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Course Criteria
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3.00 Credits
Various problem-solving models and decision-making strategies are examined, applied in authentic educational settings, and evaluated for their impact in the area of school improvement and accountability.
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3.00 Credits
The primary objectives of this course are to present methods and styles of communication which facilitate positive interpersonal communication and to introduce techniques and methods of conflict resolution which may be effectively utilized by administrators and faculty. Conflict resolution will focus on relationships between administrators and faculty, faculty and faculty, faculty and students, and administration/faculty and parents/public.
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3.00 Credits
Focuses on school curriculum theory, design, revision, reform and critical issues.
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3.00 Credits
This course is designed to build requisite knowledge and skills for selecting and implementing teaching models congruent with specific teaching and learning needs. Course content focuses on three areas: 1) theory, research, and practice of a variety of information-processing, behavioral, social, personal, outcome-based, student-centered, and eclectic teaching models; 2) instructional adaptations appropriate for individual teaching styles, special needs, and learning styles; and 3) classroom and instructional management strategies that facilitate implementation. Participants analyze, interpret, and evaluate models and strategies, and select or design, jusitfy, and then implement those appropriate for specific field situation.
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3.00 Credits
This course examines research-based theories and practices of teaching, learning, and assessment, including diagnosing student needs and selecting appropriate learning strategies.
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3.00 Credits
No course description available.
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3.00 Credits
This course is designed to conduct, analyze, and evaluate pertinent research methodology in the areas of early childhood/elementary/secondary education. Based on previous experiences and designed studies, students critique current research articles in the content fields and evaluate these articles for making future contributions to education. These methods, techniques, and trends are designed to assist the elementary/middle/secondary instructor to develop a comprehensive style of teaching.
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3.00 Credits
The focus of this course is on the design, development, implementation, and evaluation of instructional materials that are created according to instructional design principles. By applying the principles of instructional design learned in the course, students will have the knowledge, skills and dispositions to solve instructional problems in educational settings.
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3.00 Credits
This course is designed to introduce doctoral candidates to the methods, procedures and educational implications of brain-based research. This course contrasts current research findings to traditionally held theories and conjectures about brain functioning. Research will be connected to school improvement areas including student learning, the developing brain, cognitive and emotional competence in students.
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3.00 Credits
This is a specialized research design course, which will provide students with the knowledge and skills needed to complete the dissertation prospectus and to begin the dissertation using quantitative, qualitative, and mixed methods of inquiry. The product of this class is a prospectus. Course prerequisite is admission to candidacy.
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