MA in Education Course Descriptions

Emphasizes concepts such as reflective practice, student centered learning, and processes for transformative change. Applying a constructivist perspective, participants will learn how to become meaningful change agents in classrooms and educational settings. Emphasis will be placed on integrating theory with practice as participants work through models of change utilizing their first-hand experiences within their own classrooms and educational settings.

An introduction to the theories and processes of conflict transformation and peacebuilding within educational contexts.  Creating a culture of peace in education goes beyond solving problems.  The goal is to nurture peaceful, just and caring relationships within communities through active processes of tending, friending and mending.  As such, educators, nurses and counselors will examine educational systems and relational literacy approaches, as well as their own personal beliefs, conflict resolution style(s), relationships, communication skills, curriculum and instructional strategies, discipline systems and classroom organization processes.  Participants will learn restorative teaching approaches and conflict resolution strategies and develop culturally sensitive peaceable curricula (modeling integrated, infused, or direct instruction) for specific classroom, clinical or community settings.

Examines historical, sociological, philosophical, ethical, legal, and multicultural issues in education. Students analyze and discuss authentic case studies designed to further equip you as a decision maker and leader in educational settings. Special attention is given to discussion of how public policy in education is shaped by the community’s social and ethical concerns.

This course is designed to give an overview of action research, particularly action research that is conducted within educational settings. Emphasis is placed upon gaining an understanding of the difference between qualitative and quantitative research design, as well as becoming competent in setting up an action research project. Participants are taught within the course to use computer technology to conduct a literature review, collect, analyze and interpret data. Participants prepare an action research proposal, ready to be fine-tuned with their program mentor. (Pre-requisite: admission to candidacy)

Incorporates a written report and delivery of a student-designed action research project. Under faculty supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551 Action Research in Educational Settings.

Most children experience traumatic events, and those events can profoundly influence their cognitive, physical, emotional, and social development. School staff may be unaware of the specific traumatic events impacting each child, and school environments may inadvertently exacerbate the impacts of trauma. Traumatic events may cause a child to have academic difficulty, behavior that interferes with learning or violates codes of student conduct, and troubled relationships with peers and school staff. Conversely, trauma-informed, resilience-fostering school environments can mitigate the impact of trauma and enhance the protective factors that provide the foundation for health, academic success, and positive peer and staff interactions. This course will introduce school personnel to the core concepts of adverse experiences, toxic stress, trauma, restoration, self-care, and resilience in the school environment, and provides a research-based, strength-based approach to creating a trauma-informed, resilience-fostering school environment.

Educators experience stressful work events and environments that contribute to burnout, compassion fatigue, and various forms of trauma. As a result, educators may feel less effective, engaged, and motivated. To best serve students, meet their own professional goals, and maintain their own health and well-being, educators benefit from an awareness of self, and an on-going practice of self-care. This course provides information and strategies for the development of individual, collaborative, and organizational practices to address burnout, compassion fatigue, and promote resiliency.

Partnerships between schools and community stakeholders play a vital role in fostering resilience in educational environments.  This course serves as a forum for engaging dialogue among educators, counselors, law enforcement personnel, social service agents, and other community service workers regarding trauma and resilience.  Participants will examine current trends and program development models that empower collaboration within communities.

This course is designed for teachers, counselors, administrators, social workers and others who work with students, school climate, and student achievement in K-12 schools. Restorative discipline is based on restorative justice theory and fills the relationship gap in current school discipline practices. The model articulated in this course views misconduct first as a violation of relationships and secondarily as a violation of school rules and expectations. Breaking rules is seen as harming people and interpersonal relationships. The misbehaving student has the primary responsibility of repairing the harm done.

Research in the neurological and cognitive sciences has generated a new frontier of knowledge on how the brain processes, stores, and retrieves information. In this regard, advances in neuroscience and the cognitive sciences provide insight into how educational and learning experiences reshape brain structure and function in ways that can support or hinder a student’s achievement, performance, and/or skill development. Neuro-education is emerging as an essential knowledge base that all instructional leaders and educators should have. Using what we know about the brain and learning can help transform practice; however, we need more highly knowledgeable advocates in the field who can teach students and coach colleagues. This course will equip participants with research-based practices and strategies to train and guide learners with an emphasis on K-12, but recognition of applications for learners of all ages. It is intended for teachers, instructional coaches, and administrators who teach and/or provide professional development for teachers.

