Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Supervised teaching experience in pre-kindergarten through twelfth grade settings, with required seminars and conferences. Matriculated teacher preparation students only. Repeated as program requires. Variable length experiences earn V-grade until complete, leading to P or F grade. Prerequisites and credits vary by program. Offerings may vary each semester.

Exploration of equitable, inclusive, and antiracist perspectives on assessment. Use of formal and informal approaches to document growth for students with and without disabilities, evaluate instructional effectiveness, and adjust curriculum and instruction.

Supervised full-day student teaching in 2 classrooms, 35-days each, 1 special education, 1 general education in content and grade level matching certification area. Instructional planning, teaching, assessment. Matriculated teacher preparation students only. Topics vary.

Relationship of social studies education to US democracy. Forces shaping our thinking about and understanding of history, politics, social issues, etc. Civic education's role in creating an active citizenry. Critical social theory around social studies related issues; current issues in the field of social studies.

Workshop. Research theories and demonstrations of infant/toddler care, development, and assessment; group care, legal and budgeting issues, and work with parents.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Immersion in arts instructional responsibilities. Focus on developing emergent approaches to K-12 arts pedagogy. Initiates development of meaningful instructional repertoires and practices; teacher-learner dialogue techniques; classroom management strategies. Includes teaching Saturday art workshops. Additional worked required of graduate students.

Focuses on creating visual culture and culturally responsive curriculum and assessment units for first-year professional practice; interdisciplinary perspectives; values, ethics, and policy approaches for de-emphasizing prevailing "school art" paradigms. Includes teaching Saturday art workshops.

This introductory course explores what it means to engage in inquiry qualitatively. It deploys a transdisciplinary approach to consider the theoretical, philosophical, and political questions and sensibilities at the heart of the interpretivist qualitative tradition.

Examination of historical and social perspectives of world music in diverse cultural contexts. Strategies for teachers to develop and facilitate interdisciplinary curricula through examination of materials and resources featuring music from around the world.

Explore personal and professional constructs related to learning and teaching diverse students; understand theory construction; develop an emerging practical theory. Consider the contexts of schools and communities. Includes field placement.

Issues that impinge on teachers, teaching, and schools in today's society. May not be repeated for credit.

Examines a diverse selection of assessment methods for student learning within music education settings. Strategies for future instruction planning; instructional adaptations based on data gathered through teacher-created assessment tools.

For master's degree and beginning doctoral students who have had little, if any, exposure to research methods. Quantitative and qualitative methods are studied in the context of education.

Behavior techniques in classroom and rehearsal situations. Development of music task-analysis skills and reinforcement techniques. Learning goals in music for children of different ages and abilities.

Theories of international development applied to international education. How nationalism, race, gender, culture, and class shape educational opportunity. Cultural and social transformation strategies. Additional work for graduate students.

An introduction to the language and culture of the American Deaf community. Basic conversational skills and vocabulary. History of the American Deaf community.

Further development of skills in American Sign Language. Conversational idioms and vocabulary. Translation of stories, poems and songs. Continued discussion of American Deaf culture

This course will provide students with the opportunity to explore the methods and content needed to plan and teach culturally responsive social studies units to all students (with and without disabilities). Additional work required of graduate students.

Planning lessons and units for science, focused on scientific practices, disciplinary core ideas, and cross-cutting concepts. Emphasizes anti-racist and inclusive instruction that supports the development of students¿ agency, identity, and authority as sense makers in the classroom. Additional work required of graduate students.

Develop an ambitious vision for inclusive and antiracist mathematics instruction; learn to support students in developing mathematical thinking, reasoning, and communication; understand mathematics curriculum and pedagogical strategies to actively engage students in doing mathematics. Additional work required of graduate students.

The history and causes of school violence. Describes prevention and intervention strategies and involves students conducting original research on school violence.

The fundamental concepts, basic techniques, and logic of quantitative analysis in education and social science. Introductory inferential statistical methods covered include chi-square, t-test; basic ANOVA, correlation and multiple correlation.

Basic theory under-lying construction, evaluation, and use of educational tests. Construction and evaluation of achievement tests. Guided practice in test construction and test score analysis.

For elementary- and secondary-school administrators and teachers to work in their own schools toward improvement of their programs. Staff members available to give continual or periodic direction and consultation. Further information may be obtained from the Extended Campus Office, Syracuse University, Huntington Hall, Syracuse NY 13244.

