Educational Leadership Courses
EDL-6100 Research in Education. See FPR-6600.
EDL-6105 Research Design. See FPR-7900.
EDL-6110 Quantitative Analysis. See FPR-7610.
EDL-6115 Qualitative Analysis. See FPR-7700.
EDL-6116 Survey/Instrument Development. See FPR-7600.
EDL-6120 Supervision and Improvement of Instruction (3 hours)
A study and application of various educational supervisory models with emphasis on the instruction process.
EDL-6130 School Evaluation and Change Process (3 hours)
Examination and application of school program and curricular evaluation processes to school improvement. Examination and application of change processes and interventions.
EDL-6135 Organizational Development, Innovation and Change (3 hours)
The examination and application of organizational development processes leading to change and innovation in educational organizations. An examination of leadership and entrepreneurship as it relates to building school systems and other learning institutions worldwide.
EDL-6210 School Finance and Business Management (3 hours)
Financing of public and nonpublic schools and its relationship to government and other sponsoring agencies. Introduction of methods used in business and financial management of schools.
EDL-6211 Principles of School Business Management (3 hours)
Introduces students to the role of school business management including key concepts, skills and aptitudes. Provides a basis from which students can connect and apply key school business management concepts to their graduate business education in the MBA program.
EDL-6215 Budgeting, Grant Writing, and Third Source Funding (3 hours)
Principles of budgeting as it relates to program and educational needs. Writing grants and identifying and securing additional program funding from government and third-party sources.
EDL-6220 School Organization and Human Resources (3 hours)
Leadership theory and its impact on educational organization, culture, leadership skills and processes.
EDL-6230 School Law (3 hours)
Analysis of legal issues as they affect teachers, students, programs and tort liability.
EDL-6240 Instructional Leadership (3 hours)
Elements of instruction leadership are examined emphasizing parent, staff and community collaborations including advanced curriculum and instruction.
EDL-6250 Special Education Law & Policy (3 hours)
Impact of special education policies and implementation as related to public and nonpublic schools. Analysis of legal guidelines, litigation, individualized education programs, inclusion and characteristics of exceptional learners.
EDL-6260 Legal Issues for Nonpublic Education (3 hours)
Analysis of legal issues as they affect governance and management of nonpublic schools.
EDL-6300 Ethics of School Leadership (3 hours)
Analysis and application of normative ethical theories and the perspectives of care and the Christian life to moral issues.
EDL-6310 Schools, Parent, Community Relations (3 hours)
Processes and skills needed to develop effective communication programs linking schools, parents and community.
EDL-6320 Current Problems and Issues in Education (3 hours)
Issues and problems in public and nonpublic education; impact on classroom practices; exploration of policy arguments and strategies; individual research projects.
EDL-6340 Politics and Policies of Urban School (3 hours)
Theory and research of the interrelations of politics and policies and their influence on urban schooling. Emphasis is placed on the process of neighborhood ethnic, class, racial, economic and political identities. An exploration and analysis of social policy issues and their impact on urban schooling.
EDL-6500 Administration of Early Childhood Programs (3 hours)
Analysis of professional standards in the field and implications for program practice. Provision for children with special needs.
EDL-6700 Assuming Leadership Roles (3 hours)
Understanding and applying the knowledge, skills, and practices of effective school leadership.
EDL-6705 Leading Change (3 hours)
Applying leadership knowledge, skills, and dispositions in addressing problems impacting student learning.
EDL-6710 Using Data to Inform Practice (3 hours)
Analyzing data to inform professional practice and lead school improvement efforts.
EDL-6715 Providing Instructional Support (3 hours)
Examining school and teacher practices that enhance student achievement.
EDL-6720 Influencing the School Culture (3 hours)
Developing and sustaining a school culture that supports student achievement.
EDL-6725 Building Collaborative Relationships (3 hours)
Developing and sustaining collaborative relationships for effective school reform.
