112 courses with the subject EDUC, 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.
In this course students are introduced to pedagogical and philosophical concepts, theories, methods and procedures in the historical context of education in America. Students develop an understanding of how schools work and of the teaching/learning dynamic through required mentoring activities.
This 1-credit course works in partnership with local teachers to support Drexel students to work one-on-one and in small groups with K -12 students on particular learning goals. This course is repeatable for credit and requires background checks and clearances to work in schools.
In this course, students will examine the relationship between city school district and cities and the role of politics, race and poverty in school closings in a major US city.
In this course, students will discuss the education landscape within and outside of the US focusing on the role of class, race and gender in perpetuating a range of structures and systems and the ways that many of those may not be designed to support all learners.
In this course, students will examine how researchers design and implement learning activities and explore learning spaces as a way to foster engagement and youth empowerment.
This course addresses the multifaceted complexities of child development, through discussion of classic and emerging theories. Students will recognize and apply developmental domains of theory and research in the field of child development.
Students will apply knowledge of typical growth and development in childhood to those children whose development is atypical. Key topics include newborn screening, patterns in development and cognitive testing. This course has a Stage 1-2 field component. Successful completion of the course and field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course addresses the complexities of adolescent development, through discussion of theories. It uses research-based, real-world, and cross-cultural examples. It aims to foster the student’s ability to recognize and apply connections among developmental domains, theory, and research with the field of human development. This course also fosters an understanding of the organizational structure of middle and high school programs as related to the diverse set of developmental, cultural, social, and emotional needs of the adolescent learner. This course requires additional field experience hours. This course has a Stage 1-2 field component. Successful completion of the course and field component is required for recommendation for certification.
Education majors only. Builds on the freshman seminar and incorporates service learning as an instructional strategy.
Provides preservice teachers an overview of language development in the early years of a child’s life from birth to age five, in the home and school settings. Topics include; phonological awareness, acquisition of phonetic knowledge, semantic understanding and syntactic use. This course requires additional field experience hours.
This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations.
This course addresses the multifaceted complexities of typical and atypical child development, through the discussion of classic and emerging theories. The readings and class assignments make use of research-based, real-world, and cross-cultural examples. In this course students will apply their knowledge of typical growth and development in childhood to those children whose development is atypical. The course places specific emphasis on how student develop and learn through play. An ecological systems approach will be taken to explain possible reasons for atypical and atypical developmental patterns. Systems include biological, environmental, and societal. This course has a required field experience.
This course examines research-validated literacy instruction and literacy interventions. Topics will include phonics, fluency, comprehension, vocabulary, and the reading-writing connection. Emphasis is placed on the scio-cultural aspects of reading. Focus is also placed on literacy instruction across the curriculum.
Education majors only. Continues further exploration of relationships among service learning, content knowledge, pedagogy knowledge, learner characteristics utilizing generic influences, special needs students, and motivation techniques.
Students will gain an understanding of the role of the assessment process in early education. Students will explore evaluation procedures and classroom-based data collection strategies for young children in inclusive education settings. Course covers 3 major functions of assessment: program planning, program monitoring and program evaluation.
This course focuses on the practical aspects of classroom management, school safety and other critical social issues that relate to providing a positive and productive learning environment, particularly in under-served classroom settings. Specific focus in this course will be dedicated “knowing the learner”, identifying individual student needs, building rapport and constructing a “democratic classroom”. Additional emphasis will be placed on teacher leadership and how each pre-service candidate will develop his/her own approach to leading and managing a PK-12 classroom.
This course introduces students to the complexities of the law and policy that shape public schooling in the U.S. Emphasis is placed on how education law and policy impact and are impacted by teachers’ evolving roles, relationships, and practices. Additionally, the course provides students with foundational information and tools they will need in order to advocate, as teachers, for students and for themselves.
This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences in the area of science.
Methods for teaching middle and secondary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. Theory and practice bridged to provide hands-on experiences in application of constructivist learning theory and effective classroom experiences. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and stage 3 field experience requirements.
This course enables students to understand the complex conditions that have led to issues that impact urban education. The course will explore recent reform efforts focused on changing the organizational structure and curriculum. Specific emphasis will be placed on the teacher’s disposition towards the learner, the impact of racism and knowledge and skills related to teaching in urban settings. This course will introduce historical references for the current condition of urban schools as well as the aspects of teaching that lead to a classroom of respect and rapport for the urban learner and his/her family.
