P–20 Education (Self-Designed): PhD in Education

This course is part of Walden’s commitment to help prepare students to meet the university’s expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program.

As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, that will allow you to collaborate with others, and that will guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.

As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, that will allow you to collaborate with others, and that will guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.

What does excellence look like in early childhood settings? What are varying perspectives on excellence in early childhood education throughout the world? What are the common elements of learning experiences and environments that provide meaning, inspire curiosity, offer safety, and encourage children to thrive? By examining the research, candidates explore current issues and trends in early childhood education such as the inclusion of national standards, project-based learning, looping, technology, and the role of play in fostering healthy development and learning. Education professionals also explore the role of families in supporting children's learning at home and in early childhood settings as well as how to build effective partnerships with families.

In this course, education professionals develop an understanding of the political forces that shape the educational process. They engage in coursework that emphasizes governance structures and the influences of federal, state, and local policies and decisions. They also discuss contemporary research on political power in decision-making and the role of educational leaders and managers in P–20 institutions.

In this course, education professionals examine legal and ethical issues within the context of a P–20 educational setting. Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that inform the operation of educational organizations. They also engage in assignments that emphasize the ways ethics affect decision-making, professional conduct, and educational policies when analyzing critical issues in educational leadership.

Evaluating and designing curriculum to promote positive social change requires a broad understanding of the philosophy, concerns, data, and current practices within the entire school environment. In this course, education professionals examine what it means to provide a transformative experience for students while creating conditions that facilitate deep learning. Education professionals will review and evaluate various curriculum approaches; examine the alignment of content standards; and consider the role of collaboration, community building, and power sharing to foster learner autonomy and meet the needs of an ever-increasing diverse student population. Through authentic case-study scenarios, education professionals are provided with opportunities to see the impact of curriculum design in practice. The application of a learner-centered approach to existing practice, as well as any recommendations and modifications to curriculum, learning spaces and technology, assessment, and the delivery of instruction will be applied to more effectively accommodate multiple learning needs and promote positive social change.

Effective educational leaders must have the knowledge, skills, and dispositions to accurately and effectively evaluate programs that lead to making data-driven decisions and promote continuous improvement for all learners. In this course, education professionals use available data points and tools to evaluate the design, implementation, and program outcomes to determine a program's impact on the learner, family, and community. The results of the program evaluation guide education professionals to develop action plans that may include the development of community outreach programs, grants, legislation/policy reform, professional development plans, or technology solutions. Through this course, education professionals build decision-making skills as they must determine whether to recommend an improvement plan of an existing program or propose a new program or initiative.

Building on the core knowledge from earlier courses, students will engage the emerging theories of leadership that reflect the current challenges in culturally responsive education, and the research on motivation and performance. The focus is on entrepreneurial and creative solutions, which reach across P–20 learning organizations to effect positive social change in education.

In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. Foundations course or first course in a program.)

Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with an emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. RSCH 8100H.)

Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. RSCH 8100H.)

Students in this research course build upon knowledge and skills acquired in RSCH 8200C - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with an emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. RSCH 8200C.)

Students in this research course build upon knowledge and skills acquired in RSCH 8300 - Qualitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write-up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. RSCH 8300O.)

Students in this research course build upon their established qualitative and quantitative research proficiencies. They are also provided with the opportunity to develop specialized knowledge and skills for designing mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question. They engage in assignments that emphasize the integration of quantitative and qualitative elements into true mixed-methods studies, focusing on reliability and validity in mixed-methods approaches. They also practice data analysis and integration of qualitative and quantitative data within a research write-up leading to proposal development. Students apply their knowledge and skills by developing a mixed-methods research plan that appropriately incorporates qualitative and quantitative elements. RSCH 8200O and RSCH 8300O.)

Education professionals seeking the PhD in Education degree are required to make an original contribution to the field of education. The purpose of this course is to help educators begin that process by introducing them to the steps for developing the components of the dissertation—its timeline and available resources. Education professionals examine and analyze selected research to identify questions addressing a specific gap in the existing research literature, the framework and methodology, and other key components necessary to create scholarly research. They also explore resources such as the Writing Center and library, as well as specific tools they can use to complete the dissertation.

