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| Course Number | Course Name |
|---|---|
| ED400 | Topics in Teaching and Schooling, Part 1 Prepares teachers to address the varied needs of their students and school, beyond typical curricular and academic responsibilities. Topics addressed include: conflict resolution, educational law, ethics, listening and counseling skills, career preparation, and school and community relations. Also includes workshops on child abuse and violence prevention required by New York State. This is a two-semester course. Restrictions: Non-matriculated students discouraged from taking this course; select few by permission of instructor Frequency: Every fall, continues in spring Instructors: Berger, Brockenbrough |
| ED403 | Disability and Early Childhood Develops an understanding of disability, especially as it impacts young children. Addresses the inclusion debate, as well as the diagnosis, classification, and assessment of young children with disabilities. Examines the historical context for early intervention and special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current intervention and educational practices for young children with diverse developmental paths and learning abilities. Introduces some strategies for working with young children with disabilities in various contexts and for developing collaborative partnerships and teams to best meet the full range of needs of young children with disabilities. Frequency: Every even summer A Instructors: Mock, Sullivan |
| ED410 | History of American Education Explores education broadly as the formal or conscious transmission of culture in family life, colleges, peer groups, youth agencies, religious and cultural organizations, and the media. Investigates the processes of cultural transmission across four centuries of American history, beginning in the mid-1600s, but with the major emphasis on post-1900 themes. Intended as a first foundation course in the history of American education. Frequency: Occasional summers & falls Instructors: BaileyShea, Waterman |
| ED411 | Philosophy of Education Examines a range of contemporary controversies and historically influential philosophical theories of education as a vehicle for critical reflection on the political, moral, epistemic, and linguistic aspects of educational practice. Topics include: the place of education in a just and stable society; the role of education in promoting human freedom, goodness, and well-being; the nature of knowledge and human excellence, and how they develop; the curriculum and how to teach for understanding and intellectual autonomy; the relative authority and responsibility of family and state in providing and determining the content of education; and the issues arising from differences of culture, religion, and ability. Frequency: Every even summer Instructors: Curren |
| ED412 | Sociology of Education This course examines the relationship between education and society by reviewing major theoretical perspectives and issues relating to the sociology of education. Topics include educational stratification within and across schools (inequality relating to class, race, and gender), educational attainment, schools as social systems, social capital, and social networks. Frequency: Most odd springs (next offered spring 2015) Instructors: Finnigan |
| EDU414 | American Educational and Linguistic Practices Designed to lend support to incoming students who are making the transition to studying in an American university, this course explores U.S. academic culture, language, and customs. Communication skills and practices in classroom discourse will be addressed, giving students the understanding and skills needed to interact effectively with professors and other students within a university classroom. Also discusses university expectations for academic reading and writing, and provides instruction in effective strategies and skills to meet those expectations. Restrictions: International students for whom English is not their first language Frequency: Every fall Instructors: Che, Lynch |
| ED416 | Managing Crisis: Catastrophe, Violence, and Trauma in School and University Settings This interdisciplinary course is designed to prepare educational professionals to effectively address issues of school violence and examine current intervention theory, research, and applications. Students study domestic violence, including child, spousal, and elder abuse; work-related violence; suicide; and the association between substance abuse and violence. Provides a foundation in violence prevention and control across disciplines (including public health, nursing, law, medicine, social work, law enforcement, education, psychology, etc.). School teachers, counselors, and administrators interested in violence prevention and control will study models for explaining, predicting, and preventing violence; acquire the skills to effectively evaluate violence prevention strategies and programs; and learn what baseline data to compile for predicting violence in their schools and classrooms. Frequency: Occasional falls Instructors: Linnenberg |
| EDU416 | Conflict Management in Schools and Universities Provides emerging educational leaders with effective conflict management skills to optimize the daily performance of faculty, staff, and students to solve problems, make the best decisions, and achieve educational goals. Examines the theoretical underpinnings of conflict resolution, the practice of skills, and the identification of dispositions necessary for successful collaboration, negotiation, and mediation in schools and universities. Frequency: Every spring Instructors: Shuherk |
