George Washington University
Education Policy (Doctoral)
This course provides an introduction to education policy and policymaking in the United States, with a focus on K-12 educational improvement and the role of teachers and school leaders in policy development and implementation. We focus on several central themes in the study of education policy: (1) How and why do certain issues rise to become part of the policy “agenda” at certain times? (2) What is the role of the professionalization of teaching (or the lack thereof) in enabling or impeding policy change in education? (3) What are the connections between policy, school organizations, teacher professionalism, and student outcomes? (4) What are the relationships between the governance arrangements of U.S. education (federal, state, local) and policy change in education? And (5) How does the “cognitive” approach to policy implementation help us understand why and how certain policies succeed or fail to bring about educational change?
Introduction to Quantitative Research (Master's)
This course provides a conceptual overview of research design and some quantitative analysis options for the consumer and future producer of research. In the course, students explore research methodology and techniques, analysis strategies for producing research results, and the uses of research within the context of education and human development.
Fundamentals of Educational Leadership and the Change Process (Master's)
This course explores the role of a school administrator in an instructional improvement process, leadership, and change in education. The course covers a broad range of topics related to school and district instructional improvement (both management and leadership); education reform; accountability; conditions for improvement; and planning and sustaining change. Students gain theoretical and practical skills and knowledge, while honing their vision of leadership and knowledge and skills related to school improvement.
This course provides an introduction to education policy and policymaking in the United States, with a focus on K-12 educational improvement and the role of teachers and school leaders in policy development and implementation. We focus on several central themes in the study of education policy: (1) How and why do certain issues rise to become part of the policy “agenda” at certain times? (2) What is the role of the professionalization of teaching (or the lack thereof) in enabling or impeding policy change in education? (3) What are the connections between policy, school organizations, teacher professionalism, and student outcomes? (4) What are the relationships between the governance arrangements of U.S. education (federal, state, local) and policy change in education? And (5) How does the “cognitive” approach to policy implementation help us understand why and how certain policies succeed or fail to bring about educational change?
Introduction to Quantitative Research (Master's)
This course provides a conceptual overview of research design and some quantitative analysis options for the consumer and future producer of research. In the course, students explore research methodology and techniques, analysis strategies for producing research results, and the uses of research within the context of education and human development.
Fundamentals of Educational Leadership and the Change Process (Master's)
This course explores the role of a school administrator in an instructional improvement process, leadership, and change in education. The course covers a broad range of topics related to school and district instructional improvement (both management and leadership); education reform; accountability; conditions for improvement; and planning and sustaining change. Students gain theoretical and practical skills and knowledge, while honing their vision of leadership and knowledge and skills related to school improvement.
Erikson Institute
Assessment for Classroom Teachers (Master's)
This course examines the construct and practice of assessment for classroom teachers of pre-K to third grade. The primary foci of the course are (1) examining critical issues regarding assessment and accountability in schools, including the challenges and promises in using assessment results to improve classroom teaching and student learning; and (2) becoming familiar with and proficient in using a variety of assessment methods currently used to evaluate teaching and learning in classrooms, including assessment of specific curriculum content areas. Students learn principles of assessments meaningful for classroom teachers, and learn how to conduct developmental screening, evaluation of classroom quality, and performance-based assessments.
Assessment of New Language Learners (Master's)
This course presents a developmental approach to formal and informal observation and assessment procedures appropriate for young English Language Learners from 3 to 8 years of age. The course focuses on issues in the assessment of culturally and linguistically diverse children. The course explores assessment issues as they relate to appropriate instructional practices, evaluation of language and academic progress, and communicating with families regarding young children’s development. Students become familiar with a variety of assessment techniques, tests, procedures, and screening instruments.
This course examines the construct and practice of assessment for classroom teachers of pre-K to third grade. The primary foci of the course are (1) examining critical issues regarding assessment and accountability in schools, including the challenges and promises in using assessment results to improve classroom teaching and student learning; and (2) becoming familiar with and proficient in using a variety of assessment methods currently used to evaluate teaching and learning in classrooms, including assessment of specific curriculum content areas. Students learn principles of assessments meaningful for classroom teachers, and learn how to conduct developmental screening, evaluation of classroom quality, and performance-based assessments.
Assessment of New Language Learners (Master's)
This course presents a developmental approach to formal and informal observation and assessment procedures appropriate for young English Language Learners from 3 to 8 years of age. The course focuses on issues in the assessment of culturally and linguistically diverse children. The course explores assessment issues as they relate to appropriate instructional practices, evaluation of language and academic progress, and communicating with families regarding young children’s development. Students become familiar with a variety of assessment techniques, tests, procedures, and screening instruments.
Northwestern University
Human Development: Childhood and Adolescence (Teaching Assistant, Undergraduate)
This course provides a foundation in human development, introducing students to major theories, research methods, research findings, and applications of development. The course covers the period of conception and prenatal development through the end of adolescence, looking at the physical, perceptual, motor, cognitive, language, social, and emotional domains of development.
Introduction to Statistics and Research Methodology (Teaching Assistant, Undergraduate)
This course provides students with the tools to analyze their own data and to draw meaningful conclusions with regard to research questions, and to critically read and evaluate social science research that uses quantitative methods. Students learn how to critique experimental and non-experimental research, analyze data graphically, create summary statistics of data, test hypotheses, and generate predictions from real world data.
This course provides a foundation in human development, introducing students to major theories, research methods, research findings, and applications of development. The course covers the period of conception and prenatal development through the end of adolescence, looking at the physical, perceptual, motor, cognitive, language, social, and emotional domains of development.
Introduction to Statistics and Research Methodology (Teaching Assistant, Undergraduate)
This course provides students with the tools to analyze their own data and to draw meaningful conclusions with regard to research questions, and to critically read and evaluate social science research that uses quantitative methods. Students learn how to critique experimental and non-experimental research, analyze data graphically, create summary statistics of data, test hypotheses, and generate predictions from real world data.