ED - Education

The aim of this class is to allow for an immersion experience in the culture of the University of Portland.  Basic study skills such as improved reading comprehension, communication with professors, development of memory skills, critical thinking skills, application skills and the important time management skill will all be emphasized among other important abilities that a freshmen must master.

The University Success Class is specifically designed for students who have experienced difficulties and challenges with academic work.  The course is designed to create greater academic success and in some cases, free a student from the burden of academic probation.

Explores the profession of education and what is required to be a teacher whose values include life-long learning, empathy, and respect. Candidates will examine philosophical and current education issues and the professional attributes needed as a teacher in a diverse society. Through a weekly field experience candidates observe and assist PK-12 teachers.

Traces the life span of human development from age 3 through grade 8. Candidates will gain empathy and respect for the diversity present in the classroom through the study of physical, social, moral, psychomotor, emotional, and cognitive developmental theories. Field experience required.

Traces the life span of human development from grades 5-12. Candidates will gain empathy and respect for the diversity present in the classroom through the study of physical, social, moral, psychomotor, emotional and cognitive developmental theories. Field experience required.

Gives future teachers deep knowledge of how people learn, focusing on children from age 3 through grade 8. Learning, motivation, intelligence, and assessment are explored through perspectives including behaviorist, constructivist, and cognitive science. Candidates will use their emerging knowledge of learning theories to make developmentally sound instructional decisions, both theoretically and in practice, in a concurrent field experience.

Gives future teachers deep knowledge of how people learn, focusing on children grades 5-12. Learning, motivation, intelligence, and assessment are explored through perspectives including behaviorist, constructivist, and cognitive science. Candidates will use their emerging knowledge of learning theories to make developmentally sound instructional decisions, both theoretically and in practice, in a concurrent field experience.

Examines the relationship between schools and society and analyzes the historical traditions, philosophical perspectives, and social practices that shape American education. The course is designed to help students understand how schools and individuals interact and to help candidates value the diversity of the communities in which they work. Field experience required.

Identifies and addresses population characteristics, incidence, and general educational placement options for the different categories of exceptional learners. Assessment practices and exemplary teaching techniques are also explored for multicultural and diversity issues. Law, policy, and IEP procedures are emphasized. Field experience required.

Provides future teachers the opportunities to explore and participate in the content knowledge of physical education and fitness/wellness programs at the early childhood and elementary levels. This course will demonstrate the value of an effective physical education program in developing holistic learners. Students will research and evaluate their effectiveness by critically reviewing and analyzing the resources for the teaching of physical education.

This seminar supports candidates as they work in local schools as part of the America Reads, Outreach math or science program(s). Candidates will discuss questioning strategies, ways to facilitate group work, how to deal with problems in the classroom, and learn how to interact with students. May be repeated for credit. Graded on a pass/no pass basis.

Credit arranged.

The course is designed to introduce future teachers to an overview of early childhood/elementary school curriculum, instruction, and assessment. Candidates gain an understanding of how curriculum, instruction, and assessment are interrelated and how theory and practice must be combined to make appropriate decisions as they complete a simulated pedagogical work sample.

Focuses on the linguistic and cultural relationships between language and learners including the assessment and evaluation of applied linguistics, the structures and function of spoken and written languages. Candidates practice numerous assessments and language intervention strategies designed as supports for learning, language disabilities, and cultural linguistic differences.

Emphasizes developing knowledge, understanding, and communication skills to develop and apply the resources of communities and families to meet the students' educational needs. Special attention is given to understanding the concept of family as a social structure and to appreciate the historical, cultural and social forces, which shape the families, school and community. Junior or senior status required.

Analyzes and plans toward productive behavior in academic and social settings. Candidates will participate in developing support systems for behavior in the classroom (PreK-transition) by learning alternative forms of intervention as well as collaborative and consultative techniques.

Candidates learn to compose an IEP for students with mild disabilities, use relevant assessment methods to identify students' instructional needs and monitor their progress, use the assessment data to inform planning and teaching, participate in field experience and practice all knowledge and skills they learn in the course.

Candidates learn to develop functional prevention and intervention assessment of students with moderate to severe disabilities, observe, sample, and analyze student behavior according to developmental cognitive, social, language, and motor domains in assessing and evaluating progress toward academic and curricular IEP goals and objectives, and understand specialized supports and technology.

