Education Database Online

This course focuses on the field of instructional technology, placing the field within the context of its history, current practices, and future directions. It provides the conceptual framework for other courses within the degree program.

This course presents the philosophical and theoretical foundation of instructional design. Students explore instructional design process models commonly used by practitioners. They will apply the stages of a process model to create design documents in the education and training contexts. The model will address instructional analysis, assessing learning from instruction, media characteristics and selection, managing instruction, formative and summative evaluation, and the motivational design of instruction.

This course presents the knowledge and skills necessary to identify training and/or instructional problems and potential solutions. Students explore the advantages and disadvantages of multiple techniques for performing a needs assessment. Students develop skills and collect resources related to the selection and use of analysis methods. They will conduct a needs analysis and submit a report in an education or training context. Evaluation of educational and training programs is addressed. Students consider evaluation taxonomies and models, tools, and techniques. They develop an evaluation strategy for an instructional program.

In this practitioner-oriented course, students will critically analyze readings and examples of instructional technology and design literature related to K12, higher education, military, or profit and nonprofit organizations. They will identify an instructional technology and design issue and find, review, analyze, and synthesize research related to the issue. They will conduct a literature review and draft the methods section of an applied research study. The course concludes with an examination of data analysis techniques and the preparation of an applied research proposal, which students can use as a guide to conduct further research or evaluation of instructional technology and design projects.

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, resource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.

This course provides candidates in the Master of Science in Education program with opportunities to explore a variety of instructional technologies including Web-based tools, software, games, simulations, tutorials, and nonprojected visuals. Through reading, class discussion, and hands-on experiences using technologies, candidates will gain the knowledge and skills needed to integrate technology in lesson planning that meets the needs of diverse learners.

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, esource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.

In this practitioner-oriented course, students will explore existing and emerging multimedia technologies used in K12 classrooms. They will evaluate existing instructional resources available with classroom textbooks in open source content and learning object repositories. They will design and create an instructional lesson appropriate for the K12 setting while adhering to copyright and fair use guidelines. Before submitting the final project, students will participate in peer-review evaluations and provide constructive feedback based on multimedia design research.

In this application-based course, students will explore similarities and differences between Web-based learning and on-ground learning in K12 classrooms. They will learn how to repurpose existing material and chunk content into online modules while organizing and managing reusable learning objects. They will design assessment items suitable for the online environment and learn about issues related to assessing students from a distance. They will create design documents and content for an online course. Students will participate in peer-review evaluations and provide constructive feedback based on principles of online instructional design.

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

This course focuses on the field of instructional technology, placing the field within the context of its history, current practices, and future directions. It provides the conceptual framework for other courses within the degree program.

This course presents the philosophical and theoretical foundation of instructional design. Students explore instructional design process models commonly used by practitioners. They will apply the stages of a process model to create design documents in the education and training contexts. The model will address instructional analysis, assessing learning from instruction, media characteristics and selection, managing instruction, formative and summative evaluation, and the motivational design of instruction.

This course presents the knowledge and skills necessary to identify training and/or instructional problems and potential solutions. Students explore the advantages and disadvantages of multiple techniques for performing a needs assessment. Students develop skills and collect resources related to the selection and use of analysis methods. They will conduct a needs analysis and submit a report in an education or training context. Evaluation of educational and training programs is addressed. Students consider evaluation taxonomies and models, tools, and techniques. They develop an evaluation strategy for an instructional program.

In this practitioner-oriented course, students will critically analyze readings and examples of instructional technology and design literature related to K12, higher education, military, or profit and nonprofit organizations. They will identify an instructional technology and design issue and find, review, analyze, and synthesize research related to the issue. They will conduct a literature review and draft the methods section of an applied research study. The course concludes with an examination of data analysis techniques and the preparation of an applied research proposal, which students can use as a guide to conduct further research or evaluation of instructional technology and design projects.

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, resource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.

