Nondepartmental Graduate Courses in Education (255)
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15:255:503
Introduction to Teaching with Digital Tools (3)
This is an online course available to all graduate students at GSE. The course was developed based on the philosophy that knowledge is socially constructed and that students and teachers learn best when learning by doing. While participating in this course, students will have various opportunities to engage in both individual and collaborative, project-based activities that emphasize learning through inquiry. They will explore theories of learning and how they inform the effective uses of technology in K-12 environments. Additionally, students will investigate what the latest research has to say about the integration of technology in K-12 classrooms, with emphasis being placed on the types of 21st-century skills that are required to be successful in today's digital age society. By engaging students in a variety of project-based activities throughout the semester, this course will introduce them to the various ways that new technologies are challenging traditional ways of communicating and learning. Students will be introduced to various online communication and collaboration tools while exploring how these new technologies are changing the teaching landscape. The course will also introduce students to the potential challenges and benefits that arise from these changes.
Prerequisite: Undergraduates must receive adviser approval and instructor approval.
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15:255:504
Web-Based Multimedia Design for Educators (3)
Introduces individuals to various online, multimedia tools while exploring how new technologies are changing the educational landscape. The course informs individuals on how to use design principles to analyze, design, develop, implement, and evaluate multimedia projects. Additionally, it introduces ways to integrate current and developing web-based technologies into various educational environments.
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15:255:505
Research Internship (BA)
Provides opportunity to participate in the research process prior to conducting dissertation study. The internship varies depending upon the nature of the particular study, but may involve idea formulation, research design, data collection, data analysis, literature review, or other activities pertinent to the student's area of study and expertise. The nature of the activities are stated prior to beginning the internship.
Prerequisite: Faculty approval.
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15:255:506
Developing Digital eLearning Environments (3)
Provides an in-depth overview of both theory and practice related to online distance education. The principles identified and the issues studied in the course are applicable across a variety of settings, including but not limited to: K-12 classrooms, universities, community colleges, business/industry; and health care. This course examines the theoretical framework, historical development, pedagogical issues, and practical applications of both online and hybrid elearning education.
Prerequisite: 15:255:503 or by instructor approval.
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15:255:512
Enhancing Learning and Development for Infants and Young Children (3)
Planning and implementing interdisciplinary
developmental programs to enhance the learning and development of infants and
young children in integrated settings, especially those at risk for or
experiencing developmental disabilities, and their families. Intended for
students enrolled in the Preschool-Grade 3 Endorsement Program and current or
potential team members from all appropriate disciplines: educators,
developmental and school psychologists, occupational and physical therapists,
learning consultants, speech and language pathologists, infant day care
providers, social workers, nurses, physicians, administrators, and
policymakers.
Formerly 15:290:524.
Prerequisites: Recently completed graduate course in child development and at least two of 15:290:520, 521, 522; or permission of instructor.
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15:255:533
Assessment and Measurement for Teachers (2)
Overview of assessment, measurement, evaluation, and grading issues that confront teachers. Relationship between assessment and instruction, principles and techniques of grading, design and construction of classroom assessments, and technical and legal issues in testing.
Prerequisite: 05:300:306.
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15:255:534
Classroom Organization (1)
Examination of research on classroom organization and management. Emphasis on strategies for effective learning environments and prevention of behavior problems.
Prerequisite: 15:255:533. Corequisites: 15:255:535, 536.
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15:255:535
Teaching Internship (9)
Full-time internship in approved schools under the supervision of university faculty and classroom teachers. Full time is defined as an assignment of responsibilities for a full school day for 15 weeks.
Prerequisites: Admission to the graduate teacher certification program, completion of all preparatory coursework (preparatory coursework varies by program; student must confer with program adviser). Corequisites: 15:255:534, 536.
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15:255:536
Teaching Internship Seminar (3)
Examines actual internship situations, provides for specific application of strategies learned in prior coursework, and explores internship-related problems for individual research projects.
Prerequisites: Admission to the graduate teacher certification program, completion of all preparatory coursework (preparatory coursework varies by program; student must confer with program adviser). Corequisite: 15:255:535.
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15:255:537
Ethics, Education, and Society (3)
Examines educational goals, issues, and values and the instructional and social contexts within which these operate. Analyzes the relations of educational ends and means, the purposes of education in a free society, and the moral implications of pedagogical actions and the bureaucratic structure of schooling.
Prerequisite: 15:255:535.
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15:255:538
Teacher as Researcher (3)
Preservice teachers become critical evaluators of their teaching practices by collecting and analyzing data.
Prerequisite: 15:255:535.
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15:255:539
The Teaching Professional (3)
This course is intended to encourage students to understand and apply key concepts associated with the transition from educational novice to educational professional. The course is broken into two parts. Part One explores the question: "How should an educational professional act in and outside of school?" Part Two asks "How do professional communities and organizations shape the work that teachers do?" The course engages questions of school law and governance, as well as teacher associations, unions, and local stakeholders. The course culminates in a professional development plan.
Prerequisite: Student teaching experience.