EDL-6730 Leading from Within (3 hours)
Understanding and applying the knowledge, skills, and dispositions of effective teacher leadership.
EDL-6740 Increasing the Capacity of All Learners (3 hours)
Examining school and teacher practices that enhance student achievement.
EDL-6745 Leadership Roles in Educational Organizations (3 hours)
Explores theories, research, policies, and practices that support effective school leadership.
EDL-6750 Leading Change for School Improvement (3 hours)
The analysis of school-wide change from different theoretical perspectives.
EDL-6755 Utilizing Data for School Success (3 hours)
The administrator’s role and responsibility in analyzing data to inform professional practice and lead school reform efforts.
EDL-6760 Leadership Strategies that Enhance Teaching & Learning (3 hours)
Theories, research, and best practices that support effective instructional practices.
EDL-6765 Creating the Culture to Lead Effective School Reform Efforts (3 hours)
Factors that impact a school culture and the affect of human behavior on organizations.
EDL-6775 Leading School Based Professional Learning Communities (3 hours)
Leading school based learning communities and their role in student achievement and school improvement.
EDL-6780 Leadership for School Improvement (3 hours)
Examines the accountability role of the school leader in facilitating school improvement processes.
EDL-6785 Role of Measurement & Assessment in School Improvement (3 hours)
The administrator’s role and responsibility in continuous school improvement, accountability, assessment, evaluation, and measurement initiatives to enhance student achievement.
EDL-6790 Responsive School Leadership (3 hours)
The importance of responsive school leadership in continuous improvement initiatives, curricula development, standards based instruction and instructional supervision.
EDL-6795 Advanced Leadership for School Improvement (3 hours)
Integration of educational theory into practice through examination, critique, and modification of school improvement plans to provide staff and stakeholders with the assurance of continuous school improvement, ongoing internal review using a cycle of inquiry, and action based leadership by the school improvement team.
EDL-6800 Creating a Sense of Urgency for Student Expectations (3 hours)
Amplifying the urgency for high expectations for all students.
EDL-6805 Accomplished Teachers as Leaders (3 hours)
Examining leadership styles, behaviors, and paradigms as they related to professional roles and responsibilities.
EDL-6810 Creating Connections for Meaningful Learning (3 hours)
Understanding collaboration as a means for meeting the needs of all learners.
EDL-6815 Exploring Leadership Strategies that Promote Collaborative Relationships with School Administrators (3 hours)
Developing effective collaborative relationships between teacher leaders and school administrators.
EDL-6820 Reflecting on Systemic Teacher Practice (3 hours)
Professional inquiry and action research as a systemic means of professional growth and improved classroom practice
EDL-6825 Building Collaborative Relationships with Peers, Colleagues, and External Stakeholders
Collaboration as a means of engaging all stakeholders in continuous improvement.
EDL-6983 School Leadership Internship I (3 hours)
An academic, year-long clinical experience at the K-12 level, requiring extensive, intensive and diverse assignments and administrative activities.
EDL-6984 School Leadership Internship II (3 hours)
An academic, year-long clinical experience at the K-12 level, requiring extensive, intensive and diverse assignments and administrative activities.
EDL-7100 The Superintendency (3 hours)
Administrative techniques and interrelationships of the district administrator with other administrators, school staff, school boards and different governmental agencies.
EDL-7110 Strategies of Educational Leadership (3 hours)
Analysis of management and supervisory skills and behavior that lead to the improvement of instruction in public and private schools.
EDL-7120 Research-Based Decision Making (3 hours)
The analysis of the methodological and statistical components of existing research data to enhance and facilitate the educational decision making process. Particular attention is given to applications regarding issues of educational policy.
EDL-7130 Nonpublic School Organization and Leadership (3 hours)
Analysis of models and strategies of effective nonpublic school leadership.
EDL-7140 Organizational Change (3 hours)
Application of change theory to large and small organizations. Leadership strategies for successful change implementation.
