This seminar explores the concepts of schooling and education. Students will be challenged to reconsider their experiences and notions about pre-K through 12 schooling and to examine alternatives.
Course content will vary each semester.
The course will introduce students to the scholarship on transitions and potential paths for thriving at a liberal arts institution. Students apply research on learning science, emerging adulthood, cultural competence, and well-being to enhance their own experience. First year students only.
Career Exploration is a designed to expose first and second year students to career development theories, while providing a framework for exploring and discovering their interests and skills. Previously offered as EDUC 131. No seniors.
Provides a basic introduction to teaching and education. This course consists of a seminar based with field placements in different levels of schools.
Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades kindergarten through three.
This course will provide students with knowledge to succeed at a research university. Students will consider what it means to have a liberal arts education and will learn about motivation, resiliency, and self-advocacy. Students will reflect on their current work toward academic success and their path to graduation.
The course will introduce students to the history and contemporary scholarship of experiential education. It will explore high impact practices in higher education and the role that experiences such as Outward Bound expeditionary education courses can play in an undergraduate student's development and success in college and on the development of civic identity. 28-day Outward Bound course or similar expeditionary education experiences per instructor discretion.
This course is an abbreviated and intensive version of EDUC 330: The Science of Learning. It is designed to optimize the beliefs and techniques critical for thriving at a rigorous university. Students will be exposed to research, particularly from cognitive psychology and behavioral neuroscience, which identifies the most effective methods of learning. Participants will also be given opportunities to implement such methods. Students may not receive credit for both EDUC 150 and EDUC 330.
Introduces students to theories and major research areas in human development and family studies while connecting this theory and research to careers in the helping professions.
This course provides students the opportunity for introductory exploration and discussion of selected topics in education.
This course is designed for juniors and seniors who are preparing to embark on their post-Carolina job search. Students will learn how to develop the necessary tools and skills required to execute an effective job search, while understanding and applying theoretical concepts related to strengths, adaptability, and resilience in career development. Course previously offered as EDUC 132. No first year students.
Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades four through eight.
Focuses on the relationship among arts, creativity, and education.
The course is designed primarily to help students identify and access meaningful HIPs aligned with their individual values, needs, and goals. Students will be guided to ask critical and reflexive questions that will help them describe and link their unique purpose at the university with their potential contributions to the world. The course includes substantive content on student belonging and student engagement. Not open to first-year students.
Students will learn the science of well-being for emerging adulthood. The course will bridge contemporary literature on development, non-cognitive factors, positive psychology (e.g., hope, optimism) and more. Learn and invest in your well-being as a student at UNC-Chapel Hill and beyond. No First-year students.
Explores factors that put children at risk for educational failure and interventions to increase resiliency. Service and learning experiences in educational and community agencies are integral to the course.
This course focuses on the organizational context within which leaders work, and the internal reform initiatives that leaders leverage for organizational improvement. Using analysis, discussion, and reflection, students will examine real issues confronting organizational leaders and the processes of inquiry that leaders use to address these issues. Students will study several foundational topics in social science research with application to organizational life.
Course challenges students to think critically about educational issues as they transition to a research university. Through readings, videos and activities, students explore the value of higher education, the development of intelligence, and the role of habit and happiness in college success. Students also conduct and present original qualitative research.
A three-credit seminar on leadership styles, philosophies, and issues related to leadership. Each class will overlap these concepts (topical or theory/practice, service, and self-awareness.)
This course examines the contemporary research in career development (e.g. happiness, purpose, decision-making, values, experiential learning). The course guides students to use design thinking to apply the concepts to life action plans. Students will increase self-awareness and self-advocacy to maximize their potential and envision multiple pathways for further education and life-work balance. Sophomores, juniors, and seniors only.
This is a three-credit course with a focus on delving deeper into issues relevant to leadership and education. This course is open to seniors, juniors, and sophomores with student organization experience and an interest in an advanced exploration of leadership.
The course is intended to provide an introduction to leadership theory, a forum for reflection upon personal strengths and contributions to leadership, and an opportunity to explore the nature of working in teams and groups.
This course revolves around and centers on the Relational Leadership Model which defines leadership as the relational and ethical process of people together attempting to accomplish positive change.
This course provides students a preliminary introduction to qualitative research methods as a mechanism for critically examining the concept of borders and implications for students' own educational experiences. While immersed in a geographic borderlands space, students will explore the "border" as not just the physical border between Mexico and the US, but as Gloria Anzaldúa presents in her 1987 book Borderlands/ La Frontera, as a "psychic, social, and cultural terrain that we inhabit".
This course provides students with an overview of the major counseling and group work theories, an introduction to individual and group work counseling techniques, the conditions that facilitate an effective working relationship with clients across the lifespan applying cultural awareness and sensitivity, the general stages in group and individual counseling processes, and professional ethics. The course also provides an overview of coaching as a method of helping families thrive. Course restricted to majors.
Students study several facets of learning in the modern world, and investigate what scholarship in cognitive psychology, educational psychology, and the learning sciences can do to help us maximize that learning.
The course critically analyzes the contemporary and cultural application of emerging adulthood theory. Themes center on identity, competence, managing emotions, purpose, intimacy, civic engagement, and more. Practical learning and skills surrounding financial literacy are included. Students co-create core adulting skills through research and skill demonstrations. Sophomores, juniors, and seniors only.
In this course, we make organizations an object of study. Together, we will ask: Where do organizations come from? What accounts for their success and failure? And, most importantly, what can each of us do to make the organizations that we are part of better serve us all? Organizations include hospitals, nursing homes, schools, neighborhoods, clubs, and various workplaces.
This course will guide students in the examination of the vital role that sexuality, sexual identity, gender, race and class play in families, communities, and educational settings. These and other socio-cultural factors, which often intersect and are embedded in historic ways of constructing what it means to be "normal," fundamentally shape how individuals understand themselves, their place in the world, as well as others around them.
Peer Tutoring is an APPLES service-learning course that provides undergraduates the opportunity to serve fellow students through tutoring. Tutors must have an overall GPA of 3.0 or higher.
This course provides students the opportunity for intensive exploration and discussion of selected topics in education.
Students have 30 hours of service-learning with individuals with autism at community partner sites. Class discussions introduce students to diverse topics related to autism spectrum disorder. This is an APPLES course.
This course examines the field of child development as it contributes to the teaching and learning of children in early childhood and elementary educational settings, ages prenatal to age 12.
This seminar serves as an introduction to the field of child development and early childhood education and special education. Students learn about the primary professional disciplines and agencies serving young children and their families. Current policy, recommended practices, and research innovations are reviewed.
