68 courses with the subject EDG, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDG 508Connecting Video Games, Teaching, Learn3
This course will examine the pedagogy of games and the potential applications of the teaching and learning strategies found in these informal, out-of-school settings to the content of classrooms. Participants will examine the concepts of motivation and play, and how it is possible (as game designers have) to make learning so challenging and fun that students spend hours engaging in the activity. Throughout the course, participants will explore board games, card games, video games and online games.
This initial course establishes an inquiry framework for the students' continuous pedagogical development in the program. Shaping educational dispositions positively towards systematic inquiry, it simultaneously provides experience and guidance with skills and knowledge for effectively analyzing, reflecting upon, and modifying teaching behavior and knowledge of education. Through designing and conducting a series of step-by-step research studies, students examine empirically and conceptually three foundational educational topics--strategic questioning, classroom management, and the sociopolitical purposes of education.
Students will gain essential knowledge and skills necessary to appropriately identify, assess and instruct students with educational disabilities in various setting on the continuum of service. Topics include categories of disabilities, components of multidisciplinary evaluations, and development of IEPs and ways to foster positive parent collaboration. Assessments studied include norm-referenced tests, diagnostic and screening instruments, and curriculum-based tools. Students will demonstrate ability to carry out their professional roles and responsibilities related to special education laws, regulations and processes.
Two essential questions guide the course. Through what processes and mechanisms do the young (students) become more knowledgeable? How can the old (teachers) most effectively select and order learning experiences to best enable the young to become knowledgeable? It is for this reason that our emphasis of study is on the social, cultural and political contexts within which teaching and learning occur, and on mindfulness as both a prerequisite for teaching and goal for learning.
Students will learn to demonstrate effective instructional and assessment methodologies for students in inclusive settings. Through weekly analyses, presentations and applications, teacher candidates will become proficient at analyzing educational goals and objectives and in constructing and adapting appropriate and felxible learning experiences for diverse learners to develop intended skills and knowledge. Field work experience in a school is an integral part of this course, with successful demonstration of teaching skills in videotaped lessons required.
Effective literacy instruction requires incisive understanding and precise application of teaching methodologies for reading, writing, listening and speaking. Students will examine and practice research-based methods for teaching literacy with a focus on running records, miscue analysis, classroom literacy environments, writing instruciton, and appropriate applcations for learners in diverse settings and backgrounds.
Students will develop a foundational repertoire of research-based insturctional strategies for strengthening their adolescent students' literacy skills needed for success in all content areas. Particular attention is paid to the areas of phonemic awareness, decoding, comprehension, and vocabulary instruction in relation to a variety of academic texts and related materials. Students will gain experience in applying these literacy strategies to meet the needs of diverse learners.
Instructional planning always exists within a larger framework of curricular theory and practice, state and discipline-specific standards,and educational contexts. In this course, students will intergrate their developing planning skills with the expectations of larger frameworks of professional practice. They will demonstrate the ability to analyze, evaluate, and design effective instruction and assessments that are fully aligned with learning theory as well as state and national standards.
EDG 555Instructional Technolgy for the Inclusive Classroom3
This survey course prepares preservice teachers to integrate technologies for educational purposes in inclusive classrooms with a wide variation of abilities and needs. Teacher candidates will consider technology tools that allow higher order thinking, problem solving, and global access to information. Topics include assistive technology devices and software, technology for curricular adaptation and assessment, and strategies to maintain professional learning through technology.
EDG 556Intensive English Grammar & Usage for Teachers3
This course enables educators to use the English language to greater effect through the intensive study of its grammar, including the parts of speech and the parts of sentences (syntax). Educators will become proficient in identifying and using grammatical forms as they examine sentences from a variety of contexts, paying close attention to rhetoric and diction. The course includes a research project on a grammatical issue that addresses implications for teaching.
This course continues to develop preservice teacher (Grades 1-6) knowledge of instruction and assessment for inclusive environments. The course's focus is on reading comprehension and implementation of lessons and units of study in classrooms. Assessment data will be evaluated for evidence of student learning and areas for development. Understanding and developing content area reading and writing, specifically social studies and science, is also a focus. The course also discusses instructional approaches for students with disabilities.