EDL-7200 Principal as Instructional Leader (3 hours)
This course will address the role of the principal as the instructional leader. Particular emphasis will be on school improvement as it relates to curriculum, instruction, assessment, technology and 21st century learning skills.
EDL-7210 Policy Analysis (3 hours)
Educational policy-making at the macro (national, regional and state) and micro (local and institutional) levels. Selected educational policies.
EDL-7220 Human Resource Administration and Bargaining (3 hours)
Functions of human resource planning, recruitment, selection, placement, development and related legal issues and human relations.
EDL-7230 Educational Finance (3 hours)
Public values, policy issues, specialized terminology and practical problems associated with the generation, distribution and internal allocation and control of education revenues and expenditures.
EDL-7240 Supervisory Theory and Practice (3 hours)
Examine administrative and supervisory behaviors that foster the development of a positive organizational culture to facilitate and enable various constituencies to contribute to the development and realization of organizational goals. Provide candidates with the opportunity to develop supervisory skills for personnel, including those from diverse backgrounds.
EDL-7250 Legal Issues for School Districts (3 hours)
This course examines legal issues affecting school districts in Illinois. Federal and state case law will be reviewed and applied to legal problems that confront school administrators. Prerequisite: EDL-6230.
EDL-7260 School/District Improvement Data Analysis (3 hours)
This course addresses school district and building leadership roles in creating an infrastructure and systems that focus on school district improvement. Particular emphasis is on school improvement as it relates to accountability demonstrated through assessment design, data gathering and analysis. Candidates will learn how to utilize data to improve curriculum, instruction, multiple forms of assessment, and incorporate technology to meet the needs of the 21st century learner.
EDL-7300 Ethics for Educational Leaders (3 hours)
Ethical theories and practice of school district leadership.
EDL-7500 Mixed Methods Research (3 hours). See FPR-7800.
EDL-7510 Advanced Topics in Statistics (3 hours). See FPR-7620.
EDL-7520 Advanced Topics in Qualitative Analysis (3 hours). See FPR-7710.
EDL-7891 Professional Career Training: Superintendent Track (3 hours)
Students complete and internship to fulfill a requirement for the State of Illinois Superintendent endorsement.
EDL-7892 Professional Career Training: Professional Track (3 hours)
Students complete a career-oriented, field-based experience.
Educational Technology Courses
EDT-6010 Integrating Technology Across the Curriculum (3 hours)
This course is an introduction to the disciplined practice of integrating technology into teaching and learning. It provides an overview of current instructional technologies and theory-based design strategies for effectively using these technologies.
EDT-6020 Critical Education Practice and the Internet (3 hours)
Introduction of contemporary online practices found in today’s classroom and outside of it as well. Online learning environments and the “digital divide” between what students do, have access to, in and out of school. The significance of the “gender gap” in computer science and the sociotechnical practices.
EDT-6030 Using Technology to Build Learning Communities (3 hours)
Examination and evaluation of the use of technologies in the design and building of learning communities and development of community-based outreach and engagement.
EDT-6040 Visual Literacy in the Classroom (3 hours)
Pedagogical concepts and design strategies underlying the use of an image-rich curriculum to enhance instruction. Examination and evaluation of the use of visual technology tools and techniques to build visual literacy and meet learning objectives.
EDT-6050 Technology for Effective Decision Making in Teaching and Learning (3 hours)
Examination of the decision-making process and the role of technology in supporting data-driven decision-making to enhance teaching and learning.
EDT-6060 Trends and Future of Technology in Education (3 hours)
An overview of current and emerging innovative technologies in teaching and learning. An examination of the historical and evaluative framework for assessing the effectiveness of technology interventions and future educational technology developments and applications.
EDT-6065 Emerging Technology Trends, Professional Learning and Evaluation (3 hours)
An overview of current and emerging innovative technologies in teaching and learning. Theories and skills necessary to design and implement professional learning opportunities in light of current and emerging teaching/learning/technology needs. An examination of an evaluative framework for assessing the effectiveness of technology interventions and programs.