This course examines issues of diversity among and across families, in order to better prepare students for human service fields in a variety of settings such as clinics, schools, advocacy, and other organizations.
Restricted to majors. Permission of the instructor for nonmajors. Provides students with knowledge of program models and curricula/intervention strategies for working with infants and toddlers with and without disabilities. Information is provided regarding identification and assessment strategies for infants, toddlers, and two-year-olds. Program models for working with families are emphasized.
This course is a lifespan approach to parent-child relationships and implications for enhancing the well-being of families. A major focus will be on research and theory regarding parenting during the different stages of the lifespan.
An introductory examination of human development and family research methods designed to provide an understanding of scientific inquiry, methodology, measurement, test construction, scaling, and statistical terms and techniques.
This course is an exploration of the research and theory about programs that promote youth development and prevent youth problems in the diverse contexts where youth function (i.e., home, school, outside of school activities, sports, peer networks, etc.). Career options (e.g., social work, law enforcement, teaching, and community outreach work) will also be explored through sociocultural lenses.
Learn how to translate the outcomes of a liberal arts education to the world of work. The course will engage students in connecting one's intellectual and practical learning, as well as individual and social responsibilities to contemporary career skills and life-career design. Critical reflection on concurrent and diverse internship experience is utilized to contextualize skills and further explicate career identity working in a knowledge and digital ecology. Permission of the instructor for students with fewer than 8 hours of weekly work.
Permission of the instructor for nonmajors. This course covers the theoretical and developmental aspects of language and literacy processes and practices. The course will cover reading, writing, speaking, listening and viewing practices, birth to age 12.
This course introduces students to immigration-related schooling issues in the United States and North Carolina. Students will use scholarly writings by both theorists and practitioners as well as narratives from immigrant students and their parents to study the impacts of migration on education as a transnational, transcultural, and translingual process. The course includes an overview of immigration-related education policies and practices; issues of assimilation, acculturation, and identity; and other relevant topics.
Permission of the instructor for nonmajors. The focus of this course is children's development in mathematical and scientific ways of knowing and the use of technology to support this development.
Provides an understanding of the community contexts of schools and an experience working in community group. This is the first semester of two-semester course.
Provides prospective teachers with an understanding of the community contexts of the schools. Second semester of a two-semester course.
A reflective examination of beliefs and attitudes associated with 1) the historical, philosophical, sociological, political, and economic forces affecting education and schooling in the United States; 2) the structure and function of the school system; and 3) current issues and trends in American schooling and education.
This seminar allows students to explore how social determinants of health affect the health of populations.
Introduction to teaching. Course covers foundations and philosophies of education, current issues, and trends in public schooling.
Offered concurrently with EDUC 466. Restricted to students admitted to the middle grades teacher education program. Initiates students into the teaching profession. The course stresses what it is like to be a teacher, with concurrent emphasis on the life of the student and the study of schools.
Offered concurrently with EDUC 465. Restricted to students admitted to the middle grades teacher education program. Helps students learn how to plan and develop skills to meet the unique and diverse needs of young adolescents as they prepare to teach.
Helps students develop a variety of basic teaching skills used by classroom teachers. This course will be conducted primarily as a laboratory course.
This course examines various theoretical models of play and development in clinical, health, and school settings. Students are taught basic skills to create therapeutic play environments and to respond to the intellectual, emotional, and social needs of children in schools, hospitals, and other therapeutic settings. HDFS majors or permission from the program coordinator.
A collaborative, experiential, and data-driven course for understanding and facilitating organizational learning and change. Students will complete an "improvement research project" based on their own personal interests and/or in partnership with practitioners in an organizational setting. Students will direct their course of study around three core questions: What is the specific problem I am trying to solve? What change might I introduce and why? How will I know whether the change is actually an improvement?
This course serves to integrate our core field of human development and family studies with other public health issues and professions to help improve understanding of factors impacting the health and well-being of children, youth, and families. The course blends human development theories, family systems theories, and health promotion theories to better understand the health experiences of individuals across the lifespan.
This course examines individual and family resource management. Students will develop skills related to importance of time management, financial planning and budgeting, consumer decision-making, and allocation of resources to the well-being of children, youth, and families. The course also examines issues related to grant writing, consumer economics, conflict resolution, poverty alleviation, work-family balance, and stress management.
Permission of the instructor for nonmajors. Students gain familiarity with the operations and complexity of teaching. Students observe instruction, assist in teaching, learn about the curriculum and specific resources, interact with school personnel, work with students, and apply skills learned in previous courses. Prepares students for internship or student teaching.
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.
This course examines biological, cognitive, psychological, and social development in adolescence and adulthood. Students will examine these milestones in development as they vary by gender, race/ethnicity, sexual orientation, ability, socio-economic status, education, and other contextual/cross-cultural factors. The course includes an examination of how adolescents and adults function within families, social networks, schools, media, and work.
Course asks students to consider what it means to participate in schools as educational leaders. Students consider how to collaborate effectively with school colleagues, advocate for children and families, participate in the politics of schools and education, and examine what it means to be change agents in classrooms and schools.
Students learn about current educational emphases and controversies as well as what the research and scholarship in the fields of education and cognition can contribute to our understanding of these phenomena.
Introduces students to a research-based, highly practical understanding of leadership frames/styles prominent in educational/nonprofit organizations. Emphasizes continued student engagement with various leadership models and principles.
Through extensive case study and conversations with policy actors, students will learn the stages model of policy making and understand conflicting values that play out in policy decisions.
An exploration of the function and history of art in educational and social change movements. In this course students use a critical approach to examine various forms of art and expression as they relate to education.
This course was developed to confront and address questions of global cultural competence and self-critique. Culturally competent leaders work to understand their own biases and patterns of discrimination.
Learn strengths-oriented approaches in education practice, research, and policy. The course takes up contemporary literature on positive psychology, developmental assets, resiliency, cultural competence, school readiness, school engagement/ connectedness, and positive youth development.
Course examines the social-historical, cultural, and political contexts that shape the educational experience of Mexican Americans/Chicanxs and the broader Latinx community. Using critical race theory, paying attention to issues of cultural identity and agency as we move across various geopolitical dimensions of contestation, resistance, and immigration, including the southwestern U.S. and new Latinx diaspora spaces - namely the US South. Including critically exploring PreK-12 schools, higher education, and social initiatives to address inequities in education.
This course examines previous and present eras in American education from a critical race perspective. Critiques will feature dominant or majoritarian narratives (widely adopted accounts often taught as part of an institution's curriculum) and counter narratives in regards to racism with the education of Blacks in America serving as a case example.