This course examines the research-base for understanding risk and resiliency and explores protective factors within the child, family and community that nurture resilience and mitigate risk factors.  Participants will become conversant on research related to risk factors and at-risk populations, as well as, gain insight regarding politics and social structures that facilitate or impede the resiliency of at-risk learners.  Tools that identify and assess interventions designed to assess resiliency will be utilized.  Focus is placed on case studies, review of the research literature, and demographic studies of adolescents and communities.  Participants will engage in research, review literature, and participate in online discussions to reflect on the changing world of today’s adolescent and ways to build resiliency in educational and community settings.

Activities that offer choice, foster creativity, and inspire imagination promote a more personalized learning experience for students. Participants will explore and use technology tools to help craft instruction to engage and captivate their students!

Explores standard and new Google tools that can be used in the classroom to assist with classroom management and instruction. Teachers will increase their knowledge using discussion threads, reflection papers, lesson plans involving the implementation of Google tools, and a course project where candidates use a Google tool for professional or student development or enhancement. Participants will collaborate on ways to use these tools to have the greatest positive impact in their classrooms.

In the 21st century workplace, success requires more than just basic knowledge and skills. In
Problem-Based Learning, students not only understand content more deeply but also learn how
to take responsibility and build confidence, solve problems, work collaboratively, communicate
ideas, and be creative innovators. Participants will identify, use and evaluate technology
resources in the context of designing and delivering instruction using the Problem-Based
Learning instructional method.

Participants will identify, use and evaluate technology resources in the context of designing and
delivering instruction that is consistent with current best practices for integrating technology. The
Virginia Computer/Technology SOLs and the National Educational Technology Standards for Teachers will be referenced throughout the course.

Gives participants the opportunity to explore Web tools that can be used in the
classroom to assist with classroom management and instruction. Participants will collaborate on
ways to use these tools to have the greatest positive impact in their classrooms. Participants
should be comfortable with surfing the web.

Participants will identify, use and evaluate 21 st Century Learning Tools that can be used to address the top level of Bloom’s Taxonomy – Creating . These tools will be used in the context of designing and delivering instruction that is consistent with current best practices for integrating technology.

Examines the psychological, social, cultural and linguistic components of the developmental processes of reading and writing.  The focus of the course is to develop an understanding of how children learn to read; to understand the spelling system of English orthography and how that influences word knowledge in reading and writing; to acquire an ability to select materials appropriate to the child's developmental stage and to explore what we as teachers can do to provide appropriate instruction.  Appropriate instruction is based on the findings of the National Reading Panel and feature research and its implications in phonemic awareness, phonics, fluency, comprehension and vocabulary.

Focuses on literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning in K-12 classrooms. The course will explore instructional strategies, materials, and issues that impact the development and extension of literacy across the curriculum.  Students will use technology to share information and design appropriate instruction. Research in literacy instruction and specifically in oral language, reading, writing, and viewing will be a focus area.

Addresses literacy development in a larger scope than traditionally covered through school, focusing on personal, cultural and political issues related to adult literacy. Addresses adult literacy in the context of various settings, including family literacy, workplace literacy and community literacy programs.

Introduces practicing teachers to a wide spectrum of literature for children. The course focuses on literature by and about persons from a variety of ethnic and cultural groups. Course participants will develop skills for evaluating the works as well as design curricula for their own classrooms, which incorporate multicultural literature across the curriculum. Attention will be given to classroom applications using literature including writing and other literature response activities.

Concentrates on looking at literature written for and by adolescent/young adult readers. While it relies heavily on works typically classified as young adult literature, the course will also look at literary "classics" which are found within the curriculum for middle, junior, and senior high classrooms. In addition, time will be spent looking at various "summer reading lists" from school divisions. These lists will be analyzed as to developmental and interest levels. Models of literary criticism employed within the study of these works shall center on reader-response theory. In addition, participants in this learning community will analyze works in context to adolescent developmental issues and societal pressures.

Provides practical knowledge about developing and implementing K-12 reading programs. Develops the strategies and understandings needed to provide a diverse student body with effective reading instruction and provides support for making changes in teaching and in program design to increase student achievement. Emphasis will be placed on examining the personal characteristics of literacy leaders as well as examining the organization and management of school environments needed to support literacy development.

This course is designed to focus on assessment as the basis for instruction.  Identifying each student's needs will be addressed from a developmental perspective. Participants will be expected to analyze and use research based assessment measures that enable the teacher to make wise instructional decisions as well as provide documentation of progress.  Teachers enrolled in this course learn to: construct and use affective measure of literacy behaviors, administer running records of leveled text, administer  an informal reading inventory which includes measurements of rate, fluency, oral reading accuracy  and oral and silent comprehension, assess developmental word knowledge, phonemic awareness, phonics and vocabulary, and elicit and assess writing samples.  Results from assessments will be used to design appropriate instruction for a diverse student population.         

