ED 700 Principles and Organization of School Administration
Consideration of the general goals and objectives of the Educational Leadership program. In addition to the general goal of developing the broad range of skills required for educational leadership, the course stresses student development of the following: an awareness of the elements that are essential to the creation and maintenance of the effective school; skills which are necessary to effectively communicate with colleagues; the ability to promote positive school-community relations; an awareness of organizational development as it relates to schools. 3 credits

ED 701 Seminar: Topics and Issues in Early Childhood Education
An in-depth seminar on current issues in the fi eld of early childhood education. Topics such as early literacy, confl ict resolution, standards-based instruction, diversity in education, early intervention, anti-bias curriculum, infant and toddler care, and child advocacy are some of the areas that are covered. 1 to 2 credits ED 703 Developing Logic and Mathematical Thinking in Young Children An examination of the ways logical thinking develops in the young mind, particularly as it relates to early numeracy and science concepts. Candidates assess children’s development in early numeracy skills such as one-to-one correspondence and number sense, conservation of number, space, and volume, and patterning and seriation. The NCTM standards for Pre-K to Grade 2 provide a framework for designing a numeracy curriculum in early childhood. Science concepts are presented using inquiry-based methodology and are aligned with standards for early childhood. Prerequisites: ED 710, 711. 3 credits

ED 703 Developing Logic and Mathematical Thinking
in Young Children
Examination of how logical thinking develops in the young mind. One-to-one correspondence, conservation and Piagetian concepts are examined in terms of implications for the early childhood teacher. Application for perceptual motor, science and math activities are included. Prerequisite: ED 710, 711 3 credits

ED 704 Child, Family and Culture
An examination of the development of the family and the concept of childhood. The interrelatedness of the child, family, and community are explored. Through an understanding of theoretical content and its application to the lives of children and their families, the advanced student gains sensitivity to the meaning of education in its broadest sense. 3 credits ED 707 Understanding and Facilitating Children’s Play An overview of the role of play and symbolic representation in the young child’s social, emotional, physical, and cognitive development. Candidates are able to integrate a playbased curriculum into an early childhood program using current theories and research on the meaning and importance of play in the development of the young child. The development of the capacity for play and fantasy across developmental stages includes the role of play in programs for infants, toddlers, preschoolers, and school age children. 3 credits

ED 707 Understanding and Facilitating Children’s Play
Focus on the educator’s need to understand and facilitate the young child’s developing capacity for lay and to integrate it into an early childhood program, current major theories and research of the meaning and importance of play in the development of the young child, examination of the play of the infant, the toddler, the preschooler, as well as the play of children in latency. 3 credits

ED 708 Understanding Children with Special Needs
The students will be informed of the federal and state laws that deal with children with disabilities and the implication for inclusion. Also the students will receive an overview of a variety of children with special needs and with a range of disabilities. The course builds on the theories and principles of child development. The course will include the following areas for examination: early intervention as a fi eld; dealing with a number of disabilities; working with families; integrating the curriculum to meet special needs; and recognizing the resources. Additional related topics will be dealt with as they are raised during the classroom interactions. The students will investigate a wellness concept for examining children with special needs. Students will come to recognize that children with special needs are part of the diverse population in the schools. In addition, the students will explore a developmental model and the implications for treatment for young children with developmental delays and severe handicaps. The students will investigate the education of families as a key responsibility in working with children with special needs. Students will become knowledgeable about the strengths and abilities as well as the similarities and differences between the child who is developmentally delayed and the child with more severe handicaps. These investigations will be done within the spirit of inclusion. 3 credits

ED 710/EL 710 Child Development: Birth-8 Years
Advanced study of the mental, social, emotional, moral, and physical development that occurs at a rapid and critical rate from birth to fi ve years. The learner becomes familiar with the normative descriptive research relative to these aspects of child development and with theories and principles of human development that pertain to the early years of the child. Educators have the opportunity to deepen their understanding of the subtle, interactive, nature of these facets of development and study the role of adults who actively and passively participate in this developmental process. 3 credits