Education professionals expand their knowledge of the dissertation process by reviewing tools, resources, and sample dissertations as they focus on the alignment among the identified problem, purpose, framework, research question(s), and study design. Education professionals use tools, including the appropriate rubrics and checklists, to narrow the focus of their research topic, plan a comprehensive literature review, and begin to develop their prospectus.

Educators in nearly all doctoral-level programs are required to complete dissertation projects that necessitate requisite knowledge of conducting research, including the development of an appropriate research plan. In this course, education professionals utilize knowledge from previous courses to develop their prospectus—a brief document that provides preliminary information about their dissertation research to serve as a plan for developing the research proposal. They engage in a logical progression from topic conception to prospectus completion. They take their individualized topic and identify the research problem, purpose of their study, theoretical or conceptual framework, and appropriate research design, while also examining the concepts of feasibility and overall alignment of study components.

Education professionals in nearly all doctoral-level programs are required to complete dissertation projects that necessitate independent application of requisite knowledge by conducting research based on close interaction with, guidance from, and supervision by an institution-approved dissertation committee. Students in each PhD program specialization are supported in the completion of their doctoral dissertation in this course. The PhD dissertation process is composed of several stages and requires levels of approval: prospectus, proposal, Institutional Review Board (IRB), Form and Style, abstract by Chief Academic Officer (CAO), and the final study. Education professionals develop and support a doctoral-level research problem and review related literature to develop a framework for their study. They move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Education professionals consider ethical feasibility issues as related to their dissertation development and proceed to data collection and analysis. They conduct an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change, a Walden hallmark.Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook. 

Designing curricula with rigor, relevance, and results requires broad understanding of the key concepts behind each of these attributes and a clear focus on how best to maximize the learning and potential of PreK–12 learners. In this course, education professionals examine what it means to design a learner-centered curriculum that enhances student engagement and involvement, provides a transformative experience for students, and creates conditions that facilitate deep learning. Education professionals examine the alignment of content standards and design models as well as the role of collaboration and community building, power sharing to foster learner autonomy, problem solving, material that is socially relevant, and ongoing assessment to meet the needs of an increasingly diverse student population. Authentic case-study scenarios provide opportunities for educators to see curriculum design in practice, use existing data to redesign and adapt curriculum, and create learning spaces that accommodate multiple learning needs.

Student diversity comes in many different forms (e.g., linguistic, cultural, socioeconomic, academic, emotional, aesthetic), and effective educators have the knowledge, skills, and dispositions to value the richness this diversity brings and enhance learning in their education setting. By applying strategies and evaluating programs and initiatives to meet the diverse needs of all learners, educators can demonstrate an awareness of students' prior learning, language, culture, family, and community values to improve teaching and learning. Through real-world scenarios and applications, educators will assess strategies for promoting equitable access to high-quality learning experiences while recognizing their own personal beliefs and biases. Education professionals will also explore current and effective practices for working with diverse learners and providing productive learning environments for all students. Through the use of appropriate materials and technologies, educators will evaluate curriculum, instruction, and assessment, promoting learning for all students. 

Today's schools are dynamic organizations that require educators to take an iterative approach to designing curriculum, instruction, and assessment—one that responds to changing and diverse student needs, stakeholder perspectives, policies, accountability requirements, emerging technologies, family and community resources, and other internal and external forces. In this course, education professionals engage in active inquiry at the systems level and address real-world scenarios and problems. Learners can gain experience and expertise in promoting best practices in education, overcoming barriers to student learning and involving family and community partners, all while meeting and complying with relevant policies, laws, ethical practices, and standards. Education professionals explore key components of a successful learning community, the role of a leader within a dynamic system, professional dispositions, current educational trends and issues, and how technologies are creating new opportunities for organizational change and improved student performance.

Effective educational leaders must have the knowledge, skills, and dispositions to evaluate programs and make data-driven decisions to promote continuous improvement for all learners. In this course, education professionals use available data points and tools to evaluate the design, implementation, and program outcomes to determine a program's impact on the learner, family, and community. The results of the program evaluation may lead educational professionals to develop action plans that include the development of community outreach programs, grants, legislation/policy reform, professional development plans, or technology solutions. In this course, education professionals determine whether to recommend an improvement plan on an existing program or propose a new program or initiative.

