Curriculum

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.

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.

1. Curriculum Evaluation and Research
2. Early and Middle Childhood Education
3. Reading, Literacy and Cognition
4. TESOL
5. Special Education

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

This course enables graduate level students to develop skills and strategies necessary for curriculum evaluation and improvement of ongoing programs. Included will be a historical review of evaluation in curriculum and an analysis of approaches to curriculum evaluation, both traditional and innovative. This graduate-level course prepares students for evaluation positions in the social and behavioral sciences.

1. Curriculum Evaluation and Research
2. Early and Middle Childhood Education
3. Reading, Literacy and Cognition
4. TESOL
5. Special Education

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.

1. Curriculum Evaluation and Research
2. Early and Middle Childhood Education
3. Reading, Literacy and Cognition
4. TESOL
5. Special Education

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.

Pre-requisites for HSE 705, HSE 706, HSE 707 and EDU 736

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

Pre-requisites for HSE 706 and RES 750 Applied Research in Education

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

Pre-requisites for HSE 708 and RES 750 Applied Research in Education

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 world problems. Prerequisite: HSE 703.

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.

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.

This course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. An overview will be provided which consists of the history and philosophy of mixed methods research, the emerging literature on it, purposes and characteristics of mixed methods research, types of research problems addressed, the specification of mixed methods purpose statements and research questions, types of major mixed methods designs, data collection and analysis strategies within mixed methods designs, and reporting and evaluating mixed methods studies.

Prerequisites: HSE 705 and HSE 707 (and one advanced research course).

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.

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.

Examines curriculum designs to identify and determine an optimum set of educational objectives for students' settings, and the subject matter and advantageous learning experiences which best accomplish these objectives. Students will be required to identify ways they will evaluate the curriculum if the objectives are to be realized.

This course examines policy and research in teaching and learning, including relationships among research and educational policy for teaching and teacher education. It is intensive study in an area of curriculum, teaching, and learning; educational policy and social analysis; and teacher education and teacher learning.

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: HSE 705 or HSE 707.

This course was designed for advanced graduate level students to explore the theoretical underpinnings of various curriculum and instruction models. It requires students to research the latest trends and issues associated with the social, cultural and philosophical forces that impact schools in an urban setting. and Historical Perspectives in Early and Middle Childhood Education.

This course provides advanced graduate level students the opportunity to apply assessment instruments for the purpose of observing, recording, diagnosing, and analyzing the different systems available. 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.

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.

This course examines policy and research in teaching and learning, including relationships among research and educational policy for teaching and teacher education. It is intensive study in an area of curriculum, teaching, and learning; educational policy and social analysis; and teacher education and teacher learning

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: HSE 705 or HSE 707.

Investigates effective assessment strategies for examining literacy processes and evaluating literacy trends, issues, programs, materials and resources. Graduate students will join with faculty to engage in critical explorations and intensive study of the intersections between literacy assessment theory and practice and those implications for the partnership of home, school and community. Prerequisite: EDU 584, EDU 590 and EDU 716 or equivalents.

Focuses on socio-cultural 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 567 or equivalents.

Examines current research and theories in Reading. Includes research-based approaches to restructuring curriculum to integrate Reading and the Language Arts. The function and responsibilities of the coordinator or program administrator as related to classroom Reading instruction are studied. Prerequisite: Completion of all four (4) previous courses in the specialization.

Examines the reading process psychologically, physiologically, and socially. Current research-based methods and trends in teaching reading and historical and current research are examined. Prerequisite: EDU 567 or equivalent.

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: HSE 705 or HSE 707.

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.

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.

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.

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.

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: HSE 705 or HSE 707.

Designed to provide in-depth information about the laws pertaining to special education and their appropriate application. Students become familiar with the necessary competencies in dealing with federal and state laws as they pertain to persons with disabilities.

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

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.

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 first qualitative course. Prerequisite: HSE 705.

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 world problems. Prerequisite: HSE 703.

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.

Offers opportunities to pursue a research project with the guidance of an advisor in areas of special interest to the student; approval of program advisor required.

Assesses researchable questions in leadership and administration in a student's area of specialization resulting in a dissertation proposal

Culminates the research of the doctoral program; methods of inquiry must be appropriate to the problem being investigated.

Enrollment is required after the completion of ESE 798 and 799 each semester until the dissertation is successfully defended.