Education & Educational Psychology
|ED 500 Contemporary Educational Issues||3 SH|
This course examines current issues in education, explores their historical and philosophical roots, and critically analyzes possibilities for the future of education. This foundations of education course will examine important philosophical views influencing education today, thereby, assisting you in examining your own philosophical perspective. These views will be presented by a variety of guest speakers. You will then have the opportunity to discuss both the presentation and information in selected readings. In addition, the course is designed to provide different views of educational and social issues which affect the teaching/learning process. Pre-requisite: Admission to the Master of Arts in Teaching Program or permission of the Chair of the Education and Educational Psychology department.
|ED 501 Introduction to Educational Research||3 SH|
This course is designed to introduce students to qualitative and quantitative research methodologies that are useful in educational settings. Students will address problems relevant to current educational demands; analyze and interpret relevant research studies; develop a rationale for qualitative and quantitative research studies; design research procedures to answer pertinent educational questions; examine aspects of education significant to the students’ educational practice.
|ED 502 Secondary Student Teaching (Grades 6-12) for the M.A.T. Program||6 SH|
Designed to support candidates in the Master of Arts in Teaching program, this course provides experience in planning, conducting instructional activities, and assessment of student performance in a secondary school under the guidance of a trained cooperating teacher. Full-time for one semester. Includes a weekly seminar. Prerequisite: Admission to the Master of Arts in Teaching program or permission of the chair of the Dept. of Ed. & Ed. Psych. Students are urged not to be employed during the student teaching program.
|ED 503 Educational Psychology||3 SH|
This course provides a constructivist approach to child growth and human development, specifically focusing on the ways that concepts and principles from research and theory may be applied in the classroom. Learning will be viewed through a developmental approach. Prerequisite: Admission to the Master of Arts in Teaching program or permission of the chair of the Dept. of Ed. & Ed. Psych. Students are urged not to be employed during the student teaching program.
|ED 514 Teaching Reading in the Content Areas||3 SH|
This course will prepare candidates to intergrate the Common Core Standards for English Language Arts into various content area subjects. Students will prepare integrated lesson plans for actual use in an urban middle school classroom that includes elements of comprehension, vocabulary development, fluency, and a writing component. Students will also learn to differentiate their literacy compontents to meet the needs of English Langauge Learners and special needs students, to prepare students for the CAPT tests, and meet their inquiry based research needs. A variety of speakers, real life situations, and field trips will also be included in the course. Course Pre-requisities: Acceptance into the Master of Arts in Teaching or MS in Education programs or permission of the Department Chair.
|ED 515 Curriculum Leadership in the Elementary School||3 SH|
This course will provide elementary educators with the skills to increase student achievement by designing standards-based differentiated learning and an assessment environment that meets diverse needs. Participants will gain knowledge of curriculum research, trends, design and assessment and how to use differentiated instruction to vary interest, readiness, content, process, learning and product in student learning. Prerequisites: MS in Education and M.A.T. Candidates or Department Chair permission.
|ED 517 Developmental Reading in the Elementary School||3 SH|
Designed as a basic course in the instruction of reading in the elementary school, this course offers a comprehensive study of the reading process and the theoretical and practical aspects of a developmental program.
|ED 519 Improving Thinking Skills||3 SH|
This course is designed to examine the nature of the thinking process and to help teachers improve their students’ ability to think. Focus is on the utilization of a taxonomy of thinking skills which facilitates the thinking process.
|ED 525 Teaching Children with Learning Disabilities||3 SH|
The focus of this course will be on the study of problems of children who have discrepancies between ability and achievement. Types of learning disabilities and their etiology, including physiological aspects, will be explored. Study of the disabilities of perception, cognition and communication as they pertain to intellectual development and classroom performance will be approached through research, case studies and field experience. Interdisciplinary resources will be used.
|ED 527 Differentiating Instruction||3 SH|
This course provides opportunities for the developing educator to explore differentiating instruction for all learners. Course participants will have opportunities to reflect on classroom practices regarding planning/differentiation/assessment and move towards responsive teaching. Prerequisites: MS in Education Candidates or permission of the Department Chair.
|ED 530 Curriculum Leadership in the Secondary School||3 SH|
This course will provide secondary educators with the skills to increase student achievement by designing standards-based differentiated learning and an assessment environment that meet diverse needs. Participants will gain knowledge of curriculum research, trends, design and assessment and how to use differentiated instruction to vary interest, readiness, content, process, learning, and product in student learning. Prerequisites: MS in Education and M.A.T. Candidates or Department Chair permission.