Middle and secondary student success depends on their ability to acquire and demonstrate academic literacy skills across a range of disciplines. In this course, students will develop an expanding professional knowledge base of effective literacy practices in reading, writing, listening, speaking, and viewing. Students will demonstrate the ability to design literacy-rich instructional plans that help adolescents achieve state and national learning standards in diverse academic disciplines and classroom contexts.
EDG 570Pedagogical Methods Content Areas (grades 1-6)3
This course is required of all students seeking dual New York State certification in Childhood/Students with Disabilities (grades 1-6). In this course, students will learn to transform the core content knowledge in mathematics, science and social studies into teachable instructional units. Students will review and evaluate current materials used to teach these content areas at the elementary level. Students will learn to integrate curriculum and to incorporate skills such as writing and speaking within the instruction and assessment of content. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.
This course provides participants with research-based strategies to effectively create classrooms in which students with disabilities and other struggling students can achieve academic success. Teacher candidates will design and implement IEP-driven instruction across the spectrum of service available for students with disabilities at all grade levels. Course content and assignments include implementation of planning, instruction and assessment based on the specific mandated legal procedures of special education regulations. Topics will include diploma options and post-secondary issues as well as collaboration with other school personnel and families to provide effective primary and supplemental instruction in special education settings.
EDG 575Pedagogical Methods for Content Area Teachers (grades 7-12)3
This course emphasizes the development of research-based curriculum, instruction and assessment in specific content areas Grades 7012. Preparing for full-time teaching, students will work in two clinical field sites to apply and practice techniques to critically evaluate, select and transofrm core content concepts, knowledge and skills in subject areas into continguous instructional experiences in so that their learners achieve and exceed mandated learning standards. Topics include student-centered learning activities, curriculum implementation and student learning assessment.
EDG 576Stategies & Methods for Special Educations Services (grades 7-12)3
This course provides participants with research-based strategies to effectively implement IEP-driven instruction across the spectrum of service available for students with disabilities Grades 7-12. Course content and assignments include implementation of planning, instruction and assessment based on the specific mandated legal procedures of special education regulations. Topics will include effective instruction in primary and supplemental settings, as well as diploma options and post-secondary issues. Also addressed are co-teaching, modifications for all aspects of instruction, development and monitoring of IEPs and other required documentation.
EDG 577Linguistics & Language Acquisition for K-12 Teachers3
This course focuses on linguistic perspectives for effective teaching of English language learners (ELLs), including phonology, morphology, syntax, semantics, discourse and pragmatics. The course emphasizes a conceptual framework that includes sociolinguistics and psycholinguistics concepts in teaching and learning of English as a second language. Teacher candidates are required to complete a 30-hour field placement in an elementary or secondary school to learn alongside an experienced English as a New Language (ENL) teacher. This course is the second of two required literacy methods courses for all teacher candidates seeking the New York state certification in TESOL.
EDG 578Pedagogical Methods of Teaching Literacy To English Learners3
This course examines the adaptation and implementation of specific literacy methods of teaching listening, speaking, reading, and writing to English language learners (PreK-12). The core foundation of this course is a comprehensive integration of practices, principles, and research-based instructional strategies for helping English language learners develop literacy skills in English and across the curriculum (mathematics, science, social studies, language arts, and other appropriate content areas). Teachers will learn how to plan, manage, assess, and implement classroom instruction for English language learners in a sheltered and inclusive classroom setting. Teacher candidates are required to complete a 30-hour field placement in an elementary or secondary school to learn alongside an experienced English as a New Language (ENL) teacher.
Teacher candidates successfully completing the prerequisite courses and competencies for the New York State certificate in Childhood/Students with Disabilities (1-6) will begin full-time teaching in an area elementary classroom for seven weeks. A signed contract between the candidate and cooperating teacher assures timely and appropriate induction into full-time responsibilities. Support and constructive guidance for professional growth is further enhanced through weekly formative evaluations completed by the cooperating teacher, college supervisor, and teacher candidate.
Teacher candidates successfully completing the prerequisite courses and competencies for the New York State certificate in Childhood/Students with Disabilities (1-6) will begin full time teaching in an area elementary classroom with students with disabilities for seven weeks. A signed contract between the candidate and cooperating teacher assures timely and appropriate induction into full-tim responsibilities, with professional growth enhanced by weekly formative evaluations completed by the cooperating teacher, college supervisor, and teacher candidate.
