George Mason University 1997-98 Catalog Catalog Index
Course Descriptions

Search the 1997-1998 Catalog:


Education Courses (EDUC)



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 students' potential contributions. School-based field experience is required during the course.

301 Educationally Diverse Populations: Handicapped, Gifted, Multicultural (3:3:0). Introduces the psychological, sociological, educational, and physical aspects of diverse populations in today's schools for early and middle education. Litigation and legislation pertaining to the education of diverse populations are emphasized. School-based field experience is required during the course.

302 Human Growth and Development (3:3:0). Examines human development through the life span with special emphasis on the cognitive language, physical, social, and emotional development of children. Contemporary theories of human development and their relevance to educational practice are emphasized. School-based field experience is required during the course.

418 Student Teaching in Music Education (6:6:0). Prerequisite: Completion of requirements for admission to the music education concentration. Provides intensive, supervised clinical experience in approved Virginia schools, and supplemental course work appropriate to the student's area of concentration (vocal/choral or instrumental). Experiences are in elementary and/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.

509 Advanced Child Development: Infancy to Middle Childhood (3:3:0). Prerequisites: Admission to the Graduate School of Education, or permission of instructor and EDRS 590. Provides an advanced course in the physical, psychological, cognitive, and personality development of the child from birth to age 12. Emphasis is on the critical review of contemporary theories of human development and their relevance to educational practice.

511 Introduction to Early Childhood and Middle Education in International Schools (3:3:0). Introduces the student to the structure and variations of international schools. This survey course includes an analysis of human growth and development (early/middle grades), an overview of educational psychology, and an intro- duction to the use of technology across the curriculum.

512 Teaching and Learning Social Studies K-8 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. The course also develops an understanding of the aims and methodologies of history, geography, government/political science, sociology, anthropology, and psychology.

513 Teaching Math K-8 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. The course focuses on the exploration, verification, and explanation of concepts using concrete materials.

514 Teaching Science K-8 in International Schools (3:3:0). Studies the theory and practices of effective teaching of K-8 science in international schools. The course uses laboratory and discovery techniques to design essential science components and integrate them with other disciplines. Students are introduced to the design and implementation of activities for developing concepts, solving problems, and strengthening thinking skills in K-8 science.

516 Language Across the K-8 International School Curriculum (3:3:0). Introduces the current methods of teaching integrated language arts in elementary and middle school settings (K-8). The course includes language and literacy development, second language acquisition, reading and writing in the content areas, and children's literature. The course has an international focus and considers needs of second language learners in regular classroom settings.

520 K-8 Curriculum, Instruction and Assessment in International Schools (3:3:0). Addresses the interrelationship of intruction, curriculum, and assessment in international schools. The course includes a review of research and effective practice in each of the three fields.

521 Foundations of Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Provides an overview of the various ways of educating and of the socialization processes operating within American educational institutions and other organizations. Current educational practices are analyzed in terms of history, philosophy, psychology, and sociocultural factors of formal and informal learning. Emphasis is on trends, issues, and alternative futures.

522 Introduction to Secondary Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Analyzes the philosophical assumptions, curriculum issues, learning theories, and history associated with current teaching styles. Emphasis is on applications to all disciplines taught in secondary schools. Current educational trends and issues are examined in relation to the sociology of secondary school settings. Field experiences are required.

529 Pluralism and Exceptionality in U.S. Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Examines cultural pluralism in American education, with a focus on the nature of linguistic and cultural diversity in public schools, including special education settings, the relationship between nonverbal communication and language systems, and interpersonal skills needed for encouraging harmony between the dominant culture and culturally and linguistically diverse communities in the United States.

530 Contemporary Social Issues in Education (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Examines selected social issues in education. The course uses concepts and information from social sciences to understand the social issues and suggest possible remedies through practice and policy.

539 Psychological Foundations of Adolescent Learning and Development (3:3:0). Prerequisite: EDUC 522. Synthesizes the psychological foundations of secondary education. Emphasis is on principal theories and practices in contemporary educational settings. Simultaneous enrollment in a methods course is encouraged.

597 Special Topics in Education. Prerequisite: Admission to a program in the Graduate School of Education. Provides advanced study in a selected topic or emerging issue in American or international education. The course may be repeated for credit with permission of the Graduate School of Education.

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 a member of the graduate faculty. May be repeated for credit. No more than six hours of EDUC 500 (may also be listed as EDLE, EDCD, EDCI, EDIT, EDRD, or EDSE), 598, and/or 600 may be applied to degree credit.

599 Thesis (6:0:0). Prerequisites: EDUC 590 and 591. Studies a problem of significant interest to the student, using accepted research methods under the supervision of a member of the graduate faculty.

600 Workshop in Education (1-6:0:0). Offers full-time workshops and weekend seminars dealing with selected topics in education, education tour seminars. May be repeated for credit.

606 Education and Culture (3:3:0). Prerequisite: Admission to the Graduate School of Education or permission of instructor. Examines research in educational anthropology, focusing on its applications to educational practice. Topics include culture and learning, cultures in the schools, social interaction patterns, culture contact, and variability within cultures. Students acquire alternative ways of viewing educational processes, learn skills in analyzing and reflecting on educational settings, and develop strategies to improve educational practice.

