Education Database Online

This introductory course explores the connection between curriculum, instruction, assessment and professional development, and the importance of each on student achievement. Leadership, along with change and systems theory, will be presented within the context of developing and implementing a shared vision for student learning that is embraced by all educators and families within a school community. Additionally, participants will be introduced to Walden University’s Richard W. Riley College of Education and Leadership and the requirements of the Education Specialist (Ed.S.) program.

For curriculum design to be effective it must align with a district’s beliefs about teaching and learning. This course offers insight into the current research on learning theory, and explores how various curriculum design models can be used to bring that theory to action. Participants learn how to develop curriculum initiatives that are aligned with standards, are contextualized to content, and focus on the needs of diverse learners across all grades levels. This course emphasizes the importance of building capacity among school leaders by launching learning communities that can lead, monitor, and support successful implementation of curriculum plans.

Content expertise, classroom instruction, and assessment play a vital role in the successful implementation of a system’s curriculum plan. This course explores how to lead a system of school leaders who can implement research-based instructional practices that result in student success. Participants will engage in a process of analyzing achievement data, identifying concerns, and matching appropriate instructional strategies to meet student needs. They will learn how to lead others in making instructional decisions that are intentional, content-specific, differentiated to meet diverse student needs, and result in rigorous learning for all students. This course also includes the design of instructional interventions for struggling students, English language learners, and students who lack prior knowledge.

In an age of accountability, leaders must be able to use multiple forms of data to inform curricular and instructional decisions. This course examines the inextricable link between curricular content, instruction, and assessment within a system. Participants will examine the role of formative and summative assessments in making decisions, the various forms and purposes of assessment, and how the ongoing use of assessment data can move curriculum and instruction beyond mediocrity to support rigorous learning for all students. This course also examines how to select curricular programs that support struggling students. In addition, participants will learn how to articulate a system’s assessment targets to the larger educational community and be able to explain how data is used to lead school reform

Effective professional development is foundational to improving a school system’s ability to raise student achievement. This course examines the history and research that supports the need for ongoing professional learning for teachers, principals, and all adults who interact with students in P-12 schools. By examining case studies of schools and districts that have achieved results, educators will learn the standards of exemplary professional development programs and analyze the attributes necessary for success. This course also looks at the roles and responsibilities of professional developers inside and outside the classroom and career paths for developing leadership skills in the area of adult and student learning.

Professional development that ensures quality teaching for all students is based on a model of continuous improvement that is data-driven and grounded in research-based practices. This course examines a variety of professional development models, and then guides educators to select and plan the most appropriate approach to support the intended goal. Using adult learning theory as a foundation, this course explores models that look at adult learning and change, cycles of improvement, and design strategies that build strong professional development programs that include planning, delivering, follow-up, and impacting its results on teacher practices and student learning.

Delivering and sustaining professional development requires an understanding of culture and change. This course provides leaders with skills to set expectations, facilitate professional learning, support individual growth, and build collaborative teams. Using change theory, educators can monitor and support adult learning through organizing professional learning communities that focus on student needs and school goals. This course also provides strategies for delivering and providing continuous follow-up and support of professional learning. Educators will learn how to use collaboration, facilitation, coaching, and mentoring skills to involve colleagues, staff, families, and other key stakeholders in making decisions that are based on research-based practices and that support a culture of learning that involves students, educators, parents, and community.

Evaluating the impact of professional development efforts is crucial to ongoing success. This course explores systemic and comprehensive approaches for linking professional learning to student learning and using data to make informed decisions on how to improve the practices of educators and assess the impact on student learning. Based on logic theories, leaders learn to collect and analyze data from student work and teacher practice to make informed decisions that leads to continuous improvement. Communicating and disseminating results to multiple constituents within the school system is emphasized, as well as looking at system approaches that promote shared leadership in continuing, improving, and sustaining effective professional development at the district, school, and classroom levels.

Being a knowledgeable consumer of research requires the ability to understand and process the philosophies, core components, and designs and methodologies in educational research and scholarship. This course provides the skills to critically analyze and interpret research studies and communicate or implement the findings. A consumer of research will confidently assess the reliability and validity of a study, interpret the study, and articulate and/or implement the findings of the study into practice. In addition to focusing on the important aspects of being a consumer of research, this course will concentrate on quantitative methods of design and analysis.