|ED 532 Computer Literacy in Education||3 SH|
This course, developed for educators, provides information about the use of computers in education and addresses issues pertinent to computer curriculum development, integration, implementation and evaluation.
|ED 535 Developmental Reading in the Secondary School||3 SH|
This basic course emphasizes the role of reading and the application of reading and study skills in the various subject areas of the secondary school.
|ED 538 Electronic Portfolio Development for Educators||3 SH|
This instructional technology course will assist K-16 educators to construct personal, dynamic, standards-based electronic portfolios that include text, audio, graphics, photos, internet links and state-of-the-art hypermedia. Basic computer competency and internet skills required.
|ED 539 Developing Cultural Diversity Through Virtual Field Trips||3 SH|
This course prepares educators to use internet-based virtual field trips (VFT) to develop an appreciation for cultural diversity, stimulate K-12 student learning and increase academic achievement. A variety of VFT are designed to involve educators in constructivist teaching, intercultural communication and the emerging global culture. Prerequisite: Basic computer literacy and internet skills.
|ED 545 Teaching Children With Emotional & Behavioral Disturbances||3 SH|
This course introduces the characteristics and needs of children with serious emotional disturbances (SED) and other behavioral challenges. It includes a survey of historical perspectives, trends and issues, theoretical viewpoints, diagnostic and prescriptive assessment practices and intervention approaches. Emphasis will be placed on the manner in which SED affects social, psychological and academic growth in children and adolescents. In addition, approximately half the course will be spent discussing instructional strategies to address student’s individual needs with an emphasis on inclusionary practices.
|ED 546 Inquiry in the Classroom||3 SH|
This course introduces candidates to inquiry in the context of the classroom. Candidates explore appropriate resolutions to questions and issues, learning how to create knowledge from this questioning to enhance students’ learning in the classroom. Assessment, qualitative, quantitative and action research methodologies are applied to instructional decision making. Prerequisite: Admission to the Master of Arts in Teaching Program.
|ED 548 Analysis of Reading Difficulties||3 SH|
This course focuses on the study of both the word-centered and comprehension-centered methods of analyzing strengths and needs in reading, along with an examination of data related to problems in reading. Emphasis is on 1) understanding the rationale and procedures for using selected individual diagnostic instruments; 2) administering a variety of such instruments; 3) interpreting the results; and 4) reporting diagnostic information to parents and to other professionals. Prerequisite: ED 517 or ED 535.
|ED 556 Curriculum Development Using Instructional Technology||3 SH|
This course allows educators to learn aspects of the Internet information highway, ie: researching historical documents, engaging in teacher-to-teacher dialogue, investigating scientific discoveries, joining education debates and uncovering an unlimited amount of available resources for the K-12 educator. Prior computer skills are not necessary. Prerequisite: Word processing competency.
|ED 557 Computers in Special Education||3 SH|
This course will examine recent technological advances in technology to evaluate and help exceptional students realize their full potential. Technological advances will enable the design of learning and living environments that substantially reduce functional limitations resulting from sensory and physical disabilities. Prerequisite: Three semester hours in special education and word processing competency.
|ED 558 Computers in Distance Learning||3 SH|
In this course, students will develop proficiency in distance learning skills and electronic interaction. Mixed medial tools will be used to improve subject matter expertise, instructional design, teaching strategies, media usage, tutoring and counseling. Prerequisite: Word processing competency.
|ED 559 Educational Computer Simulations||3 SH|
In this course, teachers learn how to use PK-12 educational computer simulations to refine basic learning skills and master content areas. Demonstrations and evaluations of interactive software and digital hypermedia simulations will be included. Participants will use computers during each class. Prerequisite: Minimal computer skills and knowledge of the internet are required.
|ED/BIO 566 Teaching Science in Secondary Schools||3 SH|
This course is designed to foster confidence in teaching secondary science to middle or high school teachers (6-12). The course will focus on the nature of science; instructional strategies; fostering development of science concepts; mastering of process skills, organization and assessment; and growth of positive attitudes in the areas of science. Prerequisite: Admission to the Master of Arts in Teaching Program or permission of the chair of the Dept. of Ed. & Ed. Psych. or (non-M.A.T.) admission to the Professional Secondary Education Teacher Preparation Program. Corequisite: Registration in secondary education professional semester courses.
|ED/BIO 605 Applied Research Techniques in Biology||3 SH|
Students will acquire and apply skills and techniques for designing and conducting laboratory, field, or computer based research projects in the biological and environmental sciences. Students will design research questions, articulate testable hypotheses, design, set-up and conduct experiments, including analysis of data under the supervision of a faculty member that may be used in school settings. Prerequisites: Admittance to the MAT Biology or MA Biology Degree Program or permission of the Department Chair.
