203 Human Disabilities in American Culture (3:3:0) Provides a perspective in human disabilities in American culture through awareness, historical and political implications, and technological applications. Demonstrations, discussions, and explorations of this culture by age groups, professions, and life domains will be included.
300 Introduction to Teaching (3:3:0) Introduction to educational issues; not applicable in graduate-level teacher education programs. Examines roles of teacher, nature of American schools, and potential contributions of students. Requires school-based field experience during course.
301 Educationally Diverse Populations: Handicapped, Gifted, Multicultural (3:3:0) Introduction to educational issues; not applicable in graduate-level teacher education programs. Introduces psychological, sociological, educational, and physical aspects of diverse populations in today’s schools for early and middle education. Emphasizes litigation and legislation pertaining to education of diverse populations. Requires school-based field experience during course.
302 Human Growth and Development (3:3:0) Introduction to educational issues; not applicable in graduate-level teacher education programs. Examines human development through 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. Requires school-based field experience during course.
303 Politics of American Education (3:3:0) Focus on the study of the American political system. Designed for students studying the American political system and students interested in careers in education. Explores how interactions between various levels and branches of government affect education.
372 Human Development, Learning, and Teaching (3:3:0) Explores processes that influence intellectual, social, emotional, moral, ethical, and physical development of middle and high school students. Examines research and theories for understanding learning process. School-based field experience required.
400 In-Service Educational Development (1–6:1-6:0) Prerequisite: employment in professional capacity by sponsoring division or agency. Offered at request of school division or other educational agency. Content varies; may be repeated for credit.
415 Student Teaching in Physical Education (12:0:12) See PHED 415.
418 Student Teaching in Music Education (6:0:6:0) 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 student’s area of concentration (vocal and choral or instrumental). Experiences are in elementary or secondary school settings.
422 Foundations of 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 educational trends and issues.
500 In-Service Educational Development (1–6:1-6:0) Prerequisite: employment in professional capacity by sponsoring division or agency. Offered at request of school division or other educational agency. Content varies; may be repeated for credit.
511 Introduction to Education in International Schools (3:3:0) Explores structure and variations of international schools. Includes analysis of human growth and development, overview of educational psychology, and introduction to using technology across curriculum.
512 Teaching Elementary Social Studies in International Schools (3:3:0) Focuses on translation of knowledge and data-gathering processes from social sciences into appropriate and meaningful K–8 social studies experiences. Develops understanding of 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 exploring, verifying, and explaining 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 content areas, and children’s 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) Introduces various ways of educating and socialization processes in American educational institutions. Analyzes current education practices in terms of history, philosophy, psychology, and sociocultural factors of formal and informal learning. Emphasizes trends, issues, and alternative futures. School-based field experience required.
522 Foundations of 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 sociology of secondary school settings. Requires field experiences.
537 Foundations of Multicultural Education (3:3:0) Examines multicultural education through historical, sociological, and philosophical foundations. Emphasizes role of ethnicity in development of nation and education system. Includes overview of multicultural and multilingual curricula, and culturally and linguistically responsive instructional and assessment techniques. Requires field experience.
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. School-based field experience required.
542 Foundations of Education (3:3:0) Prerequisites: admission into elementary education graduate program; must be taken in programmatic sequence. Examines the historical, philosophical, and sociological foundations of education as they relate to elementary schools, with a particular emphasis on teaching a culturally diverse population. Students will develop an understanding of the relationship between society and education.
543 Children, Family, Culture, and Schools, 4–12 Year Olds (3:3:0) Prerequisite: admission to elementary education licensure program. Examines child and family development and ways children, families, schools, and communities interrelate. Links children’s developing physical, social, emotional, and cognitive abilities to planning curriculum and developing instructional strategies. Requires school-based field experience.
546 Integrating Technology in Elementary Classrooms: Literacy (1:1:0) Prerequisite: admission into elementary education graduate program; corequisite: EDCI 556. Studies the development and integration of technology in the Elementary Education Literacy curriculum.
547 Integrating Technology in Elementary Classrooms: Mathematics (1:1:0) Prerequisite: admission into elementary education graduate program; corequisite: EDCI 552. Studies the development and integration of technology in the Elementary Education Mathematics curriculum.
548 Integrating Technology in Elementary Classrooms: Social Studies and Fine Arts (1:1:0) Prerequisite: admission into elementary education graduate program; corequisite: EDCI 554. Studies the development and integration of technology in the Elementary Education Social Studies and Fine Arts curriculum.
559 Research and Assessment in Elementary Education (3:3:0) Prerequisites: admission into elementary education graduate program; capstone course for degree must be taken last in programmatic sequence. Provides teacher candidates understanding of research paradigms using systematic evidence to improve practice and further skills at assessment of learning outcomes. Emphasizes linking research and practice, making instructional decisions based on systematically collected data.
