This course introduces students to the history of education in the United States, exploring the ideologies and theoretical frameworks that have been paramount in different historical periods and the ways they have shaped the social, cultural, economic, and political dimensions of educational institutions in America.

No course description is available

Documentary research in the field of education introduces graduate students to archival research and addresses issues related to the role and use of documents and public and private records.

This course explores how mission must be central to leadership and how all activities must align with that mission. Students will explore inputs, transformation processes and outputs as they relate to Catholic Ed leadership and school improvement.

Mark Casson in his book The Entrepreneurs: An Economic Theory, says that the theory of entrepreneurship rests upon the following definition: "An entrepreneur is someone who specializes in making judgmental decision about the coordination of scarce resources." This could also be the definition of a Catholic school leader! Catholic education is the largest non-public education system in America. But it is also half the size it was in 1960. To stay relevant and thriving, Catholic education must become more innovative and entrepreneurial. We will investigate the process by which innovations are designed and will critically assess the efficacy of a wide range of innovations. What leads to innovation and how is it scaled effectively? We will read and talk to educators, entrepreneurs, and policy makers about design innovations, and will critically assess the efficacy and scalability of a wide range of innovations targeting students, teachers, and schools.

This is the foundation course for data-based decision making within the principal preparation series. This graduate course provides skill sets to help future school leaders and administrators to access, interpret, and encourage the use of data to improve student educational outcomes. Restricted to graduate students in the School of Education. Students will learn how to organize, analyze, and synthesize data in order to interpret student and teacher assessment results.

This course focuses on meeting the needs of children from diverse linguistic, cultural, and racial backgrounds within the context of a society faced with issues of poverty, discrimination, racism, and sexism. This course explores issues of second language and second culture acquisition and consider the relationship between identity construction and school success.

The instructional coach provides instructional leadership by supporting evidence-based instructional practices with classroom teachers. This course focuses on developing the elements of instructional coaching: assessment for learning, delivery of effective curriculum, enhancing classroom instruction, and effective classroom management. In developing the role of the instructional coach, candidates will develop skill in building trusting relationships, facilitating support from administrators, and providing confidential, non-evaluative job-embedded professional development for faculty. Models of coaching will be explored as well as a focus on conferencing and facilitation skills.

This course will examine moral and practical foundations of developing special education programs with the Catholic schools setting. This course will also explore the connection between Church documents and serving students with disabilities in This course is restricted to those enrolled in the Leading Inclusive Catholic Schools

No course description is available

This course explores issues unique to women as academic leaders and administrators in higher education. It examines the history and challenges that women have faced as students in higher education institutions, exploring the factors that have affected their participation, matriculation, and completion of programs, over time and today. Last, this course will explore gender and expanding issues around identification and sexual orientation, as related to institutional inclusiveness and student supportive services.

No course description is available

No course description is available

No course description is available

No course description is available

This course examines the curriculum and programs offered within community colleges and the instructional philosophies and strategies used to encourage student success. It will examine the heterogenous population of students who attend these institutions and their learning needs and preferences. The course will also require students to understand the curricular issues faced in today's colleges including elimination of developmental education, use of early college courses, articulation agreements and expanding offerings to include topics germane to diverse students.

No course description is available

This course will explore some of the conceptual underpinnings of democracy as they relate to contemporary education policy. Texts read include books by Richard Rorty, John Dewey, Cornell West Claudia Rankine and other contemporary writers who work on democracy and education. Themes to be addressed include citizenship education, identity politics, hyper-partisanship, and new nationalisms.

This Advanced Seminar, which is both theoretical and applied, introduces students to issues and institutions involved in international educational development. This course will provide students with a deep understanding of the changing role of educational development projects in light of the post-2015 development agenda, post-financial crisis and global recession, post-Ebola epidemic, and post-Arabic Spring periods. Students will spend time exploring and understanding how these many `post-contexts and settings¿ are changing the nature of development and the educational responses that are now coordinated across different scales and spaces (national, regional, and global levels). With the aid of class readings and paying particular attention to endogenous and exogenous challenges that Africa and the Middle East confront, discussions will be framed through a comparative and international educational perspective that exposes students to how different theories of education and development influence policy, priorities, and programs of international, national, and local institutions in these regions.

The purpose of this course is to provide candidates with the skills to (a) identify and assess the universal level of academic and behavior programming (b) create and sustain secondary and tertiary systems of support (targeted group or individual interventions) (c) develop continuous improvement plans to support the development of the necessary MTSS systems, practices, and processes.

This course focuses on the critical skills of leading supervision for school leaders within districts and schools. Upon completion of this course, candidates will practice supervision and evaluative skills related to the delivery of curriculum and student outcomes.

This course focuses on the critical skills of leading curriculum development within schools. Upon completion of this course, candidates will practice leadership skills related to the delivery of curriculum.

This course is part of a sequence of courses for students in the Master's Principal Preparation Program. Restricted to students in M.Ed. Administration and Supervision. Students will meet with their assigned university coach to make progress in completing the electronic onboarding plan.

