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Course Criteria
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3.00 Credits
Prerequisites: Admission to teacher education program and EDG 3323, EDF 3945 Examination of teacher prepared and standardized measures of student achievement, behavioral construction and other factors influencing learning and teaching.
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3.00 Credits
This course is a Master's level course for teachers focusing on classroom applications of behavioral and cognitive views of learning, learner development, learner diversity, motivation and effective instruction.
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3.00 Credits
An in-depth study in the application of principles and methods of assessment. Focus on alignment of the curriculum, instructional methods, and evaluation; construction, administration, and interpretation of measurement instruments; research on published standardized tests; and utilization of technology.
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3.00 Credits
Introduction to understanding and interpreting qualitative and quantitative methods of educational research. Review of the steps in planning, conducting, and reporting educational research, including a survey and analysis of types of research. Student work will emphasize research in the elementary school, the middle school, the secondary school, exceptional education, or adult education.
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3.00 Credits
The ability to design, conduct and interpret research is critical for professional counselors. Professional research allows for discovery of new knowledge, better understanding of current practices, and effective professional communications, all of which expand and enhance the practice of professional counselors. In addition, counseling professionals are by definition expected to be accountable for the clinical and programmatic services they render. Therefore, substantive research, program evaluation, and related knowledge and skills are essential for the identification and provision of effective counseling.
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3.00 Credits
The goal of this course is to provide every graduate in the College of Education with the basic information needed to understand the role of education in our American culture. The course is designed to provide students with the general knowledge that will enable them to deal with new ideas, events and challenges with which they will be confronted as educated professionals.
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1.00 - 6.00 Credits
Prerequisite: Completion of 24 graduate program hours and written permission signed by both the program sponsor and division chairperson. Limited to qualified M.Ed. candidates. A course designed to guide qualified M.Ed. candidates through the steps necessary to complete a master's thesis.
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3.00 Credits
The course includes an overview and comparison of learning theories and instructional strategies. The course includes review of the effects of cultural and gender differences on the learning and instruction processes and the effects of the presence of an exceptionality on these processes. Enrollment limited to students admitted to the doctoral program.
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3.00 Credits
The course is an investigation into the basic assumptions and ideas of education, human nature, and human society, with emphasis upon the epistemological, ethical, and value dimensions of education. Enrollment limited to students admitted to the doctoral program.
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3.00 Credits
Social and cultural forces affecting school practice are examined in the context of major theories of the sociology of education, concepts of multicultural education, and theories of leadership. Relations among educational policy, multicultural curriculum development, school achievement, and diverse lifestyles and learning styles are explored. Enrollment limited to students admitted to the doctoral program.
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