is the culminating course for students who are not in regular PK-12 classroom settings, particularly those who are in the Autism Studies program. Candidates in this course will apply information that they have learned during their coursework to an action research project in a classroom or small group setting. In addition, candidates will develop a professional portfolio with products developed during coursework.
This course will examine the role of higher education in creating leaders for a diverse and democratic society Grounded in student development theory and practice, this course will engage participants in reflective and critical exploration of leadership theories, frameworks, concepts and skills that focus on social justice and purposeful change. The course is designed to provide foundational grounding in the study of leadership theory and research, with a focus on the leadership paradigms emphasizing transformation, collaboration and empowering group members in an effort to improve the world in which we live. During this course you will read current ideas about student development and the nature of leadership, you will engage in class activities and assignments which challenge you to think critically with multiple perspectives and frameworks and you will undertake a self-examination about who you are and what you believe as someone who will facilitate student development and leadership in student affairs and within higher education.
Through frequent consultation with the instructor, the student will investigate and define a problem for research and will present the findings in a significant paper. The directed study may not be substituted for a required course.
Candidates undertake an in-depth study of issues pertinent to PK-12 education and develop a product to address these issues. Candidates must complete 24 credits prior to registering for the Ed.S Seminar.
Pre-Req: Ed.S. Matriculated only
An in-depth study of theory and research on the work in readers' responses to literature. Attention is given to past findings and methodologies as well as to future research in this area.
This course provides prospective leaders with the theoretical and empirical bases for understanding the instructional core and how to create the conditions needed for high quality teaching and learning to occur in their schools. Course participants will explore how to (i) establish a vision that promotes high standards for learning and is shared by all stakeholders; (ii) promote a positive school culture that is anchored in professional behavior and trusting relationships; (iii) promote effective instructional programs and the application of best practices to student learning; (iv) make decisions grounded in reliable data integrity, fairness, and ethical conduct.
A variety of theories, methods and multi-media techniques of teaching will be explored in order to familiarize students with the many options available to facilitate learning by adults
This course provides the theoretical underpinnings of the nature, principles and processes of ethnographic research which focuses on the understanding of human cultures. Students will study how an ethnographic research project is developed and will conduct an aspect of a study during the semester. There will be particular emphasis on collecting and analyzing data in ethnographic research.
Focuses on the preparation, admission, retention, and achievements of minorities in higher education, both past and present.
The Practicum I: Higher Education is the first of two culminating requirements for those students striving to earn the M.Ed. in Education Administration: Higher Education Option. Practicum I and II require students to engage in a project that demonstrates the practical application of their knowledge and skills in real-life higher education leadership activities and responsibilities over the course of two semesters; both semesters involve significant leadership work in partnership with a supervisor/mentor in an appropriate higher education site. Selection of the focus and scope of the project will be tailored to students area of focus in the Higher Education Option and their current work responsibilities.
Practicum II: Higher Education is the second in the series of two culminating requirements for those students striving to earn the M.Ed. in Education Administration: Higher Education Option. Similar to Practicum I (08.670), Practicum II (08.671) requires students to engage in the continuation of the project form Capstone I that demonstrates the practical application of their knowledge and skills in real-life higher education leadership activities and responsibilities over the course of the semester. Both Practicum semesters involve significant leadership work in partnership with a supervisor/mentor in an appropriate higher education site. Practicum II content will be tailored to students' area of focus in the Higher Education Option and their current work responsibilities.
Pre-req: EDUC.5070 Capstone I: Higher Education.
This course will explore ethical theories and their application to higher education. The course will rely heavily on in class discussion and learning from all participants: faculty and students. A case study approach will be used in order for students to gain hands-on experience dealing with ethical issues that arise in the Higher Education setting.
In this course, we shall be reading research articles and examining how the research was carried out. You will conduct an "action research" project. Those who engage in action research have a commitment to bring about change. In this case, you will be investigating something in your own classroom or school that concerns you and therefore the results of your research will help you to think about what might be done to change the situation. Through the collection and sorting of data we can gain insights into situations that were previously muddy. Teachers often have to make judgments based on experience, but this is not persuasive to outsiders. With data we can convince others that the course of action we choose is justified.
