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2013-2014 Graduate Studies Bulletin [ARCHIVED BULLETIN]
Course Descriptions
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NOTE: Effective January 2014, all SPCM courses are now coded with the subject RHET for Rhetoric. |
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Curriculum and Teaching (CT) |
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CT 320 - Locating Ourselves in the Transformative Curriculum in Urban and Multicultural Communities Semester Hours: 3 Periodically
This course examines paradigms of effective, culturally consonant teaching through theoretical and narrative research on Whites and multicultural education; the experience of African American teachers in historically Black schools; and school-community relations. Course content includes autobiography and reflection on the implications of race, class, gender, and sexual orientation, and action research in local communities.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 321 - Analysis and Development of Curriculum for Urban and Multicultural Communities Semester Hours: 3 Periodically
This course explores the history of school integration and multicultural education in the United States and examines contemporary educational issues confronting urban and multicultural communities. Participants will analyze curriculum models and develop differentiated and demographically sensitive approaches to curriculum, instruction, and assessment.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 351 - Special Readings Seminar Semester Hours: 1-3 Periodically
Projects in advanced curriculum inquiry adapted to the program of the student.
Prerequisite(s)/Course Notes: Admission into the doctoral program in learning and teaching and permission of instructor. May not be taken on a Pass/Fail basis.
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CT 352 - Special Readings Seminar Semester Hours: 1-3 Periodically
Projects in advanced curriculum inquiry adapted to the program of the student.
Prerequisite(s)/Course Notes: Admission into the doctoral program in learning and teaching and permission of instructor. May not be taken on a Pass/Fail basis.
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CT 360 - Systems and Interpretive Models of Curriculum Design Semester Hours: 3 Periodically
Theoretical models and curriculum paradigms from multidisciplinary and learning-theory perspectives, with consideration of pragmatic issues involved in design and implementation of transformational curricula.
Prerequisite(s)/Course Notes: Corequisite: CT 361 . Admission into the doctoral program in learning and teaching . May not be taken on a Pass/Fail basis.
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CT 361 - Human Development and Learning Semester Hours: 3 Periodically
An advanced course in theory and research on cognitive, emotional/social, and neuropsychological development, with emphasis on application of this work to schools and other educational settings.
Prerequisite(s)/Course Notes: Open only to students admitted to the doctoral program in learning and teaching . Corequisite: CT 360 . May not be taken on a Pass/Fail basis.
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CT 362 - Advanced Curriculum Theory and Development Semester Hours: 3 Periodically
This course is designed to provide an advanced knowledge of curriculum theory, allowing students to pursue inquiry into curriculum design and implementation from multiple perspectives, with particular attention to critical contexts, multicultural perspectives, and contemporary theories. The course is focused on major trends and issues in curriculum theories and how enduring curricular ideas are applied and assessed in classrooms.
Prerequisite(s)/Course Notes: Admission into the doctoral program in learning and teaching and permission of instructor. May not be taken on a Pass/Fail basis.
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CT 363 - Models of School and Classroom Inquiry Semester Hours: 3 Periodically
This course explores the field of practitioner research, also called action research or teacher research, as a tool for understanding the conditions of learning in the classroom and the social context of the school. The course requires students to select a problem for study, explore qualitative and quantitative methodologies for collecting data, and analyze/interpret data.
Prerequisite(s)/Course Notes: Corequisite: CT 362 . Admission into the doctoral program in learning and teaching and permission of instructor. May not be taken on a Pass/Fail basis.
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CT 364 - Mentorship and Staff Development in Learning and Teaching Semester Hours: 3 Periodically
This course explores theory, research, and practice in adult learning, with the goal of preparing participants to serve as mentor teachers, coaches, and staff developers in schools and other educational institutions. The course emphasizes teachers assisting teachers in analysis and design of vehicles for curriculum, instruction, and assessment in light of emerging pedagogies.
Prerequisite(s)/Course Notes: CT 360 and 361 . Admission into the doctoral program in learning and teaching and permission of instructor. May not be taken on a Pass/Fail basis.
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CT 371 - Current Trends in Early Childhood Curriculum Development Semester Hours: 3 Periodically
This course focuses on the contexts and contents of current research findings in early childhood curriculum development. Participants will develop a review of the current literature and trace its roots as relevant to their long-term projects.
Prerequisite(s)/Course Notes: Intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 372 - Model Building and Curriculum Development in Early Childhood Education Semester Hours: 3 Periodically
This course focuses on a variety of contemporary models of early childhood curriculum as well as models that inform them, such as script theory, perceptual models, theory of mind, chaos/complexity theory, and other dynamic approaches to integrated curriculum development in early childhood education. Participants will review related theory, programs, and research and design curricular models for use in early childhood curriculum intervention projects.
Prerequisite(s)/Course Notes: Intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 373 - Advanced Curriculum Development in Early Childhood Settings Semester Hours: 3 Using a variety of early childhood sponsorships and structures, participants will study the issues of early childhood curriculum policy, advocacy, and family and community involvement pertinent to the work of advocates in early childhood curriculum development. Participants study the relationships of inservice staff development, career ladder issues, and multicultural family and community involvement. Participants will design and implement related proactive projects.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 390 - Theories of Learning Mathematics Semester Hours: 3 Periodically
This course explores mathematical learning theories and their influence on mathematics instruction. Topics include the historical development of mathematical learning theory, the characteristics of mathematics learners, and the nature of learning processes in mathematics. Research from cognitive science and psychology are included. In-service teachers will connect mathematics learning theory to their teaching practice.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 391 - Assessment and Evaluation in Science Semester Hours: 3 Periodically
Design, analysis, and evaluation of procedures for assessing learning in the science classroom. Topics include summative and formative uses of assessment data, impact of learning standards on science assessment, standardized testing, performance assessments, techniques for evaluation of students’ laboratory performance, and use of technologies in assessment of science learning.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 392 - Curriculum and Instruction in Science in Middle Level and High School Education Semester Hours: 3 Periodically
Design and analysis of multiple approaches to curriculum and instruction in secondary science education. Topics include national and state standards in science, lesson and unit planning, instructional techniques, reflective practice, and research on student learning in science classrooms.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 393 - Constructivist Science Education Semester Hours: 3 Periodically
Development of instructional strategies that are consistent with a constructivist approach to science teaching and aligned with the standards of learning published by the National Science Teachers Association. Emphasis on principles of constructivist pedagogy and application of this pedagogy in design and implementation of lessons and units in science.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 394 - History of Science Education in the United States Semester Hours: 3 Periodically
The history of science education in the United States with emphasis on the development of the sequence of courses in earth science, biology, chemistry, and physics that predominates in secondary schools. Controversies in science education such as the debate between evolutionary biologists and advocates of creationism or intelligent design.