Teacher candidates preparing for the New York State Dual Certificate in Adolescence Students with Disabilities (7-12) undertake full-time teaching in a secondary classroom in their area of content certification for seven weeks. A signed contract between the candidate and cooperating teacher assures timely and appropriate induction into full-time responsibilities and weekly formative evaluations by the cooperating teacher and college supervisor provide supportive, constructive guidance for professional growth.
Teacher candidates preparing for the New York State Dual Certificate in Adolescence/Students with Disabilities (7-12) undertake full-time teaching in a secondary classroom with learners with special needs under the supervision of a certified practicing teacher and college supervisor. A contract between the candidate and cooperating teacher assures appropriate induction into full-time responsibilities, and weekly, formative evaluations by the cooperating teacher and college supervisor ensures constructive guidance for the teacher candidate.
Teacher candidates who have successfully completed the prerequisite courses and competencies will begin teaching full time in area school special education placements. Teacher candidates will fulfill one teaching experience at any grade level under the supervision of a certified special education host teacher. Weekly evaluations will be completed by both the cooperating teacher, the college supervisor and the preservice teacher. Pre-requisites: EDG 571 Co-requisites: EDG 595.
This is a required course for all teacher candidates preparing for the New York State certificate in T.E.S.O.L. (Pre K-12). Teacher candidates who have successfully completed the prerequisite courses and competencies will begin teaching full time in area school ESL classes. Each teacher candidate will fulfill a teaching experience in an ESL classroom (Grades 7-12). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by both the cooperating teacher, the college supervisor, and the preservice teacher.
This clinically-based seminar accompanies student teaching to provide professional support and direction in establishing the continuing refinement and growth of professional teaching competencies. In addition to completing an in-depth performance-based portfolio analysis of their instructional decision-making, teacher candidates will be provided supplemental certification and job seeking information. Available to Le Moyne student teachers only, this course is necessary for New York State certification/licensure.
This course is designed to provide educators with a thorough overview of literacy theories and practices as they relate to writing instruction and assessment. The role of literacy development as it relates to the multiple purposes for writing will be experienced first hand. Teachers will study the relationships between reading and writing as a tool for learning, reading as a model for writing, and assignment design. Furthermore, teachers will experience strategies to support all stages of the composing process, approaches to assessment, teaching grammar in the context of writing, publishing student work, and preparing students for high-stakes testing.
EDG 601Diagnosis, Remediation and Collaboration For Literacy Learning3
This course begins with the study of theories regarding brain development and literacy learning. Based on this information teachers in teams and pairs will have opportunities to become familiar with a wide variety of literacy testing materials for all ages and stages of human literacy development. Critiques of these materials will be encouraged as they learn to interpret and evaluate. Additionally, they will practice administration of testing materials and attempt to match their interpretations and recommendations with materials and strategies for successful corrective, compensatory, and remedial instruction. Therefore, the goal is to acquire greater proficiencies in creating literacy environments and teaching all aspects of literacy acquisition, such as phonemic awareness, vocabulary skills, study and comprehension strategies, etc. (This course is a prerequisite for the supervised community literacy center internship and enrollment must occur during the semester prior to the supervised community literacy center practice.
EDG 603Linguisitics & Language Acquisition for K-12 Teachers3
This course introduces the history of linguistics, the nature of discourse analysis, and social theories of mind and meaning. English language development, as well as study of traditional, structural, and transformational grammars, will be discussed in connection with modern English. Additionally, linguistic theory will be introduced with analytic techniques for the study of diverse languages and literacies in communities and schools. Furthermore, first language learning will be analyzed in terms of critical literacy theory. The importance of bilingualism will be emphasized with methods and procedures for teaching that promote first language maintenance while learning other languages. Finally, the course will study specific examples and current debates across the world about education and education reform, the nature of language and communication, and the socio-cultural diversity in schools and the society. Field experience required.