This course builds upon the concepts in EDUC 7745 Applied Research in Education, synthesizing learning from that course with a quantitative methodology application project. An understanding of research design and methodology will be developed, focusing beyond quantitative approaches to include qualitative design and analysis, including mixed methodology. Participants will function as consumers of research, gaining skills for reporting and contextualizing research.

The capstone project concludes the program. This practical, real-world application requires participants to apply the knowledge, skills, and dispositions learned in this program to an actual educational environment. Serving as a consultant, participants will examine a school or district’s curriculum plans against a set of data and make recommendations for improvement and reform.

This course engages teachers in a research-based process for designing and mapping curriculum that motivates students and promotes academic success. Beginning with the end in mind, teachers will identify clear learning goals and big ideas, create authentic assessments, and develop essential questions that will guide effective instructional planning and ongoing assessments using their district or state standards and/or benchmarks. Teachers also will apply the curriculum design process to a subject area they teach, keeping in mind the important roles that the learning environment, family involvement, and social development have on the design process.

This course examines the historical and contemporary perspectives on assessment, including trends in high-stakes assessment and accountability. Teachers will learn the types and purposes of assessment, as well as how to use assessments effectively. They will analyze strengths and weaknesses of various assessment methods and use ongoing assessments to guide decisions that will improve student performance. Data collection and analysis, grading, record-keeping, and reporting will be addressed. Teachers also will learn the importance of student self-assessment and how to best support students in monitoring their own learning and reflecting on how to improve individual performance.

This course explores the practice of differentiating instruction as a way to meet diverse learning needs and preferences without having to individualize instruction for every student. Teachers will learn how to differentiate five instructional elements—content, product, process, affect, and learning environment—according to students’ interests, readiness, and learning profile. Flexible grouping and managing the differentiated classroom will be addressed. Using their classroom curriculum, teachers will plan and implement differentiated lessons and align them to important learning goals, essential questions, and formative and summative assessments, while ensuring that their instruction includes meaningful applications of knowledge. Teachers also will learn how to draw on resources such as staff, community members, and students to support the “whole” child in the learning process.

This course introduces seven intelligent behaviors, or “habits of mind,” exhibited by effective learners and emphasizes the importance of teachers developing these behaviors in themselves, their students, and the learning organization. Teachers will learn how to foster the habits of mind—in self, students, and the learning organization—by employing strategies for self-directed learning, which is a lifelong learning process of self-motivation, self-management, and self-modification.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

This course expands the focus of teacher leadership from self to students, increasing the sphere of influence of the teacher leader to the classroom context. Teachers concentrate on advancing their expertise as a teaching professional by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. Teacher leaders apply this expertise in the classroom in ways that directly impact the learning and achievement of their students.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

Building on the Carnegie Foundation’s metaphor of “stewards of the discipline”, students explore the role of scholar-practitioner and the expectations and responsibilities inherent in obtaining a Ph.D. in Education. Based on this understanding, students develop a Professional Development Plan to guide their progress through the program. Strategies for success and orientations to the University and online learning are also provided.

Consistent with the mission of Walden University, this course “sets the stage” for the remainder of the program, by providing students with a framework for their work as scholars, and as agents of positive social change in education. Students examine foundational theories of education, while looking toward their future role in the discipline. Students also begin developing their skills as scholarly writers. (Taken concurrently with Development of the Scholar-Practitioner).

The choice to affect positive social change in education demands that scholar-practitioners have the requisite skills and abilities to take responsibility for generating new knowledge, conserving the values of education, and communicating that information to others. In this second course on social change, students examine these key principles of disciplinary stewardship, while building strategies to engage the scholarship in education. (Prerequisite: Foundational Courses 1 and 2. Taken concurrently with RSCH 8100).

Most Specializations In The Ph.d. In Education Program Require Completion Of Knowledge Area Modules (kams).the Kam Allows You To Focus Directly On Your Area Of Interest, From Initial Inquiry To The Final Dissertation. Six Kams Set The Framework For Your Faculty-guided Study, Each Comprising Three Components: •breadth: You Investigate A Range Of Theories And Concepts From Available Scholarly Literature. Kam Ii: Principles Of Human Development (12 Cr.) In Kam Ii, Students Explore Human Development From A Variety Of Perspectives, Including Those Defined By Biology, Anthropology, And Psychology. They Examine How Culture (e.g., Race, Nationality, Ethnicity, Social Class, Sex, Sexual Orientation, And Disability) Influences Human Development, And They Come To Know The Individual As Part Of A Larger Context In A Multicultural Society.