Candidate learns to select, modify, and evaluate curricular materials for individuals and groups of English as a second language learners taking into account the learners' abilities, learning rates, and styles of learning. Candidates are also given field practice time to work with ESOL individuals using the methods and materials discussed in class.

Examines and applies the major concepts, theories, and research related to the nature and acquisition of language as a system. This includes a focus on the components of language, including phonology, morphology, syntax, semantics, pragmatics, semiotics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions.

Examines various theories and current practices in employing discrete and holistic assessment to inform instruction and measure student learning. Formative and summative techniques in traditional and performance-based approaches, and the aggregation and dissaggregation of student data to inform instructional practices in diverse classrooms are some of the topics explored.

Examines various genres of literature, pre-primary through grade 8. Includes book selection appropriate to age and interest level. The course uses literature to enrich integrated school curriculum and demonstrates techniques for increasing reading motivation and teaching through print and technological media.

Explores the impact of computer technology on today's schools. Emphasis is placed on developing skills for integrating technology to facilitate learning.

Includes the content of comparative education and global education. Emphasis on multicultural education, civil rights, student and teacher rights in the context of school law and discrimination awareness with emphasis on school applications.

Emphasizes proactivity, problem-solving and communication in ECE/ELEM classrooms as the means for creating productive learning environments. Offers insights and practical strategies for working with students from diverse backgrounds and learning styles, and for establishing effective classroom relationships, procedures, and routines that encourage students' intellectual, personal, and moral development. Field experience required.

Emphasizes proactivity, problem-solving and communication in middle/secondary classrooms as the means for creating productive learning environments. Offers insights and practical strategies for working with students from diverse backgrounds and learning styles, and for establishing effective classroom relationships, procedures and routines that encourage students' intellectual, personal and moral development. Field experience required.

Develops reading and language arts skills, including speaking, listening and writing from age 3 through grade 8. Emphasizes reading readiness, emergent literacy, assessment, methods, materials, recent research, and theoretically sound practices for improvement and instruction of reading and language arts skills. All coursework will be evenly distributed between early childhood and elementary authorization levels. Field experience required.

Provides opportunities for candidates to explore trends, practices, materials, and resources for teaching mathematics and science to children ages 3 through grade 8. The course includes content-specific methods, materials, and assessments appropriate to an integrated elementary curriculum. Field experience required.

Pre-service teachers explore methodology and practice of integrating creativity into early childhood/elementary, intermediate, and secondary classrooms. Candidates experience a discipline-based arts practice. Candidates will demonstrate skills, concepts, and knowledge of developmentally appropriate material and curriculum through class presentations. Field experience required.

Introduces candidates to basic principles of curriculum planning and a variety of instructional models. Current literacy theory and practice for middle and high school classrooms are explored. Candidates acquire various methods for integrating literacy into content-area planning and instruction in ethnically and linguistically diverse classrooms. Field experience is required.

Focuses on designing effective language arts curriculum, instruction, and assessment. Candidates learn content-specific instructional and assessment methods and plan lessons that integrate these research-based methods for the diverse student bodies. Coursework will address both middle school and high school authorization levels. Field experience required.

This course will focus on designing effective math curriculum, instruction, and assessment. Candidates will learn content-specific instructional and assessment methods and plan, teach, and assess lessons that facilitate learning of important math related knowledge, skills, and dispositions. Field experience required.

Focuses on designing world language curriculum, instruction, and assessment. Candidates learn content-specific instructional and assessment methods and plan, teach and assess lessons that facilitate learning of world language knowledge, skills, and dispositions. Coursework will address middle and high school authorization levels. Field experience required.

Focuses on the design of effective social studies curriculum and instruction. Candidates will learn content-specific instructional methods and will plan and teach lessons that integrate these methods. Coursework will address both middle school and high school authorization levels. Field experience required.

Provides opportunities for candidates to explore trends, practices, materials, and resources for teaching science. Covers both instructional methodologies and assessment for science at the middle and high school levels of authorization. Field experience required.

Candidates maintain, update, and submit evidence of completing tasks aligned with state and national standards to their academic advisor during each semester that the candidates enroll in an endorsement course. A candidate-generated portfolio of evidence is submitted as a capstone requirement to the academic advisor at the end of the program.