There are many issues in science education that can be clarified as a result of reading current literature and engaging in discussion with other teachers. In this course, we will examine some of the most pressing issues that face us as science teachers e.g. What is science literacy? What role should inquiry play in a science curriculum? What is the role of technology in science education? Is ability grouping appropriate for learning in science? Each week we will examine a different issue and share our expertise, as we explore what it means to be a leader in science education. You will share your own science teaching expertise by developing an article to be submitted to an NSTA publication via a peer review process. Additionally, you will put your program learning into practice and will be assessed through written evidence captured in a professional portfolio.
The purpose of this course is to engage students in the complexities and debates regarding theoretical perspectives and research on language, literacy, and culture that have affected language and literacy learning. This course will begin with introduction to the history of research done on concepts of language, literacy and culture. Students then look at the evolution of sociolinguistic and stenographic research language, literacy and culture as well as other modes of inquiry on language and literacies. Most of the course is spent closely examining studies for how they conceptualize the mutual construction of language, literacy, and culture, and for what they can tell use about the nature of literacy learning. In addition, students will explore the questions those studies raise such as cultural diversity,identity, learning, curriculum and instruction school-community relationships and social justice in literacy and language learning.
If you were asked to describe the characteristics of science what would you say and would you know whether professional scientists agree with you? National professional societies such as the NSTA and the AAAS, believe that if middle and high school students understand how science has been and is practiced, they will be more likely to question their own thinking, recognize the power of scientific theories and understand that there are no absolute truths. This course will take you on an exploration of some fascinating discoveries in the history of science, engage you in debate about controversial issues in science, and involve you in raising your own scientific questions.
This course covers the history of the teaching of composition from the ancient Greeks to the present day, the development of both theory and pedagogy, and the current research into how writers learn, which teaching methods work best, and which issues continue to be of concern. Students will learn to critique writing pedagogy, to place programs and issues into historical perspective, and to analyze and design research into the teaching of writing.
The course will examine various theories and models of verbal communication appropriate for study in the Language Arts and Literacy. The specific theories and models will be determined each semester.
Students will trace the history of reading instruction in the United States from The New England Primer in the 1600s to the present with special attention to the ways in which those milestones may have impacted reading instruction today. Each of the key philosophical orientations to reading instruction will be explored from the point of view of the research that informs that instruction. Contemporary issues in reading instruction will be examined with ties to both the research and the history. Contemporary issues will be drawn from, but not limited to, politics, curriculum design, instructional materials, and instructional design.
This course will examine the intricacy of community engagement. Parent and community engagement in education is widely recognized as important, yet very few teacher leaders are taught how to foster engagement more broadly and deeply in schools. Teachers will learn community-based relational approach and other theories related to parent and community engagement. Through action plans, they will create opportunities for community partnerships necessary for promoting the success of all students.
In this course, students will implement and evaluate their community engagement action plan from Leadership of Community Engagement I. Students will begin to unravel and document best practices seminal to community and school partnerships. Through the sharing of important resources such as social networks and community capital. Teachers will create a learning community to support each other and colleagues engaged in this important work.
This is the first in a sequence of three one credit courses that provide strategies, practical training, and a foundation in adult learning theory necessary for teachers to cultivate and lead school-based professional learning communities. For Course One, students participate in a three day summer institute (9am-3pm) and develop an action plan for the coming school year in which they will lead the development of a professional learning community. Students are invited to participate in an ongoing research study of professional learning communities.
This is the second in a sequence of three one credit courses that provide strategies, practical training, and intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course Two, students participate in three online learning modules and two face-to-face seminars during the fall semester. Students receive coaching and instruction as they pursue the action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.
This is the third in a sequence of three one credit courses that provide strategies, practical training and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course Three, students participate in three online learning modules and two face-to-face seminars during the spring semester. Students receive coaching and instruction as they pursue action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.