EDT-6070 Educational Technology Leadership (3 hours)
Leadership theories and practices to improve professional practice and exhibit leadership in the community by promoting the use of digital resources to improve student learning.
EDT-6080 Applied Project in Educational Technology (3 hours)
Capstone course in the Educational Technology Program.
EDT-6100 Introduction to Educational Technology (3 hours)
Introduction to and examination of the field of educational technology, laying a foundation for digital literacy within a school setting, theory, and practice of instructional design for technology integration.
EDT-6205 Educational Technology Hardware and Software (3 hours)
Planning, configuring and maintaining computer/technology systems, including basic networks, for school laboratories, classroom clusters and other appropriate instructional arrangements. Primary focus in on K-12 schools.
EDU-6000 Classroom Discipline (3 hours)
Theological basis, legal ramifications and practical applications of classroom disciplinary techniques. Prominent current approaches will be examined in light of research. Application to the participants’ classrooms through problem-solving techniques.
EDU-6025 Teaching Science and Mathematics in the Elementary Classroom (3 hours)
Curriculum, methods and materials for the teaching of mathematics and science in the elementary school classroom. Application of subject area and teaching standards to curriculum, assessment and planning. Field experiences required. Prerequisite: Admission to the College of Education.
EDU-6035 Curriculum and Methods of Teaching Elementary/Middle School P.E., Music and Art
Methods and materials for teaching art, music and physical education at the elementary school level. Emphasis on
appropriate activities, instructional strategies, and the significance of these subject areas within the elementary school curriculum. Open to teacher candidates who have been accepted into the professional instructional courses or to in-service teachers. Field experience hours required.
EDU-6040 Classroom Teaching Skills (3 hours)
Discovery of a variety of instructional strategies for teaching and the beginning of the electronic portfolio process for initial certification for the College of Education. Enrollment is limited to graduate students working toward initial certification. Required for admission to the College of Education.
EDU-6045 Introduction to Theories of Learning & Cognition (3 hours)
This course will introduce pre-service teachers to learning theory and the research on cognition. Emphasis will be placed on connecting principles of learning theory to classroom practice and on the concept of developmentally appropriate instruction.
EDU-6060 Classroom Management and Assessment (3 hours)
A methods course that focuses on appropriate classroom management strategies and provides an introduction to classroom assessment and evaluation. Full-day course experience required with on-site field experience. Enrollment limited to graduate students working toward initial teacher certification.
EDU-6095 Foundations of Early Childhood Education (3 hours)
Historical, philosophical, sociological, and theological foundations and ethics of current thought and practice in early childhood education. Critical examination of program models. Issues of mainstreaming, inclusion, cultural diversity, ethics and professionalism as they relate to the education of children birth through age eight.
EDU-6100 Development, Implementation, and Evaluation of Early Childhood Curriculum (3 hours)
Programs, standards, materials, resources for early childhood curriculum. Analysis of issues, trends, and current practices related to national and international models and programs. Experiences in curriculum design, development, implementation and evaluation.
EDU-6105 Observation and Assessment of Young Children (3 hours)
The various methods of child study, observation, portfolio development and other assessment strategies are studied as a way to assess children’s growth and the development of knowledge and skills. In addition, current classroom practices and learning environments are explored to identify changes that benefit children, their families and communication between program and home.
EDU-6115 Infant and Toddler Programs (3 hours)
Programs for infants and toddlers in centers, homes and part-time agencies. Issues related to program provision for normal and exceptional children in a pluralistic society. An overview of early intervention services and issues. Field trips.
EDU-6125 Teaching Science and Math in the Early Childhood Classroom (3 hours)
Curriculum, methods and materials for the teaching of mathematics and science in the early childhood classroom. Application of subject area and teaching standards to curriculum, assessment and planning. Field experiences required. Course fee. Prerequisite: Admission to the College of Education.
