• Undergraduate
  • Masters
  • Doctoral
  • Undergraduate
    • Masters
      • CEPD-7152 Research and Program Evaluation
        Description

        This course is designed to provide counselors with the research knowledge and skills necessary to evaluate individual and group counseling interventions, as well as educational programs. An emphasis will be placed on the collection and use of quantitative and qualitative data to evaluate programs. Counselors in training will also learn how to communicate data and findings to others to effect change and to act as advocates for students/clients.

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      • EDLE-6312 Principles of Leadership
        Description

        This course provides an overview of the organization and administration of schools. Special attention is given to organizational structure and administrative processes that support instructional leadership. The history, future, and current trends to develop viable approaches to improving teaching and learning are examined and practiced.

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      • EDLE-6316 School Law, Policy, and Ethics
        Description

        This course is designed to provide school administrators with proficiencies essential to school leaders for the effective, efficient, equitable, and ethical management of schools and districts. Students are taught to advance the best interests of all students in policy development, allocation of capital and human resources, and monitoring. Course content addresses the role of school leaders in working within the legal and policy frameworks affecting the schools and school personnel. Ethical standards for professional educator conduct are an integral part of this course.

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      • EDLE-6327 Professional Learning Communities
        Description

        This course prepares aspiring leaders to create school learning communities capable of providing ongoing support for adult and student learning.

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      • EDLE-6329 School Operations for Student Learning
        Description

        Students will learn to effectively coordinate and manage financial resources, time, processes, and structures to build and support the instructional capacity of teachers and staff. Students will evaluate the effectiveness of changes to various organizational structures and procedures and their relationship to school improvement and student learning.

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      • EDLE-6341 Using Data to Improve the School
        Description

        The course will provide students experiences in reviewing different types of data, analyzing data from multiple sources, and in using different methodologies of interpreting and presenting data. Students will also explore (1) the use of data within curriculum, instruction, and comprehensive school improvement efforts and (2) how to develop a data drive culture within the school.

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      • EDLE-7312 Schools and Community Engagement
        Description

        This course is designed to provide the graduate student with a knowledge of those elements essential for a school administrator in communicating and interacting with the internal and external publics in the school community.

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      • EDRS-6301 Research in Education
        Description

        The study of the general principles of qualitative and quantitative research designs with an emphasis on students becoming consumers of educational research.

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      • EDRS-6302 Research Methods in Educational Studies
        Description

        The study of the general principles of qualitative, quantitative, and action research designs. Students become consumers of research in their fields and learn how to conduct research in their particular educational settings.

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      • EDRS-6303 School-Based Research Methods
        Description

        The study of the general principles of qualitative and quantitative research designs with an emphasis on students being able to apply research methods to problems in education. The primary goal of the course is to prepare leaders to conduct and facilitate research for the purpose of school improvement. In this course, leaders will develop inquiry skills and will learn ways to lead others in the use of research based learning strategies and processes. Emphasis is placed on systematic collection of multiple forms of data to identify improvement needs, choose courses of action to meet those needs and monitor progress toward goal attainment.

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      • EDRS-6341 Using Data to Improve the School
        Description

        The course will provide students experiences in reviewing different types of data, analyzing data from multiple sources and in using different methodologies of interpreting and presenting data. Students will also explore (1) the use of data within curriculum, instruction, and comprehensive school improvement efforts and (2) how to develop a data drive culture within the school.

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      • EDRS-6342 School and Classroom Assessment
        Description

        This course is designed to increase the school leader's knowledge and understanding of assessment and its role in improving student achievement. Students will examine the knowledge and skill base that supports the effective use of assessment within classrooms and schools. The nature and purpose of assessment, its use for improving instruction and the design of high-quality teacher-developed classroom assessments will be emphasized.

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      • EDRS-7101 Program Evaluation I: Introduction to Program Evaluation
        Description

        This course provides an introduction to evaluation. Topics include an overview of the history of evaluation and an introduction to important evaluation models and practices. An emphasis will be placed on defining evaluation and evaluation-specific methodological skills and practices relevant for conducting high-quality program evaluations.