Most Specializations In The Ph.d. In Education Program Require Completion Of Knowledge Area Modules (kams).the Kam Allows You To Focus Directly On Your Area Of Interest, From Initial Inquiry To The Final Dissertation. Six Kams Set The Framework For Your Faculty-guided Study, Each Comprising Three Components: •depth: You Thoroughly Research A Specific Concept Or Issue That Is Important To You Kam Iii: Principles Of Organizational And Social Systems (14 Cr.) In Kam Iii, Students Apply Social Systems Theory To Examine How Different Parts Of A System Interact, In Order To Better Analyze And Understand Education In The Context Of The Larger Society. The Primary Models Of Structured System Theories Are Presented As A Background And Theoretical Framework For Other Knowledge Areas. Specialized Kams Are Also Required For Particular Specializations. For A Detailed List Of Requirements, See Each Specialization.

Most Specializations In The Ph.d. In Education Program Require Completion Of Knowledge Area Modules (kams).the Kam Allows You To Focus Directly On Your Area Of Interest, From Initial Inquiry To The Final Dissertation. Six Kams Set The Framework For Your Faculty-guided Study, Each Comprising Three Components: •application: You Draw On Theories And Research Emerging From The Breadth And Depth Components And Apply This Knowledge To A Real-world Situation

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans. (Prerequisite a Foundations course or first course in a program)

This research course provides students with core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite: RSCH 810.0)

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. (Prerequisite: RSCH 8100.)

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

Providing systemic leadership at the district, regional, state, or federal level in curriculum, instruction, and assessment is a complex, challenging process. This course will lay a foundation for leaders to navigate this complexity and lead so that they can promote the success of all K-12 students within their organizations by developing high-quality educational programs. Educational leaders will examine the critical elements of a framework for leading for excellence: curriculum, instruction and assessment; data-driven instructional improvement; the use of effective professional learning time for improvement; and the necessary leadership for results. As part of this foundational course, leaders will also learn the process for how to successfully complete their doctoral degree, understanding how Walden supports them in developing (1) facility with Walden University’s online learning environment; (2) understanding of the university’s and the program’s support systems, expectations, and outcomes; and (3) doctoral-level critical-thinking, research, and writing skills.

Designing curriculum with rigor, relevance, and results requires broad understanding of the key concepts behind each of these attributes. This course will examine the contribution of learning theory to what defines rigor, looking at the alignment of standards, design models, the role of collaboration among educators, and the needs of an ever-increasingly diverse student population that includes English-language learners, special-education students, gifted students, and students living in poverty. As leaders of learning, educators will examine the connection between relevant curriculum and global trends, social-emotional, and character development, and the integration of technology for student engagement. Last, this course will facilitate an understanding of what constitutes results that acknowledge the demands of accountability from multiple constituents such as parents, community members, school administrators, and government overseers. Educators will practice analyzing, evaluating, and applying quantitative research methods appropriate to data-driven planning and decision-making.

Instructional leaders must have the ability to diagnose by reviewing data and practices, set a vision for where they want to go; prioritize the work by using relevant data, identify measurable goals, develop an action plan, and then monitor their results. This course examines the inextricable link between instruction and assessment. Educators will engage in a diagnostic process designed to meet diverse student and systemic needs. Participants will examine the role of formative and summative assessments in making decisions, the various forms and purposes of assessment, and how the ongoing use of assessment data can move curriculum and instruction beyond mediocrity to support rigorous learning for all students. Additionally, qualitative research methods appropriate to understanding institutions, programs, and stakeholder interests will be explored.

Effective professional development is fundamental to improving a school system’s ability to raise student achievement. Using adult learning theory as a foundation, this course explores models that look at adult learning strategies and skills that build strong professional development opportunities, promoting new knowledge and skills that affect teacher practice and student learning. Participants will learn how to use collaboration, facilitation, coaching, and mentoring that support a culture of learning that involves students, educators, parents, and the community. Because evaluating the impact of professional development efforts is crucial to ongoing success, leaders will also learn to collect and analyze data from student work and teacher practice to make informed decisions that lead to continuous improvement. Communicating and disseminating results to multiple constituents within the school system will be emphasized. Educators will also investigate mixed-methodology research approaches appropriate to planning and resource management.

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.