| ED421 | Reform in Public Schools Examines how federal, state, and local reform efforts impact teaching and learning, focusing on implications for administrators, teachers, and students in American public schools. Evaluates past and current large-scale strategies to transform the organizational, curricular, and instructional capacity of schools. Considers whether such changes have improved student access, engagement, and outcomes. The influence of race, class, and gender is addressed. Topics covered include: Title I, comprehensive school reform, standards-based education, and high-stakes testing. Frequency: Most falls Instructors: Harris |
| EDE422 | Motivation in Human Development Provides a survey of theory and research in human motivation, with particular application to human development, educational and organizational settings, and counseling. Explores several influential approaches to motivation before focusing on one major contemporary approach known as self-determination theory. Topics covered include: the distinction between intrinsic and extrinsic motivation; processes of socialization and internalization; and the importance of basic psychological need satisfaction in educational, organizational, and counseling contexts. Emphasis is placed on application of motivational principles in the professional settings identified above. Frequency: Every fall Instructors: Lynch |
| ED428 | Ethics and Education Explores the moral dimensions of education and educational leadership in K-12 and higher education settings. Examines a range of ethical problems associated with educational institutions and the moral dimensions of educational leadership. Explores and discusses the many philosophical questions about the nature of morality and professional ethics. Using case scenarios and model analyses, topics include the ethics of grading, academic honesty, academic freedom and censorship, educational research and experimentation, classroom management and discipline, and sexual harassment. Frequency: Every odd summer Instructors: Curren |
| ED429 | Theories of Human Development Provides a comprehensive introduction to multidisciplinary approaches to human development within the behavioral and social sciences. Explores theories of human development and the process of individual change over time that occurs in social, cultural, and historical contexts. Examines central theories of transformation and development that explain human behavior, the environmental factors that affect both normal and abnormal behavior, and the systems (e.g., school, family, and community) that interact to affect an individual’s development. Frequency: Every fall and summer A Instructors: Donnelly, Duckles, French, Swanson |
| EDE429 | Informal Learning - Informal Education Explores learning that takes place outside (and near the boundaries) of formal educational settings before, during, and after the school years. Children acquire basic knowledge (e.g., language and math concepts) informally, and adults continue to learn through everyday workplace activities, social interactions, and information gathering for making decisions. During the school years, learning occurs at home and during extracurricular activities, such as sports, clubs, and museum visits. Workplace preparation often involves a blend of formal and informal learning, as evident in apprenticeships in traditional trades as well as professions such as nursing and teaching. This course examines the processes and outcomes of informal learning across the lifespan, addresses specific questions about the assumptions that guide funding for programs that support informal learning, and considers broad questions about goals for human development and learning in the 21st century. Frequency: Occasionally Instructors: French |
| ED432 | Professional Writing and Communications Explores a range of writing practices and types of texts to engage candidates in persuasive writing that is aimed at reaching teachers, parents, administrators, and faculty. Examines ways to identify audience, purpose, and styles of writing and speaking used in specific contexts and settings, including schools, organizations, and academic courses. Candidates bring real-world experiences to the course and have assignments to produce particular genres of text. Frequency: Every spring Instructors: Curry, LaPointe, Lu |
| EDE435 | Service-Learning, Higher Education, and the Public Good Reviews the evolution and impact of service-learning in higher education. Specifically, explores the relationship between higher education institutions and the community and demonstrates how working toward the public good is conceptualized from a variety of perspectives. Course readings, assignments, and in-class activities help students to critically examine service-learning, higher education, and the public good. Students also engage in an ongoing project with a community partner. Frequency: Occasionally Instructors: Kiyama |
| ED436 | How Universities Work Today’s universities are far from simple organizations and do not conform to the traditional organizational models and cultures seen in business, government or even K-12 operations. This course explores the obvious and hidden complexities, interdependencies and organizational challenges of the modern university through a combination of academic content and practitioner presentations by key leaders from the university and higher education. Frequency: Every fall Instructors: Hazen |
| ED437 | Diversity and Equity in Higher Education Examines the educational history of non-dominant populations. Critical race theory will be used to explore the institution of higher education. While race and gender are broad topics, these issues will be complicated with those of class, disability, power, and our role in the power structure. Critical multiculturalism provides the basis for transformation in higher education. Frequency: Every spring Instructors: Wall, Waterman |
| ED438 | Sociology of School Organizations Examines how U.S. schools organize and stratify students and the implications this has for access to high-quality schooling and postsecondary opportunities and jobs. A key focus centers on how schools have commonly dealt with both socio-demographic (e.g., race, social class, and language) and academic differences among students. Frequency: Most falls Instructors: Harris |
