School of Education
G. WILLIAMSON MCDIARMID, Dean
Professors
Frank Brown (013) Policy Studies, School Law, Organizational Behavior and Theory, Leadership and Administration
Gregory J. Cizek (176) Educational Assessment and Evaluation
Barbara D. Day (019) Early Childhood Education
Fenwick English (998) Educational Administration, Curriculum Inquiry and Leadership
Jill Fitzgerald (024) Literacy Issues (Early Childhood, Families)
Susan Friel (115) Mathematics Education
John P. Galassi Jr. (028) School Counseling
Madeleine R. Grumet (170) Culture, Curriculum, and Change
Audrey L. Heining-Boynton (037) Foreign Language Education, English as a Second Language
Ryuko Kubota (169) Foreign Language Education
Catherine Marshall (105) Politics, Qualitative Inquiry, Gender, Race, and Class Issues
Judith L. Meece (055) Educational Psychology, Measurement and Evaluation, Elementary Education
George W. Noblit (057) Sociology of Education, Qualitative Research Methods, Critical Race Studies
Sam Odom, Early Childhood, Disability
Xue Lan Rong (146) Social Studies Education, Social Foundations of Education, Large Data Set Research
Rune J. Simeonsson (073) Child Development and Disability, Psychological Assessment, Primary Prevention
Lynda Stone (147) Philosophy of Education, Social Theory, Feminism
Linda Tillman (036) Educational Leadership
Gerald Unks (082) Culture, Curriculum, and Change
Lynne Vernon-Feagans, Early Childhood Intervention, Literacy
William B. Ware (085) Educational Psychology, Measurement and Evaluation, Research Design Analysis
Barbara H. Wasik (086) Child Psychology, Emotional and Cognitive Development, Behavior Modification
Associate Professors
Patrick T. Akos, School Counseling
Cheryl Mason Bolick (029) Education Technology and Social Studies Education
Harriet A. Boone (149) Early Intervention, Family Support and Ethics
Kathleen Brown (182) Educational Leadership
Jill Hamm (183) Adolescent Development
Wallace H. Hannum (034) Instructional Design, Theories of Instruction, Computer Applications
Carol E. Malloy (157) Influence of Culture on Mathematical Problem-Solving, Gender and Equity Issues
Rebecca New, Early Childhood Intervention
Rita O'Sullivan (180) Educational Assessment and Evaluation
Dwight L. Rogers (067) Early Childhood/Elementary Education, Moral Dimensions of Teaching, Teachers as Reflective Practitioners
James Trier, English Education - Secondary
Assistant Professors
Kathleen Gallagher, Child Development and Family Studies
Jocelyn Glazier, Diversity and Multiculturalism, Literacy, Equity
Jeffrey Greene, Cognition and Learning
Dana Griffin, Diversity and Multiculturalism, Professional Development of School Counselors
Leigh Hall, Literacy Studies (Early Childhood, Families)
Steve Knotek (2001) School Psychology
David P. Levine (171) History of Education, Social Studies Education—Middle School and Secondary Grades
Melissa Miller, Special Education
Latish Reed, Education of African American Children, Social and Cultural Studies
Eileen Parsons, African American Science Achievement, Racial Equity
Sam Song, School Psychology
Ollie Steinthorsdottir (2003) Math Education—Elementary
Research Professors
Don Bailey, Early Intervention, Family Support, Assessment
Donna Bryant, Special Education
Martha Cox, Early Childhood, Families and Literacy
James Marshall, Philosophy of Education
Peter Ornstein, Early Childhood, Families and Literacy
Steven Reznick, Early Childhood, Families and Literacy
Pamela J. Winton (092) Families, Early Intervention, Pre-service and In-service Training
Research Associate Professors
Virginia Buysse (159) Community-Based Programs for Young Children with Disabilities and Their Families
Dina Castro-Burgos Early Childhood Intervention, Literacy
Mary Ruth Coleman, Learning Disabilities, Gifted Education
Deborah Hatton, Early Childhood, Families and Literacy
Gloria Harbin, Special Education
Ellen Peisner-Feinberg, Early Childhood Intervention, Literacy
Sharon Ritchie, Early Childhood Intervention, Literacy
Research Assistant Professors
Melissa DeRosier, School Psychology
Kirsten Kainz, Early Childhood Intervention, Literacy
Anita Scarborough, School Psychology
Lorraine Taylor, Early Childhood, Families and Literacy
Clinical Professors
Suzanne A. Gulledge (033) Social Studies Education
Lee Marcus, School Psychology
Russell J. Rowlett (068) Mathematics Education
Patricia Shane, Middle School Preparation, Elementary Science
Clinical Associate Professors
Leslie Babinski, School Psychology
Kelly Coker, School Counseling
Steven Hooper, School Psychology
Daniel M. Huff (102) Choral Music Education, Teacher Preparation, Teacher Socialization
Stanley Schainker, Educational Leadership: Systems Functions, School Management, Group Dynamics
Neil Shipman, Educational Leadership—School Inquiry and Reform
Rhonda M. Wilkerson (117) Elementary Education
Clinical Assistant Professors
Elise Barrett, Middle School Language Arts, Literacy Education
Jennifer Coble, Science Education
Ann Crawford Science Education
Kim Dadisman, Intervention Research
Marcia Davis, Elementary Education
Deborah Eaker-Rich, Social Foundations
Mark Enfield, Science Education
Sandra Evarrs, School Psychology, Psychoeducational Assessment
Joseph Green Upward Bound
Cheryl Horton, Science Education
Molly Lloyd, Literacy Education
Deborah Manzo, Educational Leadership
Kelly Maxwell, School Psychology
Tammie D. Moore, School Counseling, Cross-Cultural Counseling
Denise Morton, Middle Grades Education
Edward M. Neal, Curriculum and Instruction
Merida Negrete, Music Education (K–12)
Chris Osmond, Elementary Education
Sharon Palsha, Child Development and Family Studies
Barbara Rhoades, Art Education
Meg Sheehan, School Administration
Jane Smith, Science Education
Rodney Trice, School Administration
Beril Ulku-Steiner, School Counseling
James Veitch, Educational Leadership—Budget, Staff Development, Technology, Instructional Supervision
Anne Wheeler, School Psychology
Lynn Williford (173) Educational Psychology
Susan Wynn, Educational Leadership
Clinical Instructors
Darcy Berger, Special Education
Camille Catlett, Child Development
Kathy Sikes, Student Coalition for Action in Literacy Education (SCALE)
Sandra Swenberg (029) Elementary Education
Lidia Tyberg, School Psychology
Lecturers
Cecil Coburn
Cheryl Goldstein
Suzanne Harbour
Thomas Metzguer
Melissa Raley
Vergie Taylor
Retired Fixed-Term Professor
John C. Brantley (009) Psychoeducational Assessment, Professional Decision Making, School Psychology
Professors Emeriti
Hunter J. Ballew
Richard A. Brice
Linda Brooks
William I. Burke
Richard H. Coop
James W. Cunningham
James J. Gallagher
R. Sterling Hennis Jr.
Samuel M. Holton
Paul B. Hounshell
Richard C. Hunter
Mary Turner Lane
David L. Lillie
Bobbie B. Lubker
William Malloy
William S. Palmer
Richard C. Phillips
Walter Pryzwansky
William C. Self
Roy E. Sommerfield
Dixie Lee Spiegel
Donald J. Stedman
Gary B. Stuck
Alan Tom
Neal H. Tracy
Eugene R. Watson
Kinnard P. White
Ronald Wiegerink
Ralph E. Wileman Jr.
The School of Education, in keeping with the general goals of the University of North Carolina at Chapel Hill, embraces a threefold mission of teaching, research and service. With these purposes in mind, the school's graduate programs are designed to meet the needs of professional educators who seek to further their knowledge, understanding and skills relating to educational processes. These professionals vary in their career orientations. Some are employed in (or wish to become employed in) educational institutions and others in agencies and organizations performing noninstructional educational functions.
The research mission involves continuing inquiry into the development of knowledge of the teaching-learning process, human development, the organization of schools and educational agencies, the historical, social and philosophical bases for educational institutions and the processes of program development and implementation.
The service mission provides public and private institutions and agencies with the benefits of research and consultation, thereby enhancing these institutions and agencies' ability to satisfy their educational objectives.
The teaching mission involves the faculty and graduate students in applying the knowledge base in field settings and translating it into course work.
The School of Education is headed by Interim Dean Jill Fitzgerald. She is assisted by the Assistant Dean Deborah Eaker-Rich.
The School of Education has attempted to present correct information as of the printing date of this Record. However, this information does not establish a contractual relationship and the school reserves the right to alter any statement when review is complete. Therefore, applicants should contact the School of Education to obtain updated information on programs prior to final application procedures.
Degree Programs
Note: Additional information may be found on the School of Education's Web site at soe.unc.edu
The School of Education offers two doctoral degrees: 1) the doctor of philosophy (Ph.D.) in education with three research areas (culture, curriculum and change; early childhood, intervention and literacy studies; and educational psychology, measurement and evaluation) and in school psychology and 2) the doctor of education (Ed.D.) in educational leadership and in curriculum and instruction. The Graduate School administers the Ph.D., while the School of Education administers the Ed.D.
The master's programs include the following degrees: 1) the master of arts in teaching (M.A.T.) with a concentration in secondary education for English, , mathematics, science, and social studies, a, music, 2) the master of arts (M.A.) in education with three research strands (culture, curriculum and change; early childhood, intervention and literacy studies; and educational psychology, measurement and evaluation) and in school psychology, 3) the master of education (M.Ed.) in school counseling and school psychology, and the master's for experienced teachers, and 4) the master of school administration (M.S.A.) in educational leadership. The Graduate School administers all but the master of school administration program and the master's for experienced teachers, which the School of Education administers.
Two off-campus, part-time programs are offered: the master of education (M.Ed.) for experienced teachers and the flexible master of school administration (M.S.A. Flex). The potential specialty areas for the M.Ed. program are early childhood intervention and family support (birth through kindergarten); elementary education: language arts and social studies, and mathematics and science; middle grades education: language arts, mathematics, science and social studies; secondary education: English, mathematics, science and social studies; K–12 and 9–12: foreign language education; and K–12: literacy education (reading and writing).
