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Fall 2013

Welcome to the Fall 2013 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

Registration open

Classes begin the week of Tuesday September 3, 2013

Education 520 Theories of Instruction (3) Hybrid, Mondays 5:30 - 8:30 pm
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: John Walcott

Education 532 School Business Management (3) OL

In this course student will study principles and methods of planning and fiscal management that are based on a biblical model of stewardship. Topics include the process, funding (including fund raising, tuition and fees), budget (including risk management), and organization. Prerequisites: 530 Introduction to Educational Leadership or permission of instructor.
Instructor: Jim DeKorne

Education 542 Diagnosis & Remediation of Literacy Difficulties (3) OC Tuesdays 5:30 - 8:30 p.m. SC 312
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: Jim Rooks

Education 553 LD Instruction II: Trends and Issues (3) Hybrid Wednesdays 5:30 - 8:30 p.m. Room TBA

This class will meet on campus Monday July 29 and Tuesday July 30 9:30 a.m. - 3:30 p.m., on-line September to November, and back on campus 1 day in mid-November (day to be determined with instructor and participants). Summer dates are must attend days.Through readings, discussion, activities, investigative intervention projects and presentations, students will explore and critically analyze current responsibilities, trends, and persistent issues in instruction with students who are at-risk for school learning. Each course feature will be examined from a contextual perspective, considering the implications of interwoven and complex variables such as language, culture, ethnicity and class.
Prerequisites: Education 202 or 606 (or equivalent) and Education 550.
Instructor: Kara Sevensma

Education 591 Educational Research and Evaluation (3) OC Wednesdays 5:30 - 8:30 p.m. SC 312
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: Debra Buursma



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