500
This course will look at what part of society was educated for what purpose, by what means, and with what assumptions at several vital junctures in history. It will require the student to examine the correlations between historical and philosophical trends and educational practices and outcomes. It will look at the relationship between power and learning and the evolution of our present educational systems.
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Course is also offered online.
In this course, students will learn how to conduct original research in educational settings. The course will begin with a general discussion of the assumptions and procedures of educational research. Then, students will examine specific experimental and non-experimental designs commonly used by educational researchers. Students will discuss the assumptions and operations of descriptive and inferential statistics that are used to analyze research results. Finally, students will develop a research proposal that will express clearly and precisely his or her own research plans.
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Research proposal forms MUST be approved by the academic advisor in advance of
EDU 503. THIS IS A PREREQUISITE FOR
EDU 570.
This course is the study and critical review of developmental theories such as those of Piaget, Kohlberg, Erikson, and Skinner as well as contemporary approaches such as Brain-based Learning. This course further seeks to consider these developmental theories and approaches to a Christian anthropological view of human development. The focus of the course is on the implications of these theories and views upon teaching practices.
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This course in the theory and practice of supervision is designed to explore essential concepts and skills necessary in providing leadership in the improvement of teaching and learning. Emphasis will be placed on concepts and means of providing leadership in the supervisory task areas.
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EDU 509 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 510.
Course focus is on developing skills and attitudes essential in helping others to expand/refine their instructional effectiveness. Activities include helping teachers use alternative models of teaching, diagnosing learner needs, prescribing appropriate student learning approaches, and utilizing observational data.
EDU 509 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 510.
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.
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EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 512.
This course requires the synthesizing of research on leadership principles as these principles pertain to the development, implementation, and evaluation of curriculum. Secondly, the course will provide problem-solving opportunities for students to address some of the concerns facing the development and implementation of curriculum with particular reference to current curriculum issues and trends. Lastly, the course is meant to serve as a stimulus to help students integrate and organize knowledge bases in the area of curriculum.
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR
EDU 512
This course provides an analysis and experimentation with various models of teaching that can be useful in studying classroom interaction and evaluating teaching-learning performance.
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This course is intended to provide an opportunity for graduate students to explore topics that are of interest or concern to them but that might not be covered in a regular course in education/administration. The choice of one to three semester hours is given so the student can explore the topic in more or less depth as his or her needs dictate.
Given the demand to serve both synchronous and asynchronous e-learning needs of students, faculty, and families, the technology proficiency of today’s educational leader must be dynamic and malleable. This course is an opportunity to advance technology-related productivity skills useful in managing today’s schools and develop one’s understanding of the Church’s view on Catholic Social Teaching for incorporating technology into a community of learning.
This course explores the Catholic Church’s vision for education: to give “an education by which students’ whole life can be imbued with the spirit of Christ” (Congregation for Catholic Education, 2022). Course goals include identifying components of a Catholic school culture, reviewing the challenges and successes of Catholic educator saints, differentiating between Catholic and non-Catholic approaches to curriculum and instruction, applying Catholic social teachings to common administrative decisions, and identifying opportunities in their current educational setting to enhance accordingly. While the course focuses on Catholic schools, its principles can be applied to other educational settings: non-Catholic schools, homeschooling, etc.
This course provides the background knowledge necessary for effectively teaching and assessing the role of phonics in a reading program. Emphases are on developing phonemic awareness, phonics, spelling, and word recognition/word meaning embedded in the context of a total reading/language arts program focused on meaning construction. Performance-based assessments adhering to Council for the Accreditation of Educator Preparation (CAEP) Standards and Specialized Professional Associations (SPA) are required. An emphasis on the learning targets of Ohio’s 12-Hour Reading and Literacy Core is also present within this course.
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Issues of current national or regional interest to teachers (i.e., accountability, testing of teachers, etc.) are studied.
This course examines the social, cultural, and economic forces of education, including how curricula and reform initiatives affect schools, teachers, students, parents, and the larger society. This course critically examines the varying characteristics of local and global communities and how these factors impact curricula, instruction, and more. It also critically examines different societal trends that impact education. Catholic doctrine will serve as a guiding framework as students examine these trends. Students also participate in an embedded field experience.
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The psychological and sociological basis in reading is covered in this course, with attention to linguistics, materials, skills, literature, and evaluation. This first course is designed to prepare specialists in reading.
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THIS IS A PREREQUISITE FOR OTHER COURSES IN THE READING SEQUENCE.
Students in this course study and use informal and formal diagnostic tools for determining reading levels for remedial or advanced reading skills.
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This course should be taken in conjunction with EDU 548. EDU 547 is the content course. EDU 548 is the practicum.
This course is a supervised practicum experience (two hours daily; five weeks) in which clinicians will develop an individualized reading program for no more than two students. Each clinician will plan, diagnose, implement, and evaluate the students, hold conferences, and prepare exit reports for the children for whom they are responsible.
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This course should be taken in conjunction with EDU 547. EDU 547 is the content course. EDU 548 is the practicum.
This course offers a study of reading problems and techniques for teaching vocabulary and reading skills in various content areas. Clinical experience (eight hours); plus field experience for secondary education majors is required.
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This course provides opportunities for the student to experience supervisory/ administrative responsibilities in a supervised, planned, and personalized program. The course work is designed to have the student execute 12 administrative proficiencies dealing with the Educational Leadership Constituent Council (ELCC Standards). The student will work with a practicing school administrator who will guide, direct, and evaluate the student's attainment of the proficiencies selected for the experiences. A graduate education faculty member will be assigned to the student to supervise the total experience and arrange for individual and two group meetings throughout the semester. The student will complete a minimum of 150 hours of field work through the completion of EDU 560.
The Master's Project is a research project well-grounded in the degree being sought, Educational Administration or Education. Four mandatory group meetings will focus on:
- Review of the project progress made through completion of the prerequisite course, EDU 503.
- Report and discussion dealing with Chapter 4 of the Master's Project-Results.
- Report and discussion with Chapter 5 of the Master's Project-Discussion Conclusions, Implications, and Recommendations.
- Report and discussion of finalized Master's Project and preparation for the scheduled Exit Conference.
Other class meetings shall be arranged with the assigned professor.
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