The part-time, off-campus M.S.A. Flex program is designed for working professionals and stretches the normal two-year program offered on campus over an extended period of two and a half academic years, beginning each January with a new cohort. While the program emphasizes preparation for the school principalship, individuals with other educational career aspirations (such as district-level leadership positions) will find it appropriate.
Education Degree Requirements
The School of Education offers through The Graduate School the following degrees: M.A., M.Ed., M.A.T., and Ph.D. The School of Education administers the following degrees: M.Ed. for experienced teachers, M.S.A. and Ed.D.
M.A. Degree Requirements
1. A bachelor's degree from a four-year college or university.
2. Completion of the minimum required number of semester hours of advanced course work. (Check with individual programs to ascertain the minimum requirements.)
3. Completion of at least two full semesters of residence.
4. Completion of all required and elective courses within five years of admission.
5. A grade of Pass on a written comprehensive examination.
6. Satisfactory completion of a thesis.
7. The degree application to be filed no later than the date specified in the academic calendar.
M.Ed. Degree Requirements
1. A bachelor's degree from a four-year college or university.
2. Completion of the minimum required number of semester hours of advanced course work. (Check with individual programs to ascertain the minimum requirements.)
3. Completion of at least two full semesters of residence.
4. Completion of all required and elective courses within five years of admission.
5. A grade of Pass on a written comprehensive examination or equivalent.
6. The degree application to be filed no later than the date specified in the academic calendar.
M.A.T. Degree Requirements
1. A bachelor's degree from a four-year college or university.
2. The equivalent of an undergraduate major in the chosen subject area.
3. Completion of a minimum of 40-plus semester hours of advanced course work.
4. Completion of at least two full semesters of residence.
5. Completion of all required and elective courses within five years of admission.
6. Satisfactory completion of a comprehensive teaching portfolio that synthesizes course work and experiences as related to state and national standards.
7. The degree application to be filed no later than the date specified in the academic calendar
Ed.D. (Doctor of Education) Degree Requirements
1. A bachelor's degree from a four-year college or university and a master's degree in the field of education.
2. Completing six hours of graduate work for two consecutive semesters in residence at this university.
3. Students have nine years to complete all work, including the successful defense and submission of the dissertation. Students have six years to complete all course work and oral and written exams.
4. Completion of a research core (12 semester hours) which is comprised of EDUC 684, EDUC 981, EDUC 841 and a Research Methods elective.
5. Completion of a research seminar and a supervised field experience in the student's area of specialization.
6. A grade of Pass on a written comprehensive examination.
7. A grade of Pass on an oral examination.
8. Successful completion of a final oral examination, which is the defense of the dissertation.
9. Satisfactory completion of a dissertation.
10. The degree application to be filed no later than the date specified in the academic calendar.
Ph.D. Degree Requirements
In addition to the requirements of The Graduate School for the Ph.D., the School of Education also requires:
• full-time enrollment until all formal course work is completed; and
•completion of an individual program of studies comprised of required and elective courses.
Programs of Study
Master of Arts (M.A.) in Education
The M.A. in education is designed for individuals from a variety of backgrounds who are interested in research in the field of education. The program should be of particular interest for individuals considering doctoral work in education but who have not yet completed a master's. The M.A. in education is not designed for students interested in receiving licensure.
Students select one of the following areas of specialized study: culture, curriculum and change; early childhood, intervention and literacy studies; or educational psychology, measurement and evaluation. Each student develops an individualized program of study of at least 30 hours with the guidance of an advisor. Working with a three-member committee, the student completes a comprehensive examination and a thesis.
Master of Education (M.Ed.) for Experienced Teachers
The M.Ed. for experienced teachers is a part-time, field-based program for teachers currently employed in local schools, public and private. The program is designed to assist licensed teachers with at least three years of experience in reflecting upon their experiences and developing further skill and art as professional educators. It is a 31-hour program that begins in the summer, extends through the next two years, and concludes in the third summer. Courses are offered at local sites, not on the University campus, for the convenience of practicing teachers. Courses during the school year are offered generally from 4–7 p.m. Courses include the use of the Blackboard software suite of programs, as some portion of students' work is done online via computer.
The M.Ed. in Early Childhood Intervention and Family Support prepares the experienced early childhood professional with leadership skills in developing and implementing inclusive programs for infants/toddlers, preschoolers and kindergartners with and without developmental delays. It is a 34- to 36-hour program that is typically completed by part-time students in two to two and one-half years; and by full-time students in one and one-half calendar years. The program is designed to accommodate practicing professionals' schedules by offering courses in the late afternoon, evenings and during the summer months.
The School of Education offers and administers the M.Ed. for experienced teachers program. For program information or an application, please visit the school's Web site at soe.unc.edu or call 966-1346.
Master of Education (M.Ed.) in School Counseling
The master's program in school counseling is a full-time, 14-month, 60-semester-credit-hour program that begins and ends with summer study. The program prepares students for successful practice in the elementary, middle and senior high schools and is accredited by the Council for Accreditation of Counseling and Related Educational Programs. Upon completing the program, students are eligible for North Carolina Advanced Graduate licensure as school counselors.
The school counseling program is predicated on a developmental advocacy framework that asserts that the counselor's primary mission is to promote the optimal development of all students. The counselor is a school leader who works with students, teachers, administrators, parents and other members of the community to build a supportive learning environment that not only nurtures the development of academic, career and personal/social competence among students, but also fosters an appreciation of diversity and a commitment to social justice. While remediation of deficits and the removal of barriers play a role in this model, developmental advocates focus on proactive and preventive approaches to help students build skills and to enhance the asset-building capacity of the school environment. Traditionally, school counselors have relied upon four primary interventions—individual and small group counseling, consultation, classroom guidance and coordination—to support student development. In recent years, two additional interventions—advocacy and collaboration—have played an increasingly important role in the school counselor's efforts to ensure social justice and to increase the likelihood of optimal development for all students. These last two interventions are especially important for those students who are disenfranchised due to socioeconomic, cultural or lifestyle issues.
Requirements
Students in the M.Ed. school counseling program typically complete the course work in 14 months, beginning and ending with summer study.
1. 51 hours of counseling courses.
2. One, three-hour course in life span human development (EDUC 681).
3. Six hours of graduate-level electives, approved by the advisor.
Semester One—Summer
First Summer Session
EDUC 605 Introduction to School Counseling (three hours)
EDUC 606 Theories of Counseling (three hours)
Second Summer Session
EDUC 608 Pre-Practicum in Counseling (three hours)
EDUC 610 Group Counseling
Semester Two—Fall
EDUC 609 Tests and Measurements (three hours)
EDUC 611+ Practicum in School Counseling (nine hours)
EDUC 681 Human Development (three hours)
EDUC 708 School Consultation Methods (three hours)
Semester Three—Spring
EDUC 607 Promoting Career Development (three hours)
EDUC 705+ Internship in Counseling and Consultation (nine hours)
EDUC 707 Cross-Cultural Counseling (three hours)
EDUC 709 Seminar in Applied Investigations (three hours)
Semester Four—Summer
First Summer Session
EDUC 705+ Internship in Counseling and Consultation (three hours)
EDUC 706 Organizing Guidance Services (three hours)
Second Summer Session
Elective (three hours)
Elective (three hours)
+ Students must spend a minimum of 700 clock hours in their field experiences during the August to June school year. The schedule for completing these hours should be arranged with both the field supervisor and the EDUC 611 and 705 instructors.
The list below provides some examples of appropriate elective courses. It is not exhaustive. All elective courses must be graduate-level (i.e., courses numbered 600 level or above at this university) and must be approved by the student's advisor.
From Education
EDUC 678 Seminar in Educational Studies: Spanish for Educators
EDUC 695 Introduction to Exceptional Children
EDUC 753 Introduction to Curriculum
EDUC 771 Social Foundations of Education
EDUC 782 Psychology of Learning in the School
EDUC 811 Problems in School Counseling
From Psychology
PSYC 461 Cognitive Development
PSYC 462 Development of Language
PSYC 463 Development of Social Behavior and Personality
PSYC 465 Poverty and Development
PSYC 468 Family and Development
PSYC 500 Psychological Disorders of Childhood and Adolescence
PSYC 501 Advanced Personality
From Social Work
SOWO 700 Substance Abuse and Dependency
SOWO 801 Child and Adolescent Health and Mental Health
SOWO 802 Family Stress: Coping and Social Support
SOWO 852 Social Work Practice with Couples
SOWO 853 Approaches to Brief Treatment
SOWO 862 Services for Persons in Grief
From Communication Studies
COMM 312 Persuasion
COMM 620 Interpersonal Communication
Master of Education (M.Ed.) and Master of Arts (M.A.) in School Psychology
The master's program in school psychology is a three-year plus summers, full-time program consisting of two years of course work and a one-year internship. The program covers content and skills in the professional areas of assessment, intervention, research and evaluation, consultation and professional development. Students may elect to receive an M.A. or M.Ed. The M.A. requires a thesis. The program prepares individuals to work in schools and related educational agencies. Graduates are eligible for psychological and educational licensing in North Carolina. The school psychology program is accredited by the National Council for Accreditation of Teacher Education and the National Association of School Psychologists.
Requirements and Prerequisites
Applicants should enter the program with course work in personality theory, abnormal psychology, statistics, learning theories, history systems and developmental psychology. Missing prerequisites are added to the program of study.