Candidates are asked to document a limited number of verifiable accomplishments outside the classroom from both the professional and local communities. Candidates must explain how each accomplishment impacts student learning. Accomplishments are limited to the last five years. Later in the program, more recent accomplishments may be added to the entry. The portfolio entry is 20 pages in length.
In this seminar, candidates must analyze an inquiry approach to education and its relation to their current practices. They must examine the connections between inquiry, teaching, learning, and the standards o f accomplished teaching. The portfolio entry requires a video in which candidates are asked to document a class meeting where students are learning through inquiry based instruction. Documentation takes the form of a 20 minute video edited into three sections. Section one shows how the lesson is introduced. Section two records students engaged in inquiry learning. Finally, section three records the lesson's closure, The analysis focuses on the available evidence from the video; specifically, how the candidate's actions (or inaction's) resulted in student learning. The portfolio entry is limited to 12 pages.
This seminar focuses on the teaching cycle (planning, implementing, assessing) in conjunction with the standards of accomplished teaching in specific content areas. The portfolio entry emanates from the day to day work of each teacher and requires teachers to document the decisions and choices which directly impact the student learning experience. The entry includes lesson plans associated with specified learning objectives, detailed assignments, examples of student work from two of those assignments representing high and low achieving groups, and an analytical reflection of how the teachers work fostered (or did not foster) Student understanding. The portfolio entry is 12 pages in length.
Candidates develop the knowledge, skills, and dispositions necessary to foster student engagement. They will ex amine formal and informal assessment techniques associated with whole class discussions and analyze the importance of an equitable learning environment in fostering student participation. Candidates are required to submit a second, 20 minute unedited video of a whole class discussion. They closely analyze the video and interpret the student exchanges and teacher actions according to the standards of accomplished teaching. The portfolio entry is limited to 12 pages in length.
This course will introduce students to theory and research about structural inequities, barriers to education, and promising practices for addressing these barriers. Students will examine theory and research and implications for practice in PK-12 Leadership.
This course is designed to provide PK-12 practitioners with an understanding of the principles of research design and the ethical responsibilities of conducting a research study. Participants will learn a broad range of research methodology approaches that can be applied to problems of practice. Participants will become skilled at reading, evaluating, and judging the trustworthiness of studies using different methodology approaches. They will design a practitioner-oriented research study.
In this course students will examine scholarship and research in the areas of law, policy and finance as these affect educational practice. They will analyze law, policy and finance and its implications for leaders in PK-12 schools and school systems.
The primary focus of this course is to prepare practitioner leaders to understand, interpret, and analyze quantitative data as it relates to their identified problem of practice.
This course will introduce students to research and theory in the field of organizational learning and its application to PK-12 practice. Students will study the origins, evolution and contemporary findings of research in this field. Students will explore the practical implications of organizational learning for PK-12 leadership.
This course will introduce practitioner leaders to the field of qualitative research and prepare them with the skills, techniques and knowledge necessary to conduct qualitative investigation in a practitioner-oriented research study.
Drawing on organizational, management, and educational scholarship, this course introduces students to concepts and practices associated with strategic systems leadership. Students will apply their understandings of how to leverage both formal and informal sources of influence in their analysis of relevant teaching cases and the data they collect in an extensive field study project.
building on the core concepts and practices introduced in Systems Leadership I, this course focuses specifically on how effective leaders use data to understand and address the challenges of their operation environment. Importantly, the course focuses on not only the technical knowledge and skills leaders need to use data as a lever for improvement at scale, but on the adaptive leadership skills required for meaningful systems change.
This course will critically examine the variety of issues associated with partnering with parents, families and community organizations. Through analysis of theory, research and collective knowledge, doctoral students will learn how to strategically engage parents, families and community organizations and recognize the different forms of engagement. This course will emphasize collaborative strategies that "shares power" with key stakeholders in U.S. schools.
This seminar, for all doctoral students and faculty in the Research and Program Evaluation Ph.D. program gives students the opportunity to learn about research and evaluation practice directly from faculty and other students speaking about their research and evaluation experiences. Students will learn how to: understand research and evaluation presentations; ask educated questions and make substantive suggestions and comments about research; and create and deliver a presentation of their research evaluation projects.