Effective educational leaders are well-versed in current practices of learner-centered teaching and effective learner-centered curriculum design. In this course, educators are provided with a forum for conducting and sharing in-depth content research, sharpening their doctoral-level skills, and discovering best practices and current trends for promoting effective curricular design and evaluation in the content areas. Educators are grouped by interest area and have the opportunity to collaborate with colleagues to build their content knowledge and guide their research interests. By conducting scholarly searches, evaluating dissertation and project study abstracts, and creating effective annotated bibliographies, educators will prepare for their own doctoral research and capstone project.

In this course, educators examine and explore research methodologies important and unique to the field of curriculum, instruction, assessment, and evaluation. Education professionals develop skills in strategic planning; begin to align their interest area to appropriate research and evaluation methods, and select and gather appropriate methodological resources to support their interest area research. A goal of this course is for educators to delineate appropriate research-based methodologies that may apply to an area of interest for their capstone projects.

Effective early childhood professionals know that respectful relationships with families provide the foundation for supporting young children's healthy development. Candidates examine key developmental stages, from prenatal experiences to the early school years. Education professionals explore child development theory, current research in neuroscience, and social-emotional development across the early childhood years, with a special emphasis on the significant role families play in fostering healthy development. Current thinking from the fields of psychology, science, and education are integrated with global perspectives on child development. Educators apply their knowledge to promote positive developmental outcomes for young children and their families. 

How does language affect the young child's ability to think, communicate, and learn? In this course, educators explore the language and linguistic development of young children. Education professionals focus on theories of language acquisition; the nature and function of language; the relationship between language and cognition; the developmental stages of language and literacy; and the critical role of families, communities, and educators in fostering language and literacy development from birth through age 8. Education professionals examine current research and ways early childhood professionals can support language and literacy learning for all children across the early childhood spectrum. 

What does excellence look like in early childhood settings? What are varying perspectives on excellence in early childhood education throughout the world? What are the common elements of learning experiences and environments that provide meaning, inspire curiosity, offer safety, and encourage children to thrive? By examining the research, candidates explore current issues and trends in early childhood education such as the inclusion of national standards, project-based learning, looping, technology, and the role of play in fostering healthy development and learning. Education professionals also explore the role of families in supporting children's learning at home and in early childhood settings as well as how to build effective partnerships with families.

How can early childhood professionals ensure that assessment not only evaluates development and learning but also promotes children's growth? What kinds of assessments are appropriate and effective for very young children as well as those throughout the primary grades? Educators explore formative, summative, formal, and informal assessment as well as the use of these assessments to promote development and guide teaching and learning. Education professionals reflect on the many ways they use assessment on a daily basis, and discuss strategies for communicating assessment processes and results. Educators review current research regarding culturally responsive assessments, assistive technology, and international perspectives. 

Researchers indicate that high-quality early childhood programs result in long-term positive outcomes for children. Early childhood professionals have a deep understanding of the developmental domains and content areas of early childhood. Based on this understanding, educators use professional accreditation standards to evaluate the effectiveness of early childhood programs. Professionals learn how to evaluate programs for research-based, effective practices that promote healthy development and learning from birth through age 8. Specific focus is placed on effective practice related to management policies and procedures, teacher qualifications, family engagement, and community involvement.

What are the dispositions and responsibilities needed to be an effective professional in the early childhood field? Early childhood leaders exemplify the values and ethics of the field, act as advocates for children and families, and lead initiatives to improve policy and effect positive social change. In this course, education professionals study leadership theory, advocacy strategies, and early childhood policy systems. Educators explore multiple leadership roles in the early childhood field, analyze leadership qualities and traits, reflect on professional growth, and continue to refine research interests. Educators are challenged to be innovative and transformative future thinkers who are deeply committed to the well-being of young children and families.

In this course, early childhood professionals examine research methodologies conducted frequently in early childhood. Particular attention is given to studies based on young children, especially those who cannot communicate. Education professionals read current research studies and dissertations to analyze methodology, paying particular attention to reliability and validity. They have the opportunity to apply the concepts studied in the course to the specific scenarios and their personal topics of interest. By the end of this course, education professionals will begin to delineate various early childhood research-based methodologies that may apply to an area of interest for their dissertations.