| ED440 | Urban Teaching & Leadership Seminar 1A Students in the Urban Teaching and Leadership (UTL) Program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Prerequisites: [EDU442 (or concurrently)] Restrictions: Students accepted into the UTL Program only, or by permission of instructor Frequency: Every fall Instructors: Brockenbrough, Quinones |
| EDE440 | LGBTQ Issues in Education and Human Development Addresses current issues related to the education and developmental needs of lesbian, gay, bisexual, transgendered, and queer students in K-12 schools and in higher education. Examines heterosexism, gender oppression, and homophobia in schools, and analyzes schools as sites for transforming or transmitting cultural values/norms related to gender and sexuality. Explores historical, legal, social and political trends that have an impact on schools' ability to address these issues and examines connections and intersections among heterosexism, gender oppression, homophobia, sexism and racism in schools, with a focus on specific concerns of lesbian, gay, bisexual, transgender students, parents, and educators in the educational setting. Frequency: Occasional falls Instructors: Clark-Taylor |
| ED441 | Urban Teaching and Leadership Seminar 1B Students in the Urban Teaching and Leadership (UTL) Program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Prerequisites: [ED 440] Restrictions: Students accepted into the UTL Program only, or by permission of instructor Frequency: Every spring Instructors: Brockenbrough, Quinones |
| EDF444 | Field Experiences in American Higher Education (variable credits) Provides international students an opportunity to meet and discuss various topics and ideas originating in students’ coursework. Offers support and clarity to the first-year experience of international students. Extends and elaborates on topics covered in EDU 414, and visits to local schools, other Warner classes, and local sociocultural settings are offered to elucidate the American institutions studied by Warner students. This is an optional extension offered to EDU 414 participants. Restrictions: Restricted to matriculated international students Frequency: Every fall and spring Instructors: Che, Lynch |
| EDU446 | Entrepreneurial Skills for Educators Engages students in the development of skills and practices that make traditional entrepreneurs successful and examines how these practices can empower educators to be more effective leaders and agents of change. This course especially focuses on entrepreneurial attitudes and behaviors that can help educators expand their abilities to identify and evaluate opportunities, develop and implement carefully considered plans, build coalitions, secure resources, evaluate and manage risks, and create a culture that encourages creativity and initiative. By doing so, students become more effective in promoting innovations that can improve their institutions and better serve their clients. Frequency: Most Summer A's Instructors: Borasi, Duckles, Miller |
| EDU447 | Grant Writing and Other Funding Strategies for Educators Implementing change and worthwhile initiatives in education most often requires securing the necessary funding. This course prepares educators and other helping professionals to secure such funding. Includes learning about potential funding sources, how to select funding sources appropriate to a specific project, how to write compelling applications to different types of funding sources (including federal and state grants, national and local foundations, private donors, banks and other lending agencies), and how to appropriately steward the funds when awarded. Students are recommended to come to the course with at least one specific project they want to fund, or otherwise will be assigned such a project by the instructor. Frequency: Every fall Instructors: Borasi, Sisk |
| EDU455 | Policy and Practice in Developmental Differences Introduces opportunities, support, and resources for individuals concerned with developmental differences and normalcy. Welcomes participants from various positions, interests, and experiences, including health and human service professionals, educators, family members, persons with developmental differences, and scholars. Oriented by a developmental, life-long, and multi-disciplinary approach, participants work to dispute dominant disability discourses of 'lacks and absences' and to reconsider developmental differences as neither inherent nor ‘less than’ what is needed. Frequency: Most falls Instructors: Donnelly |
| ED461 | The Politics of Education Introduces candidates to the recurrent forces and competing values that shape decision making in local school districts, focusing on the local level of educational politics. Examines the role of school boards, parents, teachers unions, mayors, and others. Provides candidates with the knowledge and skills necessary to work effectively as education leaders in this political environment. Frequency: Most odd springs (next offered spring 2013) Instructors: Finnigan, McGowan |
| ED468 | Leadership in Urban Schools Focuses on teaching, leadership, and administration in urban school settings. Candidates investigate the realities and misconceptions of these environments and probe and clarify their own conceptions of, and attitudes toward, urban schools. Candidates draw on theoretical literature, empirical research, case studies, the personal experience of others in the class, and the community to think about ways to apply theory to practice. Engagement with administrators, teachers, students, and community members who work and/or live in the City of Rochester is a requirement of this course, and opportunities for this interaction will be made available during and outside of course meetings. Frequency: Every summer A Instructors: Brockenbrough, Nelms, Soler |