Practicum is a supervised field experience that provides opportunities for candidates to meet professional competencies as recommended by the state and national organizations. Prior approval by Reading Faculty Advisor.

Opportunity to blend study and practice in a specialized area such as a field placement. Regardless of setting, the practicum is under the direction of a university instructor. Candidate is expected to develop a proposal for study which must be approved by instructor, assistant dean, and the dean. May be repeated up to 9 hours.

Practicum is a supervised field experience that provides opportunities for candidates to meet professional competencies as recommended by the state and national organizations. Prior approval by Special Education Faculty Advisor.

ED 469/569 Practicum is a supervised field experience that provides opportunities for candidates to meet professional competencies as recommended by the state and national organizations. Prior approval by ESOL Faculty Advisor.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions.

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full-time teaching responsibilities for an extended period of time under the direction of qualified personnel. A work sample is required.

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full-time teaching responsibilities for an extended period of time under the direction of qualified personnel. A work sample is required.

Studies components of the reading process and the various operations performed while reading. Candidates develop empathy and respect for the learner of reading while exploring the stages of reading and the particular operations and strategies necessary in the ability to be a reader. Required for reading endorsement.

Introduces candidates to the broad areas of language and culture relevant to PK-12 classrooms. Introduces theories, materials, and methods for reading/language instruction for diverse classrooms. Candidates develop empathy and respect for students with language and cultural differences. Required for reading and ESOL endorsement. Field experience arranged by instructor may be required.

Reviews current theory, knowledge and practice of reading and written communication for students in grades 4-12. Integrates pedagogical knowledge of literacy development of theory into practice. Candidates learn methods for facilitating the use of reading and writing skills in the content area classroom. An emphasis is placed on teaching for diversity and developing empathy and respect for all learners.

Studies theories, strategies, assessment methods, case studies of assessment, diagnosis, and instruction of reading-related learning problems which exist in PK-12 classrooms. Focuses on working with individual learners’ problems in reading and the language arts related to diverse learners. Required for reading endorsement. Field experience required.

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the middle and high school classrooms. Student teachers will acquire information about transition to the profession, professional development plans, and information about initial and continuing licensure.

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the early childhood/elementary classrooms through participation in group discussion. Student teachers will acquire information about transition to the profession, professional development plans, and information about licensure.

Credit arranged.

Credit arranged.

Credit arranged.

Credit arranged.

Credit arranged.

Research, study, or original work under the direction of a faculty mentor, leading to a scholarly thesis document with a public presentation of results. Requires approval of thesis director, department chair, dean, and the director of the honors program, when appropriate.

Registration for any candidate who has received the grade of IP in ED 599 is required while the thesis is in progress. Fee: $50.

Identifies and addresses population characteristics, incidence, and general educational placement options for the different categories of exceptional learners. Assessment practices and exemplary teaching techniques are also explored for multicultural and diversity issues. Law, policy, and IEP procedures are emphasized. Field experience required.

Focuses on the linguistic and cultural relationships between language and learners including the assessment and evaluation of applied linguistics, and the structures and function of spoken and written languages. Candidates practice numerous assessments and language intervention strategies designed as supports for learning, language disabilities, and cultural linguistic differences.

Emphasizes developing knowledge, understanding, and communication skills to discover and apply the resources of communities and families to meet the students' educational needs. Special attention is given to understanding the concept of "family" as a social structure and to appreciating the historical, cultural, and social forces which shape families, school, and community.

Analyzes and plans toward productive behavior in academic and social settings. Candidates will participate in developing support systems for behavior in the classroom (PreK-transition) by learning alternative forms of intervention as well as collaborative and consultative techniques.

Candidates learn to compose an IEP for students with mild disabilities, use relevant assessment methods to identify students' instructional needs, use the assessment data to inform planning and teaching, apply their assessment data to field cases or to case studies, and learn to monitor students' progress.

Candidates learn to develop functional prevention and intervention assessment of students with moderate to severe disabilities, observe, sample, and analyze students behavior according to developmental cognitive, social, language, and motor domains in assessing and evaluating progress toward academic and curricular IEP, and understand specialized supports and technology.