Effective special education leaders must be able to reflect upon and transform research to implement effective evidence-based practices in early childhood special education. The focus is placed on practices that involve emotional, social, and behavioral strategies as well as literacy instruction. Special emphasis is given to the use of technology practices to facilitate assessment, evaluation, instruction, and professional development. Education professionals reflect on research involving culturally responsive teaching, inclusion, and family involvement. Particular attention is given to single-subject research designs that are used to study behavioral change in individuals or small groups as a result of an intervention. Topics include reliable measurement, repeated measurement, description of conditions, baseline and treatment conditions, and single-variable rules.

Effective early childhood special education leaders promote meaningful change for children with exceptionalities, foster the use of effective evidence-based practices, and sustain long-term program viability throughout diverse settings. Once effective practices are in place, they establish a clear plan for addressing program integrity and sustaining commitment to continuous improvement. Leaders need to facilitate the process of evaluating, modifying, and sustaining these effective practices. Throughout this course, education professionals examine critical components to sustain change including program evaluation, professionalism, culturally responsive practices, effective ways to work with families, and collaboration to support continuous improvement in early childhood settings.

Effective education leaders work to foster a community of collaboration in which all stakeholders strive to develop a shared understanding of and commitment to making sure that every student learns and succeeds. Education professionals in this course explore the characteristics of effective collaborative leaders, including the ability to foster collaborative problem solving and decision making. They learn how to model open and responsive communication as well as how to use tools to ensure that such collaboration is the common process within the school and throughout the school community. They also explore the role of schools in communicating with and drawing upon community resources of various types, including public agencies and organizations that serve youth and families. Through this course, education professionals work toward establishing the personal, ethical, and moral platforms to become effective leaders who model and promote ethical and productive civic behavior. Education professionals will develop and refine their skills as collaborative leaders in the school community.

Educators in this course study selected general legal principles, case and statute law, and law-making agencies that impact leaders and their educational institutions. Key content areas include but are not limited to the legal status of the local school district; the role of federal, state, and local governments that may apply; governance of schools; and policies, rules, and regulations. Education professionals in the course will also cover and develop a practical understanding of the legal rights, responsibilities, and obligations of administrators, teachers, students, parents, and school boards; community education; civil rights; collective bargaining, torts and contracts, and legal research; as well as the development of policy to meet regulations and other provisions. School administrators have an opportunity to become more knowledgeable about finding resources to help them address legal matters as they evolve. Educators will gain the basic knowledge to help develop policy statements as related to their school and to the district as a whole.

Research on effective schools provides guidance on the most productive ways to organize time, people, money, technology, and other resources. To use these resources most effectively, leaders need to have a strategy that defines the most important priorities, the overall educational design, and the organizational structures that best match the necessary goals for improvement. Education professionals will study and interpret budget documents as they relate to the district at large and then to their portion of the budget as a school. Education leaders will research about writing and seeking grants to enhance a school's or district's options to improve student learning. Effective leaders need to be able to link whole-school strategic plans to effective instructional practices and improved use of time and money. Educational leaders must focus on school improvement, improving teaching quality, and organizing and allocating staff and other resources in the most effective way to continuously improve student performance.  

Effective education leaders demonstrate and collaboratively develop capabilities to foster cultures for learning based on mutual respect among students, teachers, staff, parents, and the larger community. Strategies for fairly and effectively administering discipline and resolving conflict are addressed. This course is intended to help leaders understand and treat individual and group differences and potential conflict as opportunities for developing the dispositions, knowledge, and skills that result in social competencies essential to civic participation and interpersonal effectiveness in school and beyond. Education leaders will leave with the knowledge gained from a better understanding of how to address disruptive student behavior and how to deescalate conversations as well as confrontations that are an everyday reality in the school setting. Leaders will also study issues related to safety and violence in schools, considering both methods of prevention and ways to respond to unsafe and violent situations. They can learn how to call upon district and community resources to preserve safety and well-being of the school's population of students and personnel.