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      • EDRS-7102 Program Evaluation II: Program Evaluation Development
        Description

        This course provides an in-depth examination of research designs and methods appropriate for program evaluation. An emphasis will be placed on the process of developing a program evaluation proposal adhering to professional and ethical standards.

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      • EDRS-7103 Program Evaluation III: Program Evaluation Implementation
        Description

        This course focuses on quantitative, qualitative, and mixed methods approaches to data analysis, and the process of reporting evaluation research findings. An emphasis will be placed on using software to summarize data, answer evaluation questions, and develop a comprehensive program evaluation report to applicable stakeholders.

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      • EDSI-7385 Special Topics in School Improvement
        Description

        Studies of topics to engage graduate students with contemporary issues and concerns related to school improvement. Description of specific course to be inserted at time of offering. May be repeated for credit. Prerequisites - Must be an active Doctoral student in the School Improvement program.

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    • Doctorate
      • EDFD-8371 Advanced Principles of Curriculum
        Description

        Advanced course directed toward providing students the knowledge and skill necessary for deriving principles to guide the processes of planning, designing, and evaluating curriculum in training and educational settings.

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      • EDLE-8301 Educational Leadership Residency Lab I
        Description

        This is the first of a three-semester course sequence (EDLE 8301, EDLE 8302, & EDLE 8303) designed to provide students with carefully designed and personalized field experiences where they have the opportunity to synthesize and apply knowledge and skills as they work on problems of practice in school and district settings. Students, in collaboration with a Leader Support Team (LST), will develop an Individualized Action Research Performance Plan that will guide field experiences during each of the three residency lab courses.

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      • EDLE-8302 Educational Leadership Residency Lab II
        Description

        This is the second of a three-semester course sequence (EDLE 8301, EDLE 8302, & EDLE 8303) designed to provide students with carefully designed and personalized field experiences where they have the opportunity to synthesize and apply knowledge and skills as they work on problems of practice in school and district settings. Students, in collaboration with a Leader Support Team (LST), will develop an Individualized Action Research Performance Plan that will guide field experiences during each of the three residency lab courses.

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      • EDLE-8303 Educational Leadership Residency Lab III
        Description

        This is the third of a three-semester course sequence (EDLE 8301, EDLE 8302, & EDLE 8303) designed to provide students with carefully designed and personalized field experiences where they have the opportunity to synthesize and apply knowledge and skills as they work on problems of practice in school and district settings. Students, in collaboration with a Leader Support Team (LST), will develop an Individualized Action Research Performance Plan that will guide field experiences during each of the three residency lab courses.

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      • EDLE-8304 Leadership for Organizational Change
        Description

        This course will explore how to drive and sustain organizational and academic improvements in a school setting. It will examine leadership and pedagogical changes that will promote a collaborative and professional environment focused on continuous improvement. This course will look at school reform at the building and classroom levels specifically focusing on improved instructional practices that ensure learning for all students regardless of background. Learning will be drawn from theory and research and from students’ personal experiences. Students will demonstrate proficiency by completing performance-based tasks.

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      • EDLE-8305 Residency Course: Effective Management to Promote Student Learning
        Description

        Students study and apply principles of effective operations and performance management in K-12 schools. Using ethical principles and professional norms as the conceptual framework, students explore efficient and effective organizational functions in personnel management, safety and emergency preparedness, administration of resources, and the use of technology to improve operations. Students will demonstrate proficiency by completing performance-based tasks.

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      • EDLE-8306 Instructional Leadership for Improving
        Description

        This course provides educational leaders the opportunity to explore and use data-informed decision making to drive and sustain organizational and academic improvements in a school setting. Students will examine leadership and pedagogical strategies that promote a collegial environment focused on continuous improvement. Learning will be drawn from leadership theory and research on best practices, ethical principles, and professional norms in curriculum development, classroom instruction, student learning assessment, professional learning, and other areas that support the needs of all student populations in a learning-focused school environment. Students will demonstrate proficiency by completing performance-based tasks.

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      • EDLE-8311 Instructional Leadership
        Description

        An advanced course in instructional leadership. Students will apply varying leadership styles in instructional settings depending on the developmental level of the faculty/staff being supervised. Students investigate various technical and interpersonal skills that are designed to improve the quality of instruction.