Prerequisite(s)/Course Notes: This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
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CT 500 - Internship in Learning and Teaching Semester Hours: 3 Periodically
Under the supervision of an adviser, participants design a curriculum-inquiry project, implement the project in a PreK-12 classroom or alternative setting, and prepare a final report that summarizes the project’s goals, activities, and outcomes.
Prerequisite(s)/Course Notes: Matriculation in the doctoral program in learning and teaching ; successful completion of the doctoral candidacy examination; completion of 30 s.h. of course work including 12 s.h. in the learning and teaching component, 9 s.h. in the research component, and 9 s.h. in the area of specialization. May not be taken on a Pass/Fail basis.
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CT 601 - Dissertation Seminar Semester Hours: 3 Periodically
In this course students identify potential areas of study for their dissertation work, explore strategies for identification and review of relevant research literature, generate research questions growing out of this literature, and develop appropriate research methods for addressing these questions.
Prerequisite(s)/Course Notes: Matriculation in the doctoral program in learning and teaching ; completion of qualifying procedures; 48 s.h. of coursework including CT 500 and all courses in the Learning and Teaching Component. May be taken on a Pass/Fail basis only.
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CT 602 - Dissertation Proposal Preparation Semester Hours: 3 Through consultation with an adviser, the student develops a Doctoral Dissertation Proposal and presents it for approval to a three-person Doctoral Committee. May be taken twice. Three credits are applied toward the doctoral degree when the Dissertation Proposal has been approved by the Doctoral Committee.
Prerequisite(s)/Course Notes: CT 601 . Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis.
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CT 603 - Extended Dissertation Proposal Advisement Semester Hours: 3 Periodically
For students who have not completed a satisfactory dissertation proposal (approved by a three-person doctoral committee) after enrolling in CT 602 twice. Students who have not completed a satisfactory dissertation proposal by the end of CT 603 will be dropped from the program. No credit toward degree.
Prerequisite(s)/Course Notes: CT 602 . This course may be taken only once. Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis only.
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CT 604 - Dissertation Advisement Semester Hours: 3 Periodically
Through consultation with an adviser, each student a) collects and analyzes data from the approved research study, b) writes a dissertation describing the study’s theoretical framework, antecedent literature, research questions, methods, results and implications, and c) defends the project in an Oral Examination. May be taken three times. Three credits are applied toward the doctoral degree when the approved dissertation has been placed in the Hofstra University Axinn Library.
Prerequisite(s)/Course Notes: Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis.
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CT 605 - Dissertation Extension Semester Hours: 3 Periodically
For students who have not completed a satisfactory dissertation and passed the oral examination after enrolling in CT 604 three times. Students who have not completed a satisfactory dissertation and passed the oral examination by the end of CT 605 will be dropped from the program. No credit toward degree.
Prerequisite(s)/Course Notes: CT 604 . This course may be taken only once. Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis only.
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Drama (DRAM) |
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DRAM 250 - Independent Studies Semester Hours: 1-3 Periodically
Designed to permit students to pursue an individualized plan of research or creative work may be undertaken with periodic conferences set up to discuss the progress of the project.
Prerequisite(s)/Course Notes: Permission of instructor.
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DRAM 277 - Theater Methods in Educational Dramatics Semester Hours: 3 January, Spring, Summer
Designed especially for practicing teachers. Theories and methods of creative dramatics, emphasizing the use of drama in the classroom as a teaching and expressive medium. Major attention is devoted to the lower grades.
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DRAM 278 - Theater Methods in Educational Dramatics Semester Hours: 3 January, Spring, Summer
Designed especially for practicing teachers. Theories and methods of school dramatics
leading toward formal presentation, emphasizing the principal phases of production.
Major attention is devoted to the upper grades.
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Economics (ECO) |
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ECO 200 - Survey of Economics Semester Hours: 2 Fall, Spring, Summer
An intensive survey of basic economics.
Prerequisite(s)/Course Notes: Open to matriculated M.B.A. students. May not be taken on a Pass/Fail basis. (Formerly ECO 201, General Economics.)
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ECO 232 - Macroeconomic Theory Semester Hours: 3 Periodically
Theory and measurement of variations in output, employment and income; causes
and control of economic fluctuations; economic growth.
Prerequisite(s)/Course Notes: Not open to students who have already taken an intermediate macroeconomic theory
course.
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ECO 241 - Employment Policy Analysis Semester Hours: 3 Periodically
Employment behavior, outcomes, institutions, and policies are the focus of this research course. The goals of the course are to build a conceptual foundation in economic and labor studies approaches to employment analysis and to develop the research skills needed to critically evaluate employment policy issues. The course explores a variety of interesting and controversial topics, including: changes in career opportunities and obstacles; unemployment; privatization of public sector jobs; pay and fringe benefit differentials; education and training effects; racial, ethnic, and gender discrimination; occupational health and safety; immigration’s job market impacts; international job shifts and global labor policies; and labor union organizing and relationships with employers and government.
Prerequisite(s)/Course Notes: Same as ASR 241 .
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Educational Administration (EADM) |
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EADM 200 - The School as an Organization Semester Hours: 3
Once a Year
Introductory course designed for master’s-level students on the school as a complex social organization. Concept, structure and functions of educational organizations, with special emphasis on elementary and secondary schools. Explores the formal structure of school systems including the roles of the federal government, state departments of education, local school boards, public interest groups and parent-teacher organizations. Analyzes the relationship between educational research, policy and practice in local schools. May not be used to fulfill requirements for the certificate of advanced study or doctoral programs.
