89 courses with the subject ELC, 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.
An introduction to leadership studies through a multidisciplinary framework, this course provides an overview of leadership and personal development skills necessary to practice leadership in service to society.
Introduction to thinking critically about education. As a MAC Critical Thinking and Inquiry in the Humanities and Fine Arts competency course, students are introduced to a range of contemporary views on education and practice asking questions, identifying assumptions, analyzing implications for different arguments, and hypothesizing what could be.
Introduction to a range of sociological, historical, ideological, and philosophical dimensions shaping education and schooling in the U.S. and how these inform contemporary educational practices grounded in concerns for social justice, equity, diversity, and inclusion.
A critical introduction to a range of policy issues affecting public and private education institutions, covering federal, state, and local education policy. As a MAC Critical Thinking and Inquiry in the Social and Behavioral Science competency course, students will evaluate and construct arguments about different policies and the policy process.
Introduction to critical disability studies in education through different cultural and socio-political lenses and ways of knowing. As a MAC Global Engagement and Intercultural Learning competency course, the course explores range of epistemologies and experiences of disability as identity, culture, and social construction, in US and global contexts of education.
Philosophical questions related to education, such as what is education, how are the aims of education to be decided, and what is knowledge, pursued in conjunction with classic historic readings in the philosophies of education and knowledge as well as selected contemporary reading.
The historical and social purposes of schooling in a democratic society. Enrollment limited to students who are pursuing initial teaching licensure.
Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.
This course is designed to provide an opportunity for educators to examine research and literature related to the problems of teaching in the urban school.
An overview of several systems of knowledge and the problems of knowing, knowing how, and belief. Deals with intellect, rationality, and positional knowledge.
Historical, cultural, and sociopolitical foundations of curriculum theory and practice. Emphasis on ideological shifts in transformative practice, curriculum development/analysis, and relations between curriculum, individual, and society.
Theories of and strategies related to culturally responsive leadership that will prepare K-12 school leaders to develop effective and equitable, multicultural school communities.
Critical consideration of the purpose and philosophy of undergraduate social foundations courses, perspectives and approaches to teaching, and reflection on issues and problematics of critical pedagogy.
For prospective principals. Functions in organizing people to meet educational goals, leadership in instruction, supervision, curriculum design and development, personnel administration, and ethical and legal responsibilities.
Appraisal of human aims and practices, attitudes towards character, and conceptions of desirable human life, as these are related to educational theory and practice.
The politics of education as the set of interactions that influence and shape the authoritative allocation of values in this society and its educational organizations.
Theoretical and philosophical dimensions of interpretive inquiry in education; concepts that are the foundation for qualitative methodologies in educational research.
Introduction to empirical qualitative research: philosophical foundations, research design strategies, method for data collection and analysis (especially interviewing and field observation), options for reporting research. Emphasis on skill development.
Workshop addresses dissertation process and academic professional development in ways that build on the theory and practice of scholarly writing.
Examines conceptions of "good" schools and the nature of instruction, curriculum, assessment, and professional development. Explores leadership, change, and school renewal that works toward good schooling and pedagogy.
Provides enrichment activities for Principals Fellows as required by the Principal Fellows Program.
How school leaders can use technology to meet their management, instructional, inquiry, and problem solving responsibilities.
Strategies school principals can use to advocate and implement programs for exceptional children that are effective for students and compliant with legal requirements.
Effective schools function as professional learning communities characterized by a culture of inquiry and collaboration. Builds the skills of students in facilitating individual and whole school inquiry.
Study of transnational and postcolonial feminist perspectives in multiple world regions. Emphasis on global political developments, grassroots efforts to use education as social change, and developing critical power literacies.
Examines various ways people might teach to promote social justice. Explores conceptual frameworks for understanding issues of oppression and privilege. Opportunity to apply diverse pedagogical strategies.
Examination of parent involvement in schooling, school/family/community partnerships, civic deliberation about education, school's role in community transformation. Emphasis on equity/justice, school's accountability to the public, research evidence, effective practice.
