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Course Criteria
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3.00 Credits
Concepts of human development based on various schools of psychological thought (e.g., psychoanalytic, cognitive, developmental and behavioral). Exploration of their contextual world views. Affective, social and moral development aspects, as well as impact of race, class and gender.
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3.00 Credits
Examination of the methodologies, designs, theories, knowledge and issues emerging from research that has cultural and multicultural concerns. Primary focus on educational research; related research in other fields of inquiry (e.g., sociology and anthropology) that concern schooling and education as broadly conceived. Exploration of nature of diversity and education that is multicultural, with linkage to aspects of educational practice.
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3.00 Credits
Exploration of literature on adult learners and the impact of race, gender and class on them; nature of practical knowledge; supervision and staff development as educative processes. Exploration of professional development through an analyzed sequence of face-to-face conferences and group sessions.
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3.00 Credits
Emphasis on the role of educators as instructional innovators and change-agents within complex educational organizations. Focus on nature and implementation of educational leadership. Students are involved in the development and analysis of leadership strategies to effect systems change.
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3.00 Credits
Examination of current issues in literacy (verbal, visual and technological). Overview of current literacy theory; literacy in a socio-historical context. Functional literacy, aesthetic literacy, aliteracy, cross-cultural literacy patterns. Students critique current literacy practices and programs within and beyond schools. Emphasis on political and multicultural realities of schools and literacy that is valued (or devalued) in educational theory and practice. Connections among social, historical, philosophical and psychological foundations of literacy as they deconstruct current practice. Course includes a collaborative research project.
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3.00 Credits
Examination of the demographic, political and social contexts of planning and policy making. Students are expected to identify and examine in depth one or more planning and policy issues by using the techniques, methods and disciplinary constructs of their academic or professional fields.
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3.00 Credits
Examination and critical review of current professional literature and practices in special education. Policy and planning initiatives are considered, emphasizing closer alignments with regular education.
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3.00 Credits
Exploration of theory, research and practice related to the writing process and the educator as writer. Study of the writer's craft, including issues of voice, audience, critical analysis and revision, conventions and style, editing, peer review and collaborations are a major focus. Participants select their own educational topics or issues and have intensive practice in writing workshop and experience in writing for professional publication. Not intended for new students, but rather for those who have completed several courses and created a substantial body of doctoral work, some of which is the subject of rethinking and revision in the course. Students write and submit two articles for publication and a conference proposal.
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3.00 Credits
Exploration and analysis of foundations of education for democracy. Emphasis on examination of theoretical and philosophical rationales for democratic curriculum and pedagogy in schools. Critical analysis of current educational policies and practices with reference to democratic principles. Focus includes in-depth examination of John Dewey's work on democracy and democratic education.
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2.00 - 4.00 Credits
Various topics in education, offered according to interest and need. Students examine research and other professional literature related to the topic and present research/position papers for critical discussion and response. 2-4 cr.
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