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EADM 210 - Core Theory in Educational Administration Semester Hours: 6 Periodically
A study of concepts, theories, research methods and findings drawn largely from
the behavioral sciences which can be applied in the practices of educational administration
at all levels. Emphasis is given to organizational behavior including the study
of roles and relationships, scientific management, bureaucracy, social systems,
human motivation, decision making, leadership, organizational change, communications,
and situational influences which shape education and educational administration
in the context of a multicultural society. Methods of instruction include lectures,
class discussion, role-playing, student presentations, guest lecturers and use
of audiovisual materials. Student achievement is evaluated on the content and
quality of written papers, class participation and a final written exercise.
Prerequisite(s)/Course Notes: Open only to matriculated students in CBAE educational administration programs.
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EADM 211 - Core Practicum in Educational Administration Semester Hours: 6 Periodically
This course moves educational administration from advanced theory into action.
Using simulated materials reflecting the problems and issues of a particular school
district, the course deals with administrator decision-making behavior in the
context of a community which reflects a variety of multicultural characteristics
and values. Political, social and economic pressures as well as educational needs
are considered, and the use of group dynamics in the decision-making process is
highlighted. Achievement is determined primarily through peer group and evaluations
of competencies.
Prerequisite(s)/Course Notes: Open only to matriculated students in CBAE educational administration programs.
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EADM 214 - Theories and Practices of Supervision Semester Hours: 3 Periodically
A systematic study of the theories and practices of supervision and the philosophies, rationales and assumptions upon which elementary and secondary school supervision is based. Theoretical concepts are conveyed by lectures and discussion; skills are acquired through role playing and case studies. Achievement is determined through papers and quality of class participation.
Prerequisite(s)/Course Notes: Two years of teaching experience.
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EADM 219 - Patterns of Building Unit Administration Semester Hours: 3 Periodically
This course focuses on the administrative roles and functions of elementary and
secondary school building administrators. The topics include tasks of a building
administrator, school organization and staff utilization, curriculum development
and improvement, leadership, supervision of individual performance, personnel
management, facilities management, employee organization relations, student affairs,
school public relations, basic school laws and sources of legal information. Methods
of instruction include lecture and class discussion, small group exercises, student
and guest presentations, written exercises and a final written exercise. Evaluation
of student achievement is based on the quality of class participation and quality
of written exercises.
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EADM 222 - Human Relations in School Personnel Management Semester Hours: 3 Periodically
The areas of motivation, group dynamics and leadership theory as well as the
tasks of staff recruitment, selection, orientation and development are treated.
Competencies are developed through case studies, role playing, lecture-discussions
and substantive readings and reactions. Achievement is determined through the
quality of work in these activities.
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EADM 223 - School Business Administration II Semester Hours: 3 Periodically
An examination of the duties and responsibilities including an understanding of the role in relation to other members of the administrative team and an exploration of aspects of the business administrator’s work in regard to office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service and transportation.
Prerequisite(s)/Course Notes: EADM 270 .
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EADM 231 - School Public Relations Semester Hours: 3 Periodically
Functions and responsibilities of the school administrator in the development
and maintenance of effective school public relations. The meaning and purpose
of school public relations, the public relations roles and functions of the board
of education and all school personnel, school-community relations, communications
processes, techniques and strategies, the preparation of communications materials,
handling criticism and attacks, and relations with the news media. Questions and
problems as they emerge during the semester. Illustrated lectures, class discussion,
group interaction, role playing, student presentations, guest lectures and individual
student reading, research and written assignments. Student achievement is measured
by the quality of class participation, written assignments and a culminating written
exercise.
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EADM 233 - Educational Facilities Planning Semester Hours: 3 Periodically
Analysis of educational changes and architectural consequences, planning for
flexible educational environments for present and future use, uses for underutilized
schools, operation and maintenance, energy conservation and related problems.
Slide lectures and visits to school are the principal methods of instruction.
The achievement level of student is determined by application of the subject.
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EADM 235 - Collective Negotiations in Education Semester Hours: 3 Periodically
The history of collective bargaining in the labor movement; comparison of collective
bargaining, professional negotiation and collective negotiation, pertinent state
legislation; representation and recognition procedures; scope and process of negotiations,
impasse procedures; issues and outcomes of teachers’ strikes and sanctions; impact
on administrative theory and practice. Lecture-discussion with some role playing
of situations. Achievement is determined through term papers and student reports
with competency assessed by course instructor.
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EADM 236 - Race, Ethnicity, and Gender in American Education Semester Hours: 3 Periodically
This course explores historical and contemporary educational practices and policies related to various ethnic and racial groups, as well as women in the United States. We will identify the social, cultural, political, and intellectual forces that shape educational policy in the teaching and learning process. We address a fundamental question: “What should America’s public schools do to provide an educational experience that emphasizes both quality and equity for all students in a democratic, pluralistic society?”
Prerequisite(s)/Course Notes: Same as FDED 234 . Students seeking certification as classroom teachers should not enroll in this course.
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EADM 241 - Supervision of Instruction and Curriculum Development Semester Hours: 3 Periodically
This course surveys the organization, supervision and evaluation of curricular innovations and instructional programs as administered at the elementary and secondary school levels. Types of classroom arrangements (traditional, cluster and open); organization and scheduling plans (continuous progress, cross-grade grouping, departmentalization, dual progress plans, house plans, integrated day, modular scheduling, multi-age grouping, multiunit plan, nongraded and self-contained classrooms); general instructional methods (computer-based, individualized, programmed, supervised independent study, supervised work experience and team teaching); and alternative approaches (alternative schools, community schools, mini-schools and school-within-a-school). Through reading assignments, peer presentations, class discussions and written examinations, students are expected to demonstrate to the instructor their competence in these four areas.
Prerequisite(s)/Course Notes: EADM 214 .
