Independent Study

In this course, students apply their knowledge of typical literacy development to understand how reading and writing develop in diverse populations of students, including students with dyslexia, students with other disabilities (e.g., ADHD), English learners, and students who speak linguistic varieties of English. Evidence-based practices in screening, assessment, and instruction/intervention are discussed.

This course examines the leadership role of the reading specialist/coach. Students develop skills to evaluate reading programs and utilize data at the school and district levels. Examining coaching approaches helps students consider how to work in partnership with colleagues for successful implementation of evidence-based practices.

This course focuses on instructional coaching to enhance teaching practices of both novice and experienced teachers across a range of contexts. Students will examine key components of instructional coaching, models of instructional coaching, and considerations for navigating the educational landscape of various contexts for coaching.

This capstone course requires students to integrate and apply knowledge acquired from previous coursework to address an authentic problem of practice in special education. Students will propose, design, and implement a solution to tackle the identified issue. This course will culminate in a comprehensive examination or equivalent project submission, demonstrating their readiness to contribute as leaders in special education.

This course examines the various theories, frameworks, and practices that help to cultivate and sustain the engagement of families and communities in the educational development (social, emotional, and academic) of children and in the improvement of schools. We focus in particular on research-based examples of the role families and community can play with respect to teaching and learning in K12 schools.

Educators, policymakers, and pundits point to Finland, Singapore, and other countries that produce high marks on international assessments as places to study and perhaps emulate. This course provides that opportunity. We study successful educational systems around the world to identify steps to improve education in our own contexts, wherever they may be.

Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.

This advanced assessment seminar is designed to enable students to build on existing strengths and to provide an opportunity for further in-depth study in the area of educational assessment. The course is intended to facilitate the development of students' learning focusing on experiences typically not provided in coursework, such as planning learning experiences for professionals.

Advanced graduate students examine professional literature bearing on the nature, causes, asessment, and treatment of individuals with disabilities, particularly the literature related to special education and the issues that arise from differing perspectives on these topics. Topics (a: characteristics and issues; b: assessment and intervention) alternate annually; students may repeat the course one time.