597 Special Topics in Education (1–6:1–6:0) Prerequisite: admission to program in Graduate School of Education. Provides advanced study on 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 (1–6:1-6:0) Prerequisites: admission to degree program, and permission of dean. Presents various subjects and projects, principally by directed study, discussion, research, and participation under supervision of graduate faculty member. May be repeated for up to 12 credits.
599 Thesis (6:6:0) Prerequisite: EDRS 590. Study of problem of significant interest to student using accepted research methods and under supervision of graduate faculty member.
600 Workshop in Education (1–6:1-6:0) 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) Uses cultural inquiry process (CIP) and web site to acquire cultural, social, and language-related perspectives on educational processes; and teaches skills to analyze educational settings and expand strategies to address puzzlements in students’ own practice.
611 Cultural Issues in Second Language Acquisition (3:3:0) Prerequisite: admission to TESL or bilingual or multicultural education program, doctoral status, or permission of instructor. Explores impact of linguistic and cultural diversity among students in teaching of second language across curriculum. Draws on theoretical foundations in second language acquisition, cross-cultural 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. Explores 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 study of learning based on research and theory from different disciplines. Focuses on increasing students’ learning through study of different learning systems, and understanding each learner in context of 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 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 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.
621 Teaching and Learning in the International Baccalaureate Primary Years Program (3:3:0) Prerequisites: admission to GSE, enrollment in FAST TRAIN initial licensure program or permission of instructor. Focuses on principles and practices of Primary Years Program (PYP) of the International Baccalaureate (IBO), organized around four areas of inquiry: curriculum processes, teaching and learning, assessment, and professional learning. Final course in preparation for IBO Practitioner Award.
622 Curriculum Development across IB Programs (3:3:0) Prerequisites: admission to GSE, enrollment in FASTTRAIN IB certificate program, and completion of EDUC 621, or permission of the instructor. Explores the development of practical knowledge about the design and structure of the IB programs’ curricula. Provides a foundation for understanding how the programs are implemented and how student learning developed within them is assessed.
623 Models and Strategies for Teaching and Learning in IB Schools (3:3:0) Prerequisites: admission to GSE, enrollment in FAST TRAIN IB certificate program, and completion of EDUC 621, or permission of the instructor. Focuses on the development of the capacity of teachers in IB schools to adopt appropriate teaching strategies and techniques instrumental in ensuring program learning outcomes are achieved. Furthermore, participants develop a deep understanding of the critical relationship between teaching and learning.
624 Assessment and Learning in IB Schools (3:3:0) Prerequisites: admission to GSE, enrollment in FAST TRAIN IB certificate program, and completion of EDUC 621, or permission of instructor. Explores the essential role of assessment in teaching IB learners. Addresses formative and summative assessment practices as an integral part of the IB curriculum as well as the use of assessment for differentiation and planning.
626 Inquiry into Action: IB Teachers, Learners, and Schools (3:3:0) Prerequisites: admission to GSE, enrollment in FAST TRAIN IB certificate program, and completion of EDUC 621, or permission of the instructor. Uses the action research and qualitative process to help educational practitioners plan and complete an action research study related to IB learners, teachers, or schools. Furthermore, the course examines the social, cultural, and ethical issues of conducting research with students.
627 Contemporary Issues and Trends in IB (3:3:0) Prerequisites: admission to GSE, enrollment in FAST TRAIN IB certificate program, and completion of EDUC 621, or permission of the instructor. Focuses on current IB research, trends, and issues as well as international, national, and state/provincial legislation concerning schools and the potential impact on IB schools. Participants are prepared as leaders and advocates for IB programs and their students.
634 The Role of the School Library Media Specialist (3:3:0) Introduces basic concepts of library science, and professional responsibilities and ethical standards of library media specialist. Addresses this role as 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 in 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 needs of library patrons seeking information.
642 Organization and Technical Processing of Materials (3:3:0) Emphasizes application of basic cataloging principles in bibliographic description of print and nonprint materials. Students develop procedures for organizing, cataloguing, and maintaining 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 evaluating 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 to plan, produce, and present instructional materials.
645 Literature for Young Adults (3:3:0) Provides in-depth knowledge of young adult literature, and ability to relate that knowledge to library programs. Requires extensive reading of young adult literature.
646 Literature for Children (3:3:0) Develop critical abilities to select and use literature for children. Focuses on selecting materials to support curriculum and promote reading.
670 The Culture of Teaching (3:3:0) Prerequisite: admission to secondary education program; corequisite: 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. Focuses on relationship between schools and 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, and theories that provide basis for understanding learning process. Addresses implications for designing instruction and curriculum.