ED 711 Child/Youth Development and Learning Theory K-12
This course provides an in-depth investigation of child and adolescent development during the school-age years (K-12). Particular emphasis is given to the observation and study of a child/adolescent within this age group. Students will observe, interview, and assess development in the physical, social, emotional, intellectual, and moral domains. Class discussion will focus on each student’s fi ndings as related to child and adolescent development theories and information gathered by other students about children in the same age range. A major focus will be the child/adolescent in the context of society: family infl uences, peer infl uences, societal infl uences, religious infl uences, and cultural infl uences, and the implications for best practice in school and community settings. The relationship between child and adolescent development and student’s school performance will be examined, with emphasis on appropriate teaching practices at various ages during the period. Instructional strategies will include mini-lectures, class discussions, small group projects, fi rst hand observation, and written assignments based on class material and other research. 3 credits

ED 714 Research Seminar
The research seminar prepares students to critically analyze current research and to understand the importance of research fi ndings for best practice in educational settings. The course provides an overview of research concepts and procedures and will help students compare and contrast various types of research. During the course of the semester, students will complete a draft of the thesis proposal using APA style. Participants in the course will learn how to write a problem statement, will complete a literature review that relates to the problem, and will identify appropriate methods for carrying out a research project. 3 credits

ED 715 Thesis
The master’s thesis is a research study or project that contributes to the theory and practice of education in the candidate’s fi eld of study. The thesis is carried out under the direction of a research director according to the guidelines established by the Division of Education. During this course, candidates will develop a thesis proposal, seek approval from the thesis committee and Carlow University IRB committee, implement the thesis study or project, and write a fi nal thesis report. The thesis proposal includes a problem statement, review of the literature, and method section outlining the thesis plan. The thesis report includes the problem statement, a review of the literature, the methodology, the results of findings, and a discussion of the findings. Guidelines for writing the thesis proposal and the thesis report are found in the Thesis guide. 3 credits

ED 716 Adolescent Development
Study of current theory and practice related to the mental, physical, social, emotional and moral development in this period of human growth. One focus of the course is the processes through which the person integrates past experiences, develops individuality and becomes aware of a personal destiny. In addition, the student has the opportunity to explore the supports and challenges of the transient and adolescent in varied social settings: home, school, peer group, church, and community. 3 credits

ED 718 Communication and Reading Development
This course will focus on the development of, and relationship between, language skills and literacy/reading skills. The first half of the course will show how children become readers, highlighting signifi cant developments from birth through eight years of age. First, the course will provide general information on how children learn and develop, with special emphasis on communication. Then interactive language experiences will be linked to the acquisition of reading skills. Reading skills will be examined in depth, with many opportunities to see where children might struggle, and phonology will receive particular attention. The second half of the term will be devoted to recommended practices and instructional strategies to teach reading or enhance literacy development during the early childhood years. Until student input alters the emphasis, these sessions are organized around age ranges: 3-4 year olds, 5’s/kindergarten, 6’s/fi rst grade, and 7-8’s/second–third grade. 3 credits

ED 720 Planning and Administering Early Childhood Education Programs
An examination of the growth of programs for the care and education of young children during the last century, particularly in Europe and the United States and an analysis of trends and current challenges in the fi eld of early childhood and of various types of programs designed for children in child care, Head Start, preschool, and early intervention programs. Enables candidates to identify the goals and purposes of these various programs. Candidates discuss the impact of administration, supervision, team teaching, and parent involvement on the delivery of service and examine federal and state licensing standards as well as the process for registration of teaching staff. The fi nal project consists of a case study of one early childhood program currently in operation. 2 credits

ED 721 Curriculum and Assessment in Early Childhood Education
A theoretical and practical review of curriculum for early childhood programs and various models for delivery of quality programming for young children and their families. Students develop a curriculum that is congruent with their stated philosophies of education. Informal and formal assessment, methods, and screening instruments are examined for validity and reliability with young children. 2 credits

ED 722 Staff Development and Supervision
An examination of the complex issue of staff development which addresses the needs of the new as well as the experienced teacher; responding to community pressure; accurately refl ecting the values of the school; and recognizing the transition from theory to practice. Scheduling, evaluating and funding staff development programs are also considered. In addition, the course emphasizes the human dimension of supervision, which is ordinarily defi ned as “... the direction and critical evaluation of instruction.” Students’ convictions about supervision will be either challenged or affi rmed by the human resources perspective presented in this course. 3 credits

