EDCI Curriculum Instruction

Students will learn about the philosophical and historical frameworks that undergird curriculum theory and design including an introduction to major curriculum theorists.

Students will focus on theories of learning and how they apply to students in the classroom. Instruction will also focus on learner differences and the role of culture in learning. Students will learn how to evaluate, design and modify learning environments to meet the needs of all learners based in theory, best practices and student achievement data.

Investigating the assessment process as it relates to student learning and effective instruction. Studenst will also study how assessment policies are impacted by epistemological and ontological beliefs of those in position to create policy. Students will learn about a variety of assessments and how to analyze such assessments and provide timely feedback to improve student outcomes.

Focus on understanding the role of academic and classroom research in development as a professional educator. They also develop a classroom research project to implement the next semester that illustrates using research, student data, and self-reflection as means of designing and modifying curriculum.

Students will focus on curriculum development, design, and evaluation using student performance data, research and reflection. They will also focus on aligning curriculum with local, state, and national standards. Finally, students will focus on using assessment data to conduct program evaluations and identify longitudinal trends and achievement gaps, as well as establish goals for improvement.

Students will complete and present their electronic portfolio. Students also focus on developing further as leaders and advocates in their schools, particularly in the area of curriculum and instruction. Students have multiple opportunities to share their expertise with other students as well as in the larger educational community.

Course will focus on a variety of instructional strategies that teachers may use to engage students in high-impact pedagogies such as simulations, cross-curricular activities, and collaborative groupings. Students will work in content and/or grade level teams in order to focus on their content area.

Admission to MEd in Curriculum and Instruction. Students will gather data with guidance from the course instructor for the project planned in EDCI 6103.

Course will focus on the aesthetics of teaching and learning including the role of the arts, discovery, innovation and imagination. Students will also study the work of major educational aesthetics theorists such as Eisner and Greene. Reading and assignments in this course will require students to integrate the aesthetic experience into their content field.

A comprehensive overview of inferential and descriptive statistics used to solve research problems. Topics include but are not limited to hypothesis testing, types of data, correlation, chi square, t tests, simple regression models, ANOVA, ANCOVA, MANOVA, repeated measures, and multiple regression. Students will be exposed to common statistical software used in education.

Introduces students to the field of qualitative research and prepares them in the skills, techniques, and conceptual understanding necessary to complete independent research using qualitative methodologies. Students will practice a variety of approaches to qualitative data collection and analysis.

A survey of philosophical thought as it relates to the history and institution of education and as it relates to one’s own role and practice in the field.

Exploration of human growth and development through the adult learner with an emphasis on traditional and contemporary theories of Educational psychology. Examines the ways theories of cognition and learning inform instructional theories.

An examination of oppressive systems, literature, primary sources, sites, and biographies that inspired the acceptance and appreciation of diversity. Diversity issues are analyzed, synthesized, and evaluated for ideological, cultural, political, economic, and educational delivery systems. Includes an investigation of the historical, cultural, social, economic, and political factors that lead ordinary citizens to join together as a collective group to promote social change and reform.

Prerequisite: Admission to Ed.S. Curriculum & Instruction Degree Program.

Prerequisites: Admission to Ed.S. Curriculum & Instruction Degree Program, satisfactory completion of EDCI 7741 and 7743.

Prerequisite: Admission to Ed.S. Curriculum & Instruction Degree Program; satisfactory completion of EDCI 7741 and 7742.

Prerequisite: Admission to Ed.S. Curriculum & Instruction Degree Program; satisfactory completion of EDCI 7741, 7742, & 7743.

Prerequisite: Admission to Ed.S. Curriculum & Instruction Degree Program; satisfactory completion of EDCI 7741, 7742, 7743, & 7744.

Application of concepts and skills from quantitative and qualitative research towards addressing a research problem in a school, district, or higher education setting. Includes an exploration of mixed methods designs, writing skills and APA style, and synthesizing current research articles for the development of a research project proposal.

The study and application of organizational, relational, motivational, decision-making, communication, management, and problem-solving skills to effectively lead an institution or organization and implement the many requirements and changes as needed in leadership positions.

An overview of curriculum theory, construction, and analysis to include specific curriculum models, plans, guidelines, and the regulation of curriculum. Students will analyze and interpret individual curricula, curriculum and instruction programs, and challenges to curriculum assessment, adoption, and adaption. Students will explore historical, sociological, psychological, and philosophical foundations of curriculum models, theory, and design.

