Doctor of Education in Educational Leadership and Management

EDUC 505 Instructional Systems Design 3.0 Credits

This course explores and offers in-depth analysis of relevant theories relating to contemporary application of Instructional Systems Design. The purpose is to provide the student with theoretical, experimental and critical perspectives on instructional design as it is applied in a number of educational venues.

EDUC 506 Assessment of Young Learners 3.0 Credits

Candidates will demonstrate a thorough understanding of the role of the assessment process in early childhood education. The content will provide graduate candidates with an in-depth review of informal evaluation procedures and classroom-based data collection strategies for young children in inclusive early child care and education settings.

EDUC 510 Computer Applications In Teaching 3.0 Credits

Analyzes issues concerning uses of computing in instruction. Evaluates the microcomputer as an instructional aide in elementary and secondary classroom instruction. Provides hands-on experience with applications in students' subject matter fields to develop competence in selecting and integrating appropriate instructional software for computers found in today's classrooms, with particular focus on the Macintosh.

EDUC 511 Computer Skills for Teachers 3.0 Credits

Presents major instructional design concepts students will use in developing their own curricular materials. Describes and discusses various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment. Primarily uses the Macintosh microcomputer and appropriate authoring systems. Provides extensive hands-on instruction and experience using various authoring systems to create many different kinds of instructional tools. Students must be experienced with the Macintosh.

EDUC 512 Focus on World Geography 3.0 Credits

Through the study of geography, students will be encouraged to find a meaningful framework for understanding the system of human culture on Earth and become familiar with the vast interactive system involving humanity and its natural environment.

EDUC 513 Elementary Science Teaching Methods 3.0 Credits

Methods for teaching elementary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. Theory and practice bridged to provide hands-on experiences in application of constructivist learning theory and effective classroom experiences.

EDUC 514 Science Teaching Methods 3.0 Credits

This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences.

EDUC 515 Adolescent Learners in Secondary Schools 3.0 Credits

Enables student to understand the organizational structure of high school programs as related to the diverse needs of the adolescent learner. Students will acquire competence in designing learner-oriented communities of practice in the classroom to foster achievement and overall well-being of the secondary learner.

EDUC 516 Diversity and Today's Teacher 3.0 Credits

This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations (and strategies for).

EDUC 517 Math Methods & Content: Early Childhood PK-4 3.0 Credits

Candidates will develop an in-depth understanding of how to effectively deliver standards-aligned academic math content-based on age appropriate understanding and individual and group needs including an appreciation and respect for the individual differences and unique needs of all children in the PK-4 setting.

EDUC 518 Mathematics: Method & Content 3.0 Credits

Course emphasizes diagnostic instruction in mathematics by allowing students to complete problems that their students will be expecting to work, noting the error and correction process as well as gaining an awareness of student's difficulties in mathematics.

EDUC 519 Teaching Secondary Mathematics 3.0 Credits

The course focuses on major issues in learning and teaching mathematics in the secondary classroom. Topics will include instructional practices, learning theories, assessment and current research in math. This course also includes multimedia and field-based experiences.

EDUC 520 Professional Studies in Instruction 3.0 Credits

For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching.

EDUC 521 Typical and Atypical Development in Early Childhood Education 3.0 Credits

This course addresses the multifaceted complexities of typical and atypical child development, through the discussion of classic and emerging theories. The primary aim of the course is to foster the students’ ability to recognize and apply the connections among developmental domains and of theory and research with educational practice. The readings and class assignments make use of research-based, real-world, and cross-cultural examples.

EDUC 522 Evaluation of Instruction 3.0 Credits

Enables the student to acquire competence in evaluation techniques including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. The course covers qualitative and quantitative assessment used in measuring student achievement. Techniques for grading will also be explored.

EDUC 523 Diagnostic Teaching 4.0 Credits

Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory.

EDUC 524 Current Research in Curriculum & Instruction 3.0 Credits

Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies.

EDUC 525 Multi-Media Instructional Design 3.0 Credits

Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.

EDUC 526 Language Arts Processes 3.0 Credits

Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature.