ED 724 Designing Literature Experiences for Young Children
An overview of ways to integrate children’s literature into all areas of the curriculum. Critical analysis of children’s books to evaluate their merit and to understand values and goals of the author is included. Students discover the various types of stereotyping evident in many children’s books. Students design literature experiences that focus on and enhance the oral language abilities of young children. 2 credits

ED 729 Aesthetics as Learning
The students will describe aesthetics and the value of beauty in life. They will describe ways that learning is promoted through the visual arts, creative writing, dramatic play, music, and movement. The students will examine a developmental approach to the art forms. Building upon an understanding of the principles of child development, students will develop an understanding of the ways aesthetics will facilitate learning and creativity. The art forms will be a route to facilitating the young child’s growth and development cognitively, socially, emotionally, physically, and in language development. Aesthetics is another way of knowing. Students will learn to apply concepts to practice in working with typical young children with a range of individual differences, as well as to children with developmental delays and special needs. Written and orally presented case studies, weekly readings, and writings are required. 3 credits

ED 738 Curriculum Theory and Development
Designed to assist the student in gaining knowledge and skills necessary to select and develop the curriculum that will support the philosophy and aims of the school. The student becomes aware of the relationship of curriculum to instruction, to supervision, and to society’s expectations. Curriculum skills are developed within the context of those factors which infl uence educational planning, ranging from basic through adapted education. 3 credits

ED 745 Supervising Programs for Infants/Toddlers, Preschoolers and K-3
An examination and identifi cation of appropriate supervisory models for each of the three levels of educational programs. The course focuses on developmentally appropriate practices for each age group and evaluates the best strategies for assisting staff in providing sound programs for the physical, social, and cognitive development of children. The course also offers models of parent involvement in each program area and ways of supervising parent participation. 6 credits

ED 746 School Law
Acquisition of a working and practical knowledge of school law. Every aspect of education, in one manner or another, is regulated by legislative statutes, Department of Education rules and regulations, or state and federal court decisions. To be fair, effi cient and effective, every person involved in the educational process should be aware of the laws which govern their daily activities. 3 credits

ED 748 Management Theory/Practice
Management and leadership theories are discussed. Issues related to management and leadership in the educational fi eld are explored. Ways to adapt management and leadership components to effective school practice are discussed. 3 credits

ED 751 Special Topics for Independent Study
Research and study of topics of special interest or concern initiated by a student or faculty member (e.g. public relations, fundraising, effective written communications, teacher, and child rights) are emphasized. Each independent study is planned cooperatively by student and a supervising faculty member. The study must either be related to one or more of the competencies listed for elementary or secondary school principal, or other appropriate areas of leadership. Approval of the program director is required. Variable credits

ED 753 Internship in Early Childhood Supervision
A full semester’s experience in early childhood settings. The intern is paired with a supervisor in a school district or other appropriate supervisory personnel and a college supervisor. The intern must demonstrate competence in policy determination, program development, instructional design and staff development. The intern develops guidelines for conformance of sites and programs to regulations, conducts a needs assessment for a proposed program, designs a program, and plans and conducts an appropriate program related to staff identifi ed needs. 3 credits

ED 782 Social Foundations of Education
An examination of social, political, and philosophical discourses that have shaped schooling in the past and that influence it in America today. Our study addresses enduring educational questions: What are the “ends” of education? Who should be educated? What knowledge and values should be taught? When, where, and how should the curriculum be delivered? To consider these questions, we use a historical perspective and seek to understand relationships among the political economy, prevailing ideology, and schooling practices of selected time periods. 3 credits

ED 794 Instructional Design for Technology
Integration Introduction of the theories, research and conceptual models utilized in instructional design. It focuses on analysis of variables that allow the educator to integrate technology effectively. Issues regarding computer ethics, equity, and history are presented and discussed. Assessment of technology needs and planning for implementation as well as diffusion theory are combined to prepare the individual to develop a school technology plan and to realize its adoption. Design elements of computer-based instruction (CBI) and the evaluation of CBI software programs are introduced. This class is designed to prepare the teacher to develop a philosophy regarding technology and its implementation. Classroom format. 3 credits

ED 795 Internship in Instructional Technology
The internship in Instructional Technology is designed to allow students to implement the theories and skills acquired through their educational training in the Instructional Technology program. Students experience a variety of problems and design solutions for effective implementation of instructional technologies for K-12 schools. These include the assessment, design, application, and evaluation processes involved in the delivery of instructional technology services. 3 credits

