Investigation of social contributions of schools. Determination of what the public expects from local schools, assessing how accurately present systems meet public's expectations and individual implications for teaching.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded.
Provides teachers with an analytic framework for understanding different types of teacher research as well as strategies and techniques for conducting research in K-12 schools.
This course is designed to assist students in the completion of their internship for the Cultural Studies and Equity Graduate Certificate. The course will guide students in applying theoretical and empirical understandings of cultural diversity and equity in their selected field placement. S/U graded.
Assists student in recognizing need for creating processes that enable children, educators and others to support and design a culturally and socially diverse curriculum.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Exploration and analysis of possible range of assumptions about nature of human activity (thinking, behaving, feeling) and implications of those assumptions relative to educational enterprise.
Exploration of historical, political, and sociological foundations of environmental education in the US and internationally. Particular attention paid to curriculum in formal and non-formal schooling.
Explores contemporary education trends, including strategies for English language learners, and promotes reflection and action toward responsible leadership for diverse students in an era of innovation and change; examines current issues in instructional and assessment practices, from social and historical and political perspectives.
General principles of curriculum design, pedagogy and assessment with content area concentrations. Special focus on the research literature on assessment and instruction practices.
Teacher candidates reflect upon applied theories of methods, assessment, and pedagogy to diverse contexts; data collection for capstone.
Examines nature and scope of curriculum planning, instructional design, decision making, and implementation. Delivery and instruction of a curriculum, the process for changing curriculum are investigated.
Examine current issues in instructional and assessment practices, from social and historical and political perspectives; focus on the research literature on instruction and assessment practices.
Examines roots of educational research, its evolution in context of educational reform. Conceptual base in the interpretation, application, and dissemination of current and emerging literature.
Examine leading contemporary and classical philosophical systems and how they culminate in practical educational goals, systems of justification and practices. Includes the study of educational aims and values.
Analysis of major concepts as related to the implementation and evaluation of curriculum. Covers models of curriculum design and strategies for implementing and evaluating curriculum.
Focus of the seminar changes. It helps doctoral students to identify research methods, dissertation topic and design, conceptual framework, hypothesis, research and writing strategies.
An advanced study of modes of inquiry used to address educational issues. Students critically evaluate educational research and identify and study a problem of practice.
Exploration of concepts of literacy as social construction; includes aspects of influence on status, power, and mobility within society.
Analysis of research on History of American Education with respect to implications for contemporary educational curriculum, reform, and innovation.
Analysis of research and social justice leadership and reform in schools (past, present, future). Critical reflection of teaching and learning that define, support, or hinder social justice in education.
Examination of individual and collective learning as developmental transformation within and across social organizations, such as schools. Explores concepts of identity, power, meaning, boundaries and interaction between individuals and systems.
Exploration of curriculum theory and practice. The course addresses current orientations and applications of curriculum and its community of scholars and practitioners.
Provide students with a broad understanding of the historical development of education reform initiatives in the United States, emphasizing the period beginning in 1983, as well as the skills and experience to evaluate contemporary and future reform critically.
Analysis of theory and practice-based research relevant to thoughtful design, implementation, and assessment of educational media and technology initiatives.
Application of education knowledge and research methods. Students independently write a research paper suitable for publication in an education research journal. S/U Graded.
Candidate must earn a minimum of 4 credit hours for doctoral proposal research in partial fulfillment of the requirements for the degree.
Candidates must earn a minimum of 12 credit hours for the dissertation in partial fulfillment of the requirements for the degree.