| ED470 | Leading Effective Program Design Develops skills and strategies that educational leaders need to become effective program designers. Examines research on instructional theory and practice as connected to improving student achievement. Prepares leaders to address current reform issues through consistent, systemic K-12 program design. Explores the use and application of curricular and instructional analysis. Participants design educational programs to meet the needs of specific student populations. Frequency: Occasionally |
| ED481 | School, Family, and Community Relations Surveys approaches for uniting schools, families, and community institutions into meaningful partnerships to foster academic success and healthy development in young people. Examines theoretical, political, and practical issues and research associated with new and traditional forms of collaboration. Frequency: Most even falls Instructors: Swanson |
| ED483 | Communication and Counseling Skills for Teachers, Administrators, and Other Helping Professionals Introduces the educating or allied helping professional to the basic skills and core perspectives of counseling as a form of communication. Assists educators in facilitating effective interpersonal interactions by introducing them to basic listening skills, principles of group dynamics, theories of cross-cultural communication, and conflict-resolution strategies. Restrictions: For non-counseling students only Frequency: Every fall Instructors: Guiffrida, Halligan |
| EDE484 | Online Teaching and Learning Provides masters-level and doctoral-level students with an introduction to the theory and practice of online teaching and learning, with a focus on higher education and professional development. The course will explore four major themes: the evolution of online teaching and learning since the early 1970’s; the contemporary research surrounding online student learning; online instructional tools and their potential uses; and, online instructional practices and pedagogy. Students in this course will have the opportunity to personally experience various forms of online learning, and use these shared experiences to examine the potential and limitations of each for diverse learners; they will benefit from the wisdom of practice shared by a number of guest speakers who have engaged in various forms of online teaching; and they will also learn from developing an applied project around online teaching that links theory with practice. By the end of this course students will have a foundation for designing and delivering online courses in a way that supports student engagement, student reflection, and active instructor involvement. Frequency: Most falls Instructors: Miller |
| EDU497 | Teaching and Learning in Higher Education A study of theory-based effective teaching, learning, and assessment practices for use in higher education and learning organizations. Stresses teaching, learning, and assessment practices that facilitate meaningful learning. Designed to meet the diverse needs and interests of a broad range of graduate students, teachers, and working professionals interested or currently working in higher education or learning organizations. Frequency: Every fall Instructors: Fonzi |
| ED513 | Academic Writing for Educators Provides a workshop setting for students to improve academic writing and develop concrete strategies for composing and revising. Reviews principles of effective expository writing at multiple levels: rhetorical, structural, sentential, lexical, grammatical, and mechanical. Explores how academic writing reflects the professional practices of the educational research and publishing communities. Introduces several digital tools that are useful to writers. Restrictions: Doctoral students only Frequency: Every spring and summer B Instructors: Andrews, Curry, King, Shang, Webster |
| ED515 | Writing for Scholarly Publication in the Social Sciences Introduces the practices of professional scholarly journal publication, focusing on text development and the submission process, from selecting a target journal, preparing a manuscript for submission, responding to reviewers' comments, and negotiating timelines. Discusses strategies for turning papers, comprehensive exams, or dissertation chapters into article manuscripts. Provides an insider's view of the manuscript review process. Students either work on their own text or practice reviewing a journal article submission. Restrictions: Doctoral students only Frequency: Occasionally Instructors: Curry |
| ED516 | Designing and Evaluating Professional Development Engages educators, administrators, teacher leaders, curriculum specialists, and professional development providers in examining the issues related to designing and evaluating professional development. Critically examines research on the role professional development plays in promoting change; the characteristics of effective professional development programs; and methods for evaluating professional development programs and materials. Engages students in designing large- and small-scale professional development programs and in implementing and evaluating professional development initiatives. Prerequisites: [EDU 497, or by permission of instructor] Frequency: Most springs (or summer B) Instructors: Callard, Fonzi, Kohn |
| EDE516 | Communicating Science for Multiple Audiences and Purposes In this course we will explore how the same scientific content can be drawn on to produce a wide range of types of texts (genres) for different purposes and audiences, including fellow scientists, students, general public, potential business partners/investors. Students will learn to analyze the structure of these texts and how it relates to textual purpose and specific audiences (e.g., persuasion, illustration, demonstration). Students will undertake a micro-analysis of texts to understand how language constitutes these texts to achieve the goals of the writer in relation to particular purposes and audiences. Finally, they will work in teams to create various textual genres for multiple audiences/purposes from the same base scientific/technical content. Frequency: May 2-week course Instructors: Curry |