ED 796 Selection and Integration of Media into the Classroom
Provides an overview of a variety of media including, print, audio, video, projection, multimedia, and telecommunications, focusing on their attributes and utilization in the classroom. Provides teachers with the working knowledge necessary to appropriately select technologies for the classroom that support student learning. This course will allow educators to use and evaluate a variety of media and will provide guidelines for the selection of their application. Classroom or online format. 3 credits

ED 797 Introduction to Computers for Educators
Includes the practical utilization of computer applications in the development of an instructional technology plan for a school system. Teachers utilize word processing software to create more professional documents, spreadsheet software to create a grade book, student data collection, budgets, database software to store and retrieve information on students or projects, and projection technology software to create professional presentations. In addition, graphics tools for capturing and manipulating pictures are introduced. Classroom or online format. 3 credits

ED 798 Advanced Computer-based Instruction
Prepares educators to design and develop computer-based instruction using authoring software. Provides fundamentals for effective screen design. Evaluation and integration of multimedia into the classroom will also be addressed. Theoretical design models of multimedia systems will be the basis for the application of the technological skills. Identifi cation and selection of multimedia systems, along with emerging technology, will be addressed. Classroom or online format. 3 credits

ED 799 Internet in the Classroom
Focuses on the retrieval of information via the Internet and on Web site design. Teachers learn to create class Web pages using HTML and Front Page from Microsoft Offi ce. Teachers will design a Web site for students to use as a resource that supports a class. Classroom or online format. 3 credits

ED 7010 Seminar on Educational Praxis
This course introduces learners to the concept of educational praxis and to the nature of learning associated with competent, compassionate and scholarly praxis. Through involvement in a highly interactive, course-based learning community, seminar participants have opportunities to begin acclimating to a culture of scholarship and the connection of scholarship to educational praxis. At the end of the semester, seminar participants submit the fi rst iteration of their Professional-Learning Portfolio through which they demonstrate their learning in relation to the following course goals: examining differences between the concept of educational practice and educational praxis; exploring their own “call to teach” and philosophy of education; examining the legal, moral, ethical, and professional foundations of educational praxis; examining the paradigm shifts in the epistemological foundations of knowledge that have developed in the know and how we know it, as well as various ways of knowing; examining factors that determine legitimate/non-legitimate knowledge; recognizing forces that are shaping public and professional discourses about
education; and identifying and evaluating various sources of information about educational issues. 6 credits Sequence: Year 1, Semester 1 (Fall) Electives: Select two from a wide variety of graduate courses in consultation with advisor.

ED 7012 Seminar on Critical Issues in Education
In this seminar, learners continue to investigate the nature of competent, compassionate, and scholarly educational praxis as well as to hone their profi ciency in professional refl ection and discursive deliberation. Through a sequence of structured learning activities, seminar participants will be actively engaged in a critical study of theoretical, curricular and pedagogical issues in American schooling. They will begin to integrate educational theory with personal/professional experience in order to extend their understanding of current curricular issues, educational trends, and practices; identify, frame and analyze educational issues; identify the ways in which the curriculum fi eld has been reconceptualized; explore aspects of student diversity (which will encompass gender, race, ethnicity, class, language, and sexual Orientation) as it relates to curricular and pedagogical decisions, homeschool-
community relationships, the growing demands placed upon teachers, and the
professional development needed to respond to student diversity. They will explore what gets constructed as “fact” and the ways this infl uences theory and practice; examine offi cial knowledge, the production of knowledge, the dissemination of knowledge; explore the ways the economic, political and social conditions impact knowledge production and whose interests are served. They will also examine the ways that the changing structures
of knowledge infl uence schooling, pedagogy, curricula, and educational research; begin preparing professional papers/presentations, and begin to evolve a coherent sense of self as a competent, compassionate, and scholarly educator. 6 credits Sequence: Year 1, Semester 2 (Spring) Prerequisites: Seminar on Educational Praxis

