Graduate Study in Education

Historical perspectives, trends, impacts of legislation, and school contexts on the evolving field of special education, K-12; learning theory, styles, and differences - including language and psychological processing; characteristics of students with exceptional learning needs; and implications for assessment, instruction, curriculum accommodations, and modifications within a continuum of services. Corequisite: EDUCSP 602. Summer.

Designing curriculum, instructional strategies, and selecting educational strategies to create learning environments and address transition for individuals with exceptional learning needs (ELN). Adaptations to the general curriculum and alternative teaching approaches in K-12 settings in order to integrate and facilitate independence for individuals with ELN will be addressed. Corequisite: EDUCSP 601. Summer.

Prepares students to carry out a variety of behavior change support strategies in educational settings K-12. Emphasis is on the development of positive, problem-solving approach, positive behavior interventions, and strategies for classroom management. It provides theoretical foundations and practical applications for preventing behavior problems and for intervening when problems occur. Prerequisite: EDUCSP 601 and EDUCSP 602. Summer.

Focuses on the theory and practice of assessment for general special education educators at the post-baccalaureate level. Includes procedures to identify and assess student learning and behavior needs and outcomes. Informal and formal strategies, including standardized tests, observational tools, and curriculum/criterion referenced tests. Prerequisites: EDUCSP 601 and EDUCSP 602, or permission of instructor. Fall.

Examination of the transition from secondary school environments to post-school activities for youth with disabilities relative to career development and self-determination. Critical components include legal foundations, functional assessment, access to career and technical education, employment, postsecondary training, and independent living. Prerequisites: EDUCSP 601 and EDUCSP 602, or permission of instructor. Spring.

Portfolio development procedures and assessment strategies. Requires students seeking advanced certification in special education to begin development of professional portfolio, including plan for professional development achieved through M.Ed. study. Prerequisite: Admission to graduate program or permission of instructor. Fall.

Examines current issues affecting public education from multiple perspectives, including historical knowledge of American education and current research on effective schools. Consideration given to technology, testing, political and social efforts for school improvement, diversity, equity, ethical responsibility, collaboration, and professional standards. Prerequisite: Admission to Graduate Program or permission of instructor.

Students who earn certification as an education professional, after completing a program at an approved collaborating institution, may be awarded credits for documented field-based learning experiences. The amount and award of credit is contingent upon matriculation at KSC, current certification, and completion of requirements specified in a current memorandum of understanding.

Students with advanced certification in learning disabilities and emotional and behavior disorders obtained in conjunction with Granite State College are awarded 18 credits for documented field-based learning experiences. Graduate credit is contingent on completion of required modules and evidence of certification.

First of a two-semester sequence of specialized research conducted on a topic of the graduate student's choice, under guidance of a faculty mentor. Prerequisite EDUC 611 Contemporary Issues and Effective Schools or permission of instructor.

Examination of theoretical frameworks for the development of curriculum for specific professional applications in the P-12 schools. Focus on critical exploration of identities, values, and beliefs in relation to the professional role of curriculum designer. Professional mentoring for individualized curriculum design that addresses developmentally appropriate content, state and national standards. Prerequisite: EDUC 611 Contemporary Issues and Effective Schools or permission of instructor.

Exploration of current issues in special education based on historical context of philosophy, legislation, litigation, models of service delivery, and future trends. Prerequisite: Admission to graduate program or permission of instructor. Fall.

Examines the role of the school counselor in relation to the philosophy and curriculum of school. Emphasis is on defining professional responsibilities and relationships among counselors, teachers, administrators, students, and family in the delivery of school counseling services. Fall.

Investigates approaches to school counseling focused on working in a culturally sensitive and responsive way with the diverse range of students, families, faculty, and staff. Explores critical issues related to race, culture, class, social status, gender, and affectional orientation, as well as cognitive diversity and psychological and physical challenges. Spring.

