Students from all programs are welcome to enroll in the M.Ed. Educational Foundations and Policy program. This program is especially important for educators in today’s educational climate and individuals who want to learn more about historical, sociological, and philosophical principles in education.
An Educational Foundations and Policy major provides students from all disciplines a better understanding of history, sociology, philosophy, cultural studies, and political science applied to education and schooling. This program challenges students to critically examine the relationships between education and society and begin to utilize their sphere of influence to affect change. Students will utilize interpretive, normative, and critical perspectives throughout the program. Normative perspectives are examining issues, policies, and educational practices using a variety of beliefs and assumptions about education. Student reflection and personal development is key in this area. Interpretive perspectives are utilizing concepts and theories from the social sciences and humanities to examine education. Critical perspectives require students to question and examine various inconsistencies within educational policies, practices, and values.
Courses
Core Requirements (12 Credits)
EDUC 6740 - School Law 3 Credits
EDUC 6915 - Becoming a 21st Century Master Teacher 3 Credits
In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.
EDUC 6620 - Critical Pedagogy 3 Credits
This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.
EDUC 6410 - Social Foundations of Education 3 Credits
History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.
These classes are offered in 7 week sessions.
Educational Foundations & Policy Core (12 Credits)
EDUC 6600 - Sociology of Education 3 Credit(s)
This course provides an overview of the relationship between education and society, with a primary focus on its role in replication, reinforcement, and creation of inequality. Various sociological concepts, methods, and theories will be used to examine both historical and current issues in education such as inequity, social stratification, the “achievement gap,” and social and cultural capital.
This course is designed to challenge and expand what we think we know about education. We will critically engage research in topics such as sociology, education, economics, public policy, and more. Through structured analysis, we will bring academic materials into direct dialogue with structured experiences in community organizations [such as schools] to enrich our understanding of educational issues. The goal is to better understand how "education" works: what shapes educational achievement; where inequalities in educational achievements come from; how and why educational experiences and accomplishments result in better social and economic outcomes; and how educational institutions might be improved. Although this course is primarily created for current or future teachers, others who are engaged in other learning communities or professions will find the course material applicable to other institutions.
EDUC 6610 - Educational Policy Analysis and Advocacy 3 Credit(s)
This course examines the role of politics and public policy in education, focusing primarily on policy models and frameworks, and their application to current policy issues in K-12 schooling utilizing a historic perspective. Students will study theoretical frameworks necessary for understanding public policymaking and the roles that research plays in the policy process. The curriculum includes local, state and federal education policy.
It is important that teachers, pre-service teachers, and other individuals invested in education understand the role of politics in education, so they may feel empowered to become a change agent in education. We will examine federal, state, and local educational policy as it affects educators, parents, students, and society. We will also study political groups and their impact on teaching, learning, and education’s role in society. Our analysis of educational policy will be placed within the framework of the American political system, including federal and state constitutional frameworks, legislative, executive, and judicial decisions, the electoral process, public opinion, and the media. We will utilize multiple analytical frameworks to explore policy purposes, processes, contents and outcomes. Students will also gain experience in analyzing current educational policy through the lens of a chosen framework.
EDUC 6630 - Democracy and Education 3 Credit(s)
This course will explore the connections between democracy and education. The focus will be on critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, individuals engaged in community development, adult educators, community organizers, and others involved in educational endeavors. Students will engage in study of a range of conceptions and understandings of democracy and analyze implications of these different conceptions of democracy for the practical work of education.
The main goal of this course is to create an intellectual space in which connections between democracy and education can be critically examined and imagined. We will survey and critically analyze a range of competing conceptions of democracy, including classical, republican, liberal, radical, Marxist, neo-Marxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. The course will encourage students to deepen their understanding of the in which the concept of democracy has been and is currently theorized, explore the practical implications of different theories of democracy for the practice of education in both formal and non-formal settings (e.g., in schools and communities, and develop and critically analyze “practitioner profiles” that provide accounts of how educators pursue particular civic education curricula, programs and initiatives.
EDUC 6640 - History of American Education 3 Credit(s)
This course examines the role of schools and teaching throughout American history. A historical framework will be used to reflect on the relationship of schooling to other societal institutions, groups of people, and processes of social change.
These classes are offered in 7 week sessions.
Capstone Requirements (9 Credits)
EDUC 6030 - Principles of Practitioner Research 3 Credit(s)
The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. (As Needed) [Pass/Fail]
Repeatable for Add’l Credit? Yes - Number of Times: 2
Registration Restriction(s): None
EDUC 6650 - Practitioner Research I 3 Credit(s)
This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of
Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.
(As Needed) [Pass/Fail]
Prerequisite(s): EDUC 6030 - Prerequisite Min. Grade: B-
Registration Restriction(s): None
EDUC 6933 - Practitioner Research II 3 Credit(s)
Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.
(As Needed) [Graduate Thesis/Capstone Pass/Fail]
Prerequisite(s): EDUC 6650 and advisor permission - Prerequisite Min. Grade: P
Registration Restriction(s): None
These courses are full semester classes.