No course description is available

No course description is available

Overview of methods and techniques of bibliographic research related to students' research material.

This course investigates the practice and profession of teaching of teaching from a sociological perspective. Empirical data and social theory will guide students' learning about the practice and profession of teaching and how different demographic, professional, organizational, and political factors shape them. Students will expand their factual knowledge about the historical and contemporary topics related to the sociology of teaching, and will develop their ability to investigate, analyze and communicate effectively about topics related to the practice and profession of teaching.

This course is an advanced seminar that will focus on a specific education policy topic. Students will read in-depth on the course topic (reading both theoretical literature and case material) and will develop their understanding of texts and the topic through intensive seminar discussion. Student develops an advanced understanding of the seminar topic and knowledge of the research literature related to it.

Required Field experience in Higher Education setting.

Required Field experience in Higher Education setting.

ELPS 527 will be offered in both Fall and Spring semesters for all Higher Ed students. This course is a culminating seminar course that facilitates broad conversations, audits and guidance about values discernment, job search process, critical considerations for job fit and placement -successful transition to Higher Ed job market and Higher Ed work communities.

Required Internship Experience for graduate Higher Education programs.

This course is restricted to Higher Education Doctoral Students

This course is designed as a supervised internship to provide aspiring teacher leader an on-the-job leadership experience in an elementary, middle, or secondary school. The on-site administrative mentor will have appropriate credentials and experiences for the level and department in which the internship is scheduled and experienced. The internship provides the opportunity for teacher leader candidates to relate knowledge and skills acquired through formal course work, readings, research, and simulations to actual teacher leadership experiences. The internship is both an active and a reflective experience designed to encourage the intern to examine the potential role of teacher leaders and functions of schooling and education in light of changing demographics, current local and national trends, and global issues.

This course provides Cultural & Educational Policy Studies graduate students with an engaged learning opportunity that integrates coursework with professional practice in the context of education policy information, analysis, implementation and/or evaluation and research. Students develop and refine professional skills as well as identify and reinforce connections between graduate coursework and professional experiences.

This is the second of four courses (fours semesters) of the principal internship. It is designed for candidates whose goal is to assume the leadership role as the principal of a school building.

Provides students with an in-depth examination into a special topic. Topics vary by section. Course may be repeated.

This course is a Thesis Research and Writing course. Student is engaged in thesis writing and research; and supervised by SOE program faculty. Course outcomes, objectives and assessments are negotiated collaboratively with SOE Supervising faculty member and thesis student. Culminating project is Thesis and thesis defense. Completion of all forms required for thesis completion are the responsibility of SOE graduate student.

This course is a Dissertation Research and Writing course. Student is engaged in dissertation writing and research; and supervised by SOE program faculty. Course outcomes, objectives and assessments are negotiated collaboratively with SOE Supervising faculty member and dissertation student. Culminating project is Dissertation and Dissertation defense. Completion of all forms required for Dissertation completion are the responsibility of SOE graduate student.

This is Master's study course designed for in-depth study, writing and research.

Restricted to School of Education Doctoral students (PhD & EdD). This course can only be taken two times during a doctoral student's career.

Conducting research is a complex, demanding, and time-consuming task. The instructor suggests that while one can be familiar with different paradigms of inquiry, one may not necessarily know how to actually undertake the task of planning and effectively proposing an investigation (Locke, et al, 1987). Others assert that what is important and might be challenging is to frame a valid problem and a specific purpose, in addition to ask the right questions which will give direction to relevant research activities (McEwan & McEwan, 2003). Given the challenge and complexity of designing proposals and conducting research activities, it is anticipated that doctoral students may benefit from additional learning experiences that may lead to the successful completion of their research projects (Ovando, 2010) including a support team to facilitate the task of planning a dissertation proposal. As others note, "Having access to a group of peers who are also engaged in the doctoral studies journey provides an excellent source of moral support. In addition, cohort members provide empathetic listening, share resources and offer honest and constructive feedback" (Ovando, Ramirez & Shefelbine, 2008, p. 45). In the spirit of the writing workshop (Calkins, 1986) and the professional learning community (Kanold, 2010), it is expected that all students will engage in literature searches, scholarly writing, and collaborative inquiry in a respectful and productive way in order to enhance their research capacity (conceptual, technical and interactive skills), attitudes and dispositions. Such engagement will lead to the development of a sound dissertation proposal, CITI research approval as a researcher, and to the preparation for the rigor of conducting investigations The purpose of this seminar is to guide students in the conceptualization of a proposal that ultimately will result in dissertation research project. This is not a research method or research design course, but a course focused on the actual application of research understandings, knowledge, concepts and terminology. Students must have completed the required courses: Qualitative Research (RMTD 420) Quantitative Research (RMTD 421), and possibly the third required specific research methodology course. It is assumed that these research courses provided students with considerable research information, foundational knowledge and conceptual understanding of research methods.