In this course students will be introduced to: Principles of research design in social sciences; Understanding how to plan for research using quantitative and/or qualitative data collection methods; Ethics of research conduct; Understanding and preparing for the Institutional Review board (IRB) process; Evaluating the trustworthiness of research; How to critically review research; The historical and philosophical issues undergirding qualitative research; Paradigms; Sampling procedures; Types of measurement error; Methodologies appropriate for educational research; Recent developments in education research.
This course provides doctoral students prior to their dissertation research with an opportunity to develop a research proposal through an intensive literature review, writing and discussions. Based on a solid understanding of current research trends on literacy, culture and communication students will identify research questions and articulate theoretical perspectives that frame their research. Developing research design and analysis tools will also be a core element of this course as a part of the students; research proposals. Students will go through IRB application using the proposal developed in this course to actually conduct their research in the next semester.
This course covers the fundamentals of human memory and cognition. In addition to modern memory theory, imagination, problem solving, invention, complex learning and complex skills performance will be explored.
The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The one-credit option is for the student who anticipates developing the qualifying paper over two semesters, and submitting the paper at the end of the second semester.
Prereqisite: A descriptive statistics or research methods course satisfactory to the Program Faculty. This course covers basic statistics used in the analysis of educational research.
Pre-req: EDUC.7000 Introduction to Research Design and Methods
This course will focus on the actual conduct of a research project. It may not be possible to complete a research project (data collection and analysis) in a single semester; however, some important aspects of a research project are expected, such as sample data collection using the research instruments developed in the previous semester, ongoing analysis and preliminary findings. Students are expected to receive approval from the IRB prior to the course and will begin data collection as soon as the semester begins.
Methods of data collection suitable for answering a variety of educational research questions. Considers both qualitative and quantitative strategies for research and evaluation needs. Prerequisite: 07.701 or acceptable substitute.
Pre-Req: 07.701Data Analysis.
The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The two-credit accelerated option is for the student who anticipates developing and submitting the final draft of the qualifying paper in one semester.
The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper.
This course concentrates on the use of qualitative methods for educational research. Strategies for conducting qualitative studies are described and techniques for analyzing and reporting findings are emphasized.
Focusing on survey research methods, this course will familiarize students with the strategies, techniques, tactics, and issues in developing and administering questionnaires and interviews.
Pre-req: EDUC 7000 Intro.Research Design and Meth., EDUC 7012 Data Analysis and Academic. Ed.D. and Ph.D. Education Matriculated Only.
This course offers a critical examination of the research designs, paradigms, and methods used by scholars in the field of higher education. Students will be introduced to classic and contemporary research questions, traditional and alternative research methods, and frequently used resources in higher education scholarship.
Mixed methods research and evaluation uses both quantitative and qualitative data and information to answer research and evaluation questions. Mixed methods research and evaluation integrates these two general methodologies to design more complete and powerful scholarship and produce more informative answers to research, instructional, and educational questions of both the formative and the summative kind. These questions may be research hypotheses, instructional program effects, or educational program and policy evaluations. This course is designed to meet the needs and goals of the students who enroll in it and is conducted by a learning contract model. Advanced univariate and multivariate design and statistical techniques will be selectively covered, including: meta-analysis, instrument design and development. It includes various qualitative techniques and analytical models, such as development and use of protocols, interviewing, content and discourse as well as text analysis, analytic and observational scoring procedures and systems, document analysis, policy analysis. Scholarly text development such as histories, white papers, or professional literature reviews will be included.
In this course students will learn about the processes and the resources relevant to writing, publishing and presenting manuscripts for professional journals and conferences. There will be an emphasis on student-developed work based upon relevant topics in the students field of study. Instructor permission required.
Discourse analysis has been increasingly used as a basic analytic tool of qualitative research. This research methods course focuses on the use of language in society at the level of multiple interlocutors and contexts. This course is by nature interdisciplinary, and the goal is to provide graduate level students in all disciplines with practical guidelines to doing discourse analysis in qualitative research and mixed methods research.