Students will study the latest research and model programs in the language arts, writing and reading areas. First, they will practice implementing the methods and strategies for English language learners and demonstrate the ability to integrate these findings in their instruction through various approaches, such as thematic instruction. Students will become competent in diagnosing students' strengths and weaknesses and prescribing appropriate instruction. Materials and procedures for assessment will be analyzed. Field experiences required.
In this course, teachers will develop and evaluate formative and summative assessment strategies for student learning in classroom activities associated with a subject-matter domain. They will learn to design appropriate assessments that are carefully aligned with learning objectives and analyze student assessment data to inform instructional planning.
EDG 609Cultural Responsive Literacy Methods and Assessment3
This course examines the adaptation and implementation of specific culturally responsive literacy strategies for English language learners. These strategies will be applied to mathematics, science, social studies, language arts, and other appropriate content areas. The methods of teaching to the standards for English language arts that emerge during studies will be analyzed in terms of meeting individual student's needs. Specific assessments, such as, authentic and standardized tests and testing procedures will be examined with study of scoring interpretations. Teachers will also learn how to make connections between interpretation of data and instructional materials and methods. Furthermore, electronic texts and computer programs will be critically viewed, focusing upon their uses for linguistically and culturally diverse students as well as students with special language and learning disabilities. Field experience required.
In this course, participants will explore diverse theoretical frameworks that support the development of educators as facilitators of social justice and agents for change in schools and society. Participants will examine the relationships among educators, families, agencies, institutions, and diverse cultures within social, economic, and political contexts. They will study, design, and engage in strategies for supporting civil discourse, critical thinking, and meaningful collaborations in diverse classrooms and professional settings. In addtion, they will gain knowledge and skills to gather and analyze resources and information to develop a personal action plan outlining strategies to promote social justice/systemic change/advocacy in a context related to their professional lives.
This course is designed to advance participants' foundational understanding of contemporary theoretical and practical underpinnings of curriculum design and implementation. Participants will examine major ideologies in curriculum theory and research-based practices to improve their ability to meet the diverse needs of their students through culturally and linguistically relevant instruction.
This course examines the teacher as decision maker in all aspects of the profession. Focused on contemporary issues, participants will explore teachers' decisions regarding instruction, curriculum, assessment, and other professional facets of the teaching and learning process.
In this course, teachers will examine different theories and strategies related to creating and maintaining effective classroom environments. They will learn ways to: manage group behavior to reduce disruptions; involve students in the discipline process; have their students realize their capabilties and success; and help students to developa management plan for their own behavior.
This course will present current research and best practices related to teaching preschool and primary grades. Innovative methods and techniques will be discussed and applied. The subject matter areas studied are math, science, social studies, music, art, and language arts. The purpose of this course is to examine developmentally appropriate curricula, current issues and practices at the preschool and primary grade levels. This course is designed to be taken by students who may have no specific background in early childhood education.
This course provies an in-depth examination of the rationale and strategies for co-teaching partnerships to better meet the learning needs of all students, including students with special needs. Participants will become familiar with the five critical elements of an effective collaborative team and explore different approaches to co-teaching. Strategies will be discussed related to scheduling, role clarification, administrative support, and facilitating student access to the core curriculum by differentiating the content, process, and assessment.
This course examines the connection between literacy assessment and effective instruction across K-12 settings. Grounded in current research and evidence-based practices, students will learn how to analyze assessment data to identify learners' strengths and areas for growth in word recognition and reading comprehension. Emphasis is placed on using data to inform instructional decision-making within a multi-tiered system of supports (MTSS). The course also explores disciplinary literacy, preparing students to create content-specific strategies that enhance reading and comprehension across subject areas.
EDG 625Teaching Children and Young Adult Literature3
This course explores the study and teaching of literature for children and adolescents in PreK-12 classrooms. Students will examine and evaluate various genres through critical, cultural, and developmental lenses. Emphasis is placed on selecting high-quality, diverse texts that reflect varied identities, experiences, and perspectives to support inclusive and equitable literacy instruction. Teachers will develop strategies to connect literature to writing, speaking, content areas, and social-emotional learning.
This graduate course prepares educators to serve as effective literacy coaches in K-12 settings. Candidates explore coaching models, adult learning theory, collaboration, and leadership practices that support literacy instruction and school-wide improvement. Emphasis is placed on data-driven decision making, culturally responsive practices, and job-embedded professional learning aligned with International Literacy Association Standards for Literacy Professionals.
