Nondepartmental Graduate Courses in Education (255)
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15:255:503
Introduction to Teaching with Digital Tools (3)
This course presents models for the integration of technology in teaching, looking at the different pedagogical, technological, and environmental factors that should be part of educational technology decisions. It provides students the opportunity to explore the new landscape of digital tools, and to design activities and lesson for a diverse set of learners.
Students in this class will explore theories of learning and how they inform the effective uses of technology in educational environments. Additionally, students will investigate what the latest research has to say about the integration of technology in educational settings. 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, and will help you to recognize which technologies and teaching strategies are most appropriate for your learning environment.
Prerequisites: 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. Also 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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15:255:530
Clinical Experience Phase 1 (1)
This clinical internship requires 50-60 hours of structured observation and guided participation in a GSE partnership school. Activities include working with individual and small groups of students; participating in school and community activities geared toward youth development; analyzing and understanding the context of urban schools; observing and analyzing the experiences of students in urban schools, including emerging bilinguals and students with special needs.
Prerequisite: Admission into initial licensure program.
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15:255:531
Clinical Practice Phase 2 (4)
This Clinical Practice requires a minimum of 181 hours of classroom practice (two full days per week) in an assigned GSE clinical partnership school under the supervision of a fully credentialed cooperating teacher in the candidate's area of anticipated licensure.
Prerequisite: Admission to initial teacher licensure program and successful completion of Clincial Experience Phase 1.
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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
Clinical Practice Phase 3 (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). Corequisite: 15:255:536.
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15:255:536
Clinical Practice Phase 3 Seminar (6)
The goal of this course is for pre-service teachers to analyze and improve upon their clinical practice. The course focuses on expanding interns' methodological repertoires, providing time for students to focus on key issues of concern, setting the foundation for a career of reflective practice, and engaging students in consideration of current and critical issues in the teaching field.
Prerequisites: Admission to the initial teacher licensure 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
Students, Communities, and Social Justice (3)
This course is intended to encourage teacher certification students to understand and apply key concepts associated with the transition from educational novice to educational professional. The multiple sections of this course specifically ask students to focus on ways that they can collaborate with and learn from other stakeholders in education in order to improve the educational outcomes for P-12 students. Through various community-based projects, students will be required to engage with professional organizations, community groups, P-12 students, colleagues, families, and legislators. The course engages questions of school law and governance, as well as the roles of teacher associations, unions, and local stakeholders in education.
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15:255:545
Preventing School Bullying: Evidence-Based Practices for School Leaders (3)
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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15:255:567
Introduction to Hip Hop Education (3)
This course draws on readings in Hip Hop studies and critical educational studies to explore the role of Hip Hop music, culture, and community in the lives of youth and in the development of critical, culturally sustaining approaches to teaching and youth development in K-12 classrooms and in outside of school settings. In the class we investigate the history and evolution of Hip Hop as it pertains to youth popular culture, community-building, and critical approaches to teaching and learning for social justice in schools. This is a seminar course designed to engage students in classroom dialogue and critical thinking about the present and future of young people's experiences in schools, communities, and popular culture.
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15:255:575
Diversity and Equity in Athletics and Education (3)
This course explores issues of diversity within sports professions and provides knowledge and skills to those working or interested in working as a sports professional, such as teacher-coaches, youth sport coaches, sport leaders (administrators, athletic directors, coach educators and developers) regarding managing and working with diverse athletes to better meet the needs of their students.
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15:255:576
Learning and Motivation in Athletics (3)
This course provides a comprehensive introduction to learning and motivation in athletics. The course focuses on theoretical and practical issues related to enhancing motivational climate and learning environments for athletes with diverse individual needs. Topics addressed include motivation theory in athletics, enhancing motivational climates, building relationships and social support, skill development, designing and leading effective practices, and preparing athletes for games.
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15:255:577
Organization and Administration of Sport in Education (3)
This course examines the organizational structures of sport and recreation. Particular emphasis will be placed on merging theory and practice through differentiated learning activities to promote a holistic understanding of administrative leadership in intercollegiate athletics organizations.
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15:255:578
Personal and Student Development for Athletic Leaders (3)
Students will apply career and professional development theories to practice to inform professional advancement. Students will develop an understanding of networking and branding strategies for personal career advancement as well as methods to facilitate continuing education for employees within their organization.
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15:255:579
Trends and Issues in Athletic Education and Leadership (3)
This course examines the current trends and issues and organizational structures of intercollegiate athletics, professional, youth and nonprofit sport organizations. Particular emphasis will be placed on merging theory and practice through differentiated learning activities to promote a holistic understanding of current trends and leadership structures in complex educational organizations.
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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 for 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. 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)
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 covers 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)
Introduces students to fundamental perspectives on organizations that guide much thinking about educational leadership and considers 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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15:255:621
Teacher Education Assessment: Issues, Practice, and Data (3)
Assessments have always been a part of teacher education. For many years, the predominant forms of assessment were associated with licensure testing, most typically in the form of tests of content knowledge. As teachers and teacher education have come under increased scrutiny, an entirely new generation of assessments has been introduced into teacher education. These assessments have been used to support prospective teacher development; enhance requirements for program completion and licensure; and contribute to public accountability measures that are also used for accreditation. This course explores the policies and practices of assessment in teacher education. Students will study the various measures that are used and understand their strengths and limitations. In addition, students will have opportunities to examine teacher education institutional data sets as a means to become better consumers and evaluators of teacher education assessment information.
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15:255:622
Improving Classroom Instruction: The Role of Artifacts (3)
Students spend much of their time working on instructional assignments and classroom assessments. It may not be surprising that the kinds of things we ask students to do has a substantial impact on what they learn. While a great deal of focus has been on classroom observations, much less attention has been given to instructional artifacts (assignments and assessments). This course will provide doctoral students with significant exposure to research on instructional artifacts as well as practical experience in using them to consider critical issues in supporting student learning through instruction. Much of the class will be focused on developing design principles, strategies, and methods to understand what contributes to effective assignments and assessments. We will also work on designing new or revising existing assignments and assessments. We will include tools that have been developed in mathematics, science, and English language arts (ELA) and across grade levels but will also provide guidance for students who intend to teach in other areas. As students learn about the design of artifacts, they will also review the literature on using artifact protocols to consider teaching quality. We will review studies that help us understand teaching quality and its measurement. Issues of protocol design, sampling, validity, and teacher learning will all be explored. Each week will include both practical experiences in using artifacts as well as readings from the literature that provide theoretical and methodological background.
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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 (BA)
Independent study in the doctoral program.
Prerequisites: 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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Courses 