EDU-6130 Play Theory in Child Development & Education (3 hours)
The study of play theory and stages. Examination of cultural, socioeconomic, age and gender differences in play. Emphasis on the value of play in childcare and education from birth through age eight. The role of adults in the support of children’s play and its application to educational settings.
EDU-6135 Fundamentals of Learning Theory (3 hours)
Learning facilitators will develop an understanding of cognitive development in K-12 children and adult learners. This course will focus on cognitive functioning, brain research, and critical thinking as they relate to research-based, best practices for teaching and learning.
EDU-6140 Resources/Strategies of Teaching ECE (3 hours)
Curriculum materials, teaching methodologies and teaching environments to support optimal growth and development of young children from birth through grade three. Analysis of practice in light of current theories and cultural issues. Integrating technology into instruction and the beginning of the electronic portfolio process. Required for admission into the College of Education for initial certification candidates.
EDU-6150 Creative Processes for the Young Child (3 hours)
The study of and experiences in drama, music, creative movement and the visual arts. Teaching methods and their application in the early childhood classroom. Field trips. Fee required.
EDU-6160 Parent Involvement in Early Childhood Education (3 hours)
Analysis of issues, trends and current practices related to parent involvement in schools and child care programs.
EDU-6170 International Perspectives on Early Childhood Education (3 hours)
Trends, issues and emerging research in early childhood programs internationally. Comparison of educational philosophies and practices in selected countries. Overview of international early childhood organizations, models and movements.
EDU-6175 Identification & Education of Young Children with Special Needs (3 hours)
Identification of characteristics of young children with disabilities or at risk for developmental delays. Applicable laws, policies, and guidelines. Assessment, programming, and intervention techniques. Emphasis on collaboration with parents and professionals.
EDU-6180 Seminar in Early Childhood Education (3 hours)
Problems, challenges and issues confronting the early childhood professional. Individual and group study. Prerequisites: EDL-6100 and 21 hours of graduate work in early childhood education or permission of instructor.
EDU-6190 Practicum in Early Childhood Education (3 hours)
Supervised field experience. Exposure to the total range of services to young children and their families including administration and supervision of programs. Prerequisite: 24 hours of graduate work in early childhood education.
EDU-6200 Beginning Reading Instruction (3 hours)
An examination of the factors involved in the beginning literacy process. Focus on current theory and research relating to issues in literacy development in grades K-3.
EDU-6201 Teaching of Reading (3 hours)
The reading process, the commercial reading programs available, the needs and interests of children, the methods and procedures for instruction and the organizational patterns for effective reading motivation. Clinical reading required.
EDU-6205 Language and Reading Theory (3 hours)
Linguistic factors that influence the reading process, language acquisition, components of written discourse, bilingual education, the language arts and learning theory related to language. Implications for reading instruction based on current theory and research.
EDU-6210 Studies in Elementary School Reading (3 hours)
Principles, practices and problems in elementary school reading programs. Emphasis on application of current theory and research. Prerequisite: Undergraduate course in reading instruction or permission of instructor.
EDU-6211 Studies in Literacy (3 hours)
This survey course examines the correlates of effective literacy instruction. Emphasis on application of current theory and research to P-12 classrooms. (Not open to candidates in the MA: Reading program.)
EDU-6212 Studies in Literacy and Multiliteracies (3 hours)
Examination of the correlates of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as it applies to P-12 classrooms.
EDU-6225 Diagnosis of Reading Problems (3 hours)
Causes and types of reading retardation, procedures for working with problem readers, experiences in administering and interpreting standardized and informal tests. Prerequisite: EDU-6210 or equivalent.
EDU-6226 Remediation of Reading Problems (3 hours)
Focus on current research relating to common reading problems and their correction. Prerequisite: EDU-6225.
EDU-6230 Reading in Mid/Secondary Schools (3 hours)
The reading process; selection and evaluation of classroom materials; and assessment of students. Prerequisite: Admission to the College of Education.