Processes and systems to recruit, induct, support, evaluate, develop, and retain a high quality staff. Legal and ethical reasoning systems influencing school administrators with regard to teachers' legal rights.
Examination of how passion, on the part of both teachers and learners, can become a motivating force for deeper understandings of ourselves and critical social issues.
The nature of theory and of theory building; application of theoretical criteria to the field of curriculum.
The constitutional and statutory precedents and principles underlying the roles of federal, state, and local governments in public education. Recent court decisions relating to public education; development of awareness of freedoms and constraints of law and ability to implement and apply the intention of law and court decisions to practical problems of school administration.
Specific course title identified each semester by subscript, e.g., Contemporary Problems Seminar: Issues in Professional Negotiations.
Specific course title identified each semester by subscript, e.g., Contemporary Problems Seminar: Issues in Professional Negotiations.
Planned administrative functions in appropriate school setting with objective of providing direct experience with processes and functions of educational administration. Supervision is shared responsibility of university and public school faculties.
Examines organizational dimensions of urban schooling including structure, culture, politics, bureaucracy, community. Explores practical organizational leadership reform initiatives that aim to promote educational excellence and encourage social justice.
Guided readings, research, and individual project work under direction of a staff member.
Structures and processes of school governance, including the impacts of district, state and Federal policies, and influence of special interest groups. Attention to policy development, advocacy, implementation, analysis, and critique.
Explores the challenges of educational transformation, including improved teaching and learning, equity/social justice, and democracy in institutions with complex cultural contexts. Introduction to habits of mind for advanced graduate study.
Designed for both aspiring superintendents and central office administrators. Focuses on basic knowledge and skill development around a broad range of issues critical to superintendent success.
This course prepares school administrators to lead school districts. District leadership requires enacting a vision, organizing personnel, and managing operations to address human and community needs.
Explores the lineage of black women’s liberatory thought and practice within the context of education in the U.S. Designed to create a learning community to explore the writings, art, experiences, theories and practices that inform black women's liberatory praxis, in the classroom and beyond.
Values involved in educational decision making; application of various moral discourses to educational practices.
Provides a survey of foundational critical theorists, the Frankfurt School, and contemporary fields of study on power, social, cultural, and economic life through historical and sociopolitical analysis.
Historical foundations of the educational system in the U.S. Contributions of selected educational leaders and the responses of the educational system to the dilemmas posed by major events and movements in the history of the country.
Major philosophic viewpoints (traditional and contemporary) as they apply to education; analysis of past and present changes in educational outlook and practices.
Key sociological concepts and theories are utilized to analyze, critique, and understand how power operates on both micro and macro levels within United States educational systems.
Introduction to the theory and practice of critical pedagogy including its relationship to critical social theory. Emphasis on education as vehicle for social change, moral critique, and personal transformation.
This course focuses on data literacy and structured inquiry for educational leaders. Throughout the course, there will be an emphasis on ethical and equity issues regarding data and inquiry.
Appraisal of human aims and practices, attitudes towards character, and conceptions of desirable human life, as these are related to educational theory and practice.
Examines various ways people might teach to promote social justice. Explores conceptual frameworks for understanding issues of oppression and privilege. Opportunity to apply diverse pedagogical strategies.
Examination of how passion, on the part of both teachers and learners, can become a motivating force for deeper understandings of ourselves and critical social issues.
The nature of theory and of theory building. The application of theoretical criteria to the field of curriculum.
Historical, cultural, and sociopolitical foundations of curriculum theory and practice. Emphasis on ideological shifts in transformative practice, curriculum development/analysis, and relations between curriculum, individual, and society.
Theories of and strategies related to culturally responsive leadership that will prepare K-12 school leaders to develop effective and equitable, multicultural school communities.
How school leaders can use technology to meet their management, instructional, inquiry, and problem solving responsibilities.
Strategies school principals can use to advocate and implement programs for exceptional children that are effective for students and compliant with legal requirements.
Effective schools function as professional learning communities characterized by a culture of inquiry and collaboration. Builds the skills of students in facilitating individual and whole school inquiry.