Candidate learns to select, modify, and evaluate curricular materials for individuals and groups of English as a second language learners taking into account the learners' abilities, learning rates, and styles of learning. Candidates are also given field practice time to work with ESOL individuals using the methods and materials discussed in class.

Examines and applies the major concepts, theories, and research related to the nature and acquisition of language as a system. This includes a focus on the components of language, including phonology, morphology, syntax, semantics, pragmatics, semiotics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions.

Examines various genres of literature, pre-primary through grade 8. Includes book selection appropriate to age and interest level. The course uses literature to enrich integrated school curriculum, and demonstrates techniques for increasing reading motivation and teaching through print and technological media.

Opportunity to create, under the guidance of an instructor, an in-depth, selective education administration bibliography to enrich personal knowledge and to augment professional career goals. Course includes reading logs and reflective journal assignments and for three or more credits a literature review is required. May be taken as a standard class or as an independent study.

An exposure to the core Church documents concerning Catholic education beginning with Vatican II. In addition to reading in-depth research related to Catholic education, course includes reading logs and reflective journal assignments and for three or more credits a literature review is required. May be taken as a standard class or as an independent study.

Explores topics of teaching in learning through the lens of the Catholic faith tradition and the responsibilities of Catholic school teachers.

Provides early career Catholic School Teachers opportunities to reflect on what it means to be a Catholic Educator and how to model and teach the values of the faith. Teachers receive support while they explore personal strengths, share teaching experiences, and learn and reflect on teaching practices while developing a philosophy of education that integrates Catholic values.

This course will introduce principles of adult learning and teaching to higher education instructors. Through an introduction to philosophy education theories of learning behavior, models of teaching, strategies of critical thinking and meta-cognition, and purposes and methods for assessment of learning, candidates will formulate their knowledge base relative to their goals as higher education instructors.

Explores the impact of computer technology on today's schools. Emphasis is placed on developing skills for integrating technology to facilitate learning.

Includes the content of comparative education and global education. Emphasis on multicultural education, civil rights, student and teacher rights in the context of school law and discrimination awareness with emphasis on school applications.

Provides candidates with opportunities to apply professional and pedagogical knowledge in a tutoring setting. Candidates design lessons and assessments used with individual students or small groups of students. The course includes seminars on current topics in education that will assist candidates as they move into P-12 classroom experiences.

Introduces the responsibilities of teaching through the lens of social, cultural, philosophical, economic and legal perspectives. Emphasis is on understanding the linking of theory and practice and developing pre-service professional knowledge skills and dispositions, especially related to lifelong learning and written and oral communication skills.

Examines behavioral, social, cognitive and biological perspectives on human learning and development across the life span, focusing on ages 3-21, and with priority given to application of the multiple theories explored. Field experience required.

Candidates explore current assessment and evaluation methods used in diverse PK-12 classrooms. Using criteria from multiple perspectives, candidates will study and create traditional and performance-based strategies for analyzing and reporting individual and group performances. Course content is tied to a concurrent field experience at one of four levels of licensure: early childhood, elementary, middle, or high school.

Focuses on the design and implementation of effective curriculum and instruction through the mastery of planning skills and instructional methods. Candidates will plan and teach a unit of instruction that incorporates their understanding of content and students. The level of desired licensure and content area will determine the specific content of the course. Taught in conjunction with field experience.

Promotes the development of a theoretical framework for educational practices that encourage the intellectual, personal, and moral development of students from diverse backgrounds. This course offers practical strategies for encouraging students in the active process of constructing social order, building self-esteem, encouraging positive social interaction, engaging actively in learning, solving human relations problems, and establishing effective classroom procedures and routines.

Emphasizes how children develop various types of literacy. Theory of development of literacies will be emphasized with application of skills in the classroom. The course includes an emphasis on reading readiness, emergent literacy, assessment methods, recent research and theoretically sound practice for improvement of reading and language arts. This course is taught with field experience.

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the classrooms through participation in group discussion. Student teachers will acquire information about transition to profession, professional development plans, and information about licensure.

Examines educational research (both qualitative and quantitative) and statistical methods in light of current research on effective teaching, school practices, and data-driven decision making. Candidates locate, read, and critique research and develop a research proposal relative to important classroom and school issues which will be applied when completing their culminating research project in the research class following this course.