In This Application-based Course, Students Will Discuss Trends And Issues Of E-learning Content Development And Explore Similarities And Diff Erences Among E-learning Authoring Tools And Methods. Th Ey Will Learn How To Develop Original Content With A Variety Of Authoring Tools And Soft Ware Applications And To Repurpose Existing Material With Reusable Learning Objects (rlos) And Content Repositories. Interface Layout Standards, Accessibility And Scorm/aicc Compliance, And Collaborative Environments Are Explored. Students Will Consider Technical And Development Requirements For E-learning Delivered Through Multiple Learning Channels Including Online And Mobile Platforms. Students Will Create A Design Document And Instructional Module In This Course.

This course provides an introduction to media and hypermedia production. It is intended for teachers, instructional designers, and trainers who would like to acquire fundamental knowledge and skills in designing and producing digital media. Students evaluate appropriate uses of digital media. Th e course introduces the tools of digital video production and sharing as students create online instructional materials using digital media.

This course presents activities related to the design of a learning application. Students explore advantages and disadvantages of multiple learning environments and content delivery technologies. Th ey will develop a plan for an individualized learning project that includes a template for design of a specifi c environment. Course topics include education and communication theory, course and content delivery methods, asynchronous and synchronous technologies, multimedia design, usability testing, and integration of multimedia objects within instructional programs and systems.

h is course explores the factors that make online learning courses successful, as well as what lessons can be learned from less successful classes. h e course examines how the i ndings of online learning research, a deep understanding of local context, and the intelligent use of technology tools can work together to allow the development and delivery of top-l ight online courses. Practical, applicable skills are stressed in this practiceoriented course.

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 is a foundational course for learners in higher education and training 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. Learners engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5002 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.

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.

In this course, learners gain an understanding of the instructional design process and associated instructional design principles and strategies. Learners focus on the decisions that instructional designers make, the principles and concepts that drive those decisions, and the ways the decisions are interrelated. Cannot be fulfilled by transfer.

This course emphasizes the process of instructional design and provides learners the opportunity to apply the instructional design principles studied in ED5802 in the design, development, and evaluation of instructional materials. Learners examine the systematic and iterative process of addressing the needs of the student, structuring the content, and applying principles of learning and instruction to create effective instructional solutions. Prerequisite(s): ED5802. Cannot be fulfilled by transfer.

Learners in this course examine instructional design, budgeting, communication, project management, and legal and ethical issues. Learners apply evidence-based practice to instructional design and development and focus on developing the skills needed to make decisions about the design of instructional components using various forms of instructional media and technologies.

This course presents project management topics and techniques specific to e-learning development. Learners examine the tools, methods, and processes used to effectively budget, implement, and manage e-learning development projects.

In this course, learners explore the theories and principles that provide the foundation for designing instructional interventions. Learners distinguish among learning theories, instructional theories, and instructional design theories and explore the rationale for using theories to inform instructional design decisions. Prerequisite(s): ED5802, ED5803.

In this course, learners examine the guidelines used to evaluate and assess learning. Learners analyze tools and methods for assessing learning outcomes and evaluating instructional effectiveness, and practice designing new assessment and evaluation tools. Prerequisite(s): ED5802, ED5803.

This course provides learners with the opportunity to gain experience in the instructional design for online learning field and may serve as the capstone course for the master’s Instructional Design for Online Learning specialization. Learners engage in a supervised internship during which they apply the instructional design competencies gained during the program and document their experience by completing a final project that includes an action plan, field notes, and other written documentation. For PhD and MS Instructional Design for Online Learning learners only. Prerequisite(s): ED5802, ED5803. Cannot be fulfilled by transfer.

The capstone course is taken after completing all required and elective course work. Learners demonstrate proficiency in integrating learning from required and elective courses by completing a final project. For MS Instructional Design for Online Learning learners only. Must be taken during the learner’s final quarter. Cannot be fulfilled by transfer.

In this course, learners gain an understanding of current distance education delivery systems, including print, recorded audio and video, and Internet technologies. Learners also examine the ways delivery technologies inform and constrain design decisions.

In this course, learners examine software tools that developers and instructional designers use to create innovative e-learning experiences. Learners also apply theories and principles of cognitive learning to instructional media design.

In this course, learners examine current interface design practices and the research informing the effective interface design of various learning applications and environments. Learners also explore ways to design interfaces applicable to a diverse range of communication devices. Prerequisite(s): ED5802, ED5803.