This course provides an opportunity to design the project study in collaboration with program colleagues. In addition to reading about developing proposals in general, learners will analyze examples of Walden University Ed.D. doctoral proposals about a range of projects. Learners will also further explore the research methods or project types that they may incorporate in their own doctoral studies. Finally, learners will engage in the iterative process of writing their own proposals, including feedback from peers and their course instructors.

This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through Proseminars and residencies to developing their own terminal doctoral study projects. Students will work in this course space with their committee members to formulate the plans that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDAD 8090 Doctoral Study Intensive.

The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.

This introductory course explores the connection between curriculum, instruction, assessment and professional development, and the importance of each on student achievement. Leadership, along with change and systems theory, will be presented within the context of developing and implementing a shared vision for student learning that is embraced by all educators and families within a school community. Additionally, participants will be introduced to Walden University’s Richard W. Riley College of Education and Leadership and the requirements of the Education Specialist (Ed.S.) program.

For curriculum design to be effective it must align with a district’s beliefs about teaching and learning. This course offers insight into the current research on learning theory, and explores how various curriculum design models can be used to bring that theory to action. Participants learn how to develop curriculum initiatives that are aligned with standards, are contextualized to content, and focus on the needs of diverse learners across all grades levels. This course emphasizes the importance of building capacity among school leaders by launching learning communities that can lead, monitor, and support successful implementation of curriculum plans.

Content expertise, classroom instruction, and assessment play a vital role in the successful implementation of a system’s curriculum plan. This course explores how to lead a system of school leaders who can implement research-based instructional practices that result in student success. Participants will engage in a process of analyzing achievement data, identifying concerns, and matching appropriate instructional strategies to meet student needs. They will learn how to lead others in making instructional decisions that are intentional, content-specific, differentiated to meet diverse student needs, and result in rigorous learning for all students. This course also includes the design of instructional interventions for struggling students, English language learners, and students who lack prior knowledge.

In an age of accountability, leaders must be able to use multiple forms of data to inform curricular and instructional decisions. This course examines the inextricable link between curricular content, instruction, and assessment within a system. Participants will examine the role of formative and summative assessments in making decisions, the various forms and purposes of assessment, and how the ongoing use of assessment data can move curriculum and instruction beyond mediocrity to support rigorous learning for all students. This course also examines how to select curricular programs that support struggling students. In addition, participants will learn how to articulate a system’s assessment targets to the larger educational community and be able to explain how data is used to lead school reform

Effective professional development is foundational to improving a school system’s ability to raise student achievement. This course examines the history and research that supports the need for ongoing professional learning for teachers, principals, and all adults who interact with students in P-12 schools. By examining case studies of schools and districts that have achieved results, educators will learn the standards of exemplary professional development programs and analyze the attributes necessary for success. This course also looks at the roles and responsibilities of professional developers inside and outside the classroom and career paths for developing leadership skills in the area of adult and student learning.

Professional development that ensures quality teaching for all students is based on a model of continuous improvement that is data-driven and grounded in research-based practices. This course examines a variety of professional development models, and then guides educators to select and plan the most appropriate approach to support the intended goal. Using adult learning theory as a foundation, this course explores models that look at adult learning and change, cycles of improvement, and design strategies that build strong professional development programs that include planning, delivering, follow-up, and impacting its results on teacher practices and student learning.

Delivering and sustaining professional development requires an understanding of culture and change. This course provides leaders with skills to set expectations, facilitate professional learning, support individual growth, and build collaborative teams. Using change theory, educators can monitor and support adult learning through organizing professional learning communities that focus on student needs and school goals. This course also provides strategies for delivering and providing continuous follow-up and support of professional learning. Educators will learn how to use collaboration, facilitation, coaching, and mentoring skills to involve colleagues, staff, families, and other key stakeholders in making decisions that are based on research-based practices and that support a culture of learning that involves students, educators, parents, and community.

Evaluating the impact of professional development efforts is crucial to ongoing success. This course explores systemic and comprehensive approaches for linking professional learning to student learning and using data to make informed decisions on how to improve the practices of educators and assess the impact on student learning. Based on logic theories, leaders learn to collect and analyze data from student work and teacher practice to make informed decisions that leads to continuous improvement. Communicating and disseminating results to multiple constituents within the school system is emphasized, as well as looking at system approaches that promote shared leadership in continuing, improving, and sustaining effective professional development at the district, school, and classroom levels.