674 Assessing Learning and Teaching in the Secondary School Classroom (3:3:0) Supports beginning teachers’ 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) This capstone class of the MEd program should be taken last. The portfolio is submitted during the semester the candidate is enrolled in EDUC 675. Helps beginning teachers become more effective by critiquing various research paradigms, reviewing the research literature, and systematically collecting and interpreting evidence to improve practice. Emphasizes linking evidence of student learning to make informed instructional decisions.
695/ENGL 695 Northern Virginia Writing Project-Service Program (1–3:1–3:0) Prerequisite: admission to graduate program, or permission of dean. Offered at request of 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 master’s 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 participants’ theories, reading works of leading theorists, and developing statement describing implications of theoretical consistency in teaching writing.
751 Mentoring/Supervising Intern Teachers and Mentor Teacher Career Development (3:3:0) Examines multiple roles of teachers as they mentor and supervise intern teachers in schools. Covers career development, leadership, and instructional roles and strategies. 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 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 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 selected topics in education. Students, faculty members, and scholars discuss current research interests and ideas.
850 The Study of Teaching (3:3:0) Prerequisite: EDRS 810. Explores the history and development of the search for teaching effectiveness. The course will trace the various definitions of effectiveness and the methods created to assess effectiveness.
851 Research on Teacher Education (3:3:0) Prerequisite: EDRS 810. Explores the history and development of the search for effectiveness in the preparation of preservice teachers and the continuing professional development of practicing teachers. The students will examine the substance and gaps in the study of the education of educators.
853 World Perspectives of Teacher Education (3:3:0) Prerequisite: admission to the doctoral program. Focuses on the cross-cultural analysis of current U.S. and internationally based teacher preparation and continuing professional development pedagogical models, policy reforms, and their historical contexts.
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 local, state, and national levels, and its impact on education institutions, students, and public. Focuses on government entities’ 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. Focuses on issue interactions and education-related policy actions by different levels of government.
872 Social Science Research and Education Policy (3:3:0) Prerequisites: admission to PhD program, and EDUC 870 and 871; or equivalent doctoral-level policy course work. Focuses on research base used to support education policy actions. Focuses on analyzing strength of this research.
873 Education Policy: Comparative and International Perspectives (3:3:0) Prerequisites or corequisites: EDUC 870 and admission to PhD program. Using interdisciplinary approach, addresses education policy issues that transcend national boundaries and have implications for educators in fostering social justice and global awareness.
874 The Achievement Gap (3:3:0) Prerequisite or corequisite: admission to PhD program or permission of instructor. Focuses on achievement gap in schools. Students research and analyze gaps in student achievement related to race and ethnicity, limited English proficiency, family background, gender, poverty, and ableism, and practices designed to close the gap.
875 Contemporary and Emerging Issues in Education Policy (3:3:0) Prerequisites or corequisites: EDUC 870 and admission to PhD program. Focuses on identifying and analyzing factors that promote new initiatives in education policy agenda. Attention given to nontraditional sources of education policy initiatives.
876 Teacher Development and Education Policy (3:3:0) Prerequisite: EDUC 870 or permission of instructor. Focuses on the impact of policy actions at the local, state, and national levels on teacher preparation and continuing professional development.
880 Introduction to International Education (3:3:0) Prerequisite or corequisite: admission to PhD in education program or permission of instructor. Examines educational systems throughout the world and relationship to social justice; equity; conflict; culture; economic, political, and social development; leadership and governance; language policy; and institutional development.
881 Seminar in Bilingual Education: Policy (3:3:0) Prerequisite: admission to PhD program. Examines historical development of education for language minority students in United States, including federal and state legislation and court decisions. Explores 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 Bilingualism and Second Language Acquisition: Theory and Research (3:3:0) Prerequisite: admission to PhD program, or permission of instructor. 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 (1–6: 1–6:0) 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 appropriate staff member in 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.
892 Social Justice and Equity in International Education (3:3:0) Prerequisite or corequisite: EDUC 895. Examines ideological, cultural, and systemic structural inequities in various educational settings at national and international levels. Focuses on educational practices that promote equity and social change throughout the world.
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 knowledge base, policy issues, and curricular and instructional features of multicultural education in 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 (1–6:1–6:0) 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 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 setting related to student’s major area of study. Requires minimum of 100 hours completed over at least a five-week period. Each intern works with appropriate staff member in cooperating school, school system, or other educational institution or agency. Internship must be in setting that differs from regular employment.
998 Doctoral Dissertation Proposal (1–3:1–3:0) Prerequisites: admission to candidacy in PhD program; successful completion of 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 PhD program and faculty approval of dissertation proposal. Provides continued faculty assistance on individual basis to complete 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.