Permits students to acquire competence in new evaluation techniques, including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. Covers qualitative and quantitative assessment used in measuring student achievement. Teaches techniques for grading and reporting pupils' classroom performance in cognitive, affective, and (where appropriate) motor tasks. The course is directed toward instruction in elementary and high school settings.
Examines the theories and assumptions underlying various approaches to instruction for elementary and high school teaching. Included are areas such as a) knowledge acquisition and critical reasoning in mathematics and science, b) teaching general and specific skills as related to content material, c) study skills and abilities to learn, and d) the roles of memory and metacognition in learning. Explores these processes of human cognition and learning with particular attention to how conditions that foster them might be built into materials, pedagogy, and learning environments.
This course studies the nature of language, including phonetic, semantic, and syntactic aspects of language development. The course applies contemporary research to processes in teaching oral and written communication and assumes that listening, speaking, writing, and reading in the content areas are integrated processes and should be taught as such. This introductory course is designed to provide a student with the experiences, concepts, and skills to teach literacy effectively in any PreK-8 classroom. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course provides multiple approaches to the critical linked processes of assessment, curriculum development, and inclusive instruction of all young children. Topics of study include: planning and preparation, using appropriate materials, scope and sequence and strategies for student-centered assessments.
This course focuses on teaching strategies that are effective in developing students’ writing abilities within a literacy rich environment. The interrelationship between reading and writing will be emphasized. This course has a Stage 3 field component. Successful completion of the course and field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
The focus of this course is to teach educators to develop and incorporate relevant curriculum for the expressive arts (dance, music, theatre and visual arts) into the PK-4 classroom(s). Students will explore instructional strategies, modern technologies, stages of artistic development and multicultural art forms.
This course focuses on the effective, responsible and ethical teaching of social studies in the elementary classroom. Topics include; perspectives of social studies, curriculum standards, unit development, assessment design, integrated curriculum and technology, and teacher decision-making.
Students will be able to identify content and appropriate pedagogy strategies for the various National Council for the Social Studies disciplinary standards for history, geography, civics, economics and psychology. Major curriculum movements and teaching diverse learners are also explored. Classroom-based experiences are required. This course has a Stage 3 field component. Successful completion of the course and field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and stage 3 field experience requirements.
This course is designed to support the development of pre-service teachers in the middle and secondary English/Language Arts classroom. Students will be provided opportunities to integrate and apply theories of learning, curriculum and pedagogy to instruction of English/Language Arts. Students will also be required to make connections between theory and current research to classroom instruction and examine best practices in working with struggling readers and writers in the secondary classroom. Classroom-based experiences are required. This course has a Stage 3 field component. Successful completion of the course and field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and stage 3 field experience requirements.
The course prepares pre-service teachers to teach reading and writing to adolescents in middle years classrooms by providing knowledge of the literacy needs of middle level learners with emphasis on reading and writing development, methodology, assessment and accountability. The latest research findings are reflected in studies of how middle level learners require instructors to be adept at a breadth of instruction. Strategies and methods for assisting adolescents are provided as they become fluent readers and writers. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and stage 3 field experience requirements.
This course examines the many aspects of the teaching of science in elementary schools today. The role of national and state standards (e.g., National Science Education Standards, the Next Generation of Science Standards, and the Pennsylvania State Standards) in curriculum development and reform is explored in depth. Topics covered include planning science instruction to include inquiry and integrated concepts, developing authentic assessments involving a variety of tools, creating and maintaining a safe laboratory and learning environment that meets the needs of diverse learners, and the integration of technology into science education. Successful completion of the Stage 3 field component is required for recommendation for certification. See FPO website for clearance policy and stage 3 field requirements.
This course prepares pre-service teachers with the skills to plan, design and teach adolescents a social studies curriculum with appropriate assessments based on national and state standards related to middle year social studies (e.g., National Council for Social Studies, PA Department of Education) encompassing geography, history, civics and government, and economics. Preparation includes exploration of adolescent development, subject matter pedagogy, assessment and intervention for students with disabilities and English Language Learners. This course has a Stage 3 field component. Successful completion of the course and field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course explores principles and theory of second language and literacy acquisition, billingualism, academic language competence and linguistics, and instructional approaches based on these principles. This course has a Stage 1-2 field component. Successful completion of the course and field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Education majors only. Focuses on the teacher as a researcher. Presents descriptions of collaborations between university faculty and faculty from K-12 schools and discusses student involvement in learning and pedagogy issues.
