| |
Doctorate in Business Administration |
| |
-
DBA 9060 - Global Economic Systems & Issues
3 Credit Hours
Description
This course provides a framework to understand global macroeconomic developments and their effects on businesses. These global developments include: the growth process countries have followed and the various policies that have been implemented; interest rates, exchange rates in international settings, and asset prices in the global economy; causes and consequences of trade deficits and external imbalances; emerging market economy’s financial crises; causes of currency, banking and financial crises in emerging market and advanced economies; short- and long-term effects of monetary and fiscal policy; the drive to reform the international financial architecture; and, the role of international economic institutions like the IMF, the World Bank, and the World Trade Organization.
|
| |
-
DBA 9061 - Business Topics and Theory
3 Credit Hours
Prerequisites: EDB 9020 and EDB 9030.
Description
In depth understanding of a business topic and related theory is critical for positioning and developing a doctoral dissertation in business administration. The purposes of this course are 1) to provide each student with requisite methods for identifying, reviewing and representing a specific business topic and related theory and 2) to guide each student in a study of a select business topic and related theory suitable for a dissertation study. The course is organized as a combination of seminars that focus on 1) state-of-the-art methods, including systematic reviews, and presentations of business topics and related theory in the academic business literature and 2) individual projects that focus on a select topic and related theory that can inform the student’s dissertation research.
|
| |
-
DBA 9070 - Qualitative Research II
3 Credit Hours
Description
This course provides concepts and tools for qualitative data analysis. The course exposes students to a variety of approaches, including hermeneutics, semiotics, narrative analysis, and content analysis, with particular emphasis on grounded theory and case study research. Students are introduced to grounded theory coding, memo writing, theoretical sampling, saturation, sorting, and use of qualitative data analysis software. Various techniques for analyzing case study evidence are explored including pattern matching, explanation building, and within-case and cross-case analysis. Perspectives on what it means to draw conclusions and build theory from qualitative data are explored. The course concludes with guidance on how to write and publish qualitative research.
|
| |
-
DBA 9080 - Quantitative Research 1
3 Credit Hours
Description
This course provides students with a command of the core concepts and tools needed to design quantitative studies and to collect, evaluate and analyze quantitative data. The course covers empirical data collection methods, such as surveys. It also covers sampling techniques, various types of data and appropriate analytical techniques. These include an introduction to univariate and bivariate statistics (i.e., chi-square, t- and z- tests, the ANOVA family, correlation, and regression). In addition, the course helps students gain proficiency in using SPSS software to analyze and interpret empirical results.
|
| |
-
DBA 9100 - Quantitative Research II
3 Credit Hours
Description
This course introduces students to quantitative methods such as experiments, field studies, and use of secondary data. It strengthens student’s ability to design and execute quantitative research with an emphasis on construct measurement (i.e., development of measurement scales associated with key variables of interest) and topics such as theoretical modeling, framing research questions, developing hypotheses, model refinement, reliability, scientific validity, and statistical conclusion validity. The course reinforces the knowledge base developed in Quantitative Research I (EDB 9080) with focus on univariate, bivariate and multivariate statistics (t-test, the ANOVA family, correlations, factor analysis, and OLS regression), nonparametric statistics, and structural equation modeling.
|
| |
-
DBA 9110 - Influences and Limitations on Executive Decision Making
3 Credit Hours
Description
Although executives make decisions continually, many are unaware of the hidden, yet substantial influences that cognitive and organizational factors have on the processes they follow and the outcomes that result. This course examines the human factors that influence and guide executive decision making. It also explores organizational influences on executive decisions, including organizational structure, and social and political forces. It investigates the actions executives can take if they seek to address their human limitations and organizational limitations affecting their executive responsibilities.
|
| |
-
DBA 9120 - Evidence-Based Management
3 Credit Hours
Description
This course develops the student’s knowledge and skills related to the role of scientific and organizational evidence in management thinking and decision making. Students will learn to recognize management practices based on habit, fads, convention and unrealistic levels of confidence and how to improve these practices with principles based on relevant scientific findings and unbiased organizational facts. Students will learn how to: identify, access, and use an organization’s data challenges; create decision-making information from organizational facts; and find, appraise, interpret and apply scientific evidence as managers.
|
| |
-
DBA 9140 - Laboratory for Business Driven Research
3 Credit Hours
Description
This course is a workshop-oriented forum in which students will meet with their peers and the faculty to discuss obstacles encountered in their research as well as solutions for how to overcome them.
|
| |
-
DBA 9150 - Creating and Disseminating Research Knowledge
3 Credit Hours
Description
This course develops an understanding of the role of executive doctorates in the creation and dissemination of new knowledge. Among the topics to be covered are how to develop a program of research to create knowledge within particular domains of theory and practice; approaches to present, discuss, and defend the results of rigorous engaged scholarship; methods of knowledge dissemination including publication in internal (e.g. white papers) and external (e.g. practitioner or academic publications) outlets; and the process of crafting engaged scholarship research for dissemination through these various outlets.
|
| |
-
DBA 9170 - Dissertation
3 to 6 Credit Hours
Description
During the last three semesters students will register for a total of 12 hours of independent dissertation work aimed at addressing a contemporary business problem. During this period, students will be expected to develop and defend a proposal, organize an independent research project, and write and defend a coherent dissertation. This course may be taken multiple times for credit.
|
| |
-
DBA 9171 - Dissertation Seminar
1 to 9 Credit Hours
Description
Completed all other EDB course work, permission of the academic program director. The seminar is intended for students who have not finalized their Executive Doctorate dissertation within the designated three years of the program. The objective is to facilitate the participants’ dissertation work. During the seminar, the students will meet on a regular basis to present status of dissertation work, to receive critique and guidance on their dissertation, to review relevant research methodology, and, to review key challenges and approaches in dissertation writing. May be repeated once for credit. A grade of IP (satisfactory progress was made on the dissertation) or U (satisfactory progress) is assigned each term. At the end of the term during which the dissertation is completed/defended, a grade of S (satisfactory) or U (unsatisfactory) is assigned.
|
Early Childhood Education |
| |
-
ECE 6360 - Culturally Responsive Pedagogy
1 to 6 Credit Hours
Requirements: A minimum grade of “S” is required for this course.