|ED/SPA 567 Applied Linguistics in Spanish||3 SH|
This course provides a specific analysis of complex grammar structures and their relationship to learning and teaching Spanish as a second language, also Spanish for heritage speakers. It highlights specific problem areas for students and involves the practical application of theories to classroom learning and teaching. Prerequisite: Admission to the Master of Arts in Teaching program or permission from chairs of the Dept. of Ed. & Ed. Psych. and Dept. of World Languages and Literature.
|ED/SPA 568 Teaching Spanish in Secondary Schools: Content and Pedagogy||3 SH|
This course provides candidates in the Master of Arts in Teaching program with an understanding of the methods and materials needed to become a competent teacher of Spanish at the secondary level. Emphasis is on making content knowledge accessible to diverse student populations. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. They develop lesson plans and units of instruction and practice delivering instruction. The course will include an examination of the current curricular reform movements and their impact on the teaching of Spanish in the secondary school. Implications of state and national standards are considered. This course will be taught by a member of the world languages and literature department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Master of Arts in Teaching program or permission from chairs of Dept. of Ed. & Ed. Psych. and Dept. of World Languages and Literature.
ED 571 Urban Education Experience
This course is designed to enhance participants’ knowledge of urban schooling as related to the dynamics of race, class and culture through the analysis of historical, socioeconomic and political factors influencing urban education. The distribution of opportunity is explored through instructional and organizational practices designed to close the achievement gap and build positive school cultures. Prerequisite: MS in Education and M.A.T. Candidates or Department Chair permission.
|ED 572 Career Education and Development||3 SH|
This course provides an exploration, investigation and experience in methods, models and resources for developing and maintaining career planning and vocational guidance services in public and private educational agencies. Investigation in major theories in education and career development. This course is offered online in the spring only.
|ED 576 Learning, Coaching, and Reflective Practice||3 SH|
This course provides opportunities for the active, developing classroom practitioner to explore exceptional learning practices, peer coaching techniques and methods of reflective practices. Prerequisites: MS in Education Candidates.
|ED 578 Teaching the Gifted and Talented||3 SH|
Students in this course will research and explore areas of human talent. Related issues and problems of the gifted will be investigated along with strategies for working with the gifted. Students will also develop an understanding of formal and informal assessment and evaluation techniques.
|ED 585 Introduction to Community and School Counseling||3 SH|
This course offers an introductory professional socialization to the field of counseling. The course provides a survey of the history, philosophy, theoretical foundations, standards, work settings, and relationships between counseling and other helping professions. In addition, the course will introduce the student to timely counseling topics such as: ethics, assessment, consultation, prevention and accountability as well as the challenges facing counseling in the 1990s, such as family, feminist, multicultural and developmental perspectives. Prerequisite: Admission to counselor education program or permission of chair of Dept. of Ed. & Ed. Psych.
|ED 586 Theories of Counseling||3 SH|
This course examines a variety of counseling theories, their philosophical assumptions, hypotheses, the therapeutic process inherent in each and the expected outcomes of successful counseling. Prerequisite: Admission to counselor education program or permission of chair of the Dept. of Ed. & Ed. Psych.
|ED 587 Counseling Diverse Populations||3 SH|
This course will critically analyze data and propose concepts of cross-cultural counseling appropriate to most culturally diverse groups in the United States. Case studies will be utilized. Prerequisite: ED 585 and ED 586.
|ED 591 Independent Thesis Research in Education||6 SH|
This course is designed for students fulfilling the thesis requirements for the M.S. in Education degree, who have submitted an acceptable thesis outline and choose to work independently on thesis research and writing. Individual conferences with the thesis adviser are scheduled as needed. Credit will be granted upon submission of one copy of an approved final draft of the thesis and thesis abstract. Prerequisite: ED 501.
|ED 592 Capstone Project in Education||3 SH|
This course requires educators to complete a capstone project based on PK-12 professional practices. Prerequisite: Completion of a total of 18 graduate semester hours, ED 501, and meet specific department requirements; or admission to the Master of arts in Teaching Program and ED 501.
|ED 593 Standards, Mandates and Legal Issues in Teaching||3 SH|
This course explores Connecticut State Department of Education documents relevant to the education of secondary education educators and identifies standards appropriate to their identified Special Program Alignment. Teacher candidates will prepare for the Beginning Educator Support and Training program assessment standards and will have opportunities to discuss the student teaching experiences and observed “best practices.” Prerequisite: Admission to the Master of Arts in Teaching program or permission of the chair of the Dept. of Ed. & Ed. Psych.