Provides an overview of effective classroom and electronic-based instructional strategies. Various approaches to teaching and learning are explored such as collaborative learning, inquiry-based learning, individual learning, and just in time teaching as well as strategies for students such as gifted and talented students, English language learners, and special populations. The focus is on being able to assist others in developing and refining their own approaches to teaching.

Presents the fundamental principles and techniques of personnel management and examines how to manage human resources effectively in the dynamic political, legal, social, and economic environment currently impacting educational institutions.

Provides an exploration of various methods for planning, developing, implementing, and assessing the effectiveness of reform-based K-12 curricula and the role a leader has in managing curriculum in educational settings; including inspiring changes in learners and teachers. This course offers a practical approach to systemic change with a focus on the relationship between local and state standards, curriculum, instruction, teachers, and students.

This course will study the ways in which school leaders can incorporate instructional leadership into their organizational behavior and work with teachers to create instructional practices that raise the level of teaching and learning in the classroom. Students will learn how to demonstrate effective teaching strategies when working with teachers during the observation/walk-through process. Students will apply new concepts and tools to the supervisory process and practice coaching and feedback strategies. Attention will also be given to analyzing and interpreting assessment results and other instructional data and how to deliver effective professional development to improve teaching and learning.

Provides data literacy in interpreting school, district, state and national data as well as varied constructs and concepts in measurement theory, test construction and validation, reliability and validity, item analysis in test development, and test scoring and interpretation.

This course serves as an introduction to behavior analytic definitions, concepts, principles, characteristics, and processes. Coursework includes the fundamental elements of behavior change, Positive Behavior Interventions and Supports (PBIS), and specific behavior change procedures. The course further defines behaviors that are appropriate for assessment and change by defining and discussing various methods of behavioral assessment, as well as establishing the procedures for selecting behavioral outcomes, selecting behavioral strategies, and the ethical and professional issues relevant to the practice of behavioral assessment and choosing behaviors to change. An emphasis is on how administrators can support teachers with classroom management professional development.

This comprehensive finance and school law course is designed to provide school personnel with the knowledge to understand budgeting and legal and ethical issues facing schools and districts as well as practical skills to avoid unwanted litigation. Topics include the basics of school and district funding, budgeting practices, school business operations, basic principles of accounting and accountability, federal and state school law, and financial and legal issues that impact the operation of public schools. Ethical standards for professional educators are an integral part of this course.

Prerequisite: EDCI 8005. This comprehensive budgeting and finance course provides higher education leaders with the knowledge to understand budgeting and financial operations at a college or university. Topics include the funding sources, budgeting practices and standard rules, internal and external business operations, procurement, basic principles of accounting and accountability, federal and state policies and laws, grant budgets, and financial issues that impact the operation of colleges and universities. Ethical standards are an integral part of this course.

Prerequisite: EDCI 8002 and EDCI 8005. The purpose of the course is to critically review current and emerging policy issues in higher education. The policymaking process as well as methods of policy analysis and policy research will be reviewed, understood, and applied during the course. Students will provide proposed solutions to selected policy issues.

Prerequisite: EDCI 8002 and EDCI 8005. The purpose of the course to provide an overview of the various units in higher education and their roles and responsibilities including the president’s office, academic affairs, student affairs, administrative affairs, and advancement. Higher education governance processes are also researched.

Prerequisite: EDCI 8002 and EDCI 8003. An overview of the curriculum development and approval process, curricular initiatives, open source movement, and academic freedom as it related to the curriculum. Includes accreditation topics.

Prerequisite: EDCI 8002 and EDCI 8005. Provides an overview of the legal system and risk reduction as related to higher education. Ethics and professional practice are included in this course.

Prerequisite: Permission of instructor. Investigation of a topic of special interest, with reports to the instructor. This course is repeatable for credit.

Special topics in Curriculum and Instruction for doctoral level students. Topics may vary by semester. This course may be repeated for credit.

Prerequisites: all program coursework and advancement to candidacy (written and oral defense of comprehenisve exam). Involves project overview, literature review, methodology, data collection, data analysis, findings, interpretation, and recommendations for further research. Content and format issues will be addressed as well as recommendations for possible outlets for further publication.