Description
This course is designed to examine the role of culture in child development and learning. Through a process of introspection and application, the candidate reflects on the impact and implications of culture and self-identity in the teaching and learning of various student populations and settings from a political, social, economic, and historic context.
|
| |
-
ECE 6370 - Classroom Management and Instruction
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This field-based course focuses on effective teaching skills and techniques such as planning, instruction, assessment, and reflection in the development of an effective classroom community in an urban environment. Methods for appropriate classroom management are examined and developed.
|
| |
-
ECE 6375 - Responsive Practice for Urban Education
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
In this course, the student examines issues including diversity, urban school culture, reflective teaching, and classroom management and their application to classroom practice. In addition, current issues relevant to urban education are explored.
|
| |
-
ECE 6380 - Foundations of Literacy Instruction for Young Children
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate receives an overview of the basic concepts of literacy and their developmental denotations for school aged children from pre-kindergarten through grade five. This is a field-based course where the candidate applies learned skills within the context of schools in urban communities.
|
| |
-
ECE 6385 - Teaching Literacy to Culturally and Linguistically Diverse Learners I
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course is designed to introduce future educators to the knowledge and skills needed to provide an effective learning environment for students who are learning English as an additional language. Course participants will explore issues related to the methodology of teaching ELLs, as well as the language acquisition process. Current research, materials, curricula, and teaching methodologies in the area of ESOL and literacy instruction will be examined. Teacher candidates will continue to explore the components of a balanced literacy environment within an elementary classroom, exploring furthur teaching methods and theories for literacy instruction when teaching linguistically and culturally diverse students. This is a field based course where teacher candidates are applying learned skills within the context of schools in urban communities.
|
| |
-
ECE 6386 - Teaching Literacy to Culturally and Linguistically Diverse Learners II
2 Credit Hours
Prerequisites: ECE 6385 with a grade of “C” or higher.
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate continues to apply reading and language arts methodologies within the authentic context of schools and classrooms in urban communities. This course reinforces the integration of assessment, planning, instruction, and evaluation strategies, promoting an ability to describe and interpret the literacy behaviors of children.
|
| |
-
ECE 6387 - Language Acquisition: Creating Linguistically Sustaining Classrooms
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
Principles of first and second language and teaching will be examined. Appropriate assessment of language proficiency will be examined in addition to ESOL program entrance and exit criteria. An emphasis on the analysis of language structure as it applies to second language acquisition is a core component of this course.
|
| |
-
ECE 6390 - Elementary Mathematics Curriculum and Pedagogy
2 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
Candidates will learn about effective instructional methods for the mathematics content spanning the pre-kindergarten through grade five curriculum. Candidates will develop knowledge of developmentally appropriate, standards-based mathematics instruction, with specific emphasis on urban elementary classrooms.
|
| |
-
ECE 6391 - Teaching Mathematics in Urban Schools
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
Candidates will develop culturally responsive pedagogical skills for teaching mathematics in elementary urban contexts. Candidates will acquire mathematical content knowledge and gain understanding about children as learners of mathematics. Candidates will apply the learned skills in classrooms in urban communities.
|
| |
-
ECE 6392 - Critical Issues in Elementary Mathematics
2 Credit Hours
Prerequisites: ECE 6390 and ECE 6391 with a grade of “C” or higher.
Requirements: A minimum grade of “C” is required for this course.
Description
Candidates will explore critical issues in elementary mathematics and their impact on instructional practice. Candidates will acquire advanced culturally responsive mathematics pedagogical skills, with specific emphasis on integrating instruction, families, and urban communities.
|
| |
-
ECE 6395 - Child Growth and Development in Urban Education
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course focuses on the growth and development of children in urban settings. Theories and research on physical, cognitive, social, and emotional aspects of development are investigated and applied to the urban classroom. Issues of learner diversity and culture and their applications to classroom practices are also examined.
|
| |
-
ECE 6405 - Science and Social Studies in the Urban Classroom
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course provides experiences through which the candidate explores and investigates science and social studies relevant to urban school settings. It includes strategies for integrating the curriculum around science and social studies and infusing culturally relevant content and pedagogy.
|
| |
-
ECE 6406 - Science in the Urban Classroom
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course provides experiences through which the candidate explores and investigates science relevant to urban school settings. It includes strategies for integrating the science curriculum and infusing culturally relevant content and pedagogy.
|
| |
-
ECE 6407 - Social Studies Methods for Culturally and Linguistically Diverse Learners
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course provides students with experiences through which they will explore and investigate social studies methods relevant to culturally and linguistically diverse classrooms. This course provides students with an overview of the field of social studies, attention to relevant disciplinary literacies, and strategies for teaching social studies to culturally and linguistically diverse kindergarten through fifth graders.
|
| |
-
ECE 6415 - Curriculum and Assessment Urban Education I
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate examines, integrates, and applies current theories of curriculum and assessment to the teaching of students in urban classrooms. The candidate assesses and enhances children’s concepts, skills, and dispositions through culturally responsive approaches and investigations of real issues.
|
| |
-
ECE 6416 - Curriculum and Assessment for Urban Education II
3 Credit Hours
Prerequisites: ECE 6415 with a grade of “C” or higher.
