Introduction to Graduate Studies in Education

Graduate study requires a set of advanced academic skills. As such it is necessary to provide these basic skills to enable new graduate students to be successful. In this course students will be provided with training in the basic tools of finding resources, reading and critiquing empirical literature, and academic writing. In addition students will be introduced to the nature and various approaches of educational literature. Offered fall, spring, summer session, online, on campus and hybrid.

  • Course code: EDUC-500
  • Credits: 1
  • Department:
  • Education
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Framing Questions, Global Forces, Constraining Structures

This course will center on fundamental questions at the intersection of education, justice and human flourishing. We will examine key issues surrounding the nature of a good society, the ways in which the global community affects education and how schooling gets structured by politics and economics. This course will use the faith-based frames of justice and hope in connection with shalom and the kingdom of God to investigate formal education in light of its political, economic, social and religious contexts. Students will investigate foundational questions around teaching, learning, curriculum and language as well as structural issues of social class, gender, ability and race. The aim is for students to articulate their own idea of the purpose of school framed in their own faith-based perspective. The course will leave space for students to explore specific interests and issues. Offered spring semester and online.

  • Course code: EDUC-510
  • Credits: 3
  • Semester: Spring
  • Department: Education
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Consulting, Collaborating, and Coaching

The course offers an advanced study of professional responsibilities necessary in advocating and developing learning opportunities for learners identified with disabilities, literacy difficulties or diverse learning needs and gifts. Students will explore, practice, and critique models and methods of collaboration, consultation, and coaching that involve teachers, learners, specialists, parents, paraprofessionals, and community agencies in interdependent relationships. Particular emphasis is placed on exploring cultural diversity as one develops effective communication skills, understanding self and others, group visioning activities, and professional development to colleagues. Prerequisite: Education 202 or 606.

  • Course code: EDUC-511
  • Credits: 3
  • Semester: Summer
  • Department: Education
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Educational Research and Evaluation

Building on EDUC-500 Introduction to Graduate Studies in Education, this course engages students further in understanding and examining the theories, methods and paradigmatic frames of educational 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. Prerequisite: EDUC-500 Introduction to Graduate Studies. Offered fall semester and online.
*This course also fulfills the EDUC-591 requirement for currently enrolled candidates.

  • Course code: EDUC-514
  • Credits: 3
  • Semester: Spring
  • Department: Education
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Leading Educational Communities: Communication

On campus. Because communication is at the heart of teaching, learning and leading, the Graduate Studies Program prepares professional educators to understand and analyze discourse as it shapes educational activity. Teaching and learning communications are shaped and made meaningful by culture, language, mode and circumstance; as well as ideology and power. The ability to analyze communication as discursive prepares participants to examine educational activity settings, assess them for equitable participation and design them for more effective and just educational practice.
*This course also fulfills either EDUC-511 or EDUC-313 requirement for currently enrolled candidates.

  • Course code: EDUC-516
  • Credits: 3
  • Department: Education
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Curriculum Theory & Devel

A study of curriculum theories and model curricula for pre-school through grade 12. This course includes a study of issues relating to understanding historical, political, social, intellectual and spiritual implications of curriculum theories. Topics include investigating an in-depth understanding of subject matters, creating learning opportunities, selecting effective learning resources, and implementing curricular change in a school setting. Christian perspectives, including issues of social justice, are integrated throughout.

  • Course code: EDUC-521
  • Credits: 3
  • Semester: Summer
  • Department: Education
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Reshaping Curriculum, Teaching, and Learning

On campus, and hybrid. The dynamic relationship between curriculum as content and as process, between what is to be learned and the instructional practices used to organize and mediate it for students, is at the heart of educational practice. This course focuses on the theory and practice of curriculum and pedagogy, examined in terms of both the perspectives that shape them and the ways in which they serve or fail to serve all learners. Issues addressed include the concept, purpose and social context of curriculum; the historical perspectives that influence current and future directions; the relationship between curriculum and instruction; and the connection between perspectival commitments, curriculum and instruction. The course will also address issues and practices related to assessment and instructional technology. Readings, discussions, interaction with practitioners, investigation and application will form important activities in the developent of an understanding of and personal perspective on curriculum and instruction.
*This course also fulfills either the EDUC-520 or EDUC-521 requirement for currently enrolled candidates.

  • Course code: EDUC-522
  • Credits: 3
  • Department: Education
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Intro to Education Leadership

A study of leadership theory and practice relating to building school communities that promote learning for all students. This introductory course in school leadership will focus on: organizational and leadership theory, establishing a school mission, collaborative problem-solving and community building, decision-making skills and procedures, and personal leadership qualities. Special emphasis will be given to exploring biblical principles which guide Christian leaders in school settings.