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      • EDLE-8312 School Finance and Resource Management
        Description

        This course is designed to provide the graduate student with the basic principles of school finance, accounting procedures, and school business management.

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      • EDLE-8314 Local School Leadership
        Description

        The role of the principal is examined. Societal and organizational settings in schools and implications for effective practice are examined. The course provides a balance between theory and research and application of these to solving problems in the daily life of educational administrators.

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      • EDLE-8316 Educational Facilities
        Description

        This course is designed to make the graduate student aware of and appreciate the relationship that exists between the total educational program and the learning environment as expressed by the physical facilities housing such a program.

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      • EDLE-8320 Designing and Conducting Staff Development Programs
        Description

        This course provides techniques and processes for planning and implementing staff improvement programs. The literature, research, and reported effective practices are explored and implementation plans and activities are developed.

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      • EDLE-8322 Law for School Counselors and Psychologists
        Description

        This course is designed to provide the student with the opportunity to conduct an in-depth study of the law as it relates to the delivery of counseling and social services to students in a school setting. The student, working with the instructor, will research an area of interest and produce a written report.

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      • EDLE-8324 Ethics in Educational Leadership
        Description

        This course is designed to provide school leaders with an in-depth examination of current and anticipated ethical issues and dilemma facing public education.

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      • EDLE-8326 Politics and Policy in Education
        Description

        Analyzes the politics of elementary and secondary education at the local, state, and federal level with an emphasis on Georgia issues and experiences. Contemporary issues such as local control, the expanding role of the state government in influencing policy direction are treated. The role of policy and the development of policy as they relate to politics will also be explored.

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      • EDLE-8328 Educational Leadership in a Pluralistic/Diversified Society
        Description

        A study of the various aspects of culture and its link to school leadership. A specific focus is made on the preparation of administrators that can help transform schools in ways that would serve the interests of groups oppressed on the basis of race, ethnicity, language, learning styles, gender, sexual orientation, social class, or disability. Limitations of traditional preparation models are investigated as well as related school reforms and restructuring movements.

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      • EDLE-8329 School Leadership in a Pluralistic and Diverse Society
        Description

        Students study school and district leadership within the context of how effective leaders address issues related to race, ethnicity, gender, sexual orientation, social class, disability, or language. Particular attention is given to preparation of leaders who can transform schools and districts in ways that serve the interests of all students.

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      • EDLE-8330 Group Leadership Techniques in Administration and Supervision
        Description

        This course provides experience in decision-making processes through the study of group behavior and leadership behavior, using role play, simulations, and case study methods. The role, styles, and functions of leaders are examined in the context of public education. Students learn to recognize both individual and group patterns of behavior in organizations. Interpersonal and managerial skills that are crucial to establishing a productive work climate are emphasized.

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      • EDLE-8332 Mediating Conflict in Organizations
        Description

        This course assists students in understanding ways of managing conflict in schools and community. Attention is given to the consequences of intergroup and intragroup conflict and ways to establish productive and collaborative relations. Case studies of conflict are used to foster skills in conflict mediation and alternative dispute resolution.

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      • EDLE-8334 Curriculum Design
        Description

        Interrelationships of various components of a curriculum design are investigated. Curriculum design is studied as a basis for decision-making in constructing instructional programs.

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      • EDLE-8336 Curriculum Inquiry and Change
        Description

        An analysis and in-depth study of curriculum theories and the construction of new paradigms or models based on current curriculum thought. Conceptualization of the process of how fundamental change affects the culture of the school community and various emerging educational forms are also emphasized.

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      • EDLE-8338 Clinical Techniques in Supervision
        Description

        The student will develop skills of observing and analyzing teacher performance by using both qualitative and quantitative techniques, and by conducting pre and post conferences with teachers.

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      • EDLE-8383 Research Proposal for Educational Leadership
        Description

        Students develop a working proposal for an action research project that has relevance for educational leadership. Students conduct a literature review and produce an appropriate research design.