| EDE534 | English-Medium Publishing in a Multilingual World This course for international students/scholars will explore the social practices related to publishing in scholarly journals and the choices that scholars make in terms of identifying and understanding the communities they wish to reach. These choices in turn affect choice of language and publishing venue, and accessing the resources and networks that will support these publishing efforts. The course will draw on Dr Curry’s research findings about multilingual scholars writing and publishing experiences in order to present ethnographically-based ‘heuristics.’ Heuristics are sets of questions related to empirical data from the research, which comprise a book in development called English-medium publishing in a multilingual world: Practices, choices, and strategies. Frequency: Occasionally Instructors: Curry |
| EDE568 | Advanced Seminar: TBA Topic changes each year. Restrictions: Open to doctoral students only, or by permission of instructor Frequency: Occasional springs Instructors: Fordham |
| EDE577 | Advanced Seminar in Higher Education: Research Design This course is primarily designed to prepare doctoral students for the process of writing their dissertation proposals. The target audience for this course is doctoral students in higher education who have completed their methods courses and their comprehensive exams and who are at or near the proposal stage of their doctoral programs. This course is not open to masters students or doctoral students in the accelerated dissertation cohorts. Prerequisites: [ED 504, ED 507; completed or near complete comprehensive exams] Restrictions: This course is not open to masters students or doctoral students in the acclerated dissertation cohorts. Enrollment in the course must be approved by the instructor. Frequency: Occasionally Instructors: Kiyama |
| EDU580 | Foundations of Health Professions Education A foundational study of the historical, scientific, social, and political roots of health professions education, educational theory, and the continuum of this education. Provides the contextual framework for education in the health professions and emphasizes the historical and sociological theory of the evolution of this education. Critically examines the roles and responsibilities in the assessment and certification of graduates, as well as discusses the framework for accreditation and licensing of health care professionals. Current program assessment methods and tools are reviewed, as well as ethics and responsibilities of education leaders in different roles. Frequency: Every fall Instructors: Sellers, Shapiro, Wall |
| EDU581 | Clinical Teaching in Health Care Professions Education: Teaching and Instructional Methods Presents traditional and innovative methods used in clinical teaching to enhance student and practitioner knowledge, skills, and attitudes, and critically examines the theories behind different teaching methodologies. Discusses current and potential future uses of technology in active learning strategies in the clinical environment. Also explores ethical and patient safety issues. Prerequisites: [EDU 497 required, EDU 580 recommended] Frequency: Every spring Instructors: Fonzi, Norsen |
Research Methods Courses | |
| EDE404 | Basics in Applied Quantitative Anlaysis Introduces master’s students to quantitative data analysis. Prepares students to use the PASW/SPSS statistical software program and conduct basic descriptive and inferential statistical analyses. Students learn how to apply statistical techniques to address research questions using real datasets and how to interpret and present findings. Prerequisites: [ED 406, or by permission of instructor] Restrictions: Master's students only Frequency: Most falls Instructors: BaileyShea, Che, DeAngelis |
| ED406 | Master's Research Methods Introduces research methods and research design in education, emphasizing both qualitative and quantitative research design and analytic thinking. Prepares students to be literate consumers of education and counseling research using multiple methodologies. Restrictions: Master’s students only, or by permission of instructor Frequency: Every fall, spring, summer B, and most Summer A Instructors: Dache-Gerbino, Donnelly, Duckles, French, George, Noel, Raucci, Swanson |
| ED504 | Quantitative Research Methods Provides an introduction to the quantitative methods commonly used in education research. Covers basic concepts underlying statistical and quantitative reasoning, including descriptive statistics, probability, statistical inference, analysis of variance, correlation, and bivariate and multivariate regression analysis. Students engage in computer-based analyses of education-related problems using SPSS. Includes conducting a quantitative analysis as a research report. Prerequisites: [ED 506, ED 528] Restrictions: Doctoral students only, or by permission of instructor Frequency: Every spring and summer B Instructors: Che, DeAngelis, Ferguson |
| ED505 | Advanced Quantitative Research Methods Provides an overview of advanced quantitative methods that are widely used by researchers in educational and social science settings. Offers students an opportunity to understand and use more sophisticated statistical techniques to formulate and test relevant research hypotheses; conduct rigorous data analysis; interpret results; report and present research findings; and evaluate existing quantitative research. Topics covered include: logistic regression, factor analysis, and structural equation modeling. Prerequisites: [ED 504] Restrictions: Doctoral students only, or by permission of instructor Frequency: Every fall Instructors: Lynch |