This course addresses the use of technology in the P-12 classroom in areas of curriculum development, instructional design, and assessment. The students will explore the theoretical and practical issues of educational technology in teaching and learning and will be exposed to the diversity of educational technology through practical use. Summer.

This course integrates a focus on personal and professional issues in an environment of continuous feedback and self-reflection. Content areas focus on critical issues in school counseling. Prerequisite: Admission to School Counseling graduate program. Fall.

Examination of human development, with particular emphasis on school-aged children. Focus is on understanding the physical, cognitive, language, social, emotional, and spiritual domains, as well as ecological and cultural context. Contemporary theories of development are explored and applied to educational settings to define developmentally appropriate practice. Prerequisite: Admission to graduate program or permission of instructor. Fall.

Continuation of specialized research begun in EDUCCI 620 Specialization I. Culminates with preparation for demonstration of professional leadership project. Prerequisite: EDUCCI 620.

Recruiting, inducting, and mentoring school personnel. Observation methods and conferencing techniques are practiced in the process of supervision and evaluation of school personnel. Related legal and personnel issues are discussed. Prerequisite: Admission to graduate program or permission of instructor. Spring.

Current theories and practices that inform approaches to individual, classroom, and program assessment and the issues that impact policies and practices. Examination of factors that affect curriculum delivery, data collection and analysis, and use of data and results to improve student learning and school climate. Prerequisite: EDUC 621 Curriculum Theory and Development or permission of instructor.

Focus on theory and practice of assessment for school counselors. Includes formal and informal assessment approaches as well as how these approaches will inform effective interventions. Emphasis is on developing the necessary skills for collaboration in a team setting with families and professionals. Prerequisite: Admission to School Counseling graduate program or permission of instructor. Spring.

Legal rights, duties, and responsibilities of school personnel, including the ethical and legal considerations related specifically to the practice of school counseling, special education, and educational leadership. Current issues, policies, laws, and legislation will be emphasized in accordance with professional standards. Prerequisite: Admission to graduate program or permission of instructor.

Explores career development theories. Examines and evaluates career materials as they relate to school philosophy and curriculum. Summer.

Emphasizes the practice of ethical counseling skills integrating developmental, multicultural, and ecological perspectives. Includes role-playing, videotaping, and analysis/evaluation by self, peers, and instructor. Prerequisites: Admission to School Counseling graduate program or permission of instructor. Fall.

Organizational theories, models of leadership development, and the change process as applied to educational settings. Special emphasis on school organization, culture, vision and mission, curriculum, formal/informal leadership. Exploration of personal and professional theoretical frameworks of leadership, communication, group process, conflict management, transformative and ethical leadership. Prerequisite: EDUC 631 Curriculum Management and Student Assessment or permission of instructor.

Participation in the school budget process, building consensus, and aligning resources with the organizational vision. Collaboration with school personnel, families, business, community, and government groups by framing partnerships. Application of fiscal and legal principles to provide safe and effective facilities. Prerequisites: Admission to Educational Leadership option or permission of instructor. Fall.

Introduces skills, knowledge base, and practice of group counseling in schools. Focuses on ethical issues, developmental perspectives, working with diverse populations, and current research. Includes experiential components, including cofacilitation of a group in a school. Prerequisite: Admission to School Counselor graduate program.

This post-baccalaureate internship is the first half of a yearlong field experience and seminar that focuses on the application of special education knowledge and skills in a K-12 school setting. Interns receive support from a college supervisor and mentor/cooperating teacher to meet identified special education program competencies. Prerequisites: EDUCSP 601 and EDUCSP 602. Fall.

This course will address teaching and learning strategies for integrating all the language arts areas: reading, writing, listening, and speaking. Prerequisite: A reading course or permission of instructor.

Examination of the cooperative nature of the roles of classroom teachers and special educators and implications for delivering instruction and related support services. Emphasis on developing working relationships. Course addresses collaboration skills for participating in change efforts, working with families, prereferral, IEP development, co-teaching, and supervision of paraprofessionals. Prerequisites: Admission to graduate program or permission of instructor. Fall.