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      • EDLE-8386 Advanced Internship
        Description

        Is a one-semester advanced clinical field experience which prepares students for educational leadership positions.

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      • EDLE-9004 Teaching the Adult Learner
        Description

        This course examines theories of adult learning and practical application in the adult education process. Students will gain an understanding of andragogy and the contemporary adult education movement. Exploration of the six principles of andragogy will occur and include the: (1) learner's need to know, (2) self-concept of the learner, (3) prior experience of the learner, (4) readiness to learn, (5) orientation to learning, and (6) motivation to learn.

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      • EDRS-8301 Planning Research in Education
        Description

        This course is designed for students plan-ning to conduct a research project as part of their specialist degree requirement. Students have the opportunity to examine various research designs and data analysis techniques appropriate to qualitative and quantitative research methodologies. Students will write the first three chapters of their research projects (Intro, Review of Literature, and Methods sections).

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      • EDRS-8302 Quantitative Analysis in Educational Research
        Description

        This course emphasizes the principles of experimental design and the analysis of data including analysis of variance for single and multifactor designs, randomized block, repeated measures, and analysis of covariance. Students learn computer applications and the reporting of results in APA style.

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      • EDRS-8303 Qualitative Analysis in Educational Research
        Description

        Theories, methodologies, and findings are examined from qualitative research: educational ethnography, case study, biography, interview studies, and historical document analysis. Techniques for data collection, analysis, and presentation are studies through the design and implementation of a research project.

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      • EDRS-8304 Data Analysis in Educational Research
        Description

        Enrollment requires approval of research proposal by program instructor and consent of EDRS instructor. This course is designed for students planning to conduct a research project as part of their specialist degree requirement. Students have the op-portunity to examine various research designs and data analysis techniques appropriate to qualitative and quantitative research methodologies. Students learn computer applications and the reporting of results in APA style.

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      • EDRS-9101 Program Evaluation I: Introduction to Program Evaluation
        Description

        This course provides an introduction to evaluation. Topics include an overview of the history of evaluation and an introduction to important evaluation models and practices. An emphasis will be placed on defining evaluation and evaluation-specific methodological skills and practices relevant for conducting high-quality program evaluations.

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      • EDRS-9102 Program Evaluation II: Program Evaluation Development
        Description

        This course provides an in-depth examination of research designs and methods appropriate for program evaluation. An emphasis will be placed on the process of developing a program evaluation proposal adhering to professional and ethical standards.

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      • EDRS-9103 Program Evaluation III: Program Evaluation Implementation
        Description

        This course focuses on quantitative, qualitative, and mixed methods approaches to data analysis, and the process of reporting evaluation research findings. An emphasis will be placed on using software to summarize data, answer evaluation questions, and develop a comprehensive program evaluation report to applicable stakeholders.

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      • EDSI-9171 Program Evaluation
        Description

        This course focuses on the theories, concepts, and processes involved in planning and managing evaluations. Students will engage in evaluations in specific education situations (individual, group, organizational) using focus groups, key stakeholder interviews, survey design, data gathering, analysis and/or other methods as appropriate and analyze outcomes to make recommendations for development and/or remediation.

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      • EDSI-9901 Dissertation Mentoring I
        Description

        The purpose of this course is to begin the process of assisting candidates with moving from the role of student to that of emerging scholar and researcher through making steady progress toward completing the dissertation process. Students will understand the dissertation process and create a plan for the direction of their program of study including selecting topics of concentration, conducting research, and writing multiple dissertation plans based on a variety of research methods and approaches.

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      • EDSI-9902 Dissertation Mentoring Section 2
        Description

        The purpose of this course is to continue the process of assisting candidates with moving from the role of student to that of emerging scholar and researcher through making steady progress toward completing the dissertation process. Students will understand the dissertation process and create a plan for the direction of their program of study including selecting topics of concentration, conducting research, and writing multiple dissertation plans based on a variety of research methods and approaches.

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      • EDSI-9903 Dissertation Mentoring Section 3
        Description

        The purpose of this course is to continue the process of assisting candidates with moving from the role of student to that of emerging scholar and researcher through making steady progress toward completing the dissertation process. Students will understand the dissertation process and create a plan for the direction of their program of study including selecting topics of concentration, conducting research, and writing multiple dissertation plans based on a variety of research methods and approaches.