  • Course code: EDUC-530
  • Credits: 3
  • Semester: Summer
  • Department: Education
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Professional Development and Supervision

A study of the theory and practice related to the professional development of teachers and administrators at both the elementary and secondary levels. This course focuses on ways in which school leaders can structure professional development opportunities that promote student learning and school improvement. The course includes a study of adult learning theory, collaborative learning models, mentoring and coaching, formal and informal teacher assessment, and recruitment, induction, and retention of new teachers. Special emphasis will be given to biblical principles which help shape professional communities in schools.

  • Course code: EDUC-531
  • Credits: 3
  • Semester: Summer
  • Department: Education
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School Business Management

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 (fund raising, tuition and fees), budget (including risk management), and organization. Prerequisites: Education 530 or permission of instructor.

  • Course code: EDUC-532
  • Credits: 3
  • Semester: Fall
  • Department: Education
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School Law, Ethics and Policy

An examination of the legal and ethical frameworks of schooling through a biblical lens. Students will learn the basics of their national and local school policies and laws as they have been developed, as well as surveying the major legal decisions affecting schools. Prerequisite: Education 530 or permission of the instructor.

  • Course code: EDUC-533
  • Credits: 3
  • Semester: Spring
  • Department: Education
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Diag & Remed of Literacy Difficulties

This course meets the state literacy course requirements for professional certification. It is required as part of the Calvin graduate reading specialist endorsement and can be used as an elective in any of the other Calvin MEd programs. In this course, we consider the developmental, socio-cultural and cognitive aspects of literacy teaching with students of all ages. We review literacy practices including fiction, information and discipline specific texts, special interest reading, and work place literacy. The course presents and critiques current positions from which literacy instruction is designed and delivered. It develops participants' pedagogy as they learn to assess a reader's abilities and develop instructional responses. Participants enhance their own critical literacy abilities as readers and writers of text. Course participants undertake a case study to complement the course readings, discussion and other learning. Course objectives are met through a deep engagement with a student who has been identified as an "at risk" reader based on classroom performance, ELL status or special education. This authentic engagement, facilitated by professional observations, assessments, and a responsive intervention, fully complements and activates course objectives.

  • Course code: EDUC-542
  • Credits: 3
  • Semester: Fall and Spring
  • Department: Education
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Pathways to Inclusion: Re-examining Beliefs about Learners

Online, on campus and hybrid. Schools and classrooms today reflect an amazing diversity of learners. In any learning community, educators must be prepared to create a learning community that meets the needs of students with a vareity of differences in ability, gender, sexuality, race/ethnicity, language, socioeconomic status and more. Yet the reality of developing just and inclusive educational communities is challenging. Through this course, participants are invited to embark on pathways to inclusion by examining the needs of learners with differences in school contexts. Participants will re-examine commonly held beliefs and practices abou identity and difference with the goal of developing inclusive learning communities. Readings and discussions will create opportunities that allow participants to consider how cognitive, socio-cultural and critical perspectives are tools for thinking about shifting understandings of learners' differences. Learning excursions and projects will become spaces for integrating and applying new understandings about ourselves and others within teaching/learning practice. The course will specifically focus on linguistic differences, language development and literacy as they support or impede the inclusion of all learners in educational contexts.
*This course also fulfills the EDUC-550 requirement for currently enrolled candidates.

  • Course code: EDUC-554
  • Credits: 3
  • Department: Education
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Assessment for Understanding: Ld

This course focuses on the knowledge and skills necessary to perform and analyze comprehensive educational evaluations of the atypical learner and to utilize the diagnostic data to construct appropriate instructional recommendations for students with learning disabilities. Students will gain experience administering, scoring, and interpreting a variety of diagnostic assessments as well as reading and writing educational reports. Supervised clinical experiences are required to demonstrate application of theoretical knowledge. Informal, non-standardized assessments and adaptations in standardized group assessments will also be explored. Prerequisites: Education 202, 606 and 550 or permission of the instructor.

  • Course code: EDUC-551
  • Credits: 4
  • Semester: Spring
  • Department: Education
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LD Intruction II: Trends & Issues

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.

  • Course code: EDUC-553
  • Credits: 3
  • Semester: Fall
  • Department: Education
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LD Seminar

This seminar accompanies the LD practicum experience bridging theory and developing reflective practice. Students will work as a community of practice to explore decision-making complexity in the design, implementation, reflection, and refining of instructional practice with students identified with LD. Course components such as book club discussions, role-play, video analysis coupled with an action research inquiry structure support an emphasis on teaching communication, literacy, and thinking skills. Discussions and journaling will also address contextual and schooling issues encountered by a special education professional. Prerequisites: Education 202/606, 550, 552, 553, and 551.