Examination of the cooperative nature of the roles of classroom teachers and special educators and implications for delivering instruction and related support services. Emphasis is on developing working relationships. Course addresses collaboration skills for participating in change efforts, working with families, prereferral, IEP development, co-teaching, and supervision of paraprofessionals. Prerequisites: Admission to graduate program or permission of instructor, EDUCSP 610, and EDUCSP 621. Cross-listed with EDUCCI 661. Spring.

An exploration of major theoretical approaches to school counseling. Emphasis is on the formulation of perspectives on emotional growth and development, as well as the helping relationship. Includes case studies that illustrate strategies for intervention from an ecological perspective. Prerequisites: EDUCSC 622, EDUCSC 626, and EDUCSC 651. Spring.

This post-baccalaureate internship is the second half of a yearlong field experience and seminar that focuses on the application of special education knowledge and skills in a K-12 school setting. Interns receive support from a college supervisor and mentor or cooperating teacher to meet identified special education program competencies. Prerequisite: EDUCSP 660. Spring.

Strategies for identifying, analyzing, and evaluating educational research. Introduction to research concepts and instrumentation in qualitative and quantitative research. Part I of a yearlong action research project designed by students and implemented in an educational setting. Prerequisite: EDUC 651 School Leadership or permission of instructor.

Practical application of educational research methods to school reform initiatives. Focus is on creating a research design for systematic inquiry of a problem or issue in school. Part II of a yearlong research project designed by students to be implemented in an educational setting. Prerequisite: EDUC 670.

Implementation of research-based school reform initiatives designed in EDUC 675; includes data analysis, research report writing, and professional presentation skills. Part II of a yearlong research project designed by students to be implemented in an educational setting. Prerequisite: EDUC 675. Spring.

Study of a selected topic in education at the graduate level. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

A supervised practical experience in educational leadership with seminar sessions addressing national and state standards for educational leaders. The focus of this internship will be working with staff, parents, and the community. Prerequisites: Admission to Educational Leadership option or permission of instructor. Fall.

Weekly seminar in conjunction with site-supervised practice in required, semester-long, minimum 300-hour elementary/middle school counseling internship. In addition to required field experiences totaling a minimum of 300 hours, students meet weekly with student interns and instructor to integrate internship experience. Cannot be taken in conjunction with EDUCSC 697. Prerequisite: Permission of instructor. Fall, Spring.

A supervised practical experience in educational leadership with seminar sessions addressing national and state standards for educational leaders. The focus of this internship will be integrating leadership, curriculum, school improvement and data-driven decision-making. Prerequisites: Admission to Educational Leadership option or permission of instructor. Spring.

Weekly seminar in conjunction with site-supervised practice in required, semester-long, minimum 300-hour secondary/middle school counseling internship. In addition to required field experiences totaling a minimum of 300 hours, students meet weekly with student interns and instructor to integrate internship experience. Cannot be taken in conjunction with EDUCSC 696. Prerequisite: Permission of instructor. Fall, Spring.

Intensive study of an educational problem encountered in a school or community. Offered as directed study if designed by the faculty member or independent study if proposed by the student. Prerequisite: Permission of instructor. Fall, Spring.

Intensive study of an educational curriculum topic encountered in a school or community. Topics are usually initiated by the graduate student. Prerequisite: Permission of instructor. Fall, Spring.

Intensive study of an educational leadership topic encountered in a school or community. Topics are usually initiated by the graduate student. Prerequisite: Permission of instructor.

Intensive study of an educational counseling topic encountered in a school or community. Topics are usually initiated by the graduate student. Prerequisite: Permission of instructor.

Intensive study of a special education topic encountered in a school or community. Topics are usually initiated by the graduate student. Prerequisite: Permission of instructor.

Development of a comprehensive case study of a student, classroom, or school in collaboration with students in each of the specialty areas. Prerequisites: Admission to graduate program and 30 hours of specialty area course work. Spring.