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. Repeatable.

Exploration of concepts of literacy as social construction; includes aspects of influence on status, power, and mobility within society.

Analysis of research on the 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.

Analysis of theory and practice-based research relevant to thoughtful design, implementation, and assessment of educational media and technology initiatives.

Prerequisites: Teaching experience at the appropriate school level (elementary or secondary), student must have approval from either the Elementary or Secondary Program Coordinator. Course is designed for the doctoral student who elects to teach in teacher preparation programs.

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