Candidates will develop a research project which addresses the candidate's application and integration of research course content, professional knowledge, and the School of Education's conceptual framework and is intended to translate theory and research into practice. The project is completed independently in consultation with a project advisor. Dissemination of the research will include a written paper and an oral component.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full- time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a work sample demonstrating acquired professional knowledge, skills, and dispositions.

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full time teaching responsibilities for an extended period of time under the direction of qualified personnel. A work sample is required.

Explores interpersonal dynamics and those performance competencies that relate to human resource management in early childhood, elementary, middle school, and high school. Issues addressed range from hiring, supervising, and evaluating of personnel to personnel processes and systems, including empowering stakeholders, staff development, labor relations and collective negotiations, school-community relationships and partnerships.

Focuses on perspectives and skills in leading and navigating schools through multi-level and systemic change. Change theory, the building of learning communities, and transformational leadership represent the core knowledge bases upon which candidates build their own mental models of administrative leadership. The course emphasizes using a local school as a center of inquiry and change.

Examines legal foundation of educational policy focusing on constitutional and statutory provisions governing schools. Analyses, through selected case studies at various levels of schooling, research, trends, and emerging issues in the politics of educational governance equip the candidate with skills and understandings in interacting with local school systems in ethically responsible ways.

This course provides skills and techniques for effectively and efficiently managing and evaluating resource allocation and finance at various levels of schooling. It includes an analysis of current national, state and district sources of revenue and also the identification and development of alternative revenue sources to support local schools.

Familiarizes candidates with the benefits and challenges of supervision and coaching for instructional improvement. Theories of planning, analysis, and evaluation in conjunction with supervision as well as models of supervision will be explored and practiced. The relationship of the supervisor to curriculum development, staff development, and teacher evaluation will also be addressed.

This capstone course provides a partnership with the IAL candidate, university supervisor, and field-based mentor-administrator. Candidates are required to demonstrate and document their skills, knowledge and experiences gained from their IAL coursework and practicum activities. The candidate must create a portfolio that documents successful completion of national administration standards to be assessed at the end of the practicum.

An examination of issues critical to educators' professional growth and life-long learning. Candidates make explicit their values and goals as they relate to pedagogical approaches, school and student assessment, technology use both in and out of the classroom, and other issues connected to educators' professional lives. This course provides a foundation for professional inquiry and research throughout the M.Ed. program.

Examines social and cultural forces that affect schools and the experiences of students and teachers. This course encourages practitioners to value, embrace, and affirm the cultural, racial, class, and gender diversity of both their local and global communities and will help them to design and implement instructional practices that empower all students.

Assess your personal leadership attributes and craft a personal leadership development plan that leads to building an achievement-oriented district. Consider research which informs visions of current and future public and private schooling in a diverse and democratic society. Practice the art and science of leading toward and sustaining a vision through nurturing relationships, motivating stakeholders, and collaborating with others.

Examine best practices and sound educational research that lead to achievement for all students. Learn strategies to create a culture of high expectations with academic and behavioral foci through leadership practices, staff development, policy development, and the allocation of time, funds, and human resources.

Explore the uses of data-based research and technology in leadership, business, and student learning in an era of information and communication expansion. Discern meaningful uses of technology and data to advance learning and organizational development. Explore the data-based management principles related to finance and other operational services such as nutrition, transportation, maintenance, and communication.

Introduces research as a means to improve instructional and school-based decision-making. Various qualitative research techniques will be applied to classroom or school observation. As an extension of reflective practice, candidates will be expected to produce a qualitative research-based proposal.

Examines strategies for collaborating with the boards of education, legislature, community, business, religious, and service organization leaders to create broad-based support for education and students within a diverse community. Learn how to effectively interact with parents, teachers, and other administrators to support an educational vision and address student and family conditions that impact learning. Explores effective strategies for media relations.

Explore ethical decision-making, hone political understandings and skills, learn to capitalize on diversity through inclusive practices, and develop a personal mantle of moral responsibility. Through case methodology, learn to act with integrity and justice while helping every student achieve.

Examines educational research and statistical methods in light of current research on effective teaching and schooling practices. The course is developed to enhance practicing educators' understanding and application of research findings in the classroom. Candidates will be expected to develop a proposal which applies course knowledge.