Assessment (nine hours)
EDUC 718 Psychoeducational Assessment I (three hours)
EDUC 718 Psychoeducational Assessment II (three hours)
EDUC 718 Psychoeducational Assessment III (three hours)
Intervention (nine hours)
EDUC 719 Behavioral Intervention I (three hours)
EDUC 719 Behavioral Intervention II (three hours)
EDUC 719 Behavioral Intervention III (three hours)
Consultation (three hours)
EDUC 708 School Consultation Methods I (three hours)
Research and Evaluation (17 hours)
EDUC 684 Statistical Analysis of Educational Data I (three hours)
EDUC 709 Applied Investigations (three hours)
EDUC 784 Statistical Analysis of Educational Data II (three hours)
EDUC 992 Project, Semester I (for M.Ed. students) (four hours)
EDUC 992 Project, Semester II (for M.Ed. students) (four hours)
EDUC 993 Thesis, Semester I (**for M.A. students) (four hours)
EDUC 993 Thesis, Semester II (**for M.A. students) (four hours)
** Only 6 hours of thesis credit can be used as part of the 60 hours for graduation.
Professional Development (21 hours)
EDUC 720 Seminar in Professional School Psychology (three hours)
EDUC 721 Externship in School Psychology, Semester I (three hours)
EDUC 721 Externship in School Psychology, Semester II (three hours)
EDUC 721 Externship in School Psychology, Semester III (three hours)
EDUC 721 Externship in School Psychology, Semester IV (three hours)
EDUC 722 Master's Internship in School Psychology, Semester I (three hours)
EDUC 722 Master's Internship in School Psychology, Semester II (three hours)
Psychological Foundations (12 hours)
Biological Bases of Behavior (three hours)
EDUC 763 Neuropsychology (three hours)
Social and Cultural Aspects of Behavior (three hours)
EDUC 707 Cross-Cultural Counseling (three hours)
Human Learning (three hours)
EDUC 782 Psychology of Learning in the School (three hours)
EDUC 882 Seminar in Human Learning and Cognition (three hours)
PSCY 430 Human Memory (three hours)
PSYC 461 Cognitive Development (three hours)
Child and Adolescent Development (three hours)
EDUC 681 Human Development (three hours)
EDUC 762 Child Development and Disability (three hours)
EDUC 781 Theories and Research in Human Development (three hours)
EDUC 881 Seminar in Human Development and Individual Differences (three hours)
PSYC 467 The Development of Black Children (three hours)
SOWO 500 Human Development In Context I: Infancy To Adolescence (three hours)
Human Differences, Human Exceptionality and Developmental Psychopathology
(covered by EDUC 718 and 719 sequences)
Educational Foundations (three hours)
EDUC 628 Methods of Teaching English as a Second Language (three hours)
EDUC 621 Explorations in Literacy (three hours)
EDUC 652 Principles of Instructional Design (three hours)
EDUC 753 Introduction to Curriculum (three hours)
EDUX 622 Content Area Reading and Writing (three hours)
Master of Arts in Teaching (M.A.T.)
The master of arts in teaching (M.A.T.) program is designed for individuals wishing to teach in secondary school (grades 9–12) or in kindergarten–grade 12 special subjects. Secondary school subjects include English, Latin, mathematics, science, and social studies. Special subjects include English as a second language, French, German, Japanese, music and Spanish. This school-based, student-centered program relies on partnerships between public schools and the University and uses the realities of the classroom as the motivation for students to connect theory and practice. It provides opportunities for students to accomplish three general objectives:
1. Expand their understanding of methodology in their content specialization
2. Gain an understanding of curriculum and instruction primarily at the secondary level (but in K-12 in foreign languages, ESL, and music) and
3. Provide knowledge of the social and psychological foundations of education
This program is designed to prepare candidates for initial and advanced teaching licensure in North Carolina.
Several interrelated strands of knowledge run throughout the program:
The Teaching and Methods Strand focuses upon the structure of disciplines, tools of inquiry and methodologies concerned with instructional strategies, planning and assessment in varied learning experiences and communities.
The Learner and Learning Strand helps teachers design and implement learning experiences for students based on subject matter knowledge, the nature of the learning process and the nature of learners.
The Context Strand focuses on teacher-student-community relationships in schools and classrooms. Students will prepare case studies of each type of relationship; analyze them from cultural, historical and pedagogical perspectives; and develop strategies to address these issues in practice.
The M.A.T. is a 12-month, full-time program that requires 40-plus semester hours of course work (40 if a science is taken).
Summer I (Second Session of UNC-Chapel Hill Summer School)
EDUC 641 Introduction to Teaching (three hours)
EDUC 642 Introduction to Schools (three hours)
Fall Semester
EDUC 644 or EDUC 681
EDUC 644 Learner and Learning I (three hours)
EDUC 645 Contexts of Education I (three hours)
EDUC 646 Practica Student Internship (three hours)
EDUC 647 Methods and Materials for Teaching Secondary or K–12 Subjects I (three hours)—with a separate section for each licensure area
EDUC 681 Human Development (for K–12 music)
Advanced course in the content area (three hours)
Spring Semester
EDUC 744Learner and Learning II (two hours)
EDUC 743 Teaching Secondary Students with Disabilities (one hour)
EDUC 746 Practica Student Internship (nine hours)
EDUC 747 Methods and materials for Teaching Secondary or K–12 Subjects II (two hours)
Note: A portfolio of work collected throughout the year will be submitted to the faculty for evaluation at the end of the spring semester.
Summer II (First Session of UNC-Chapel Hill Summer School)
EDUC 748 Advanced Pedagogy (three hours)
EDUC 749 Curriculum Leadership (three hours)
Total Hours: 40+ (for English, Mathematics and Social Studies)
The science program may have 40 hours, if a 4-hour course is taken.
Music, will have extra hours for the required K–12 license. For further information on these programs, contact the M.A.T. program coordinator, or area advisors.
Some clinical placements will include multiple settings and levels of instruction.
Seminars, methods, contexts, learner and learning courses are ongoing over the entire 12-month period and are both interdisciplinary and subject area oriented.
Master of School Administration (M.S.A.)
The M.S.A. on-campus and M.S.A. FLEX programs prepare individuals to lead schools and other educational organizations for the schools of North Carolina and the nation. These programs include three dimensions: 1) Awareness (i.e., acquiring concepts, information, definitions and procedures), 2) Understanding (i.e., interpreting knowledge to school environments, integrating concepts with practice and using knowledge and skills in context) and 3) Capability (i.e., applying knowledge and skills to specific problems of practice). While most of those who complete this program move into administrative positions at the school-site level, some assume roles within state, regional or national organizations that focus on educational professional development, research or policymaking. The completion of this program leads to eligibility for licensure from the North Carolina State Department of Public Instruction and qualifies one for administrative certification in most states. The M.S.A. programs are administered by the School of Education. Visit the Web site at soe.unc.edu.
Doctor of Education (Ed.D.) in Curriculum and Instruction
The Ed.D. program in curriculum and instruction is designed specifically for individuals seeking to be qualified and licensed as curriculum and instructional specialists and other positions in educational, governmental and policy institutions.
The curriculum-instruction specialist is defined as one whose primary concern is improving learning opportunities through providing instructional leadership. The specialist is a decision maker, consultant and advisor to administrators, teachers and other professional personnel. Responsibilities include curriculum development, instruction and staff development.
Applicants are admitted on the basis of their potential for outstanding contributions to education. They should hold a master's degree in a field of education.
The Ed.D. program is administered by the School of Education. Visit the Web site at soe.unc.edu.
Doctor of Education (Ed.D.) in Educational Leadership
The School of Education offers and administers an Ed.D. in educational leadership program which develops senior administrative leaders for the schools of North Carolina and the nation. The program is designed to accommodate the needs of in-residence and employed students. For program information or an application, visit the School of Education's Web site at soe.unc.edu.
Doctor of Philosophy (Ph.D.) in Education
The schools in North Carolina and in the nation face myriad complex issues and challenges. These challenges range from meeting the educational and social-emotional needs of diverse student populations to designing, implementing and evaluating educational programs within cultural contexts. The Ph.D. in education prepares leaders in educational research who understand these issues and who can improve educational practice using state-of-the-art knowledge and research skills. The design of the program fosters collaboration among faculty and students from diverse disciplines. Such cooperation across levels and areas of interest provides the opportunity to develop relevant research agendas. Graduates of this program are prepared for leadership positions in research and teaching at major universities and institutes in the state and nation.
The Ph.D. in education is a single program with three research emphases: culture, curriculum and change; early childhood, intervention and literacy studies; and educational psychology, measurement and evaluation. These three fields blend areas of inquiry that were formerly discrete.
The culture, curriculum and change (CCC) area focuses on the study of educational change and reform through perspectives derived from curriculum studies, educational policy and social foundations. The CCC specialty accommodates a range of individual interests including traditional curriculum disciplines, teacher education, gender studies and cultural studies. The CCC specialty is committed to promoting educational equity.
The early childhood, intervention and literacy studies (ECFL) area focuses on the study of curricular and intervention strategies that promote the development and learning of both typically developing children and children with special needs. Individual student programs of study concentrate on early childhood education, early intervention, early literacy and the roles of cultural context and family in early development.
The educational psychology, measurement and evaluation area focuses on the study of individuals interacting within educational contexts. Individual student programs may emphasize human learning and cognition, human development, instructional design, motivation, individual differences and exceptionality, program evaluation and quantitative methods.
During their first semester of study, all Ph.D. in education students enroll in a school-wide proseminar, a school-wide research methods seminar, a specialty proseminar and a one-hour supervised research experience. In the second semester, all Ph.D. in education students enroll in a "Foundations of Research" course. The program requires a total of 12 credit hours of research methods—two courses required and two courses determined by each student in consultation with her/his committee. Also, a minimum of six credit hours must be taken outside of the School of Education. During the second, third and fourth semesters of study, students enroll with individual faculty for one credit hour of supervised research and writing. The student and advisory committee determine the remaining courses in the 48-credit hour program.
Students in the Ph.D. program are required to maintain full-time enrollment through the completion of course work, with the expectation that they will graduate in three to four years. A master's degree is required before enrolling in the Ph.D. program.
Year One |
|
Fall |
Spring |
Proseminar in Education |
Foundations of Research |
Fundamentals of Educational Research |
Supervised Research |
Specialty Seminar |
Elective |
Supervised Research |
Elective |
Year Two |
|
Fall |
Spring |
Supervised Research |
Supervised Research |
Elective |
Elective |
Elective |
Elective |
Elective |
Elective |
Year Three |
|
Fall |
Spring |
Elective |
Doctoral Exams |
Elective |
Proposal Defense |
Elective |
|
Year Four |
|
Fall |
Spring |
Doctoral Dissertation |
Doctoral Dissertation |
Note: EDUC 684 (Introductory Statistics) or its equivalent must be completed prior to admission to the program or taken during the first year of study. A minimum of six hours of dissertation credit is required.
Doctor of Philosophy (Ph.D.) in School Psychology
The doctoral program in school psychology, fully accredited by the American Psychological Association and approved by the National Association of School Psychologists, prepares school psychologists as scientist-practitioners to assume leadership positions in academic, research and applied settings.