This course is part one of a two-course requirement specifically aligned with the teacher candidate’s full-time, two term Student Teaching experience. The course is designed to develop one’s teaching knowledge and strengths through classroom practice, supervision and reflective practice. In this seminar, students will share experiences through reflective journaling, discuss best practices in instruction, learn about resources, reflect on what is being encountered in the field and begin to construct professional teaching portfolios. Through this course candidates will be evaluated according to the four domains of effective teaching and learning, which include; planning and preparation, instructional delivery, the classroom environment and professionalism. Clearances/Stage 4 Field Placement Appl. req'd.
The second Student Teaching field experience that approximates full time classroom teaching and related activities; it is designed to allow the candidate to demonstrate competencies necessary for certification. See SoE Field Placement Office website for all clearance policy and stage 4 field experience requirements.
This course focuses on the process of family assessment and intervention, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies knowledge of socio-cultural and political contexts as they relate to the family, culture and society.
Candidates will demonstrate a thorough understanding of the role of the assessment process in early childhood education. The content will provide graduate candidates with an in-depth review of informal evaluation procedures and classroom-based data collection strategies for young children in inclusive early child care and education settings.
Teacher Leadership skills and strategies are examined toward developing individual approach to leading and managing a classroom for pre-service teacher candidates. Topics include the practical, theoretical, philosophical and ethical aspects of classroom management, school safety and other critical social issues that relate to providing a positive and productive learning environment are examined with a focus on classroom settings located in high-need and under-served schools. The teacher’s role in “knowing the learner,” identifying individual student needs, building rapport, and constructing a “democratic classroom” are addressed.
Through the study of geography, students will be encouraged to find a meaningful framework for understanding the system of human culture on Earth and become familiar with the vast interactive system involving humanity and its natural environment.
Methods for teaching elementary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. Theory and practice bridged to provide hands-on experiences in application of constructivist learning theory and effective classroom experiences.
This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences.This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Enables students to understand the organizational structure of middle and high school programs as related to the diverse needs of the adolescent learner. Students will acquire competence in designing learner-oriented communities of practice in the classroom to foster achievement and overall well-being of the adolescent learner. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course explores major issues related to the increasing diversity of students in elementary and secondary classrooms in the United States. The multifaceted challenges of teaching heterogeneous student populations (and strategies for).
For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching.
This course addresses the multifaceted complexities of typical and atypical child development, through the discussion of classic and emerging theories. The primary aim of the course is to foster the students’ ability to recognize and apply the connections among developmental domains and of theory and research with educational practice. The readings and class assignments make use of research-based, real-world, and cross-cultural examples. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Enables the student to acquire competence in evaluation techniques including portfolios, journals, performance assessments, individual and collaborative projects, and presentations. The course covers qualitative and quantitative assessment used in measuring student achievement. Techniques for grading will also be explored.
Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies.
Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature.
Course examines research-validated literacy instruction and literacy interventions. Topics include; phonics, fluency, comprehension, vocabulary, and the reading-writing connection. Significant emphasis is placed on the socio-cultural aspects of reading: appreciating linguistic diversity, integrating cultural narratives, building reading communities, and motivating children through authentic reading and writing experiences. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
Major professional and educational issues associated with college teaching are addressed. Provides multiple opportunities to develop and enhance teaching skills, as well as exposure to alternative assessment.
This course is designed to support the development of pre-service teachers in the secondary English/Language Arts Classroom. Students will be provided opportunities to integrate and apply theories of learning, curriculum and pedagogy of English and L. Arts in the secondary classroom. Additional classroom-based observation hours will be required. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
The focus of this graduate course is to teach future educators to develop and incorporate relevant curriculum for the expressive arts (dance, music, theatre and visual arts), into the PK-4 classroom. Through observation, curriculum development and assessment, educators will be able to identify, administer, interpret and plan instruction for PK-4 learners.
Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching. This course has a Stage 4 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course provides multiple approaches to the critical linked processes of assessment, curriculum development, and inclusive instruction of all young children. Topics of study include: planning and preparation, using appropriate materials, scope and sequence and strategies for student-centered assessments.