This graduate level course focuses on both the theoretical understandings of emergent readers and writers. The typical progressions in the acquisition of oral language and print literacy in childhood, including the sociocultural, cognition, and motivational influences on literacy development will be a focus of the course. Application of theory to developmentally appropriate practices for the assessment, planning, instruction, and the teaching of children.
Students will possess a thorough knowledge of how diverse students learn and acquire a second lang- uage through study in this course. This knowledge will be inclusive of culture, gender, socio-econ- omic status and race. All forms of communication will be studied including verbal, non-verbal and the written word in the context of appropriate teaching strategies/aids for classroom use. Field experiences required.
In this course young adult literature, written for children in fifth grade through high school, will be identified and studied. Special emphasis will be focused on literature for its cultural, racial and gender significances. The purpose of this course is to study young adult literature in conjunction with the developmental and psycholog- ical stages of young adults, the nature of the school community, and curriculum planning and implementation. Teachers, through the process of reading, writing, listening, speaking, and viewing, will discover how to use all of these elements to encourage and enhance the individual responses of their students.
The course will provide a framework for you to build an understanding of and an approach to the laws that affect and assure free and appropriate education of children and adolescents requiring special or related educational services. The goal of this information will be to provide a foundation and strategies for effectively meeting the needs of the classified special education students and those receiving services through Section 504.
In this course students will apply how children learn by identifying appropriate curricula, instructional strategies and assessment procedures for the preschool, kindergarten and primary child. This application will include an understanding of the role culture, socio-economic status, race and gender play in human growth and development. Recent research and model programs for classroom management will also be discussed and demonstrated.
Identification and analysis of current issues in education will be the focus of this course. A study of the reform movements of the 80's and the responses to these reforms by the education community throughout the country and in particular at the New York State level. Selected issues will be discussed and debated in depth: inequality in access to services; the charter schools; authentic assessment; inclusion; financing education; school choice; diversity, etc. Model schools/ programs for the 21st century will be researched, discussed and presented to the class.
This course is designed for those interested in the cognitive, social and communication needs of children and adolescents with autism. The course will emphasize the translation of theory into practice as to how students with autism can learn. The many approaches to program development, behavior management and communication will be illustrated by videotapes, class discussion and guest speakers.
EDG 644Developmental Issues in Adolescent Education (grades 7-12)3
In this course, the focus is theories and aspects of how secondary students develop and learn. The emphasis is on the cognitive and sociocultural development, as well as how that development is situated within the school environment. Participants will examine and discuss current understanding of thinking and learning, especially in relation to the development students with disabilities and learning challenges. Only open to MSEd students.
EDG 649Literacy Process & Strategies for Students With Special Needs3
This course provides direct instruction strategies for students with disabilities who struggle with reading, writing, speaking, and listening. Formal and informal assessment of specific reading problems will be explored, and use of that data to design strategic teaching in comprehension, word analysis, and writing processes. Oral language and listening skills will be developed as alternatives within literacy demands. The focus is increased literacy success for students with special needs through research-based practices. The impact of executive functioning problems on literacy will also be examined.
This course focuses on skills, competencies and tools that enable educators to infuse digital literacies into teaching and learning. Through the lens of digital literacies, participants will examine and practice strategies to leverage emerging technologies to locate and filter,share and collaborate, organize and curate, create and generate, and reuse and repurpose curricular materials for improved practice.
EDG 668Instructional Coaching for Student Success3
This course provides certified teachers with foundational knowledge and skills in their roles as instructional peer coaches. Students will apply adult learning theory and communication skills to essential aspects of the coaching cycle. They will analyze student data, use that data to set specific, attainable instructional goals, and develop strategies for reaching those goals. They will learn techniques for modeling effective instruction and encouraging reflection to build professional learning communities in their schools.
This introductory survey course is designed for educators to integrate an array of productivity tools and strategies with an emphasis on assistive technology, for effective teaching and learning. Students will be introduced to devices and applications, including those used in special education settings for educational, vocational and recreational purposes.