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate extends the examination, integration, and application of current curricular and assessment theories to the teaching of students in urban classrooms. The candidate assesses and enhances children’s concepts, skills, and dispositions through culturally responsive approaches and investigations of real issues.
|
| |
-
ECE 6655 - Student Teaching I
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This is the first of two student teaching field experiences that focuses on the practical application of classroom management, culturally relevant curriculum and instruction, and child development. The candidate is observed and supervised in an urban school environment.
|
| |
-
ECE 6656 - Student Teaching II
3 Credit Hours
Prerequisites: ECE 6655 with a grade of “B” or higher.
Requirements: A minimum grade of “B” is required for this course.
Description
This is the second of two student teaching field experiences that focuses on the practical application of classroom management, culturally relevant curriculum and instruction, and child development. The candidate is observed and supervised in an urban school environment.
|
| |
-
ECE 6657 - ESOL Student Teaching
1 to 6 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
Candidates have supervised field placements in ESOL classrooms as well as in non-ESOL classrooms with significant culturally and linguistically diverse student populations. The candidates are observed and supervised in urban school environments in various K-12 grade level placements. This field experience focuses on the practical application of culturally relevant curriculum, instruction, and assessment.
|
| |
-
ECE 6660 - Mentorship in the Urban Classroom I
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This is the first of two mentorship field experiences. The candidate must have teacher certification through the Alternative Preparation Program in the Department of Early Childhood Education at Georgia State University and currently hold a position as a first year teacher in an urban elementary school. This field based course is designed to actively support the teacher during the first year of teaching using a systematic form of reflection to mentor and assess professional development.
|
| |
-
ECE 6661 - Mentorship in the Urban Classroom II
3 Credit Hours
Prerequisites: ECE 6660 with a minimum grade of “B” or higher.
Requirements: A minimum grade of “B” is required for this course.
Description
This is the second of two mentorship field experiences. This field based course continues to actively support the teacher during the first year of teaching using a systematic form of reflection to mentor and assess the professional portfolio as a repository to collect, synthesize, and analyze artifacts of the teaching competence.
|
| |
-
ECE 6800 - Urban Education Capstone Seminar
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate synthesizes and reflects upon the compellation of coursework during the second year of the program. The candidate integrates the learning and understandings by developing and implementing an action research project related to the critical issues and trends of urban education in the schooling context.
|
| |
-
ECE 6830 - Critical Theories and Research in Urban Education I
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate attains an in-depth understanding of the research and practice in facilitating urban education by examining historical contexts of schooling, shifting societal beliefs, and traditional as well as contemporary educational theories and practice.
|
| |
-
ECE 6831 - Critical Theories and Research in Urban Education II
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
The candidate attains an in-depth understanding of the research and practice in facilitating urban education by examining historical contexts of schooling, shifting societal beliefs, and traditional as well as contemporary educational theories and practice.
|
| |
-
ECE 7280 - Early Writing Development
3 Credit Hours
Description
This course provides in-depth experiences, analysis, and construction of ideas related to expressive communication among young children, especially regarding their written language. Readings, discussions, and activities will relate to theories of development, learning, and cognition, composition theory, young children’s expressive communication, and the writer’s craft. Talk about culture, multilingualism, and the value of diversity will permeate all of these topics.
|
| |
-
ECE 7360 - Reading Recovery Clinical for Teachers I
3 Credit Hours
Corequisites: ECE 7370 .
Description
This course is designed to help teachers in training develop an in-depth knowledge of the principles and procedures of the Reading Recovery program and to implement these principles and procedures with at-risk regular education first-grade children in local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 7370 - Reading Recovery Clinical for Teachers II
3 Credit Hours
Corequisites: ECE 7360 .
Description
This course is designed to help teachers in training further develop an in-depth knowledge of the principles and procedures of the Reading Recovery program and continue to explore these teaching methods and procedures, for acceleration of learning, and subsequent discontinuing from the program with at-risk regular education first-grade children in local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 7380 - Reading Recovery Clinical for Teachers III
3 Credit Hours
Prerequisites: ECE 7360 and ECE 7370 .
Description
The course is designed to help teachers in training develop further the principles and procedures of the Reading Recovery program and continue to explore these teaching methods and procedures, acceleration of learning, discontinuing from the program with at-risk regular education first-grade children in local school districts. Other issues discussed include midyear selection of students, guidelines for program withdrawal, records management, data collection, system-wide implementation, and evaluating and reporting the results of the Reading Recovery program. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 7390 - Curriculum in the Early Childhood Classroom I
3 Credit Hours
Description
Students examine and adapt current theory and professional standards when planning mathematics, science, social studies, and language arts instruction in the early childhood classroom. Faculty model integration and collaborative approaches; participants continually reflect upon classroom implementation. For the Collaborative program, IP grades are assigned each term until all course requirements have been completed.
|
| |
-
ECE 7393 - Number and Operation in the Elementary Classroom
3 Credit Hours
Description
This course explores mathematics content and appropriate related pedagogy for understanding mathematical practices with whole numbers at the P-5 elementary level. Topics include counting, cardinality and comparing numbers; number problem structures; children’s invented problem-solving strategies; representations of children’s solutions; and developing number sense.