695/ENGL 695 Northern Virginia Writing Project Inservice Program (1-3:0:0). Prerequisite: Admission to the graduate program or permission of dean. Offered at the request of a school division or other educational agency. Content varies. May be repeated with the permission of the department, but no more than six semester hours of credit in EDUC 695, ENGL 695, and/or ENGL 699 may be applied toward a master's degree.

696/ENGL 696 Northern Virginia Writing Project/Research Seminar (3:0:0). Prerequisite: EDUC 695/ENGL 695 or NVWP Summer Institute. Acquaints classroom teachers with current findings related to the composing process and methods of studying writing in a school setting. Focus is on development of a proposal investigating some aspect of the composing process. Teachers who have developed a proposal before enrolling will conduct the research during the course.

697/ENGL 697 Theory of Composition (3:3:0). Prerequisites: ENGL 615 and ENGL 695 or equivalent. Acquaints classroom teachers with current theory relating to writing and teaching composition. Focus is on making explicit participants' theories, reading the works of leading theorists, and developing a statement describing the implications of theoretical consistency in the teaching of writing.

754 Seminar in Computers for Educational Administration and Research (3:2:1). Prerequisite: EDUC 699 or its equivalent, or permission of instructor. Emphasizes the principles and techniques of using microcomputers, minicomputers, and large mainframe computers for record keeping, information management, instructional supervision and data analytic research in instructional settings in education and industry. Mastery of BASIC is required.

797 Advanced Topics in Education. Provides advanced study of selected topics in education for students preparing for doctoral studies or who have been admitted to the Ph.D. program in education. May be repeated for credit with the approval of the Graduate School of Education.

800 Ways of Knowing (3:3:0). Prerequisite: Admission to the Ph.D. program. Provides an understanding of the characteristic ways of knowing in various liberal arts disciplines, examining the disciplines' subject matter, scope, key concepts, principles, methods, and theories. Selected philosophical traditions underlying educational practice and research are analyzed. The course is required during the first spring semester of study in the program.

802 Leadership Seminar (3:3:0). Prerequisite: Admission to the Ph.D. program. Provides intensive study of leadership emphasizing concepts of leadership, decision and change processes, and the assessment and development of leadership skills. The course is required during the first semester of study in the program.

805 Doctoral Seminar in Education (1:1:0). Prerequisite: Admission to the Ph.D. program. Studies in depth selected topics in education. Students participate in an information exchange with other students, faculty members, and other scholars about current research interests and ideas.

840 Seminar in Adult Development and Learning (3:3:0). Prerequisite: Admission to the Ph.D. program or permission of instructor. Provides an advanced course in the nature of the adult learner and the processes of adult learning and development. The course emphasizes adults as learners, motivations of adult learners and their participation patterns in adult education activities, and learning theory implications for adult learners.

870 Education Policy: Process, Context, and Politics (3:3:0). Prerequisite: Admission to the Ph.D. program or permission of instructor. Study of policy as process in the local, state, and federal arenas. Primary focus is on policy questions of compulsory schooling, the purpose of schooling, curriculum and testing, governance, and finance. Issues of quality, efficiency, equity, and choice are also addressed.

881 Seminar in Bilingual Education: Policy (3:3:0). Prerequisite: Admission to the Ph.D. program. Examines the historical development of education for language minority students in the United States, including federal and state legislation and court decisions. 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 the school reform movement, are explored in depth from federal, state, and local points of view.

882 Seminar in Bilingual Education: Theory and Research (3:3:0). Prerequisite: Admission to the Ph.D. program. Examines the theoretical foundations of bilingual/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 the Ph.D. program and prior approval of adviser and Ph.D. 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 six hours of EDUC 890 may be applied toward Ph.D. degree requirements.

895 Seminar in Emerging Issues of Education (3:3:0). Prerequisite: Successful completion of EDUC 800. Focuses on the study of selected emerging issues or problems in education. Students engage in research, study, discussion, and writing about various aspects of the topics selected for study. May be repeated for credit. Up to six hours of 895 course work may be applied to Ph.D. requirements.

896 Doctoral Seminar in Curriculum Areas (2:2:0). Prerequisite: Successful completion of EDUC 800. Focuses on research, theory, and exemplary practice in specific subject areas of education. Students engage in research, study, discussion, and writing in the designated subject area to analyze trends, assumptions, and important implications for the educational area today and in the future. The course is usually taken near the end of Ph.D. course work.

897 Independent Study for the Doctor of Philosophy in Education (varying credit). Prerequisites: Admission to the Ph.D. program and prior approval of adviser and Ph.D. director. Provides a 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 the Ph.D. program and prior approval of adviser and Ph.D. director. Requires an internship in a setting related to the student's major area of study, and a 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. The internship must be in a setting that differs from regular employment.

998 Doctoral Dissertation Proposal (2:2:0). Prerequisites: Admission to candidacy in the Ph.D. program, successful completion of the doctoral qualifying examination, and EDRS 810, 811, and 812 or their equivalents.

999 Doctoral Dissertation Research (1-9:1-9:0). Prerequisites: Admission to candidacy in the Ph.D. program and faculty approval of the 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 hours of EDUC 998 and 999 may be applied toward the minimum Ph.D. degree requirements. Other Courses For other Ph.D. courses, see EDUC 840, 881, 882; EDRS 810, 811, 812, 820, 895; EDCI 701, 705; EDLE 895; EDCD 895; EDCI 895.


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