| ED506 | Concepts and Issues in Social Science Research Introduces the beginning doctoral student in education and related disciplines to the issues and processes involved in social science research. Major alternative approaches to designing and conducting research are explored. This course is a required prerequisite for all doctoral research methods courses. It is open only to doctoral students, except for master’s students in human development who are in that program’s “research” track (they must get instructor approval in advance). Restrictions: Doctoral students only, or by permission of instructor Frequency: Every fall and summer B Instructors: Ares, Brockenbrough, Lammers |
| ED507 | Qualitative Research Methods Introduces doctoral students to qualitative research in education. Offers students an opportunity to explore the theoretical and philosophical foundations of interpretivist inquiry while applying these principles to a research project. Students conduct a research study in which they learn the tools of ethnographic data collection and then analyze these data for the final paper. Course readings and class discussion facilitate students’ understanding of the interpretivist paradigm. Prerequisites: [ED 506] Restrictions: Doctoral students only, or by permission of instructor Frequency: Every spring and summer B Instructors: Ares, Duckles, Larson |
| ED520 | Program Evaluation Introduces students to the various approaches for evaluating educational and community programs. Program evaluation helps decision makers work with data to assess community needs, launch a new program, follow the progress of an existing program, and summarize program outcomes. Students will complete a proposal for a program evaluation by the end of this course. Prerequisites: [ED 506 for doctoral students, ED 406 or equivalent for other students, ED 504 and ED 507 recommended] Restrictions: Doctoral students or students in program evaluation certification, or by permission of instructor Frequency: Every fall and summer A Instructors: Harris, Kohn |
| ED521 | Advanced Program Evaluation Guides students through the data collection, analysis, and reporting stages of a program evaluation. Prerequisites: [ED 520] Restrictions: Doctoral students or students in program evaluation certification, or by permission of instructor Frequency: Every spring Instructors: Clayton, Harris, Kiyama, Wall |
| ED523 | Mixed Research Methods The strength of a mixed-method approach to educational and psychological research is in its "triangulation" of multiple sources of data. The method provides an opportunity to explore various strategies for combining qualitative and quantitative approaches. This course is designed to introduce doctoral students to the benefits and limitations of mixed methods research and includes: appropriate research problems for application of a mixed methodology, designs for data collection, and integration within the broader field of basic and applied social science research. Prerequisites: [ED 506, ED 504, ED 507] Restrictions: Doctoral students only, or by permission of instructor Frequency: Every odd fall Instructors: Finnigan, Swanson |
| ED524 | Survey Design (1 credit) Covers a range of issues relating to survey design, including choosing the mode of data collection (e.g., phone, online, or mail), identifying the appropriate respondent, developing the questionnaire, and collecting data. Through discussion and experiential exercises, students will acquire practical knowledge and skills relating to survey design. Frequency: Every fall, spring, and summer A Instructors: Finnigan, Kawakyu O'Connor |
| ED525 | Interview and Focus Group Techniques (1 credit) Introduces the methods involved in conducting interviews and focus groups and in managing and interpreting the data they generate. Covers a range of issues from developing protocols and identifying participants to reporting results. Frequency: Every fall, spring, and summer A Instructors: Chaffee, Finnigan, Palermo-Biggs |
| ED527 | Advanced Qualitative Research Methods Builds on ED 507, Qualitative Research Methods, to provide a deeper examination of theory, method, and study design in qualitative research. Explores specific qualitative research methodologies as frameworks for understanding human activity. Students design a research project that is directly related to their dissertation topic. It is strongly recommended that students complete their comprehensive exams prior to this course. Prerequisites: [ED 506, ED 507] Restrictions: Doctoral students only Frequency: Every fall Instructors: Larson |
| ED528 | Using Quantitative Data Analysis Software (1 credit) Introduces students to statistical analysis software. Through hands-on opportunities on the computer, students learn how to import and transform quantitative data sets. The course frequently focuses on SPSS software, allowing students the opportunity to modify data files, conduct basic statistical analysis, and create charts and graphs. Occasionally the course will focus on other software (see course title on the schedule for clarification). Open to students at all points in their academic programs. Course does not cover the concepts and mechanics taught in ED 504. Prerequisites: [ED 506 (or concurrently) (Students with experience using software package may contact instructor to schedule an on-site proficiency exam to waive this requirement.)] Restrictions: Students must take this course prior to enrolling in ED 504 (Students with experience using the software package may contact the instructor to schedule an on-site proficiency exam to waive this prerequisite.) Frequency: Every fall and summer A Instructors: Che, Noel |