|
| |
-
ECE 7394 - Geometry and Measurement in the Elementary Classroom
3 Credit Hours
Description
This course will explore content and pedagogy of geometry and measurement concepts for elementary children. The course will explore attributes of 2- and 3-dimensional shapes as well as classifying, dividing, combining and transforming those shapes. Geometry topics will also include congruence, similarity, slides, flips, turns, and symmetry. Measurement topics will include attributes appropriate for the elementary classroom including distance, weight, area, volume, temperature and time; tools for measuring, the metric system and conversions.
|
| |
-
ECE 7395 - Rational Numbers and Algebra in the Elementary Classroom
3 Credit Hours
Description
This course explores mathematics content and appropriate related pedagogy for understanding mathematical practices with rational numbers and algebraic concepts at the P-5 elementary level. Topics include concepts and operations with fractions and decimals; understanding equivalence; relational thinking; and making and justifying conjectures about general properties of arithmetic.
|
| |
-
ECE 7396 - Data Analysis and Probability in the Elementary Classroom
3 Credit Hours
Description
This course will explore the Data Analysis and Probability Standard in the NCTM Standards for grades PreK-5. Topics in data analysis will include asking good questions, collecting data, representing/displaying data, measures of central tendency (mean, median and mode) and making predictions. Topics in probability will include basic concepts of probability such as theoretical and experimental probability, sample space, and calculating probability. Appropriate methods and materials for each topic will be discussed.
|
| |
-
ECE 7397 - Elementary Mathematics in Dual Immersion Settings
3 Credit Hours
Description
In this course, candidates will develop their mathematical content knowledge and gain understanding about bilingual children as learners of mathematics. Candidates will also learn about effective instructional methods for the mathematics content spanning the pre-kindergarten through five curricula. This is a field-based course where candidates apply learned skills in the context of Dual Immersion K-5 schools in urban communities.
|
| |
-
ECE 7400 - Curriculum in the Early Childhood Classroom II
3 Credit Hours
Prerequisites: ECE 7390 .
Description
Students examine and adapt current theory and professional standards when planning mathematics, science, social studies, and language arts instruction in the early childhood classroom. Faculty model integration and collaborative approaches; participants continually reflect upon classroom implementation. Course work is taken over two consecutive terms. IP grades are assigned each term until all course requirements have been completed.
|
| |
-
ECE 7410 - Critical Issues in Early Childhood Education I
3 Credit Hours
Description
Students examine critical issues in the field such as diversity, technology, leadership, assessment and others, and their impact on instructional practice in a collaborative setting. For the Collaborative progoram, IP grades are assigned each term until all course requirements have been completed.
|
| |
-
ECE 7440 - Biliteracy: Literacy Development in Multilingual Settings
3 Credit Hours
Description
This course focuses on the knowledge and skills needed to provide an effective learning environment for bilingual students. Course participants will explore issues related to teaching methods as they relate to language acquisition. Current biliteracy research, materials, curricula, and teaching methods will be examined with those appropriate for Dual Immersion classrooms emphasized. This is a field based course where teacher candidates apply course-based learning within the context of schools in urban communities.
|
| |
-
ECE 7730 - Perspectives on Child Development for Culturally and Linguistically Diverse Students
3 Credit Hours
Description
This course focuses on physical, cognitive, and affective stages of human growth and development in culturally and linguistically diverse contexts. It introduces theories and models of behavior and development applied to the field of early childhood education. In addition, students will explore the foundations of, and current research on, Dual Immersion education in grades K-5. The class is based on a socio-constructivist view of education. Therefore, much of the learning will take place through hands-on learning in concert with peers in interactive small and whole group discussions, and responses to readings and lectures.
|
| |
-
ECE 7740 - Internship in Early Childhood Classroom I
3 Credit Hours
Requirements: A minimum grade of “S” is required for this course.
Description
This is a field experience in the P-5 classroom which encourages the educator to implement a program based on the assumption that learning is a constructive process which builds upon the knowledge and experience of the learner. The teacher functions as a collaborator with parents and children to focus on strategies for enhancing child learning. Students in the Mathematics Education concentration must enroll in this course concurrent with one of the following courses: ECE 7393 , ECE 7394 , ECE 7395 , or ECE 7396 .
|
| |
-
ECE 7750 - Content-based Curricula, Instruction and Assessment for Dual Immersion Classrooms
3 Credit Hours
Description
This course provides students with experiences through which they will explore and investigate science and social studies relevant to Dual Immersion classrooms. Students will learn strategies for integrating the curriculum around science and social studies that are culturally relevant. The class is based on a socio-constructivist view of education. Therefore, much of the learning will take place through hands-on learning in concert with peers in interactive small and whole group discussions, and responses to readings and lectures.
|
| |
-
ECE 7760 - Create to Learn
3 Credit Hours
Description
This course troubles normative conceptions of creation, innovation, and learning. Using constructionist, sociocultural, and culturally-responsive theories of learning, the course deepens educators’ understandings of design thinking, pedagogical imagination, project-based learning, tinkering, play, and making in a variety of learning spaces (e.g., classrooms, museums, outdoors). The course offers opportunities for students to engage in critical discourse, collaboratively build projects, and practice designing and/or facilitating opportunities for young people to learn through creating. Some questions undergirding the course are: What is learning and how can we see it in everyday interactions (with young people, adults, etc.)? What counts as making? How are educators makers/creators?.