|ED 594 Community Reading Practicum||3 SH|
This course focuses on practical applications of teaching reading in diverse educational environments. Placements will be based on teaching experience, professional goals and community needs. Prerequisite: Completion of 15 semester hours in the M.S. in Education (reading option), including ED 514, ED 517 or ED 535 and ED 548.
|ED 598 Faculty Developed Course|
This experimental course is offered by the Dept. of Ed. & Ed. Psych. as a means of determining its value to the total program or in response to a particular request from a group of students.
|ED 599 Student Developed Study|
This vehicle is designed to provide the student with an opportunity to develop his/her own learning experience. A student will design a project and secure a faculty sponsor. May be utilized more than once. Prerequisite: Written permission of the faculty sponsor and chair of the Dept. of Ed. & Ed. Psych. Registration through the Division of Graduate Studies is required.
|ED 690 Non-Thesis Project for Second M.S. Degree||6 SH|
A student-designed culminating project for the non-thesis approach when working towards a second M.S. degree. The topic and topical outline must be approved by both the appropriate program coordinator and the dean of professional studies.
|ED 726 Child and Adolescent Development||3 SH|
The focus of this seminar course will be on child and adolescent development through the analysis of case studies. In addition to analyzing case studies, the student will develop a case study.
|ED 733 Staff Development Seminar||1-6 SH|
This course is designed to meet the in-service (staff development) needs of specific school personnel of local school systems. The objectives of the course will be jointly developed by the Dept. of Ed. & Ed. Psych. and the local school system(s).
|Doctor of Education in Instructional Leadership:||Core Courses in theory and foundation|
|ED 800 Foundations of Instructional Leadership||3 SH|
This course will prepare classroom practitioners to identify and apply ethical and professional constructs of leadership to affect change. Topics include the history, philosophy and social psychology of instructional leadership and educational reform. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 801 Group Leadership, Group Processes, and Team Building in Education||3 SH|
This course will introduce students to the theories and practices of group leadership, skill development, group process and the enhancement of cooperative academic learning climates. Students will acquire knowledge about the principles of effective team building, faculty teamwork, conflict mediation, cooperative learning and collaboration based upon theories of group process dynamics. Emphasis will be placed on the development of leadership skills to enhance social, psychological, cultural, organizational and emotional influences on the development of the group and promote interpersonal learning in order to achieve educational goals and objectives. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 802 Emerging Instructional Technologies||3 SH|
Teachers will identify, analyze and project the roles of emerging technologies and related achievements to school reform and improvement. This course will enable classroom practitioners to plan for the integration of emerging technologies in instruction, research and assessment. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 803 National Standards, Current Practices, and Policies in Education (Summer Institute)||3 SH|
This course will be conducted as a summer institute. A variety of local and state experts in education will provide students with contemporary information about state and national policies and standards as well as theory and research related to best educational practices. This course will make extensive use of online Internet access to national, regional and state organizations and agencies involved in standards-based reform. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 804 Learning, Cognition, and Teaching||3 SH|
Using many original sources, this course represents a detailed consideration of human growth and development in the principle schools of psychology and related social sciences. Participants will investigate the application of these concepts to educational settings. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 805 Research and Evaluation in Education||3 SH|
The purpose of this course is to introduce theories and models of evaluation as applied to educational programs and administrative systems. The course will provide graduate students with the necessary skills to conceptualize an evaluation design, select appropriate techniques and conduct an evaluation within the infrastructure of an educational institution. This course will assist the learner in understanding administrative educational systems and methodically assessing an aspect of a particular system. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861 and ED 865.
|Doctor of Education in Instructional Leadership:||Areas of Specialization|
|ED 660 Internship and Seminar in Educational Leadership: Theory, Research and Practice II||3 SH|
This is part I of a supervised administrative internship and accompanying seminar in an organizational setting where interns apply strategic, instructional, organizational and contextual leadership skills. Students initiate an action plan and professional portfolio. In addition to the seminar requirements, each candidate will be working on-site with an administrative mentor under the supervision of a member of CCSU’s/Western’s faculty, who will be the university supervisor. The internship, parts I and II, will extend over two semesters. All candidates are required to log a requisite number of hours each semester as specified by the Educational Leadership Constituent Council and are required to complete school-based activities, as well as district-based activities. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership Program and the Certificate for Intermediate Administration or Supervision Program (Endorsement #092).