Education leaders study human resources policies and practices for recruiting, selecting, hiring, inducting, developing, evaluating, and retaining or dismissing school personnel. Identifying teachers' needs for professional growth is important, but leaders must also ensure that teachers have the opportunity and motivation to use their professional expertise and to participate in ongoing substantial professional development focused on enhancing the learning of every student. Education leaders have the opportunity to evaluate school personnel and ensure teachers are utilized in their areas of strength within the school, and that teachers also receive support and training in any needed areas to promote student learning. They can become knowledgeable about how to hire and retain their novice teachers in order to reduce teacher turnover. As well, school leaders must be able to identify characteristics of productive teacher evaluation processes and programs; distinguish between supervising teaching and supervising learning; and utilize a process and structure for evaluating school personnel that is productive and supportive, motivates improvement, results in retention of highly competent staff members, embodies standards of due process, and takes into account the provisions of the contractual agreements for staff.

Using new technologies in new ways sparks learning, creativity, and innovation. Trends and issues in educational technology are examined to discover how they influence learning and creativity in the workplace. Learners collaborate to demonstrate the evolution of a current technological trend, analyze its impact on learning and society, and evaluate the societal issues and problems caused by that trend.

The effective use of digital media in learning environments requires leaders in the field to be both consumers and creators of multimedia. Learners become knowledgeable developers of digital media by applying principles of instructional design and pedagogy to multimedia. Learners collaborate in the design and creation of digital and interactive media based on visual design principles.

Social change resulting from the integration and adoption of technological innovations is the focus of this course. Learners explore Rogers' Diffusion of Innovations Theory through first-hand experience in a simulation. Learners explore research regarding the integration of technology in the workplace or education setting to determine strategies for becoming catalysts for change. Strategies for overcoming resistance and barriers to change are analyzed.

Educators explore the theories, paradigms, trends, and issues in the field of eLearning. Research on eLearning is critiqued and analyzed as an ecosystem, including an examination of K–12, higher education, corporate, and personal learning communities. Current social and geopolitical trends and their impact on eLearning are analyzed. Delivery methods, human presence, and sustainability of eLearning design are investigated. Through this course, educators are provided with design and development experience through the creation of multimedia presentations in an eLearning environment.

Effective leaders direct the vision and goals for sustainable change initiatives in organizations. Based on the Human Performance and Training Model, learners explore strategies and tactics needed to bring about positive social change through an analysis of leadership, strategic planning, motivation, communication, and learning technologies. Problem solving skills are developed as learners effect change in the workplace focusing on a human performance issue. Components for successful grant writing are developed.

Instructional design for eLearning involves understanding effective learning experiences in digital spaces. Educators apply the principles of the community of inquiry and the engagement of the digital learner as they design an eLearning course. Mobile technologies, collaborative learning, assessment, academic integrity, and meeting the needs of diverse and global students are addressed. Educators collaborate in the design and development of eLearning products and explore social change through eLearning. 

Creativity and critical thinking are driving forces behind human innovation and progress. In this course, you explore theories, models, and roles of creativity and innovation in society and learning environments. You reflect on the risks and rewards associated with creativity and critical thinking, while employing approaches for idea creation focusing on originality and inventiveness.

Innovative learning requires creative assessment strategies to evaluate student learning within real-world and simulated environments. Through the use of reverse design, you will create authentic assessments for a learning culture that emphasizes creativity, innovation, and critical thinking. In addition, approaches for using assessment data to effect change will be explored. Methods of inquiry designed to inform and improve learning and instruction to address new trends, including the latest tools and technologies, will be examined.

Innovative curriculum evolves and changes in anticipation of learner needs. This course will focus on research-based processes and a variety of models used to design innovative curriculum to support learning across the lifespan and within diverse contexts. Strategies for aligning strong content with formalized standards and goals within the learning environment will be explored. The contributing roles of instruction, technology, and globalization will set the context for this course of study.

Literacy may be understood in multiple ways across various settings and populations. In this course, a foundation will be laid for educators to define literacy based on historical and contemporary perspectives, the sociopolitical landscape, the influence of social media and technological innovation, and influences coming from national, state, local, and Common Core standards. Educators will examine ways to overcome barriers to student literacy learning and develop techniques to improve communication and increase community and family involvement. Based on what they learn in this course and drawing on professional reading and curriculum standards, education professionals will develop a plan to gain stakeholder support for the improvement of curriculum and literacy programming at the systems level.