Permission of the instructor for nonmajors. This methods block is a field based, integrated collection of science, literacy, and math courses designed to prepare pre-service teachers for planning and implementing instruction in elementary schools.
Restricted to students admitted to the elementary education program or the child development and family studies program. Explores integration of the arts in the curriculum.
Offers an overview of the special education field and its relevance to the classroom teacher. The course is based on an interdisciplinary perspective toward serving exceptional learners and collaboratively coordinating services. Course content emphasizes inclusive programming and the teacher's role in facilitating students' unique learning needs.
A practical introduction to theory and methodology in program evaluation, emphasizing partnership with educational organizations.
The generally accepted broad understanding of the term "public pedagogy" is that it refers to "the learning and education happening outside of formal schooling systems." Public pedagogy as a growing field explores how "spaces of learning such as popular culture, the Internet, public spaces such as museums and parks, and other civic and commercial spaces, including both old and new social movements," are potential "sites of pedagogy containing possibilities for both reproduction and resistance."
Course is restricted to majors. Permission of the instructor for nonmajors. The senior seminar is inquiry based and directly connects student teachers with classroom practices. Throughout the semester student teachers develop and implement inquiry projects.
Course is restricted to majors. Permission of the instructor for nonmajors. Course focuses on the language, reading, and writing development of children birth through third grade. Promotes early literacy learning for all children with and without disabilities, including those at risk.
Focus on youth in schools. This course considers the history and present lives of youth, primarily as teenagers/adolescents. It seeks recognition and understanding of the uniqueness of their lives.
Course focuses on schools and educational issues as they relate to practices and policies. Fulfills central ideas of the minor in education in consideration of the history and present conditions of schooling in a democratic society.
Course is restricted to majors. Permission of the instructor for nonmajors. Students study the teaching and learning of mathematics for young children, birth to third grade. Emphasis is placed on content for math, as well as materials, techniques, and teaching aids.
This course examines experiential education in a variety of settings. Students will explore the role experiential education currently plays and suggest new roles in a chosen field of study.
Among the topics examined are ethical implications of democratic schooling for a democratic society, educators as moral agents, and education as an institution with incumbent responsibilities. Students explore the explicit and implied ethics of education and schooling as they relate to policy makers, educators, and citizens concerned about social justice.
Explore and analyze how education has been represented in popular culture. "Education" refers to teachers, students, principals, other educators, and the everyday processes of schooling, and "popular culture" refers to school films (fictional films), school documentaries, television shows, music videos and song lyrics, animation, and other media forms.
This course provides methods for supporting exceptional individuals across the age span. Resources for supporting families, including parenting skills, from birth through adulthood will be described.
Explore history of American schools to inform students' understandings of contemporary schools. Examine policies, issues, and controversies through a chronological examination of schools and society.
On average, Americans spend less than five percent of their lives in traditional classrooms and an ever-growing body of evidence supports the importance and quality of the knowledge gained outside of school. Parks, museums, theaters, zoos, and aquariums are just a few of the vast resources available to the American public. These informal learning environments are designed to educate, inspire, and entertain visitors in approachable and engaging ways.
Characteristics of effective teachers, classroom management, instructional methods, instructional planning and presentation, monitoring and assessing student behavior and learning, differentiating instruction, yearly plans and pacing guides.
This course examines the field of human development as it contributes to the teaching and learning of all children and youth. The emphasis is on understanding the nature of development in family and educational contexts and the implications of research and theory on human development for teacher practice and human services and the creation of supportive learning environments for all children and youth.
Course examines how education can help create more fair and just societies, ultimately contributing to high performing educational systems internationally. Students explore multiple perspectives on social justice; examine efforts at local, state, national, and global levels; and learn to articulate efforts in classrooms and schools with wider community initiatives.
Methods of assessment, multiple measures, monitoring student performance to inform and improve instruction, understanding students with special needs with individual education plans, test scores, and other information in student files.
Leadership in classroom and school with families, standards of practice, advocating equity, supporting teaching profession, school organization, school finance, legal issue/education strategies for environments that promote learning, issues and trends.
NCTM Standards, Standard Course of Study, developing student understanding of mathematics, problem-solving skills, and professional commitment.
Mathematical tasks for learners in grades six through 12 and instructional methods necessary to maintain a task at a high cognitive level.
Examining patterns of practice and assessment, modifying and improving planned units, pacing instruction, reconsidering individual differences and differentiation.
Does it matter what you learn in college? What is really going on when you join a fraternity or sorority? In this course we will examine the role of higher education in U.S. society and why it matters that you are enrolled here at all.
In this course, pre-service teachers and other students interested in education will explore international educational contexts (Hamburg, Germany or Quito, Ecuador/Galapagos Islands) through the lens of experiential education. In this study abroad experience, students will participate in formal and informal educational settings using Kolb's (1984) experiential learning cycle: experience, reflection, abstraction, application. This course is intended for anyone contemplating a career in education or any helping profession.
Nature of science, national science standards, teaching science as inquiry, safety in the science classroom, materials management.
Developing and redesigning science instruction to engage students actively, with emphasis on classroom management for energetic curricula, modifying tasks and projects, assessment strategies, and utilization of resources.
A practitioner's look at instruction in middle and high school science classrooms using many current pedagogical approaches of instruction: constructivism, models of inquiry, reflective practice, and conceptual change theory.
Designed to support lateral entry candidates, solving the most urgent problems in the classroom. Includes frequent online communication, individualized attention to immediate problems and combines supervision, coaching, and mentoring.
Course designed to help lateral entry candidates by improving their classroom management skills, specifically those related to student behavior.
Course designed to support the lateral entry candidates through individualized feedback about concerns, focusing on strategies for increasing student learning using content area literacy strategies.
Methods of teaching a second language, how people learn foreign languages, planning instruction, getting students to communicate, using and adapting foreign language textbooks, and developing lessons.
Students examine instruction as effective mechanism for classroom management, choosing and redesigning tasks and projects to engage students in active learning. Assessment of student understanding investigated as necessary for development of effective instruction.
Students will consider national standards frameworks as organizing principles for instructional strategies. They will develop skills by use of culturally authentic materials, performance-based assessment, and units and lessons promoting successful language learning.
Restricted to students admitted to the middle grades education program. Focuses on the goals and methods of teaching language arts in the middle grades, including planning for student diversity and unit planning.
Restricted to students admitted to the middle grades education program. Focuses on the goals and methods of teaching social studies in the middle grades.
Restricted to students admitted to the middle grades education program. Focuses on methods for teaching science in the middle grades and includes emphasis on the individual needs of students, reading and writing in the content area, and unit planning.