EDU-6285 Seminar in Emergent Reading & Writing (3 hours)
Exploration of reading and writing development theories. Development and implementation of ethnographic and/or action research with emergent readers and writers. Program development for children and classrooms.
EDU-6291 Roles, Relationships, and Ethics of the Reading Professional (4 hours)
The role of the reading professional in program development, implementation, supervision and assessment. Focus on ethics, censorship and vocation from a Christian perspective.
EDU-6295 Practicum in Reading Instruction (3 hours)
Field experiences in reading program selection, implementation, supervision and evaluation. Ordinarily, this should be the final course in the program. This course should be taken near the end of the program. Prerequisite: EDU-6226.
EDU-6296 Practicum in Remediate Reading II (3 hours)
Application of remedial techniques in a supervised, clinical situation. Prerequisite: EDU-6295. Limited to graduate students with a minimum of one-year teaching experience or consent of department chair.
EDU-6300 Research in Children’s Literature (3 hours)
Examination of selected research in children’s literature. In-depth study into children’s literature. Research and implications for instruction.
EDU-6310 Thematic Approaches to Children’s Literature (3 hours)
Contemporary children’s literature explored through study of specific themes such as family crisis, death, minorities and changing roles.
EDU-6350 Characteristics & Learning Needs of Students with Academic and Physical Challenges
This course is designed to identify the characteristics of individuals ages 3-21 with moderate and severe developmental, physical, and multiple disabilities. The course will examine the impact of language disorders, processing deficits, behavioral, emotional and sensory disabilities on the development of
individuals with cognitive and physical disabilities. The course will examine opportunities to support learning social, personal daily living, and vocational needs of students. Includes 20 hours offield experience.
EDU-6355 Instructional Strategies for Students with Academic and Physical Challenges (3 hours)
This course is designed to examine the curriculum, instruction, and materials for teaching students with moderate and severe developmental disabilities and students with physical disabilities. The course will also examine strategies for activities of daily living and the use of adaptive technology. Prerequisites: Admission to College of Education for degree-seeking students and EDU-6350. Includes 20 hours of field experience.
EDU-6360 Characteristics & Learning Needs of Students with Specific Learning Disabilities and Emotional Disorders (3 hours)
This course is designed to identify the characteristics of individuals ages 3-21 with specific learning disabilities and emotional disabilities. The impact of characteristics on the cognitive, academic, language, and social development of individuals will be examined. Includes 20 hours of field experience.
EDU-6365 Instructional Strategies for Students with Specific Learning Disabilities and Emotional Disabilities (3 hours)
This course is designed to examine the organization and implementation of curriculum, materials and management to facilitate acquisition, maintenance, and generalization of skills for students with learning disabilities. The course also examines the organization of the classroom and school environment for teaching and facilitating social, behavioral, and emotional needs to students with emotional disorders. Also included are instructional planning and design, instructional and community goals. Field Experience required. Prerequisites: Admission to College of
Education for degree-seeking students and EDU-6360. Includes 20 hours of field experience.
EDU-6370 Curriculum Based and Educational Measurements of Exceptional Learners (3 hours)
This course is designed to examine the diagnostic procedures that guide instruction of exceptional learners within the least restrictive environment. The course will also include use and analysis of standardized and curriculum based assessment and assessment techniques to support the learning of students. Field experience required. Prerequisites: Admission to the College of Education for degree-seeking students; EDU-6360 and EDU-6350. Includes 10 hours of field experience.
EDU-6400 Literature-Children/Adolescent (3 hours)
General survey of literature for children birth through adolescence; criteria for evaluation; trends and issues.
EDU-6410 Comparative Education (3 hours)
Educational systems in selected nations of the world. Historical background and economic, political, cultural and social conditions, which affect the educational system.
EDU-6415 Professional Responsibility and Ethics for Teachers (3 hours)
This course is an introduction to school law, professional responsibility, and ethics for pre-service teachers.