EDUC 527 Understanding Learning Disabilities 3.0 Credits

Addresses learning disability issues including types of learning disabilities and related general approaches to the assessment and treatment of them. Specific disorders discussed include dyslexia, dyscalculia, attention deficit hyperactivity disorder, social cognition deficit, and disorders of language and hearing.

EDUC 528 Cultural and Historical Significance of Mathematics 3.0 Credits

The course explores how mathematics reflects and influences the ideas and movements in culture, history, biography and philosophy. An emphasis on teaching methods is integrated throughout the course.

EDUC 529 Early Literacy 3.0 Credits

Course examines research-validated literacy instruction and literacy interventions. Topics include; phonics, fluency, comprehension, vocabulary, and the reading-writing connection. Significant emphasis is placed on the socio-cultural aspects of reading: appreciating linguistic diversity, integrating cultural narratives, building reading communities, and motivating children through authentic reading and writing experiences.

EDUC 530 Advanced Techniques in Instruction & Assessment 3.0 Credits

Major professional and educational issues associated with college teaching are addressed. Provides multiple opportunities to develop and enhance teaching skills, as well as exposure to alternative assessment.

EDUC 531 College Teaching & Communication Skills 1.0 Credit

This course addresses critical issues in college teaching and communication skills. These are: what is learning, comparative philosophies of education, understanding the adult learner, best practices in integrating technology to enhance learning, methods of evaluation student learning including performance-based assessments and foundations for effective oral and written communication.

EDUC 532 Designing Virtual Communities for Staff Development - Non-Field Experience 3.0 Credits

Examines the impact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsible for technology and professional development. Online discussion groups, video conferencing, and web-based instruction will be used to form a virtual learning community. There is no field experience component in this course.

EDUC 533 Designing Virtual Communities 3.0 Credits

Examines the impact of distance learning and multimedia technologies on the educational systems of teachers and other professionals responsible for technology and professional development. Online discussion groups, video conferencing, and Web-based instruction will be used to form a virtual learning community. This course includes a 20-hour internship for ITS certification.

EDUC 534 Developing Educational Leaders Using Technology 3.0 Credits

Addresses leadership and team building competencies that instructional technologists need to work collaboratively with teachers, administrations, parent groups, and the community. Will use technologies that facilitate communication and team building. This course includes a 1-2 day field-based research assignment.

EDUC 535 Researching & Evaluating Instructional Technology 3.0 Credits

Course will focus on teaching and learning technology standards, general applications of technology and basic technology and skills. Will examine and critique educational software and learning technologies, and through research, develop criteria for technology. This course includes a 1-2 day field-based research assignment.

EDUC 536 Distance Learning 3.0 Credits

The course explores pedagogical issues in distance learning. Readings are integrated with hands-on use of the tools used to create distance learning programs.

EDUC 537 Learning Disabilities II 3.0 Credits

The course focuses on how to manage instruction for students with special needs in the inclusive classroom.

EDUC 538 English Teaching Methods 3.0 Credits

This course is designed to support the development of pre-service teachers in the secondary English/Language Arts Classroom. Students will be provided opportunities to integrate and apply theories of learning, curriculum and pedagogy of English and L. Arts in the secondary classroom. Additional classroom-based observation hours will be required.

EDUC 539 Expressive Arts 3.0 Credits

The focus of this graduate course is to teach future educators to develop and incorporate relevant curriculum for the expressive arts (dance, music, theatre and visual arts), into the PK-4 classroom. Through observation, curriculum development and assessment, educators will be able to identify, administer, interpret and plan instruction for PK-4 learners.

EDUC 540 Field Experience 3.0 Credits

Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching.

EDUC 542 Fundamentals of Special Education 3.0 Credits

This course provides an overview of the essentials of special education for today's teachers. Specific emphasis is placed on; the history of special education, purposes of formal and informal assessments and current research on inclusive classrooms. Additional focus will be placed on legal/ethical considerations in testing and the translation of data. Field observation hours will be required.

EDUC 544 The Inclusive Classroom 3.0 Credits

The focus of this course is to teach teachers how to manage instruction for students with diverse learning and behavioral profiles in the inclusive classroom by examining normal and abnormal cognitive, physical, social, behavioral and language development of children. The course will address curricular, environmental and instructional adaptations in addressing students' needs. Field observation hours will be required.