Restricted to students admitted to the middle grades education program. Focuses on methods for teaching mathematics in the middle grades and includes emphasis on the individual needs of students, reading and writing in the content area, and unit planning.
Explores literature in the contexts of interdisciplinary elementary and middle school curricula and the interests and needs of children and young adolescents. Topics include reader-response theory, censorship, Internet resources, school resources, and methods.
Students in this class will be introduced to higher education in the United States. This course will focus on the development of colleges and universities and how their development helped shape and define current institutional practices and policies.
Education research shows that people learn better when they move, they work with their hands, they manipulate objects, and they design and make things. We've known this for years, but it's been very hard to design activities for children where they can move and make, and at the same time learn the required course material. But today that's changed, thanks to exciting new technologies that bring learning and making together.
How do people create? How do people learn to be creative? This class will introduce you to the latest scientific understandings of how creativity works. You'll actively engage in the creative process, in four different domains, such as creative writing and music production. We'll connect these experiences to the latest science of how creativity works, in psychology and in other disciplines.
This course is a thought experiment examining current and historical controversies in the areas within which we live. Using the lens of Public Pedagogy defined as the pedagogy in which all humans are immersed in which is not without politics and message. The world as constructed as created by humans is charged with messages subtle and overt that shape our experience and point of view.
Representations of teachers, students, and schooling appear in many popular media forms, including films, television shows, animation, popular songs, music videos, TV news and commercials, young adult fiction, and more. Alongside the subgenre of "school films" there exists another vibrant and robust cinematic subgenre composed of documentaries about "Education" (writ large). This course is an introduction to and exploration of these documentaries about education.
Through engagement, students will critically reflect on challenges and opportunities within schools and communities to transform these spaces positively. The course's central focus is learning how to re-imagine and redesign inclusive learning environments that uplift and advocate for positive racial/ethnic identity development of Southern Latinx youth. This course will utilize theories and frameworks to help students contextualize the experiences of Latinx communities in education while acquiring high impact practices to serve Latinx youth effectively.
This course is primarily built upon weekly service learning, as students receive hands-on and behind-the-scenes experience in serving LatinxEd and its youth-serving initiatives and programs. Service-learning is coupled with weekly university course where students will collectively reflect on their experience in educational settings in and out of the classroom and receive mentorship from LatinxEd staff/partners. Students will demonstrate skills learned in EDUC 575.
The primary goal of this course is to provide an integrative learning experience that prepares HDFS students to apply academic learning, ethical and family life education principles acquired in previous coursework to real-life situations likely to be encountered in the internship experience and throughout their careers in the field of family studies and human services. Course materials and learning experiences are intended to help students with obtaining an internship consistent with their career goals.
This course provides an integrative learning experience that prepares students to apply academic learning acquired in previous coursework to real-life situations likely to be encountered in the internship experience and throughout their careers. The project-based approach is intended to culminate learning about human development and organizational theory and provide an opportunity to practice and prepare for their capstone experience. Majors only.
The education seminar in education provides direct experience in facilitating learning in undergraduate courses in education, human development, and organizational leadership. Students will serve as undergraduate learning assistants as part of the experiential activity of the course. Juniors and seniors only.
Internships are full-time, authentic, field-based experiences in an educational or professional setting. Preservice teachers are responsible for planning lessons, delivering instruction, assessing students, managing the classroom, and demonstrating their teaching effectiveness. All internships are devoted exclusively to the student's functioning in a professional capacity.
Permission of the instructor for nonmajors. Surveys giftedness and mental disabilities, emotional and behavioral disorders, learning disabilities, speech, hearing, vision, and physical impairments. Emphasizes the role of professionals, families, and the community in supporting the whole child.
Permission of the program director. Workshops designed around education topics primarily for licensed K-12 teachers.
This course will explore the systemic nature of families, both internally and externally. The first half of the course will focus on the family itself as a natural system, one that governs boundaries and structure and facilitates interactions in reciprocal and patterned ways. The second half of the course will focus on the sociopolitical systems within which families live, specifically, public policies that influence how families define themselves and gain access to resources. Juniors/Seniors only. Majors only.
This course examines the diversity of Black families in the United States with a focus on the intersection of race, class, gender. The course examines theoretical and practical knowledge needed to develop and promote and maintain healthy Black families and identities. The course considers how historical trauma, slavery, the social construction of race, Blackness, political, and economic factors impact the well-being of Black children, youth, and adults within relationships, families, and social institutions.
Introduction to the teaching profession including a focused, program-long emphasis on innovative, authentic, and resource-informed teaching. Includes engagement with 21st-century learning skills.
Course explores the symbiotic relationship between schools, families, and communities through a historical and sociocultural lens. Students participate in a community-based field experience.
Course focuses on ELA pedagogy, grades kindergarten through second grade. Course emphasizes best practices in foundations of reading and writing, cross-disciplinary concepts, and meaningful inquiry-based learning experiences.
Provides students with an introduction to the history, philosophy, and attributes of schools and curriculum specifically designed for young adolescents with attention to their developmental characteristics and needs as learners.
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.
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.
Provides an introduction to second language acquisition and considerations for the educational experiences of emergent bilingual/multilingual students in the context of U.S. schools.
Permission of the instructor. Explores issues of culture and language associated with teaching English as a second language.
This course covers advanced research designs and methodologies that are common in contemporary research on human development and family studies. It is designed to follow the introductory course in research methods and provides a more immersive learning experience into research design and methods. As such, it is appropriate for advanced undergraduate students as well as graduate students with limited exposure to advanced research.
This course emphasizes the interconnection of a classroom/school and society, the role of cultural beliefs in education, and mathematics instruction.
This course emphasizes the interconnection of classroom/school and society, the role of cultural beliefs in education, and science instruction.
This course emphasizes the interconnection of classroom/school and society, the role of cultural beliefs in education, and social studies instruction.
This course emphasizes the interconnection of classroom/school and society, the role of cultural beliefs in education, and English language arts instruction.
This course provides an advanced introduction to key concepts, issues, and service delivery approaches pertaining to the educational needs of students with high incidence disabilities.
Restricted to honors candidates in the School of Education. Required for graduation with honors in education. Integration of critical analysis of selected educational themes, introduction to methods of educational research, and intensive work in skills of reading critically and writing.
Required of all candidates for graduation with honors in education. Preparation of an honors thesis under the direction of a member of the School of Education faculty and an oral examination on the thesis.
This course provides an integrative learning experience in which HOLD students apply academic learning acquired in previous coursework to real-life situations encountered in the field. The internship serves as the capstone of the HOLD major, requiring senior students to demonstrate mastery of the skills learned in the HOLD major. Students are required to complete a Human Organizational Leadership and Development project that will be shared in both written format and an oral presentation. Restricted to Majors only.