Course prepares the preservice teacher in making appropriate decisions about students and instructional processes in the social studies classroom. Perceptions and perspectives as it relates to social studies instruction in the following areas are explored: curriculum standards, unit development, assessment design and construction, interdisciplinary/integrated curriculum planning, specific group strategies, individualizing techniques, instructional technology, and professional development.
Course provides understanding of effective Social Studies methods in secondary classrooms. History of pedagogical debates within Social Studies, is examined to incorporate effective Social Studies teaching methods. Careful attention is given to the Common Core Standards for Social Studies. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course prepares pre-service teachers with the skills to plan, design and teach adolescents a social studies curriculum with appropriate assessments based on national and state standards related to middle year social studies (e.g., National Council for Social Studies, PA Department of Education) encompassing geography, history, civics and government, and economics. Preparation includes exploration of adolescent development, subject matter pedagogy, assessment and intervention for students with disabilities and English Language Learners. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
The course prepares pre-service teachers to teach reading and writing to adolescents in middle years classrooms by providing knowledge of the literacy needs of middle level learners with emphasis on reading and writing development, methodology, assessment and accountability. The latest research findings are reflected in studies of how middle level learners require instructors to be adept at a breadth of instruction. Strategies and methods for assisting adolescents are provided as they become fluent readers and writers. This course has a Stage 3 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and Stage 3 field experience requirements.
This is a foundations course to prepare all pre-service teachers to work with English Lang. Learners. Focus will be on gaining an understanding of the linguistic, social and academic needs of ELLs and the roles and responsibilities of the classroom teacher in meeting those needs. Field-based observation hours will be required. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course examines the many aspects of the teaching of science in elementary schools today. The role of national and state standards (e.g., National Science Education Standards, the Next Generation of Science Standards, and the Pennsylvania State Standards) in curriculum development and reform is explored in depth. Topics covered include planning science instruction to include inquiry and integrated concepts, developing authentic assessments involving a variety of tools, creating and maintaining a safe laboratory and learning environment that meets the needs of diverse learners, and the integration of technology into science education. This course has a Stage 3 field component, successful completion of the field component is req'd for recommendation for certification. See SoE Field Placement Office website.
This course enables students to understand the complex conditions that have led to issues that impact urban education. The course will explore recent reform efforts focused on changing the organizational structure and curriculum. Specific emphasis will be placed on the teacher’s disposition towards the learner, the impact of racism and knowledge and skills related to teaching in urban settings. This course will introduce historical references for the current condition of urban schools as well as the aspects of teaching that lead to a classroom of respect and rapport for the urban learner and his/her family.
In this course we will be examining many aspects of the teaching of science and social studies in elementary schools today. The importance of the National Science Education Standards, the Next Generation of Science Standards, the National Curriculum Standards for Social Studies, and the Pennsylvania State Standards Aligned System (SAS) in curriculum development and reform will be explored in depth. Among the topics covered will be planning science and social studies instruction to include inquiry and integrated concepts, developing authentic assessments involving a variety of tools, creating and maintaining a safe laboratory and learning environment that meets the needs of diverse learners, and the integration of technology into science and social studies education.
This lab course serves as the school-based, classroom field placement component for the Pre-Student Teaching courses that prepare students pursuing teacher certification for their capstone Student Teaching course. It includes supervision from a Drexel Site Director as well as active student reflective practice. The course requires a range of 20-30 hours of work throughout the term in an appropriate school setting appropriate for the area of teacher certification being pursued.
This course introduces participants to theory and practice in second language learning and instruction, and structured literacy, with a focus on English learners (ELs) in the level of primary and secondary education. The course explores how ELs acquire language, what factors influence the learning process, and how instruction could effectively facilitate language, culture, and content learning. Course readings focus on second language theory, research, literacy instruction, and practice. Topics include linguistic and learning theories, language teaching methods and approaches, the relationship between academic and social language, cultural issues surrounding language teaching and learning, and instructional practices in building English literacy proficiency. This course has a Stage 1 required field component.