Being a knowledgeable consumer of research requires the ability to understand and process the philosophies, core components, and designs and methodologies in educational research and scholarship. This course provides the skills to critically analyze and interpret research studies and communicate or implement the findings. A consumer of research will confidently assess the reliability and validity of a study, interpret the study, and articulate and/or implement the findings of the study into practice. In addition to focusing on the important aspects of being a consumer of research, this course will concentrate on quantitative methods of design and analysis.

This course builds upon the concepts in EDUC 7745 Applied Research in Education, synthesizing learning from that course with a quantitative methodology application project. An understanding of research design and methodology will be developed, focusing beyond quantitative approaches to include qualitative design and analysis, including mixed methodology. Participants will function as consumers of research, gaining skills for reporting and contextualizing research.

The capstone project concludes the program. This practical, real-world application requires participants to apply the knowledge, skills, and dispositions learned in this program to an actual educational environment. Serving as a consultant, participants will examine a school or district’s curriculum plans against a set of data and make recommendations for improvement and reform.

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using advanced computer-based curriculum mapping applications.

In this course, learners focus designing advanced instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content-area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies.

In this course, learners examine student learning achievement theories and practices and apply them in their own professional settings. Learners also develop collaborative activities focused on improving student learning achievement, including coaching and mentoring, team building, and developing communities of practice. Learners also analyze case studies of current collaborative learning programs to complement the practical experience gained during the course.

Learners in this course examine current research as a basis for data-driven decision making and develop advanced research designs that contribute to data-driven decision making at the school or district level.

Learners in this course develop the skills, knowledge, and attitudes necessary for effective program evaluation. The course focuses on trends, issues, and initiatives related to data-based decision making, which is one of the desired outcomes of program evaluation. Through the process of reflection and practical application, learners become familiar with the integral role program evaluation plays in the improvement of curriculum, instruction, and assessment.

This course is the first of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.

This is the second of two consecutive capstone courses for the PhD and EdS Curriculum and Instruction specializations. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.

In this course, learners identify and research an education-related idea using a competent research design that can be further developed into a dissertation prospectus. Learners demonstrate appropriate application of research methods and data collection and analysis tools and exemplify the critical-thinking skills needed to analyze a significant professional issue and synthesize it into a researchable form. Prerequisite(s): ED8112. PhD Leadership in Educational Administration learners must have completed ED7901 or ED7903. Cannot be fulfilled by transfer.

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine the roles of the practitioner-scholar and instructional technology in 21st century education and the competencies teachers and administrators need to make significant changes in their organizations and increase student achievement, including reflective practice, educational leadership, and data-driven decision making. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5007 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.

This Course Is Required For All P–12 Master’s Degree Specializations In The School Of Education. Learners Apply Strategies For Managing Diverse And Challenging Student Behaviors And Develop The Skills Needed To Create Classroom Environments That Maximize The Opportunity For Each Student To Learn. This Course Emphasizes The Roles, Rights, And Responsibilities Of Teachers, Students, And Families Under The Individuals With Disabilities Education Act (idea), The Americans With Disabilities Act (ada), And Section 504 Legislation.

Learners in this course formulate a research-based professional vision for curriculum design and develop a curriculum for a specific content and grade-level application using computer-based curriculum mapping applications. Learners who have taken ED8533 should not take ED5533. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.

In this course, learners focus on designing instructional models and assessment strategies that meet the diverse needs of P–12 students. Learners examine the theory and research supporting innovative instructional models and assessment strategies and use them to develop specific content area and grade-level applications. Learners also discuss current and emerging issues and trends related to instructional models and assessment strategies. Learners who have taken ED8534 should not take ED5534. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.

In this course, learners collaborate to develop curriculum that improves student achievement. Learners participate in collaborative skill development activities, including coaching and mentoring, team building, and developing communities of practice. Learners also engage in simulated case studies to complement the practical experience they gain during the course. Learners who have taken ED8535 should not take ED5535. Rather, they should choose any other graduate-level course in the School of Education to fulfill their specialization requirements.

Learners in this course examine theories, concepts, definitions, and models associated with the improvement of curriculum and instruction. Learners collect and organize research, analyze and report data, and complete a program evaluation that demonstrates the integral role of program evaluation in curriculum and instruction improvement.

