Graduate School of Education
300 Introduction to Teaching (3:3:0) Introduces the teaching profession by examining the roles of a teacher, the nature of American schools, and the studentsÕ potential contributions. School-based field experience required during course. Note: Intended as an introduction to educational issues; not applicable in MasonÕs graduate-level teacher education programs.
301 Educationally Diverse Populations: Handicapped, Gifted, Multicultural (3:3:0) Introduces psychological, sociological, educational, and physical aspects of diverse populations in todayÕs schools for early and middle education. Emphasizes litigation and legislation pertaining to the education of diverse populations. School-based field experience required during the course. Note: Intended as an introduction to educational issues; not applicable in MasonÕs graduate-level teacher education programs.
302 Human Growth and Development (3:3:0) Examines human development through the life span with special emphasis on cognitive, language, physical, social, and emotional development of children. Emphasizes contemporary theories of human development and their relevance to educational practice. School-based field experience required during course. Note: Intended as an introduction to educational issues; not applicable in MasonÕs graduate-level teacher education programs.
303 Politics of American Education (3:3:0) Examination of the American political system for students studying the American political system, and those interested in a career in education. Explores how interactions between various levels and branches of government affect education.
418 Student Teaching in Music Education (6:6:0) Prerequisite: completion of requirements for admission to music education concentration. Provides intensive, supervised clinical experience in approved Virginia schools, and supplemental course work appropriate to the studentÕs area of concentration (vocal and choral or instrumental) Experiences are in elementary or secondary school settings.
500 In-Service Educational Development (1-6:0:0) Prerequisite: employment in professional capacity by sponsoring division or agency. Offered at the request of the school division or other educational agency. Content varies; may be repeated for credit.
511 Introduction to Education in International Schools (3:3:0) Structure and variations of international schools. Includes analysis of human growth and development, overview of educational psychology, and introduction to the use of technology across the curriculum.
512 Teaching Elementary Social Studies in International Schools (3:3:0) Focuses on the translation of knowledge and data-gathering processes from the social sciences into appropriate and meaningful K–8 social studies experiences. Develops understanding of the aims and methodologies of history, geography, government and political science, sociology, anthropology, and psychology.
513 Teaching Elementary Math in International Schools (3:3:0) Presents topics in school mathematics with particular emphasis on developing common K–8 strands for application in international schools. Focuses on the exploration, verification, and explanation of concepts using concrete materials.
514 Teaching Elementary Science in International Schools (3:3:0) Covers theory and practices of effective teaching of K–8 science in international schools. Uses laboratory and discovery techniques to design essential science components and integrate them with other disciplines. Introduces design and implementation of activities for developing concepts, solving problems, and strengthening thinking skills in K–8 science.
516 Language Across the Elementary International School Curriculum (3:3:0) Introduces current methods of teaching integrated language arts in elementary and middle school settings (K–8) Includes language and literacy development, second language acquisition, reading and writing in the content areas, and childrenÕs literature. International focus considers needs of second language learners in regular classroom settings.
520 Elementary Curriculum, Instruction, and Assessment in International Schools (3:3:0) Addresses interrelationship of instruction, curriculum, and assessment in international schools. Includes review of research and effective practice.
521 Foundations of Education PK–12 (3:3:0) Overview of the various ways of educating, and socialization processes operating in American educational institutions and other organizations. Analyzes current education practices in terms of history, philosophy, psychology, and sociocultural factors of formal and informal learning. Emphasizes trends, issues, and alternative futures. Field experience in public schools required.
522 Introduction to Secondary Education (3:3:0) Analyzes philosophical assumptions, curriculum issues, learning theories, and history associated with current teaching styles. Emphasizes applications to all disciplines taught in secondary schools. Examines current educational trends and issues in relation to the sociology of secondary school settings. Field experiences required.
537 Foundations of Multicultural Education (3:3:0) Examines multicultural education through historical, sociological, and philosophical foundations. Emphasizes role of ethnicity in the development of the nation and its education system. Includes overview of multicultural and multilingual curricula, and culturally and linguistically responsive instructional and assessment techniques. Field experience required.
539 Human Development and Learning, PK–12 (3:3:0) Provides practicing teachers with foundations of psychological theory, research, and professional practice relating to development and learning in inclusive PK–12 classroom settings. Field experience in public schools required.
