|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
2.00 Credits
2 Semester Hours An extension of the internship described for EDUC/EDLA 6974. The candidate continues to complete and document fi eld experiences that include intensive experiences both in the day-to-day functions of administrators and in long-term policy design and implementation. A site visit by the University representative and a positive recommendation by a practicing administrator supervising the candidate in fi eld experiences is required for the Administrative Services Credential. This course is restricted to students in the MA in Biliteracy, Leadership, and Intercultural Education program and also emphasizes leadership for biliteracy. Credit/No Credit. Prerequisite: EDUC/EDLA 6974.
-
1.00 Credits
1 Semester Hour A continuation of EDUC/EDSS 6980, Fieldwork in School Counseling II.
-
3.00 Credits
3 Semester Hours A continuation of EDUC/EDSS 6970, Fieldwork in School Counseling I. Prior to enrollment, candidate must have completed Fieldwork II. Concurrent enrollment in EDUC/EDSS 6970, 6980, and 6990 is not permitted. Credit/No Credit. Special approval required.
-
3.00 Credits
3 Semester Hours This course provides an in-depth examination of educational policy making processes, utilizing a historical and ideological approach. The course will focus on the history and analysis of national, state, and local policies, processes, standards, and reform movements applied to general and special education. An additional focus of the course will be the study of school fi nance and an analysis of the equity and adequacy issues governing school fi nance.
-
3.00 Credits
3 Semester Hours This course examines various approaches to conceptualizing, interpreting, and making operational social justice. The course will review the historical development of the concept of social justice in an inter-disciplinary manner. Particular attention will be given to: critically competing ethical and religious theories of justice; sociological factors of schools as institutions of injustice and cultures that can promote an ethos to further justice; the relationships of the ethical theory of justice of educational institutions; and the examination of pedagogy for social justice. The goal of the course is to bring together ethics, sociology of education, and concrete pedagogy.
-
3.00 Credits
3 Semester Hours This course examines ethics in education, moral development theory, and leadership theory. Emphasis will be placed on the role of the individual in the development of principles and practices of just and caring leadership. Critical inquiry into the responsibility of leaders for the protection and promotion of democratic schooling and global citizenship is highlighted.
-
3.00 Credits
3 Semester Hours This course examines components of instructional refl ective leadership and the relationship to educational achievement for diverse populations. The course will critically examine the following topics related to achievement: standards-based education, assessment and accountability systems, processes for equitable access to curriculum and learning, participatory education, inclusive critical pedagogy, and the equitable and appropriate use of technology. The sociocultural perspective and the psychology of learning will guide the exploration of leadership, accountability, instruction, and assessment.
-
3.00 Credits
3 Semester Hours This course will focus on organizational theory and culture, systemic change, and supervision of programs and personnel. The role of the leader as an agent for transformative change, an informed implementer of technology to reduce the digital divide, and facilitator for community collaboration is examined.
-
3.00 Credits
3 Semester Hours This introductory course provides educational leaders with an integrated methodological approach to practitioner research through school and classroom-based research. A survey of quantitative and qualitative methods will be the basis for situated inquiry in which candidates are introduced to fi eld-based, problem-solving research, survey research methodology, program evaluation research, and technology. Candidates will improve skills in the development of research instruments and tools for data collection.
-
3.00 Credits
3 Semester Hours This advanced quantitative research course focuses on univariate and multivariate methods utilizing advanced technology and desktop statistical software to conduct and design fi eld-based analyses of diverse data sets from educational settings. Prerequisite: EDUC/EDLA 6105 or equivalent.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|