Student completes a major project in education. Course involves discussion about the changing and contested goals of education, how student projects are implicated in these complexities, and how the projects may be articulated in terms of policy change.
Course provides an integrative learning experience in which HDFS students apply academic learning acquired in previous coursework to real-life situations encountered in the field. The internship serves as the capstone of the HDFS major. Majors in Human Development and Family Studies only. Course previously offered as EDUC 588.
Provides students the opportunity to observe and become involved with all aspects of teaching and schools within their content area. Previously offered as EDUC 693.
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.
School Counseling students only. Explores theories and theory-based techniques of counseling, with emphasis on theory as a means of conceptualizing behavior change in the counseling process.
Master of Education in School Counseling majors only. Course examines theories and models of career development, school transitions, college access/college admissions counseling, and educational policy. Students will utilize action plans that include assessment tools, information sources, and technology for diverse K-12 school communities.
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.
Students are required to have taken 18 hours in counseling courses. Emphasizes the collaboration and leadership skills needed to effectively organize and implement a comprehensive school counseling program.
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.
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.
Permission of the instructor. Provides opportunities to expand understanding of research in education, psychology, counseling, and school psychology.
Introduction to descriptive and inferential statistics applicable to the design and analysis of research in the social, behavioral, and health sciences. Topics include descriptive statistics, hypothesis testing, statistical power, confidence intervals, ANOVA, and multiple regression. Students use statistical software (R) to conduct analyses, with examples drawn largely from education and human development.
The course addresses the school counselor's role in promoting student academic development. Interventions for impacting academic achievement at both the individual and systems level are explored.
School counseling graduate students only. Develops basic strengths-based counseling and interviewing techniques at specified levels of mastery through role playing, feedback sessions, and other experiential counseling activities to enhance counselor competence.
Studies basic concepts in measurement and their application in the use and interpretation of tests. The student may be required to purchase tests.
Permission of the instructor. Applies counseling theory and research to the organization and implementation of group work (e.g., guidance, task, psychoeducational, counseling groups) in schools.
Who is a girl? How do the intersections of race, class, gender, sexuality, disability, citizenship status, and other such markers of difference influence what is known and knowable about girl(hood)s? What are the temporal spaces of girlhood? How does the idea of girlhood travel across times and geographies (i.e., places and spaces)? How does school function as an apparatus for the socialization, acculturation, and disciplining of girl(hood)s? What are the cultural and curricular constructions.
Explores the field of educational technologies, situating the field within the context of historical and theoretical foundations, current practices, and future directions.
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.
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.
Permission of the instructor. Addresses knowledge and skills in techniques of observation, interviewing, assessment of environment, intelligence, achievement, perceptual motor skills, and interpersonal perceptions.
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.
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.
Provides supervised full-time field experience for master's students in school psychology in a school setting.
Assessment and treatment of students who have sustained traumatic brain injury; for school and clinical psychologists.
Focus on the environmental context of family and community engagement. Research-based best practices applied to an identified local school site, where analyses of school/district initiatives, policies, and practices are examined through a social justice lens. Review federal/state legislation and compliance to ensure the rights of parents and guardians.
Admission to the master of school administration program required. 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.
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.
Provides an internship to teach ESL/FL under the supervision of an experienced ESL teacher.
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.
Applies curriculum skills required of school executives today, including the development of an alternative school schedule with a different curricular focus; analysis of test data to discern achievement trends; test item deconstruction; instructional mapping; and the creation of a group-based curriculum management plan for a specific elementary or secondary school.
This course provides pre-service school executives with a skill set and practical experiences that address effective organizational management behaviors. Topics include time management, budget and resource allocation, use of data to assess decisions and initiatives, implementation of appropriate rules and procedures, and open communication with all stakeholders.
Experiential course that focuses on the development of an understanding and skills for working with various organizational groups. Focus is on teams, leadership of teams, team problem solving, and team decision making.
This course will prepare teacher candidates for teaching emergent bilingual students at the elementary and secondary level. This course builds upon skills and methods introduced in EDUC 628 with a focus on language arts and social studies content.
Examines a conceptual and practical approach to planning in educational organizations. Includes a focus on environmental scanning, futures research, and strategic planning.
Students examine a variety of issues that arise during their internship. Heavy emphasis on the creation of required artifacts needed for both program completion and State licensure.
Provides supervised internship in school administration to facilitate the student's progress toward certification in the principalship. May be repeated for credit.
In addition to dealing with a variety of issues that candidates are dealing with in their internships, there is a heavy emphasis on creation of required artifacts needed for both program completion and State Licensure.
Required preparation, six semester hours in educational administration, including EDUC 834. Permission of the instructor. Provides supervised internship in school administration to facilitate the student's progress toward certification in the principalship. May be repeated for credit.
Examines issues, policies, and practices related to children's development and education in a global context. Universal documents and declarations will serve as frameworks for review of the status of children's education and well-being globally.
Course focuses on the importance of school executives' understanding the organizational culture of their schools and then exerting symbolic leadership strategies to reshape that culture so it is more conducive to promoting the academic achievement of students.
Course focuses on the use of various types of data that can be used to impact decisions regarding school improvement and increased student achievement. It also introduces a number of proven strategies and tactics for improving schools.
Course focuses on the basic legal principles that school executives need to know and follow in their day-to-day leadership activities.
Following a case format and utilizing online instruction, M.A.T. students learn to teach secondary learners in inclusion settings.
Covers the knowledge and abilities necessary to create and interpret assessments of academic progress, engagement, and motivation. Emphasis on (a) technology and (b) assessments for ESL and special needs students.
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.
Permission of the instructor. Provides full-time internship in teaching in the content area under the supervision of experienced teachers and a university supervisor for the semester.
Teaches student teachers to be aware of trends and issues in their content area in North Carolina and the nation, therefore improving their understanding and skills in curriculum development and instruction.
Course restricted to graduate students in the M.A.T. program. The course will provide a foundation for advanced students to consider what it means to participate in schools as educational leaders. This course builds on experience gained from the student teaching internship and is one-half of the capstone module of the MAT program of study.
Admission into the M.A.T. program required. This advanced course examines strategies for effective communication and collaboration with families, professional team members, and school resources. Topics will include a return to contextual issues and reflection on initial preparation experiences. This course is one-half of the capstone module of the MAT program of study.
Course focuses on the factors that hinder both school executives and their teachers from feeling empowered to fulfill their leadership potential and examines a variety of strategies for overcoming those challenges.