Program graduates are eligible for psychological and educational licensing in North Carolina and national certification by the National Association of School Psychologists.
The doctoral program of studies is comprised of seven areas: prerequisite courses, assessment, intervention, consultation, research and evaluation, externship/internship and foundations. Students are required to take courses from each of the psychological foundations.
I. Prerequisite Courses
Doctoral students in school psychology should enter the program with course work in personality theory, abnormal psychology, history and systems psychology, learning theories and developmental psychology. Missing prerequisites are added to the program of study.
II. Assessment (nine hours)
EDUC 718 Psychoeducational Assessment I (three hours)
EDUC 718 Psychoeducational Assessment II (three hours)
EDUC 718 Psychoeducational Assessment III (three hours)
III. Intervention (nine hours)
EDUC 719 Behavioral Intervention I (three hours)
EDUC 719 Behavioral Intervention II (three hours)
EDUC 719 Behavioral Intervention III (three hours)
IV. Consultation (three hours)
EDUC 708 School Consultation Methods I (three hours)
V. Research and Evaluation (26 hours)
EDUC 684 Statistical Analysis of Educational Data I (three hours)
EDUC 709 Applied Investigations (three hours)
EDUC 783 Measurement (three hours)
EDUC 784 Statistical Analysis of Educational Data II (three hours)
EDUC 785 or approved course - Policy and Program Evaluation (three hours)
EDUC 884 Statistical Analysis of Educational Data III (three hours)
EDUC 994 Dissertation (three hours)
EDUC 994 Dissertation (three hours)
VI. Externship/Internship (24–30 hours)
EDUC 721 Externship in School Psychology, Semester I (three hours)
EDUC 721 Externship in School Psychology, Semester II (three hours)
EDUC 721 Externship in School Psychology, Semester III (three hours)
EDUC 721 Externship in School Psychology, Semester IV (three hours)
EDUC 721 Externship in School Psychology, Semester V (three hours)
EDUC 721 Externship in School Psychology, Semester VI (three hours)
EDUC 721 Externship in School Psychology (Optional) (three hours)
EDUC 721 Externship in School Psychology (Optional) (three hours)
EDUC 821 Doctoral Externship, Semester I (three hours)
EDUC 821 Doctoral Externship, Semester II (three hours)
VII. Foundations (24 hours)
* = required
Biological Aspects of Behavior
EDUC 763* Biological Bases of Children's Development (three hours)
PSYC 402 Physiological Psychology (three hours)
PSYC 404 Psychological Applications of Drugs (three hours)
PSYC 504 Health Psychology (three hours)
PSYC 508 Behavior and the Brain: Introduction to Neuropsychology (three hours)
PSYC 701 Behavior and Its Biological Bases I (three hours)
PSYC 703 Advanced Biological Psychology: Central Nervous System
PSYC 705 Behavioral Pharmacology
PSYC 707 Clinical Psychopharmacology
Cognitive and Affective Aspects of Behavior
EDUC 782 Psychology of Learning in the School (three hours)
EDUC 882 Seminar in Human Learning and Cognition (three hours)
PSYC 400 Conditioning and Learning (three hours)
PSYC 430 Human Memory (three hours)
PSYC 435 Topics in Cognition (three hours)
PSYC 461 Cognitive Development (three hours)
PSYC 702 Behavior and Its Biological Bases II (three hours)
PSYC 760 Advanced Cognitive Development (three hours)
Social Aspects of Behavior
EDUC 707* Cross-Cultural Counseling (three hours)
EDUC 776 Gender, Race and Class Issues in Education
PSYC 463 Development of Social Behavior and Personality
PSYC 468 Family as Context for Development
PSYC 562 Applied Social Psychology
PSYC 563 Small Groups
PSYC 565 Stereotyping, Prejudice and Discrimination
PSYC 566 Attitude Change
PSYC 761 Advanced Social Development
PSYC 867 Advanced Survey of Social Psychology
SOCI 444 Race, Class and Gender
SOWO 400 Racism: Implications for Human Services
History and Systems of Behavior
PSCY 790 History of Psychology (three hours)
Human Development
EDUC 681 Human Development
EDUC 781 Theories and Research in Human Development
EDUC 881 Seminar in Human Development and Individual Differences
PSYC 463 Development of Social Behavior and Personality
PSYC 467 The Development of Black Children
SOWO 500 Human Development In Context I: Infancy to Adolescence
Dysfunctional Behavior or Psychopathology
EDUC 762 Child Development and Disability
PSCY 500 Psychological Disorders of Childhood and Adolescence
Professional Standards and Ethics
EDUC 720 Professional Seminar I (three hours)
EDUC 820 Professional Seminar II (three hours)
Licensure
The School of Education recommends eligible graduates of its approved teacher education programs to the North Carolina State Department of Public Instruction for licensure as teachers, administrators, school counselors, school psychologists and curriculum and instruction specialists. In addition, the school recommends licensure candidates from the following University degree programs: the School of Information and Library Science (for school media coordinators), the School of Social Work (for school social workers) and graduates of the speech-language pathology program in the Division of Speech and Hearing Sciences.
The master of arts in teaching and master of education in school counseling prepare students for their initial professional license at the master's and advanced specialist level. The master's for experienced teachers provides the opportunity for practicing teachers to achieve the advanced competencies of master's level licensure in a variety of specialty areas. School administrators are eligible for licensure at the master's and doctoral levels. School psychologists are eligible for licensure at the advanced specialist and doctoral levels. Curriculum and instruction specialists may earn the add-on license at the master's level or complete an Ed.D. for doctoral-level licensure.
Course Offerings
EDUC 302 [193] STUDY GROUP RESEARCH I (1–3). Prerequisites, EDUC 600, enrollment in the M.Ed. for experienced teachers program. Explores the meanings of research and the potential roles of teachers in conducting research. Teachers formulate possible individual or small group research projects that they can carry out during the year. As demand warrants. Stone.
EDUC 496 [125] INDEPENDENT STUDY (1–3). Prerequisite, permission of the instructor. Provides readings and research under the direction of a faculty member. May be repeated for a maximum of six credit hours. Fall, spring and summer. Staff.
EDUC 567 [105] LITERATURE IN MIDDLE SCHOOL (3). Explores literature in contexts of interdisciplinary middle school curricula and the interests and needs of young adolescents. Topics include reader response theory, censorship, Internet resources, school resources, methods. Fall. Staff.
EDUC 596 [250] INDEPENDENT STUDY MASTER'S LEVEL (1–12). Prerequisite, permission of the instructor. Fall, spring, and summer. Staff.
EDUC 600 [116] REINVENTING TEACHING (3). Prerequisite, admission to the M.Ed. for experienced teachers program. Addresses contexts of teaching, teaching in the world, and teaching students in schools. This course is designed for experienced educators to "reinvent teachers and teaching." As demands warrants. Stone, Grumet.
EDUC 603 [259] THEORY AND RESEARCH IN EDUCATION TECHNOLOGY (3). This course is based on the review and critique of research and theoretical literature in the field of education technology. Students will conduct critical analyses of theory, research and methodology in the field of education technology and design a proposed education technology research study. (Alternate years.) Bolick.
EDUC 605 [205] INTRODUCTION TO STRENGTHS-BASED SCHOOL COUNSELING (3). Introduction to the counseling profession and ethical codes. Primary focus on the history and ethical practice of school counseling, specifically the Strengths-Based School Counseling framework. Summer. D. Brown.
EDUC 606 [206] THEORIES OF COUNSELING (3). Prerequisite, permission of the instructor. Explores current theories of counseling, with emphasis on theory as a means of conceptualizing behavior change in the counseling process. Summer. Galassi.
EDUC 607 [207] PROMOTING CAREER DEVELOPMENT (3). Examines major theories and practices that promote life-career development for K–12 students. Fall. D. Brown.
EDUC 608 [208] PRE-PRACTICUM IN COUNSELING (3). Prerequisites, EDUC 722 (may be taken concurrently), permission of the instructor. Develops interviewing techniques, at specified levels of competence, through role playing and video and audio feedback. Summer. Staff.
EDUC 609 [209] TESTS AND MEASUREMENTS (3). Prerequisite, EDUC 605. Studies basic concepts in measurement and their application in the use and interpretation of tests. The student may be required to purchase tests. Fall. Cizek.
EDUC 610 [210] GROUP COUNSELING PROCEDURES (3). Prerequisite, permission of the instructor. Applies counseling theory and research to the organization and implementation of group counseling. Fall. Staff.
EDUC 611 [211] PRACTICUM IN SCHOOL COUNSELING (1–21). Prerequisites, EDUC 606, 608, permission of the instructor. Develops individual counseling skills and an understanding of the school as a setting for counseling through an apprenticeship experience. Fall. Akos, Brown, Galassi.
EDUC 612 [118] SOCIAL STUDIES AND ARTS (1–9). Looks at social studies as a discipline that easily integrates other disciplines, particularly the arts, which includes literature. It emphasizes curriculum and instruction, as well as theoretical underpinnings.
EDUC 613 [173] CULTURALLY RESPONSIVE TEACHING (2). This course initiates thoughtful discussion of race and culture in our schools by exploring history, identity, and issues in academic achievement.
EDUX 616 [174] TEACHING AND DIFFERENTIATION (2). Prerequisites, enrollment in the M.Ed. for experienced teachers program. Enhances teachers' understanding of how to differentiate instruction. Using a case-based approach, teachers examine the areas of human development, special education and inclusion, cultural diversity, linguistic diversity, cognitive styles and multiple intelligences as frames through which to consider creative environments to promote students' classroom success. As demand warrants. Staff.
EDUC 617 [128] INTRODUCTION TO COMMUNICATION DISORDERS (COMM 617) (3). Explores the etiology, epidemiology, assessment and educational implications of speech and language disorders. As demand warrants. Staff.
EDUC 620 [122] INTRODUCTION TO SCHOOL PSYCHOLOGY (3). Introduces the student to concepts and methods involved in school psychology. As demand warrants. Staff.
EDUC 621 [115G] EXPLORATIONS IN LITERACY (3). Explores what it means to be a reader and writer, the nature of development of literacy. Fall. Hall, Ferrara.