| ED529 | Using Qualitative Data Analysis Software (1 credit) Introduces students to qualitative analysis software. Through hands-on opportunities on the computer, students learn how to import and code qualitative data (e.g., interview transcripts, speeches, etc.). The course frequently focuses on N8 software packages, allowing students the opportunity to code text thematically, conduct basic qualitative analysis, and create coded reports. Occasionally the course will focus on other software (see course title on the schedule for clarification). This course is open to doctoral students at all points in their academic programs. Prerequisites: [ED 506] Frequency: Occasionally Instructors: Woodring |
| EDE530 | Doctoral seminar: Grounded Theory in Qualitative Research Prerequisites: [ED 507] Restrictions: Doctoral students only Frequency: Occasional summer A Instructors: Guiffrida |
| ED531 | Case Study Design and Analysis (1 credit) Introduces students to case study research design and prepares them to use case study methods in their own research. Provides students with the skills needed to analyze articles and books using case study methods and familiarizes them with research design issues, as well as data collection, analysis, and writing strategies. Prerequisites: [ED 506] Frequency: Occasionally Instructors: Borasi, Finnigan |
| ED532 | Action Research Methods (1 credit) Provides a theoretical and practical base for students to design a research project in their own educational work setting. Frequency: Every fall Instructors: Hursh, Mock |
| ED533 | Research Strategies Series The Research Strategies series was created for students needing to bundle three 1-credit mini-courses on specific research strategies (e.g., ED 525, ED 526, ED 528, ED 529, ED 531, ED 532) into one course (can be spread over a year's time). NOTE: Students registered for this course must also register for mini-courses as "audits" and contact Warner registrar to waive audit fee. (Offered: Every fall, spring, and summer A & B) Restrictions: Open to doctoral students only, or by permission of instructor Frequency: Every fall, spring, and summer |
| ED581 | Discourse Analysis in Education Research Discourse analysis has become a key analytic lens in educational research. This course introduces students to discourse analysis as a research methodology and analytic framework for the examination of language in use. The course is intended to provide students with opportunities to discuss central theoretical issues in discourse analysis and to provide opportunities to work with language data in order to develop students’ analytic skills and to receive critical feedback on their work. The course is intended for advanced doctoral students who have taken introductory research methods courses, and in particular those with an interest in learning about discourse analysis to advance their own research. May be used to fulfill the advanced qualitative research methods course requirement for Ph.D. students and counts as research credit in the program of study. Students should discuss this option with their advisor. The course will introduce students to discourse analysis from the following theoretical positions: linguistic anthropology, critical discourse analysis, and sociolinguistics. Discourse analysis has become a key analytic lens in educational research. This course introduces students to discourse analysis as a research methodology and analytic framework for the examination of language in use. The course is intended to provide students with opportunities to discuss central theoretical issues in discourse analysis and to provide opportunities to work with language data in order to develop students’ analytic skills and to receive critical feedback on their work. The course is intended for advanced doctoral students who have taken introductory research methods courses, and in particular those with an interest in learning about discourse analysis to advance their own research. May be used to fulfill the advanced qualitative research methods course requirement for Ph.D. students and counts as research credit in the program of study. Students should discuss this option with their advisor. The course will introduce students to discourse analysis from the following theoretical positions: linguistic anthropology, critical discourse analysis, and sociolinguistics. Prerequisites: [ED 506, ED 507] Restrictions: Permission of instructor required Frequency: Occasionally Instructors: Ares, Larson |
Independent Work | |
Warner School students in all doctoral programs and some master’s programs can benefit from the opportunity to study topics of interest to them under the supervision of a faculty member. Depending on the type of independent work, students are expected to register for one of the following courses (students must identify the faculty member that has agreed to supervise the work and the number of credits agreed upon): | |
| ED491 | Independent Study in Education -Master’s Level (variable credits) This option is the one most commonly used by students who are interested in studying a particular topic through independent readings and other activities. The specific nature of the study and criteria for evaluation need to be articulated in writing within the first two weeks of the semester by using a specific Independent Study Form that requires the signature of the faculty member supervising the study, as well as the program chair and associate dean of graduate studies. Restrictions: Permission of instructor required Frequency: Every fall, spring, and summer |
| ED492 | Field Study in Education - Master’s Level (variable credits) This option can be used by all students (other than doctoral students) who are interested in engaging in a supervised project or field experience relevant to their program. Restrictions: Permission of instructor required Frequency: Every fall, spring, and summer |