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15:255:545
Preventing School Bullying: Evidence-Based Practices for School Leaders (3)
This course provides an overview of bullying prevention in schools, using an evidence-based multidisciplinary approach. The course provides breadth and depth of coverage of foundational research in bullying, legal issues, needs of marginalized groups at higher risk of being bullied, critical elements of successful bullying prevention programs, and challenges integrating effective bullying prevention into local school context.
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15:255:602
Inquiry II (3)
Education leaders are constantly trying to produce better results by improving policies, programs, and practices. This requires that they understand what is working or whom, and why. Program evaluation is a systematic approach to collecting, analyzing, and using information to answer these basic questions about practices, policies, and programs, and, ultimately, to determine the relative value of alternatives. This course provides students with a broad introduction to evaluation with an emphasis on understanding the multiple approaches and acquiring the practical skills and knowledge required to conduct evaluations that produce useful information that will be used. Equal attention is devoted to theoretical issues and practical problems.
Prerequisite: Admission in the Ed.D. program at Rutgers GSE.
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15:255:603
Inquiry I (3)
The purpose of this class is to help students gain an understanding of the design components that go into any inquiry including the capstone/dissertation project they will be completing in this program. A second purpose is to expose students to the range of inquiry tools that they can use to solve problems of practice and to provide opportunities for them to practice and test out some of these tools. In doing so, students will learn that tools like observation and interviewing can be both qualitative and quantitative and choosing how much structure to use is dependent on the problem being studied. A final purpose of the class is for students to learn and practice various analytic techniques including a range of basic statistical procedures.
Prerequisite: Admission in the Ed.D. program at Rutgers GSE.
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15:255:606
Key Principles of Learning--Learners and Learning (3)
The main purpose of this class is to update doctoral students' knowledge of current approaches to P-16 classroom learning so that leaders can identify and inspire effective learning in a wide variety of educational settings. Under the overarching heading of key principles of learning, students will learn about some of the latest theoretical perspectives and fundamental elements needed for effective learning. Another purpose of this class is to have students acquire, practice, and refine some of the skills they will need to complete a dissertation at Rutgers. For example, in the class project and exercises, students will learn how to conduct descriptive statistical analyses and convey ideas and findings in professional tables and figures. Students will also design and execute an empirical study in class as part of the course project. By participating in the class project, students will develop a deep understanding of the critical role of an underlying theoretical or conceptual framework in educational research and practice.
Prerequisite: Admission in the Ed.D. program at Rutgers GSE.
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15:255:607
Learners and Learning II (3)
This course focuses on developing theoretical and practical knowledge about meeting the instructional needs of adult learners, with a particular emphasis on adults who are participating in change and professional development activities. The course will cover adult development and learning theories, as well as specific strategies for effectively teaching adults.
Formerly 15:233:543.
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15:255:611
Leadership I: Leadership in Schools and Communities (3)
This course will introduce students to fundamental perspectives on organizations that guide much thinking about educational leadership and consider how these might be applied to recurring issues in school and communities.
Formerly 15:230:611.
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15:255:612
Leadership II: Change Process (3)
This course will help educational leaders (broadly conceived) understand how change happens in schools and develop the tools to manage that process. It will be hands-on in that students will participate in a simulation of a district-wide change program, have a chance to consider several cases of change, and analyze a change they must address in their own work.
Formerly 15:230:612.
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15:255:615
Social Contexts I: Sociocultural Foundations of Education (3)
This course draws primarily upon readings in educational sociology and critical educational studies to explore the role of schools in society. Students will examine the ways that schools produce and resist social and cultural inequalities. The goal of this course is to help develop critical perspectives on 1) the institutional structures, practices, and dominant assumptions of schooling that produce social inequalities; and 2) the ways that schools and classrooms can be reimagined to support educational equity.
Formerly 15:310:523.
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15:255:617
Social Contexts II: History of School Reform in America (3)
This course examines three key phases of K-12 school reform in America: the Progressive Era, the civil rights movement, and our current period of standards-based reform. For each reform period there will be an examination of the competing claims of historians and policy analysts over what happened, why, and how we know. The course will also examine primary sources used to make our own interpretations of historical change. Why do some reforms succeed while others fail? How does our understanding of the past inform our current prognosis of the problems and solutions for American education? Students will leave the course with a solid understanding of modern American educational history, historiography, and the process of school reform.
Formerly 15:310:522.
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15:255:620
Qualitative Methods for Leaders (3)
This course will help educators learn how to use qualitative methods in their work. The emphasis will be on learning to conduct and analyze interviews.
Prerequisite: Admission in the Ed.D. program at Rutgers GSE.
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15:255:630
Topics in Doctoral Education (3)
Selected issues related to learning and teaching or leadership and change in education.
Prerequisite: Admission in the Ed.D. program at Rutgers GSE.
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15:255:632
Independent Study in Doctoral Education (3)
Independent study in the doctoral program.
Prerequisite: Admission in the Ed.D. program at Rutgers GSE. Permission of the program director.
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15:255:700
Ed.D. Dissertation Study (BA)
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