This practicum will be conducted at the district level and involve a field experience to provide opportunities to participate in district leadership decision-making, policy design and implementation, uses of data and technology in communication, human resources, building positive community relations, and conflict management. Through action research, participants synthesize knowledge in these areas and enhance skills and dispositions.

Candidates maintain, update, and submit evidence of completing tasks aligned with state and national standards to their academic advisor during each semester that the candidates enroll in an endorsement course. A candidate-generated portfolio of evidence is submitted as a capstone requirement to the academic advisor at the end of the program.

Serves as a capstone experience in which students produce a professional portfolio demonstrating skills related to the 10 standards for continuing licensure in Oregon. Simultaneously candidates develop a continuing professional development plan.

Students design and conduct a classroom, school, or community-based research project written in formal academic style that addresses the candidate's integration of the professional knowledge and the School of Education's conceptual framework in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. (Candidates must be eligible to graduate in the subsequent academic term.)

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Prior approval by Reading Faculty Advisor. Fee $55 per credit.

The course provides experiences with intern teaching in a PK-12 school classroom under the direction of a mentor and a University supervisor. This course may be repeated.

Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge, skills and dispositions related to the specialized area of study. A professional work sample is required. The course may be repeated up to 9 hours. Fee: $55 per credit.

Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge, skills, and dispositions related to the specialized area of study. A professional work sample is required. This course may be repeated up to 9 hours. Fee: $55 per credit.

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Prior approval by Special Education Faculty Advisor. Fee $55 per credit.

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Prior approval by ESOL Faculty Advisor. Fee $55 per credit.

Examines the spectrum of curriculum reform issues and tensions confronting today's schools and classroom. Candidates will develop a critical perspective that reflects the complexity of political, social, and pedagogical pressures and trends impacting teaching and learning.

Offers practical classroom-based strategies for ensuring active engagement in learning positive social interactions, and responsible contributions to the classroom as learning community. Candidates examine and apply new techniques in their classrooms and assess them as members of a peer critical learning group. Helps candidates formulate a theoretical or research-based foundation that will guide them in developing classroom relationships and management.

Introduces systematic and objective processes for identifying, analyzing, and refining effective instructional practices providing the practitioner with skills and experiences in observing peers as well as an understanding of his or her teaching actions.

This course explores how individuals across multiple roles in schools can collaboratively support instructional leadership. Models of leadership – from those rooted in positional authority to those that emerge from participatory decision-making – are examined. These models serve as frameworks that professionals can use to assess and improve their personal leadership within the structures and norms demonstrated within school settings.

Identifies and analyzes current educational reform initiatives and evaluates them based on theoretical and research-based (Best Practices) models of change. Candidates are required to engage in formal inquiry and dialogue about the challenges confronting their own schools as dynamic units of change. Key concepts include school growth and renewal, effective schooling, and professionalism.

Provides insights into models of teaching and learning with focus on distinct learning activities, environment, evaluation, and assessment. Emphasis is placed on expanding personal repertoires to become competent in the selection and use of appropriate and effective teaching strategies.

Studies components of the reading process and the various operations performed while reading. Candidates develop empathy and respect for the learner of reading while exploring the stages of reading and the particular operations and strategies necessary in the ability to be a reader. Required for reading endorsement.

Introduces candidates to the broad areas of language and culture relevant to PK-12 classrooms. Introduces theories, materials, and methods for reading/language instruction for diverse classrooms. Candidates develop empathy and respect for students with language and cultural differences. Required for reading and ESOL endorsement. Field experience arranged by instructor may be required.

Reviews current theory, knowledge, and practice of reading and written communication for students in grades 4-12. Integrates pedagogical knowledge of literacy development of theory into practice. Candidates learn methods for facilitating the use of reading and writing skills in the content area classroom. An emphasis is placed on teaching for diversity and developing empathy and respect for all learners.

Studies theories, strategies, assessment methods, case studies of assessment, diagnosis, and instruction of reading-related learning problems which exist in PK-12 classrooms. Focuses on working with individual learners' problems in reading and the language arts related to diverse learners. Required for reading endorsement. Field experience required.