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EADM 243 - School Finance Semester Hours: 3 Periodically
Study of the economic, political and legal aspects of financing public education, both from a general point of view and with specific attention to New York state. Areas considered include basic economic principles; local, state and federal financial support; systems analysis; taxing systems; fiscal aspects of equal educational opportunities; budgeting; purchasing; accounting; and reporting and communication of fiscal information. Lectures, class discussions, student reports, case studies. Achievement is evaluated on the content and quality of written papers, oral reports, class participation and on a final written exercise.
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EADM 244 - School Law Semester Hours: 3 Periodically
Study of the legal framework (national and New York state) within which public education operates. Areas considered are church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and constitutional rights and freedoms of students. Case studies, lectures, class discussions and reports. Achievement is determined by the quality of written papers, oral reports, class discussion and a final written exercise.
Prerequisite(s)/Course Notes: School attendance officers are advised to enroll in EADM 246 .
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EADM 245 - Selected Issues in School Administration Semester Hours: 3 Periodically
Discussion and analysis of current vital issues in educational administration
and their proposed solutions. Students are expected to research an issue, present
it to the class and defend it. Achievement is determined by the quality of the
written research report and the competencies demonstrated in the presentation
and defense of the oral presentation in addition to other evidences.
Prerequisite(s)/Course Notes: May be taken more than once for credit.
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EADM 246 - Public School Law for Attendance Officers Semester Hours: 4 Periodically
The legal framework within which the conduct of public education takes place in New York state. Taught in conjunction with EADM 244 (see description); special independent attendance law research is required.
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EADM 247 - Data Processing for School Administrators Semester Hours: 3 Periodically
Consideration of the types of applications of computer systems typical to school
situations. The organization of school computer equipment for the guidance function,
computer-based instruction, information retrieval, school simulation for problem
solving, and the development of a total information system are discussed and/or
implemented. Instruction is conducted by lecture and demonstration, and assessed
by instructor on basis of papers and projects submitted commensurate with evidences.
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EADM 249 - Management Technology Semester Hours: 3 Periodically
An investigation into the theory and application of management technologies to the administrative process in education. Forms of systems-based technologies are considered. In addition to reading widely, contributing to class discussions and other normal expectations, students are expected to apply various technologies to case problems and simulated situations. Achievement is determined in part through peer-group assessment of projects and instructor evaluation of competencies.
Prerequisite(s)/Course Notes: EADM 200 or 211 or by permission of instructor.
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EADM 251 - Readings Semester Hours: 1-3 Fall, Spring, Summer
The student selects and reads literature agreed upon with the instructor. Oral and written reports are made.
Prerequisite(s)/Course Notes: Open only to advanced graduate study program students. Pass/Fail grade only.
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EADM 252 - Readings Semester Hours: 1-3 Fall, Spring, Summer
The student selects and reads literature agreed upon with the instructor. Oral and written reports are made.
Prerequisite(s)/Course Notes: Open only to advanced graduate study program students. Pass/Fail grade only.
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EADM 255 - Women in Education Administration Semester Hours: 3 Periodically
Acquaints students with the literature on women in educational administration
in an effort to understand both how to get a job as a woman and how to keep it.
Additionally, students explore the implications of gender-bias for research, theory
and practice in educational administration.
Prerequisite(s)/Course Notes: Pass/Fail grade only.
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EADM 256 - Curriculum Management and Evaluation for Leaders Semester Hours: 3 Periodically
This course will explore principles and practices essential to administrative curriculum management and evaluation. Students will acquire knowledge and understandings about instructional leadership at the school and district levels. Students will examine the roles of school administrators and establish accountability procedures for the implementation of effective curriculum design and supervision of rigorous curriculum delivery. Utilizing the framework of the curriculum management audit process, students will learn how to maximize the relationship between the written, taught, and assessed curriculums for greater student performance. Participants will acquire understandings and skills to define organizational control structures, analyze curriculum documents, determine equity and equality issues, gather and utilize assessment data to evaluate and enhance productivity within schools and school districts. This course is recommended for current and aspiring school and district leaders.
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EADM 257 - The Reflective Administrator Semester Hours: 3 Periodically
This course facilitates administrative performance by helping administrators
to gain self-knowledge and develop self-reflection on their administrative actions.
Students develop a platform or formal statement of their administrative intentions
and then, with the help of the instructor and other students, examine the relationship
between intentions and actual behaviors. Congruence and dissonance between intention
and action are probed in a safe setting. Identified discrepancies provide points
for individual decisions about changes in administrative behavior.
Prerequisite(s)/Course Notes: Permission of instructor. Pass/Fail grade only.
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EADM 258 - Gender and Schooling: Implications for the Study and Administration of Schools Semester Hours: 3 Periodically
Goal of this course is to look at both the theoretical and practical implications of gender, providing a framework for thinking about issues as well as for acting on them.
Prerequisite(s)/Course Notes: Same as FDED 270 .
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EADM 259 - The Administrator in Fiction Semester Hours: 3 Once a Year
Reflective course using contemporary novels to explore a variety of administrative
themes, such as vision, leadership, organization, rationality and gender. Fiction
is used as a lens to study personal constructions of meaning, to reflect on the
spectrum of our internal lives in relation to administrative roles, and to explore
the subjective experience of administration through aesthetics and imagination.
Prerequisite(s)/Course Notes: Pass/Fail grade only.
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EADM 260 - Leading Learning Organizations Semester Hours: 6
Once a Year
This first course of the CAS program will introduce prospective administrators to the concept of learning organizations and identify the skills and strategies necessary to develop learning organizations. The focus for the course will be on the following themes: the actions and pathways used by educational leaders to advance student and professional learning; the characteristics of organizations that support student and adult learning; the impact of administration and leadership on organizational effectiveness; the utilization of organizational perspectives as a frame for organizational decision-making; and the development of a reflective perspective on one’s own leadership vision and practice. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments and substantive readings. Performance is assessed through the quality and degree of mastery demonstrated in the undertaking of these activities.