|
| |
-
ECE 7800 - Capstone Experience
3 to 9 Credit Hours
Description
This culminating seminar/independent study course allows participants to document, interpret, synthesize, and present benchmarks of professional development over the program. Capstone experience may extend beyond one term.
|
| |
-
ECE 7850 - Apprenticeship in Creative and Innovative Education
3 Credit Hours
Description
This apprenticeship is designed to support students in cultivating dispositions and skills key in operating education-related programs, partnerships, or enterprises. Students participate in an apprenticeship with a local agency (e.g., cultural center, museum, community guild, educational enterprise, non-profit organization) or university entity to gain hands-on experience in the operations, management, and development of learning sites. (Repeatable).
|
| |
-
ECE 7930 - Research and Theories of Creative Learning
3 Credit Hours
Description
This course is designed to explore research and theories related to creative learning practices of children and adolescents. Students examine and critique: theories instrumental in the development of creativity as a field; research focused on fostering children’s creative and problem-solving practices; current discourses connecting creativity and national and global issues related to education.
|
| |
-
ECE 7960 - Seminar in Creative and Innovative Education
1 to 3 Credit Hours
Description
This seminar provides an introduction and overview for masters work in Creative and Innovative Education. It focuses on key experiences (e.g., planning apprenticeships with community partners, developing specialization pathways, “pitching” ideas, writing grants and seeking funding, and marketing programs) that support students in designing, developing, and implementing creative and innovative educational programs for children. (Repeatable).
|
| |
-
ECE 7963 - Practicum in Interventions
3 Credit Hours
Description
The course focuses on the principles of early intervention for diagnosing literacy problems for students, including an understanding of emergent literacy, the reading and writing process, knowledge of instructional implications of research in early literacy, special education, psychology, and other fields that deal with the treatment of students with literacy and learning difficulties. Special attention will be placed on designing individualized and small-group instructional interventions targeted toward those students in greatest need or low proficiency levels as well as instructional interactions and/or experiences that support greater understanding of principles related to emergent and early literacy.
|
| |
-
ECE 7964 - Comprehensive Literacy Model for School Improvement
3 Credit Hours
Description
This course is designed as a summer institute for teachers and school teams interested in implementing a comprehensive literacy model, including a framework for literacy, individual and small group interventions, literacy team meetings, assessment walls and progress monitoring, school plans and literacy coaching. This course is one of the six course requirement for the literacy coach course of study.
|
| |
-
ECE 7965 - Intervention Designs for Struggling Readers
3 Credit Hours
Prerequisites: In addition to completing the Comprehensive Intervention Model (CIM) Institute the previous summer, participants are required to have completed ECE 7963 Practicum in Interventions or be a trained Reading Recovery teacher, Reading Recovery teacher leader or Literacy Collaborative Coordinator.
Description
This year long training course focuses on preparing K-6 educators to differentiate reading and writing instruction within a range of settings for students experiencing difficulty in literacy learning. The training consists of intensive study of the Comprehensive Intervention Model Framework (a Response to Intervention Framework) and focuses on gaining in-depth knowledge and skills in designing and implementing a portfolio of small-group interventions for K-6 students. (Repeatable).
|
| |
-
ECE 7975 - Seminar for Graduate Assistants
3 to 18 Credit Hours
Requirements: A minimum grade of “S” is required for this course.
Description
This course is designed to inform the students of policies and procedures needed to complete an assistantship. Professional ethics associated with teaching, research planning, management, and accounting procedures are reviewed. The course focuses on the teaching and research being conducted in order to further the understanding of all students involved in teaching and research. (Repeatable).
|
| |
-
ECE 7980 - Theory and Practice in Literacy
3 Credit Hours
Description
This course examines theory of cognitive, linguistic and cultural learning for their practical implication for teaching students in the elementary grades. A focus is placed on designing and implementing research-based interventions for struggling readers.
|
| |
-
ECE 7981 - Supervision and Organization of Literacy Programs
3 Credit Hours
Description
This course focuses on preparing reading specialists and literacy coaches for supervising and organizing a school-wide literacy program, including organizational techniques and instructional approaches. An additional focus will be on developing the knowledge and skills of a literacy coach in three major areas: coaching teachers, providing professional development to school personnel, and evaluating a school’s literacy program. This course is one of the six course requirement for the PCL-Literacy Coach course of study.
|
| |
-
ECE 7982 - Professional Experiences in Reading
3 Credit Hours
Prerequisites: ECE 7981 .
Description
This course focuses on practical experiences with a literacy program in a school. Requires field experiences as a literacy coach in a school, attendance at scheduled seminars, and a portfolio that demonstrates competency as a reading professional, including conducting literacy team meetings and staff development, coaching teachers, making evidence-based curricula decisions, and collecting data for school improvement. This course is one of the six course requirement for the PCL-Literacy Coach course of study.
|
| |
-
ECE 7983 - Literacy Coaches as Agents of Change
3 Credit Hours
Prerequisites: ECE 7981 .