EDU-6425 Psychology & Methods of Teaching the Exceptional Learner (3 hours)
Identification of characteristics of exceptional learners; applicable laws and policies; Response to Intervention; educational program development based on empirically-supported instructional techniques; assessment and IEP procedures; transition planning. Field experience required. Includes 10 hours of field experience.
EDU-6435 Introduction to Education (3 hours)
This course explores the origins of standards-based education in our American educational system. It introduces students to the knowledge, skills, attitudes and behaviors of effective teachers. The course also provides background to the context of contemporary education through an examination of historical, philosophical and political influences.
EDU-6445 Introduction to Research for Pre-service Teachers (3 hours)|
This course will introduce pre-service teachers to the purpose, value and processes of educational research. An emphasis will be placed on how teachers will use research in their classroom practice.
EDU-6450 Adult Learning (3 hours)
Addresses the adult learner’s development, learning styles, conditions of learning, and life circumstances. Also examines the adult educator’s role, methodology, learning theory and evaluation techniques.
EDU-6460 Foundations and Ethics in American Education (3 hours)
Analysis and application of ethical principles to historical issues in American education, including the relationship of Christian life to educational issues.
EDU-6500 Curriculum Construction (3 hours)
Educational objectives and the selection and organization of learning experiences. Contemporary types of curriculum organization, factors affecting curriculum, pertinent research.
EDU-6510 Standards-Based Education (3 hours)
A study of the standards movement in education with an emphasis on curriculum construction. Content standards with methodology of social studies education is also included.
EDU-6515 Contemporary Issues in Curriculum and Practice (3 hours)
Contemporary educational issues in the United States. Obstacles and challenges faced by educators. Basic assumptions and social forces that influence current educational policy making and reform.
EDU-6520 Research Based Instructional Strategies (3 hours)
Reviews of research that support effective instructional strategies.
EDU-6525 Teacher as Practitioner (3 hours)
Knowledge and skills regarding effective teaching and instruction. Analysis of current and emerging research in pedagogy.
EDU-6526 Socially, Culturally and Linguistically Diverse Students:Perspectives for Practitioners
Preparation for teaching culturally and linguistically diverse students as well as exploration of the issues of language and culture involved in teaching diverse and/or marginalized students in American schools. Cross-Listed with FPR-6500.
EDU-6535 Teacher as Leader (3 hours)
This course promotes effective teacher leadership in classrooms, schools and other social institutions. Course content examines comparative educational systems, organizational theory and school change and reform processes.
EDU-6540 Special Education Curriculum & Pedagogy (3 hours)
Information and skills necessary to develop and organize curriculum to facilitate acquisition, maintenance and generalization of skills for students with special needs. Instructional planning and design based on knowledge of the disability, pedagogy and curriculum goals.
EDU-6545 Action Research (3 hours)
Understanding of action research in educational settings. Focus on development of basic action research skills for improved teacher practice. Skills for interpreting published research also are emphasized.
EDU-6555 Seminar in Reflective Practice (3 hours)
A capstone seminar that explores teaching as a reflective practice. Reflection on one’s own beliefs and assumptions as they relate to teaching and learning.
EDU-6560 Technology & Effective Classroom (3 hours)
Application and use of educational technology to enrich and enhance instructional experiences for both the teacher and the learner.
EDU-6600 Theoretical Foundations Teaching Bilingual (3 hours)
Examination of the historical, philosophical, legal and ethical foundations of teaching English language learners. Emphasis given to the development of current educational policies and effective instructional practices of educating all language minority students. Includes 5 hours of fieldwork. Cross-Listed with FPR-6300
EDU-6610 Language and Linguistics (3 hours)
Analysis of the symbolic systems and the cultural bases of English in relationship to other languages through exploration of structure and history, language development and variation and communicative competence in the context of language use. Examination of L1 and L2 literacy development. Includes 5 hours of fieldwork.