Basic measurement and evaluation theories and techniques are surveyed, including achievement, attitudes, opinions, abilities, personality, skills and trait variables. Emphasis is given to methods of establishing reliability and validity of various measures.
Research Planning: Leadership is a scaffolded-experience to guide students in the development of their qualifying paper (the second comprehensive exam), a structured review of the literature. Only students who are at the appropriate stage of their program may enroll with permission of the instructor.
Pre-Req: EDUC 7012 Data Analysis, EDUC 7020 Research Methods & Design; Academic Plan Ed.D only.
This course provides advanced knowledge of qualitative research and the opportunity for candidates to conduct a pilot study utilizing appropriate qualitative methodologies.
Pre-req: EDUC.7040 Qualitative Research Methods.
The goals of Research Experience l are to provide students in the Research and Evaluation in Education Program with mentored experience in a hands-on research project. Appropriate research experiences are those that allow the students opportunities to increase their skills, Knowledge, and experiences in the program goal areas. Students will work approximately 10 hours a week on the designated research project, meeting a minimum of 1 hour per week with the research mentor.
Pre-req: EDUC.7000 Intro to Research Methods, and EDUC.7012 Data Analysis, and EDUC.7040 Qualitative Research Methods, EDUC.6423 Program Evaluation, or EDUC.7420 Foundations of Program Evaluation. Permission of Instructor Required.
Research Experience ll will provide students in the Research and Evaluation in Education program with mentored experience in a hands-on research project. The project may be a continuation of the work begun in Research Experience l or may represent a different line of inquiry with different mentor. Appropriate research experiences are those that allow the student opportunities to increase their skills, knowledge, and experiences in the program goal areas. Student will work approximately 10 hours a week on the designated research project, meeting a minimum of 1 hour per week with the research mentor.
Pre-req or Co-req: EDUC.7110 Research Experience l. Permission of Instructor Required.
The purpose of the Research Writing Seminar is to Provide students with guidance in the preparation of their final qualifying exam.
Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required.
Students will work on individually designed projects in language arts and literacy in close cooperation with a faculty member.
Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required.
In this course the following topics will be considered: Fundamentals of Evaluation Theory; Evaluating Evaluation Approaches and Models: Explication and Application of Specific Models; Evaluation Design; Evaluation Ethics; Evaluation Procedures; Meta-evaluation.
This course will further your knowledge of program evaluation by focusing on such topics as: Assessing the need for program evaluation; Working with stakeholders; Identifying, measuring and monitoring outcomes; Assessing impact; Social context of evaluation.
Pre-req: EDUC.6423 Program Evaluation.
The focus of this course includes: The relationship between evaluation and educational policies; Standards-Based evaluation; Responsice Evaluation; Evidence Based Evaluation; cost Benefits Analysis Evaluation; Large Scale Evaluations: Issues in Planning; Large Scale Evaluations:Analyses; Evaluation of Public Programs and Related Policy; Utilization of Findings in Policy.
Pre-req: EDUC.7430 Program Evaluation in Practice.
Ed.D. students will design their study, complete their proposal, conduct their study and defend their dissertation in practice, while enrolled in dissertation credit. This course is for ED.D. cohort students only.
In this second course of the EdD dissertation course series, students will collect and analyze data with the support of the course instructor.
Pre-req: EDUC.7501 Dissertation in Practice.
In this final course of the EdD program students formally report on their data in a written dissertation that they defend at the end of the semester.
doctoral candidates who have passed both required doctoral examinations (Comprehensive/Qualifying examinations) may register for dissertation credit. Candidates work with their chair and/or a committee member to advance their research. Part time candidates who wish to register for 6 credits of dissertation study in one semester must gain the permission of the instructor.
Doctoral candidates who have passed both required doctoral examinations (comprehensive/Qualifying examinations) may register for dissertation credit. Candidates work with their chair of a committee member to advance their research. Only, full-time candidates, including TAs and RAs, and international students may register for 9 credits of dissertation study. Permission of Instructor is required.
Doctoral candidates must be enrolled in this course if they have completed their required dissertation research and wish to defend their dissertation.