ED 7011 Theoretical and Pedagogical Studies in Childhood Education
In this course learners will integrate various perspectives about how children and youth grow and learn. A critical review of theories related to human development and educational psychology will provide a basis for defi ning one’s own theories about development and effective teaching practice. Through refl ection and critical thinking, learners will study current thinking about how children acquire skills and knowledge in subject areas such as literacy, numeracy, scientifi c inquiry, social studies, technology, and the arts. They will develop strategies for guiding children and youth through educational activities that are congruent with their developmental and cultural Perspectives; explore the nature of creativity and its role of narrative as a vehicle for learning; and develop strategies for helping learners of all ages become refl ective about the learning process. 3 credits Sequence: Year 1, Semester 3 (Summer) Prerequisites: Seminar on Educational Praxis, Seminar on Critical Issues in Education

ED 7014 Seminar on Focused Inquiry
This seminar builds upon the theme of professional inquiry fi rst introduced in the Seminar on Educational Praxis. It emphasizes inquiry as a frame of mind that underpins all professional endeavors rather than simply as a collection of techniques that are applied during a specifi c project. Embodying a spirit of professional inquiry involves a capacity to connect personal observations, insights, and knowledge to professional discourses. The overarching question under investigation in this course is, “In what ways do we come to know and how do these ways of knowing inform educational praxis?” Through a variety of individual and group activities, learners will have an opportunity to explore the interconnections among professional inquiry, creative scholarship, and Educational praxis. They will examine various ontological, epistemological, and axiological orientations that underpin professional inquiry, creative scholarship, and educational praxis; compare and contrast various research methods that are well suited to inquiries of educational praxis; explore key research concepts and procedures; practice reviewing literature and critiquing current educational research; refl ect on their own orientation to and capacity for professional inquiry; and practice conceptualizing and proposing a project of creative scholarship. 3 credits Sequence: Year 1, Semester 3 (Summer) Prerequisites: Seminar on Educational Praxis, Seminar on Critical Issues in Education

ED 7013 Seminar on Creative Scholarship 1
The primary emphasis in this seminar is conducting the project of creative scholarship that was planned during the Seminar on Focused Inquiry. In addition to whatever independent inquiry activities are associated with the project, learners also participate in a series of oncampus briefi ng and debriefi ng sessions during which they have an opportunity to submit an oral and Written progress report on their project of creative scholarship. They will obtain advice on any issues or problems that may have arisen about their project; and examine epistemological and methodological issues associated with practice-based scholarship. 3 credits Sequence: Year 2, Semester 1 (Fall), Prerequisites: Seminar on Educational Praxis, Seminar on Critical Issues in Education Theoretical and Pedagogical Studies in Childhood Education, Seminar on Focused Inquiry

ED 7015 Seminar on Creative Scholarship II
This seminar focuses on preparing a fi nal written report on the project of creative scholarship, an oral presentation of the project, and a culminating Professional Learning Portfolio. Independent work on these course products is interspersed with a series of briefi ng/debriefi ng sessions during which learners have an opportunity to clarify questions/ issues related to the preparation of the report and portfolio. This seminar culminates with Scholar’s Day during which learners share the results of their project with faculty, students, and community-based professionals. 3 credits Sequence: Year 2, Semester 2 (Spring) Prerequisites: Seminar on Educational Praxis, Seminar on Critical Issues in Education, Seminar on Focused Inquiry, Theoretical and Pedagogical Studies in Childhood Education, Seminar on Creative Scholarship 1

ED 7020 Introduction to Scholarship Praxis
An introduction to basic concepts and “tools” for engaging in scholarly inquiry within the context of praxis. Emphasis is on supporting learners, efforts to develop scholarly habits of mind and work. Through web-based instruction and structured activities, learners will have the opportunity to:
• Locate and use resources of Carlow’s library;
• Develop strategies for searching digital databases for scholarly references;
• Differentiate among Primary, Secondary, and Tertiary Sources;
• Develop strategies for locating and evaluating information via the Internet;
• Develop a system for managing reference materials;
• Use guidelines of the American Psychological Association for citing sources of information; and
• Identify professional organizations, journals, Web sites, and list serves relevant to their fi eld of praxis. Rather than having one culminating product, students will complete a series of more specifi c assignments such as:
• A literature search,
• An annotated bibliography of select references from the literature search,
• A list of references categorized as primary, secondary, tertiary sources,
• A list of professional journals with an explanation of what each represents,
• A list of potential professional associations they could join and a reflection on what these represent. 3 credits