Designing literacy programs that effectively promote and support high levels of literacy proficiency requires the use of data that accurately describe the status of student, teacher, and school performance. Education professionals in this course can examine a variety of assessment tools and validity issues for addressing individual and classroom needs as well as district and state mandates. Topics include a focus on data analysis for tiered intervention decision making and the interpretation of data to drive recommendations at a systemic level. Educators will develop skills to facilitate collaboration and stakeholder inclusion.

Making academic content accessible and comprehensible for all learners requires specific strategies PreK–12 teachers need to know and be able to demonstrate. By focusing on academic language, content acquisition, and the appropriate use of technology, education professionals add to their repertoire of strategies to meet content standards for all students, including those with diverse needs, learning styles, and abilities. Education professionals can plan ways to collaborate and share knowledge with other educators within their professional setting and review and evaluate research to inform effective practices. Through this course, educators also address ways to develop programs that integrate both content and literacy objectives to better enhance the development of all learners throughout the content areas.

Special education is a dynamic field with a growing research base of best practices and changing implementation efforts for students who demonstrate a broad spectrum of adaptive and learning challenges. Special education professionals in this course explore how theoretical research in the field evolved and influenced emerging and prevalent practices in the field. Through the realistic lens of a case study, candidates will explore a range of research topics as well as investigate how research has influenced practice. Through their coursework, educators are supported in the development of skills and dispositions that will assist candidates as they envision and influence the future of special education.

Leadership and advocacy go hand-in-hand when seeking to promote policies that support effective practices in education for ALL students. Through analysis and reflection, candidates can examine the evolution of special education legislation and pivotal case law and can analyze the connections among advocacy, leadership, policy, and law as it plays out in realistic scenarios. Special education professionals will also investigate change theory and leadership styles, allowing them to reflect on their own and others' paradigms in order to determine best practices to promote positive educational and social changes. They must apply leadership, advocacy, self-evaluation, and social change skill sets to current practice as they will be called upon to do in future careers. Candidates can also engage in a culminating project through which they construct a professional plan for advocacy and leadership in an area of interest that includes issues of diversity and special needs.

In this course, special educators examine research methodologies important and unique to the field of special education. Particular attention is given to single-subject research designs that are used to study behavioral change in individuals or small groups as a result of an intervention. Topics include reliable measurement, repeated measurement, description of conditions, baseline and treatment conditions, and single-variable rules. Candidates will apply the concepts studied in the course to the special education case study. By the end of this course, candidates will begin to delineate various special education research-based methodologies that may apply to an area of interest for their capstone projects.

Whether practicing in a school, university, or other professional settings, special educators are called upon to implement data-driven assessments in order to plan and implement individualized instructional plans for students with diverse learning and social challenges. In this course, educators review research and practice specific to specialized instruction for students with disabilities in language, reading, writing, math, and content areas. Topics also include effective practices for instruction and evaluation for students with social-emotional and behavioral needs, including applied behavior analysis, positive behavioral interventions, and skill building. Related brain-based research will be examined, as well as assistive technologies and methods of delivery, whether in individual, small group, or inclusive settings. 

Special educators must be prepared with valid and reliable assessment data in order to recommend and implement sound, research-based intervention models. In this course, educators examine problem-solving best practices for using data to identify students at risk of academic, social, or emotional difficulties. Candidates can also study methods of disability identification and monitoring student progress, and data-based decision making for instruction, universal instruction, and interventions useful for all students. Professional development for general and special education teachers and the role of caregivers (e.g., parents, families, guardians) will be explored. Functional behavioral assessment is examined as an evaluation tool for understanding behavior, and effective practices for school-wide positive behavioral support (SWPBS) are also explored. 

Effective special education leaders promote meaningful change for students with diverse learning and social needs, foster the use of effective practices, and sustain long-term program viability throughout diverse settings. Once effective practices are in place, they establish a clear plan for addressing program integrity and sustaining commitment to continuous improvement. Throughout this course, candidates can examine critical components to sustain change, including program evaluation, professionalism, culturally responsive practices, and policy to support continuous improvement.