Prerequisite(s)/Course Notes: Open only to matriculated students. (Formerly Individuals in Organizations.)
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EADM 261 - Building Learning Communities Semester Hours: 6 Once a Year
The most effective schools are those that function as learning communities. In this course, students will develop an understanding of the meaning and importance of community and the role that educational leaders play in creating these learning communities. Students will also develop communication and group process skills that nurture and maintain a culture of inquiry, collaboration, support, and continuous improvement; and consider those organizational processes including teacher selection, supervision, and professional development that directly influence the quality of educator performance in school and districts. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments, and substantive readings. Performance is assessed through the quality and degree of mastery demonstrated in the understanding of these activities.
Prerequisite(s)/Course Notes: Open only to matriculated students. (Formerly Schools as Social Organizations: Working With People.)
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EADM 262A - Engaging External Environments: Social, Political, Economic, and Legal Contexts of Schools Semester Hours: 4 Once a Year
Schooling in the United States is heavily influenced by the social, political and legal contexts in which it takes place and occurs amidst a fragmented, multi-layered governance system. As a result, schooling is contextually specific, necessarily political, and increasingly a matter of legal concern. Often understood as forces to which leaders must react, external environments should rather be considered bounds within which proactive school and district leadership for learning can take place. In this course, students will develop an understanding of the dynamics of family and community, professional organizations, and the larger policy environment and consider how to work effectively in these important external environments to build relationships, garner resources and adopt an effective advocacy stance to support student learning. Through readings, case studies, discussions, and small group activities, students will explore, among other topics, families and communities as stakeholders, the governance of schools, equity in education as distributive justice, and transformational ways that school leaders can engage their external environments. Performance is assessed through the quality and degree of mastery demonstrated in the undertaking of these activities.
Prerequisite(s)/Course Notes: Open only to matriculated students. (Formerly Understanding External Environments: Social, Political, Economic, and Legal Contexts of Schools.)
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EADM 263 - Administrative Internship I Semester Hours: 2 Fall, Spring, Summer
A cooperatively guided administrative experience that focuses on the decision-making and problem-framing tasks of administrators. Students submit a plan of administrative and supervisory tasks to the departmental program and internship coordinator. These tasks are to be agreed upon by the coordinator and the school or district supervisor, with achievement to be determined against a stated list of competencies developed by the department and assessed by the school/district supervisor and the University supervisor.
Prerequisite(s)/Course Notes: Registration by permission of the departmental program and internship coordinator. EADM 262A should be taken concurrently with, or prerequisite to this course. Open only to matriculated students in the CAS program. Pass/Fail grade only.
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EADM 264A - Framing Problems and Making Decisions Semester Hours: 4
Once a Year
Examines the processes of problem-framing and decision-making in educational organizations. The focus is on the general ideas and concepts that decision-makers use, or could use, to think systematically about the problems they face. Frameworks for conceptualizing issues, tools for selecting alternatives, and issues of implementation are examined. Understanding how to use school and district data to make decisions and formulate policy is emphasized. A broad array of analytical tools is applied to resolve simulated and real problems. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments, and substantive readings. Achievement is determined through the quality and degree of mastery demonstrated in the undertaking of these activities.
Prerequisite(s)/Course Notes: Open only to matriculated students.
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EADM 265 - Administrative Internship II Semester Hours: 2 Fall, Spring, Summer
A cooperatively guided administrative experience that focuses on the external environments that impact schools. Students submit a plan of administrative and supervisory tasks to the departmental program and internship coordinator. These tasks are to be agreed upon by the coordinator and the school or district supervisor, with achievement to be determined against a stated list of competencies developed by the department and assessed by the school/district supervisor and the University supervisor.
Prerequisite(s)/Course Notes: Registration by permission of the departmental program and internship coordinator. EADM 264A should be taken concurrently with, or prerequisite to this course. Open only to matriculated students in the CAS program. Pass/Fail grade only.
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EADM 266 - Educational Program Development, Delivery and Assessment Semester Hours: 4 Once a Year
Introduces students to a variety of perspectives, including traditional as well as contemporary reconceptualization of curriculum and learning processes. Core educational technologies, including educational needs assessment, goal consensus testing, educational program planning (with participatory involvement, staff development, resources deployment, progress monitoring, budgeting, evaluation and accountability reporting components), educational change and risk-taking, school support services, and the nonacademic curriculum are studied. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments, and substantive readings. Achievement is determined through the quality and degree of mastery demonstrated in the undertaking of these activities.
Prerequisite(s)/Course Notes: Open only to matriculated students.
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EADM 267 - Administrative Internship III Semester Hours: 2 Fall, Spring, Summer
A cooperatively guided administrative experience that focuses on educational program development, delivery, and assessment. Students submit a plan of administrative and supervisory tasks to the departmental program and internship coordinator. These tasks are to be agreed upon by the coordinator and the school or district supervisor with achievement to be determined against a stated list of competencies developed by the department and assessed by the school/district supervisor and the University supervisor. Registration by permission of departmental program and internship coordinator.
Prerequisite(s)/Course Notes: EADM 266 should be taken concurrently with, or prerequisite to this course. Open only to matriculated students in the CAS program. Pass/Fail grade only.
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EADM 270 - School District Business Operations and Contract Management Semester Hours: 6 Summer
This course examines the operational responsibilities of the school
district business office. Students will develop an in-depth and
experiential understanding of the business leader’s responsibilities
and learn how to effectively and ethically create and manage
operational functions of a district that comply with state and federal
laws and regulations and support the learning goals of the district
consistent with New York state standards. Specifically, the course will
focus on facilities planning and management, transportation, school
food services, special education, collective bargaining and contract
management.
Prerequisite(s)/Course Notes: (Formerly School Business Administration I.)
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EADM 271 - Workshop: Middle Level Education Semester Hours: 3 Summer
This week-long workshop provides an overview of the essential administrative elements and strategies characteristic of an effective middle level program. Specific topics include building an exemplary instructional program, encouraging creative and effective teaching strategies, fostering academic and affective growth in adolescents, and making the transition from a Junior High School to a Middle School. Nationally and locally known speakers are brought in to share their experiences and expertise.