| ED493 | Master’s Research (Master’s Paper, Master's Thesis, Master’s Essay) (variable credits) Master’s students who are required to prepare a Master’s Essay, or have chosen to fulfill this requirement by preparing a Master’s Thesis, can enroll in this registration. Done on an independent study basis, students must secure the agreement of their Master’s Paper/Thesis sponsor for this project. (Note: Students have the option to register for 0-6 credits.) Restrictions: Students must secure the agreement of thesis sponsor Frequency: Every fall, spring, and summer |
| ED496 | Research Apprenticeship -- Master’s Level (variable credits) This option should be used by master's students who are engaging in a research apprenticeship by participating in a scaffolded role in an existing research project directed by a Warner faculty member (with permission and under the supervision of that faculty member). Restrictions: Permission of instructor required Frequency: Every fall, spring, and summer |
| ED591 | Independent Study in Education --Doctoral Level (variable credits) This option is the one most commonly used by doctoral students who are interested in studying a particular topic through independent readings and other activities. The specific nature of the study and criteria for evaluation need to be articulated in writing within the first two weeks of the semester by using a specific Independent Study Form that requires the signature of the faculty member supervising the study, as well as the program chair and associate dean of graduate studies. Restrictions: Doctoral students only, or by permission of instructor Frequency: Every fall, spring, and summer |
| ED592 | Field Study in Education -- Doctoral Level (variable credits) This option can be used by doctoral students who are interested in engaging in a supervised project or field experience relevant to their program. Restrictions: Doctoral students only, or by permission of instructor Frequency: Every fall, spring, and summer |
| ED593 | Ed.D. Research (Dissertation) (variable credits) Ed.D students working on their dissertation should register for this course. Please note: Registration in this course is limited to students who have completed their doctoral comprehensive exam. Restrictions: Doctoral students who have passed their comprehensive exam Frequency: Every fall, spring, and summer |
| ED595 | Ph.D. Research (Dissertation) (variable credits) Ph.D. students working on their dissertation should register for this course. Please note: Registration in this course is limited to students who have completed their doctoral comprehensive exam. Restrictions: Doctoral students who have passed their comprehensive exam Frequency: Every fall, spring, and summer |
| ED596 | Research Apprenticeship -- Doctoral Level (variable credits) This course, required for Ph.D. students, is designed to apprentice novice scholars in a variety of research practices. Students participate in an existing research project directed by a Warner faculty member (with permission and under the supervision of that faculty member). The research apprenticeship is a requirement for all Ph.D. students, but is open to other Warner students as well. Restrictions: Doctoral students only, or by permission of instructor Frequency: Every fall, spring, and summer |
Inclusion | |
| EDE445 | Teaching Students with Significant Disabilities The purpose of this course is to prepare teacher candidates to develop appropriate teaching and learning strategies and individualized programs for students with significant disabilities. The emphasis will be on teaching and supporting students in accessing the general education curriculum and typical school activities in the general education setting and in their home communities. Candidates will examine evidence-based instructional practices, assessment strategies, assistive technology, communication, facilitating peer relationships, and embedding functional skills in the general education curriculum as they develop an understanding of the learning characteristics of this student population. Candidates will be able to identify systemic structures that impede student learning and develop advocacy skills to break down these barriers. Frequency: Every fall Instructors: White |
| EDF445 | Field Experiences with Students with Significant Disabilities Prerequisites: [Needs to be taken concurrently with EDE445] Frequency: Every fall Instructors: White |
| EDE448 | Behavior and Communication Supports for Students with Significant Disabilities This course is designed to develop a context for current and pre-service teachers to understand disability as a social construct in society at large and in the educational community in particular. The class will critically examine the historical context for special education and the institutional approach to disabilities, and utilize that context to discuss current educational practices for students with diverse learning abilities. Laws and regulations affecting the education and inclusion of all students will be addressed. Family issues, the inclusion/standards debate, assessment, and labeling, as well as other issues facing schools will be addressed. There are 20 additional field hours attached to this course. Frequency: Every summer B Instructors: Hetherington, Meers |
| EDE453 | Post-Secondary Transition for Youth with Significant Disabilities This course is designed to develop a context for current and pre-service teachers to understand and be prepared to meet the needs of secondary students with low incidence disabilities. The course covers a wide range of topics related to transition including historical and philosophical perspectives, transition legislation and policy, transition assessment and its use in student-centered educational and transition planning, interagency collaboration, self-determination, person centered planning, assistive technology, postsecondary education, employment, and other adult activity options, and human services (disability benefits, social security, and adult agencies). There are 20 additional field hours attached to this course. Frequency: Every spring Instructors: Mock |