EDUX 622 [126] CONTENT-AREA READING AND WRITING (3). Focuses on current theory, research and issues in the teaching and use of reading and writing in the content areas. This is an introductory course. Spring. Hall.
EDUC 626 [106] PEDAGOGICAL ENGLISH GRAMMAR FOR ESL TEACHERS (3). Enhances foreign and second language educators' understanding of English grammar, expands their skills in linguistic analysis and helps them develop a more pedagogically sound approach to the teaching of English grammar. Spring. Heining-Boynton.
EDUX 626 [EDUC 121] REVISITING REAL NUMBERS CONCEPTS (3). Uses a problem-based format and group work to explore the mathematics of the real numbers with an emphasis on rational numbers. As demand warrants. Staff.
EDUC 627 [107] PEDAGOGICAL LINGUISTICS FOR ESL TEACHERS (3). Provides future English as a second language teachers with advanced concepts in linguistics and comparative linguistics. Topics such as phonology and morphology will be covered. Spring. Hart, Heining-Boynton.
EDUC 628 [109] METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE (3). Covers teaching methods, assessment and resource issues related to helping the ESL learner. Additional topics include theories of language learning and the relationships between culture and language. As demand warrants. Kubota.
EDUC 629 [150] LANGUAGE MINORITY STUDENTS: ISSUES FOR PRACTITIONERS (ANTH 629) (3). Permission of the instructor. Explores issues of culture and language associated with teaching English as a second language. Fall. Kubota, Villalva.
EDUC 631 [131] PROGRAM DEVELOPMENT FOR SPECIAL POPULATIONS (3). Permission of the instructor. Reviews issues associated with program development for children who are experiencing uneven success in school because of poor attendance, poverty, drug and alcohol abuse, disabling conditions, parental abuse or violent behaviors. Fall. W. Malloy.
EDUC 632 [338] PROBLEMS OF SUPERVISORY PRACTICE (3). Prerequisite, admission to the master of school administration program. Focuses on the role of school administrators in facilitating the continuous improvement of the clinical supervision process and on a variety of observation and conferencing skills that school leaders may employ with teachers and other support staff. (On request.) Veitch.
EDUC 633 [234] THE SOCIAL CONTEXT OF EDUCATIONAL LEADERSHIP (4). Provides retrospective, contemporary and prospective examinations of the social, cultural, political and philosophical contexts from which the current issues that affect schools and schooling have evolved. Fall. K. Brown.
EDUC 634 [139] CURRICULUM LEADERSHIP (3). Examines theories and related practices of applied curriculum leadership including curriculum planning based on selected trend data, high-risk accountability systems, topological/deep curriculum alignment options and issues and curriculum audits and classroom curriculum "walk-throughs." Fall and spring. English.
EDUC 635 [336] PROBLEMS IN EDUCATIONAL ADMINISTRATION (3). Prerequisite, permission of the instructor. Provides an opportunity for advanced students to do independent study under supervision. May be repeated for credit. Fall and spring. Schainker.
EDUC 636 [132] SCHOOL REFORM AND CHANGE (3). Introduces effective strategies and tactics for changing schools, varieties of school restructuring, importance of multicultural education and client-friendly school environments in site-based organizations. Fall and spring. Shipman, Tillman.
EDUC 637 [133] PERSONNEL ADMINISTRATION AND LAW (3). Examines the quantitative and qualitative research methodologies appropriate to school settings; evaluation of research and its application to schools. Spring. Staff.
EDUC 638 [238] MANAGING SCHOOLS WITHIN A DISTRICT CONTEXT (3). Prerequisites, EDUC 834, permission of the instructor. Examines the processes of management and their relationship to the success of the instructional programs in schools and school systems. Fall and spring. Schainker.
EDUC 641 [141] INTRODUCTION TO TEACHING (3). Prerequisite, admission to the M.A.T. program. Introduces the principles of effective teaching with emphasis on the first year of teaching. Summer. Staff.
EDUC 642 [142] INTRODUCTION TO SCHOOLS (3). Prerequisite, admission to the M.A.T. program. Provides an examination and overall view of schools that introduces topics such as the cultures of schools, professionalism, connections with other communities, multiculturalism and special populations. Summer. Staff.
EDUC 644 [144] LEARNER AND LEARNING I (3). Prerequisites, EDUC 641 and 642. Provides prospective teachers a conceptual understanding of child/adolescent development in order to enable them to interpret student behavior in a valid manner. Fall. Hamm.
EDUC 645 [145] CONTEXTS OF EDUCATION I (3). Prerequisites, EDUC 641, 642, permission of the instructor. Focuses on the social contexts of schools, conditions of teaching, relations between students, teachers and administrators, equitable educational opportunity, and educational philosophies. This course is part one of a two-course sequence. Fall. Stone, Levine.
EDUC 646 [146] PRACTICA STUDENT INTERNSHIP (3). Prerequisites, EDUC 641, 642. Provides students the opportunity to observe and become involved with all aspects of teaching and schools within their content area. Fall. Staff.
EDUC 647 [147] METHODS AND MATERIALS FOR TEACHING SECONDARY/K–12 SUBJECTS I (3). Prerequisites, EDUC 641 and 642. Prepares students to teach the English language arts at the secondary level. The immediate purpose of this course is to prepare participants for full-time student teaching during the spring semester. Fall. Trier, Rong, Heining-Boynton, Huff, Kubota, C. Malloy, Villalva.
EDUC 648 [148] METHODS AND MATERIALS FOR TEACHING ELEMENTARY MUSIC I (3). Prerequisites, EDUC 641 and 642. Equips students with the resources and experiences to facilitate entry as a specialist in the elementary music classroom. Fall. Raley.
EDUC 652 [151] PRINCIPLES OF INSTRUCTIONAL DESIGN (3). Studies the design and production of instructional materials incorporating goal analysis, learning task analysis, behavioral objectives, entry behavior, criterion tests, instructional strategies, design planning and formative evaluation. Fall. Hannum.
EDUX 657 [EDUC 115E] SOCIAL STUDIES/HUMANITIES (1–9).
EDUX 658 [EDUC 195G] DIVERSITY GLOBAL EDUCATION (1–9).
EDUC 662 [162] EMERGENT LITERACY (3). This course focuses on the development of literacy processes (reading and writing) at the birth through first grade level. Means of nurturing emergent literacy are represented and explored for parents, early caregivers and preschool through first grade teachers. Students will practice literacy-based activities in preschool and kindergarten programs throughout the semester. Fall. Ferrara.
EDUC 664 [164] FAMILIES AND TEAMS IN EARLY CHILDHOOD INTERVENTION: INTERDISCIPLINARY PERSPECTIVES (3). Open to graduate students only. Explores issues and models of family-professional and interprofessional relationships in early childhood settings. Collaborative communication and problem solving strategies are emphasized in the context of diversity. Summer, and as demand warrants. Boone.
EDUC 665 [165] EARLY CHILDHOOD ASSESSMENT STRATEGIES (3). Open to graduate students only. Provides an overview and application of strategies for developmental screenings, normative evaluations, curriculum and play-based assessments for young children ages birth through five. Fall. Boone, Gallagher.
EDUC 666 [166] PRESCHOOL/KINDERGARTEN CURRICULUM AND LEARNING ENVIRONMENTS (3). Open to graduate students only. Focuses on individually, developmentally and culturally appropriate learning environment and curriculum strategies for young children with and without disabilities ages three to five. Fall. Boone.
EDUC 667 [167] INFANT/TODDLER CURRICULUM AND LEARNING ENVIRONMENT (3). Focuses on infant/toddler development and mental health strategies for facilitating development in the home and in child care. Summer. Boone, staff.
EDUC 668 [168] B-K INTERNSHIP (1–2). Provides an opportunity for students to synthesize and apply research and recommended practices in their work settings or in an assigned internship setting. Fall, spring and summer. Staff.
EDUC 672 [178] SEMINAR IN EDUCATIONAL STUDIES (3). Focuses on educational issues involving culture, curriculum and change. Issues addressed will vary. Fall. Staff.
EDUX 675 [EDUC 209B] SEMINAR IN SCIENCE EDUCATION (3). Teaches students curriculum and instruction strategies in science education. The focus of the course is on teaching and assessing science for conceptual understanding.
EDUC 676 [274B] TRANSFORMATIONAL EDUCATION (3).
EDUX 676 [EDUC 115D] PERSPECTIVES ON SCIENCE EDUCATION: PHYSICAL SCIENCE (3). Examines physical science domains in depth. Students reflect on their own understandings of science phenomena and research their students' understandings.
EDUC 678 [278] SEMINAR IN EDUCATIONAL STUDIES (3). Focuses on educational issues and theories involving culture, curriculum and change. Issues and theories addressed will vary. Fall and spring. Staff.
EDUX 677 [EDUC 119A] PERSPECTIVES ON SCIENCE EDUCATION: LIFE SCIENCE (3). Studies the history of science education, curriculum design and national reform ideas as well as projects and programs currently used in U.S. classrooms.
EDUC 681 [181] HUMAN DEVELOPMENT (3). Open only to majors in the School of Education. Emphasizes theories of child and adolescent development plus research findings that aid in the understanding of human behavior and development. As demand warrants. Meece.
EDUC 682 [130] BEHAVIORAL SUPPORT TECHNIQUES (3). Emphasizes effective behavior management and applied behavior analysis techniques for intervening in the environments of exceptional children to increase learning. As demand warrants. Staff.
EDUC 683 [183] EDUCATIONAL MEASUREMENT AND EVALUATION (3). Identifies the basic concepts in measurement and evaluation, describes the role of evaluation in curriculum construction and revision, and describes the development and use of teacher-constructed tests. Fall. Cizek.
EDUC 684 [184] STATISTICAL ANALYSIS OF EDUCATIONAL DATA I (4). Studies descriptive and inferential statistics for educational research, including an introduction to fundamentals of research design and computer data analysis. Fall, summer. Cizek, Ware.
EDUC 686 [186] THE PSYCHOLOGY OF ADULT LEARNING (3). Focuses upon knowledge and application of learning principles and conditions for facilitating learning in adults. Fall or spring. Frierson, Hannum.