Description
This course focuses on the roles and responsibilities of a literacy coach, including specialized techniques and language prompts for scaffolding teachers. Other responsibilities include modeling lessons, conducting team meetings, leading teacher study groups, selecting materials, and collecting and analyzing data for school improvement. This course is one of the six course requirement for the PCL-Literacy Coach course of study. An emphasis is placed on observing change over time in knowledge levels and types of self-reflection.
|
| |
-
ECE 7984 - Curriculum Design and Evaluation of Literacy Programs
3 Credit Hours
Description
This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals. This course is one of the six course requirement for the PCL-Literacy Coach course of study.
|
| |
-
ECE 7990 - Special Topics
1 to 9 Credit Hours
Description
The purpose of this course is to engage students with specialized topics within the field of education. (Repeatable).
|
| |
-
ECE 8000 - Issues in International Education
3 Credit Hours
Description
The course is designed to increase students’ knowledge and awareness of social, economic, and political issues related to international education. Students will also examine and compare policies and practices of educational systems in various countries in the world. The course is presented and studied online. It comprises twelve units on international educational issues such as citizenship, culturalism, and multiculturalism equality and Education, inclusion and norms, values and beliefs. Each unit provides an overview of the issues associated with the topic as well as materials that outline those issues. Student/activities/projects require the gathering of data from a variety of sources, synthesizing those data and presenting a summary.
|
| |
-
ECE 8021 - Discourses of Child Development
3 Credit Hours
Description
Exploring historical and contemporary theories and practices related to human development in childhood and early adolescence, students in this course examine and critique the origins, goals, and assumptions of developmental discourses (e.g., developmentally appropriate practice, readiness). Students examine effects of these discourses on current educational practice and draw implications for designing and implementing in school and out-of-school experiences with children that enhance creative learning.
|
| |
-
ECE 8100 - Children in Society
3 Credit Hours
Description
The purpose of this course is to empower educators to teach for a more equitable society. Issues of diversity, including race, social class, language, intelligence, etc. will be explored to deepen understandings of diversity so that educators may be agents of change. Educators will examine how cultural practices, policies, and media position and represent children in US and international societies. They will also examine how children themselves are advocating and influencing policies, practices, and media through their own socially networked activities and child-made media products.
|
| |
-
ECE 8300 - Reading Recovery Theory I
3 Credit Hours
Corequisites: ECE 8360 , ECE 8370 , and ECE 8700 .
Description
Students examine the theoretical and research foundation for Reading Recovery, its history, issues for implementation, and the nature of this systemic educational innovation.
|
| |
-
ECE 8310 - Reading Recovery Theory II
3 Credit Hours
Prerequisites: ECE 8300 .
Corequisites: ECE 8320 , ECE 8380 , ECE 8390 , and ECE 8700 .
Description
Students examine the theoretical and research foundation for Reading Recovery issues for implementation of this systematic educational innovation. Emphasis in this course shifts to a focus on developing and understanding of Clay’s theories of reading and emergent literacy in comparison to those of other theorists in the field.
|
| |
-
ECE 8320 - Reading Recovery Theory III
3 Credit Hours
Prerequisites: ECE 8300 .
Corequisites: ECE 8310 , ECE 8380 , ECE 8390 , and ECE 8700 .
Description
Students examine the theoretical and research foundation for Reading Recovery issues for implementation of this systemic educational innovation. Emphasis in this course continues on developing an understanding of Clay’s theories of reading and emergent literacy in comparison of those of other theorists in the field.
|
| |
-
ECE 8360 - Reading Recovery Clinical for Leaders I
3 Credit Hours
Corequisites: ECE 8300 , ECE 8370 , and ECE 8700 .
Description
This course is designed to help teacher leaders in training develop an in-depth knowledge of the principles and procedures of the Reading Recovery program and to implement these principles and procedures with at-risk regular education first grade children within local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 8370 - Reading Recovery Clinical For Leaders II
3 Credit Hours
Corequisites: ECE 8300 , ECE 8360 , and ECE 8700 .
Description
This course is designed to help teacher leaders in training develop further an in-depth knowledge of the principles and procedures of the Reading Recovery program and to continue to explore these teaching methods and procedures, for acceleration of learning, and subsequent discontinuing from the program with at-risk regular education first grade children within local school districts. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 8380 - Reading Recovery Clinical for Leaders III
3 Credit Hours
Prerequisites: ECE 8370 .
Corequisites: ECE 8320 , ECE 8390 , and ECE 8700 .
Description
This course is designed to help teacher leaders in training develop further the principles and procedures of the Reading Recovery program and to continue to explore these teaching methods and procedures, acceleration of learning, discontinuing from the program, regular education first-grade children within local school districts. Other issues discussed include midyear selection of students, guidelines for program withdrawal, records management, data collection, system-wide implementation, reporting, and evaluation of the Reading Recovery program. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 8390 - Reading Recovery Clinical for Leaders IV
3 Credit Hours
Prerequisites: ECE 8360 .
Corequisites: ECE 8310 , ECE 8320 , and ECE 8380 .
Description
The fourth in a four-course sequence is designed to help teacher leaders in training refine the principles and procedures of the Reading Recovery program and to continue to explore these teaching methods. Other issues discussed include late-year selection of students, program withdrawal, and problems of children receiving incomplete programs, end-of-year management and instructional issues, and planning for teacher training. (1.5 lecture hours and 1.5 laboratory hours a week.).
|
| |
-
ECE 8400 - Teacher Development
3 Credit Hours
Description
The course is designed to develop identities of teacher as researcher, child-centered practitioner, and professional learner in the context of teacher development. Participants will examine not only the multiple educational contexts and conditions that may inhibit or promote teacher knowledge, growth and change but also stimulate inquiry essential to better understand the characteristics, perceptions, tasks and training needs of teachers over the lifespan of their professional development. Introduction of program requirements for completion of Teacher Support and Coaching Endorsement begins in this course. May extend beyond one term.