EDU-6620 Teaching English as a Second Language (3 hours)
Application of major theories and research to help ELLs develop language and literacy in the content areas. Development and implementation of standards-based instructional strategies and assessment procedures adapted to ELLs at varying levels of language and literacy development in the content areas. Includes 30 hours of fieldwork.
EDU-6630 Methods and Materials for Teaching Culturally and Linguistically Diverse Students
Exploration and analysis of relevant K-12 pedagogical approaches, methods and strategies needed to convey to a diverse population state and professional standards-based curricula. Development, adaptation and evaluation of materials for implementation in lesson planning and assessment for teaching English to speakers of other languages to particular groups of different ages, ability levels and cultural backgrounds. Inclusion of strategies that foster both language acquisition and academic achievement in speaking, reading, writing and listening. Includes 30 hours of fieldwork.
EDU-6635 Methods & Materials for Teaching Bilingual Students (3 hours)
Exploration of principles and methodology for planning, selecting, implementing, and evaluating materials used for instructing LEP students in a bilingual classroom. Issues of first and second language development, effective primary language teaching strategies and acculturation matters.
EDU-6700 Assessment Theory & Practice (3 hours)
Introduction to psychometrics including reliability and validity theory and evaluation. Development, implementation and scoring of effective measurement instruments including authentic assessments and tests across the disciplines. Interpretation of results and instructional planning.
Supervised experience in a Pre-K–3 school setting for a minimum of 12 weeks on a full-time basis under the guidance of a cooperating teacher and a University supervisor. Seminars required. Open only to students admitted to the MAT Early Childhood Education program who have been approved for student teaching.
EDU-6921 Student Teaching: Elementary/Middle School Education (6 hours)
Supervised experience in a K-9 school setting for a minimum of 12 weeks on a full-time basis under the guidance of a cooperating teacher and a University supervisor. Seminars required. Open only to students admitted to the MAT Elementary Education program who have been approved for student teaching.
EDU-6922 Student Teaching: Secondary Education (6 hours)
Supervised experience in a grade 6-12 school setting for a minimum of 12 weeks on a full-time basis under the guidance of a cooperating teacher and a University supervisor. Seminars required. Open only to students admitted to the MAT Secondary Education program who have been approved for student teaching.
EDU-6982 Practicum in Staff Development (3 hours)
A capstone fieldwork experience in staff development allowing prospective specialists to put into practice what has been learned throughout the course of study. The practicum may extend for more than one semester. Prerequisite: Completion of coursework in the program.
EDU-7100 Curriculum Theory & Design (3 hours)
Exploration and analysis of curriculum theory and design for educational programs, early childhood through high school. Analysis, trends and current practices in the light of national and international models and educational programs. Study of curriculum theory in relationship to the processes of curriculum design, development, implementation and evaluation.
EDU-7180 Field Work in Early Childhood Education (3 hours)
Supervised field experience. Structured experiences in the role of the early childhood professional in classroom settings. Varied individualized experiences based on the personal needs and interests of the doctoral student. Prerequisites: Admission to the doctoral program and 30 semester hours of graduate work in the program.
EDU-7185 Field Work in Early Childhood Leadership (3 hours)
Supervised field experience. Structure experiences in the role of the early childhood professional in leadership settings. Varied individualized experiences based on the personal needs and interests of the doctoral student. Prerequisites: Admission to the doctoral program and 30 semester hours of graduate work in the program.
EDU-7400 History and Culture of American Education (3 hours)
A seminar that examines historical and current issues of democracy, meritocracy and diversity in education. Influences of historical decisions about education on modern education. Normative, technical and political issues involved in reform of public education.
EDU-7890 Comprehensive Seminar (3 hours)
Students demonstrate understanding of key concepts taught in the courses they have completed in their doctoral program. Candidates will lead seminars that review basic core content and emphasize practical applications. At the completion of the course, candidates will present a professional portfolio. Prerequisite: Completion of all but three or fewer courses in the doctoral program.