EDUC 546 Literacy and Content Skill Development 3.0 Credits

The focus of this course is literacy skill development in individuals at-risk for disabilities and with disabilities as well as causes and correlates of individual differences in reading ability. Research, theory, identification approaches and practical, research-supported instructional strategies will be provided for working with students.

EDUC 547 Special Education Processes 4.5 Credits

This course focuses on special education processes, including; screening, assessment, IEP development/monitoring and evaluation. The course will also focus on strategies for problem-solving, communication, collaboration and student monitoring techniques within in the special education process. Specific legal cases will be reviewed throughout the term.

EDUC 548 Emotional & Behavioral Support 4.5 Credits

This course focuses on both low and high-incidence emotional and behavioral problems encountered in general and special education environments. Specific emphasis will be on understanding of characteristics and interventions that work with the most challenging students. Research in the are of behavior disorders will also be introduced.

EDUC 549 High Incident Disabilities 4.5 Credits

This course focuses on high-incidence disabilities, specifically learning disabilities and language disorders encountered in the general and special education environments. Additional emphasis is placed on an understanding of characteristics and interventions that support these students. Research-based instructional strategies and accommodations will also be discussed.

EDUC 550 Teaching Students with Low Incident Disabilities 4.5 Credits

This course focuses on curriculum development approaches, instructional strategies, and accommodations for students with low incident and moderate/severe disabilities, with emphasis on age-appropriate functional education in school and community-based programs. Additional emphasis is placed on disabilities such as low vision and blindness, hearing impairment and deafness and severe health and physical disabilities.

EDUC 551 Pervasive Developmental Disorders 4.5 Credits

The focus of this course will be pervasive developmental disorders (PDD), specifically; understanding of characteristics, instructional strategies and effective interventions. The course will also emphasize behavior reduction strategies that are consistent with a positive behavioral support approach for students with PDD. Research in the are of PDD will also be emphasized.

EDUC 552 Integrating Technology for Learning & Achievement 4.5 Credits

This course is designed to teach educators how to integrate technology into instruction to support achievement in general and special education classes, specifically to support reading, writing and mathematics achievement. It also focuses on the use of technology for universal design for learning and using assistive technology with students with disabilities.

EDUC 553 Special Education: Methods & Practices 4.5 Credits

This course will focus on effective instructional strategies to meet the learning needs of students with disabilities. Specific emphasis will be placed upon; lesson planning, unit planning, grouping strategies, and collaboration with other teachers and staff in all delivery settings. Students choose, evaluate and construct instructional materials.

EDUC 555 Social Studies Teaching Methods 3.0 Credits

Course prepares the preservice teacher in making appropriate decisions about students and instructional processes in the social studies classroom. Perceptions and perspectives as it relates to social studies instruction in the following areas are explored: curriculum standards, unit development, assessment design and construction, interdisciplinary/integrated curriculum planning, specific group strategies, individualizing techniques, instructional technology, and professional development.

EDUC 558 Reading in the Content Areas 3.0 Credits

This introductory course is designed to help all (7-12) teacher candidates improve their students’ reading, writing, research and discussion skills in school and for lifetime learning. The course will focus on important formats and strategies for learning to read and write well and to learn in any subject.

EDUC 560 Conflict and Dispute Resolution 3.0 Credits

Examines the concept of conflict and means for its resolution as it occurs between individuals and within organizations. Provides foundational knowledge for professionals practicing in many fields and industries to resolve conflicts in positive ways. Students will examine obvious and hidden organizational conflict and the dispute resolutions systems available to resolve these issues. Includes skill devleopment techniques for dispute resolution to apply learned knowledge.

EDUC 561 Mediating and Resolving Conflict in School Settings 3.0 Credits

Current theory and research in the field of conflict resolution and mediation with focus on becoming familiar with evidence-based strategies applicable to challenging environments.

EDUC 565 Foundations in Instructing English Language Learners 3.0 Credits

This is a foundations course to prepare all pre-service teachers to work with English Lang. Learners. Focus will be on gaining an understanding of the linguistic, social and academic needs of ELLs and the roles and responsibilities of the classroom teacher in meeting those needs. Field-based observation hours will be required.