EDUC 695 [127] INTRODUCTION TO EXCEPTIONAL CHILDREN (3). Surveys giftedness and various disabling conditions: mental retardation, emotional disturbance, learning disabilities, speech impairment, hearing impairment, vision impairment, orthopedic impairment and neurological impairment. Fall, spring and summer. Staff.
EDUX 695 [EDUC 294D] PROBLEM MATH TASKS (1–3).
EDUC 696 [326] INDEPENDENT STUDY DOCTORAL LEVEL (1–12). As demand warrants. Staff.
EDUX 699 [EDUC 193] STUDY GROUP RESEARCH I (1–3).
EDUX 700 [EDUC 292] TEACHER RESEARCHER II (1–3).
EDUC 701 [120] LITERACY REFLECTION (3).
EDUX 701 [EDUC 295] TEACHER LEADERSHIP AND DEMOCRATIC SCHOOLING (3).
EDUX 703 [EDUC 294A] REVISITING LITERACY (3). Explores literacy topics as capstone course for master's or licensure program in literacy. Spring. Ferrara.
EDUC 705 [212] INTERNSHIP IN SCHOOL COUNSELING AND CONSULTATION (3–9). Prerequisites, EDUC 606, 608, permission of the instructor. Places students in counseling and consultation under supervision in a school setting in order to develop competencies in individual counseling, group counseling, and consultation. May be repeated for credit for a maximum of 12 credit hours. Spring. Akos, D. Brown, Galassi.
EDUC 706 [213] ISSUES IN ORGANIZING GUIDANCE SERVICES (3). Prerequisite, 18 hours in counseling courses. Emphasizes organizing guidance services to meet such problems as those related to the special needs of women, minority groups and the drug problem. Summer. D. Brown.
EDUC 707 [214] CROSS-CULTURAL COUNSELING (3–6). Prerequisite, permission of the instructor. Explores the cognitive and affective considerations of counseling in culturally different social systems. This includes ways to incorporate specific sociocultural dimensions into the counseling process. Spring. Moore.
EDUC 708 [215] SCHOOL CONSULTATION METHODS (3–12). Examines various models of consultation and the role of the consultative model in the schools and related agencies; uses role playing and experience in the school. May be repeated for credit. Spring. D. Brown, Knotek.
EDUC 709 [216] SEMINAR IN APPLIED INVESTIGATIONS (3). Prerequisite, permission of the instructor. Provides opportunities to explore specific areas of research interest in counseling and school psychology in depth. Fall, some springs and summer. Galassi, O'Sullivan, Simeonsson, Wasik.
EDUC 710 [217] PSYCHOLOGY OF CAREER DEVELOPMENT (3). Reviews theories and research in the psychology of career development and counseling. Emphasis is on theory and implications for practice. Open to doctoral students. Fall. D. Brown.
EDUC 718 [221] PSYCHOEDUCATIONAL ASSESSMENT (1–3). Prerequisite, permission of the instructor. Addresses knowledge and skills in techniques of observation, interviewing, assessment of environment, intelligence, achievement, perceptual motor skills and interpersonal perceptions. May be repeated for credit. Fall and spring. Brantley, Simeonsson.
EDUC 719 [222] BEHAVIORAL INTERVENTION IN COUNSELING AND SCHOOL PSYCHOLOGY (3). Prerequisite, permission of the instructor. Covers behavior management and therapy as well as individual and group therapy. (The school psychology sections include consideration of theoretical interventions beyond those of a behavioral perspective.) May be repeated for credit. Fall and spring. Knotek, Simeonsson, Wasik.
EDUC 720 [223] SEMINAR IN PROFESSIONAL SCHOOL PSYCHOLOGY (2–3). Deals with the goals and roles of school psychology, ethical concerns, privileged information, certification and licensing, and other relevant areas. May be repeated for credit. Fall. Brantley.
EDUC 721 [224] EXTERNSHIP IN SCHOOL PSYCHOLOGY (1–6). Prerequisite, permission of the instructor. Provides supervised observation and participation in school psychological services in schools and school-related field facilities. May be repeated for credit. Fall and spring. Brantley, Knotek, Simeonsson, Wasik.
EDUC 722 [226] MASTER'S INTERNSHIP IN SCHOOL PSYCHOLOGY (1–6). Prerequisites, EDUC 721 and permission of the instructor. Provides supervised full-time field experience for master's students in school psychology in a school setting. Fall, spring, and summer. Brantley, Wasik.
EDUX 722 [EDUC 201] ADVANCED REFLECTIVE LITERACY TEACHING (3).
EDUC 723 [227] ADVANCED ASSESSMENT AND INTERVENTION APPROACHES FOR STUDENTS WITH TRAUMATIC BRAIN INJURY (3).
EDUC 726 [143] PRACTICA IN SECOND LANGUAGES (1). Provides students an opportunity to observe and become involved with all school aspects of teaching and learning second/foreign languages. Open by permission of the instructor. Fall. Heining-Boynton, Kubota, Villalva.
EDUX 727 [117] TOPICS IN ALGEBRA (3).
EDUC 728 [241] PRACTICUM IN ESL II/FOREIGN LANGUAGES (3). Provides an internship to teach ESL/FL under the supervision of an experienced ESL teacher. Spring. Heining-Boynton, Kubota, Villalva.
EDUC 729 [269] CULTURE AND POLITICS IN SECOND LANGUAGE EDUCATION (3). This course provides an overview of current issues in second language teaching (ESL, foreign languages and bilingual education) with a focus on culture, politics and diversity. Spring. Kubota, Villalva.
EDUC 731 [337] PROBLEMS IN EDUCATION LEADERSHIP II (3). Prerequisite, permission of the instructor. Emphasizes school improvement planning, school-based budgeting, professional development and technology. Fall and spring. Veitch.
EDUC 732 [140] GROUP DYNAMICS, DECISION MAKING, AND PROBLEM SOLVING (3). Develops understanding and skills for working with various organizational groups. Focus is on teams, leadership of teams, team problem solving, and team decision making. Spring. Schainker.
EDUC 734 [233] PLANNING IN EDUCATIONAL ORGANIZATIONS (3). Examines a conceptual and practical approach to planning in educational organizations. Includes a focus on environmental scanning, futures research, and strategic planning. Fall. English.
EDUC 735 [134] INTERNSHIP SEMINAR ON INSTRUCTIONAL LEADERSHIP AND SUPERVISION (3). Relates internship experiences and applications about instructional design techniques of teaching/learning, evaluation of the teaching/learning process, and ways in which school-based leaders can support excellence in education. Fall. Veitch, Schainker.
EDUC 736 [137] SEMINAR AND SUPERVISED INTERNSHIP IN EDUCATIONAL ADMINISTRATION I (3–6). Provides supervised internship in school administration to facilitate the student's progress toward certification in the principalship. May be repeated for credit. Fall. Staff.
EDUC 737 [135] INTERNSHIP SEMINAR ON SCHOOL BUILDING MANAGEMENT (3). Prerequisites, six semester hours in educational administration, including EDUC 834, and permission of the instructor. Relates internship experiences and applications of school business management practices (transportation, food services, plant planning, etc.) to schools. Spring. Veitch, Schainker.
EDUC 738 [138] SEMINAR AND SUPERVISED INTERNSHIP IN EDUCATIONAL ADMINISTRATION II (3–6). Provides supervised internship in school administration to facilitate the student's progress toward certification in the principalship. May be repeated for credit. Prerequisites, six semester hours in educational administration, including EDUC 834, and permission of the instructor. Spring. Staff.
EDUC 739 [273] EDUCATIONAL POLICY STUDIES (3).
EDUC 743 [248] TEACHING SECONDARY STUDENTS WITH DISABILITIES (1). Following a case format and utilizing online instruction, M.A.T. students learn to teach secondary learners in inclusion settings. Spring. Staff.
EDUC 744 [242] LEARNER AND LEARNING II (2). Prerequisites, EDUC 644. Provides basic psychological principles upon which prospective teachers can design effective instructional programs and validly assess these programs of instruction. Spring. Hamm.
EDUC 745 [243] CONTEXTS OF EDUCATION II (2). Prerequisite, EDUC 645. Provides a weekly seminar (part two of a two-semester sequence) for interns with full-time teaching responsibilities. Interns will connect their teaching experience to social, cultural and philosophical issues in education. Spring. Stone, Levine.
EDUC 746 [244] PRACTICA STUDENT INTERNSHIP (9). Provides full-time internship in teaching in the content area under the supervision of experienced teachers and a university supervisor for the semester. Open by permission of the instructor. Spring. Staff.
EDUC 747 [245] METHODS AND MATERIALS FOR TEACHING SECONDARY/K–12 SUBJECTS II (2). Teaches intern social studies teachers to be aware of trends and issues in social studies in North Carolina and the nation, therefore improving their understanding and skills in curriculum development and instruction. Spring. Rong, Trier, C. Malloy, Heining-Boynton, Huff, Kubota, Villalva.
EDUC 748 [247] ADVANCED PEDAGOGY (3). Prerequisite, admission into the M.A.T. program. "Advanced Pedagogy" is the first course of a two-course module that completes that M.A.T. year-long program of study. The module emphasizes advanced licensure preparation. Summer. Staff.
EDUC 749 [249] CURRICULUM LEADERSHIP (3). Prerequisite, admission into the M.A.T. program. Curriculum Leadership is the second course in the summer capstone experience for M.A.T. students that is taken concurrently with Advanced Pedagogy. The module emphasizes advanced licensure preparation. Summer. Staff.
EDUC 752 [252] INSTRUCTIONAL THEORIES (3). Prerequisites, a prior course on learning and permission of the instructor. Examines the nature and application of various theories of instruction to instructional goals, individual differences, teaching strategies, sequencing, motivation and assessment. As demand warrants. Bolick.
EDUC 753 [153] INTRODUCTION TO CURRICULUM (3). Surveys the nature of curriculum development and contemporary changes as they relate to social aims, learner characteristics and social problems. Open to graduate students in education or by permission of the instructor. As demand warrants. Grumet.
EDUC 754 [254] TEACHER EDUCATION IN THE UNITED STATES (3). Studies the research relating to teacher effectiveness and programs for the preparation of teachers. Designed for students planning to work in teacher education. As demand warrants. Rogers, Glazier.