542 Introduction to Elementary Curriculum (3:3:0) Prerequisite: admission to elementary education licensure program. Examines historical background of education as it relates to elementary schools and curriculum. Develops understanding of the relationship between society and education; explores contemporary innova-tions that influence curriculum. Field experience required.
543 Children, Family, Culture, and Schools, 4–12 Year Olds. (3:3:0) Prerequisite: admission to the elementary education licensure program. Examines child and family development and the ways that children, families, schools, and communities interrelate. ChildrenÕs developing physical, social, emotional, and cognitive abilities linked to planning curriculum and developing instructional strategies. Field experience required.
597 Special Topics in Education (1-6:1-6:0) Prerequisite: admission to a program in the Graduate School of Education. Provides advanced study on a selected topic or emerging issue in American or international education. May be repeated for credit with GSED permission.
598 Directed Reading, Research, and Individual Projects (1-6:0:0) Prerequisites: admission to a degree program, and permission of dean. Presents various subjects and projects, principally by directed study, discussion, research, and participation under the supervision of graduate faculty member. May be repeated for up to 12 credits.
599 Thesis (6:0:0) Prerequisite: EDRS 590. Study of a problem of significant interest to the student using accepted research methods and under the supervision of graduate faculty member.
600 Workshop in Education (1-6:0:0) Offers full-time workshops and weekend seminars on selected topics in education and education tour seminars. May be repeated for credit.
606 Education and Culture (3:3:0) Practitioners use the Cultural Inquiry Process (CIP) and web site to acquire cultural, social, and language-related perspectives on educational processes; learn skills in analyzing educational settings; and expand strategies to address ÒpuzzlementsÓ in their own practice.
611 Cultural Issues in Second Language Acquisition (3:3:0) Prerequisite: admission to TESL or bilingual/multicultural education program, doctoral status, or permission of instructor. Explores impact of linguistic and cultural diversity among students on the teaching of second language across the curriculum. Draws on theoretical foundations in second language acquisition, crosscultural communication, socio- and psycholinguistics, and educational anthropology.
612 Inquiry into Practice (2:2:0) Provides experience using research skills to foster systematic and thoughtful inquiry into classroom practice. Practitioners explore relevant classroom practice issues through critical writing, action, and research. Emphasizes cultural diversity and gender issues in research.
613 How Students Learn (3:3:0) Advanced course in the study of learning based on research and theory from different disciplines. Focuses on increasing studentsÕ learning through the study of different learning systems, and understanding each learner in the context of the learning process itself.
614 Designing and Assessing Teaching and Learning (2:2:0) Explores design and development of curricular, pedagogical, and assessment strategies responsive to the needs and interests of students. Investigates factors that affect teaching and learning, and examines multiple ways of knowing that teachers bring to classrooms.
615 Educational Change (2:2:0) Explores influences on educational change at the classroom, school, community, state, and national levels. Investigates implications of factors and influences that affect educational change. Analyzes influences and factors and involves students in reflecting on their own experiences.
616 Counseling Skills in International Schools (3:3:0) Introduces counseling skills applicable to international school settings. Students study, discuss, and develop counseling skills with an emphasis on multicultural counseling and multiethnic student populations.
617 Group Counseling in International Schools (3:3:0) Discusses group counseling within the context of international schools and multicultural counseling describing various types of groups, group counseling practices, methods, group dynamics, and facilitation skills. Attention to application of theory to practice.
618 Principles and Practices of Counseling in International Schools (3:3:0) Discusses philosophy, principles, and practices for effective international school counseling programs including leadership, advocacy, and program evaluation.
619 Multicultural Counseling in International Schools (3:3:0) Covers issues, characteristics, skills, and needs relevant to internationally diverse populations in international school context.
620 Counseling Children and Adolescents in International Schools (3:3:0) Discusses counseling international school students K–12 from developmental and multicultural perspectives.
634 The Role of the School Library Media Specialist (3:3:0) Introduces basic concepts of library science, and the professional responsibilities and ethical standards of the library media specialist. Addresses this role as an instructional partner and resource for students and staff.