Admission to the M.A.T. program required. Introduces the principles of effective teaching with emphasis on the first year of teaching.
Examines college access/college admissions counseling. Students will utilize action plans that include assessment tools, information sources, and technology to promote college readiness for diverse K-12 school communities.
Open to graduate students in education or permission of the instructor. Surveys the nature of curriculum development and contemporary changes as they relate to social aims, learner characteristics, and social problems.
In this course, students will examine seminal literature related to teachers, teaching and teacher education in the United States. We will focus on examining the who, what, where, how and why of PK-12 teachers, teaching and teacher education, exploring this through both historical and contemporary lenses.
Course restricted to graduate students in the M.A.T. program. Permission of the instructor for nonmajors. This course provides prospective secondary teachers with a conceptual understanding of assessment to promote all students' school achievement and adjustment in the 21st century.
Examines principles, theory, models, and methods for work with parents and families in educational settings, with relevant research and practical applications.
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.
Investigates social (including political, economic, legal, and demographic) and cultural impacts on immigration and education.
Course restricted to graduate students in the M.A.T. program. Permission of the instructor for nonmajors. For educational institutions to be effective in a diverse society, teachers must take on key leadership roles. This course helps prepare future teachers for such leadership.
Prepares students to teach discipline-area material at the secondary level. The immediate purpose of this course is to prepare participants for full-time student teaching during the spring semester.
This course is designed for students in the MA in educational innovation, technology and entrepreneurship (MEITE) program. The course will introduce a studio-based approach to the design of emerging technologies for education in formal and informal learning environments to help MEITE students build and test prototypes to support their MA projects.
Emphasizes typical development and developmental deviation exhibited by children in cognitive, language, social, and affective areas.
Focuses on the theory and research related to the biomedical and psychological aspects of exceptionality.
The main purpose of this seminar is to engage students in the synthesis and critical examination of current research and policy issues in literacy education.
Course examines contemporary issues, policies, and practices related to children's development and education in a global context. Universal documents and declarations like the U.N. Convention on the Rights of the Child, Education for All, and the Millennium Goals will serve as frameworks for review of the status of children's education and well-being globally.
Develops individual counseling skills and an understanding of the school as a setting for counseling through an apprenticeship experience.
First of two part course to guide students in integrating all of their program experiences. This is an intensive discussion seminar, largely constructed around the contributions and concerns of the students.
Exploration of the relationship between national development and education. The process through which groups form their cultural and social identities. Theoretical perspectives drawn from development studies, globalization and comparative education.
Exploration of racial/ethnic differences in educational achievement and persistence in school including language and schooling and the interplay of race, gender, and class.
Dialectically explores narratives about race, class, and gender through critical, multicultural, aesthetic, and postmodern lenses.
Explores topics in the social and philosophical context of American public education.
Applies sociological theory and research to problems of concern to educators.
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.
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.
Identifies issues arising in the professional activities of education personnel in the context of systematic consideration of the nature of ethical choice.
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.
Covers feminist critiques of organizational and political power structures in readings and discussions leading to group and individual research projects.
TESOL program aimed to prepare future teachers to lead their own English Language Learning classroom. Part 1: pedagogy, independent learning & lesson planning. Part 2: lesson & course planning & practice. 4 skills: listening, speaking, reading & writing.
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.
This online course will help prepare teachers and teacher candidates for teaching emergent bilingual students at the elementary and secondary level. This course will provide teachers fundamental knowledge and practice of technical English grammar, phonology, morphology, phonetics, syntax and semantics. Participants will also look at the socio-cultural aspects of linguistics and how it is connected to identity and a sense of "place".
Permission of the instructor. Covers the basic theories and the research bases for instructional decisions. This is an advanced-level course in human development.
Studies learning in the school setting, with emphasis on fundamental concepts, issues, and evaluation of materials and experiences.
This course will prepare teacher candidates for teaching Science and Mathematics and STEM content to emergent bilingual students at the elementary and secondary level. Specifically, it will focus on challenges emergent bilingual students may face when learning science and math in U.S. K-12 classrooms due to the language in which and the worldview from which the content is being taught.
The second course in statistics for the behavioral, social, and health sciences. Building from a review of statistical inference and power analysis in simple linear regression, we work through standard topics in multiple linear regression, leading to specialized topics including logistic regression, fixed effects, and longitudinal / panel data.
An examination of major approaches to program evaluation with emphasis on differences between evaluation and research.
Permission of the instructor. Study and development of original investigations in the area of educational psychology.
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.
Examines the nature and application of various theories of instruction to instructional goals, individual differences, teaching strategies, sequencing, motivation, and assessment.
Second of two-part course to guide students in integrating all of their program experiences. This is an intensive discussion seminar, largely constructed around the contributions and concerns of the students.
This course provides graduate students the opportunity for intensive exploration and discussion of selected topics in education.
This course includes instruction in developing and implementing Tier 3 interventions and providing specially designed instruction to meet the needs of students with Individualized Education Programs (IEPs). The course builds on information presented in methods classes. In this course, students further learn to plan for and provide more intensive interventions based on data provided through multiple forms of assessment. Admission to the MAT sequence for special education required.
Explores and discusses the application of emerging technologies in education.
The course examines characteristics of students with mild-to-moderate disabilities in the area of literacy. The primary focus is on determining instructional literacy needs for students with disabilities as well as those receiving Tier 2 and 3 interventions through a multi-tiered system of support (MTSS) framework. The course covers how to target literacy instruction to meet individual needs based on formative assessments paired to high-leveraged and evidence-based practices. Admission to the MAT sequence required to enroll.
The course examines specific characteristics of students with mild-to-moderate disabilities in the area of mathematics. The primary focus is on determining instructional mathematics needs for students with disabilities as well as those receiving Tier 2 and 3 interventions through a multi-tiered system of support (MTSS). The course covers how to target mathematics instruction to meet individual needs based on formative assessments paired to high-leveraged and evidence-based practices. Admission to the MAT sequence required.
Students will receive an introduction to learning and learning analytics. Through assignments involving learning by teaching, product evaluations, research reporting, and proposal/design projects, students will learn about various theoretical frameworks, digital learning platforms, and research and evaluation approaches, relevant to the study and production of learning analytics solutions. This is an interdisciplinary course; learning analytics rests at the intersection of learning theory, educational technology, computer and information sciences, and artificial intelligence.
Independent study at the doctoral level.
Permission of the instructor.
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.
Provides supervised experience in a phase of special education or literacy studies appropriate to the student's qualifications and future educational goals. May require a minimum of 300 clock hours at the internship site per semester depending on student placement. See your advisor for credit hours needed.