Focus on building caring, secure, and nurturing learning communities and creating classroom and school climates that encourage student focus, productivity, and cooperation. Positive approaches for supporting individual students and helping them to manage conflict (e.g., self-determination, peer mediation).

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

In-depth exploration of a problem or problems.  Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.

Special topics of current interest in the field of professional education for depth study by graduate students.

The course uses problem solving activities, research, and theories to develop mathematical and scientific models or arguments as tools for exploring and solving problems relevant to STEM learning.

Political, historical, and methodological aspects of elementary and secondary schools. Skills in analysis, synthesis, and criticism developed.

Curriculum decision making as a function of the school's role in society. Theory and research in human growth and learning. Models of organization and instruction.

Seminar addresses key issues, strengths, and limitations of various quantitative research designs, and integrates design with theory, sampling, measurement, and statistical analysis, using examples from the research literature in students' program areas.

Effective models for personal and professional growth. Skills for designing, implementing, evaluating, and supporting staff development processes. Historical, organizational, political, interpersonal, and cultural contexts.

Concepts and practices in mentoring among teachers. Induction programs at the state and local levels. Programs as part of professional development. Qualities and skills of mentors.

For teachers, administrators, and other school personnel to work on campus toward solution of specific problems in elementary and secondary education in their schools. Each workshop has a core or central theme. Parallel to EDU 660.

An exploration of the use of narrative methods in research and creative practice. Conducted in the form of a creative workshop, participants will learn to decode stories as data, and construct experiential data as stories.

Analyzes racial inequities in education with a focus on engaged scholarship and educational change through multi-disciplinary perspectives, analyses, and findings. Students will develop knowledge, positions, and proposals of local concern and broader significance.

Reviews, integrates and extends concepts and techniques from introductory statistics and research design. Focuses on intermediate-level statistical techniques including AVOVA, multiple regression, discriminant analysis, and path analysis. Training in SPSS using extant data sets. Student must have completed a graduate course in statistics.

Consolidates and refines previous training in quantitative research design, statistical procedures, and computerized data analysis (using the SAS package) in the context of closely supervised research projects that fulfill Ph.D. apprenticeship and Ed.D. practicum requirements.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Introductory course focusing on knowledge, skills, and dispositions required for doctoral study and educational inquiry. Examines a wide range of innovative educational research approaches that offer critical insights toward promoting equitable education.

Expand fieldwork skills and increase theoretical understanding: emphasis on "thinking qualitatively;" intensive fieldwork.

Applications to issues of special education and related educational or human service settings.

Theoretical models, experimental programs. Historical perspective on recent innovative movements. Development in local pre-service/in-service program.

Issues and concepts in assessment of teaching and teachers. Skill and experience developed from political, psychological, and sociological perspectives.

Continuum of practices: recruitment preparation, induction, continuing professional development. Developing a frame of reference regarding teacher education.

Radical traditions in curriculum theory in the Americas and Europe. Critical, radical, and progressive approaches concerned with issues of power, language access, justice, and equity. Critical theorists, feminists, multiculturalists, culturally relevant pedagogues, and post-structuralists.

Examination of cognitive science, constructivism, social cognition, and other learning theories and their influence on how educators view learning and have conducted research about learning.

Overview of social, academic, and psychological aspects, including fundamental mental abilities of inquiry. Introduction to full range of quantitative and qualitative inquiry strategies and practice in research topic identification, problem formation, and study design.

Advanced discussion of problem formation, literature review, study design, and professional context of instructional research; support in preparation of dissertation research proposal.

Discussion and critique of multivariate research methods, designs, and strategies as applied in contemporary educational research. Practical applications in multivariate research design, implementation, and interpretation of data.

An introduction to structural equation modeling (SEM) and factor analysis (FA), and the uses of these approaches in scientific research.

Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Seminar in current scholarly work of teaching and leadership faculty. Topics, interests, research. Methods and approaches. Forms of publication and exhibition. Matriculation at doctoral level.

Doctoral seminar exploring the writing of classic and contemporary educators who have had significant impact on the development of educational thinking, policies, and practices that promote democratic schooling and social justice.

Participation in a discipline- or subject-related experience. Students must be evaluated by written or oral reports or an examination. Limited to those in good academic standing.

In-depth exploration of a problem or problems.  Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.

For qualified students who wish to pursue individual problems under faculty direction, particularly problems in those fields not served by a special research course.