Prerequisite(s)/Course Notes: Pass/Fail grade only.
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EADM 272 - School District Business Fiscal Planning and Management Semester Hours: 6 Summer
This course focuses on the fiscal responsibilities of the school district business office. Students will develop an in-depth and experiential understanding of the business offices’ responsibilities and learn how to effectively and ethically create and manage financial conditions that comply with state and federal laws and regulations and support the learning goals of the district and the New York state standards . Specifically, the course will focus on development and management of the budget, projecting and securing revenue, purchasing, accounting and auditing, payroll operations and risk management.
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EADM 275 - Creating Learning Organizations Semester Hours: 3 Summer
This course provides an introduction to the change process in
educational settings and an understanding of the conditions that enable
schools to become learning organizations. Students develop an
understanding of different analytical perspectives and utilize
these conceptions to analyze their own organizations and develop
strategies to create learning organizations. Learning objectives are
accomplished through individual and group projects, readings, class
activities, discussions, and lectures.
Prerequisite(s)/Course Notes: May not be taken on a pass/fail basis.
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EADM 280-289 A-Z - Special Topics Semester Hours: 1-4 Once a Year
Specific courses designed to explore emerging topics in educational administration. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for special topics courses are available in the online class schedule. Any course may be taken a number of times so long as there is a different letter designation each time it is taken.
Prerequisite(s)/Course Notes: (Formerly Advanced Workshops.)
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EADM 283 - Workshop: Administration of Programs for Exceptional Populations Semester Hours: 3 Periodically
This workshop is a field problem course focused on the administration of programs for exceptional populations. Participants play the role of an administrator given responsibility for administering programs for exceptional populations along with other unrelated administrative responsibilities. Administrative field problems presented touch on legal, financial and operational issues related to compliance with New York state regulations. No attempt is made to discuss handicapping conditions beyond their legal definitions. Course goal is to increase understanding and awareness to a level that enables the practitioner to ask intelligent questions at critical phases of the administrative process. Evaluation of student progress is based on appropriate written work and class participation.
Prerequisite(s)/Course Notes: SPED 200 or permission of instructor.
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EADM 290 - Facilitating Professional Growth Semester Hours: 3 Periodically
Professional development as a tool for school and district improvement is often misunderstood and under-utilized. This course will explore the role of professional development in facilitating teacher and leadership growth. Central to this is designing professional development as an integral part of school change and innovation efforts. Students will examine different approaches to fostering adult learning and professional growth as a foundation for creating individual and/or school-wide professional development plans.
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EADM 291 - Building and Sustaining Effective School-Community Partnerships Semester Hours: 3 Periodically
Drawing on philosophies/theories, processes, and practices that build and sustain effective school-community partnerships, this course addresses the identification and utilization of community resources and the development of effective intra- and inter-organizational strategies, community linkages, and collaborative efforts necessary to provide for the holistic needs of students and families. Special attention is focused on the role of school leaders in planning and implementing community-wide and building level communications and involvement networks, through the development of practical action learning sets and tools.
Prerequisite(s)/Course Notes: May be taken on a Pass/Fail basis only.
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EADM 292 - Current Policy Issues in Education Semester Hours: 3 Periodically
In this course, students examine the major policy issues that impact the experiences of principals, teachers and children, while locating educational politics within larger social policy contexts. The course looks at the role of federal, state and local government in educational policymaking and explores how major interest groups influence the politics of education. Through debates, policy briefs and reports, students learn how to systematically interpret, analyze and respond to current education policy issues. Students assess how policies affect the academic achievement and experiences of students attending public schools and the teachers and administrators working in them, paying particular attention to issues of race, gender and social-economic status.
Prerequisite(s)/Course Notes: (Formerly EADM 280F, Advanced Topic: Current Policy Issues in Education.)
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EADM 300 - Doctoral Seminar Semester Hours: 3 Fall
Special topic seminar designed for doctoral students. Content varies from year
to year; specific descriptions will be available at registration. Generally the
course focuses on the impact of change upon the school system with an analysis
of the problems arising and the development of comprehensive strategies to move
forward the educational enterprise.
Prerequisite(s)/Course Notes: Open only to doctoral students. Pass/Fail grade only.
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EADM 310 - Administrative Internship Semester Hours: 3 Fall, Spring, Summer
A cooperatively guided administrative experience at the school building level. Students will submit a plan of administrative and supervisory tasks to the departmental internship coordinator. These tasks to be agreed upon by the coordinator and the school building supervisor, with achievement to be determined against a stated list of competencies assessed by the school building supervisor and a University supervisor. Monthly seminars for consideration of problems confronted in the field.
Prerequisite(s)/Course Notes: Registration only by permission of the departmental internship coordinator. Open only to matriculated students. Pass/Fail grade only.
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EADM 311 - Administrative Internship Semester Hours: 3 Fall, Spring, Summer
A cooperatively guided administrative experience at the school building level. Students will submit a plan of administrative and supervisory tasks to the departmental internship coordinator. These tasks to be agreed upon by the coordinator and the school building supervisor, with achievement to be determined against a stated list of competencies assessed by the school building supervisor and a University supervisor. Monthly seminars for consideration of problems confronted in the field.
Prerequisite(s)/Course Notes: Registration only by permission of the departmental internship coordinator. Open only to matriculated students. Pass/Fail grade only.
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EADM 312 - Administrative Internship Semester Hours: 3 Fall, Spring, Summer
A cooperatively guided administrative experience at the central office level. Description is the same as for EADM 310 , 311 except that experiences to be undertaken and supervisor designated is a member of the central office staff.
Prerequisite(s)/Course Notes: Registration only by permission of the departmental internship coordinator. Open only to matriculated students. Pass/Fail grade only.