EDUC 566 Futures Studies in Education and the Workplace 3.0 Credits

Course explains and analyzes the field of futures studies including overview of the origins of futures studies, study of how futures studies methods are and can be utilized in education and a range of other industries, and techniques for developing strategic forecasts and plans. A critical approach is taken to enable an analysis of the field's strengths and weaknesses.

EDUC 601 Language, Learning and Teaching Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 602 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

EDUC 602 Language Learning & Teaching 3.0 Credits

This course introduces participants to foundational theory in both first and second language acquisition and instruction. The course explores how learners acquire language, what influences the learning process, and how instruction best aids that process. A practicum component includes observations of classrooms and tutorials of English language learners.

EDUC 603 Structure and Sound System Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 604 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

EDUC 604 Structure and Sound System of English 3.0 Credits

This course focuses on the structural features of the English language, including phonetic, phonological, morphological, syntactic and pragmatic features. In the practicum component, participants will collect and analyze language from both native and non-native speakers of English, using it to develop targeted structural exercises for English instruction.

EDUC 605 Design & Assessment Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 606 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

EDUC 606 Design and Assessment 3.0 Credits

This course emphasizes the role of ESL teachers as course developers and action researchers, focusing on effective lesson planning, tack design, materials development, assessment and evaluation, and the use of computers in instruction. In the practicum component, participants will design thematic units, determine objectives, develop materials, and design assessment tools.

EDUC 607 Intercultural Learner Portfolio 1.5 Credit

This course is designed to assist students in developing a professional Teaching English as a Second Language (TESL) Teaching Portfolio. In this course the students will focus on the TESL competencies that are covered in EDUC 608 and demonstrate through artifacts, reflections, activities and course work how they can directly relate the standard to the instructional setting.

EDUC 608 The Intercultural Learner 3.0 Credits

This course explores the needs, experiences, values, and beliefs of culturally and linguistically diverse learners and their families and communities. Building home/school relations and adapting and supporting curriculum through school services will be a focus. For a practicum, participants will engage in a case study of an English language learner.

EDUC 609 Language & Culture in Education 3.0 Credits

The purpose of this course is to explore the identity and cultural backgrounds of English Language Learners (ELLs) in our schools and to discuss the impact of these backgrounds on students’ educational progress. The course will address the ways in which teachers can provide an appropriate learning environment for students of diverse backgrounds.

EDUC 702 School Leadership & Decision Making 3.0 Credits

This course will focus on decision-making in the schools. Emphasis will be placed on major challenges and opportunities in the work world of the principal and the interpersonal skills of school leadership.

EDUC 705 School Law and Politics 3.0 Credits

This course is designed to assist students with their understanding of how law, politics, and power structures interact to influence the goals and operations of the schools. Students will student the roles of school boards and community organizations, state boards of education, state government agencies, special interest groups, professional organizations, and unions.

EDUC 708 Integration of Technology with School Instruction and Management 3.0 Credits

In this course students will investigate learning theory and its implication for interactive multimedia learning formats including the relationship of instructional design principles to selection of multimedia elements.

EDUC 710 School Finance and Facilities 3.0 Credits

In this course, students will study the school budgeting process and school facilities management. Students will receive and overview of the basic financial and facility issues, unique to education that affect individual school buildings.

EDUC 712 School and Community Partnerships and Relations 3.0 Credits

In this course, students will study the skills, techniques and attitudes. School leaders need to work effectively with school constituents.

EDUC 714 Instructional and Curriculum Leadership 3.0 Credits

In this course, students will examine the relationship between school culture and classroom instruction. Students will study the five fundamental tasks of instructional leadership (direct assistance, group development, professional development, curriculum development, and action research). Students will also investigate effective classroom observation methods.

EDUC 715 School Principal Internship: Technology 1.5 Credit

This yearlong intensive internship is the activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

EDUC 716 School Principal Internship: Finance 1.5 Credit

The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

EDUC 717 School Principal Internship: Leadership 1.5 Credit

The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

EDUC 718 School Principal Internship: School and Community Relations 1.5 Credit

The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.

