Course Descriptions

EDU 702 Contemporary Issues in American Education, (3)

This course will explore the social, cultural, and philosophical forces that impact upon schools in the urban setting and is intended to provide doctoral students with continued in-depth grounding in related areas of knowledge. Issues endemic to the student in the urban setting, as well as the context of the surrounding community will also be explored. Approaches for teachers and school leaders working in these settings will be emphasized, through an interdisciplinary approach using philosophy and sociology as applied to pedagogy and leadership.

EDU 707 Curriculum: Theory & Research, (3)

This course provides theories of curriculum organization and a survey of curriculum research focusing on historical patterns of curriculum development and current curriculum trends. It requires students to analyze and interpret educational literature, especially the social contexts of schooling and society’s influences on curriculum development.

EDU 709 Curriculum: Issues and Historical Perspectives in Early Childhood Education, (3)

This course was designed for advanced graduate level students to explore the theoretical underpinnings of various early childhood curriculum and instruction models. It requires students to research the latest trends and issues associated with curriculum and instruction for young children and it supports the need for early childhood professionals to align curriculum models to contemporary standards-based programs.

EDU 713 Advanced Theories and Models of Instruction, (3)

This course will focus on theories of instruction and research integral to the learning process. The thought process, i.e., cognition, human relations, group dynamics, creativity, brain development and research and other topics related to the development of instructional theory and practice will be explored.

EDU 715 Early Childhood Assessment: Practices, Policies & Theories (3)

This course provides advanced graduate level students the opportunity to apply early childhood assessment instruments for the purpose of observing, recording, diagnosing, and analyzing the different systems available (e.g., Devereux, Brigance, Learning Accomplishment Profile-Diagnostic, Early Screening Profile). Legal and ethical responsibilities are explored within the contemporary context of accountability. Assessment tools will be analyzed from a variety of perspectives for their distinct uses: assessment of learning environments, curriculum, academic achievement, instruction, staff/ professional development (concept of self-reflection). Prerequisite: Introductory assessment course.

EDU 719 Issues of Educational Assessment (3)

The role of the teacher as an assessment diagnostician is examined. This new role includes the design, development, reflection, and restructuring of classroom instruction based on students’ (K-6) performance and assessment data. Current models used to assess students’ learning are examined, including the use of performance criteria. Issues impacting this role and the restructuring of standards-based instruction based on students’ performance, progression, and learning are the focus.

EDU 721 Language and Literacy Development (3)

This course examines sociocultural and cognitive processing models of young children’s language and literacy development. It requires students to analyze recent research on the influences of home, community, and schooling on children’s development. Prerequisite: EDU 607, Beginning Reading in the Primary Years or equivalent.

EDU 724 Leadership and Change for Curriculum (3)
A Early Childhood/Primary
B Elementary Education
E TESOL

Surveys models for facilitating change and the leadership roles used in the curriculum development process.

EDU 725 Grant Writing for Curriculum Resources (3)
A Early Childhood/Primary
B Elementary Education
E TESOL

Students will examine the steps in the grant writing process, explore potential funding sources, and write a grant for procuring curriculum resources.

EDU 736 Research and Policy Trends (3)
A Early Childhood/ Primary
B Elementary Education
E TESOL

This course explores a range of contemporary issues, research studies, and policy decisions that affect learners in public and private school systems in the United States. The role of qualitative and quantitative research in education, and the subsequent impact of research on policies and practices that impact educators will be examined. Students will be asked to locate, analyze, and critique current research studies and trends relevant to the P-12 classroom. Practitioner generated research and teachers’ application of research findings will also be explored. Prerequisite: HSE 703, Philosophy of Science and Theory Development.

EDU 750 Leadership Exploration and Expression (3)

Explores leadership communications essentials – evaluating research articles, writing academic pieces including abstracts and literature reviews, and enhancing effective public speaking and presentation skills.