640 Selection and Utilization of Library Media Materials and Equipment, Including Technology (3:3:0) Introduces prospective library media specialists to various uses of technology within the library setting, and elements involved in media collection development.
641 Reference and Bibliography (3:3:0) Covers library reference process and bibliographic tools to meet the needs of library patrons seeking -information.
642 Organization and Technical Processing of Materials (3:3:0) Emphasizes application of basic cataloging principles in the bibliographic description of print and nonprint materials. Students develop procedures for organizing, cataloguing, and maintaining a media collection using technological support.
643 Organization Administration and Evaluation of the School Library Media Center (3:3:0)Develops skills to implement effective school library media program. Focuses on management principles, interpersonal skills, and lifelong learning skills in relation to evaluation of services, collection development, and public relations for school libraries.
644 Production of Media and Instructional Materials (3:3:0) Provides guidance and practice with available audiovisual and computer-based technology in the planning, production, and presentation of useful instructional -materials.
645 Literature for Young Adults (3:3:0) Provides in-depth knowledge of young adult literature and the ability to relate that knowledge to library programs. Extensive reading of young adult literature is required.
646 Literature for Children (3:3:0) Develop critical abilities in selecting and using literature for children. Focuses on selecting materials to support the curriculum and promote reading.
670 The Culture of Teaching (3:3:0) Prerequisite: admission to the secondary education program. Corequi-site: initial methods course. Explores roles, responsibilities, and realities of teaching in secondary schools. Examines teaching in context of contemporary educational issues, legal matters, diverse and exceptional learners, classroom management, and professional practices.
671 Schools and Culture (3:3:0) Prerequisites: initial methods course and EDUC 670. Corequisite: EDUC 672. Focuses on relationship between schools and the communities they serve. Explores historical roots of contemporary educational practice, and examines important directions defined by contemporary school reform efforts.
672 Human Development and Learning: Secondary Education (3:3:0) Explores developmental issues associated with middle and high school students as well as theories that provide a basis for understanding the learning process. Addresses implications for the design of instruction and curriculum. Field experience in public schools required.
674 Assessing Learning and Teaching in the Secondary School Classroom (3:3:0) Supports beginning teachersÕ development and design of assessment practices for promoting student learning. Focuses on individual differences and classroom, teacher, school, and cultural factors that impact assessment; different types and purposes of assessment; and relationship of assessment to national and state standards.
675 Research in Secondary Education (3:3:0) To be taken in last year of course work. Helps beginning teachers understand various research paradigms for using research literature and systematic evidence to improve practice. Emphasis on linking research and practice, and making informed instructional decisions.
695/ENGL 695 Northern Virginia Writing Project Inservice Program (1-3:0:0) Prerequisite: admission to graduate program, or permission of dean. Offered at the request of a school division or other educational agency. Content varies. May be repeated with permission of department, but no more than 6 credits in EDUC 695, 695, or 699 may be applied toward a masterÕs degree.
697/ENGL 697 Theory of Composition (3:3:0)Prerequisites: ENGL 615 and 695, or equivalent. Acquaints classroom teachers with current theory relating to writing and teaching composition. Focuses on making explicit participantsÕ theories, reading the works of leading theorists, and developing a statement describing the implications of theoretical consistency in the teaching of writing.
751 Mentoring/Supervising Intern Teachers and Mentor Teacher Career Development (3:3:0)Examines multiple roles of mentor teachers as they mentor and supervise intern teachers in schools. Career development, leadership, and instructional roles and strategies are integral. Leadership and developmental issues are central to the discussion ensuring quality performance in the classroom. Designed to assist intern teachers in their first year, and provide quality career and staff development to their mentors.
797 Advanced Topics in Education (1-6:1-6:0) Advanced study of selected topics in education for students preparing for doctoral studies or who have been admitted to the PhD program in education. May be repeated for credit with the GSED approval.
800 Ways of Knowing (3:3:0) Prerequisite: admission to PhD program. Provides understanding of characteristic ways of knowing in various liberal arts disciplines while examining subject matter, scope, key concepts, principles, methods, and theories. Analyzes philosophical traditions underlying educational practice and research. Required course during first spring semester of study in the program.