Restricted to graduate students in the M.A.T. program. Permission of the instructor for nonmajors. Along with providing overview of schools, their structure, and their role in American society, the course introduces students to the necessity of differentiated instruction based on race, culture, special education, and English as second language learners.
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.
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.
Open to doctoral students only. Critical examination of topics and policy issues related to curriculum and educational change, considered in cultural context.
Introductory seminar for graduate students. Review current issues in early childhood, special education, and literacy and introduces students to the research of current faculty members.
Course explores history of psychological studies in education and examines areas of current inquiry such as cognition and learning, teaching and instruction, academic motivation, contextual influences, and theory-based intervention.
Open to doctoral students only. Critical examination of theoretical and research issues related to learning, development, teaching, assessment, and quantitative methods of research, from a psychological perspective.
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.
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.
Open to doctoral students only. Reviews theories and research in the psychology of career development and counseling. Emphasis is on theory and implications for practice.
Provides students the opportunity for directed study in school counseling.
Provides students experiences that may include working with individual, family, or group counseling and consultation.
Provides students a supervised professional predoctoral internship training experience in counseling.
Enables students to gain supervision and teaching skills that will enhance their functions as professors and as leaders in counseling agencies. Strategies of practicum supervision are summarized and research literature is reviewed.
Provides an in-depth appraisal of topics of theoretical and/or clinical nature that are of particular relevance to the field.
Examines 20th-century schools that have attempted to redefine and deepen United States democracy, embracing pedagogies and values that offer alternatives to mainstream education.
Course provides introduction to purposes of educational research, roles of theories, hypotheses, questions, and ethical issues. While being exposed to a range of research designs, students are to become critical reviewers and develop research proposals or a master's thesis.
We will develop knowledge and skills that relate to the implementation of evidenced-based interventions. This innovation implementation course is based on Forman (2009).
This project-based course focuses on utilizing the fields of intervention research and social entrepreneurship to design a novel educational innovation.
Required preparation, appropriate courses. Permission of the instructor. Considers advanced topics in the field of school psychology such as professional issues, standards and ethics, and interdisciplinary relations.
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.
Supervised doctoral internship in school psychology for advanced training in professional skills and research in schools and school-related settings.
Graduate course about the political process and policy dynamics. With a focus on the U.S. domestic context, the course addresses the policy process in general and examines the workings of that process in education.
Explores and analyzes the range of educational research designs including experimental, correlational, survey, descriptive, case study, ethnography, narrative, policy, and longitudinal research.
Introduces influential theoretical approaches to the study of development and learning. Students learn how to apply various methodological approaches and theoretical frameworks. Readings include developmental psychology, learning sciences, and cultural anthropology.
This course addresses the high-incidence mental health diagnostic categories in children and adolescents and the roles of administrators, school counselors, and other school support staff in supporting students with mental health diagnoses.
School of Education majors only. Emphasizes theories of child and adolescent development as well as research findings that aid in the understanding of human behavior and development.
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.
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.
Introduces students to field research methods and analysis of qualitative data that focuses on the application of these techniques in evaluation and policy research.
Required preparation, 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.
Students study the politics surrounding the nation's largest public institution (education) along with the motivations and maneuvering of people with power to shape it.
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.
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.
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.
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.
Designed to provide students with perspectives regarding the interplay of cultural issues that challenge the partnership between administration and instruction.
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.
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. .
Requires students to integrate previous studies to focus on management applications, dilemmas, and conflicts.
Requires students to integrate previous studies to focus on theory, inquiry, and organizational practice.
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.
Focuses on educational issues and theories involving culture, curriculum, and change. Issues and theories addressed will vary.
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.
Will prepare students to enact evidence-based strategies that integrate digital tools and resources for delivering instruction in blended, hybrid, and fully online contexts. Students will design an aligned unit of instruction that includes objectives, assessments, and instructional activities that adhere to instructional design standards and utilize an array of contemporary digital tools. Will consider design approaches that enable the gathering and visualization of data that reflect student activity and performances.
This blended, seminar-and-workshop style course (1) provides an overview of learning and instructional design theories, then (2) introduces ways that theory can guide personalization of instructional materials and provision of adaptive design features to produce improved learning experiences and outcomes. Personalization topics in include definitions and policies, approaches that accommodate learners' interests, and ways to provide choice and promote ownership of learning. Adaptivity topics include provision of feedback and support, and designing for learning efficiency.
The course is a core requirement for all students enrolled in the Interprofessional Certificate in Improvement Science and Implementation as well as the Masters of School Administration program. Introduces students to cutting-edge approaches to change leadership and system improvement. It leverages lessons from implementation and improvement sciences to help students learn to drive system change in the nation's schools, social service agencies, community organizations, and healthcare settings.
Relates curriculum development to relevant theories and research in humanistic and behavioral studies. This is an advanced course.
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.
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.
Review and interpretation of existing research in the area of curriculum and instruction.
Required preparation, two courses in graduate education. 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.) May be repeated for credit.
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.)
Research apprenticeship for all students in the Curriculum and Instruction Ed.D. program. Individually arranged with a faculty advisor and an appropriate placement.
Emphasis on developmental deviation exhibited by exceptional children in cognitive, language, social, and affective development.
Focuses on teaching and personnel development at the preservice and inservice levels. Topics include: application of adult learning principles and styles; syllabus development; technology and teaching; supervision; mentorship and research innovations in college teaching.
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.
The purpose of this seminar is to provide an introduction to the theory, research, methods, and current issues related to the influence of families and schools on children's development.
Open to graduate students only. Permission of the instructor. This course is designed to give doctoral and masters' students experience at college teaching prior to taking on full responsibility for a class of her/his own. The student will fully participate as a teaching assistant in the class of an experienced tenured, tenure track, or clinical professor.
Examine relationships between broader social, economic, and political currents and the chosen instruments for education reform. Students examine what purposes stakeholders believe schools serve and how policy is/isn't translated into practice.
Course familiarizes students with public policy in education and its influence on schools and schooling. Students learn methodological perspectives of education policy research. Examine major policy initiatives in education.
This advanced seminar focuses on the needs of doctoral students immersed in qualitative research, with an emphasis on data analysis and representation.
Required preparation, two courses in graduate education. Permission of the instructor. Provides for seminar treatment of appropriate topics.
This course is required during both fall and spring semesters for all UNC students currently receiving funding through the North Carolina Teaching Fellows Program. The course will focus on addressing NC Teaching Fellows Commission mandated enhancements in areas of leadership, diverse learners, classroom management, and assessment. Fellows will reflection on experiences and knowledge gained through readings, discussions, and community engagement.