EDUC 756 [256] PRINCIPLES AND METHODS IN PARENT EDUCATION AND INVOLVEMENT (3). Examines principles, theory, models and methods for work with parents and families in educational settings, with relevant research and practical applications. As demand warrants. Staff.
EDUC 757 [257] COLLEGE TEACHING (3). Introduces students to the planning of courses and educational programs for college students. Emphasis is on a systematic approach to developing, implementing and evaluating instruction. This course is intended for graduate students in any academic department who plan teaching careers. As demand warrants. Staff.
EDUX 757 [EDUC 198A] SOCIAL STUDIES PEDAGOGY A (1–9).
EDUC 758 [258] IMMIGRATION AND EDUCATION (3). Investigates social (including political, economic, legal and demographic) and cultural impacts on immigration and education. Spring. Rong.
EDUX 758 [EDUC 198B] SOCIAL STUDIES PEDAGOGY B (1–9).
EDUX 759 [EDUC 195B] CONTEMPORARY RESEARCH FOR SOCIAL STUDIES TEACHING (1–9).
EDUX 760 [EDUC 294C] INTEGRATED LEARNING (3).
EDUC 761 [261] PROFESSIONAL DEVELOPMENT AND LEADERSHIP IN EARLY CHILDHOOD INTERVENTION (3). Prerequisites, EDUC 664, 665 and 666. Focuses on leadership skills in mentoring, supervision. staff development, resource gathering and applied research related to early childhood settings. Spring. Boone, staff.
EDUC 762 [169] CHILD DEVELOPMENT AND DISABILITY (3). Emphasizes typical development and developmental deviation exhibited by children in cognitive, language, social and affective areas. Spring. Simeonsson, staff.
EDUC 763 [263] BIOLOGICAL BASES OF CHILDREN'S DEVELOPMENT (3). Focuses on the theory and research related to the biomedical and psychological aspects of exceptionality. Fall. Simeonsson.
EDUC 764 [282] CURRENT ISSUES IN LITERACY (3).
EDUC 768 [268] EDUCATION IN LATIN AMERICA (LTAM 768) (3). Introduction to education and social issues in Latin America. Explores the relationship between national development and education. The course will include case studies of individual nations as well as issues embracing the region as a whole. Fall. Cortina.
EDUC 769 [267] SCHOOLING OF LATINOS (LTAM 767) (3). Explores assimilation, educational achievement, persistence in school, language and the schooling of Latinos in the United States. Fall. Cortina.
EDUC 770 [270] MULTICULTURAL WAYS OF KNOWING (3).
EDUC 771 [171] SEMINAR IN SOCIAL FOUNDATIONS OF EDUCATION (1). Explores topics in the social and philosophical context of American public education. Spring. Staff.
EDUC 772 [271] EDUCATIONAL SOCIOLOGY (3). Applies sociological theory and research to problems of concern to educators. Spring. Noblit.
EDUC 773 [272] SOCIAL CHANGE AND EDUCATION (3). Analyzes social change within a theoretical framework and describes its probable impact on education. Considers the role of the school in the development of human capital. As demand warrants. Staff.
EDUC 774 [274] SOCIAL AND EDUCATIONAL HISTORY OF THE UNITED STATES (3). Provides a survey of the social forces influencing the development of American education from the period of colonization to the early years of the 20th century. Spring. Levine.
EDUC 775 [280] INTRODUCTION TO ETHICS AND EDUCATION (3). Identifies issues arising in the professional activities of education personnel in the context of systematic consideration of the nature of ethical choice. Fall, summer. Stone.
EDUC 776 [276] GENDER, RACE AND CLASS ISSUES IN EDUCATION (WMST 776) (3). Provides an understanding of (and remedies for) the racism, sexism, and class divisions that schools can perpetuate. Examines curriculum, counseling and interaction in classrooms; structure and leadership; and fundamental assumptions. As demand warrants. Staff.
EDUC 777 [277] GENDER, POLICY AND LEADERSHIP IN EDUCATION (WMST 777) (3). Covers feminist critiques of organizational and political power structures in readings and discussions leading to group and individual research projects. As demand warrants. Marshall.
EDUX 778 [EDUC 203A] SCIENCE EDUCATION: EARTH/SPACE/ENVIRONMENT (3).
EDUC 779 [279] INTRODUCTION TO PHILOSOPHY OF EDUCATION (3). Provides a comparative study of current philosophies of education, with particular attention to their impact on solutions offered to problems currently recognized in American education. As demand warrants. Stone.
EDUX 779 [EDUC 119B] BIG IDEAS IN SCIENCE EDUCATION (3).
EDUC 781 [281] THEORIES AND RESEARCH IN HUMAN DEVELOPMENT (3). Prerequisite, permission of the instructor. Covers the basic theories and the research bases for instructional decisions. This is an advanced-level course in human development. Spring. Hamm, Meece.
EDUC 782 [182] PSYCHOLOGY OF LEARNING IN THE SCHOOL (3). Studies learning in the school setting, with emphasis on fundamental concepts, issues and evaluation of materials and experiences. Fall and spring. Meece.
EDUC 783 [283] APPLIED MEASUREMENT THEORY FOR EDUCATION (3). An examination of the logic and theory of educational measurement. Practical applications of measurement theory to the construction and use of a variety of educational measurement devices. Spring. Cizek.
EDUC 784 [284] STATISTICAL ANALYSIS OF EDUCATIONAL DATA II (4). Prerequisite, EDUC 684 or permission of the instructor. A linear model approach to the analysis of data collected in educational settings. Topics include multiple regression, analysis of variance and analysis of covariance, using computer packages. Spring, summer. Ware.
EDUC 785 [285] PROGRAM EVALUATION IN EDUCATION (3). Prerequisites, EDUC 684 and 871. An examination of major approaches to program evaluation with emphasis on differences between evaluation and research. Fall and spring. Frierson.
EDUC 786 [289] PROBLEMS IN EDUCATIONAL PSYCHOLOGY (3-6). Prerequisite, permission of the instructor. Study and development of original investigations in the area of educational psychology. Fall, spring and summer. Cizek, Frierson, Hamm, Meece.
EDUC 787 [290] PROBLEMS IN EDUCATIONAL MEASUREMENT (3). Prerequisites, EDUC 684, 783, permission of the instructor. Provides an opportunity for advanced doctoral students to study a particular problem area in educational measurement under the supervision of a faculty mentor. May be repeated for credit. Fall, spring and summer. Cizek, Frierson, Ware.
EDUC 792 [286] EMERGING TECHNOLOGIES (3).
EDUX 794 [EDUC 115A] DEVELOPING MATHEMATICAL KNOWLEDGE (1–3).
EDUC 795 [155] SEMINAR IN LEARNING DISABILITIES EDUCATION (3). Prerequisites, EDUC 687, EDUC 688 (may be taken concurrently with EDUC 688). (Students enrolled in the licensure-only program require initial competencies with regard to law and assessment that are not currently available). Instructs students about the requirements of the Individuals with Disabilities Education Act (IDEA) and case law, particularly those pertaining to learning disabilities. Students will also learn the basics of measurement concepts (reliability, validity, error, etc.). Fall. Farmer.
EDUC 796 [156] PROBLEMS IN SPECIAL EDUCATION (3). Prerequisite, permission of the instructor. Provides an opportunity for post-master's students who wish to engage in supervised field and pilot research. May be repeated for credit. Fall, spring and summer. Staff.
EDUX 796 [EDUC 197B] PROBLEM-BASED LEARNING IN MATHEMATICS (1–3).
EDUC 797 [159] COLLABORATION WITH FAMILIES AND OTHER PROFESSIONALS (3). Instructs students about the resources available to them, their students and their students' families. Students will develop skills in working with parents and professionals as partners in the instruction and planning of programs for students with learning disabilities. As demand warrants. Farmer.
EDUC 798 [160] MASTER'S INTERNSHIP IN LEARNING DISABILITIES EDUCATION (3). Prerequisites, EDUC 795, EDUC 687, EDUC 688. (May be taken concurrently with EDUC 688). Provides supervised experience in a phase of special education or literacy studies appropriate to the student's qualifications and future educational goals. Requires a minimum of three hundred clock hours at the internship site per semester. Fall, spring, and summer. Staff.
EDUC 801 [301] FUNDAMENTALS OF EDUCATIONAL RESEARCH (3). Explores and analyzes the range of educational research designs including experimental, correlational, survey, descriptive, case study, ethnography, narrative, policy and longitudinal research. Fall. Meece, Vernon-Feagans.
EDUC 802 [302] FOUNDATIONS OF EDUCATIONAL RESEARCH (3). Applies the philosophies of science, social science, language, and history (including recent theoretical issues) to the understanding of how educational research is conducted and what contribution it makes. Spring. Stone.
EDUC 803 [300] PROSEMINAR IN EDUCATION (3). Students develop an in-depth understanding of scholarly traditions within education, histories of curricular area and current issues facing these areas and education as a whole, and application of these histories and issues to classrooms and schools. Fall. Noblit.
EDUC 804 [304] SEMINAR IN CULTURE, CURRICULUM AND CHANGE (3). Critical examination of topics and policy issues related to curriculum and educational change, considered in cultural context. Open to doctoral students. Fall. Staff.
EDUC 805 [305] SEMINAR IN EARLY CHILDHOOD, FAMILIES AND LITERACY (3). Critical examination of topics related to the development of young children and early literacy, and the role of families in this development. Open to doctoral students. Fall. Staff.
EDUC 806 [306] SEMINAR IN PSYCHOLOGICAL MEASUREMENT AND EVALUATION (3). Critical examination of theoretical and research issues related to learning, development, teaching, assessment and quantitative methods of research, from a psychological perspective. Open to doctoral students. Fall. Hamm.
EDUC 811 [311] PROBLEMS IN SCHOOL COUNSELING (1–21).
EDUC 812 [312] DOCTORAL PRACTICUM IN SCHOOL COUNSELING (1–21).
EDUC 813 [313] DOCTORAL INTERNSHIP IN SCHOOL COUNSELING (1).
EDUC 814 [814] SUPERVISION AND TEACHING IN SCHOOL COUNSELING (3).
EDUC 815 [315] DOCTORAL SEMINAR IN SCHOOL COUNSELING (3).