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EADM 313 - Administrative Internship: School District Business Leader Semester Hours: 3 -6 Fall, Spring, Summer
This is a cooperatively-guided administrative experience in the school district business office. Students submit a plan of administrative tasks to the Internship Coordinator. These tasks are to be agreed upon by the coordinator and the school district business supervisor, with achievement to be determined against a stated list of competencies contained in the New York state standards for school district business leaders.
Prerequisite(s)/Course Notes: Registration by permission of the Departmental Program Director and Internship Coordinator. Open only to matriculated students. Pass/Fail grade only. May be taken once for 6 s.h. or twice for 3 s.h. each.
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EADM 320 - Exploring the Field of Educational Leadership: An Introduction to Doctoral Studies Semester Hours: 3 Fall
This is the first of a two-semester sequence that introduces doctoral students to the field of educational administration. Students develop a broad understanding of the field of educational administration, explore the history of inquiry in the field as well as current issues, and become familiar with its professional resources and organizations. Students also develop an understanding of doctoral study in the FLPS Department, articulate their own interests, and learn the skills and techniques required for doctoral study.
Prerequisite(s)/Course Notes: (Formerly Exploring the Field of Educational Administration: An Introduction to Doctoral Studies.)
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EADM 321 - Exploring the Field of Educational Leadership: An Introduction to Doctoral Studies Semester Hours: 3 Spring
This is the second of a two-semester sequence that introduces doctoral students to the field of educational administration. Students develop a broad understanding of the field of educational administration, explore the history of inquiry in the field as well as current issues, and become familiar with its professional resources and organizations. Students also develop an understanding of doctoral study in the FLPS Department, articulate their own interests, and learn the skills and techniques required for doctoral study.
Prerequisite(s)/Course Notes: EADM 320 . (Formerly Exploring the Field of Educational Administration: An Introduction to Doctoral Studies.)
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EADM 325 - Leadership and Education Semester Hours: 3 Periodically
This course is an exploration of the theory and practice of leadership using
a variety of models from the social sciences. Drawing upon a broad interdisciplinary
framework, images and representations of leadership are explored in film, visual
art, biography, management literature, children’s books and organizational research
for the purpose of facilitating thinking about leadership roles in society and
the ways in which these considerations enter into educational discourse and the
practice of administration in complex educational organizations.
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EADM 351 - Independent Study in Administration Semester Hours: 1-3 Fall, Spring, Summer
The advanced doctoral student will identify and define special projects or studies, approved by the adviser, related to school administration. The student then works independently, conferring with the adviser on an appropriately agreed upon schedule and produces the final report by the date stipulated.
Prerequisite(s)/Course Notes: Pass/Fail grade only.
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EADM 352 - Independent Study in Administration Semester Hours: 1-3 Fall, Spring, Summer
The advanced doctoral student will identify and define special projects or studies, approved by the adviser, related to school administration. The student then works independently, conferring with the adviser on an appropriately agreed upon schedule and produces the final report by the date stipulated.
Prerequisite(s)/Course Notes: Pass/Fail grade only.
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EADM 357 - Applied Research in Educational Settings Semester Hours: 4 Fall
This is the first of a two-semester sequence of courses is designed to prepare educational leaders to use data as a fundamental tool to improve the experiences of children and adults in schools and other learning institutions. Participants will learn to use data to develop a culture of high standards and equity in learning organizations and monitor student achievement and learning. Students in this class will build an institutional instructional student data base; monitor an educational intervention within an organization; use data to describe institutional processes, practices, and progress; examine institutional belief systems, underlying assumptions, and behaviors; speculate on ways to use results to mobilize the school community for action; and provide a record of personal and institutional accountability. The class covers measures of central tendency and dispersion, normal curve, correlation, linear regression, chi-square, t-tests, one-way analysis of variance, partial and multiple correlation and multiple regression, factor analysis.
Prerequisite(s)/Course Notes: May not be taken on a Pass/Fail basis.
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EADM 358 - Applied Research in Educational Settings Semester Hours: 4 Spring
This is the second of a two-semester sequence of courses is designed to prepare educational leaders to use data as a fundamental tool to improve the experiences of children and adults in schools and other learning institutions. Participants will learn to use data to develop a culture of high standards and equity in learning organizations and monitor student achievement and learning. Students in this class will build an institutional instructional student data base; monitor an educational intervention within an organization; use data to describe institutional processes, practices, and progress; examine institutional belief systems, underlying assumptions, and behaviors; speculate on ways to use results to mobilize the school community for action; and provide a record of personal and institutional accountability. The class covers measures of central tendency and dispersion, normal curve, correlation, linear regression, chi-square, t-tests, one-way analysis of variance, partial and multiple correlation and multiple regression, factor analysis.
Prerequisite(s)/Course Notes: EADM 357 . May not be taken on a Pass/Fail basis.
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EADM 359 - Naturalistic Inquiry in School Leadership I Semester Hours: 4 Fall
The first semester of a two-semester course designed to provide an in-depth study of qualitative research focused on educational leadership issues, this course introduces students to qualitative traditions, research design, data collection and data analysis. Students will have opportunities to practice data collection and analysis strategies throughout the semester, both in class and in their work. This course will also help students to develop a pilot research project as a preliminary step in the design of their dissertation. Finally, students will gain an appreciation for the philosophical and theoretical roots of qualitative research as distinct from other research traditions.
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EADM 360 - Naturalistic Inquiry in School Leadership II Semester Hours: 4 Spring
The second semester of a two-semester course designed to provide an in-depth study of qualitative research focused on educational leadership issues, this course builds on concepts and skills introduced in the first semester, but concentrates on developing understanding of and skill in the use of various strategies for data-gathering and analysis. Students will gather data, using multiple methods, in class and in their work, and engage in intensive analysis and writing. Students will implement the pilot research project developed in the fall and, if applicable, continue designing their dissertation research. Finally, students will develop a deeper understanding of the philosophical and theoretical roots of qualitative research as distinct from other research traditions.
Prerequisite(s)/Course Notes: EADM 359 .
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EADM 601 - Dissertation Seminar Semester Hours: 3 Fall, Spring
Clarification and structuring of a dissertation topic as a research
undertaking. Presentation, analysis and critique of participant’s
research outlines leading to departmental acceptance of the research
proposal. Orientation to dissertation organization and writing
format.