This course focuses on the structural features of the English language, including phonetic, phonological, morphological, syntactic and pragmatic features. In the practicum component, participants will collect and analyze language from both native and non-native speakers of English, using it to develop targeted structural exercises for English instruction. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course emphasizes the role of ESL teachers as course developers and action researchers, focusing on effective lesson planning, tack design, materials development, assessment and evaluation, and the use of computers in instruction. In the practicum component, participants will design thematic units, determine objectives, develop materials, and design assessment tools.This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
This course explores the needs, experiences, values, and beliefs of culturally and linguistically diverse learners and their families and communities. Building home/school relations and adapting and supporting curriculum through school services will be a focus. For a practicum, participants will engage in a case study of an English language learner. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
The purpose of this course is to explore the identity and cultural backgrounds of English Language Learners (ELLs) in our schools and to discuss the impact of these backgrounds on students’ educational progress. The course will address the ways in which teachers can provide an appropriate learning environment for students of diverse backgrounds.
This lab course serves as the school-based, classroom field placement component for the Student Teaching capstone course for students pursuing teacher certification. It includes supervision from a Drexel Site Director as well as active student reflective practice. The course requires a minimum of 400 to 480 hours of work of the state-mandated, minimum 12 weeks of student teaching in an appropriate school setting appropriate for the area of teacher certification being pursued.
This course is offered in the style of a "proseminar" that consists of reading, reflection and discussion with a faculty member on a focused critical issue in education. Specific foci will change each term and be aligned with faculty expertise and student interests. The course is designed to inform doctoral students on educational issues to impact their teaching and research agenda.
This course provides a foundation for understanding how the educational systems in America function. Students will learn about various institutional-internal and external environments and systems that comprise the PK-20 education system. Students will be continuously asked to analyze how examined environments and systems influence changes in the education system.
This course provides a foundation for understanding some of the ways that learning, and technology takes place in education settings. Students will learn about scientific based research in education, design based research, and other related research topics on education, learning, and technology. Students will have a better understanding of how learning perspectives in research, educational technology, and examine different forms of research.
This course provides a foundation for understanding critical theories and practice in education research. Students will learn about the origins of critical theory, a wide variety of critical theories, and the ways that they are utilized in practice. Students will be continuously asked to reflect on how critical theories are implemented into each step of the research process.
This course is designed to move from students through the foundations of social justice, educational equity, and critical educational theory to application and action within the PK-20 system through a review of literature, experience sharing, reflection and dialogue. This course will push students to engage with foundational literature, pedagogy, and epistemology while contextualizing the experiences of others in education.
Covers leadership characteristics, styles, and profiles along with the dynamics of the change process. Students develop an action plan for a school-based project, keep a log, and do reflective analysis. Students will interview a leader about their experiences in change and develop a leadership portfolio.
Examines the theoretical and research issues pertaining to creativity and the development of the creative thought process. Emphasizes how role playing and drama techniques can become a powerful tool to promote creative thinking, innovation, and change for educational leaders.
Introduces students to research design paradigms and the assumptions behind them, use of the literature, developing research questions, qualitative and quantitative procedures, and research study formats.
This course provides an experience in designing effective program evaluations for many purposes. Increasingly, evaluation and assessment are required for education research, research grants, school and organizational reform, and public policy. Students will study the foundations of program evaluation, examine underlying assumptions about the purposes and models of evaluation, and explore the various roles of the evaluator. In studying examples, students will vicariously experience various program evaluations from start to finish and understand the complexities of decision-making that evaluators face.
In this course, PhD students will learn the fundamentals of proposal writing. The focus will be on writing the dissertation proposal, and on writing grant proposals.
The course builds upon Educational Research Design I and focuses on five main themes: research design, sampling design, data collection, data analysis, and reporting research results using educational applications.
Guides students in the writing for research, publication, and funding in education by studying examples of effective writing formats written by successful practitioners and by using an active writing process approach: writing drafts, and giving feedback in small peer groups. Students produce a final document for each type of writing that employs authentic tasks and assessments.
Offers students the opportunity to design and implement a research study that will be presented and defended. Steps include framing the question and methodological approach, collecting and analyzing data, interpreting the results, and writing a report. Research approaches can include action research, case studies, experimental designs, etc.
Use of statistical methods using real-world problems and real-world data to gain experience with following topics: analysis of variance and covariance, simple and multiple linear regression, multivariate techniques of factor analysis, cluster analysis and multi-level and structural equation modeling. Course includes a lab for practice-based learning using SPSS.