In this course, learners develop the facilitation strategies and tactics that nurture interaction and collaboration and guide the development of effective personal learning strategies. Learners benefit from interacting with one another in a virtual classroom.

In this course, learners study adult learning theory and learning styles and preferences to gain an understanding of the roles of instructor and student in adult education. Learners examine the ways race, ethnicity, class, gender, ability, and other forms of diversity impact the theory and practice of adult education. Learners further develop their skills in selecting and applying appropriate materials, methods, and techniques used to achieve particular learning objectives. This course incorporates adult learning from both theoretical and personal perspectives.

This course prepares graduate learners for the rigors of academic writing, which requires a series of related critical thinking and writing skills, including understanding the nature of academic research; developing strong arguments based on primary and secondary research; evaluating, summarizing, paraphrasing, and citing sources; drafting, revising, and editing multiple drafts of major projects; and producing clear, accurate, and error-free prose. Since this is a writing course, learners should expect to write a lot: the course includes weekly writing assignments, several short writing projects, and a research plan for a longer project. Learners submit a final portfolio at the end of the course.

This course is a survey of the needs assessment models and procedures used to diagnose the causes of workplace performance problems. Learners design and develop needs assessment instruments and collect and diagnose data to differentiate workplace performance issues that require training solutions from those that require non-training interventions.

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 apply statistical analyses appropriate to different research contexts using SPSS, a statistical software package. Learners examine statistical concepts, including descriptive statistics, normal distribution, sampling probability, and sampling distribution and demonstrate different hypothesis testing techniques.

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 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.

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.

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.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

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.

Through an examination of research and literature, learners discuss current trends and issues related to the impact of technology and multimedia on P–12 student learning. Based on a review of the literature, learners develop course projects that include the design of curriculum, instruction,and assessments enhanced through innovative technology and multimedia applications. This elective is recommended for learners in the Curriculum and Instruction specialization who are interested in integrating instructional technology with curriculum and instruction.

Learners in this course explore major behaviorist and cognitive learning theories, including social cognitivism and constructivism, and associated concepts such as memory and motivation. Learners then apply these theories and concepts to educational settings.

Learners in this course examine the philosophical foundations, ideologies, and theories that have influenced the development of educational philosophy and practices in the U.S. Learners examine, articulate, clarify, and refine basic assumptions and beliefs underlying their personal educational philosophy and practice.

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.

In this course, learners study the historical and social foundations of education to gain an awareness of and a context for its evolving practice. Learners explore the ways educational institutions have emerged and developed, particularly in relation to societal functions and expectations. Learners also develop the knowledge, skills, and points of view needed to understand the evolution of education as a whole and its contributing sociocultural forces

The focus of this course is on higher education program evaluation. Learners analyze various program evaluation models used to assess the effectiveness of college and university education programs. Learners also design appropriate and effective program evaluation models and use them to conduct an evaluation of a simulated program.

In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process

Learners in this course explore elements of course design that apply to the comprehensive community college. Various models of course (instructional) design and guides for design are included. Course preparation material, instructional techniques, and forms of evaluation constitute the final units of the course.

In this course, learners explore teaching and learning principles and practices as applied to diverse multicultural populations.

Based on an examination of the formative ideas that have shaped educational institutions, learners in this course explore both the theory and practice of changing educational institutions to meet future needs. An understanding of the philosophy of education in the U.S. as well as knowledge of institutional change is necessary in this course

In this course, learners explore and analyze the issues shaping higher education. Learners use futuring methods to examine the ways history, technology, trends, and change affect the future of higher education

This Course Is A Survey Of Theories, Research, And Concepts That Highlight The Importance Of Race, Culture, And Ethnicity In Individual And Group Experience. Learners Consider The Effects Of Gender, Social Class, Religion, And Disability On Experience And Evaluate The Role Of The Human Service And Educational Professional In Addressing The Multicultural Needs Of Clients And Colleagues In The Workforce. Learners Also Examine Cross-cultural Issues And Practice Applying A Variety Of Theoretical Approaches And Methodologies To Real-life Scenarios. Learners May Only Earn Credit For Coun5334 Or Cst5334 Or Hs5334 Or Shb5334.