|ED 665 Internship and Seminar in Educational Leadership: Theory, Research and Practice II||
|ED 820 Topics in Curriculum and Instruction||3 SH|
This course deals with current developments in scientific research, public policy and/or educational practice related to curriculum, instruction, assessment and leadership within schools. It is designed to keep students abreast of developments that affect or have the potential to affect decisions about curriculum design, choice of instructional strategies and program implementation. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 821 Leadership Assessment and Development||3 SH|
This course is designed to help students examine and develop competencies that characterize successful leaders in education and related professions. Students will analyze theories underlying the assessment of leadership abilities and examine the structure of the construct of leadership. They will also engage in self-assessment, creating a leadership plan that outlines long-term and short-term goals for the development of leadership competencies. Students will be able to update their progress through revision and periodic review of this leadership plan. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program and ED 800.
|ED 822: Talent Development Across the Curriculum||3 SH|
This course investigates the value of multiple intelligences and other cognitive-developmental theories. Students will modify or design integrated curriculum for the classroom. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 823 Models of Creative Thinking||3 SH|
Problem-solving and creative thinking issues are demonstrated, critiqued and discussed. Strategies will pertain to all curricular areas. Participants will reflect on their own cognitive processes. Connections will be made to national standards in education. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 824 Diversity Issues in Schools||3 SH|
This course will assist educators to develop a pluralistic and global perspective about the equitable education of diverse students. Participants will investigate the philosophical, social and historical foundations of multicultural education, while developing leadership skills that promote social harmony, cultural integration and student achievement. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program.
|ED 826 Quantitative and Qualitative Applications of Educational Research||3 SH|
The purpose of this course is to extend students’ research skills to examine and apply the knowledge found in professional journals and other sources. These skills will be enhanced in the context of both quantitative and qualitative paradigms. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861 and ED 865.
|Doctor of Education in Instructional Leadership:||Inquiry strategies & dissertation sequence|
|ED 860 Quantitative Methods Applied to Educational Research||3 SH|
This course provides the basis for understanding, applying and interpreting univariate statistics and multiple correlations in educational settings. The student will relate specific quantitative research questions and hypotheses to appropriate statistical procedures as well as analyze each procedure using appropriate software. Students will use data sets that apply directly to educational research. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; EPY 505 or equivalent course.
|ED 861 Qualitative Methods Applied to Educational Research||3 SH|
This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; EPY 505 or equivalent course.
|ED 865 Introduction to Educational Research Designs||3 SH|
This course conveys the orientation and strategies needed to employ both quantitative and qualitative methodologies of research and investigation in the field of education. Topics include an examination of significant designs, their relations to specific types of research questions, hypotheses, descriptions of subjects, data collection procedures and analyses. Limitations to each design will also be thoroughly examined. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 860 and ED 861.
|ED 881 Dissertation Seminar 1||3 SH|
Students will be guided through the research process as they complete their dissertation proposals, begin the literature review for their investigations and describe the methodologies necessary for their projects. In this seminar approach, students will work with their dissertation advisers both individually and in small groups. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861 and ED 865; satisfactory completion of comprehensive exams.
|ED 882 Dissertation Seminar 2||3 SH|
Students will defend their proposals and make the necessary arrangements to begin their investigations by completing the review of the literature, obtaining consent from subjects and beginning the data collection process. Students will work with their dissertation advisers both individually and in small groups. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865 and ED 881; satisfactory completion of comprehensive exams.
|ED 883 Dissertation Seminar 3||3 SH|
Dissertation data collection and writing will commence. Students will work with their dissertation advisers both individually and in small groups. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881 and ED 882; satisfactory completion of comprehensive exams.
|ED 884 Dissertation Seminar 4||3 SH|
Dissertation research will be completed and thesis writing will continue. Students will work with their dissertation advisers both individually and in small groups. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, ED 882 and ED 883; satisfactory completion of comprehensive exams.
|ED 885 Dissertation Seminar 5||3 SH|
Students will complete their research and writing. They will also prepare to defend their investigations. Students will work with their dissertation advisers both individually and in small groups. Candidates will also prepare future presentations and publications. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, ED 882, ED 883 and ED 884; satisfactory completion of comprehensive exams.
|ED 886 Continuing Research||0-6 SH|
Course description varies with the needs of the students. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership Program. Written permission of the primary adviser and program coordinator. Registration through the Office of Graduate Studies is required.
|ED898 Faculty Developed Study||1-6 SH|
Course description varies with the needs of the program and/or its students. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership Program.
|ED899 Student Independent Study||1-6 SH|
Course description varies with the needs of the program and/or its students. Prerequisite: Acceptance into the Doctor of Education in Instructional Leadership Program. Written permission of the faculty sponsor and program coordinator. Registration through the Office of Graduate Studies is required.