EDUC 820 [225] DOCTORAL SEMINAR IN PROFESSIONAL SCHOOL PSYCHOLOGY (3). Prerequisites, appropriate courses and permission of the instructor. Considers advanced topics in the field of school psychology such as professional issues, standards and ethics, and interdisciplinary relations. Fall. Brantley.
EDUC 821 [321] DOCTORAL EXTERNSHIP IN SCHOOL PSYCHOLOGY (1–6). Prerequisite, permission of the instructor. Supervised field placement experiences for doctoral-level students in school psychology, integrating training with field responsibilities at a systems level in schools and school-related settings. Fall and spring. Staff.
EDUC 831 [231] SCHOOL LAW: JUSTICE AND EQUITY (3). Prerequisite, six semester hours of graduate school work in school administration. Provides an overview of the legal structure of education, liability, constitutional rights, contractual relationships, federal regulations and collective action. May be repeated for credit. Fall. F. Brown.
EDUC 832 [235] EDUCATIONAL POLITICS AND POLICY (3). Examines theory of competing conceptions of policy. Actors and agencies are examined at federal, state and local levels. Interactions across levels are studied in relation to current policy alternatives. Fall. Marshall.
EDUC 833 [236] LEADING SYSTEM FUNCTIONS (3). Prerequisites, EDUC 839, EDUC 842, permission of the instructor. This course is focused on the issues pertaining to personnel, planning, facilities, administrative applications of technology, superintendent/board relations, district-level curriculum and assessment issues, and creating and sustaining community inter-agency partnerships. Spring. Staff.
EDUC 834 [237] ORGANIZATIONAL BEHAVIOR AND THEORY IN EDUCATION (3). Prerequisite, permission of the instructor. Analyze the theoretical assertions and empirical knowledge claims that have led to the dominant structures, power relationships and performance expectations of American schools. Fall. F. Brown.
EDUC 835 [239] INSTRUCTIONAL LEADERSHIP FOR SUPERVISION, CURRICULUM AND TECHNOLOGY (3). Provides fundamental knowledge of instructional design, techniques of teaching/learning, evaluation of the teaching/learning process, and ways in which school-based leaders can support excellence in classroom instruction. Fall and spring. English.
EDUC 836 [240] SCHOOL FINANCE AND ECONOMIC EQUITY (1–3). Covers the area of financing school corporations in the current economic and political setting, with emphasis on the interrelationships of educational, economic and political decisions. May be repeated for credit. Fall and spring. F. Brown.
EDUC 838 [232] SCHOOL GOVERNANCE (3). Prerequisite, permission of the instructor. Focuses on governance and policy at the school building level and how district-wide governance, state educational policy, federal involvement in education, and educational special interest groups impact school-sized governance. Fall and spring. Staff.
EDUC 839 [331] THE EXCELLENT SCHOOL SEMINAR I (3). Prerequisite, permission of the instructor. Research and models on high-performing organizations, instructionally effective schools and school systems, and national school reform efforts presented in the context of traditional and emerging organizational theory and research. Fall. Staff.
EDUC 840 [333] ADVANCED LEADERSHIP THEORIES (3). Prerequisites, EDUC 633, 638, 832 and 834. Requires students to integrate previous studies to focus on management applications, dilemmas and conflicts. Spring. English.
EDUC 841 [334] THE DEVELOPMENT OF A RESEARCH PROPOSAL (3). Prerequisites, EDUC 633, 832 and 834. Requires students to integrate previous studies to focus on theory, inquiry, and organizational practice. Spring. English.
EDUC 842 [332] THE EXCELLENT SCHOOL SEMINAR II (3). Prerequisite, permission of the instructor. Research and models on high-performing organizations, instructionally effective schools and school systems, and national school reform efforts presented in the context of traditional and emerging organizational theory and research. Spring. Staff.
EDUC 844 [335] ADVANCED SEMINAR AND SUPERVISED INTERNSHIP IN EDUCATIONAL ADMINISTRATION (1–6). Prerequisites, EDUC 633, 638, 832, 834, permission of the instructor. An advanced internship and seminar relevant to the program in administration and to the student's progress toward advanced administrative certification. May be repeated for credit. Fall, spring and summer. W. Malloy.
EDUC 851 [251] CURRICULUM THEORY (3). Relates curriculum development to relevant theories and research in humanistic and behavioral studies. This is an advanced course. As demand warrants. Grumet.
EDUC 852 [253] INSTRUCTIONAL SYSTEMS DEVELOPMENT (3). Delineates strategies for developing instructional systems, including needs assessment, job analysis, goal setting, use of criterion tests, delivery systems, project management and evaluation of learners and programs. As demand warrants. Hannum.
EDUC 853 [255] SUPERVISION AND INSTRUCTION (3). Examines the history, nature, and purposes of educational supervision, with an emphasis on the supervisor's role in improving teaching, curriculum development and staff development. Spring. Day.
EDUC 854 [351] RESEARCH IN CURRICULUM AND INSTRUCTION (3). Prerequisites, EDUC 753, 515, 851, 752, 784, or permission of the instructor. Review and interpretation of existing research in the area of curriculum and instruction, including an exploration of areas of needed research. Spring. Staff.
EDUC 855 [352] PROBLEMS IN CURRICULUM AND INSTRUCTION (3–6). Prerequisites, two courses in graduate education. May be repeated for credit. Provides an opportunity for advanced students to do independent study under supervision in an area of study. (Sections include early childhood, intermediate, secondary subjects, media, literacy, and general.) Fall and spring. Staff.
EDUC 856 [353] PRACTICUM IN CURRICULUM AND INSTRUCTION (3–6). Experiences may include projects, field studies or internships with one of a number of agencies concerned with education. (Sections include early childhood, intermediate, secondary subjects, media, literacy and general.) Fall and spring. Staff.
EDUC 861 [361] SEMINAR IN SPECIAL EDUCATION (3). Emphasis on developmental deviation exhibited by exceptional children in cognitive, language, social and affective development. Spring. Simeonsson.
EDUC 862 [365] TEACHING AND PERSONNEL DEVELOPMENT (SPHS 862) (3).
EDUC 863 [363] SUPERVISED POST-MASTER'S INTERNSHIP IN SPECIAL EDUCATION (3, 6 or 9). Prerequisite, permission of the instructor. A full-time field placement under the joint direction of a University staff member and a selected professional at the internship site. Fall and spring. Staff.
EDUC 864 [364] FAMILIES, SCHOOLS AND CHILD DEVELOPMENT: SUCCESSFUL INTERVENTION STRATEGIES (3).
EDUC 871 [329] SEMINAR IN EDUCATION (3). Provides for seminar treatment of appropriate topics. Prerequisites, two courses in graduate education and permission of the instructor. (As demand warrants.) Staff.
EDUC 872 [372] SEMINAR IN EDUCATIONAL STUDIES (3-6). May be repeated for credit. Topics in educational philosophy to be determined by the students with the instructor. As demand warrants. Stone.
EDUC 873 [373] PROBLEMS IN THE PHILOSOPHICAL FOUNDATIONS OF EDUCATION (3 or more). Provides an opportunity for advanced doctoral students to do independent study under supervision. Prerequisite, EDUC 779 or equivalent. As demand warrants. Stone.
EDUC 874 [374] PROBLEMS IN THE SOCIOLOGICAL FOUNDATIONS OF EDUCATION (3 or more). Prerequisite, EDUC 772 or equivalent. Provides an opportunity for advanced doctoral students to do independent study under supervision. Fall and spring. Noblit.
EDUC 876 [376] PROBLEMS IN THE HISTORY OF EDUCATION (3 or more). Prerequisite, EDUC 774 or equivalent. Provides an opportunity for advanced doctoral students to do independent study under supervision. As demand warrants. Unks.
EDUC 877 [377] CRITICAL MULTICULTURAL EDUCATION (3). Examination of the current issues in multicultural education, cultural study and the development of curriculum for critical multicultural education. Fall. Hanley.
EDUC 878 [378] SEMINAR IN EDUCATIONAL STUDIES (3). Involves an in-depth exploration of theories and issues involving culture, curriculum and change. Topics will vary. As demand warrants. Staff.
EDUC 881 [381] SEMINAR IN HUMAN DEVELOPMENT AND INDIVIDUAL DIFFERENCES (3). Prerequisite, at least one course in human development at the graduate level, or permission of the instructor. Analyzes research data and theoretical positions pertaining to individual differences in human development in the educational setting. Spring of even-numbered years. Meece.
EDUC 882 [382] SEMINAR IN HUMAN LEARNING AND COGNITION (3). Prerequisite, one or two courses in educational and developmental psychology. Studies theoretical aspects and practical implications of psychologies of learning. Fall or spring of odd-numbered years. Staff.
EDUC 883 [383] CASE STUDY METHODS (3).
EDUC 884 [384] STATISTICAL ANALYSIS OF EDUCATIONAL DATA III (3). Prerequisites, EDUC 684, 784. An extension of the general linear model to analysis of educational data with multiple dependent variables, with computer applications. Fall, summer. Ware.
EDUC 885 [385] SECONDARY DATA ANALYSIS (3).
EDUC 888 [388] INTRODUCTION TO STRUCTURAL MODELING (3).
EDUC 981 [275] FIELD TECHNIQUES IN EDUCATIONAL RESEARCH (3). Prerequisite, EDUC 684. Introduces students to field research methods and analysis of qualitative data that focuses on the application of these techniques in evaluation and policy research. Fall and spring. Marshall, Noblit, Eaker-Rich.
EDUC 982 [371] ADVANCED QUALITATIVE ANALYSIS AND INTERPRETATION (3). This advanced seminar focuses on the needs of doctoral students immersed in qualitative research, with an emphasis on data analysis and representation. Fall. Noblit.
EDUC 990 [307] SUPERVISED RESEARCH (1). Provides students with the opportunity to work with individual faculty members in collaborative research activities in association with a seminar during the second, third and fourth semesters of study. May be repeated. Open to graduate students only. Fall and spring. Staff.
EDUC 992 [392] MASTER'S PROJECT (3). Focuses on the development of a master's project or a major paper other than a thesis.
EDUC 993 [393] MASTER'S THESIS (3).
EDUC 994 [394] DOCTORAL DISSERTATION (3).