This course is the first of two consecutive capstone courses for the MS Curriculum and Instruction specialization. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the first 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials. This course is not available as an elective to learners outside the MS Curriculum and Instruction specialization. ED5544 and ED5545 must be taken in sequence and during the learner’s final two quarters. Prerequisite(s): Completion, submission, and approval of Clinical Practice Application. Cannot be fulfilled by transfer.

This course is the second of two consecutive capstone courses for the MS Curriculum and Instruction specialization. Learners assess their curriculum and instruction competencies and demonstrate proficiency. They serve the second 125 hours of a 250-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their curriculum and instruction site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials. This course is not available as an elective to learners outside the MS Curriculum and Instruction specialization. ED5544 and ED5545 must be taken in sequence and during the learner’s final two quarters. Prerequisite(s): ED5544. Cannot be fulfilled by transfer.

This Course Introduces The Essential Concepts And Practices Of Educational Assessment. Assessment Information That Drives Decisions About The Classroom Student, The Effectiveness Of The Instructional Program, And The Instructor Is Derived By Studying: Achievement Targets And Assessment Design Test Construction Within The Context Of Validity, Reliability, And Fairness Analysis Of Test Results And Progress Monitoring Assessment Reform And District, State, And National Assessments In The Course Project, Model Assessment Program (map): Planning And Implementing Effective Assessment And Evaluation, Candidates Demonstrate The Ability To Plan And Implement Effective Evaluation Through The Creation Of A Model Assessment Program (map) That Incorporates Technology, Benchmarks, Assessment Targets, And A Scheme For Scoring, Analyzing, And Reporting Assessment Results. The Project Is A Key Assessment For Candidates In The Med In K-12 Instructional Technology Programs And It Is Designed To Demonstrate Mastery Of The International Society For Technology In Education Technology Facilitation Standards.

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.

Engaging candidates in research, analysis, and application of important legal concepts to job-related roles and responsibilities, this course prepares candidates for entry into the teaching profession. In addition to legal and ethical responsibilities of teachers, the course covers: Applicable federal, state and local district laws Rules, regulations, policies, and requirements including Constitutional provisions Reporting child abuse and neglect The course project, Teacher’s Legal Manual: Understanding and Applying Legal Concepts to the Teaching Practice, focuses candidates on various legal issues that apply to the teaching profession. Reviewing and reflecting upon legally challenging circumstances, candidates create a manual of “Do’s” and “Don’ts” for application in their own classrooms.

This capstone course focuses on using a teacher work sample (TWS) to positively impact the teaching of K-12 learners. It integrates previous coursework, synthesis of theories, and application of skills and strategies to demonstrate mastery of educational effectiveness. The course project, Teacher Work Sample: Impacting K-12 Student Learning, is designed to document your use of evidence-based practices to positively impact the teaching of K-12 learners.

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting

This course combines a study of learning (including both cognitive and behavioral perspectives), human development (childhood through adolescence), and assessment (traditional and performance, teacher-made and standardized). Course participants apply course information practically to reading assessment and instruction

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school

This course is designed for students to acquire foundational knowledge related to elementary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge is then practically used as students investigate the assessment of elementary reading and writing problems

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every elementary content area

This course provides an in-depth study of the International Reading Association (IRA) Standards by examining research-based approaches linking assessment and instruction for elementary teachers. Teachers learn to use a wide range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, instruction, and assessment. Students develop individual case studies

This course helps students to acquire foundational knowledge related to secondary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge will be practically used as students investigate the assessment of secondary reading and writing problems. This course meets the following International Reading Association (IRA) Standards: 1.1, 1.3, 2, 2.2, 2.3, 3, 3.1, 3.2, 3.4, and 5.

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every secondary content area. This course meets the following International Reading Association (IRA) Standards: 1.1, 2.2, 2.3, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, and 5.4.

This Course Provides An In-depth Study Of The International Reading Association (ira) Standards By Examining Researchbased Approaches Linking Assessment And Instruction For Secondary Teachers. Teachers Learn To Use A Wide Range Of Formal And Informal Assessment Tools And Methods To Diagnose And Assess Reading And Writing Development, Instruction, And Assessment. Students Develop Individual Case Studies. This Course Meets The Following Ira Standards: 1.3, 1.4, 2.2, 3.1, 3.2, And 3.4.

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.

Applies a framework for continuous improvement that provides a quality teaching and learning environment.

Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.

Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.

Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.

Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.

Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.

Provides a basic understanding of the nature and management of conflict in schools. Students will learn to identify and deal with conflict through appropriate strategies, processes, and interpersonal skills.