Orients new students to the cultural foundations program. Students will learn about various interdisciplinary approaches to the cultural foundations field and how to conduct a knowledge/literature review.
Aesthetics, visual literacy, visual culture, semiotics, and their influences in contemporary education. Development of critical visual literacy for the understanding and integration of the arts in pedagogy.
Examines organizational dimensions of urban schooling including structure, culture, politics, bureaucracy, community. Explores practical organizational leadership reform initiatives that aim to promote educational excellence and encourage social justice.
Critical consideration of the purpose and philosophy of undergraduate social foundations courses, perspectives and approaches to teaching, and reflection on issues and problematics of critical pedagogy.
Study of the meaning of democracy, the relationship between democracy and education, and the role of schooling in preparing citizens.
The politics of education as the set of interactions that influence and shape the authoritative allocation of values in this society and its educational organizations.
Case studies in school law.
Uses cases and problem-based learning as opportunities to explore key analytic/theoretical perspectives and research evidence relevant to leadership for meaningful and equitable educational reform.
The nature of theory, definition, utilization; contemporary theories applied to educational administration; and system theory and its application possibilities to educational administration.
For prospective principals. Functions in organizing people to meet educational goals, leadership in instruction, supervision, curriculum design and development, personnel administration, and ethical and legal responsibilities.
Examines conceptions of "good" schools and the nature of instruction, curriculum, assessment, and professional development. Explores leadership, change, and school renewal that works toward good schooling and pedagogy.
Processes and systems to recruit, induct, support, evaluate, develop, and retain a high quality staff. Legal and ethical reasoning systems influencing school administrators with regard to teachers' legal rights.
Structures and processes of school governance, including the impacts of district, state and Federal policies, and influence of special interest groups. Attention to policy development, advocacy, implementation, analysis, and critique.
Planned administrative functions in appropriate school setting with objective of providing direct experience with processes and functions of educational administration. Supervision is shared responsibility of university and public school faculties.
Examination of parent involvement in schooling, school/family/community partnerships, civic deliberation about education, school's role in community transformation. Emphasis on equity/justice, school's accountability to the public, research evidence, effective practice.
An overview of several systems of knowledge and the problems of knowing, knowing how, and belief. Deals with intellect, rationality, and positional knowledge.
Specific course title identified each semester by subscript, e.g., Contemporary Problems Seminar: Issues in Professional Negotiations.
Develop, discuss, and defend a dissertation prospectus.
Case studies in school law.
Uses cases and problem-based learning as opportunities to explore key analytic/theoretical perspectives and research evidence relevant to leadership for meaningful and equitable educational reform.
The nature of theory, definition, utilization; contemporary theories applied to educational administration; system theory and its application possibilities to educational administration.
For students who intend to pursue educational leadership roles and careers in administration. Emphasizes development of creative leadership potential and maximization of personal growth.
Introduction to doctoral studies and scholarly inquiry. Students will consider their development as a scholar and explore the attitudes, assumptions, and practices that underlie scholarly inquiry in the field of education, with an emphasis on educational leadership.
Theoretical and philosophical dimensions of interpretive inquiry in education; concepts that are the foundation for qualitative methodologies in educational research.
Introduction to empirical qualitative research: philosophical foundations, research design strategies, method for data collection and analysis (especially interviewing and field observation), options for reporting research. Emphasis on skill development.
Workshop addresses dissertation process and academic professional development in ways that build on the theory and practice of scholarly writing.
In-depth experience in qualitative data collection and analysis beyond the introductory level. Completion of a qualitative research project in collaboration with other students in the class.
Individual work on dissertation research problems: collection analysis, critical review, integration, and interpretation of research literature on a topic pertinent to the student's dissertation.
Directed year-long internship in an appropriate educational administration field-based setting. Supervision shared by department faculty and field-based mentors.
Individual direction in the development and execution of a doctoral dissertation.
Dissertation Extension.
Research Extension.
Source: University of North Carolina at Greensboro's catalog, linked per course · table learning_unit · CourseShelf publish 61