EDUC 775 Special Topics in Teacher Preparation 9.0 Credits

Covers various topics of particular interest to teacher education students.

EDUC 780 Patterns for I.D.E.A.S. (Induction, Deduction, Enquiry, Analysis, Synthesis) 4.5 Credits

Develops teaching methods that focus on analyzing student thinking, including processes in inductive reasoning, storage and imaging by use of simulations, case studies, and role-playing.

EDUC 781 Keys to Motivation 4.5 Credits

Analyzes roadblocks to student motivation as related through attribution theory. Examines reinforcement response strategies that enable the teacher to provide an encouraging classroom environment, teacher leadership strategies that create an environment where students have greater decision-making power, strategies to enhance organization and expression of ideas, group learning strategies to promote student involvement, and risk management.

EDUC 782 Teaching Through Learning Channels 4.5 Credits

Requires students to analyze their own learning preferences and apply resulting skills to students in the classroom. Explores techniques for identifying kinesthetic, tactual, auditory, and visual activities to support student learning strengths and diminish weaknesses. Includes student-presented demonstration lessons that model these skills.

EDUC 783 P.R.I.D.E. 4.5 Credits

Provides instruction in the use and interpretation of non-verbal communication and its impact on learning. Addresses strategies and problem-solving techniques for effectively managing classroom disruptions, increasing student involvement, and keeping students on task.

EDUC 784 Classroom Management: Orchestrating a Community of Learners 4.5 Credits

Provides instruction in verbal skills and strategies focusing on positive, observable teacher behaviors and classroom practices that enhance student self-esteem and create a positive and inviting learning environment through verbal skills, active listening, teacher leadership, and problem exploration and resolution. Assumes that if teachers understand student characteristics, they will be more successful in creating a positive group dynamic.

EDUC 785 Coaching Skills 4.5 Credits

Designed to develop teacher coaches with the skills necessary to identify an instructor's strengths as well as areas for improvement based on effective teaching research. Explores and applies current research on the coaching process.

EDUC 799 Independent Study in Teacher Preparation 0.5-9.0 Credits

Covers various topics of particular interest to teacher education students, explored individually by the student under guidance from an instructional team member.

EDUC 800 Educational Leadership & Change 3.0 Credits

Covers leadership characteristics, styles, and profiles along with the dynamics of the change process. Students develop an action plan for a school-based project, keep a log, and do reflective analysis. Students will interview a leader about their experiences in change and develop a leadership portfolio.

EDUC 801 Creative Strategies For Educational Leaders 3.0 Credits

Examines the theoretical and research issues pertaining to creativity and the development of the creative thought process. Emphasizes how role playing and drama techniques can become a powerful tool to promote creative thinking, innovation, and change for educational leaders.

EDUC 802 Using and Integrating Learning Technologies 3.0 Credits

Covers learning theories and integrative models as they use instructional software in different contexts and subject areas. Demonstrates strategies for using and implementing multimedia, hypermedia, and electronic networking for candidates to implement in their own school settings.

EDUC 803 Educational Research Design I 3.0 Credits

Introduces students to research design paradigms and the assumptions behind them, use of the literature, developing research questions, qualitative and quantitative procedures, and research study formats.

EDUC 804 Program Evaluation in Organizations 3.0 Credits

This course provides an experience in designing effective program evaluations for many purposes. Increasingly, evaluation and assessment are required for education research, research grants, school and organizational reform, and public policy. Students will study the foundations of program evaluation, examine underlying assumptions about the purposes and models of evaluation, and explore the various roles of the evaluator. In studying examples, students will vicariously experience various program evaluations from start to finish and understand the complexities of decision-making that evaluators face.

EDUC 806 Linking Educational Theory to Research 3.0 Credits

Course designed to acquaint students with educational theories and perspectives that have shaped the education discipline. A range of educational theories developed throughout 19th, 20th and 21st centuries will be discussed and explored toward guiding students on how these theories and viewpoints apply to research and educational practice today.

EDUC 807 Multi- & Cross-Cultural Perspectives in Leadership 3.0 Credits

Course will assist administrators, researchers and scholars to transform schools to address persistent inequities present in US educational systems and serve the needs of disadvantaged and disenfranchised groups. Course will deepen students' knowledge of multicultural education and advance their skills and talents as educational leaders.