Designed to prepare professionals for the field of conflict resolution. Provides advanced opportunities to analyze case studies, critique basic assumptions of conflict theories, and role-play appropriate behavior in conflict scenarios.

Prepares students to investigate institutional forces that inhibit constructive school improvement and explore alternatives including curricular approaches addressing literacy, learning communities, and emotional intelligence.

An overview of integrating technology into learning environments. The focus is on meaningful student learning and preparing educators to examine and reflect on alternative ways to plan, organize and implement technology to provide effective learning experiences for students.

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.

Applies a framework for continuous improvement that provides a quality teaching and learning environment.

Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.

Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.

Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.

Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.

Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.

rotating basis. Current leadership theory and practice of leading change in school systems brought on by the digital revolution and its accompanying social transformation. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.

rotating basis. Analysis and investigation of the theories of disruptive innovation in leading continous school transformation. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and mediation. Topics include analysis of conflict, negotiation and mediation planning, effective negotiation and mediation skills and process, impasse resolution, and agreement documentation. Emphasis on skill development and strategic approach to creating opportunity for agreement.

rotating basis. Systemic solution evaluation, design, and development associated with integrating emerging innovations in education. Prerequisite: admission to graduate school and/or digital leadership of learning certificate program.

This course is designed to provide an orientation to the primary components of the Curriculum and Instruction-Reading program. Candidates are introduced to the program's progression and degree completion requirements. Field experience, the practicum, the teacher work sample, and completion of an e-portfolio are discussed.

This course focuses on applying curricular theory to best practices in the 21st century classroom. Candidates explore the social and political foundations of curriculum and instruction and current research in this area. They analyze curriculum philosophy and planning as well as practical applications and innovations in curriculum design. Special attention is given to the use of technology in the development of effective curriculum and to learning environments in the 21st century classroom.

This course explores historical, political, social, and cultural constructs of contemporary education and investigates how these contexts influence national, state, and local educational settings. Additionally, the course examines how policies influence school decision making and the practice of teaching. Candidates apply an inquiry-based process to identify individual, social, and cultural contexts in education. They analyze contemporary trends and issues, and develop an understanding of education in a global community in order to evaluate and determine their individual role in taking action in their local setting.

In this course, teachers define, clarify, and reflect on their leadership roles. They explore leadership processes that utilize collaboration, coaching, mentoring, and inclusion. Additionally, they examine broad educational issues, as well as school-based issues and determine possibilities for initiating, sustaining, and building upon systemic change.

This course focuses on the most current research for teaching reading and writing to students at the middle and secondary levels. Various comprehension strategies, technology lessons, and assessment techniques are addressed. The connection between reading and writing is analyzed. Critical issues in reading and writing instruction for adolescents are researched and examined.

n/a

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.

This course examines action research and its role in decision-making and in educational practices. Students are introduced to various types of action research and to the elements of the action research process, including identifying a problem, determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action research study. Topics and Objectives Introduction to Action Research Define action research. Distinguish between types of action research. Identify the components of action research. Review examples of action research. Explain how action research can be utilized to effect school improvement and change. Examine opportunities to conduct action research collaboratively. Introduction to the Action Research Process Examine the role of reflection on practice in generating ideas for a research focus. Determine appropriate topics for an action research study. Identify the elements of an effective research question. Determine varied sources relevant to a research problem. Explain the importance of the literature review. Compare qualitative and quantitative research methodologies. Collecting Data Explain processes for selecting research participants. Describe varied types of data that can be collected to answer research questions. Examine qualitative research designs, methods, and issues in collecting data. Initial Steps in Developing an Action Research Study Examine quantitative research designs and methods, and issues in collecting data. Explain ways of ensuring validity in action research. Develop a plan for collecting data. Analyzing and Interpreting Data Explain the purpose of interim data analysis and its importance in action research. Describe ways to analyze and report results for qualitative data. Describe ways to analyze and report results for quantitative data. Draw conclusions from data. Ethical Issues Related to Educational Research Outline guidelines for conducting research using human subjects. Analyze the impact of technology on the ethical issue of confidentiality in educational research. Discuss the ethical use of data in educational decision-making. Assess ethical considerations when publishing reports of a research study. Develop a process for following ethical guidelines throughout an action research study. Creating a Proposal for an Action Research Study Produce a proposal for an action research study. Prepare an overview of the proposal for presentation.