Learners In This Course Apply Statistical Analyses Appropriate To Different Research Contexts Using Spss, A Statistical Software Package. Learners Examine Statistical Concepts Including Analysis Of Variance (anova), Analysis Of Covariance (ancova), Correlation, Regression, Chi Square, Factor Analysis, And Post Hoc And Demonstrate Different Hypothesis Testing Techniques.

Clearly, instructional leadership today is driven to a great extent by the capacity to lead teaming and collaboration. This course will explore the leadership required to support teaming at all levels. For example, horizontal teams are required in schools today in order to be thoughtful about the instructional leadership decisions that must be made on a consistent basis. This requires strategic grade-level collaboration that helps to ensure horizontal alignment of the curriculum and consistency in instructional practice. Furthermore, vertical collaboration includes teachers and administrators from different levels—perhaps from central office, etc.—all working together toward instituting a more comprehensive implementation of the instructional plan. This exploration will include an examination of Professional Learning Communities and the mechanisms used to make this reform model successful.

This course will specifically examine the change process from a systemic standpoint. Clearly, there are a number of sources for innovation, change, and growth in any school. Included in this exploration will be topics related to teacher leadership, the use of collaboration in Professional Learning Communities, and the connection between district-level strategic planning processes and the steps schools can take to lead innovation and change from the building level. Examining the points wherein these systems connect and ultimately emerge represents a major focal point of the course

Data today clearly drives how we think about school improvement and change. The strategic and appropriate use of data allows us to be much more thoughtful about where we have been, our current levels of progress, and the steps we should take moving forward to continue to influence these most essential results. This course will focus on the leader’s role in identifying the appropriate data sets and the mechanisms that can be put into place to consistently evaluate data streams and be thoughtful about their exploration and deep-level analysis.

Throughout the instructional leadership program, learners will examine the steps leaders can take to be thoughtful about their instructional planning processes and the influencers on that process. This course focuses on what leaders must do when they identify learning challenges in the system and the steps they must take from an instructional planning standpoint to both prevent learning failure and, at times, intervene in response to failure that is happening within the delivery of the instructional plan. This is an often neglected step in the instructional process, in that schools may develop change initiatives without being thoughtful as to what they will do when a cadre of students are not successful in the process. Preventing learning failure and intervening when those failures emerge is an essential aspect of instructional leadership and will be explored in this course.

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

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

This course provides the foundations of analysis and assessment methodologies used in the field of education. Students are introduced to applied quantitative and qualitative educational research methods in context of the practitioner’s educational environment. Emphasis is placed on the use of technology in assessment practices.

This course focuses on educational research methods for the teaching practitioner. Students will design, conduct, and present an applied educational research project.

This course provides a foundation for the practice and evaluation of instructional design, as well as an in-depth elaboration of standard instructional design models and associated methodologies. The course includes strategies for development of objectives, taxonomy classification schemes, content analysis procedures, and instructional strategy selection, as well as adaptation and adoption of available resources.

This course provides an introduction to the various schools of thought regarding how people learn and apply their learning to concrete situations, emphasizing the practical implications of cognitive science. It provides a comprehensive survey of our progressive understanding of the learning process. Students will explore learning theories, such as cognitive, behaviorist, social, developmental, and adult learning theories, as well as the research regarding transfer of learning in various domains. Students will apply these concepts in their respective fields by utilizing the practical instructional strategies based on these theories.

This course examines the development of comprehensive educational curricula and/or development programs. Students will perform all phases of curricula design tied to their area of professional practice.

In this course, students will examine forces influencing curriculum improvement. This course focuses on the analysis of curriculum and the application of principles for resolution of curriculum problems.

This course examines techniques and methods of effective course design and implementation. Topics covered include motivation, consultation, instructional strategies, and student assessment.

This course examines the roles of curriculum designers and instructors in the educational decision-making process. Students analyze the underlying assumptions and research supporting various teaching and design practices. Students will create a curriculum design project integrating concepts and skills gained throughout this 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.