|
| |
-
ECE 8420 - Essentials of Elementary Science
3 Credit Hours
Description
This course introduces the science content and pedagogy of early elementary classrooms. Participants will learn Life, Physical, Earth and Space Disciplinary Core Ideas based on the Framework for K-12 Science Education. They will also develop lesson plans using the 5E Model and the 3 Dimensional Planning as outlined in the Framework for Science Education. Special attention is paid to 1) common misconceptions in early elementary topics and 2) safety. This is a required course for the K-5 Science Endorsement but non-endorsement candidates can take this course as an elective.
|
| |
-
ECE 8430 - Mastery of Elementary Science
3 Credit Hours
Description
This course addresses the content of upper elementary classrooms. Students will learn Life, Physical, Earth and Space Disciplinary Core Ideas based on the Framework for K-12 Science Education including content such as: cells, ecosystems, heredity of traits, energy, chemical reactions, climate and Earth’s systems. The pedagogy will focus on assessment, differentiation and engaging a diverse community of learners to be inclusive of all students. This is a required course for the K-5 Science Endorsement but non-endorsement candidates can take this course as an elective with permission from the instructor.
|
| |
-
ECE 8440 - Leadership in Elementary Science
3 Credit Hours
Description
This course addresses interdisciplinary and challenging science concepts from the K-5 progression of the Framework for K-12 Education such as, plate tectonics, natural selection, conservation of energy and wave properties. Participants will prepare to become leaders in their schools through their deeper investigation of the Crosscutting Concepts and Science and Engineering Core Ideas as well as STEM (Science Technology Engineering and Mathematics) practices in the elementary classroom. This is a required course for the K-5 Science Endorsement.
|
| |
-
ECE 8450 - Nature of STEM Education
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course explores the History and Pedagogy of STEM Education through an interdisciplinary exploration of STEM research, STEM business and STEM Education as part of a STEM Endorsement. STEM fields are fast-moving, ever-changing fields. The goal of the course is to develop STEM leaders as lifelong learners of STEM fields so they will be able to change as the fields change. An emphasis is placed on current STEM research, business and education trends as well as making authentic connections with professionals in all of these fields.
|
| |
-
ECE 8455 - STEM Project-Based Instruction
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
Within a STEM philosophy pedagogical content knowledge(s) (PCK) are further developed as teachers work toward the design of project-based units. Competency is continually built as candidates read about and discuss the principles of PBI; reflect on observations of project-based learning environments in elementary school settings; and incorporate what they are learning into the design of project-based lessons and ultimately, an entire project-based unit.
|
| |
-
ECE 8660 - STEM Field Experience
2 to 3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course is designed to prepare teachers of STEM through authentic experiences as part of an STEM Endorsement. Candidates will be observed and supervised in an STEM classroom environment as well as participate in a STEM related externship. Candidates will culminate this experience by implementing a collaborative STEM project.
|
| |
-
ECE 8680 - Internship in Teacher Support
3 Credit Hours
Prerequisites: ECE 8400 .
Requirements: A minimum grade of “S” is required for this course.
Description
This course provides participants with opportunities to engage in field-based opportunities in P-5 schools and classrooms to encourage development as teacher researchers, mentors, and leaders. Additionally, participants function in a collaborative way with other professionals to enhance their own and others’ growth and development. This course also provides support for teacher development experiences. Program requirements for completion of the Teacher Support and Coaching (TSC) Endorsement continue in this course. Internship may extend beyond one term. (Repeatable).
|
| |
-
ECE 8700 - Reading Recovery Supervision
3 Credit Hours
Corequisites: ECE 8300 , ECE 8360 , and ECE 8370 .
Description
This course prepares students for the role of Reading Recovery teacher leader. Special attention is given to the understanding of how theory and research support the Reading Recovery program, issues related to effective implementation, theories and models of professional development, supervision, and systemic change. Students develop skills for administering, implementing, evaluating, and improving district and regional early literacy intervention programs and further develop skills for facilitating professional development of classroom teachers and educators. Issues that impinge on program development and change and the professional development of educators are explored. Teacher leaders in training apply knowledge of teacher effectiveness and supervision theory and supervision of Reading Recovery teachers. (Repeatable).
|
| |
-
ECE 8765 - Critical Perspectives on Family and Community Engagement in Schools: A Funds of Knowledge Approach
3 Credit Hours
Description
In this course students will explore the application of the theory and research methods of ethnography and sociohistorical psychology to educational problems by taking an in depth look at the Funds of Knowledge research project, which combined these theoretical perspectives for the purpose of counteracting deficit perspectives on working class and minoritized youth and their families. Students will also have the opportunity to learn about other research projects that have taken similar approaches to addressing inequitable outcomes for students from marginalized groups. This course will be conducted as a seminar and will consist of considerable discussion of the readings and concepts of the course. Students will have the opportunity to engage in scholarly writing. In addition, students will be expected to engage in ethnographic data gathering techniques outside of class, including participant observation and interviewing.
|
| |
-
ECE 8810 - Directed Readings in Early Childhood Education
1 to 3 Credit Hours
Description
This course includes individual readings on special topics in early childhood education. These areas must be ones not covered by any course regularly taught in the Department of Early Childhood Education or an extension of a previously completed course. A Directed Reading Form, available in the Department of Early Childhood and Elementary Education, must be completed and signed by the instructor and the departmental chair prior to registration. (Repeatable).
|
| |
-
ECE 8820 - Cultivating Curiosity in Creative Inquiry
1 to 3 Credit Hours
Description
Adopting the stance that curiosity is not an individual trait but rather a participatory and distributed process, this course looks at the role of curiosity in creativity-based inquiry practices. Students explore strategies for cultivating cultures of curiosity in classrooms and workplaces that can contribute to the ongoing development of ethical and professional inquiry and pedagogical practices in creative education.
|
| |
-
ECE 8930 - Critical Pedagogy and Practices in Elementary Mathematics
3 Credit Hours
Description
The course is designed to explore scholarship on equity, social justice, and sociocultural issues in teaching and learning elementary mathematics. Students examine and critique philosophical and theoretical perspectives, and current discourse framing historically marginalized student populations in mathematics education.
|
| |
-
ECE 9110 - Critical Dimensions of Building a Professional Agenda
3 Credit Hours
Requirements: A minimum grade of “C” is required for this course.