Use of qualitative methods using real-world problems and real-world data to gain experience with following research techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.
Course introduces students to advanced qualitative research methods used in educational research. Students will become literate in the range qualitative research designs and analyses used in qualitative research geared towards the social science research in the field of education. The course will focus on a] producing transcripts of data collected in EDUC 836, e.g., interviews, focus groups and observation, and b] apply data collection and analysis methods. Formal research methods will complement individual, student-driven project goals. Students ultimately gain proficiency in core research skills required for an action-oriented doctoral dissertation that will help prepare them for future research collaborations.
Use of qualitative methods using real-world problems and real-world data to gain experience with following research techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.
Course is first of two-term course sequence (EDUC 841 and EDUC 843) designed to introduce graduate students to foundational and learning theories relevant to the field of educational leadership, policy and social change. Course offers interdisciplinary and often critical approach to understanding educational change from social, political, historical, economic and cultural perspectives. Each week, students examine a theoretical piece that informs how the field is studied, or an empirical piece of research that extends theory, or applies it in new contexts. Students creatively explore personal research interests toward developing independent research projects for use in the second course in the two-term sequence.
Course foci is on the knowing and learning of STEM education from a social perspective and will include emphasis on both recent and seminal literature. The course will include an introduction to the sociocultural research and foundations of STEM education. This course is the second in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.
Course is second of two-term course sequence (EDUC 841 and EDUC 843) designed to introduce graduate students to foundational and learning theories relevant to the field of educational leadership, policy and social change. Course offers interdisciplinary and often critical approach to understanding educational change from social, political, historical, economic and cultural perspectives. Each week, students examine a theoretical piece that informs how the field is studied, or an empirical piece of research that extends theory, or applies it in new contexts. Students implement independent research project developed in the first course in the two-term sequence.
This course will provide a foundation of creativity, innovation theory, awareness of research and seminal literature in the context of STEM education. Theories of creativity and creative thinking, the methods for studying creativity and the biological basis of creativity. The course is the third in a three-course STEM (Science, Engineering, Technology and Mathematics) education content specialization sequence.
Employing Otto Scharmer's Theory U theoretical framework, the course provides students with knowledge and skills to develop and support their professional development towards becoming effective leaders. Teaching and learning activities in the course include readings, videos, written assignments, E-learning, self-assessments, and individual and team opportunities. Opportunities are provided for students to better understand trends in organizations, enhance their self-awareness, develop leadership skills, and apply these skills and perspectives in real-world contexts.
Designed to provide an advanced examination of qualitative research methods with a focus on research in education, although others from different fields are equally welcome. In particular, students will continue conducting qualitative research based on work completed in EDUC 838 and data analysis I by reading about and executing a basic qualitative study that uses qualitative analysis in one of the five major designs. Careful attention will be placed to the subjectivity of the researcher, ethics of research, and the trustworthiness of a qualitative study. This course seeks to also spur the student to begin to consider their own research stances, objectives, and their voice as a researcher. It is essential that students are familiar with the various ontological, epistemological, and methodological assumptions.
This course reviews and extends knowledge and application of regression models. The course explores the ways in which multiple regression techniques allow for the analysis of the relationship between outcome and predictor variables while controlling for other variables. In doing so, students learn to build and evaluate multiple regression models using continuous outcome variables as well as logistic regression models using categorical outcome variables. Students gain applied experience fitting, visualizing, and interpreting regression models. The course also covers important topics in regression analysis including non-linear relationships, analysis of residuals, variable transformations, missing data, and multinomial logistic regression.
The course will be an introduction to the psychological/individual and social foundations of learning and cognition. This includes an emphasis on both recent research and seminal literature and applicable research methods.
This course is about design and the process of design involved in the development of technologies (in the broadest sense) for learning. The design, mind, media, and learning seminar is an advanced course in media design for learning and communicating. In this course, multimedia design is a dynamic combination of learning pedagogy, design-based research, digital media, virtual learning technologies, art, story, interface design, and information architecture. The purpose of the course is to introduce students to design and the process of design in facilitating transformation of cognitive and non-cognitive experiences.
