Coding: Knowledge of Curriculum -- CR -- 805, 815, 841 Knowledge of Instruction- I -- 839 Knowledge of Content - C0 Knowledge of Students - S Knowledge of Research

- R -- 807, 811 Knowledge of Assessment - A, -- 807, 811, 841 Professional Practices -PP PHD SYLLABIYEAR 2

FALL EDCI812: Qualitative Research Methodology

1. 2. 3. 4. 5. 6. 7.

OBJECTIVES design a small qualitative study, addressing issues of ethics and validity R PP develop, pilot, and reflect on an interview protocol R conduct, transcribe, and reflect on at least one interview R develop, pilot, and reflect on an observation protocol R conduct, transcribe, and reflect on at least one observation analyze qualitative data R write a final piece presenting findings and reflecting on the research experience R PP Demonstrate knowledge and understanding of broad educational theories, such as progressivism, essentialism, perennialism, social reconstructionism, and others CR Critique theoretical foundations of curriculum models characterized as learner-centered, society-centered, or knowledge-centered CR Develop a curriculum theory and/or model based on study and analysis of curriculum theories and models, such as Reggio Emilia, Core Knowledge, the International Baccalaureate, and others CR Determine responses, using relevant research and exemplars, to answer essential questions about curriculum. CR, R

EDCI835: Curriculum Theory

1. 2. 3.

4.

SPRING EDCI839: Instructional Theory & Practice

1. 2. 3. 4.

OBJECTIVES Critically analyze major pedagogical schools of thought that have influenced instruction in schools. I Synthesize primary and current research to describe how major pedagogical schools of thought influence current instruction at the local, state, and national levels. I Demonstrate how various pedagogical schools of thought interact among various stakeholders (families, community leaders, school administrators and faculty). I, PP, S Advocate for pedagogically sound and innovative practices in teaching. I, PP Synthesize research related to curriculum evaluation and design. CR, A Examine techniques/models available to design and evaluate

EDCI841: Curriculum Evaluation & Design

1. 2.

3. 4.

5.

curriculum. A Examine the influence of societal trends and issues and their resulting impact on curriculum evaluation and design. CR, A Articulate the challenges and issues related to curriculum evaluation and design through identification of curriculum design/evaluation questions and prescription of appropriate evaluation techniques/models.CR, A Demonstrate understanding of the similarities and differences among the various evaluation approaches and models and the challenges each approach/model presents. CR, A

EDCI851: Advanced Research Design

1. 2. 3. 4. 5.

Critique quantitative research designs. Critique qualitative research designs. Critique mixed method designs. Develop specific skills that result in a research proposal. Design a research proposal.

SUMMER EDCI845: Curricular & Instructional Technology

1. 2. 3. 4. 5. 6.

EDCI848: Pedagogical Needs of the Learner

1. 2. 3. 4.

OBJECTIVES identify and describe the most current issues in the field of instructional technology analyze, critique, synthesize, and articulate research in the field of instructional technology evaluate the potential effects of various issue solutions predict future trends in issues and research in the field of instructional technology Write a technology grant Organize a professional development seminar on educational technology for classroom teachers Demonstrate an understanding of the relationship between pedagogical needs and the cognitive, social, emotional, and physical needs of learners. Identify students learning strengths and areas of need. Develop instructional strategies aimed at differentiating instruction for diverse students. Evaluate instructional strategies/approaches and curricula that meet the unique needs of early and adolescent learners and that facilitate appropriate and varied differentiated learning appropriate to middle and secondary levels of education.