COUN559: Dynamics of Group Process

A laboratory-based course for the development of group skills and understandings. Focus is on experimental learning and personal growth. Readings in human interaction theory will be related to actual group participation. 1 - 3 sh.

Prerequisites: Graduate students with majors in the CNEL department only or undeclared graduate students.

CURR530: Principles of Curriculum Development

Philosophic, social and economic forces in our society that have determined and will determine the pattern of curriculum in American education in the American public schools from K-12 grades. Accepted manner of designing such curricula and professional bodies and individuals who play leading roles in the process of curriculum design. Connection of community interest and power structures in society which are related to the professional decisions. 3 sh.

CURR687: Leadership in Assessment

This course is intended to provide prospective teacher leaders with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. It presents theory and practice of assessment for teachers and other professionals, with an emphasis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards. Teacher leaders are encouraged to analyze current assessment policies and practices - their own as well as local and national - and to consider assessment practice from the point of view of learners and how they experience learning opportunities, and to relate these aspects to an evaluation of their own assessment practice and its development. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 681 and CURR 682 and CURR 683.

CURR689: Leadership in Professional Development

This course brings together research and practice in a critical exploration of professional development and teacher learning. It provides teacher leaders with the tools and resources to be able to develop their own understanding of the role of communities of practice and professional development in teacher learning. Students will study what research tells us about effective and ineffective professional development forms, focusing particularly on those that involve teacher leadership. We will examine the role of technology and data analysis in teacher learning and how it is most effectively used in professional development. Students will identify professional development needs in their school and then work to develop professional development plans and programs to meet those needs, incorporating technology and their understanding of effective professional development practices. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 681, CURR 682, CURR 683, CURR 684, CURR 685, CURR 686, CURR 687, and specialization course.

ECEL501: Perspectives on Early Childhood and Elementary Education in a Diverse Society

Examines the historical, social, political, and philosophical trends and ideologies that impact the care and education of children. Emphasis will be placed on how models have changed over time to respond to the evolving needs and dispositions of our society with regard to brain research, inclusive practices and culturally responsive teaching and learning. 10 hours field work required. 3 sh.

ECEL518: Families, Communities, and Schools: Diversity, Culture and Democracy

Provides students with an understanding of how social and cultural influences shape children's development and learning. The relationships among teacher, parent, child, and community as they affect learning will be explored. Methods for developing school/family partnerships will be discussed. Students will learn to take into account issues of child diversity and culturally responsive teaching as they create learning experiences. Crosslisted with Family and Child Studies, FCST 518. 3 sh.

EDFD520: Development of Educational Thought

Intensive study of the philosophical perspectives of selected classical to modern thinkers as they relate to educational theory and practice. A range of points of view will be considered including such seminal thinkers as Plato, Aristotle, Aquinas, Rousseau, Dewey, Greene, Freire and Bell Hooks. The application of philosophical perspectives to contemporary educational issues will be explored. 3 sh.

EDFD522: Pragmatism in Education

An intensive study of the doctrines and principles developed in the writings of John Dewey and his followers, with special reference to critical issues in education today. Introduction into pragmatic thought through the writings of Dewey, Pierce, and James, and the implications of this philosophy studied through the works of Kilpatrick, Counts, Bode, Childs, Bramald, and others. 3 sh.

EDFD540: Cultural and Social Aspects of Education

Examination of various facets of society that have impact on the educational system: economic, political, social, ethnic and religious forces as they relate to problems of educational systems. Field studies included. 3 sh.

EDFD548: Crucial Issues in American Education

A study of the origin, development, and status of specific crucial issues in the field of education. Such topics as: race, class and gender and their effects on school life and curriculum, multicultural education, violence in schools, teenage pregnancy, school funding and the education of teachers, etc. will be considered. 3 sh.

EDTC510: Technology Planning for Education Renewal

Students assist district or organizational leaders in the systemic design and implementation of a technology plan that is customized for a school or organization's philosophy, budget, and individual staff needs and abilities. Comprehensive planning considers goals, standards, resources, community structures, school or organization-based support, and staff development. Students conduct a needs assessment, facilitate planning meetings among leaders, educators, staff, parents and community representatives and address practical issues of purchasing and technical support. 3 sh.

Prerequisites: EDTC 500, EDTC 501, and EDTC 502 or graduate program coordinator's approval.

EDTC530: Integrating Technology Across the Secondary Curriculum

Ths laboratory course provides students with hands-on experiences in creating educational and instructional technology environments that are student-centered, collaborative, inquiry-based, and emphasize critical thinking. The course explores the fundamentals of interactive design using both MacIntosh and PC-based computer platforms. Students orchestrate object, print, video and digital media technologies to support specific curricular goals at the middle- and high-school levels. 3 sh.

Prerequisites: EDTC 500 and EDTC 501 or graduate program coordinator's approval.