Introduces students to the process of educational research. Although all the components of the process of designing and conducting research will be introduced in this course, the focus will be on understanding the difference between the paradigms underlying quantitative and qualitative educational research, the respective underlying assumptions and worldviews. The course (a) emphasizes qualitative and quantitative methodological approaches and paradigms underlying those approaches; (b) introduces students to ethical implications of research; (c) enables students to become more effective consumers of research; (d) prepares students for subsequent and related courses; (e) proves a foundation for students to be able to conduct original research that may lead to the doctoral dissertation.
The course facilitates students' understanding of the process of educational research providing a broad overview of the different research designs and methods (i.e., quantitative, qualitative, mixed-methods) available, as well as equips them with the knowledge needed to determine best fit between research designs and methods and research questions.
The purpose of this advanced research methods course is threefold:(a) Study predominant models of mixed methods research (MMR) as described by seminal scholars,(b) Learn about notable features of successful MMR studies through critically analyzing published work and (c) Gain direct data collection and analysis experience by composing and interpreting results of a small MMR project using both quantitative and qualitative data sets. The course will also focus on developing well-crafted discussion and implications sections required in standard research reports (e.g., dissertations, articles, and grant reports). As a result of this course, students will gain core research skills for completing a mixed methods doctoral dissertation as well engaging in future MMR and interdisciplinary research.
The purpose of this course is to introduce ideas about how to stimulate and build on the initial interests of students to support longer term identities as learners and professionals by exploring psychoeducational theories about the self and learning with possible selves that could be achieved from their currents states. Life in the 21st century will require the orientation and skills to repeatedly explore and reconstruct one’s identity in reflexively and intentionally as people move from one career to another and so on.
The course explores and highlights different international perspectives on gender in education including how gender relations, structures and identities are constructed and reproduced in various cultural contexts.
This course focuses on two commonly used research approaches in the social sciences: mixed methods research (MMR) and survey research. Fundamentals of designing and implementing both research approaches are covered with applied research skills developed in each area.
This course will examine issues faced by schools and postsecondary education leaders associated with the preparation of students for educational advancement in a democratic society. This course was developed in response to growing educational concerns across the PK-16+ pipeline. The course is developed around three assumptions: 1) student academic progress is critical in optimizing individual talent in an increasingly knowledge-based society; 2) an important goal of the 21st century educational reform is to facilitate student preparedness for future academic and occupational success; and, 3) a more intentional alignment of the goals and emphases of K-12 education with postsecondary education should be considered a possible solution for educational reform.
Power and Politics in Education course provides an overview of the theoretical approaches to the connection between power and politics as applied to k-16 education at both the macro and micro levels. Through readings and discussions, we will explore the ways in which power, politics, and policy influence key issues in the k-12 and higher education contexts at the federal, state, and local levels. Course Purpose: A major purpose of this course will be the intersection of race, class and gender with power and politics in educational leadership, teaching, and scholarship. In addition, the course will examine policies in PK-16+ education, the elements of the policy-making process, and strategies for policy analysis.
This course is designed as an intensive introduction to PK-20 educational policy (formal and informal at all federal, state, local, and institutional levels) through a critical lens. This course is designed to move students through the foundations of and variations of policy making in educational systems in the United States. Additionally, will examine critical theories and their application in policy analysis, policy formation, and policy implementation.
This course is the first of a two-part capstone experience. These courses are considered capstone activities because the student will complete a reflective portfolio and then complete a project capstone (EDUC 871) that demonstrates the knowledge and skills gained throughout the coursework.
This course emphasizes integrating reflective practice and actionable strategies to address challenges in an increasingly interconnected and dynamic world. Students will examine their professional roles, apply creative problem-solving approaches, and explore advanced methodologies to identify opportunities and implement effective solutions. The course culminates in a professional product—a comprehensive analysis that includes a clearly defined topic of concern, a problem statement, and practical strategies to support innovation and progress in their field.
Seminar to prepare students who have completed the core doctoral courses and residency requirement to work with their Dissertation Advisor in the development of their dissertation research proposal.
The course is the final research course before an EdD student begins formal Dissertation work in the EdD program. Each student participates in a seminar and works directly with a designated faculty member in the development of the student's dissertation research proposal.
This course is designed to support students in completing a defensible dissertation proposal.
Allows candidates to conduct an original research study that will comprise the dissertation.
Allows candidates to conduct an original research study that will comprise the dissertation.
Source: Drexel University's catalog, linked per course · table learning_unit · CourseShelf publish 59