  • Course code: EDUC-557
  • Credits: 3
  • Semester: Spring
  • Department: Education
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Practicum Field Placement:LD

A teaching certificate endorsement in learning disabilities (LD) from the State of Michigan requires completion of a directed teaching experience with students identified with learning disabilities at either the elementary or secondary level. Practicum teachers who have not had prior supervised teaching experience in special education are required to complete a ten-week full-time supervised teaching experience working with a mentor teaching endorsed in LD. Those who are seeking a second endorsement in special education must complete a practicum with a minimum of 180 hours in an appropriate setting. The practicum is taken concurrently with a seminar course, Education 557. The application for the practicum experience can be found on Calvin's graduate education website and must be completed by March 31 of preceding year.

  • Course code: EDUC-558
  • Credits: 2
  • Semester: Spring
  • Department: Education
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Independent Study

  • Course code: EDUC-590
  • Credits: 1
  • Semester: Fall, Spring
  • Department: Education
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Educ Research & Evaluation

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.

  • Course code: EDUC-591
  • Credits: 3
  • Semester: Fall
  • Department: Education
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Specialized Literature Survey

The purpose of this course is to provide students with the opportunity to deepend their understanding of their chosen are aof study and to specialize their focus through an extended program of reading guided by an instructor. STudents will negotioate with their instructor a program of 2000 pages of reading (or equivalent) in their chosen area and evidence engagement with this literature through written and oral reports. Offered fall, spring, summer semester online, on campus and hybrid.
*This course also fulfills the EDUC-592/594/595 requirement for currently enrolled candidates.

  • Course code: EDUC-596
  • Credits: 3
  • Department: Education
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Research Apprenticeship

  • Course code: EDUC-599
  • Credits: 3
  • Semester: Fall, Spring
  • Department: Education
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Conceptual Change in Science

This course examines the nature of alternative frameworks and their correct or incorrect categorization as misconceptions, the process of conceptual change, and teaching strategies conducive towards promoting conceptual change in the science classroom. Course readings and discussions expose students to the intricacies and influence of students' prior conceptions on science learning and the process of conceptual change. Application of course content occurs as students develop lesson plans that address common science misconceptions. Prerequisites: At least one science methods course at the undergraduate or graduate level.

  • Course code: SCES-525
  • Credits: 3
  • Semester: Summer
  • Department: Education
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Teaching the Nature of Science

This course presents historical, philosophical, sociological and psychological interpretations of the nature of science, its implications for scientific literacy, and methodologies related to implementation in the science classroom. Through discussions, readings, and scientific activities/investigations, students will experience and consider how teachers, textbooks, and science curricula both accurately and inaccurately portray science. Students will also modify and develop lesson plans in order to more accurately represent and teach the nature of science to students. Prerequisites: At least one science methods course at the undergraduate or graduate level.

  • Course code: SCES-526
  • Credits: 3
  • Semester: Summer
  • Department: Education
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Scientific Reasoning & Teaching Inquiry

This course investigates the role of scientific reasoning and inquiry in science, the natural development of those skills and strategies in children, and effective teaching methodologies and considerations for developing scientific reasoning and inquiry skills in students. Students explore the connections between scientific reasoning and scientific content and the transference of reasoning and critical thinking skills across the content domains of science and everyday life. Students practice their own reasoning and inquiry skills in the context of K-12 science activities and also develop lessons to foster scientific reasoning and inquiry in their own students. Prerequisites: At least one science methods course at the undergraduate or graduate level.

  • Course code: SCES-527
  • Credits: 3
  • Semester: Summer
  • Department: Education
CODE NAME CREDITS
EDUC-500 Introduction to Graduate Studies in Education 1
EDUC-510 Advanced Foundations in Education 3
EDUC-511 Consulting, Collaborating, and Coaching 3
EDUC-514 Educational Research & Evaluation 3
EDUC-516 Leading Educational Communities: Communication 3
EDUC-521 Curriculum Theory & Development 3
EDUC-522 Reshaping Curriculum, Teaching & Learning 3
EDUC-530 Intro to Education Leadership 3
EDUC-531 Professional Development and Supervision 3
EDUC-532 School Business Management 3
EDUC-533 School Law, Ethics and Policy 3
EDUC-542 Diag & Remed of Literacy Difficulties 3
EDUC-551 Assessment for Understanding: Ld 4
EDUC-553 LD Intruction II: Trends & Issues 3
EDUC-554 Pathways to Inclusion: Re-examining Beliefs about Learners 3
EDUC-557 LD Seminar 3
EDUC-558 Practicum Field Placement:LD 2
EDUC-590 Independent Study 1
EDUC-591 Educ Research & Evaluation 3
EDUC-596 Specialized Literature Survey 3
EDUC-599 Research Apprenticeship 3
SCES-525 Conceptual Change in Science 3
SCES-527 Teaching the Nature of Science 3
SCES-527 Scientific Reasoning & Teaching Inquiry 3