Provides an opportunity for advanced doctoral students to do independent study under supervision.
Provides an opportunity for advanced doctoral students to do independent study under supervision.
Course provides an understanding of the history of American public education, its current status and research in education based in a larger context of society, and its schools and schooling practices.
Examination of the current issues in multicultural education, cultural study, and the development of curriculum for critical multicultural education.
Involves an in-depth exploration of theories and issues involving culture, curriculum, and change. Topics will vary.
The seminar will explore issues related to causal inference in educational research and discuss several research designs that are well-suited for making causal inferences. We will draw upon the counter-factual model of causality to discuss what it means to observe a cause and effect relationship and then focus on the problems researchers regularly encounter. The course will provide a detailed discussion of a wide range of experimental and quasi-experimental research designs.
Required preparation, 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.
Required preparation, one or two courses in educational and developmental psychology. Studies theoretical aspects and practical implications of psychologies of learning.
Provides students with an overview of the methodology of case study research and to enhance students' skills in using research techniques.
An extension of the general linear model to analysis of educational data with multiple dependent variables, with computer applications.
Provides students who have an introductory background in statistics with an overview of secondary data analysis and enhances students' skills in using data analysis to test hypotheses.
This course is required during both fall and spring semesters for all MAT supervisors. The course will focus on exploring teacher education through the lens of field-based supervision. Weekly meetings to bring teacher education research and literature to supervisors' ongoing practice through discussion of selected readings, book study, dialogue about problems of practice. The course will align supervisors' practice in the field with MAT methods pedagogical approaches for supervisors to best support candidates.
Introduces structural equation modeling with both observed and latent variables. Applications include confirmatory factor analysis, multiple group analyses, longitudinal analyses, and multitrait-multimethod models.
This course provides students the opportunity for intensive exploration and discussion of selected topics in education.
Provides for seminar treatment of appropriate topics related to education policy.
Topics in educational philosophy to be determined by the students with the instructor. May be repeated for credit.
This course aims to develop a sociological understanding of the complex relationship between education and society.
Students in this course explore and analyze how education has been represented in popular culture. Theoretical foundation of the course from seminars and readings.
Students examine historical and contemporary aims for and assumptions underlying the public "education" of African Americans in the United States. Analysis of published histories, theories, qualtitative and quantitative research, encounters, events, and issues.
Applied statistics course designed to introduce students to how descriptive and inferential statistics are used in curriculum studies and teacher education. Students explore how statistical procedures are used in school, school district, state, and national settings.
Language is involved in the construction of social identity and power structures. Students examine how individuals construct their identities and language interacts with other social groupings (class, ethnicity, and gender) and examines how language creates and maintains power for certain groups. Special attention to marginalized groups in the United States.
Course is designed to provide an overview of the field of learning sciences. Goals of learning sciences are: 1) understand the physical, cognitive, and social aspects of learning environments and 2) use these understandings to design more effective learning environments.
Course provides an overview of learning theories in education with a special emphasis upon a sociocultural perspective. Course examines how learning theories are or can be enacted in research, policy, and practice.
This course provides a studio-based approach to the design of technology-enhanced learning environments for formal and informal education. Students will explore various forms of emerging technologies for education, engage in a design thinking process, and design prototypes to solve a specific learning problem.
Explore foundations of mixed methods. Build familiarity with research designs and methods, learning how to integrate data from mixed methods designs. Learn to critique mixed methods research and designs. Provides preparation for proposing mixed methods projects.
DBR is a multi-disciplinary and mixed methods approach. When developing interventions DBR designers draw theoretical insights from various disciplines (e.g. cognitive science, sociology, learning sciences, instructional design, etc.). When researching interventions, DBR researchers draw from numerous modes of inquiry. Thus, this course is not a substitute for further work in quantitative or qualitative courses. Students in this course should have some grounding in quantitative and qualitative methods and we draw upon this knowledge.
Students consider and critically reflect upon the contributions of economic theory to educational policy issues. Course provides an overview of economic theories as they pertain to the provision of public education and an overview of econometrics. Focuses on salient topics in educational policy and their analysis through an economic lens.
Course examines the judiciary's role in policy making, and its direct impact on school law and policy issues as they pertain to schools, stakeholders, and society.
The primary goal for the course is to assist the students in investigating research problems in social sciences, particularly when data is meaningfully organized into multiple layers as a hierarchy, or contextual levels. Multilevel models (MLM) are also known as hierarchical linear models (HLM), random coefficient models, or random effects models. MLM can be used to analyze a variety of questions with either categorical or continuous dependent variables, and explained by many independent variables.
Course will explore ideas about children, families, knowledge, and the state that resonate through European and U.S. histories, primarily, and, though changed, continue to be debated now.
Focus on research in teacher education that addresses diversity issues, a particular focus on sociocultural and sociopolitical approaches. Course emphasizes the relationship between theory and practice by focusing on the teacher as an agent of change.
Course looks at research in teacher education that addresses diversity issues, with a particular focus on sociocultural and sociopolitical approaches. Course will emphasize the relationship between theory and practice by focusing on the teacher as an agent of change in addressing issues of equity and social justice in diverse classrooms.
Learn about institutional theory and management and issues, policies and practices that describe, define, complicate, and confine those whose work focuses on curriculum and teaching.
Course brings together those with interests in academic disciplines of literature, history, foreign languages and literatures, English as a second language, and the arts to examine the status of the humanities in our society and in our P-12 schools. Students will consider socio-cultural and political contexts and contributions to the humanities.
Study different approaches taken to studying teacher education and the implications of that work on policy, tracing the trajectory from research to policy.
Course explores planning and conducting qualitative research. Students will apply knowledge of qualitative research to dissertation proposal/projects. They will also explore different research proposals and data collection strategies.
Course will explore the historical development of Critical Race Theory (CRT) from its origins in Critical Legal Studies through the more recent frameworks established in education, including intersections with LatCrit Theory, AsianCrit, QueerCrit, TribalCrit, and Critical Race Feminism.
Focus, through a critical lens, will be on African American and Latino men, also covers experiences of Asian American and Native American males. Study of research that addresses issues of identity, masculinities, system barriers, cultural capital, and peer group dynamics.
Course explores critical social theories through popular culture texts. Course challenges the perception that popular culture texts have little to offer in the way of educational discourse.
Course will focus on the theory and practice of autoethnography, or "reading" significant patterns in everyday experience and connecting those patterns to the self and to broader social concerns. Students will read models of autoethnography, methodological works, do writing exercises, and create independent autoethnographic projects.
Open to graduate students only. 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 for credit.
Focuses on the development of a master's project or a major paper other than a thesis.