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      • EDSI-9923 Leadership for Diversity in the 21st Century
        Description

        This course will encourage a culturally pluralistic and global perspective on the equitable education of culturally and linguistically diverse student populations. Students in the course will investigate the philosophical, theoretical, and historical foundations of multicultural education; the values inherent in cross-cultural communication; and relationships between verbal and nonverbal communication systems. Interpersonal skills for encouraging harmony between the dominant culture and culturally and linguistically diverse populations will be topics for investigation.

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      • EDSI-9925 Policy Analysis for School Improvement
        Description

        This course is an advanced study of policy and its impact on the field of education broadly, and school improvement specifically. There is a specific emphasis on policy development and analysis. The course is designed to enable educators to become knowledgeable, effective, and responsible actors within the political and policy arenas of schooling.

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      • EDSI-9933 Leadership for Change
        Description

        This course addresses the theories and processes of change in societies, cultures, and organizations with particular emphasis on change within the educational systems. Completion of this course will enable students to effectively use theories and processes in their role as change agents within their own educational environments. Change strategies that lead to school improvement are emphasized.

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      • EDSI-9941 Models of School Improvement and Reform
        Description

        This course overviews nationally recognized models for school improvement, the forces and factors that influence school improvement and reform, the barriers to change and reform, and how change can be instigated within educational settings. Students build and value a conceptual understanding of the knowledge base in school improvement. Students develop foundational skills in different styles of writing required throughout the doctoral program.

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      • EDSI-9942 Instructional Leadership That Facilitates School Improvement
        Description

        This course prepares students to be instructional leaders in their educational settings. The knowledge base in effective teaching, motivation and learning, clinical supervision and professional development are explored and analyzed as vehicles for school improvement.

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      • EDSI-9943 Models of Professional Development
        Description

        This course identifies current research and theory in principles and models of professional development in the context of school improvement. Students will examine pedagogies of professional development, structures that support teacher and adult learning, models of profession development, issues that influence and define teacher learning, and evaluation of professional development.

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      • EDSI-9960 Research Design
        Description

        This course provides an overview of quantitative, qualitative, and mixed methods research designs. Students will learn the fundamental components of research design including developing research questions, reviewing scholarly literature, exploring theory and theoretical frameworks, and the role of ethics in educational research.

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      • EDSI-9961 Quantitative Research Methods
        Description

        This course introduces the graduate student to basic methods of empirical inquiry used in education, nursing, and related social sciences. Quantitative research designs commonly used in these disciplines are emphasized. Students will learn how to select samples, identify appropriate measurement instruments, analyze data descriptively, and apply a variety of inferential statistical tests to answer research questions.

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      • EDSI-9962 Qualitative Research Methods
        Description

        This course focuses on the use of qualitative methods of research, including theoretical perspectives and methods of collection and analysis of qualitative data sources in educational studies. It emphasizes analysis of work samples, observations, inquiry data, artifacts, and other sources of data. Students become skilled at using methods of qualitative research to evaluate school improvement issues. In addition, students examine strategies for thematic and other forms of analysis of observational and inquiry data. Throughout the course students collect and analyze school improvement data.

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      • EDSI-9963 Action Research for Change I
        Description

        This course begins a two semester site-based research experience during which students conduct a school improvement project. Students reflect on practice to identify a research problem, conduct a review of literature to provide a theoretical base for their studies, develop research questions, and plan methods for data collection and implementation.

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      • EDSI-9964 Advanced Research Seminar
        Description

        In this course students will strategically begin data collection and analysis processes for their individual research studies. Students will learn how to interpret and write results, discussions, and implications for their studies related to existing literature and theoretical frameworks.

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      • EDSI-9998 Research for Doctoral Dissertation
        Description

        Students develop and carry out an independent research project in school improvement. A minimum of nine semester hours in this course is required for graduation. Continuous enrollment is required while working on the dissertation project. Prerequisites: Consent of dissertation chairperson and admission to candidacy.

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