Complements EDPC 602 Clinic I and includes 40 hours of practicum experience to develop a comprehensive study of students experiencing reading and writing difficulties.  A comprehensive case study will result. This course requires the analysis of academic student performance within the diagnostic-prescriptive-instruction-reflection framework. This course is designed to encourage reading specialists to participate in collaborative teams.

Introduces Restorative Justice in Education (RJE) as a culture and a set of practices that are implemented to facilitate learning communities, supporting and respecting the inherent dignity and worth of all. Viewing RJE as a holistic approach, this course examines the three core components of RJE: creating just and equitable learning environments; nurturing healthy relationships; and repairing harm and transforming conflict. Class focuses on the underlying values of RJE and the foundational beliefs that guide RJE, and includes application of case studies and situations provided by class participants.

When educators develop strong analytic skills, they are able to more deeply understand a situation, consider that situation from multiple perspectives, investigate causes, explore relationships, and ultimately design more effective responses to conflict, student behavior, or harm. This course exposes educators to various models of understanding the nature of conflict, including but not limited to identity, human needs and motivations, power dynamics, structural violence, change theories, systems analysis, and trauma.

Explores the use of circle processes to build and sustain healthy learning environments in schools or other educational settings. Theoretical foundations and core assumptions will be discussed as well as different ways circles can be utilized to build community, resolve conflict, create safe learning spaces, and promote social and emotional competency. Participants, including educators, administrators, school counselors, or other school based personnel, will learn how to design and implement Circles in education related contexts.

Applies restorative justice principles to individual student, classroom, school and community practices that support safe, caring schools. Restorative discipline is based on restorative justice theory and fills the relationship gap in current school discipline practices. Designed for teachers, counselors, administrators, social workers and others who work with discipline issues in K-12 schools. Participants learn how to facilitate classroom meetings and family group conferences.

Enables students to identify, compare, and contrast various approaches to language teaching, and underlying beliefs about language learning/teaching. There will be exposure to a variety of teaching techniques in each of the main language skills (listening, speaking, reading, writing, grammar, and vocabulary). Attention will be given to ways of assessing language proficiency and doing needs assessment for a variety of student populations in order to shape instruction effectively. $30 course fee for practicum.

The study of the essential nature of languages with English as the primary example.  Students learn the tools of linguistic analysis, including phonetics, phonology, morphology, and syntax, and examine broader concepts of language typology, variation, and the history of English.

Explores current topics and issues in the study of language acquisition, language development, and grammar, including first and second language acquisition, multiple second language teaching strategies, and support services to assist English Language Learners (ELLs) in language and content learning. Offers teachers practical ideas for teaching grammar in the context of today’s classroom, promoting collaboration and parental involvement in language acquisition and academic success.

Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom. Participants will investigate and reflect on issues of identity, power, and inequality that stem from linguistic diversity.

Explores assessment tools and practices as they relate to second language learners.  Emphasizes the assessing and monitoring of oral language, reading and writing and content area subjects.  Examines support services both in language acquisition and content learning.

This foundations course will introduce and provide background on English Learners including the psychological, social, cultural and linguistic components of the developmental processes in learning a second language. The course provides an overview of first and second language acquisition. Planning, implementing, and managing instruction within the framework of research and best practices will be emphasized. The course also explores what we as teachers can do to provide appropriate instruction based on the Pennsylvania Academic Standards and Assessment Anchors.  

This course is designed to assist the teacher in recognizing the impact and importance of decision-making and the dynamics of advocacy. This course includes, but is not limited to, current topics in special education, self-determination by and for students, development of the essential professional advocacy competencies, advocating for students with special needs, the rights of children, and the inclusive setting. Students will participate in an exploration of advocacy websites, develop a wiki or brochure to use in their professional practice when working with families and colleagues, and develop a personal position on advocacy.

Focuses on collaborative strategies for learning among educators, parents, and community to collaboratively maximize students’ achievement. Models of consensus building, team building, team planning, facilitation skills, and school-parent collaboration will be examined. Participants will explore current research on the effect of teaming and collaboration, affective and social outcomes of learning and collaboration, and organizational patterns for interdisciplinary teams. Students will work in teams to research their own learning development.