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Course Criteria
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3.00 Credits
Exploration of students' own philosophies of education in relation to their own fields of study and research interests. Students address broad questions related to the political and social contexts for teaching and learning, ways of knowing and teaching, curriculum problems and ethical considerations.
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3.00 Credits
This class explores and exploits effective teaching methods in the introduction, understanding, and discovery of principles and patterns of complex learning systems. These systems involve individuals observing, discovering, learning and creating as individuals and as members of much larger adaptive organizations. Concepts will be demonstrated by way of a series of challenging heuristic problems as well as a number of lively, extended-class simulations. Topics include: metaphor as a primary tool in creativity, finding order out of chaos, planning, organizing and managing for discovery, encouraging the flash of insight, making strong use of weak information, developing synergy within working/learning groups, discovering organizational strengths, weaknesses, and opportunities via metaphor.
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3.00 Credits
Exploration of standards-based and alternative approaches to developing, organizing, implementing, supervising, and evaluating PreK-12 curricula. Emphasis on interactions among curriculum, instruction, and assessment.
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3.00 Credits
Overview of legal principles governing PreK-12 schools and districts. Constitutional and decisional law, statute, and regulations. Emphasis on ethical leadership that promotes equity and justice.
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3.00 Credits
Concepts and tools needed to understand, manage, and improve school business operations, budgeting, and resources. Leaders? fiscal responsibilities are situated in the context of state and federal education finance systems.
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3.00 Credits
Examination of multiple purposes for, and means of assessing student learning. Emphasis on implications for the support of diverse learners. Analysis and interpretation of student data for instructional, program, and school improvement.
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3.00 Credits
Exploration of multiple approaches to educational research. Examination of nature and utility of descriptive and causal research studies and qualitative and quantitative research techniques. Critical analysis of educational policies and practices using program evaluation and experimental, ethnographic, sociological and historical research. This course will be offered every fall semester.
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3.00 Credits
Examination of a diverse range of methods and designs, including observational, program evaluation, survey, regression, quasi-experimental and experimental. Focus is on research design, exploratory data analysis, development of statistical and graphing skills, and the use of meta-analysis in summarizing research. The reading list includes illustrative studies along with reflective essays on methodology. Prerequisite: EDUC 620.
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3.00 Credits
Examination of qualitative approaches to and criteria for problem posing, research design, data collection, theory construction, interpretation and evaluation. Analysis of a range of theoretical constructs (such as constructivism, phenomenology, critical theory). Effects on styles of qualitative research, such as case studies, descriptive research, evaluation research, ethnography and action/participatory research. Prerequisite: EDUC 620.
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3.00 Credits
Consideration of various philosophical foundations of educational and social research, including post-modernism, feminism, positivism and critical theory. Focus on analysis of the attributes of various forms of knowledge, particularly the ways of deriving and validating knowledge, and how the conduct of educational and social research is influenced by differing philosophical foundations.
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