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Fall 2012

Welcome to the Fall 2012 Graduate Studies in Education offerings.

The method of delivery is indicated by:

  • on-line: courses taken all on-line OL
  • on campus: on campus for the duration of the course OC
  • hybrid: on campus, them on-line, finish up on campus Hybrid
  • on campus/on-line: come to campus for first few days of class them complete rest on-line Off-C

To register as a guest for any course

Classes begin the week of Tuesday September 4, 2012

Education 520 Theories of Instruction (3) OL and OC Wednesdays 5:30 - 8:30 SC 318 (two sections - online section is for participants who live outside of a 50 mile radius of campus.)
This course examines the theoretical foundations of instruction and assessment. Relationships between development/learning theories and theories of pedagogy are considered. The focus is on the underlying assumptions of these various theories and interpretation of these theories from a Christian perspective and their relationships to the practice of teaching. Special attention is given to the affect of pedagogy on communities of practice and the achievement gaps related to race, class, and gender and understanding the various nuances of individual and standardized assessment.
Instructor: Jan Simonson

Education 542 Diagnosis & Remediation of Literacy Difficulties (3) OC Thursdays 5:30 - 8:30 p.m. SC 322
This course examines the literate identities of students and adults across of range of social contexts including schools, workplace, home, on-line, church, etc.   It examines the range of skills needed to navigate these literate domains and considers the extent to which schools both foster the literacy skills needed in the 21st Century as well as the degree to which existing student competencies are appropriated in formal educational contexts to support new learning.   Programs and strategies for supporting the struggling adolescent reader and writer will be explored along with an examination of the school curriculum more broadly to examine the ways in which literate tools can be introduced and appropriated across a range of disciplinary and vocational contexts.  Practicum required.
Instructor: Jo Kuyvenhoven

Education 552 LD Instruction I: Programs and Strategies (3) Hybrid Wednesdays 5:30 - 8:30 pm SC 300

In this course, students probe decision-making involved in choosing designing, implementing, and evaluating culturally responsive curricula and instruction for learners identified with Learning Disabilities (LD).  Students link theory, research, and practice by researching, examining, teaching, and critiquing, and sharing a line of current research-based programs and strategies appropriate for students in grades K-12 with LD. Through readings, discussion, synthesis papers, and projects, students will begin to explore the complex relationships between: (1) student and teacher variables; (2) Individualized Education Plans (IEPs); (3) special programs, strategies, and pedagogical tools; and (4) activity settings. Particular emphasis includes implications of theory and philosophy on teaching and learning, accessing and understanding evidenced-based practice, scaffolded, diagnostic instruction in core subjects, as well as diversity and culturally responsive instruction. Pre-requisite: EDUC 550 or instructor approval.
Instructor: Debra Buursma

Education 591 Educational Research and Evaluation (3) OC Tuesdays 5:30 - 8:30 p.m. SC 318
This course engages graduate students in understanding and examining the theories, methods, and paradigmatic frames of social science research through a Biblical lens.  In addition, the course prepares students to use data appropriately to support educational and organizational decision-making.  Students will learn how to read and critique qualitative and quantitative educational research and will learn how to use research and assessment data to make decisions related to the work of P-12 schools particularly as it relates to Calvin’s four MEd. specialty areas.
Instructor: Jan Simonson



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