Prerequisite(s)/Course Notes: Successful passing of the Doctoral Oral
Qualifying Exam. Pass/Fail grade only.
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EADM 602 - Dissertation Proposal Preparation Semester Hours: 3 Fall, Spring
Through individual consultation with dissertation advisers, students fully develop their doctoral research proposals. Students must register for this course each semester until the proposal is accepted.
Prerequisite(s)/Course Notes: Pass/Fail grade only. This course is repeatable for up to 6 s.h.
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EADM 604 - Dissertation Advisement Semester Hours: 3 Fall, Spring, Summer
Doctoral candidates enroll in 604 upon departmental acceptance of the dissertation proposal. Registration in 604 is continuous until the dissertation is accepted. Once the dissertation is accepted, students may apply up to 6 semester hours to satisfy dissertation advisement requirements.
Prerequisite(s)/Course Notes: Pass/Fail grade only.
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Elementary Education (ELED) |
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ELED 202 - Teaching Reading, Writing, and Language Arts: PreK-Grade 3 Semester Hours: 3 Fall, Spring
This course is designed to prepare students to teach reading and writing in the elementary school. The focus is on the acquisition of language and literacy in young children from diverse backgrounds, and the teacher’s active role in scaffolding this learning in accordance with New York state guidelines and national professional association Standards for the Language Arts. Theoretical and curricular issues will be considered in the context of the psychosocial nature of reading and writing, and the roles that family, culture, language, and diverse learning styles play in children’s learning. Readings and discussions address the integrated reading/writing program, technology, assessment, and the selection and use of children’s literature.
Prerequisite(s)/Course Notes: Recommended corequisite ELED 203.
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ELED 204 - Pre-Student Teaching Internship II Semester Hours: 1 Fall, Spring
Students participate in the practice and reflective study of their teaching under close clinical supervision in grades 3-6 for a minimum of 50 clock hours.
Prerequisite(s)/Course Notes: Corequisite: ELED 210 . Recommended corequisite: ELED 209 . Student must provide transportation to and from schools. Pass/Fail grade only.
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ELED 205 - Language in the Curriculum Semester Hours: 3 Fall, Spring, Summer
The interrelationship of the language arts with an emphasis on children’s literature and authentic writing in the upper elementary grades for learners from diverse cultures and language backgrounds. Readings and activities stress the design and assessment of a literacy curriculum based on New York state and national standards. Students spend 15 hours as participants and observers in classroom settings.
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ELED 206 - Social Studies in the Curriculum Semester Hours: 3 Spring
An in-depth study of social studies curriculum which considers the contributions of the social sciences and the humanities. Consideration of instructional strategies, materials and development of creative opportunities which meet the needs of diverse populations. Classroom observations are required.
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ELED 207 - Dynamics of Curricular Change Semester Hours: 3 Periodically
The implementation of curricular change through adaptation in subject matter, methodology, materials and facilities. The planning of change, models of the change process, generalizations developed in the research traditions in innovation, the diffusion process in education, status of adaptation and rejection of education innovations, organizing and implementing curricular change.
Prerequisite(s)/Course Notes: Same as SED 207 .
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ELED 208 - Interdisciplinary Perspectives on Teaching Mathematics and Science in Early Childhood and Elementary Curriculum Semester Hours: 3 Once a Year
An examination of the objectives, content and techniques of teaching appropriate to contemporary developments in science and mathematics. A theory of instruction based on the intellectual development of children is used as a basis for curriculum design.
Prerequisite(s)/Course Notes: Elementary Education , Early Childhood Education , and Dual Certification Program in Early Childhood Education and Childhood Education M.S.Ed. students; and all M.S.Ed. students in Inclusive Elementary Special Education programs will be required to pass a Mathematics Proficiency Examination or pass ELED 041 (2 undergraduate s.h.) before enrolling in ELED 208. (The Mathematics Proficiency Exam may only be taken once. Students who earn a failing grade in their initial registration for ELED 041 may enroll in the course only one additional time).
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ELED 209 - Mathematics in the Curriculum Semester Hours: 3 Fall, Spring, Summer
An evaluation of the objectives, content and techniques of teaching appropriate to contemporary developments in mathematics. A theory of instruction based on the intellectual development of children is used as a basis for curriculum design.
Prerequisite(s)/Course Notes: M.S. in Education students in the Elementary ; Early Childhood Education ; and Dual Certification Program in Early Childhood Education and Childhood Education will be required to pass a Mathematics Proficiency Examination or pass ELED 041 (2 s.h.) before enrolling in ELED 209. (Both ELED 41 and the exam may only be taken once for credit). Recommended corequisite: ELED 204.
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ELED 210 - Science and Technology in the Curriculum Semester Hours: 3 Fall, Spring, Summer
Examination of the objectives, content and techniques of teaching appropriate to contemporary developments in sciences and technology. A theory of instruction based on the intellectual development of children is used as a basis for curriculum design. Classroom observations are required.
Prerequisite(s)/Course Notes: There is a $10 materials fee.
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ELED 211 - Children’s Movement and Rhythmic Activities in the Curriculum Semester Hours: 1 Fall, January, Spring, Summer
Participants acquire methods of instruction, activities, and materials for use in children’s movement and rhythmic activities. Consideration is given to curriculum integration of the arts, multicultural content, and the special learning needs of diverse student populations.
Prerequisite(s)/Course Notes: Sneakers required.
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ELED 211A - Young Children’s Movement, Rhythmic Activities, Music and Play Semester Hours: 1 Fall, Spring, Summer
Theories concerning how young children learn and participate in creative movement, music, aesthetic, and rhythmic activities are stressed. Integrative learning experiences, constructivist teaching, and the role of play as a condition for learning are discussed. Consideration is given to multicultural content. Emphasis is also placed on constructing movement, music, and rhythmic activities for children with special learning needs.
Prerequisite(s)/Course Notes: Sneakers required.
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