Description
This course is designed to support doctoral students in developing and advancing a theoretically-rich and ethically grounded professional agenda. Understanding that processes of scholarship are never neutral, students will develop knowledge related to dimensions of crafting academic artifacts and engaging in work-related academic practices. Drawing from diverse theoretical and epistemological perspectives, students will explore models for leveraging and communicating through tools like the C.V., conference presentations, research narratives, and cover letters. Through a series of seminars and exercises, doctoral students will conceptualize, draft and revise materials related to their professional agenda while developing their own stance toward what equity-oriented work should/could look like for them. (Repeatable).
|
| |
-
ECE 9120 - Poststructural Inquiry
3 Credit Hours
Prerequisites: EPRS 8510 .
Requirements: A minimum grade of “B” is required for this course.
Description
(Same as EPRS 9120 ). The purpose of this course is to provide an introduction to the function of poststructuralism in the research process. In this course, students will begin to grapple with several different poststructural theories, play with constructing a research design grounded in these theories, and deconstruct the inquiry process. Students will work with theories of Butler, Deleuze and Guattari, Derrida, Foucault, and Lyotard.
|
| |
-
ECE 9360 - Curriculum, Issues, and Historical Perspectives in Early Childhood and Elementary Education
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
The focus of this course is on curriculum models, current issues, and historical perspectives in early childhood education and their implications for research, teaching, and leadership in the profession. Participants examine their beliefs and experiences related to young children, analyze critical and contemporary issues in early childhood and elementary education, including the political and societal contexts for those issues, and become advocates for young children and their families.
|
| |
-
ECE 9380 - Discourse Analysis
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
(Same as EPRS 9380 ). This course focuses on the study of language within social contexts, particularly as applied to teaching and learning within educational settings. Students will have opportunities to read and explore the theories and analytic techniques of a number of researchers, as well as do their own analyses of discourse-based data.
|
| |
-
ECE 9393 - Number and Operation in the Elementary Classroom
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course will explore the mathematics content, appropriate related pedagogy, and research base for understanding mathematical practices with whole numbers at the P-5 elementary level. Topics include counting, cardinality and comparing numbers; number problem structures; children’s invented problem-solving strategies; representations of children’s solutions; and developing number sense.
|
| |
-
ECE 9394 - Geometry and Measurement in the Elementary Classroom
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course will explore content, pedagogy, and research base of geometry and measurement concepts for elementary grades P-5. The course will explore attributes of 2-and 3-dimensional shapes as well as classifying, dividing, combining and transforming those shapes. Geometry topics will also include congruence, similarity, slides, flips, turns, and symmetry. Measurement topics will include attributes of distance, weight, area, volume, temperature and time; tools for measuring, the metric system and conversions.
|
| |
-
ECE 9395 - Rational Numbers and Algebra in the Elementary Classroom
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course explores mathematics content and appropriate related pedagogy for understanding mathematical practices with rational numbers and algebraic concepts at the P-5 elementary level. Topics include concepts and operations with fractions and decimals; understanding equivalence; relational thinking; and making and justifying conjectures about general properties of arithmetic.
|
| |
-
ECE 9396 - Data Analysis and Probability in the Elementary Classroom
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course will explore the content, pedagogy, and research base for the data analysis and probability curriculum of the elementary grades P-5. Topics in data analysis will include asking good questions, collecting data, representing/displaying data, measures of central tendency (mean, median and mode) and making predictions. Topics in probability will include basic concepts of chance, theoretical, and experimental probability, sample space, and calculating probability.
|
| |
-
ECE 9400 - Teacher Development
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course focuses on theory and research related to teacher change and development and practices related to teacher development. The course includes an internship in which participants work with a student teacher to promote teacher development.
|
| |
-
ECE 9420 - Early Literacy Learning
3 Credit Hours
Requirements: A minimum grade of “B” is required for this course.
Description
This course will focus on literacy learning using theory and research from the domains of literacy and child development. Integrating the work of emergent literacy scholars with child development scholars should enrich understandings of the beginnings of literacy development and may enhance understanding of older students who struggle as readers and writers. It will address questions such as: How do the first years of a child’s experience set the trajectory of meaning-construction? How might human developmental theories inform an understanding of how a child develops as a reader, writer, language user? Why might a child who demonstrates success in solving problems and navigating in his/her own culture be labeled as deficient when he or she begins formal reading instruction?
|
| |
-
ECE 9450 - Pedagogy and Practices of Written Academic Language
3 Credit Hours
Description
The purpose of this course is to examine how writing operates within scholarly inquiry. Using published works and their own works-in-progress, students will explore how academic writers use forms, structures, and rhetorical moves to sculpt scholarly articles with the intent of impacting their fields. Students will also develop their knowledge of theories and research-based pedagogical practices to cultivate student writers, including how writing discourses produce notions of research, academia, teaching, and learning. (Repeatable).
|
| |
Page: 1 <- 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
| 16
… Forward 10 -> 38 |
Print this Page