This course will focus on the possibilities of new literacies that emerge from new technologies. Exploration of strategies that individuals use to bridge digital literacies with print practices will include review of the visual, digital, and information literacies across content areas. Research and best practices around pedagogical approaches to online reading and digital writing will be examined and applied.
EDG 677Curricular Practices for Virtual Educators3
This survey course will address theory and practice of technology-supported learning. Participants will develop the neceessary knowledge and skills to analyze and evaluate the tools, methods, and environments for content specific instructional strategies. Emphasis will be placed on research-based best practices to meet required curricular guidelines.
This course provides a foundation for teaching media literacy in elementary and secondary classrooms. In this course, participants will explore ways that teachers at all grade levels can integrate media literacy skills across content areas. The focus of the course will be on providing K-12 students with the concepts and skills that will allow them to be critical consumers of media. Participants will gain strategies to assist their students in deconstructing media messages, as well as creating their own media based on the core concepts.
This course provided strategies for selection, evaluation and integration of comics and graphic novels in elementary and secondary classrooms. Participants will investigate ways that teachers at all grade levels can integrate such strategies to address mandated learning standards across all content areas and grade levels. The focus of the course will be on developing critical reading, writing, and thinking skills through this visual medium. In addition, use of visual texts to support social and emotional learning needs will be discussed.
This course will describe the research process and explore alternative ways to conduct research in education. This includes an emphasis on design, sampling, data collection, analysis and presentation of findings. Teachers will learn techniques to complete "action" research studies in their classes. This course will provide the foundation for completing the master's project.
This supervised internship includes a variety of experiences and settings. Students will demonstrate application of professional knowledge and skills in the new area of certification (Grades 1-6). Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required.
EDG 682Supervised Internship Special Education (grades 1-6)3
This supervised internship includes a variety of special education experiences and settings. Students will demonstrate application of professional knowledge and skills in the new area of certification (Special Education Grades 1-6). Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required.
This supervised internship includes a variety of adolescent content area experiences and settings. Students will demonstrate application of professional knowledge and skills in the new area of certification (Grades 7-12). Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required.
This supervised internship includes a variety of adolescent special education experiences and settings. Students will demonstrate application of professional knowledge and skills in the new area of certification (Special Education Grades 7-12). critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. open only to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required.
In this supervised internship, students will demonstrate application of professional knowledge and skills in literacy, including diagnosis and remediation of concerns related to reading, writing, speaking and listening. The internship will include 25 hours at PreK- Grade 4 and 25 hours in Grades 5-12. Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already hold a valid NYS teacher certification in another area. Pass/Fail only.
EDG 686Supervised Internship Dual Childhood/ Special Education (grades 1-6)3
This supervised internship includes a variety of childhood and special education experiences and settings. Students will demonstrate application of professional knowledge and skills in the new area of certification (Childhood and Special Education Grades 1-6). Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required.
This supervised internship includes a variety of experiences and settings. Students will demonstrate application of professional knowledge and skills in teaching English to speakers of other languages (PreK-12). Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. open only to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required.
This supervised internship includes a variety of readings and assignments that will provide experience with issues related to teaching students with disabilities (All Grades). Current certified teachers will demonstrate application of professional knowledge and skills in teaching special education students in various settings. Critical analysis of the teacher's competency will be conducted through self-assessment and supervisory feedback. The internship is only open to students who already hold a valid certification in another area. Pass/Fail only. Permission of department chair required. Pre-requisites: EDG 571.
Classroom teachers are faced with questions that puzzle and concern them in their interaction with students. In this course teachers select their own professor approved topics and conduct research in classrooms. Students must register at regular registration with permission of thesis advisor. This research may be conducted on three levels: 1. Descriptions of processes (what actually happens). 2. Description of relationships (what is associated with what). 3. Research supporting a causative relationship. Degree candidates are required to present their research project to the Department of Education.
This initial course aims to establish a framework for educational research, professional writing, and evidence-based thinking and practices for all MSED students. Following step-by-step, systematic inquiry, the course provides the knowledge and skills needed to effectively review literature, gather and analyze empirical data, and use the findings to inform their classroom teaching or practices in other professions. Through designing and conducting a series of research studies, MSED students get to explore various topics pertaining to their professions.