802 Leadership Seminar (3:3:0) Prerequisite: admission to PhD program. Intensive study of leadership, emphasizing decision and change processes, and the assessment and development of leadership skills. Required course during first semester of study in the program.
805 Doctoral Seminar in Education (1:1:0) Prerequisite: admission to PhD. program. Covers in-depth selected topics in education. Students, faculty members, and scholars discuss current research interests and ideas.
870 Education Policy: Process, Context, and Politics (3:3:0) Prerequisite: admission to PhD in education program, or permission of instructor. Examines public policy decision-making in education at the local, state, and national levels and its impact on education institutions, students, and public. Particular attention to government entitiesÕ authority over education decision-making, and resolution of competing policy arguments in political arena.
871 Advanced Policy Issues in Education (3:3:0) Prerequisite: EDUC 870 or equivalent. In-depth analysis of selected education policy issues. Attention to issue interactions and education- related policy actions by different levels of government.
872 Social Science Research and Education Policy (3:3:0) Prerequisite: admission to PhD program; EDUC 870 and 871; or equivalent doctoral-level policy course work. Focuses on the research base used to support education policy actions. Attention to analyzing the strength of this research.
881 Seminar in Bilingual Education: Policy (3:3:0) Prerequisite: admission to PhD program. Examines historical development of education for language minority students in the United States, including federal and state legislation and court decisions. Explores in-depth policy issues regarding administrative program models, instructional approaches, curricular reform, and assessment policies for language minority students developed in response to legal mandates, legislative decisions, and school reform movement.
882 Seminar in Bilingual Education: Theory and Research (3:3:0) Prerequisite: admission to PhD program. Examines theoretical foundations of bilingual and ESL education through focus on linguistics, anthropology, sociology, psychology, and education research addressing language minority students.
890 Doctoral Internship in Education (3:3:0) or (1:1:0 to 6:6:0) Prerequisites: admission to PhD program, and prior approval of advisor and PhD director. Requires 100 hours of on-site internship completed over at least a five-week period. Interns work with an appropriate staff member in a cooperating school, school system, or other educational institution, agency, or setting. Up to 6 credits of EDUC 890 may be applied toward PhD degree requirements.
893 Seminar in Educational Anthropology (3:3:0) Prerequisite: admission to PhD program, or permission of instructor. Examines theories and research from educational anthropology and educational sociology to clarify and address contemporary educational issues and concerns. Focuses on U.S. public schools, with comparative materials from other educational settings and societies.
894 Seminar in Multicultural Education (3:3:0) Examines the knowledge base, policy issues, and curricular and instructional features of multicultural education in the United States and other countries.
895 Seminar in Emerging Issues of Education (3:3:0) Prerequisite: successful completion of EDUC 800. Study of selected emerging issues or problems in education. Students engage in research, study, discussion, and writing. May be repeated for credit. Up to 6 hours of 895 course work may be applied to PhD requirements.
897 Independent Study for the Doctor of Philosophy in Education (1-6:0:0) Prerequisites: admission to PhD program, and prior approval of advisor and PhD director. Structured learning experience to extend and develop skills and knowledge relative to a field of professional expertise.
994 Advanced Internship in Education (3:3:0) Prerequisites: admission to PhD program, and prior approval of advisor and PhD director. Internship in a setting related to the studentÕs major area of study. Requires minimum of 100 hours completed over at least a five-week period. Each intern works with an appropriate staff member in a cooperating school, school system, or other educational institution or agency. Internship must be in a setting that differs from regular employment.
998 Doctoral Dissertation Proposal (1-3:1-3:0) Prerequisites: admission to candidacy in the PhD program; successful completion of the doctoral qualifying exam; and EDRS 810, 811, and 812 or their equivalents.
999 Doctoral Dissertation Research (1-9:1-9:0)Prerequisites: admission to candidacy in the PhD program, and faculty approval of dissertation proposal. Provides continued faculty assistance on an individual basis to complete the dissertation planned in EDUC 998 and initiate new projects. May be repeated for credit. No more than 11 credits of EDUC 998 and 999 may be applied toward minimum PhD degree requirements.
Other Courses For other PhD courses, see EDUC 840, 881, 882; EDRS 810, 811, 812, 820, 895; EDCI 701, 705; EDLE 895; EDCD 895; EDCI 895.