EDU 775 Doctoral Seminar in Curriculum: Special Topics, Issues, and Scholarship (3)
A Early Childhood/ Primary
B Elementary Education
E TESOL

Advanced study of special topics and current issues related to curriculum; provides continuous support and direction in developing areas of inquiry and research, identifying professional development activities including writing professional publications, developing research proposals, and designing presentations. Prerequisite: EDU 750, Leadership Exploration and Expression.

HSE 703 Philosophy of Science and Theory Development (3)

A critical analysis of philosophy of science and epistemology as applicable to theory development in the human science disciplines.

HSE 705 Qualitative Methods of Inquiry (3)

A critical analysis of qualitative methods of inquiry for the human sciences to facilitate the understanding of the aims, processes, and outcomes of these methods. Prerequisite: HSE 703

HSE 706 Advanced Qualitative Methods (3)

Seminar discussions of qualitative readings to facilitate an advanced understanding of the qualitative perspective in nursing, education, and social work research. This course is specifically designed to assist students in particular methods for research and practice implications. In depth analysis distinguishes this course from the first qualitative course. Prerequisite: HSE 705.

HSE 707 Quantitative Methods of Inquiry (3)

Examines advanced competencies to conceptualize, design, execute, analyze, report and publish quantitative research that delivers new and useful knowledge. Balances its presentations of research theory and computer-based tools with applications to real world problems. Prerequisite: HSE 703.

HSE 708 Advanced Quantitative Methods (3)

Builds on principles of measurement, design and sampling presented in HSE 707. Students learn to code, organize, reduce, and analyze quantitative data, and to interpret and report results. Emphasis on a variety of common statistical procedures, the assumptions underlying each, and the criteria for selecting them. Prerequisite: HSE 707.

RES 750 Applied Research in Education (3)
A Early Childhood/ Primary
B Elementary Education
E TESOL

Builds and concentrates on research most commonly employed by practitioners in the school context. Develops ability in the application of research methodology (assumptions, inquiry aims, methods, designs, data collection and analysis, interpretation of findings, conclusions and reporting) to a specific educational setting. Prerequisites: RES 711 and HSE 705 or HSE 707.

TSL 728 Cultural Diversity in American Education (3)

This course focuses on cultural diversity and the ways in which it has been defined and treated in the American educational system. An interdisciplinary approach informs the course, with perspectives gleaned from history, sociology, psychology, anthropology, and educational literature. The course examines the influence of the educational system’s norms, beliefs, and assumptions about race, ethnicity, class, ability, and language on the access, opportunities, and educational outcomes of minority students in the United States. A key task in this course is to link the analyses of the aforementioned issues to the conceptualization of a culturally responsive education system.

TSL 738 Language Development for English as a Second Language (ESL) Students (3)

Bilingual children come to schools with varying degrees of first and second language proficiency, and form many different cultures. Embedded in those cultures are various literacy practices, language practices, and familial interactions, all of which impact the acquisition of literacy in both languages. Educators working with bilingual communities need to develop a philosophy of literacy, acquire an understanding of how bilingualism develops, acquire techniques for planning and conducting literacy activities in bilingual classrooms, and acquire skills for working within bilingual literacy communities.
Prerequisite: TSL 506, Applied Linguistics or equivalent.

TSL 745 Theories and Principles of Bilingual Education (3)

Examination of local, national and international bilingual curricular models and practices; sociolinguistic and psycholinguistic aspects of bilingualism theories; and approaches to concept development in bilingual students.

TSL 760 Advanced Study of Problems and Issues in Bilingual Education (3)

Critical evaluation of major issues relating to the education of bilingual children and youth. This course is designed to increase knowledge and understanding of problems and issues in bilingual education and English as a Second Language.

TSL 770 Advanced Assessment & Evaluation of English Language Learners (3)

This course addresses multiple dimensions of assessment within the context of second language acquisition and the education of English Language Learners. It will explore current issues in assessment that include competence, performance, cultural bias, language, and content area assessment for students acquiring English as a second language. Prerequisites: TSL 517, Testing & Evaluation in ESOL or equivalent.