Provides understanding of reading program management as it applies to the development, implementation, and improvement cycle for increased student reading achievement. Students learn to integrate into practice theoretical content knowledge of reading, knowledge of diverse learners, and pedagogical knowledge of reading. This is the culminating course of the Reading Endorsement.

This course provides an historical as well as socio-political review of the neuroscience that includes a shift in the western paradigm bridging cognitive processes of the mind with neuroscience. Such a paradigm shift is applied to how educators might think differently about these types of cognitive processes.

Research on the brain and the mind covers several different disciplines, specifically those of sciences and psychology. This course focuses on the translation of the brain research to understanding the human mind in education. Emphasis is on the functional way meaning is acquired through the brain as an organ of complex systems.

This course defines learning in terms of neurology and then applies the knowledge to issues of learning differences. The course will cover ethical concerns, issues, and interventions necessary for educators to meet the diverse needs of learners. Participants will be provided with numerous case studies for practice.

Emphasis will be on how educators can improve learning for better literacy of all students. Participants will be given ample opportunities to practice strategies and to explore case studies.

Participants are expected to spend a minimum of 45 self-managed, but supervised, hours in an activity that promotes their development and learning as neuroeducators.

Credit arranged.

Credit arranged.

Credit arranged.

This course is team taught by neuroscientists with a particular expertise in a topic and educator who translates the topical content to applications. A particular topic and/or related issues to a topic are explored with students through readings, discussions, and reflections. Topics vary each semester. May be repeated for credit.

Credit arranged.

Credit arranged.

Candidates design and conduct a classroom, school, or community-based research project written in formal academic style that addresses the candidate's integration of the professional knowledge and the School of Education's conceptual framework in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. (Candidates must be eligible to graduate in the subsequent academic term.)

Candidates develop a research thesis with a major professor and two other committee members for the master of arts degree.

This course examines the theory and practice of qualitative research design and analysis through in-depth study of descriptive and interpretive research methods.  Standards for rigorous and ethical qualitative research are applied across methodological approaches to critique research design and to evaluate the credibility of findings.  This course supports prospectus and dissertation work.

This course examines principles and application of advanced quantitative parametric and non-parametric statistical analysis as used with educational research. Course content includes examination of appropriate quantitative research designs, use of statistical software package(s) such as SPSS to analyze data, understanding hypothesis testing and assumptions supporting each test of significance, and instrument design. This course supports prospectus and dissertation work.

This course examines the theory and practice of evaluation and action research methodologies. Develops skills to critique program evaluation designs, instruments, analysis, and reports in applied settings.  Examine findings in relation to the data and to assess their influence on individual and organizational development.  Approaches to strengthen evaluation and research capacity within a collaborative group or organization are addressed.

This course is grounded in the premise that understanding the complexity of culture and cultural identities broadens an individual’s ability to interpret and powerfully influence interaction in a diverse society. Developing an integrated perspective of how culture is expressed at the individual and organizational level supports an educator’s ability to further social justice in a complex environment.

This course engages students in integrating historical instances and educational philosophy within the context of change initiatives. The course will augment program graduates’ understandings of the meaning of past events and will serve as a powerful resource for interpreting current practices, assessing evolving trends, and imagining future directions.

This course draws on theories of group and organizational dynamics to strengthen an educator’s ability to evaluate and design structural dimensions of organizations that can enhance individual efficacy and interpersonal cooperation. Applying knowledge of group and organizational dynamics can enhance an educator’s ability to act ethically, resolve conflicts, and foster purposeful collaboration.

This course examines seminal work and newly emerging research and theory about how individuals neurobiologically learn and change across the life span. A focus on the identification of principles of adult learning and the differences between adults and youth as learners offers a foundation for applications and investigations within concentrations. Application to teaching and leading will be supported.

The candidate will develop a dissertation prospectus under the guidance and direction of the faculty advisor.

This course is designed to support students in the dissertation process. Students work collaboratively with faculty and peers around a common area of concentration to develop further their dissertation.  Students develop skills for publication and dissemination of research.

Completion of dissertation research under the direction of the chair of the candidate's dissertation committee.  Students enroll in this course simultaneously with ED 622 Area of Concentration Seminar.

Registration for any EdD candidate who has received the grade of IP in the second consecutive ED 699 Dissertation Research course is required while the dissertation is in progress. Fee: $50.