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.

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.

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.

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.

Since our current state of knowledge is guaranteed to change as research and technological innovations continue, it is necessary that we all function as lifelong learners. In this course, we examine some intriguing and potentially critical directions in adult learning; these include brain research, new technologies, and the impact of globalization. Learners will have opportunities to examine and reflect on effects of these trends on their own areas of interest. The capstone concludes the program by providing a practical application of students’ learning. Working in a consultative role as a K–12 professional, the student will engage in a real-world problem-solving project within their work environment.

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.

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.

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.

Since our current state of knowledge is guaranteed to change as research and technological innovations continue, it is necessary that we all function as lifelong learners. In this course, we examine some intriguing and potentially critical directions in adult learning; these include brain research, new technologies, and the impact of globalization. Learners will have opportunities to examine and reflect on effects of these trends on their own areas of interest. The capstone concludes the program by providing a practical application of students’ learning. Working in a consultative role as a K–12 professional, the student will engage in a real-world problem-solving project within their work environment.

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 begins by building principal candidates’ understanding of the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Leadership, and the Education Specialist (Ed.S.) in Educational Leadership and Administration. Principal candidates will complete a pre-assessment, develop an individual learning plan, and submit their field experience application and plan. Following this essential introductory work, principal candidates will begin their study of school leadership by focusing on the structures of school organizations and leadership styles.

Effective principals influence the quality of teaching by understanding how to recognize outstanding teaching and facilitate improvement by communicating how and why learner-centered teaching enhances the achievement of every student. This course introduces principal candidates to the latest research on education, teaching, and learning, and fosters the development of an understanding of how different approaches to instruction are informed by research.

Effective principals work to foster a shared understanding of and commitment to doing what it takes to ensure that every student learns and succeeds. This requires the ability to communicate and the capacity to create conditions and processes that foster collaborative problem-solving and decision-making. Good leaders model open and responsive communication and create the time and mechanisms to ensure that such interactions are common within the school and throughout the school community. Schools also need to communicate with and draw upon community resources of various types, including public agencies and organizations that serve youth and families. Effective leaders establish personal, ethical, and moral platforms for leadership, and model and otherwise promote ethical and productive civic behavior.

This course explores and analyzes the issues, complexities, responsibilities, and opportunities associated with leading schools with diverse student populations. By acknowledging differences among learners, as well as biases, discrimination, prejudices, and stereotypes, school leaders can identify diversity as a dynamic contributing factor to a rich learning environment in which individual differences are honored and respected. The course also focuses on one of the most challenging tasks facing schools today: to substantially increase the achievement of students placed at risk because of limited facility with English, and physical, mental, and emotional disability. Principal candidates will study diverse and inclusive approaches that have proven most effective in supporting English language learners and students with special needs to reach high standards of performance.

This course includes a study of selected general legal principles, case and statute law, and law-making agencies that impact leaders and their educational institutions. Key content areas include but are not limited to the legal status of the local school district; the role of federal, state, and local governments; governance of schools; and policies, rules, and regulations. The course will also cover the legal rights, responsibilities, and obligations of administrators, teachers, students, parents, and school boards, community education, civil rights, collective bargaining, torts and contracts, and legal research, as well as the development of policy to meet regulations and constitutional provisions.

Education leaders must use data extensively to guide them in defining needs, setting and prioritizing goals, monitoring and evaluating progress, and identifying effective strategies for improvement. The continuing analysis of the gaps between student performance and student learning goals defines the actions of effective school leaders. Decision-makers must understand the array of data that are needed for school improvement. They must know the principles and techniques of measurement, evaluation, and data analysis. They must use a multitude of strategies to analyze data to propel teaching and learning and school improvement. They should use technology to support the collection and use of data. They need to engage the school community (teachers, parents, and students) in understanding and supporting data to guide the analysis of strengths, weaknesses, threats, and opportunities in the ongoing pursuit of school improvement.

Research on effective schools provides guidance on the most productive ways to organize time, people, money, technology, and other resources. To use these resources most effectively, leaders need to have a strategy that defines the most important priorities, the overall educational design, and the organizational structures that best match the necessary goals for improvement. Effective leaders need to be able to (1) link whole-school strategic plans to effective instructional practices and improved use of time and money; (2) ensure individualized attention where needed in subject areas; (3) evaluate alternative paths to school improvement; (4) invest wisely in improving teaching quality; and (5) organize staff and use other resources in new ways that allow focused investment in teaching and learning.

In order to be effective, school leaders must understand the foundational principles of teaching—curriculum, instruction, and assessment. This course also focuses on the considerations with which principals need to engage as they plan for the adoption and implementation of a new or substantially revised program to enhance student learning in a content domain. Literacy and math are two content areas that are problematic in many schools, especially those serving diverse students and students who are underperforming. Thus, while the lessons are applicable to other subjects, the focus here is on how to ensure that content standards, curriculum materials, assessment, instruction, professional development, and parental and community involvement, among other initiatives, are aligned in ways that foster student achievement in literacy and math.

Principal candidates study human resources policies and practices for recruiting, selecting, hiring, inducting, developing, evaluating, and retaining or dismissing school personnel. Identifying teachers’ needs for professional growth is important, but leaders must also ensure that teachers have the opportunity and motivation to use their professional expertise and to participate in ongoing professional development focused on enhancing the learning of every student. As well, school leaders must be able to identify characteristics of a productive teacher evaluation processes and programs; distinguish between supervising teaching and supervising learning; and utilize a process and structure for evaluating school personnel that is productive and supportive, motivates improvement, results in retention of highly competent staff members, embodies standards of due process, and takes into account the provisions of the contractual agreements between the staff and their districts.

Students in this course learn to treat differences and conflicts as opportunities for learning the social competencies that are essential to civic participation and interpersonal effectiveness, in school and beyond. The importance of safe and orderly environments for learning, with school cultures based on mutual respect among students, teachers, and staff, is recognized.

This is a 12-week practical field experience in a setting specific to the degree and the student’s anticipated employment setting or service population. Students choosing this option will work a specified amount of time per week in the setting and participate in this weekly field experience course with peers. In the course, students will discuss their experiences in the setting and how they fit with the knowledge learned throughout the program.

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical-thinking skills and promote professional and academic excellence.

The history and evolution of educational technology as a field of study will be explored, both before and following the emergence of computers and cyberspace technology. A focus on the evolution of learning from the agricultural, industrial, and information ages and beyond will provide a framework for the course.

This course focuses on integrating technology in the K–12 curriculum by exploring effective use of technology to facilitate learning across the content areas. Learners will explore best practices related to the design and implementation of technology-infused projects that meet specific curricular standards. Areas such as technology literacy, technology for assessment purposes, and the use of technology to make interdisciplinary connections will be analyzed.

This course examines the use of technology in K–12 education to bridge the achievement gap for students from culturally, economically, and linguistically diverse backgrounds. Topics include the use of technology to meet varying ability levels, the use of assistive technologies to foster learning in students with special needs, and the use of technology as a tool to engage and motivate gifted students.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

An introduction to the preparation and analysis of financial statements, Specific topics include the accounting model, general purpose financial statements and accounting for assets, liabilities, and equity.

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.