EDUC 810 Educational Research Design II 3.0 Credits

The course builds upon Educational Research Design I and focuses on five main themes: research design, sampling design, data collection, data analysis, and reporting research results using educational applications.

EDUC 811 Designing and Developing Multimedia Applications For Learning 3.0 Credits

Allows students to design and develop a multimedia application for learning using an object-oriented authoring application and the process of design, development, and testing. Demonstrates and applies principles of learning that affect interface design, instructional design, storyboarding, navigation, interactivity, and feedback design.

EDUC 812 Staff Development & Team Building 3.0 Credits

Helps educational leaders explore effective models for professional development in schools and school districts. Covers the development of effective strategies and practices based upon current research, adult learning theory, and successful local and national models. Also provides in-depth training in the area of effective meeting design, involvement, and decision-making.

EDUC 813 Educational Issues Seminar 3.0 Credits

Examines current issues in public education, including school community, staff relations, integrating educational innovation, negotiating the bureaucracy, public charter schools, and urban education.

EDUC 814 Designing Educational Organizations 3.0 Credits

Examines innovation in rostering, scheduling, and defining the instructional program. Emphasizes middle school education and design of small learning communities such as the cluster concept and public charter schools.

EDUC 815 Writing for Research, Publication and Funding in Education 3.0 Credits

Guides students in the writing for research, publication, and funding in education by studying examples of effective writing formats written by successful practitioners and by using an active writing process approach: writing drafts, and giving feedback in small peer groups. Students produce a final document for each type of writing that employs authentic tasks and assessments.

EDUC 816 Inclusion Issues 3.0 Credits

Examines the various inclusion models whereby children with special needs become part of the teaching and learning community in which everyone-teacher and all students-can benefit by an inclusive program. Addresses such topics as how administrators may take leadership in implementing inclusion and designing an inclusive school.

EDUC 817 Curriculum Models 3.0 Credits

Allows candidates to develop models of curricula aligned with local, state, and national standards. Presents strategies for interdisciplinary teaching, creating constructivist learning environments, and developing integrative curriculum modules. Considers learning styles in effective methods that will be modeled and implemented in the course.

EDUC 818 Applied Research Study 0.5-20.0 Credits

Offers candidates a field-based opportunity to design and implement a pilot research study that will be presented and defended. Steps include framing the question and methodological approach, collecting and analyzing data, interpreting the results, and writing a report. Students document their research activities in a log. Research approaches can include action research, case studies, experimental designs, etc.

EDUC 820 School Superintendency 3.0 Credits

This course is designed to provide both theoretical and practical insights into the evolving responsibilities associated with being the chief executive office of a school system.

EDUC 824 Parents and Schools 3.0 Credits

This course provides the candidate with the skills required by system-level administrators to work with a broad spectrum of constituencies. Students will focus on the major issues facing families, especially those that mitigate against strong home-school relations, such as poverty, domestic violence, and drug abuse.

EDUC 827 School Superintendent's Internship: Curriculum Models 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

EDUC 828 School Superintendent's Internship:: Parents and Schools 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

EDUC 829 School Superintendent's Internship III 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

EDUC 830 School Superintendent's Internship IV 1.0 Credit

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

EDUC 835 Quantitative Research Methods and Data Analysis 4.0 Credits

Continuation of EDUC 810. Use of statistical methods using real-world problems and real-world data to gain experience with following topics: analysis of variance and covariance, simple and multiple linear regression, multivariate techniques of factor analysis, cluster analysis and multi-level and structural equation modeling. Course includes a lab for practice-based learning using SPSS.

EDUC 836 Qualitative Research Methods and Data Analysis 4.0 Credits

Continuation of EDUC 835. Use of qualitative methods using real-world problems and real-world data to gain experience with following research techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.

EDUC 880 Doctoral Seminar 1.0 Credit

Seminar to prepare students who have completed the core doctoral courses and residency requirement to work with their Dissertation Advisor in the development of their dissertation research proposal.

EDUC 998 PhD Dissertation 1.0-12.0 Credit

Allows candidates to conduct an original research study that will comprise the dissertation.