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Course Criteria
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1.00 Credits
See department for course description.
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1.00 Credits
This three course four-credit sequence is required for all doctoral students and is taken during the first year of doctoral study, beginning with two credits in the fall and one credit each in winter and spring terms. The course is designed to extend and deepen thinking about education, "educational leadership" and inquiry through shared readings, interaction with faculty and local educational leaders, and critical reflective writing and conversation. Students are expected to initiate and maintain a learning and a professional portfolio and by the end of spring term to develop and present a formal paper that examines an educational issue using frameworks and concepts from Ed 630, 640 and 650, which are also taken during their first year. This paper may serve as an initial draft of the doctoral core examination paper.
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4.00 Credits
The study of theories of learning in a variety of educational contexts: classrooms, counseling, and non-school settings. Study of the narratives of teaching and learning to analyze the enactment of theory and to examine the variety of ways to research learning.
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4.00 Credits
An introduction to research paradigms and research methodologies that are useful to better understand and/or address problems of educational practice. Provides doctoral students with knowledge of basic processes of inquiry so they are able to begin designing individual research projects.
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4.00 Credits
See department for course description.
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4.00 Credits
See department for course description.
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4.00 Credits
Familiarizes students with the theoretical devlopment, empirical studies, policies, and decision-making processes of public schooling. Structured around a number of themes, including instructional leadership, moral leadership, democratic leadership, facilitative leadership, curricular leadership, constructivist leadership, and ethical leadership in education. Students explore the operational meaning of these perspectives through a combination of experiences including class discussions, case studies, guest speakers, and interviews and observations of school leaders at work.
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3.00 Credits
No course description available.
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4.00 Credits
Examination of the field of instructional program design for adult learners within the training and development field, in educational and non-educational organizational settings. Focus on learning to design and manage instructional activities in response to training needs and skills analyses. Students are required to select and use an appropriate design model, design a preliminary needs assessment, develop program goals and learning objectives, develop an instructional plan, develop a plan to assess student learning and evaluate the program, and critically review the design document. Major emphasis given to developing the instructional design document that demonstrates a student’s ability to align and integrate effectively all aspects of the design process and to incorporate adult learning theory.
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3.00 Credits
Focuses upon research-based, practical approaches for leading, managing, and evaluating the training and devlopment fuction in organizations. It explores the role of training and development in achieving individual and organizational goals, as well as strategies and resources used in effective personnel development. Students analyze how to: develop, manage and evaluate the training function; identify strategies and resources for effective training management; and diagnose how the organization’s culture and needs affect the selection and success of training management efforts.
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