ELAD510: Effective Leadership in a Diverse Society: From Theory to Practice

This course will focus on concepts and techniques of leadership for learning and organizational theory, the changing roles of a leader in a diverse society, and the use of strategic planning and data analysis in the implementation of a vision for school and student success. Leadership style and its interconnectedness to the power and authority of leaders will guide student work throughout the course in developing the skills, knowledge and dispositions to lead effectively. 3 sh.

ELAD521: Education Law

Legal-theory, practical politics, relationship of school district organization to other units of government, appellate function of the state Commissioner of Education and the state Board of Education, New Jersey school laws (Title 18A of the revised statutes) and rules and regulation of the state Board of Education and their decisions. New Jersey school legal structure compared with that of other states. 3 sh.

ELAD540: Differentiated Supervision

This course will examine the supervisory roles of school leaders, focusing on the process of clinical supervision and the learning and supervision needs of teachers at different professional levels. Topics include professional development, hiring and interviewing, intensive assistance, and adult learning. All students will engage in simulated and authentic supervision of classroom practice. 3 sh.

ELAD543: Administrative Aspects of Management and Supervision

This course will focus on comprehensive principles and future perspectives of schools as learning organizations and the management of personnel and facilities toward implementing a vision for a learning framework for all students and staff. Topics will include the law, policy, guidelines, procedures and ethics of administrative decisions; management and leadership of human resources; distributive leadership within the learning community; recruitment, selection and termination; staffing patterns; schedule design; and planning and budgeting processes. 3 sh.

ELAD612: Theories and Strategies in Educational Administration

Processes and findings of organization science applied to educational problems. Frameworks for instruction, personnel, finance, facilities, service and public participation at the school district level. Emphasizes issues, trends and contemporary problems. 3 sh.

ELAD615: Supervised Field Experience in Administration and Supervision

Students are assigned work within an educational agency, operating at the level and in the domain of their professional specialty. They work under an established administrator on some limited function of the position, approved through mutual agreement among the student, the administrator and the college supervisor. This experience is not to be construed as an internship, as it will not encompass the total job description of the administrator. A written report on the activity or research paper will be approved by the administrator and presented to the college supervisor, who will evaluate the total experience. 3 - 6 sh.

Prerequisites: Departmental approval.

ELAD670: Selected Topics in Administration and Supervision

Emphasis on professional development issues and topics for prospective administrators and supervisors of educational programs and personnel in a variety of settings. Topics will vary depending on needs, concerns, or interests of individual student taking the course and the faculty member instructing the course. Current issues and concerns are given priority. Course is also available for practicing professionals and organizations. May be repeated twice for a maximum of 6.0 credits as long as the topic is different. 1 - 3 sh.

Prerequisites: Departmental approval.

ELAD680: Leading Curriculum Change in Diverse Settings

This course will help students make the transition from thinking of curriculum for a particular subject within a classroom setting to thinking of the philosophical frameworks that help shape curriculum and the curricular approaches and professional learning for school staff that will increase student achievement. Students will develop an understanding of the nature of the presented curriculum and learn how to effectively restructure that curriculum and create professional learning opportunities in response to staff and student emerging needs. 3 sh.

Prerequisites: CURR 530.

ELAD690: School and Community Relations

This course will examine the political, social, and economic factors which influence the school's relationship with various community agencies and constituencies. Students will develop administrative sensitivity to the various communities. They will also develop skills in group dynamics to work with faculty and staff, build a school community where attention to social justice and equity is the norm, facilitate change and conflict resolution, communicate with parents and community, and involve stakeholders in developing schoolwide improvement plans. 3 sh.

Prerequisites: ELRS 504.

ELRS504: Action Research

Principles and techniques of research applicable to classroom situations. Various kinds of classroom research are studied and analyzed. Practice provided in the planning and outlining a research project. The development of experimental designs, and evaluation of the structure and outcomes of classroom research. 3 sh.

ELRS578: Testing and Evaluation

Principles and practices of educational and psychological testing and evaluation relevant to professionals in human services, communication sciences and disorders, education, and related fields. Historical/philosophical orientation; place of testing in instructional and remedial programs; statistical concepts underlying measurement; validity, reliability, response set; construction of tests and measurement instruments; evaluation and interpretation of testing data; use and misuse of testing data; reporting data to students, parents and colleagues; critical analyses of selected standardized intelligence, ability and personality tests; experimental tests and measurement instruments. Course project geared to individual student needs. 3 sh.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

FCST512: Child Development I: Theories of Child Development

This course both examines and critiques the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. 3 sh.

MEDI523: Integrating Technology Across the Elementary Curriculum

This laboratory course provides students with hands-on experience in creating educational and instructional technology environments that are student-centered, collaborative, inquiry-based, and emphasize critical thinking. The course explores the fundamentals of interactive design using both MacIntosh and PC-based computer platforms. Students orchestrate object, print, video and digital media technologies to support specific curricular goals at the early childhood and elementary levels. 3 sh.